Then, why maintain Greek in schools? Only a very minute percentage of the boys who are tormented with it really learn it. Only a still smaller percentage can read it after they are thirty. Only one or two gain any material advantage by it. In very truth, most minds are not framed by nature to excel and to delight in literature, and only to such minds and to schoolmasters is Greek valuable. This is the case against Greek put as powerfully as one can state it. On the other side, we may say, though the remark may seem absurd at first sight, that to have mastered Greek, even if you forget it, is not to have wasted time. It really is an educational and mental discipline. The study is so severe that it needs the earnest application of the mind. The study is averse to indolent intellectual ways; it will not put up with a "there or thereabouts," any more than mathematical ideas admit of being made to seem "extremely plausible." He who writes, and who may venture to offer himself as an example, is naturally of a most slovenly and slatternly mental habit. It is his constant temptation to "scamp" every kind of work, and to say "it will do well enough." He hates taking trouble and verifying references. And he can honestly confess that nothing in his experience has so helped, in a certain degree, to counteract those tendencies--as the labour of thoroughly learning certain Greek texts--the dramatists, Thucydides, some of the books of Aristotle. Experience has satisfied him that Greek is of real educational value, and, apart from the acknowledged and unsurpassed merit of its literature, is a severe and logical training of the mind. The mental constitution is strengthened and braced by the labour, even if the language is forgotten in later life.