ner, Hahn, and Wrba.]

[Footnote 72: Even such scientific achievements as those of Ehrlich and
Ostwald should be regarded as results of regulated industry and diligent
experiment.]

[Footnote 73: Another instance of the fallacy is the quite unjustified
prejudice in the Army in favour of "Regular" officers.]

[Footnote 74: The foundation of German business efficiency not on the
practical science of the specialist but on theoretic and general mental
exercise is further illustrated by the great and increasing prevalence
of Latin and Greek in German education ... while again our own "Business
Experts" are reversing the process. The passages that follow are quoted
from a letter of Dr. Rice Holmes in _The Times_ of August 11, 1916.

"In German schools not only are classics taught more systematically and
more thoroughly than in all but a few of our own, but they are learned
by a greater proportion of the population; and, moreover, the hours
devoted to natural science in those schools in which it is taught are
fewer than in our public schools.... Since 1903 the number of German
boys receiving a classical education has steadily increased. In 1904
there were 196,175 pupils in schools (_Gymnasien_ and _Realgymnasien_)
where Latin is compulsory, of whom 153,680 belonged to the classical
schools (_Gymnasien_), and therefore learned Greek as well (W. Lexis,
_Unterrichtswesen im Deutschen Reich_, ii. 218); in 1911, as Mr. R. W.
Livingstone has shown (_The Times Educational Supplement_, April 4, p.
49, col. 2), the corresponding figures were 240,000 and 170,000; and in
1908, 'out of a total of 31,622 students entering 18 out of 21 German
universities (Munich, Erlangen, and Wurzburg not reporting), ... only
7-1/2 per cent entered without Latin or Greek' (Professor Francis W.
Kelsey, _Latin and Greek in American Education_, 1911, p. 43). "Moege das
Studium der griechischen und roemischen Literatur immerfort die Basis der
hoeheren Bildung bleiben." So wrote the greatest of the Germans; and the
countrymen of Goethe, whose genius was scientific as well as poetical,
have not forgotten his words. On the other hand, in the modern schools
(_Realgymnasien_ and _Oberrealschulen_) only a small fraction of the
time-table--from two hours a week (out of twenty-five) to six (out of
thirty-one)--is devoted to natural science. To anyone who has read
Matthew Arnold's _Higher Schools and Universities in Germany_, or Dr. M.
E. Sadler's _The Realschulen