In trying propositions like the one now under consideration, it may not be easy for persons who have not previously given any thought to matters of this kind to successfully try them. You must give yourself up to these things, must be at home for them only, for a period at least, until you have become thoroughly engrossed with them. It is not a study to be superficially attained. You must enter into it with your whole soul, your entire being. If you do, you will eventually become as familiar with the principles underlying these matters as you are with the letters of the alphabet, or the figures representing the numerals, and be able to apply the same in as easy a manner and for as various purposes as you do these.
Their indirect mode of breathing of Anglo-Saxons produces a deliberate mode of speech; while German breathing, being direct, produces a speech as rapid in its formation as in its utterance. Action being the counterpoise of speech, is of the inverse order of the latter. English speech being slow and deliberate, English action is rapid and direct; German speech being rapid and direct, German action is slow and deliberate. English character, the same as English speech, is distinguished by patience and forbearance; these, when finally exhausted, are succeeded by sudden and violent outbreaks. German character, the same as German speech, is alternately exuberant and depressed; contented, but also of a disposition to find fault whenever the occasion may arise.
Anglo-Saxons, in consequence of their indirect mode of expression, are in possession of a reserve force always at their command, but only called upon on special occasions; hence long-continued forbearance, and then—a blow for liberty. With Germans, in consequence of their direct mode of expression, their vital force is continuously being engendered, and as continuously being exhausted. Hence, they are in the habit of constantly protesting, and as constantly submitting to the status quo.
The character of Anglo-Saxons, in viewing things from a practical standpoint, is as far removed from the ideal as it is from the pessimistic. It is neither exuberant, overstrained, exalted, nor despondent; but cool, well balanced, and matter-of-fact. It is not like the German:
"Himmelhoch jauchzen, zu Tode betruebt."
("Raised to the sky with delight;
Depressed to the ground with despair.")
A German is influenced according to whether he can or cannot, while losing sight of the real, satisfy his craving for the ideal, for which, in his direct and impulsive nature, he is constantly yearning; which the Anglo-Saxon, seeing it is beyond his reach, abandons as impracticable.
To comprehend the ideal of whatsoever nature, the German, with endless patience, tries to solve the most complicated problems; after solving them he is often satisfied with the result in the abstract; while the practical Anglo-Saxon uses this result for his utilitarian purposes. The philosophical German patiently unravels a Gordian knot; the practical Anglo-Saxon, "Alexander-like, cuts it in two with his sword" ("Wie Alexander haut ihn auseinander"). Germans love education for its own sake; it makes of them superior beings, giving them treasures more highly prized than any others, and far more lasting. Anglo-Saxons, on the other hand, get their education for a purpose, and with a view to their worldly advancement. While with Germans education is "Selbstzweck" (its reward consisting in its possession), with Anglo-Saxons its reward consists in its application. The question so often agitated in this country, whether a university education may or may not be of benefit (that is, in furthering his worldly advancement) to any one not intending to embrace one of the learned professions, would never arise in Germany; practical value and education being things apart, the latter taking first rank always and never being subordinated to the former.
Schiller says:
"[Der Edle] legt das Hohe in das Leben,
Doch er sucht es nicht darin."
("[Our aim should be] the noble to inculcate into life,
And not to search for it therein.")