The standard of culture to be aimed at by the man of genius Nietzsche had in mind was to be found in the model literary and artistic works which have come down to us from ancient Greece. To understand these works, of course, the classical authors had to be studied in the original, and the methods of teaching then in vogue paid too much attention to inconsequential points (<i>e.g.</i> variant readings) instead of dealing with the subject in a broad-minded philosophical spirit. Nietzsche endeavoured to counteract this tendency in the "Homer and Classical Philology," his inaugural address at Băle University, by outlining a much vaster conception of philology than his fellow-teachers had ever dreamt of, laying stress upon the <i>artistic</i> results which would accrue if the science were applied on a wider scale--results which would be of a much higher order than those obtained by the narrow pedantry then prevailing. It is a very superficial comment on these lectures to say that Nietzsche was merely referring to the German schools and colleges of his time. It would be even shallower to suggest that his remarks do not apply to the schools and teachers of present-day England and America; for we likewise do not possess the cultural institution, the <i>real</i> educational establishment, that Nietzsche longed for. Broadly speaking, the English public schools, the older English universities, and the American high schools, train their scholars to be useful to the State: the modern universities and the remaining schools give that instructionin bread-winning which Nietzsche admits to be necessary for the majority; but in no case is an attempt made to pick out a few higher minds and train them for culture. Our crude methods of teaching the classical languages are too well known to be commented upon; and an insight into classical antiquity, with the good taste, the firm principles, and the lofty aims obtained therefrom, is exactly what our various educational institutions do not aim at giving. Yet, as Nietzsche truly says, no progress in any other direction, no matter how brilliant, can deliver our students from the curse of an education which adapts itself more and more to the needs of the age, and thus loses all its power of guiding the age. Let the student who, as the victim of this system, suffers more from it than his teachers care to admit, read the paragraph on pp. 132 and 133 containing the sentences-- He feels that he can neither lead nor help himself.... His condition is undignified, even dreadful: he keeps between the two extremes of work at high pressure and a state of melancholy enervation.... He seeks consolation in hasty and incessant action so as to hide himself from himself, etc., and then let him confess that Nietzsche's insight into his psychology is profound and decisive. The whole paragraph might have been written by Nietzsche after a visit to present-day England.