The working out of ideas by research scientists leads to enrichment of language. And since, as is quite natural, they draw copiously on antique forms of expression, they are really the trustees of an instruction that makes these expressions intelligible not merely as components of an artificial language like Volapük but as organic growths. That is how they proceed when they carry on their research, or describe it and lecture on their own subject. But if they are to decide how the school is to map out its course in actual practice, the problem of time again becomes their chief consideration--that is, they feel in duty bound to give preference to what is most important. Hence there results the wish to reduce the hours apportioned to the language subjects as much as possible. On this matter we have a detailed essay by the distinguished Ernst Mach mentioned earlier, who exposes the actual dilemma with the greatest clearness. He treats this exceedingly important question in all its phases, and arrives at almost the same conclusion as Einstein. At the outset he certainly chants a Latin psalm almost in the manner of Schopenhauer. Its lower tones represent an elegy lamenting that Latin is no longer the universal language among educated people, as it was from the fifteenth to the eighteenth century. Its fitness for this purpose is quite indisputable, for it can be adapted to express every conception however modern or subtle it may be. What a profusion of new conceptions was introduced into science by Sir Isaac Newton, to all of which he succeeded in giving correct and precise Latin names! The natural inference suggests itself to us that young people should learn the ancient classical tongues--and yet a different result is coming about; the modern child is to be content with understanding words with a world-wide currency, without knowing their philological origin. It is not necessary to be a schoolmaster to feel the inadequacy of this proceeding. It is true that without knowing Arabic we can grasp the sense and meaning of the word "Algebra," and in the same way we can extract the essence of a number of Greek and Latin expressions without digging at their etymological roots. But these expressions are to be counted in hundreds and thousands, and are increasing daily, so that we are put before the question whether, merely from the point of view of time, it is practicable to learn them as individual foreign terms or as natural products of a root language with which we have once and for all become familiar.