On the Future of our Educational Institutions

By Friedrich Nietzsche

Page 42

such a teacher originates, how he
_becomes_ a teacher of such high status. 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. There
may be a few people, hopelessly unfamiliar with pedagogical matters,
who believe that our present profusion of public schools and teachers,
which is manifestly out of all proportion, can be changed into a real
profusion, an _ubertas ingenii_, merely by a few rules and
regulations, and without any reduction in the number of these
institutions. But we may surely be unanimous in recognising that by
the very nature of things only an exceedingly small number of people
are destined for a true course of education, and that a much smaller
number of higher educational establishments would suffice for their
further development, but that, in view of the present large numbers of
educational institutions, those for whom in general such institutions
ought only to be established must feel themselves to be the least
facilitated in their progress.

"The same holds good in regard to teachers. 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. It is from
this majority that we hear the ever-resounding call for the
establishment of new public schools and higher educational
institutions: we are living in an age which, by ringing the changes on
its deafening and continual cry, would certainly give one the
impression that there was an unprecedented thirst for culture which
eagerly sought to be quenched. But it is just at this point that one
should learn to hear aright: it is here, without being disconcerted by
the thundering noise of the education-mongers, that we must confront
those who talk so tirelessly about the educational necessities of
their time. Then we should meet with a strange disillusionment,

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Text Comparison with We Philologists Complete Works of Friedrich Nietzsche, Volume 8

Page 1
Classical teachers here may not be rated so high as they are in Germany, but their influence would appear to be equally powerful, and their theories of education and of classical antiquity equally chaotic.
Page 3
4 All this affects the sources of our present philology: a sceptical and melancholy attitude.
Page 7
--As a consequence the savant must be such out of self-knowledge, that is to say, out of contempt for himself--in other words he must recognise himself to be merely the servant of some higher being who comes after him.
Page 10
Philology as a means of instruction is the clear expression of a predominating conception regarding the value of antiquity, and the best methods of education.
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e.
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e.
Page 18
" 54 I was pleased to read of Bentley "non tam grande pretium emendatiunculis meis statuere soleo, ut singularem aliquam gratiam inde sperem aut exigam.
Page 21
At the end of the twenties its meaning begins to dawn on one.
Page 22
That shows that they are not actuated by any strong need, or else they would have an instinct to tell them where their food was to be found.
Page 23
4.
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Passionate.
Page 27
118 The happy and comfortable constitution of the politico-social position must not be sought among the Greeks .
Page 29
A victorious language is nothing but a frequent (and not always regular) indication of a successful campaign.
Page 34
Yes, it is so plausible to say that we find Christian ethics "deeper" than Socrates! Plato was easier to compete with! We are at the present time, so to speak, merely chewing the cud of the very battle which was fought in the first centuries of the Christian era--with the exception of the fact that now, instead of the clearly perceptible antiquity which then existed, we have merely its pale ghost; and, indeed, even Christianity itself has become rather ghostlike.
Page 35
This would be a task .
Page 36
Man has now a great deal of freedom: it is his own fault if he does not make more use of it than he does; the fanaticism of opinions has become much milder.
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Imitation, however, is merely an artistic phenomenon, _i.
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no longer the treasure-chamber of all knowledge; for in natural and historical science we have advanced greatly beyond it.
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In the ideal state all would be over with them.
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"--TR.