the guardian taken from the dog, the desirableness of offering some almost
unprocurable victim when impure mysteries are to be celebrated, the
behaviour of Zeus to his father and of Hephaestus to his mother, are
touches of humour which have also a serious meaning. In speaking of
education Plato rather startles us by affirming that a child must be
trained in falsehood first and in truth afterwards. Yet this is not very
different from saying that children must be taught through the medium of
imagination as well as reason; that their minds can only develope
gradually, and that there is much which they must learn without
understanding. This is also the substance of Plato's view, though he must
be acknowledged to have drawn the line somewhat differently from modern
ethical writers, respecting truth and falsehood. To us, economies or
accommodations would not be allowable unless they were required by the
human faculties or necessary for the communication of knowledge to the
simple and ignorant. We should insist that the word was inseparable from
the intention, and that we must not be 'falsely true,' i.e. speak or act
falsely in support of what was right or true. But Plato would limit the
use of fictions only by requiring that they should have a good moral
effect, and that such a dangerous weapon as falsehood should be employed by
the rulers alone and for great objects.

A Greek in the age of Plato attached no importance to the question whether
his religion was an historical fact. He was just beginning to be conscious
that the past had a history; but he could see nothing beyond Homer and
Hesiod. Whether their narratives were true or false did not seriously
affect the political or social life of Hellas. Men only began to suspect
that they were fictions when they recognised them to be immoral. And so in
all religions: the consideration of their morality comes first, afterwards
the truth of the documents in which they are recorded, or of the events
natural or supernatural which are told of them. But in modern times, and