desire for "something better," in order that they
may earn their bread and butter.

I know them--I myself am one of them.

71

Our philologists stand in the same relation to true educators as the
medicine-men of the wild Indians do to true physicians What astonishment
will be felt by a later age!

72

What they lack is a real taste for the strong and powerful
characteristics of the ancients. They turn into mere panegyrists, and
thus become ridiculous.

73

They have forgotten how to address other men; and, as they cannot speak
to the older people, they cannot do so to the young.

74

When we bring the Greeks to the knowledge of our young students, we are
treating the latter as if they were well-informed and matured men. What,
indeed, is there about the Greeks and their ways which is suitable for
the young? In the end we shall find that we can do nothing for them
beyond giving them isolated details. Are these observations for young
people? What we actually do, however, is to introduce our young scholars
to the collective wisdom of antiquity. Or do we not? The reading of the
ancients is emphasised in this way.

My belief is that we are forced to concern ourselves with antiquity at a
wrong period of our lives. At the end of the twenties its meaning begins
to dawn on one.

75

There is something disrespectful about the way in which we make our
young students known to the ancients: what is worse, it is
unpedagogical; or what can result from a mere acquaintance with things
which a youth cannot consciously esteem! Perhaps he must learn to
"_believe_" and this is why I object to it.

76

There are matters regarding which antiquity instructs us, and about
which I should hardly care to express myself publicly.

77

All the difficulties of historical study to be elucidated by great
examples.

Why our young students are not suited to the Greeks.

The consequences of philology.
Arrogant expectation.
Culture-philistinism.
Superficiality.
Too high an esteem for reading and writing.
Estrangement from the nation and its needs.

The philologists themselves, the historians, philosophers, and jurists
all end in smoke.

Our young students should be brought into contact with real sciences.

Likewise with real art.

In consequence, when they grew older, a desire for _real_ history would
be shown.

78

Inhumanity: even in the "Antigone," even in Goethe's "Iphigeni