Beyond Good and Evil

By Friedrich Nietzsche

Page 121

to be approved of; he passes the judgment: "What is
injurious to me is injurious in itself;" he knows that it is he himself
only who confers honour on things; he is a CREATOR OF VALUES. He
honours whatever he recognizes in himself: such morality equals
self-glorification. In the foreground there is the feeling of plenitude,
of power, which seeks to overflow, the happiness of high tension, the
consciousness of a wealth which would fain give and bestow:--the noble
man also helps the unfortunate, but not--or scarcely--out of pity, but
rather from an impulse generated by the super-abundance of power. The
noble man honours in himself the powerful one, him also who has power
over himself, who knows how to speak and how to keep silence, who
takes pleasure in subjecting himself to severity and hardness, and has
reverence for all that is severe and hard. "Wotan placed a hard heart in
my breast," says an old Scandinavian Saga: it is thus rightly expressed
from the soul of a proud Viking. Such a type of man is even proud of not
being made for sympathy; the hero of the Saga therefore adds warningly:
"He who has not a hard heart when young, will never have one." The noble
and brave who think thus are the furthest removed from the morality
which sees precisely in sympathy, or in acting for the good of others,
or in DESINTERESSEMENT, the characteristic of the moral; faith
in oneself, pride in oneself, a radical enmity and irony towards
"selflessness," belong as definitely to noble morality, as do a careless
scorn and precaution in presence of sympathy and the "warm heart."--It
is the powerful who KNOW how to honour, it is their art, their domain
for invention. The profound reverence for age and for tradition--all law
rests on this double reverence,--the belief and prejudice in favour of
ancestors and unfavourable to newcomers, is typical in the morality of
the powerful; and if, reversely, men of "modern ideas" believe almost
instinctively in "progress" and the "future," and are more and more
lacking in respect for old age, the ignoble origin of these "ideas" has
complacently betrayed itself thereby. A morality of the ruling class,
however, is more especially foreign and irritating to present-day taste
in the sternness of its principle that one has duties only to one's
equals; that one may act towards beings of a lower rank, towards all
that is foreign, just as seems good to one, or "as the heart desires,"
and in any case "beyond good and evil": it is here that sympathy and
similar sentiments can have a

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

Page 3
No one among them has yet forgotten to think while reading a book; he still understands the secret of reading between the lines, and is indeed so generous in what he himself brings to his study, that he continues to reflect upon what he has read, perhaps long after he has laid the book aside.
Page 5
_ the future of German elementary, secondary, and public schools (Gymnasien) and universities.
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 12
At one end of the little uneven plateau, and not very far away, there stood the mighty trunk of an oak-tree, prominently visible against a background quite bare of trees and consisting merely of low undulating hills in the distance.
Page 15
A feeling of sullen anger took possession of us.
Page 18
We knew this, that, thanks to our little society, no thought of embracing any particular career had ever entered our minds in those days.
Page 26
We are both acquainted with public schools; do you think, for instance, that in respect of these institutions anything may be done by means of honesty and good and new ideas to abolish the tenacious and antiquated customs now extant? In this quarter, it seems to me, the battering-rams of an attacking party will have to meet with no solid wall, but with the most fatal of stolid and slippery principles.
Page 27
"All other educational institutions must fix their aims in accordance with those of the public school system; whatever errors of judgment it may suffer from, they suffer from also, and if it were ever purified and rejuvenated, they would be purified and rejuvenated too.
Page 29
Here, too, the teacher sows the seeds of that crude and wilful misinterpretation of the classics, which later on disports itself as art-criticism, and which is nothing but bumptious barbarity.
Page 33
"If we compare all three of these would-be aims of the public school with the actual facts to be observed in the present method of teaching German, we see immediately what they really amount to in practice,--that is to say, only to subterfuges for use in the fight and struggle for existence and, often enough, mere means wherewith to bewilder an opponent.
Page 44
But for the.
Page 46
But these people I am speaking of are so barbaric that they dispose of these relics to suit themselves: all their modern conveniences and fancies are brought with them and concealed among those ancient pillars and tombstones, and it gives rise to great rejoicing when somebody finds, among the dust and cobwebs of antiquity, something that he himself had slyly hidden there not so very long before.
Page 50
This right to higher education has been taken so seriously by the most powerful of modern States--Prussia--that the objectionable principle it has adopted, taken in connection with the well-known daring and hardihood of this State, is seen to have a menacing and dangerous consequence for the true German spirit; for we see endeavours being made in this quarter to raise the public school, formally systematised, up to the so-called 'level of the time.
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 58
All our present institutions belong to the second class; but I am speaking only of the first.
Page 65
So we walked on beside the philosopher, ashamed, compassionate, dissatisfied with ourselves, and more than ever convinced that the old man was right and that we had done him.
Page 66
Don't be in a hurry; carry this question about with you, but do at any rate consider it day and night.
Page 90
This entire hypothesis is the most important in the domain of literary studies that antiquity has exhibited; and the acknowledgment of the dissemination of the Homeric poems by word of mouth, as opposed to the habits of a book-learned age, shows in particular a depth of ancient sagacity worthy of our admiration.
Page 97
The relative imperfection of the design must not, however, prevent us from seeing in the designer a different personality from the real poet.
Page 98
We believe in a great poet as the author of the _Iliad_ and the _Odyssey--but not that Homer was this poet_.