Beyond Good and Evil

By Friedrich Nietzsche

Page 68

to be compared.
He sees at a glance all that could still BE MADE OUT OF MAN through
a favourable accumulation and augmentation of human powers and
arrangements; he knows with all the knowledge of his conviction how
unexhausted man still is for the greatest possibilities, and how often
in the past the type man has stood in presence of mysterious decisions
and new paths:--he knows still better from his painfulest recollections
on what wretched obstacles promising developments of the highest rank
have hitherto usually gone to pieces, broken down, sunk, and become
contemptible. The UNIVERSAL DEGENERACY OF MANKIND to the level of
the "man of the future"--as idealized by the socialistic fools and
shallow-pates--this degeneracy and dwarfing of man to an absolutely
gregarious animal (or as they call it, to a man of "free society"),
this brutalizing of man into a pigmy with equal rights and claims, is
undoubtedly POSSIBLE! He who has thought out this possibility to its
ultimate conclusion knows ANOTHER loathing unknown to the rest of
mankind--and perhaps also a new MISSION!



CHAPTER VI. WE SCHOLARS


204. At the risk that moralizing may also reveal itself here as that
which it has always been--namely, resolutely MONTRER SES PLAIES,
according to Balzac--I would venture to protest against an improper and
injurious alteration of rank, which quite unnoticed, and as if with the
best conscience, threatens nowadays to establish itself in the relations
of science and philosophy. I mean to say that one must have the right
out of one's own EXPERIENCE--experience, as it seems to me, always
implies unfortunate experience?--to treat of such an important question
of rank, so as not to speak of colour like the blind, or AGAINST science
like women and artists ("Ah! this dreadful science!" sigh their instinct
and their shame, "it always FINDS THINGS OUT!"). The declaration of
independence of the scientific man, his emancipation from philosophy,
is one of the subtler after-effects of democratic organization and
disorganization: the self-glorification and self-conceitedness of
the learned man is now everywhere in full bloom, and in its best
springtime--which does not mean to imply that in this case self-praise
smells sweet. Here also the instinct of the populace cries, "Freedom
from all masters!" and after science has, with the happiest results,
resisted theology, whose "hand-maid" it had been too long, it now
proposes in its wantonness and indiscretion to lay down laws for
philosophy, and in its turn to play the "master"--what am I saying!
to play the PHILOSOPHER on its own account. My memory--the memory of
a scientific man, if you please!--teems with the naivetes of insolence
which I have heard about philosophy and

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

Page 9
which is striving to educate and enlighten its members on a scale so magnificently out of proportion to its size that it must put all larger cities to shame.
Page 10
We thus hoped, by means of mutual correction, to be able both to stimulate and to chasten our creative impulses and, as a matter of fact, the success of the scheme was such that we have both always felt a sort of respectful attachment for the hour and the place at which it first took shape in our minds.
Page 11
The spot lay near the upper border of the wood which covered the lesser heights behind Rolandseck: it was a small uneven plateau, close to the place we had consecrated in memory of its.
Page 20
forget yourself as to believe that you are one of the few? This thought has occurred to you--I can see.
Page 22
That is what is now called 'the social question.
Page 27
For the moment, let us consider, together, what to my mind constitutes the very hopeful struggle of the two possibilities: _either_ that the motley and evasive spirit of public schools which has hitherto been fostered, will completely vanish, or that it will have to be completely purified and rejuvenated.
Page 31
"None but the very fewest are aware that, among many.
Page 32
The claim put forward by public schools concerning the 'classical education' they provide seems to be more an awkward evasion than anything else; it is used whenever there is any question raised as to the competency of the public schools to impart culture and to educate.
Page 37
Thanks to his bold start, a new order of public schools.
Page 42
Such a large number of higher educational establishments are now to be found everywhere that far more teachers will continue to be required for them than the nature of even a highly-gifted people can produce; and thus an inordinate stream of undesirables flows into these institutions, who, however, by their preponderating numbers and their instinct of 'similis simile gaudet' gradually come to determine the nature of these institutions.
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 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 47
That, however, may be tolerated, for every being must perish by some means or other; but who is there to guarantee that during all these attempts the statue itself will not break in pieces! The philologists are being crushed by the Greeks--perhaps we can put up with this--but antiquity itself threatens to be crushed by these philologists! Think that over, you easy-going young man; and turn back, lest you too should not be an iconoclast!'" "Indeed," said the philosopher, laughing, "there are many philologists who have turned back as you so much desire, and I notice a great contrast with my own youthful experience.
Page 54
_ a true, aristocratic culture, founded upon a few carefully chosen minds; or they foster a micrological and sterile learning which, while it is far removed from culture, has at least this merit, that it avoids that reprehensible culture as well as the true culture.
Page 58
Suddenly he was silent: he had just repeated, almost pathetically, the words, "we have no true educational institutions; we have no true educational institutions!" when something fell down just in front of him--it might have been a fir-cone--and his dog barked and ran towards it.
Page 63
And if it had been possible for you to take Goethe's friendship away from this melancholy, hasty life, hunted to premature death, then you would have crushed him even sooner than you did.
Page 73
"It even seems to me," I said, "that everything for which you have justly blamed the public school is only a necessary means employed to imbue the youthful student with some kind of independence, or at all events with the belief that there is such a thing.
Page 90
It was believed that Homer's poem was passed from one generation to another _viva voce_, and faults were attributed to the improvising and at times forgetful bards.
Page 91
And then we meet with the weighty question: What lies before this period? Has Homer's personality, because it cannot be grasped, gradually faded away into an empty name? Or had all the Homeric poems been gathered together in a body, the nation naively representing itself by the figure of Homer? _Was the person created out of a conception, or the conception out of a person?_ This is the real "Homeric question," the central problem of the personality.
Page 100
It is but right that a philologist should describe his end and the means to it in the short formula of a confession of faith; and let this be done in the saying of Seneca which I thus reverse-- "Philosophia facta est quæ philologia fuit.