this antiquity has been wrongly valued, then the whole
foundation upon which the high position of the philologist is based
suddenly collapses. In any case this antiquity has been very
differently valued, and our appreciation of the philologists has
constantly been guided by it. These people have borrowed their power
from the strong prejudices in favour of antiquity,--this must be made
clear.

Philologists now feel that when these prejudices are at last refuted,
and antiquity depicted in its true colours, the favourable prejudices
towards them will diminish considerably. _It is thus to the interest of
their profession not to let a clear impression of antiquity come to
light; in particular the impression that antiquity in its highest sense
renders one "out of season?"_ i.e., _an enemy to one's own time._

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.

31

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?--Antiquity is now used merely as a propaedeutic 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.[2]

32

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 .