It is indisputable that our modern civilisation took up the threads of the ancient civilisation, that at many points it begins where the latter left off, and that centuries ago the remains of the ancient culture were the only culture existing in Europe. Then, of course, a classical education really was the liberal education, the higher education, the ideal education, for it was the _sole_ education. But when the same claim is now raised in behalf of a classical education, it must be uncompromisingly contested as bereft of all foundation. For our civilisation has gradually attained its independence; it has lifted itself far above the ancient civilisation, and has entered generally new directions of progress. Its note, its characteristic feature, is the enlightenment that has come from the great mathematical and physical researches of the last centuries, and which has permeated not only the practical arts and industries but is also gradually finding its way into all fields of thought, including philosophy and history, sociology and linguistics. Those traces of ancient views that are still discoverable in philosophy, law, art, and science, operate more as hindrances than helps, and will not long stand before the development of independent and more natural views. It ill becomes classical scholars, therefore, to regard themselves, at this day, as the educated class _par excellence_, to condemn as uneducated all persons who do not understand Latin and Greek, to complain that with such people profitable conversations are not to be carried on, etc. The most delectable stories have got into circulation, illustrative of the defective education of scientists and engineers. A renowned inquirer, for example, is said to have once announced his intention of holding a free course of university lectures, with the word "frustra"; an engineer who spent his leisure hours in collecting insects is said to have declared that he was studying "etymology." It is true, incidents of this character make us shudder or smile, according to our mood or temperament. But we must admit, the next moment, that in giving way to such feelings we have merely succumbed to a childish prejudice. A lack of tact but certainly no lack of education is displayed in the use of such half-understood expressions. Every candid person will confess that there are many branches of knowledge about which he had better be silent. We shall not be so uncharitable as to turn the tables and discuss the impression that classical scholars might make on a scientist or engineer, in speaking of science. Possibly many ludicrous stories might be told of them, and of far more serious import, which should fully compensate for the blunders of the other party.