Human, All-Too-Human: A Book for Free Spirits, Part 1 Complete Works, Volume Six

By Friedrich Nietzsche

Page 135

get through almost more than four generations in
succession would be capable of; but then they advance too quickly, so
that the rest of mankind only comes up with them in the next century,
and even then perhaps not completely, because the exclusiveness of
culture and the consecutiveness of development have been weakened by
the frequent interruptions. Men catch up more quickly with the ordinary
phases of intellectual culture which has been acquired in the course
of history. Nowadays they begin to acquire culture as religiously
inclined children, and perhaps about their tenth year these sentiments
attain to their highest point, and are then changed into weakened forms
(pantheism), whilst they draw near to science; they entirely pass
by God, immortality, and such-like things, but are overcome by the
witchcraft of a metaphysical philosophy. Eventually they find even this
unworthy of belief; art, on the contrary, seems to vouchsafe more and
more, so that for a time metaphysics is metamorphosed and continues to
exist either as a transition to art or as an artistically transfiguring
temperament. But the scientific sense grows more imperious and conducts
man to natural sciences and history, and particularly to the severest
methods of knowledge, whilst art has always a milder and less exacting
meaning. All this usually happens within the first thirty years of a
man's life. It is the recapitulation of a _pensum,_ for which humanity
had laboured perhaps thirty thousand years.


RETROGRADED, NOT LEFT BEHIND.--Whoever, in the present day, still
derives his development from religious sentiments, and perhaps lives
for some length of time afterwards in metaphysics and art, has
assuredly gone back a considerable distance and begins his race with
other modern men under unfavourable conditions; he apparently loses
time and space. But because he stays in those domains where ardour and
energy are liberated and force flows continuously as a volcanic stream
out of an inexhaustible source, he goes forward all the more quickly as
soon as he has freed himself at the right moment from those dominators;
his feet are winged, his breast has learned quieter, longer, and more
enduring breathing. He has only retreated in order to have sufficient
room to leap; thus something terrible and threatening may lie in this
retrograde movement.


superior culture consciously to retain and present a true picture of
certain phases of development which commoner men live through almost
thoughtlessly and then efface from the tablets of their souls: this is
a higher species of the painter's art which only the few understand.
For this it is necessary to isolate those

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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 5
It is their future that will now engage our attention, _i.
Page 11
In a moment we were in the refreshing and breathless stillness of nature.
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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.
Page 23
In all matters of a general and serious nature, and above all, in regard to the highest philosophical problems, we have now already reached a point at which the scientific man, as such, is no longer allowed to.
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 32
' And so long as German public schools prepare the road for outrageous and irresponsible scribbling, so long as they do not regard the immediate and practical discipline of speaking and writing as their most holy duty, so long as they treat the mother-tongue as if it were only a necessary evil or a dead body, I shall not regard these institutions as belonging to real culture.
Page 40
' This is the sad plight of the public school of to-day: the narrowest views remain in a certain measure right, because no one seems able to reach or, at least, to indicate the spot where all these views culminate in error.
Page 42
What do you think it will seem like to these men when they hear of projects from which they are excluded _beneficio naturæ_; of commands which their mediocre abilities are totally unable to carry out; of hopes which find no echo in them; of battles the war-cries of which they do not understand, and in the fighting of which they can take part only as dull and obtuse rank and file? But, without exaggeration, that must necessarily be the position of practically all the teachers in our higher educational establishments: and indeed we cannot wonder at this when we consider how such a teacher originates, how he _becomes_ a teacher of such high status.
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It is precisely the best teachers--those who, generally speaking, judged by a high standard, are worthy of this honourable name--who are now perhaps the least fitted, in view of the present standing of our public schools, for the education of these unselected youths, huddled together in a confused heap; but who must rather, to a certain extent, keep hidden from them the best they could give: and, on the other hand, by far the larger number of these teachers feel themselves quite at home in these institutions, as their moderate abilities stand in a kind of harmonious relationship to the dullness of their pupils.
Page 45
On the other hand, I fully understand what you have said about the surplus of public schools and the corresponding surplus of higher grade teachers; and in this regard I myself have collected some information which assures me that the educational tendency of the public school _must_ right itself by this very surplus of teachers who have really nothing at all to do with education, and who are called into existence and pursue this path solely because there is a demand for them.
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.
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philosopher, "but I suspect that, owing to the way in which Latin and Greek are now taught in schools, the accurate grasp of these languages, the ability to speak and write them with ease, is lost, and that is something in which my own generation distinguished itself--a generation, indeed, whose few survivers have by this time grown old; whilst, on the other hand, the present teachers seem to impress their pupils with the genetic and historical importance of the subject to such an extent that, at best, their scholars ultimately turn into little Sanskritists, etymological spitfires, or reckless conjecturers; but not one of them can read his Plato or Tacitus with pleasure, as we old folk can.
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In a word, he ran away.
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Who would dare to be so bold as to join in it?" At this point the philosopher's companion again turned to him and said: "Don't be angry with me when I tell you that I too have a somewhat similar feeling, which I have not mentioned to you before.
Page 73
If Latin and Greek studies prove insufficient to make a student an enthusiastic admirer of antiquity, the methods with which such studies are pursued are at all events sufficient to awaken the scientific sense, the desire for a more strict causality of knowledge, the passion for finding out and inventing.
Page 79
He looks into his own breast, analyses his faculties, and finds he is only peering into hollow and chaotic vacuity.
Page 82
German! Now he learnt to understand his Tacitus; now he grasped the signification of Kant's categorical.
Page 84
on the _homo sapiens_.
Page 94
But the same powers which were once active are still so; and the form in which they act has remained exactly the same.