Of this trio each is complete in all the three dimensions. Each feels deeply, each knows and sees clearly, and each has a stout grasp of reality. This completeness is what gives them their universal fame, and makes them interesting in all times and places. Each, however, is less complete in some directions than in others. Dante though no fanatic, yet is less rational than so great a man should have been. Shakspeare wants academic knowledge. Goethe, too, has his defects, but this is rather the place for dwelling on his peculiar merits. In respect of influence upon the world, he has for the present the advantage of being the latest, and therefore the least obsolete and exhausted, of the three. But he is also essentially much more of a teacher than his two predecessors. Alone among them he has a system, a theory of life, which he has thought and worked out for himself. From Shakspeare, no doubt, the world may learn, and has learnt, much, yet he professed so little to be a teacher, that he has often been represented as almost without personality, as a mere undisturbed mirror, in which all Nature reflects itself. Something like a century passed before it was perceived that his works deserved to be in a serious sense studied. Dante was to his countrymen a great example and source of inspiration, but hardly, perhaps, a great teacher. On the other hand, Goethe was first to his own nation, and has since been to the whole world, what he describes his own Chiron, “the noble pedagogue,”[32] a teacher and wise counsellor on all the most important subjects. To students in almost every department of literature and art, to unsettled spirits needing advice for the conduct of life, to the age itself in a great transition, he offers his word of weighty counsel, and is an acknowledged authority on a greater number of subjects than any other man. It is the great point of distinction between him and Shakspeare that he is so seriously didactic. Like Shakspeare myriad-minded, he has nothing of that ironic indifference, that irresponsibility, which has been often attributed to Shakspeare. He is, indeed, strangely indifferent on many points, which other teachers count important; but the lessons which he himself considers important, he teaches over and over again with all the seriousness of one who is a teacher by vocation. And, as I have said, when we look at his teaching as a whole, we find that it has unity, that, taken together, it makes a system, not, indeed in the academic sense, but in the sense that a great principle or view of life is the root from which all the special precepts proceed. This has, indeed, been questioned. Friedrich Schlegel made it a complaint against Goethe, that he had “no centre;” but a centre he has; only the variety of his subjects and styles is so great, and he abandons himself to each in turn so completely, that in his works, as in Nature itself, the unity is much less obvious than the multiplicity.