In the meantime I could not find my philosopher, however I tried; I saw how badly we moderns compare with the Greeks and Romans, even in the serious study of educational problems. You can go through all Germany, and especially all the universities, with this need in your heart, and will not find what you seek; many humbler wishes than that are still unfulfilled there. For example, if a German seriously wish to make himself an orator, or to enter a "school for authors," he will find neither master nor school: no one yet seems to have thought that speaking and writing are arts which cannot be learnt without the most careful method and untiring application. But, to their shame, nothing shows more clearly the insolent self-satisfaction of our people than the lack of demand for educators; it comes partly from meanness, partly from want of thought. Anything will do as a so-called "family tutor," even among our most eminent and cultured people; and what a menagerie of crazy heads and mouldy devices mostly go to make up the belauded Gymnasium! And consider what we are satisfied with in our finishing schools,--our universities. Look at our professors and their institutions! And compare the difficulty of the task of educating a man to be a man! Above all, the wonderful way in which the German savants fall to their dish of knowledge, shows that they are thinking more of Science than mankind; and they are trained to lead a forlorn hope in her service, in order to encourage ever new generations to the same sacrifice. If their traffic with knowledge be not limited and controlled by any more general principles of education, but allowed to run on indefinitely,--"the more the better,"--it is as harmful to learning as the economic theory of _laisser faire_ to common morality. No one recognises now that the education of the professors is an exceedingly difficult problem, if their humanity is not to be sacrificed or shrivelled up:--this difficulty can be actually seen in countless examples of natures warped and twisted by their reckless and premature devotion to science. There is a still more important testimony to the complete absence of higher education, pointing to a greater and more universal danger. It is clear at once why an orator or writer cannot now be educated,--because there are no teachers; and why a savant must be a distorted and perverted thing,--because he will have been trained by the inhuman abstraction, science. This being so, let a man ask himself: "Where are now the types of moral excellence and fame for all our generation--learned and unlearned, high and low--the visible abstract of constructive ethics for this age? Where has vanished all the reflection on moral questions that has occupied every great developed society at all epochs?" There is no fame for that now, and there are none to reflect: we are really drawing on the inherited moral capital which our predecessors accumulated for us, and which we