Bild ertrug er nicht, als sie
Immer sah er sich nun als Einer That Thäter. Wahnsinn heisse ich
diess: die Ausnahme verkehrte sich ihm zum Wesen.
Der Strich bannt die Henne; der Streich, den er führte, bannte seine
arme Vernunft - den Wahnsinn _nach_ der That heisse ich diess.
Hört, ihr Richter! Einen anderen Wahnsinn giebt es noch: und der ist
vor der That. Ach, ihr krocht mir nicht tief genug in diese Seele!
So spricht der rothe Richter: "was mordete doch dieser Verbrecher? Er
wollte rauben." Aber ich sage euch: seine Seele wollte Blut, nicht
Raub: er dürstete nach dem Glück des Messers!
Seine arme Vernunft aber begriff diesen Wahnsinn nicht und überredete
ihn. "Was liegt an Blut! sprach sie; willst du nicht zum Mindesten
einen Raub dabei machen? Eine Rache nehmen?"
Und er horchte auf seine arme Vernunft: wie Blei lag ihre Rede auf
ihm, - da raubte er, als er mordete. Er wollte sich nicht seines
Und nun wieder liegt das Blei seiner Schuld auf ihm, und wieder ist
seine arme Vernunft so steif, so gelähmt, so schwer.
Wenn er nur den Kopf schütteln könnte, so würde seine Last
herabrollen: aber wer schüttelt diesen Kopf?
Was ist dieser Mensch? Ein Haufen von Krankheiten, welche durch den
Geist in die Welt hinausgreifen: da wollen sie ihre Beute machen.
Was ist dieser Mensch? Ein Knäuel wilder Schlangen, welche selten bei
einander Ruhe haben, - da gehn sie für sich fort und suchen Beute in
Seht diesen armen Leib! Was er litt und begehrte, das deutete sich
diese arme Seele, - sie deutete es als mörderische Lust und Gier nach
dem Glück des Messers.
Wer jetzt krank wird, den überfällt das Böse, das jetzt böse ist: wehe
will er thun, mit dem, was ihm wehe thut. Aber es gab andre Zeiten und
ein andres Böses und Gutes.
Einst war der Zweifel böse und der Wille zum Selbst. Damals wurde der
Kranke zum Ketzer und zur Hexe: als Ketzer und Hexe litt er und wollte
Aber diess will nicht in eure Ohren: euren Guten schade es, sagt ihr
mir. Aber was liegt mir an euren Guten!
Vieles an euren Guten macht mir Ekel, und wahrlich nicht ihr Böses.
Wollte ich doch, sie hätten einen Wahnsinn, an dem sie zu Grunde
giengen, gleich diesem bleichen Verbrecher!
Wahrlich, ich wollte, ihr Wahnsinn hiesse Wahrheit oder Treue oder
Gerechtigkeit: aber sie haben ihre Tugend, um lange zu leben und in
einem erbärmlichen Behagen.
Ich bin ein Geländer am Strome: fasse mich, wer mich fassen kann! Eure
Krücke aber bin ich nicht. -
Also sprach Zarathustra.
Vom Lesen und Schreiben
Von allem Geschriebenen liebe
_ the future of German elementary, secondary, and public schools (Gymnasien) and universities.Page 7
In the face of these two antagonistic tendencies, we could but give ourselves up to despair, did we not see the possibility of promoting the cause of two other contending factors which are fortunately as completely German as they are rich in promises for the future; I refer to the present movement towards _limiting and concentrating_ education as the antithesis of the first of the forces above mentioned, and that other movement towards the _strengthening and the independence_ of education as the antithesis of the second force.Page 13
When, however, we began to speak of our point of view, he quickly caught hold of his companion, turned sharply round, and cried to us in bitter tones: "People should not have points of view, but thoughts!" And then his companion added: "Be respectful when a man such as this even makes mistakes!" Meanwhile, my friend, who had reloaded, fired a shot at the pentagram, after having cried: "Look out!" This sudden report behind his back made the old man savage; once more he turned round and looked sourly at my friend, after which he said to his companion in a feeble voice: "What shall we do? These young men will be the death of me with their firing.Page 24
I was overcome by a general feeling of depression: my recourse to solitude was not arrogance or superciliousness.Page 27
From your attitude in this matter, from your treatment of your mother-tongue, we can judge how highly or how lowly you esteem art, and to what extent you are related to it.Page 29
Here the pupils learn to speak of our unique _Schiller_ with the superciliousness of prigs; here they are taught to smile at the noblest and most German of his works--at the Marquis of Posa, at Max and Thekla--at these smiles German genius becomes incensed and a worthier posterity will blush.Page 31
"None but the very fewest are aware that, among many thousands, perhaps only _one_ is justified in describing himself as literary, and that all others who at their own risk try to be so deserve to be met with Homeric laughter by all competent men as a reward for every sentence they have ever had printed;--for it is truly a spectacle meet for the gods to see a literary Hephaistos limping forward who would pretend to help us to something.Page 32
The words: 'formal education' belong to that crude kind of unphilosophical phraseology which one should do one's utmost to get rid of; for there is no such thing as 'the opposite of formal education.Page 38
On the other hand, that which now grandiloquently assumes the title of 'German culture' is a sort of cosmopolitan aggregate, which bears the same relation to the German spirit as Journalism does to Schiller or Meyerbeer to Beethoven: here the strongest influence at work is the fundamentally and thoroughly un-German civilisation of France, which is aped neither with talent nor with taste, and the imitation of which gives the society, the press, the art, and the literary style of Germany their pharisaical character.Page 42
It is from this majority that we hear the ever-resounding call for the establishment of new public schools and higher educational institutions: we are living in an age which, by ringing the changes on its deafening and continual cry, would certainly give one the impression that there was an unprecedented thirst for culture which eagerly sought to be quenched.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 47
Whoever is acquainted with.Page 50
' Here is to be found all that mechanism by means of which as many scholars as possible are urged on to take up courses of public school training: here, indeed, the State has its most powerful inducement--the concession of certain privileges respecting military service, with the natural consequence that, according to the unprejudiced evidence of statistical officials, by this, and by this only, can we explain the universal congestion of all Prussian public schools, and the urgent and continual need for new ones.Page 57
So there are no true cultural institutions! And in those very places where a pretence to culture is still kept up, we find the people more hopeless, atrophied, and discontented than in the secondary schools, where the so-called 'realistic' subjects are taught! Besides this, only think how immature and uninformed one must be in the company of such teachers when one actually misunderstands the rigorously defined philosophical expressions 'real' and 'realism' to such a degree as to think them the contraries of mind and matter, and to interpret 'realism' as 'the road to knowledge, formation, and mastery of reality.Page 61
around me or lies heavily on my breast: it is like a shirt of mail that weighs me down, or a sword that I cannot wield.Page 72
have known you, I have learnt that the most noteworthy, instructive, and decisive experiences and events in one's life are those which are of daily occurrence; that the greatest riddle, displayed in full view of all, is seen by the fewest to be the greatest riddle, and that these problems are spread about in every direction, under the very feet of the passers-by, for the few real philosophers to lift up carefully, thenceforth to shine as diamonds of wisdom.Page 73
Only think how many young men may be lured away for ever to the attractions of science by a new reading of some sort which they have snatched up with youthful hands at the public school! The public school boy must learn and collect a great deal of varied information: hence an impulse will gradually be created, accompanied with which he will continue to learn and collect independently at the university.Page 74
' And again, that this freedom may be broadened still more, the one may speak what he likes and the other may hear what he likes; except that, behind both of them, at a modest distance, stands the State, with all the intentness of a supervisor, to remind the professors and students from time to time that _it_ is the aim, the goal, the be-all and end-all, of this curious speaking and hearing procedure.Page 80
From our degenerate literary art, as also from that itch for scribbling of our learned men which has now reached such alarming proportions, wells forth the same sigh: Oh that we could forget ourselves! The attempt fails: memory, not yet suffocated by the mountains of printed paper under which it is buried, keeps on repeating from time to time: 'A degenerate man of culture! Born for culture and brought up to non-culture! Helpless barbarian, slave of the day, chained to the present moment, and thirsting for something--ever thirsting!' "Oh, the miserable guilty innocents! For they lack something, a need that every one of them must have felt: a real educational institution, which could give them goals, masters, methods, companions; and from the midst of which the invigorating and uplifting breath of the true German spirit would inspire them.Page 85
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