On the Future of our Educational Institutions

By Friedrich Nietzsche

Page 32

confused. For how
could anybody, after having cast one glance at those examples, fail to
see the great earnestness with which the Greek and the Roman regarded
and treated his language, from his youth onwards--how is it possible
to mistake one's example on a point like this one?--provided, of
course, that the classical Hellenic and Roman world really did hover
before the educational plan of our public schools as the highest and
most instructive of all morals--a fact I feel very much inclined to
doubt. 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. Classical education, indeed! It sounds so dignified! It
confounds the aggressor and staves off the assault--for who could see
to the bottom of this bewildering formula all at once? And this has
long been the customary strategy of the public school: from whichever
side the 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. For a 'classical education' is something so unheard
of, difficult and rare, and exacts such complicated talent, that only
ingenuousness or impudence could put it forward as an attainable goal
in our public schools. The words: 'formal education' belong to that
crude kind of unphilosophical phraseology which one should do one's
utmost to get rid of; for there is no such thing as 'the opposite of
formal education.' And he who regards 'scientific education' as the
object of a public school thereby sacrifices 'classical education' and
the so-called 'formal education,' at one stroke, as the scientific man
and the cultured man belong to two different spheres which, though
coming together at times in the same individual, are never reconciled.

"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. For we are unable to detect any single feature
in this teaching of German which in any way recalls the example of
classical antiquity and its glorious methods of

Last Page Next Page

Text Comparison with Beyond Good and Evil

Page 0
BEYOND GOOD AND EVIL By Friedrich Nietzsche Translated by Helen Zimmern TRANSCRIBER'S NOTE ABOUT THIS E-TEXT EDITION: The following is a reprint of the Helen Zimmern translation from German into English of "Beyond Good and Evil," as published in The Complete Works of Friedrich Nietzsche (1909-1913).
Page 15
what happens here is what happens in every well-constructed and happy commonwealth, namely, that the governing class identifies itself with the successes of the commonwealth.
Page 21
Cynicism is the only form in which base souls approach what is called honesty; and the higher man must open his ears to all the coarser or finer cynicism, and congratulate himself when the clown becomes shameless right before him, or the scientific satyr speaks out.
Page 23
Our deepest insights must--and should--appear as follies, and under certain circumstances as crimes, when they come unauthorizedly to the ears of those who are not disposed and predestined for them.
Page 25
and deceptive.
Page 27
Why NOT? It is nothing more than a moral prejudice that truth is worth more than semblance; it is, in fact, the worst proved supposition in the world.
Page 31
" This name itself is after all only an attempt, or, if it be preferred, a temptation.
Page 34
But how often must he say despairingly to himself: "A single individual! alas, only a single individual! and this great forest, this virgin forest!" So he would like to have some hundreds of hunting assistants, and fine trained hounds, that he could send into the history of the human soul, to drive HIS game together.
Page 37
Page 48
Page 50
Page 51
Pity has an almost ludicrous effect on a man of knowledge, like tender hands on a Cyclops.
Page 62
The extraordinary limitation of human development, the hesitation, protractedness, frequent retrogression, and turning thereof, is attributable to the fact that the herd-instinct of obedience is transmitted best, and at the cost of the art of command.
Page 65
We know well enough how offensive it sounds when any one plainly, and without metaphor, counts man among the animals, but it will be accounted to us almost a CRIME, that it is precisely in respect to men of "modern ideas" that we have constantly applied the terms "herd," "herd-instincts," and such like expressions.
Page 99
realises itself with terrible obviousness: WOMAN RETROGRADES.
Page 105
Page 107
Page 110
That Germany has amply SUFFICIENT Jews, that the German stomach, the German blood, has difficulty (and will long have difficulty) in disposing only of this quantity of "Jew"--as the Italian, the Frenchman, and the Englishman have done by means of a stronger digestion:--that is the unmistakable declaration and language of a general instinct, to which one must listen and according to which one must act.
Page 119
As soon, however, as one wished to take this principle more generally, and if possible even as the FUNDAMENTAL PRINCIPLE OF SOCIETY, it would immediately disclose what it really is--namely, a Will to the DENIAL of life, a principle of dissolution and decay.
Page 132
They are "gay men" who make use of gaiety, because they are misunderstood on account of it--they WISH to be misunderstood.