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It is also to the interest of philologists as a class not to let their calling as teachers be regarded from a higher standpoint than that to which they themselves can correspond.
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It is to be hoped that there are a few people who look upon it as a problem why philologists should be the teachers of our noblest youths. Perhaps the case will not be always so.—It would be much more natural per se if our children were instructed in the elements of geography, natural science, political economy, and sociology, if they were gradually led to a consideration of life itself, and if finally, but much later, the most noteworthy events of the past were brought to their knowledge. A knowledge of antiquity should be among the last subjects which a student would take up; and would not this position of antiquity in the curriculum of a school be more honourable for it than the present one?—[Pg 130]Antiquity is now used merely as a propdeutic for thinking, speaking, and writing; but there was a time when it was the essence of earthly knowledge, and people at that time wished to acquire by means of practical learning what they now seek to acquire merely by means of a detailed plan of study—a plan which, corresponding to the more advanced knowledge of the age, has entirely changed.
Thus the inner purpose of philological teaching has been entirely altered; it was at one time material teaching, a teaching that taught how to live; but now it is merely formal.[3]
[3] Formal education is that which tends to develop the critical and logical faculties, as opposed to material education, which is intended to deal with the acquisition of knowledge and its valuation, e.g., history, mathematics, &c. "Material" education, of course, has nothing to do with materialism.—TR.
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If it were the task of the philologist to impart formal education, it would be necessary for him to teach walking, dancing, speaking, singing, acting, or arguing: and the so-called formal teachers did impart their instruction this way in the second and third centuries. But only the training of a scientific man is taken into account, which results in "formal" thinking and writing, and hardly any speaking at all.
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If the gymnasium is to train young men for science, people now say there can be no more[Pg 131] preliminary preparation for any particular science, so comprehensive have all the sciences become. As a consequence teachers have to train their students generally, that is to say for all the sciences—for scientificality in other words; and for that classical studies are necessary! What a wonderful jump! a most despairing justification! Whatever is, is right,[4] even when it is clearly seen that the "right" on which it has been based has turned to wrong.
[4] The reference is not to Pope, but to Hegel.—TR.
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It is accomplishments which are expected from us after a study of the ancients: formerly, for example, the ability to write and speak. But what is expected now! Thinking and deduction: but these things are not learnt from the ancients, but at best through the ancients, by means of science. Moreover, all historical deduction is very limited and unsafe; natural science should be preferred.
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It is the same with the simplicity of antiquity as it is with the simplicity of style: it is the highest thing which we recognise and must imitate; but it is also the last Let it be remembered that the classic prose of the Greeks is also a late result
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What a mockery of the study of the "humanities" lies in the fact that they were also called "belles lettres" (bellas litteras)!
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Wolfs[5] reasons why the Egyptians, Hebrews Persians, and other Oriental nations were not to be set on the same plane with the Greeks and Romans: "The former have either not raised themselves, or have raised themselves only to a slight extent, above that type of culture which should be called a mere civilisation and bourgeois acquirement, as opposed to the higher and true culture of the mind." He then explains that this culture is spiritual and literary: "In a well-organised nation this may be begun earlier than order and peacefulness in the outward life of the people (enlightenment)."
He then contrasts the inhabitants of easternmost Asia ("like such individuals, who are not wanting in clean, decent, and comfortable dwellings, clothing, and surroundings; but who never feel the necessity for a higher enlightenment") with the Greeks ("in the case of the Greeks, even among the most educated inhabitants of Attica, the contrary often happens to an astonishing degree; and the people neglect as insignificant factors that which we, thanks to our love of order, are in the habit of looking upon as the foundations of mental culture itself").
[5] Friedrich August Wolf (1759-1824), the well-known classical scholar, now chiefly remembered by his "Prolegomena ad Homerum."—TR.
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Our terminology already shows how prone we are to judge the ancients wrongly: the exaggerated sense of literature, for example; or, as Wolf, when[Pg 133] speaking of the "inner history of ancient erudition," calls it, "the history of learned enlightenment."
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According to Goethe, the ancients are "the despair of the emulator." Voltaire said: "If the admirers of Homer were honest, they would acknowledge the boredom which their favourite often causes them."
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The position we have taken up towards classical antiquity is at bottom the profound cause of the sterility of modern culture; for we have taken all this modern conception of culture from the Hellenised Romans. We must distinguish within the domain of antiquity itself: when we come to appreciate its purely productive period, we condemn at the same time the entire Romano Alexandrian culture. But at the same time also we condemn our own attitude towards antiquity, and likewise our philology.
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There has been an age-long battle between the Germans and antiquity, i.e., a battle against the old culture: it is certain that precisely what is best and deepest in the German resists it. The main point, however, is that such resistance is only justifiable in the case of the Romanised culture; for this culture, even at that time, was a falling-off from something more profound and noble. It is this latter that the Germans are wrong in resisting.
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Everything classic was thoroughly cultivated by Charles the Great, whilst he combated everything heathen with the severest possible measures of coercion. Ancient mythology was developed, but German mythology was treated as a crime. The feeling underlying all this, in my opinion, was that Christianity had already overcome the old religion: people no longer feared it, but availed themselves of the culture that rested upon it. But the old German gods were feared.
