"In accordance with the spirit of this address, the teacher of German at a public school would be forced to call his pupil's attention to thousands of details, and with the absolute certainty of good taste, to forbid their using such words and expressions, for instance, as: '_beanspruchen_,' '_vereinnahmen_,' '_einer Sache Rechnung tragen_,' '_die Initiative ergreifen_,' '_selbstverständlich_,'[3] etc., _cum tædio in infinitum_. The same teacher would also have to take our classical authors and show, line for line, how carefully and with what precision every expression has to be chosen when a writer has the correct feeling in his heart and has before his eyes a perfect conception of all he is writing. He would necessarily urge his pupils, time and again, to express the same thought ever more happily; nor would he have to abate in rigour until the less gifted in his class had contracted an unholy fear of their language, and the others had developed great enthusiasm for it. "Here then is a task for so-called 'formal' education[4] [the education tending to develop the mental faculties, as opposed to 'material' education,[5] which is intended to deal only with the acquisition of facts, _e.g._ history, mathematics, etc.], and one of the utmost value: but what do we find in the public school--that is to say, in the head-quarters of formal education? He who understands how to apply what he has heard here will also know what to think of the modern public school as a so-called educational institution. He will discover, for instance, that the public school, according to its fundamental principles, does not educate for the purposes of culture, but for the purposes of scholarship; and, further, that of late it seems to have adopted a course which indicates rather that it has even discarded scholarship in favour of journalism as the object of its exertions. This can be clearly seen from the way in which German is taught.