But the matter has also its reverse aspect. The party in power works for its own interests, uses the schools for its special purposes. Educational competition is excluded, for all successful attempts at improvement are impossible unless undertaken or permitted by the State. By the uniformity of the people's education, a prejudice once in vogue is permanently established. The highest intelligences, the strongest wills cannot overthrow it suddenly. In fact, as everything is adapted to the view in question, a sudden change would be physically impossible. The two classes which virtually hold the reins of power in the State, the jurists and theologians, know only the one-sided, predominantly classical culture which they have acquired in the State schools, and would have this culture alone valued. Others accept this opinion from credulity; others, underestimating their true worth for society, bow before the power of the prevalent opinion; others, again, affect the opinion of the ruling classes even against their better judgment, so as to abide on the same plane of respect with the latter. I will make no charges, but I must confess that the deportment of medical men with respect to the question of the qualification of graduates of your _Realschulen_ has frequently made that impression upon me. Let us remember, finally, that an influential statesman, even within the boundaries which the law and public opinion set him, can do serious harm to the cause of education by considering his own one-sided views infallible, and in enforcing them recklessly and inconsiderately--which not only _can_ happen, but has, repeatedly, happened.[132] The monopoly of education by the State[133] thus assumes in our eyes a somewhat different aspect. And to revert to the question above asked, there is not the slightest doubt that the German gymnasiums in their present form would have ceased to exist long ago if the State had not supported them. All this must be changed. But the change will not be made of itself, nor without our energetic interference, and it will be made slowly. But the path is marked out for us, the will of the people must acquire and exert upon our school legislation a greater and more powerful influence. Furthermore, the questions at issue must be publicly and candidly discussed that the views of the people may be clarified. All who feel the insufficiency of the existing _régime_ must combine into a powerful organisation that their views may acquire impressiveness and the opinions of the individual not die away unheard.