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

By Friedrich Nietzsche

Page 146

AT THE GOODWILL OF OTHERS.--We are mistaken as to the
extent to which we think we are hated or feared; because,' though we
ourselves know very well the extent of our divergence from a person,
tendency, or party, those others know us only superficially, and can,
therefore, only hate us superficially. We often meet with goodwill
which is inexplicable to us; but when we comprehend it, it shocks us,
because it shows that we are not considered with sufficient Seriousness
or importance.


THWARTING VANITIES.--When two persons meet whose vanity is equally
great, they have afterwards a bad impression of each other because
each has been so occupied with the impression he wished to produce on
the other that the other has made no impression upon him; at last it
becomes clear to them both that their efforts have been in vain, and
each puts the blame on the other.


IMPROPER BEHAVIOUR AS A GOOD SIGN.--A superior mind takes pleasure in
the tactlessness, pretentiousness, and even hostility of ambitious
youths; it is the vicious habit of fiery horses which have not yet
carried a rider, but, in a short time, will be so proud to carry one.


WHEN IT IS ADVISABLE TO SUFFER WRONG.--It is well to put up with
accusations without refutation, even when they injure us, when the
accuser would see a still greater fault on our part if we contradicted
and perhaps even refuted him. In this way, certainly, a person
may always be wronged and always have right on his side, and may
eventually, with the best conscience in the world, become the most
intolerable tyrant and tormentor; and what happens in the individual
may also take place in whole classes of society.


Too LITTLE HONOURED.--Very conceited persons, who have received
less consideration than they expected, attempt for a long time to
deceive themselves and others with regard to it, and become subtle
psychologists in order to make out that they have been amply honoured.
Should they not attain their aim, should the veil of deception be torn,
they give way to all the greater fury.


people make assertions in their intercourse we often recognise an echo
of the times when they were more conversant with weapons than anything
else; sometimes they handle their assertions like sharp-shooters using
their arms, sometimes we think we hear the whizz and clash of swords,
and with some men an assertion crashes down like a stout cudgel. Women,
on the contrary, speak like beings who for thousands of years have sat
at the loom, plied the needle, or played the child

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Text Comparison with On the Future of our Educational Institutions

Page 1
_) The reader from whom I expect something must possess three qualities: he must be calm and must read without haste; he must not be ever interposing his own personality and his own special "culture"; and he must not expect as the ultimate results of his study of these pages that he will be presented with a set of new formulae.
Page 3
Finally, the author would wish his reader to be fully alive to the specific character of our present barbarism and of that which distinguishes us, as the barbarians of the nineteenth century, from other barbarians.
Page 15
Whilst we stood thus in silence for some time, divided into two hostile groups, the clouds above waxed ever redder and the evening seemed to grow more peaceful and mild; we could almost fancy we heard the regular breathing of nature as she put the final touches to her work of art--the glorious day we had just enjoyed; when, suddenly, the calm evening air was rent by a confused and boisterous cry of joy which seemed to come from the Rhine.
Page 16
But to all intents and purposes we meant this, that we wished to make earnest endeavours to consider the best possible means of becoming men of culture.
Page 31
"In regard to the language, what is surely least noticeable is any trace of the influence of _classical examples_: that is why, on the strength of this consideration alone, the so-called 'classical education' which is supposed to be provided by our public school, strikes me as something exceedingly doubtful and.
Page 33
And as for the preparation in science, which is one of the consequences of this teaching, our Germanists will have to determine, in all justice, how little these learned beginnings in public schools have contributed to the splendour of their sciences, and how much the personality of individual university professors has done so.
Page 34
It is painful to see how awkwardly and heavily one foot is set before the other, and one dreads that one may not only be unable to learn the new way of walking, but that one will forget how to walk at all.
Page 55
It may be freely admitted that for the great majority of men such a course of instruction is of the highest importance; and the more arduous the struggle is the more intensely must the young man strain every nerve to utilise his strength to the best advantage.
Page 57
In the public schools, however, there is very much less honesty and very much less ability too; for in them we find an instinctive feeling of shame, the unconscious perception of the fact that the whole institution has been ignominiously degraded, and that the sonorous words of wise and apathetic teachers are contradictory to the dreary, barbaric, and sterile reality.
Page 59
Look over yonder on the Rhine: what is that we see so clearly floating on the surface of the water as if surrounded by the light of many torches? It is there that we may look for your friend, I would even venture to say that it is he who is coming towards you with all those lights.
Page 62
And what are.
Page 67
" "Ah," began the philosopher's companion, "when you quote the divine Plato and the world of ideas, I do not think you are angry with me, however much my previous utterance may have merited your disapproval and wrath.
Page 68
But I have waited in vain for the signal agreed upon; and I cannot guess what has delayed him.
Page 70
"They understand us," said the philosopher, laughing, "and who indeed could resist when such a dazzling phantom comes within range?" "Hush!" interrupted his friend, "what sort of a company can it be that returns the signal to us in such a way? I should say they were between twenty and forty strong, manly voices in that crowd--and where would such a number come from to greet us? They don't appear to have left the opposite bank of the Rhine yet; but at any rate we must have a look at them from our own side of the river.
Page 73
We believe, in short, that the aim of the public school is to prepare and accustom the student always to live and learn independently afterwards, just as beforehand he must live and learn dependently at the public school.
Page 74
The student very often writes down something while he hears; and it is only at these rare moments that he hangs to the umbilical cord of his alma mater.
Page 77
"In what relationship these universities stand to _art_ cannot be acknowledged without shame: in none at all.
Page 81
[11] "When the war of liberation was over, the young student brought back home the unlooked-for and worthiest trophy of battle--the freedom of his fatherland.
Page 82
They were leaderless--therefore they perished.
Page 85
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