_ESPRIT_ AND MORALS.—The German, who possesses the secret of knowing how to be tedious in spite of wit, knowledge, and feeling, and who has habituated himself to consider tediousness as moral, is in dread in the presence of French _esprit_ lest it should tear out the eyes of morality—but a dread mingled with “fascination,” like that experienced by the little bird in the presence of the rattlesnake. Amongst all the celebrated Germans none possessed more _esprit_ than Hegel, but he also had that great German dread of it which brought about his peculiar and defective style. For the nature of this style resembles a kernel, which is wrapped up so many times in an outer covering that it can scarcely peep through, now and then glancing forth bashfully and inquisitively, like “young women peeping through their veils,” to use the words of that old woman-hater, Æschylus. This kernel, however, is a witty though often impertinent joke on intellectual subjects, a subtle and daring combination of words, such as is necessary in a society of thinkers as gilding for a scientific pill—but, enveloped as it is in an almost impenetrable cover, it exhibits itself as the most abstruse science, and likewise as the worst possible moral tediousness. Here the Germans had a permissible form of _esprit_ and they revelled in it with such boundless delight that even Schopenhauer’s unusually fine understanding could not grasp it—during the whole of his life he thundered against the spectacle that the Germans offered to him, but he could never explain it. 194. VANITY OF THE TEACHERS OF MORALS.—The relatively small success which teachers of morals have met with may be explained by the fact that they wanted too much at once, _i.e._ they were too ambitious and too fond of laying down precepts for everybody. In other words, they were beating the air and making speeches to animals in order to turn them into men; what wonder, then, that the animals thought this tedious! We should rather choose limited circles and endeavour to find and promote morals for them: for instance, we should make speeches to wolves with the object of turning them into dogs; but, above all, the greatest success will remain for the man who does not seek to educate either everybody or certain limited circles, but only one single individual, and who cannot be turned to the right or left from his straight purpose. The last century was superior to ours precisely because it possessed so many individually educated men, as well as educators in the same proportion, who had made this their life’s task, and who with this task were dignified not only in their own eyes but in those of all the remaining “good society.” 195. THE SO-CALLED CLASSICAL EDUCATION.—Alas! we discover that our life is consecrated to knowledge and that we should throw it away, nay, that we should even have to throw it away if this consecration did not protect us from ourselves: we repeat this couplet, and not without deep emotion: