degrees; for I found it excessively tedious to pen down once more that which, partly by question, partly by answer, I had repeated with my father often enough to retain it for ever in my memory. The harm which is done when young people at school are advanced too far in many things was afterward manifested still more when time and attention were diverted from exercises in the languages, and a foundation in what are, properly speaking, preparatory studies, in order to be applied to what are called "Realities," which dissipate more than they cultivate, if they are not methodically and thoroughly taught.
I here mention, by the way, another evil by which students are much embarrassed. Professors, as well as other men in office, cannot all be of the same age: but when the younger ones teach, in fact, only that they may learn, and moreover, if they have talent, anticipate their age, they acquire their own cultivation altogether at the cost of their hearers; since these are not instructed in what they really need, but in that which the professor finds it necessary to elaborate for himself. Among the oldest professors, on the contrary, many are for a long time stationary: they deliver on the whole only fixed views, and, in the details, much that time has already condemned as useless and false. Between the two arises a sad conflict, in which young minds are dragged hither and thither, and which can scarcely be set right by the middle-aged professors, who, though possessed of sufficient learning and culture, always feel within themselves an active desire for knowledge and reflection.
Now, as in this way I learned to know much more than I could digest, whereby a constantly increasing uncomfortableness was forced upon me; so also from life I experienced many disagreeable trifles, — as, indeed, one must always pay one's footing when one changes one's place and comes into a new position.
