Also sprach Zarathustra: Ein Buch für Alle und Keinen

By Friedrich Nietzsche

Page 118

Geländer über den Fluss
springen: wahrlich, da findet Keiner Glauben, der da spricht: "Alles
ist im Fluss."

Sondern selber die Tölpel widersprechen ihm. "Wie? sagen die Tölpel,
Alles wäre im Flusse? Balken und Geländer sind doch _über_ dem
Flusse!"

"_Über_ dem Flusse ist Alles fest, alle die Werthe der Dinge, die
Brücken, Begriffe, alles `Gut` und `Böse`: das ist Alles fest!" -

Kommt gar der harte Winter, der Fluss-Thierbändiger: dann lernen
auch die Witzigsten Misstrauen; und, wahrlich, nicht nur die Tölpel
sprechen dann: "Sollte nicht Alles - _stille_stehn_?"

"Im Grunde steht Alles stille" -, das ist eine rechte Winter-Lehre,
ein gut Ding für unfruchtbare Zeit, ein guter Trost für Winterschläfer
und Ofenhocker.

"Im Grund steht Alles still" -: _dagegen_ aber predigt der Thauwind!

Der Thauwind, ein Stier, der kein pflügender Stier ist, - ein
wüthender Stier, ein Zerstörer, der mit zornigen Hörnern Eis bricht!
Eis aber - - _bricht_Stege_!

Oh meine Brüder, ist _jetzt_ nicht Alles _im_Flusse_? Sind nicht alle
Geländer und Stege in's Wasser gefallen? Wer _hielte_ sich noch an
"Gut" und "Böse"?

"Wehe uns! Heil uns! Der Thauwind weht!" - Also predigt mir, oh meine
Brüder, durch alle Gassen!


9.

Es giebt einen alten Wahn, der heisst Gut und Böse. Um Wahrsager und
Sterndeuter drehte sich bisher das Rad dieses Wahns.

Einst glaubte man an Wahrsager und Sterndeuter: und darum glaubte man
"Alles ist Schicksal: du sollst, denn du musst!"

Dann wieder misstraute man allen Wahrsagern und Sterndeutern: und
_darum_ glaubte man "Alles ist Freiheit: du kannst, denn du willst!"

Oh meine Brüder, über Sterne und Zukunft ist bisher nur gewähnt, nicht
gewusst worden: und _darum_ ist über Gut und Böse bisher nur gewähnt,
nicht gewusst worden!


10.

"Du sollst nicht rauben! Du sollst nicht todtschlagen!" - solche Worte
hiess man einst heilig; vor ihnen beugte man Knie und Köpfe und zog
die Schuhe aus.

Aber ich frage euch: wo gab es je bessere Räuber und Todtschläger in
der Welt, als es solche heilige Worte waren?

Ist in allem Leben selber nicht - Rauben und Todtschlagen? Und dass
solche Worte heilig hiessen, wurde damit die _Wahrheit_ selber nicht -
todtgeschlagen?

Oder war es eine Predigt des Todes, dass heilig hiess, was allem Leben
widersprach und widerrieth? - Oh meine Brüder, zerbrecht, zerbrecht
mir die alten tafeln!


11.

Diess ist mein Mitleid mit allem Vergangenen, dass ich sehe: es ist
preisgegeben, -

- der Gnade, dem Geiste, dem Wahnsinne jedes Geschlechtes
preisgegeben, das kommt und Alles, was war, zu seiner Brücke umdeutet!

Ein grosser Gewalt-Herr könnte kommen, ein gewitzter Unhold, der mit
seiner Gnade und Ungnade alles Vergangene zwänge und zwängte: bis es
ihm Brücke würde und Vorzeichen und Herold und Hahnenschrei.

Diess aber ist die andre Gefahr und mein andres Mitleiden:

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Text Comparison with On the Future of our Educational Institutions

Page 1
Indeed, I see a time coming when serious.
Page 13
Secondly, you do not appear to know how a real duel is conducted;--do you suppose that we should have faced each other in this lonely spot, like two highwaymen, without seconds or doctors, etc.
Page 19
That, however, is the result of the worthless character of modern education.
Page 24
No suspicion of superciliousness or arrogance had induced him to form this resolve.
Page 30
Here everybody without exception is regarded as gifted for literature and considered as capable of holding opinions concerning the most important questions and people, whereas the one aim which proper education should most zealously strive to achieve would.
Page 32
For a 'classical education' is something so unheard of, difficult and rare, and exacts such complicated talent, that only ingenuousness or impudence could put it forward as an attainable goal in our public schools.
Page 37
This belonged to the time of our great poets, those few really cultured Germans,--the time when the magnificent Friedrich August Wolf directed the new stream of classical thought, introduced from Greece and Rome by those men, into the heart of the public schools.
Page 40
" And if the solitary talkers caught a glimpse of a single ray of hope, it was that things would have to become still worse, that what was as yet divined only by the few would soon be clearly perceived by the many, and that then the time for honest and resolute men for the earnest consideration of the scope of the education of the masses would not be far distant.
Page 42
"The same holds good in regard to teachers.
Page 45
This brazen and vulgar feeling is, however, most common in the profession from which the largest numbers of teachers for the public schools are drawn, the philological profession, wherefore the reproduction and continuation of such a feeling in the public school will not surprise us.
Page 48
" "What I mean is," said the other, "it would depend upon whether a teacher of classical culture did _not_ confuse his Greeks and Romans with the other peoples, the barbarians, whether he could _never_ put Greek and Latin _on a level with_ other languages: so far as his classicalism is concerned, it is a matter of indifference whether the framework of these languages concurs with or is in any way related to the other languages: such a concurrence does not interest him at all; his real concern is with _what is not common to both_, with what shows him that those two peoples were not barbarians as compared with the others--in so far, of course, as he is a true teacher of culture and models himself after the majestic patterns of the classics.
Page 53
_) LADIES AND GENTLEMEN,--Now that you have followed my tale up to this point, and that we have made ourselves joint masters of the solitary, remote, and at times abusive duologue of the philosopher and his companion, I sincerely hope that you, like strong swimmers, are ready to proceed on the second half of our journey, especially as I can promise you that a few other marionettes will appear in the puppet-play of my adventure, and that if up to the present you have only been able to do little more than endure what I have been telling you, the waves of my story will now bear you more quickly and easily towards the end.
Page 60
Then what you call 'culture' merely totters meaninglessly.
Page 62
And what are.
Page 67
' Even the very best of men now yield to these temptations: and it cannot be said that the deciding factor here is the degree of talent, or whether a man is accessible to these voices or not; but rather the degree and the height of a certain moral sublimity, the instinct towards heroism, towards sacrifice--and finally a positive, habitual need of culture, prepared by a proper kind of education, which education, as I have previously said, is first and foremost obedience and submission to the discipline of genius.
Page 72
We may also be allowed to remind you that you, at an earlier stage of your remarks, gave me the promise that you would do so.
Page 73
The scientific sense is kindled, and rises out of you like a flame--let people be careful, lest you set them alight! If I go further into the question and look at your professors, I again find the same independence in a greater and even more charming degree: never was there a time so full of the most sublime independent folk, never was slavery more detested, the slavery of education and culture included.
Page 77
Whether an individual teacher feels himself to be personally qualified for art, or whether a professorial chair has been established for the training of aestheticising literary historians, does not enter into the question at all: the fact remains that the university is not in a position to control the young academician by severe artistic discipline, and that it must let happen what happens, willy-nilly--and this is the cutting answer to the immodest pretensions of the universities to represent themselves as the highest educational institutions.
Page 83
You can divine from my simile what I would understand by a true educational institution, and why I am very far from recognising one in the present type of university.
Page 85
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