The legacy of this third type which we have received from Ancient Greece has been given the general name of the Renaissance. It was a determined and successful attempt, on the part of our society, to learn everything that the literary and artistic remains of our great predecessor could teach us. It lay within our choice to study these remains or to pass them by, and the fact that we chose to study them has been one of the greatest and the most fortunate decisions in the career of our civilization. The several aspects of this acceptance of what Ancient Greece had to offer have been treated already in the other chapters in this volume. Here it is merely necessary to point out that the Renaissance was a study and assimilation not only of Ancient Greek literature and art, but of architecture, natural science, mathematics, philosophy, political ideas, and all the other higher expressions of a great society. The absorption of this vast current of life largely accounts for the wonderful impetus which has revealed itself in Western civilization during the last four centuries. Has the current now spent its force? Has the legacy adopted four centuries ago been used up and exhausted? Under the inspiration of Ancient Greece, has the modern West now created a literature, art, architecture, science, mathematics, philosophy, and political thought which equal or surpass the Ancient patterns and turn them from an inspiration into an encumbrance? That seems to be the fundamental question behind the controversy about the study of Ancient Greek life in England to-day. Perhaps the answer may be found--if we may go back to our metaphor--in the uniqueness of the individual personality. If one considers the relations of a parent and child, or indeed of any two human beings, it is evident that the one could never exhaust all that could be learnt from the personality of the other. The one might acquire every physical, mental, and moral attainment that the other could display, and yet the other's unique individuality would remain--an inexhaustible subject of study, throwing perpetual new light upon the life of the observer himself and of his fellow human beings. This is true of any two human beings, but if the two happen to be people of commanding character and genius it becomes a truism which it would be almost ludicrous to question. Let us apply this to the study not of one individual but of one society by another, and let us take the case in point, in which the two societies happen to be great civilizations. The study of a great civilization has a unique value, not merely for members of another civilization which stands to it in the relation of child to parent, but for every seeker after knowledge who has a civilization of his own. This ultimate and most precious legacy of Ancient Greece is at the disposal of Moslems, Hindus, and Chinese, as well as Westerners. For receiving it there are two qualifications: a good understanding and an open mind. II