The old controversy between the classical education in the humanities and the modern kind of education in the sciences is frequently before us in these times. Russia is rapidly gaining ascendancy in scientific achievement; England and the United States of America are urged to meet the challenge by increasing the pressure of a scientific training for all capable of it. Is such a policy really desirable? From one point of view it might seem merely a matter of changing the subjects to be studied at school and university. Instead of the talented youth reading Plato and Thucydides, he is to be directed to the Infini-tesimal Calculus and the Quantum Theory of Radiation. The former studies, the argument would run, are agreeable but barren; the latter are austere but fruitful.