THE WITTY PERSON EITHER OVERVALUED OR UNDERVALUED.--Unscientific but talented people value every mark of intelligence, whether it be on a true or a false track; above all, they want the person with whom they have intercourse to entertain them with his wit, to spur them on, to inflame them, to carry them away in seriousness and play, and in any case to be a powerful amulet to protect them against boredom. Scientific natures, on the other hand, know that the gift of possessing all manner of notions should be strictly controlled by the scientific spirit: it is not that which shines, deludes and excites, but the often insignificant truth that is the fruit which he knows how to shake down from the tree of knowledge. Like Aristotle, he is not permitted to make any distinction between the "bores" and the "wits," his _dæmon_ leads him through the desert as well as through tropical vegetation, in order that he may only take pleasure in the really actual, tangible, true. In insignificant scholars this produces a general disdain and suspicion of cleverness, and, on the other hand, clever people frequently have an aversion to science, as have, for instance, almost all artists. 265. SENSE IN SCHOOL.--School has no task more important than to teach strict thought, cautious judgment, and logical conclusions, hence it must pay no attention to what hinders these operations, such as religion, for instance. It can count on the fact that human vagueness, custom, and need will later on unstring the bow of all-too-severe thought. But so long as its influence lasts it should enforce that which is the essential and distinguishing point in man: "Sense and Science, the _very highest_ power of man"--as Goethe judges. The great natural philosopher, Von Baer, thinks that the superiority of all Europeans, when compared to Asiatics, lies in the trained capability of giving reasons for that which they believe, of which the latter are utterly incapable. Europe went to the school of logical and critical thought, Asia still fails to know how to distinguish between truth and fiction, and is not Conscious whether its convictions spring from individual observation and systematic thought or from imagination. Sense in the school has made Europe what it is; in the Middle Ages it was on the road to become once more a part and dependent of Asia,--forfeiting, therefore, the scientific mind which it owed to the Greeks. 266.