itying gentleness toward the beggar or the criminal.

(_a_) _The Humanitarian Ideal._

Sec. 258. The Oriental-theocratic education is immanent in Christian
education through the Bible. Through the mediation of the Greek and
Roman churches the views of the ancient world were subsumed but not
entirely subdued. To accomplish this was the problem of humanitarian
education. It aimed to teach the Latin and Greek languages, expecting
thus to secure the action of a purely humane disposition. The Greeks and
Romans being sharply marked nationalities, how could one cherish such
expectations? It was possible only relatively in contradiction, partly
to a provincial population from whom all genuine political sense had
departed, partly to a church limited by a confessional, to which the
idea of humanity as such had become almost lost in dogmatic
fault-findings. The spirit was refreshed in the first by the
contemplation of the pure patriotism of the ancients, and in the second
by the discovery of Reason among the heathen. In contrast to
formlessness distracted by the want of all ideal of culture of
provincialism and dogmatic confusions, we find the power of
representation of ancient art. The so-called uselessness of learning
dead languages imparted to the mind, it knew not how, an ideal drift.
The very fact that it could not find immediate profit in its knowledge
gave it the consciousness of a higher value than material profit. The
ideal of the Humanities was the truth to Nature which was found in the
thought-painters of the ancient world. The study of language merely with
regard to its form, must lead one involuntarily to the actual seizing of
its content. The Latin schools were fashioned into _Gymnasia_, and the
universities contained not merely professors of Eloquence, but also
teachers of Philology.

(_b_) _The Philanthropic Ideal._

Sec. 259. The humanitarian tendency reached its extreme in the abstract
forgetting of the present, and the omitting to notice its just claim.
Man discovered at last that he was not at home with himself in Rome and
Athens. He spoke and wrote Latin, if not like Cicero, at least like
Muretius, but he often found himself awkward in expressing his meaning
in his mother-tongue. He was often very learned, but he lacked judgment.
He was filled with enthusiasm for the republicanism of Greece and Rome,
and yet at the same time was himself exceedingly servile to his
excellent and august lords. Against thi