Everything that matters has been lost sight of by the whole of the higher educational system of Germany: the end quite as much as the means to that end. People forget that education, the process of cultivation itself, is the end—and not “the Empire”—they forget that the _educator_ is required for this end—and not the public-school teacher and university scholar. Educators are needed who are themselves educated, superior and noble intellects, who can prove that they are thus qualified, that they are ripe and mellow products of culture at every moment of their lives, in word and in gesture;—not the learned louts who, like “superior wet-nurses,” are now thrust upon the youth of the land by public schools and universities. With but rare exceptions, that which is lacking in Germany is the first prerequisite of education—that is to say, the educators; hence the decline of German culture. One of those rarest exceptions is my highly respected friend Jacob Burckhardt of Bâle: to him above all is Bâle indebted for its foremost position in human culture What the higher schools of Germany really do accomplish is this, they brutally train a vast crowd of young men, in the smallest amount of time possible, to become useful and exploitable servants of the state. “Higher education” and a vast crowd—these terms contradict each other from the start. All superior education can only concern the exception: a man must be privileged in order to have a right to such a great privilege. All great and beautiful things cannot be a common possession: _pulchrum est paucorum hominum._—What is it that brings about the decline of German culture? The fact that “higher education” is no longer a special privilege—the democracy of a process of cultivation that has become “general,” _common._ Nor must it be forgotten that the privileges of the military profession by urging many too many to attend the higher schools, involve the downfall of the latter. In modern Germany nobody is at liberty to give his children a noble education: in regard to their teachers, their curricula, and their educational aims, our higher schools are one and all established upon a fundamentally doubtful mediocre basis. Everywhere, too, a hastiness which is unbecoming rules supreme; just as if something would be forfeited if the young man were not “finished” at the age of twenty-three, or did not know how to reply to the most essential question, “which calling to choose?”—The superior kind of man, if you please, does not like “callings,” precisely because he knows himself to be called. He has time, he takes time, he cannot possibly think of becoming “finished,”—in the matter of higher culture, a man of thirty years is a beginner, a child. Our overcrowded public-schools, our accumulation of foolishly manufactured public-school masters, are a scandal: maybe there are very serious _motives_ for defending this state of affairs, as was shown quite