PLATO’S THEORY OF PUBLIC EDUCATION. 271 
of one to the other. In other words, he allows for the great 
principle which Mr. Oke dwelt upon, that where there is talent, 
talent must have the scope to assert itself, to realize itself, and to 
rise as high as the talent will go. (Hear, hear.) In point of fact, 
there is no country in the world where that has been longer or 
more liberaliy recognized than in England. England, with all 
thine educational faults, I love thee still! (Hear, hear.) 
To go to another subject. In my closing sentence I said that 
according to the Christian doctrine of human nature it is impossible 
for any educator with eighteen centuries of Christian history and 
Christian consciences behind him, to allow that anything is really 
education which violates the highest qualities of human nature. 
We cannot tear up our New Testament ; we cannot falsify centuries 
of Christian practice to please anybody. What I said was that 
however you interpret that thorny word “Church,” according to 
my thesis the Church in some sense or other must have not only 
a say, but the say, the first and the last say in the matter of educa- 
tion. If the Secretary who made that interesting and inspiring 
speech cannot tell us better than this, that the State is so behind 
the times, and the Church is so divided that we cannot give an 
adequately Christian Education in Christian England, all I can say 
is, God help us, and God help those that come after. (Applause.) 
A vote of thanks to the lecturer, proposed by Mr. BisHop and 
seconded by Dr. HEywoop SmiItH, was carried by acclamation. 
The CHAIRMAN having given notice of the alteration in the date 
of the Annual General Meeting from May 2nd to May 9th, and 
having announced that the President, Lord Halsbury, would take 
the Chair, the proceedings terminated. 
