developes the stages of the idea in different countries or at different times in the same country, with Plato these gradations are regarded only as an order of thought or ideas; the history of the human mind had not yet dawned upon him. Many criticisms may be made on Plato’s theory of education. While in some respects he unavoidably falls short of modern thinkers, in others he is in advance of them. He is opposed to the modes of education which prevailed in his own time; but he can hardly be said to have discovered new ones. He does not see that education is relative to the characters of individuals; he only desires to impress the same form of the state on the minds of all. He has no sufficient idea of the effect of literature on the formation of the mind, and greatly exaggerates that of mathematics. His aim is above all things to train the reasoning faculties; to implant in the mind the spirit and power of abstraction; to explain and define general notions, and, if possible, to connect them. No wonder that in the vacancy of actual knowledge his followers, and at times even he himself, should have fallen away from the doctrine of ideas, and have returned to that branch of knowledge in which alone the relation of the one and many can be truly seen—the science of number. In his views both of teaching and training he might be styled, in modern language, a doctrinaire; after the Spartan fashion he would have his citizens cast in one mould; he does not seem to consider that some degree of freedom, ‘a little wholesome neglect,’ is necessary to strengthen and develope the character and to give play to the individual nature. His citizens would not have acquired that knowledge which in the vision of Er is supposed to be gained by the pilgrims from their experience of evil. On the other hand, Plato is far in advance of modern philosophers and theologians when he teaches that education is to be continued through life and will begin again in another. He would never allow education of some kind to cease; although he was aware that the proverbial saying of Solon, ‘I grow old learning many things,’ cannot be applied literally. Himself ravished with the contemplation of the idea of good, and delighting in solid geometry (Rep.), he has no difficulty in imagining that a lifetime might be passed happily in such pursuits. We who know how many more men of business there are in the world than real students or thinkers, are not equally sanguine. The education which he proposes for his citizens is really the ideal life of the philosopher or man of genius, interrupted, but only for a time, by practical duties,—a life not for the many, but for the few.