[487] ANY professor had. I remember that my REAL education was done by students who were perhaps one or two years older than I, who were, in my valuation, higher above ANY professor in educational power, wisdom, and spiritual representation. Now this shows that the university ^aAS SUCH has completely lost the community element, to which I referred in my historical^b statement. Then the third, namely research^c. In Germany there was very little spoken of the educational^d side, but the problem always was [the] combining ]of] teaching^e and research. This combination indeed is something which I consider to be absolutely necessary. This is said against the professors more than against the students. A professor–especially in everything which

is near to the humanities–who is not able to teach, is not able to create. Only in very few cases– men like Schopenhauer^f and Nietzsche^g in the 19th century, and a few others---were able (after they had left the university^h---they started there, too) to create great things in their realm without teaching. But these great things had also their limits, which they probably wouldn't have [had] if research HAD been combined with teaching. And the main thing is that teaching means seeing oneself in a mirror. And this is the decisive thing about this combina- tion, that giving one's own limited wisdomⁱ to others who have, in this point, perhaps even a more limited wisdom, forces you [in] to things which the private scholar would never be forced

into, namely to see, in connection with community, the content of what you are teaching, and every teaching relationship should be (more than it is) a relationship of community.