class of men unknown before within her boundaries, a class of private professors, or "sophists," as they called themselves, who undertook to teach theoretically what the State had assumed could be taught only practically and by herself, viz., virtue and wisdom. Their ideas were novel, striking, and radical, hence congenial to a newly emancipated populace, vain of its recent achievements, and contemptuous of all that savored of the narrow, pious puritanism of the old time; their premises were magnificent, and their fees high enough to impose upon a class that always measures the value of a thing by what it is asked to pay for it; their method of teaching was such as to flatter the vanity, and secure the favor, of both pupils and parents. No wonder that their success was immediate and their influence enormous. From the days of Socrates to our own, 'sophist' has been a term of reproach, and not altogether unjustly so. Hegel, Grote, and Zeller have, indeed, shown that the sophists did not deserve all the obloquy which has attached itself to their name, inasmuch as they were neither much better nor much worse than any class of men who set up to teach new doctrines for money, and, as wise economists, suit supply to demand; nevertheless, it may be fairly enough said that they largely contributed to demoralize Athens, by encouraging irreverence for the very conceptions upon which her polity was built, and by pandering to some of the most selfish and individualistic tendencies of democracy. If it be said that they have their place in the history of human evolution, as the heralds of that higher view of life which allows the individual a sphere of activities and interests outside of that occupied by the State, this may at once and without difficulty be admitted, without our being thereby forced to regard them as noble men. The truth is, they represented, in practice and in theory, the spirit of individualism, which was then everywhere asserting itself against the spirit of nationalism or polity, and which perhaps had to assert itself in an exaggerated and destructive way, before the rightful claims of the two could be manifested and harmonized. It is the incorporation of this spirit of individualism into education that constitutes the "New Education."