Includes bibliographical references.

Therefore we must elect as ruler and guardian of the city him who as boy and
youth and man has been tested and has come out without strain, and render him
honours in life and after death, giving him the highest rewards of public burial
and other memorials. The others we must reject.'1 In this way Plato began to
elaborate his thesis of'education for leadership' in the fourth century BC. It was
to become a key theme in the humanist scholarship of the sixteenth century, and
later, in the nineteenth century, assumed the status and trappings of an English
tradition. To a large extent it has fallen from favour in twentieth-century
Britain. Nevertheless, there have been several attempts during the present
century to adapt the notion to meet changing social, political and cultural
demands and opportunities. This book is chiefly concerned with the characteristics,
implications and ultimate fate of these more recent efforts.

http://172.20.27.22:4000/handle/123456789/78