own interests,
whereas at bottom it is only in order that it may be possible for the
few to attain to it."

"That is the principle," said the philosopher,--"and yet you could so
far forget yourself as to believe that you are one of the few? This
thought has occurred to you--I can see. That, however, is the result
of the worthless character of modern education. The rights of genius
are being democratised in order that people may be relieved of the
labour of acquiring culture, and their need of it. Every one wants if
possible to recline in the shade of the tree planted by genius, and to
escape the dreadful necessity of working for him, so that his
procreation may be made possible. What? Are you too proud to be a
teacher? Do you despise the thronging multitude of learners? Do you
speak contemptuously of the teacher's calling? And, aping my mode of
life, would you fain live in solitary seclusion, hostilely isolated
from that multitude? Do you suppose that you can reach at one bound
what I ultimately had to win for myself only after long and determined
struggles, in order even to be able to live like a philosopher? And do
you not fear that solitude will wreak its vengeance upon you? Just
try living the life of a hermit of culture. One must be blessed with
overflowing wealth in order to live for the good of all on one's own
resources! Extraordinary youngsters! They felt it incumbent upon them
to imitate what is precisely most difficult and most high,--what is
possible only to the master, when they, above all, should know how
difficult and dangerous this is, and how many excellent gifts may be
ruined by attempting it!"

"I will conceal nothing from you, sir," the companion replied. "I have
heard too much from your lips at odd times and have been too long in
your company to be able to surrender myself entirely to our present
system of education and instruction. I am too painfully conscious of
the disastrous errors and abuses to which you used to call my
attention--though I very well know that I am not strong enough to hope
for any success were I to struggle ever so valiantly against them. I
was overcome by a feeling of general discouragement; my recourse to
solitude was the result neither of pride nor arrogance. I would fain
describe to you what I take to be the nature of the educational
questions now attracting such enormous and pressing attention. It
seemed to me that I must recognise two main directions in the forces
at