129
Marheineke, on the other hand, for whom actually no collision exists, declares himself for freedom of teaching — and should he want to fall behind the ministry which has proclaimed it anew? But how does he defend freedom? "Knowledge," he says, "must lead youth itself also through the sea of errors" — he therefore claims for critique, which counts for him as error, at most as error which, like all error, contains a fraction of truth (p. 83), the freedom which he wishes to be granted to error in general. However, if the critic presents error, is it then "knowledge" which leads youth through the sea of errors? If knowledge undertakes this business, it is without danger, since it, as knowledge, will also recognise error as such, present it as such to youth and, by means of this presentation, render it harmless. But the critic? Is he not so obdurate that he cannot separate himself from the conviction that his teaching is truth? Where then remains the possibility that youth be not merely warned against error, but perfectly secured, especially if the theologians continue, as they have hitherto done, to prove that they are not even capable of correctly grasping critique and its results? Must they not fear that youth will perish in the "sea of errors"?
[Notes for 129 here]