The education of youth in Germany starts from this false and unfruitful idea of culture. Its aim, when faced squarely, is not to form the liberally educated man, but the professor, the man of science, who wants to be able to make use of his science as soon as possible, and stands on one side in order to see life clearly. The result, even from a ruthlessly practical point of view, is the historically and æsthetically trained Philistine, the babbler of old saws and new wisdom on Church, State and Art, the sensorium that receives a thousand impressions, the insatiable belly that yet knows not what true hunger and thirst is. An education with such an aim and result is against nature. But only he who is not quite drowned in it can feel that; only youth can feel it, because it still has the instinct of nature, that is the first to be broken by that education. But he who will break through that education in his turn, must come to the help of youth when called upon; must let the clear light of understanding shine on its unconscious striving, and bring it to a full, vocal consciousness. How is he to attain such a strange end? Principally by destroying the superstition that this kind of education is _necessary_. People think nothing but this troublesome reality of ours is possible. Look through the literature of higher education in school and college for the last ten years, and you will be astonished--and pained--to find how much alike all the proposals of reform have been; in spite of all the hesitations and violent controversies surrounding them. You will see how blindly they have all adopted the old idea of the "educated man" (in our sense) being the necessary and reasonable basis of the system. The monotonous canon runs thus: the young man must begin with a knowledge of culture, not even with a knowledge of life, still less with life and the living of it. This knowledge of culture is forced into the young mind in the form of historical knowledge; which means that his head is filled with an enormous mass of ideas, taken second-hand from past times and peoples, not from immediate contact with life. He desires to experience something for himself, and feel a close-knit, living system of experiences growing within himself. But his desire is drowned and dizzied in the sea of shams, as if it were possible to sum up in a few years the highest and notablest experiences of ancient times, and the greatest times too. It is the same mad method that carries our young artists off to picture-galleries, instead of the studio of a master, and above all the one studio of the only master, Nature. As if one could discover by a hasty rush through history the ideas and technique of past times, and their individual outlook on life! For life itself is a kind of handicraft that must be learned thoroughly and industriously, and diligently practised, if we are not to have mere botchers and babblers as the issue of it all!