for the common people. Men who did not believe in its truth believed in its usefulness as a political institution, and as a rule philosophers did not seek to diffuse disturbing "truth" among the masses. It was the custom, much more than at the present day, for those who did not believe in the established cults to conform to them externally. Popular higher education was not an article in the programme of Greek statesmen or thinkers. And perhaps it may be argued that in the circumstances of the ancient world it would have been hardly practicable.
There was, however, one illustrious Athenian, who thought differently—Socrates, the philosopher. Socrates was the greatest of the educationalists, but unlike the others he taught gratuitously, though he was a poor man. His teaching always took the form of discussion; the discussion often ended in no positive result, but had the effect of showing that some received opinion was untenable and that truth is difficult to ascertain. He had indeed certain definite views about knowledge and virtue, which are of the highest importance in the history of philosophy, but for our present purpose his significance lies in his enthusiasm for discussion and criticism. He taught those with whom he conversed—and he conversed in-
