But I can mention at least one voluntary gift which came to us from Persia, and that is the relation of silver to gold in our bi-metallic currency. That relation was, no doubt, first determined in Babylonia, but it assumed its practical and historical importance in the Persian empire, and spread from there to the Greek colonies in Asia, and thence to Europe, where it has maintained itself with slight variation to the present day. A _talent_[13] was divided into sixty _minæ_, a mina into sixty _shekels_. Here we have again the Babylonian sexagesimal system, a system which owes its origin and popularity, I believe, to the fact that _sixty_ has the greatest number of divisors. Shekel was translated into Greek by _Stater_, and an Athenian gold stater, like the Persian gold stater, down to the times of Croesus, Darius, and Alexander, was the sixtieth part of a mina of gold, not very far therefore from our sovereign. The proportion of silver to gold was fixed as thirteen or thirteen and a third to one; and if the weight of a silver shekel was made as thirteen to ten, such a coin would correspond very nearly to our florin.[14] Half a silver shekel was a _drachma_, and this was therefore the true ancestor of our shilling. Again you may say that any attempt at fixing the relative value of silver and gold is, and always has been, a great mistake. Still it shows how closely the world is held together, and how, for good or for evil, we are what we are, not so much by ourselves as by the toil and moil of those who came before us, our true intellectual ancestors, whatever the blood may have been composed of that ran through their veins, or the bones which formed the rafters of their skulls. And if it is true, with regard to religion, that no one could understand it and appreciate its full purport without knowing its origin and growth, that is, without knowing something of what the cuneiform inscriptions of Mesopotamia, the hieroglyphic and hieratic texts of Egypt, and the historical monuments of Phoenicia and Persia can alone reveal to us, it is equally true with regard to all the other elements that constitute the whole of our intellectual life. If we are Jewish or Semitic in our religion, we are _Greek_ in our philosophy, _Roman_ in our politics, and _Saxon_ in our morality; and it follows that a knowledge of the history of the Greeks, Romans, and Saxons, or of the flow of civilization from Greece to Italy, and through Germany to these isles, forms an essential element in what is called a liberal, that is, an historical and rational education.