Also sprach Zarathustra: Ein Buch für Alle und Keinen

By Friedrich Nietzsche

Page 82

und der Erlöser des Zufalls wäre!

Die Vergangnen zu erlösen und alles `Es war` umzuschauen in ein `So
wollte ich es!` - das hiesse mir erst Erlösung!

Wille - so heisst der Befreier und Freudebringer: also lehrte ich
euch, meine Freunde! Und nun lernt diess hinzu: der Wille selber ist
noch ein Gefangener.

Wollen befreit: aber wie heisst Das, was auch den Befreier noch in
Ketten schlägt?

`Es war`: also heisst des Willens Zähneknirschen und einsamste
Trübsal. Ohnmächtig gegen Das, was gethan ist - ist er allem
Vergangenen ein böser Zuschauer.

Nicht zurück kann der Wille wollen; dass er die Zeit nicht brechen
kann und der Zeit Begierde, - das ist des Willens einsamste Trübsal.

Wollen befreit: was ersinnt sich das Wollen selber, dass es los seiner
Trübsal werde und seines Kerkers spotte?

Ach, ein Narr wird jeder Gefangene! Närrisch erlöst sich auch der
gefangene Wille.

Dass die Zeit nicht zurückläuft, das ist sein Ingrimm; `Das, was war`
- so heisst der Stein, den er nicht wälzen kann.

Und so wälzt er Steine aus Ingrimm und Unmuth und übt Rache an dem,
was nicht gleich ihm Grimm und Unmuth fühlt.

Also wurde der Wille, der Befreier, ein Wehethäter: und an Allem, was
leiden kann, nimmt er Rache dafür, dass er nicht zurück kann.

Diess, ja diess allein ist _Rache_ selber: des Willens Widerwille
gegen die Zeit und ihr `Es war.`

Wahrlich, eine grosse Narrheit wohnt in unserm Willen; und zum Fluche
wurde es allem Menschlichen, dass diese Narrheit Geist lernte!

Der Geist der Rache: meine Freunde, das war bisher der Menschen bestes
Nachdenken; und wo Leid war, da sollte immer Strafe sein.

`Strafe` nämlich, so heisst sich die Rache selber: mit einem Lügenwort
heuchelt sie sich ein gutes Gewissen.

Und weil im Wollenden selber Leid ist, darob dass es nicht zurück
wollen kann, - also sollte Wollen selber und alles Leben - Strafe

Und nun wälzte sich Wolke auf Wolke über den Geist: bis endlich der
Wahnsinn predigte: `Alles vergeht, darum ist Alles werth zu vergehn!`

`Und diess ist selber Gerechtigkeit, jenes Gesetz der Zeit, dass sie
ihre Kinder fressen muss`: also predigte der Wahnsinn.

`Sittlich sind die Dinge geordnet nach Recht und Strafe. Oh wo ist die
Erlösung vom Fluss der Dinge und der Strafe Dasein`? Also predigte der

`Kann es Erlösung geben, wenn es ein ewiges Recht giebt? Ach,
unwälzbar ist der Stein "Es war": ewig müssen auch alle Strafen sein!`
Also predigte der Wahnsinn.

`Keine That kann vernichtet werden: wie könnte sie durch die Strafe
ungethan werden! Diess, diess ist das Ewige an der Strafe "Dasein",
dass das Dasein auch ewig wieder That und Schuld sein muss!

Es sei denn, dass der

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Text Comparison with On the Future of our Educational Institutions; Homer and Classical Philology Complete Works, Volume Three

Page 0
True culture is only for a few select minds, which it is necessary to bring together under the protecting roof of an institution that shall prepare them for culture, and for culture only.
Page 6
No one should attempt to describe the future of our education, and the means and methods of instruction relating thereto, in a prophetic spirit, unless he can prove that the picture he draws already exists in germ to-day, and that all that is required is the extension and development of this embryo if the necessary modifications are to be produced in schools and other educational institutions.
Page 10
This attachment was very soon transformed into a rite; for we all agreed to go, whenever it was possible to do so, once a year to that lonely spot near Rolandseck, where on that summer's day, while sitting together, lost in meditation, we were suddenly inspired by the same thought.
Page 15
It was to be a silent solemnisation, all reminiscence and all future; the present was to be as a hyphen between the two.
Page 16
For our passion for shooting had brought us both repute and ill-repute in our club.
Page 33
war-cry may come, it writes upon its shield--not overloaded with honours--one of those confusing catchwords, such as: 'classical education,' 'formal education,' 'scientific education':--three glorious things which are, however, unhappily at loggerheads, not only with themselves but among themselves, and are such that, if they were compulsorily brought together, would perforce bring forth a culture-monster.
Page 40
(_Delivered on the 27th of February 1872.
Page 44
The education of the masses cannot, therefore, be our aim; but rather the education of a few picked men for great and lasting works.
Page 49
The public schools may still be seats of learning: not, however of _the_ learning which, as it were, is only the natural and involuntary auxiliary of a culture that is directed towards the noblest ends; but rather of that culture which might be compared to the hypertrophical swelling of an unhealthy body.
Page 51
The public school is here looked upon as an honourable aim, and every one who feels himself urged on to the sphere of government will be found on his way to it.
Page 61
Then a calmer moment arrives; a piercing wind of reality brings me back to earth--and then I see the wide gulf between us, over which you yourself, as in a dream, draw me back again.
Page 63
You have not rendered assistance to a single one of our great geniuses--and now upon that fact you wish to build up the theory that none of them shall ever be helped in future? For each of them, however, up to this very moment, you have always been the 'resistance of the stupid world'.
Page 65
After the heated and, so far as we were concerned, very unflattering utterance of the philosopher, we seemed to feel ourselves nearer to him--that we even stood in a personal relationship to him.
Page 68
I have no doubt, either, that they took the first bold steps in the wonderful and stirring times of the Reformation, and that afterwards, in the era which gave birth to Schiller and Goethe, there was again a growing demand for culture, like the first protuberance of that wing spoken of by Plato in the _Phaedrus_, which, at every contact with the beautiful, bears the soul aloft into the upper regions, the habitations of the gods.
Page 77
It is to neutral preoccupations with philosophy like these that our students in philosophical seminaries are stimulated; whence I have long accustomed myself to regard such science as a mere ramification of philology, and to value its representatives in proportion as they are good or bad philologists.
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.
Page 84
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 86
Where do we not meet with them, these mockers, always ready to aim a blow at the philological "moles," the animals that practise dust-eating _ex professo_, and that grub up and eat for the eleventh time what they have already eaten ten times before.
Page 89
where individual scientific investigation comes into contact with the whole life of science and culture--if any one, in other words, indicates a historico-cultural valuation as the central point of the question, he must also, in the province of Homeric criticism, take his stand upon the question of personality as being the really fruitful oasis in the desert of the whole argument.
Page 96
scholar perceived with his own artistic gifts, he now called Homer.