The sciences associated with commerce and social service would be partly algebra, including arithmetic and statistics, and partly geography and history. But this section is somewhat heterogeneous in its scientific affinities. Anyhow the exact way in which technical pursuits are classified in relation to science is a detail. The essential point is, that with some thought it is possible to find scientific courses which illuminate most occupations. Furthermore, the problem is well understood, and has been brilliantly solved in many of the schools of technology and junior technical schools throughout the country. In passing from science to literature, in our review of the intellectual elements of technical education, we note that many studies hover between the two: for example, history and geography. They are both of them very essential in education, provided that they are the right history and the right geography. Also books giving descriptive accounts of general results, and trains of thought in various sciences fall in the same category. Such books should be partly historical and partly expository of the main ideas which have finally arisen. Prof. R. A. Gregory's recent book, _Discovery_, and the _Home University Library_ series illustrate my meaning. Their value in education depends on their quality as mental stimulants. They must not be inflated with gas on the wonders of science, and must be informed with a broad outlook. It is unfortunate that the literary element in education has rarely been considered apart from grammatical study. The historical reason is, that when the modern Platonic curriculum was being formed Latin and Greek were the sole keys which rendered great literature accessible. But there is no necessary connection between literature and grammar. The great age of Greek literature was already past before the arrival of the grammarians of Alexandria. Of all types of men to-day existing, classical scholars are the most remote from the Greeks of the Periclean times. Mere literary knowledge is of slight importance. The only thing that matters is, how it is known. The facts related are nothing. Literature only exists to express and develop that imaginative world which is our life, the kingdom which is within us. It follows that the literary side of a technical education should consist in an effort to make the pupils enjoy literature. It does not matter what they know, but the enjoyment is vital. The great English Universities, under whose direct authority school-children are examined in plays of Shakespeare, to the certain destruction of their enjoyment, should be prosecuted for soul-murder.