To take geometry as an instance: Every one (he would say) ought to be taught geometry so far, at any rate, as to be able, if necessary, to take over or part with a piece of land, or to divide it up or assign a portion of it for cultivation, (6) and in every case by geometric rule. (7) That amount of geometry was so simple indeed, and easy to learn, that it only needed ordinary application of the mind to the method of mensuration, and the student could at once ascertain the size of the piece of land, and, with the satisfaction of knowing its measurement, depart in peace. But he was unable to approve of the pursuit of geometry up to the point at which it became a study of unintelligible diagrams. (8) What the use of these might be, he failed, he said, to see; and yet he was not unversed in these recondite matters himself. (9) These things, he would say, were enough to wear out a man's life, and to hinder him from many other more useful studies. (10) (6) {e ergon apodeixasthai}, or "and to explain the process." Cf. Plat. "Rep." vii. 528 D. See R. Kuhner ad loc. for other interpretations of the phrase. Cf. Max. Tyr. xxxvii. 7. (7) Or, "by correct measurement"; lit. "by measurement of the earth." (8) Cf. Aristot. "Pol." v. (viii.) 2; Cic. "Acad. Post." I. iv. 15. For the attitude compare the attitude of a philosopher in other respects most unlike Socrates--August Comte, e.g. as to the futility of sidereal astronomy, "Pos. Pol." i. 412 (Bridges). (9) Cf. Isocr. "On the Antidosis," 258-269, as to the true place of "Eristic" in education. See above, IV. ii. 10. (10) Cf. A. Comte as to "perte intellectuelle" in the pursuit of barren studies.