On the Future of our Educational Institutions

By Friedrich Nietzsche

Page 55

he never succeeds in
freeing himself from his own hankering and restless personality: that
illuminated, ethereal sphere where one may contemplate without the
obstruction of one's own personality continually recedes from him--and
thus, let him learn, travel, and collect as he may, he must always
live an exiled life at a remote distance from a higher life and from
true culture. For true culture would scorn to contaminate itself with
the needy and covetous individual; it well knows how to give the slip
to the man who would fain employ it as a means of attaining to
egoistic ends; and if any one cherishes the belief that he has firmly
secured it as a means of livelihood, and that he can procure the
necessities of life by its sedulous cultivation, then it suddenly
steals away with noiseless steps and an air of derisive mockery.[6]

"I will thus ask you, my friend, not to confound this culture, this
sensitive, fastidious, ethereal goddess, with that useful
maid-of-all-work which is also called 'culture,' but which is only
the intellectual servant and counsellor of one's practical
necessities, wants, and means of livelihood Every kind of training,
however, which holds out the prospect of bread-winning as its end and
aim, is not a training for culture as we understand the word; but
merely a collection of precepts and directions to show how, in the
struggle for existence, a man may preserve and protect his own person.
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.

"But--let no one think for a moment that the schools which urge him on
to this struggle and prepare him for it are in any way seriously to be
considered as establishments of culture. They are institutions which
teach one how to take part in the battle of life; whether they promise
to turn out civil servants, or merchants, or officers, or wholesale
dealers, or farmers, or physicians, or men with a technical training.
The regulations and standards prevailing at such institutions differ
from those in a true educational institution; and what in the latter
is permitted, and even freely held out as often as possible, ought to
be considered as a criminal offence in the former.

"Let me give you an example. If you wish to guide a young man on the
path of true culture, beware of interrupting his naive, confident,
and, as it were, immediate and personal

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

Page 1
Aphorism 44, together with the first half-dozen or so in the book, may be taken as typical specimens of Nietzsche's protest against this state of things.
Page 2
A young man cannot have the slightest conception of what the Greeks and Romans were.
Page 5
In the so-called life's calling, which everyone must choose, we may perceive a.
Page 6
"We are called upon to serve and to be of advantage to our equals--the same remark applies to our neighbour and to his neighbour, so everyone serves somebody else; no one is carrying out the duties of his calling for his own sake, but always for the sake of others and thus we are like geese which support one another by the one leaning against the other.
Page 9
Philology now derives its power only from the union between the philologists who will not, or cannot, understand antiquity and public opinion, which is misled by prejudices in regard to it.
Page 12
e.
Page 14
But the old German gods were feared.
Page 16
45 I deplore a system of education which does not enable people to understand Wagner, and as the result of which Schopenhauer sounds harsh and discordant in our ears .
Page 18
Philologists wish to perpetuate the influence of antiquity and they can set about it only as imitative artists.
Page 20
" 60 Wolf draws our attention to the fact that antiquity was acquainted only with theories of oratory and poetry which facilitated production, [Greek: technai] and _artes_ that formed real orators and poets, "while at the present day we shall soon have theories upon which it would be as impossible to build up a speech or a poem as it would be to form a thunderstorm upon a brontological treatise.
Page 22
Culture-philistinism.
Page 23
85 It is now no longer a matter of surprise to me that, with such teachers, the education of our time should be worthless.
Page 25
and in the case of the Greeks there are some factors which are very favourable to the development of the individual.
Page 26
Over-sensibility, abnormally active condition of the brain and the nerves; impetuosity and fervour of the will.
Page 29
If we do not like a man, we wish that he may become worse than he.
Page 32
Everywhere the widest possible optimism prevails in science.
Page 35
163 With the dissolution of Christianity a great part of antiquity has become incomprehensible to us, for instance, the entire religious basis of life.
Page 39
177 There will perhaps come a time when scientific work will be carried on by women, while the men will have.
Page 40
180 The ever more and more common form of the ideal: first men, then institutions, finally tendencies, purposes, or the want of them.
Page 43
194 _I dream of a combination of men who shall make no concessions, who shall show no consideration, and who shall be willing to be called "destroyers": they apply the standard of their criticism to everything and sacrifice themselves to truth.