This brings me to the third issue involved in our controversy. Is it true that only useless knowledge is intrinsically valuable? Is it true that any intrinsically valuable knowledge is useless? For my part, I spent in youth a considerable proportion of my time upon Latin and Greek, which I now consider to have been almost completely wasted. Classical knowledge afforded me no help whatever in any of the problems with which I was concerned in later life. Like ninety-nine per cent of those who are taught the classics, I never acquired sufficient proficiency to read them for pleasure. I learned such things as the genitive of “supellex”, which I have never been able to forget. This knowledge has no more intrinsic value than the knowledge that there are three feet to a yard; and its utility, to me, has been strictly confined to affording me the present illustration. On the other hand, what I learned of mathematics and science has been not only of immense utility, but also of great intrinsic value, as affording subjects of contemplation and reflection, and touchstones of truth in a deceitful world. This is, of course, in part a personal idiosyncrasy; but I am sure that a capacity to profit by the classics is a still rarer idiosyncrasy among modern men. France and Germany also have valuable literatures; their languages are easily learnt, and are useful in many practical ways. The case for French and German, as against Latin and Greek, is therefore overwhelming. Without belittling the importance of the sort of knowledge which has no immediate practical utility, I think we may fairly demand that, except in the education of specialists, such knowledge shall be given in ways that do not demand an immense expenditure of time and energy on technical apparatus such as grammar. The sum of human knowledge and the complexity of human problems are perpetually increasing; therefore every generation must overhaul its educational methods if time is to be found for what is new. We must preserve the balance by means of compromises. The humanistic elements in education must remain, but they must be sufficiently simplified to leave room for the other elements without which the new world rendered possible by science can never be created.