iew of economic efficiency in the broader sense,
disserviceable anachronisms.

The classics, and their position of prerogative in the scheme of
education to which the higher seminaries of learning cling with such a
fond predilection, serve to shape the intellectual attitude and lower
the economic efficiency of the new learned generation. They do this
not only by holding up an archaic ideal of manhood, but also by the
discrimination which they inculcate with respect to the reputable and
the disreputable in knowledge. This result is accomplished in two ways:
(1) by inspiring an habitual aversion to what is merely useful, as
contrasted with what is merely honorific in learning, and so shaping the
tastes of the novice that he comes in good faith to find gratification
of his tastes solely, or almost solely, in such exercise of the
intellect as normally results in no industrial or social gain; and (2)
by consuming the learner's time and effort in acquiring knowledge which
is of no use except in so far as this learning has by convention become
incorporated into the sum of learning required of the scholar, and has
thereby affected the terminology and diction employed in the useful
branches of knowledge. Except for this terminological difficulty--which
is itself a consequence of the vogue of the classics of the past--a
knowledge of the ancient languages, for instance, would have no
practical bearing for any scientist or any scholar not engaged on work
primarily of a linguistic character. Of course, all this has nothing to
say as to the cultural value of the classics, nor is there any intention
to disparage the discipline of the classics or the bent which their
study gives to the student. That bent seems to be of an economically
disserviceable kind, but this fact--somewhat notorious indeed--need
disturb no one who has the good fortune to find comfort and strength in
the classical lore. The fact that classical learning acts to derange
the learner's workmanlike attitudes should fall lightly upon the
apprehension of those who hold workmanship of small account in
comparison with the cultivation of decorous ideals: Iam fides et pax et
honos pudorque Priscus et neglecta redire virtus Audet.

Owing to the circumstance that this knowledge has become part of the
elementary requirements in our system of education, the ability to use
and to understand certain of the dead languages of southern Europe
is not only gratifying to the person who