[415] but in terms of these comparatively few institutions which in Germany^a are called Gymnasia, and where, for nine years, you have every week at least four to six hours Latin^b and equally many Greek^c. Now on this basis you are able to develop that ideal of full humanity of which the Renaissance believed that the Greeks and Romans had developed it in a unique way. But not only the pupils coming from the Gymnasia had a feeling of emptiness, of irresponsibility, by taking in these materials without having them really related to their

actual life; but it was also in the public school, the LACK OF MEANING in this kind of education-to-skills. The little meaning given by patriotic songs and others, which you could use or did not use--that didn't matter--didn’t give a content of life. And the churches^d were almost non-existent for the masses of PEOPLE in Europe--i.e. Central Europe, not England, in all these discussions, except when I mention it especially. Now in this situation the totalitarian MOVEMENTS suddenly came before the totalitarian governments come. And these were largely youth movements, movements in which the younger generation wanted to find a demanding unconditional meaning of life to which they would subject themselves, which imposed heavy duties upon them, and that's what they wanted to have in opposition to liberal democracy, which in Germany^e was much more liberal than in this country and which gave no contents whatsoever for the individual, so that he had to decide as an isolated individual person. Now this is the situation in which the third way became visible to all of us--and when I gave my lecture[s] (I think I did it twice) in Frankfurt on the Main, shortly before the Nazis came,