On the Future of our Educational Institutions

By Friedrich Nietzsche

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on this subject between two remarkable men,
and the more striking points of the discussion, together with their
manner of handling the theme, are so indelibly imprinted on my memory
that, whenever I reflect on these matters, I invariably find myself
falling into their grooves of thought. I cannot, however, profess to
have the same courageous confidence which they displayed, both in
their daring utterance of forbidden truths, and in the still more
daring conception of the hopes with which they astonished me. It
therefore seemed to me to be in the highest degree important that a
record of this conversation should be made, so that others might be
incited to form a judgment concerning the striking views and
conclusions it contains: and, to this end, I had special grounds for
believing that I should do well to avail myself of the opportunity
afforded by this course of lectures.

I am well aware of the nature of the community to whose serious
consideration I now wish to commend that conversation--I know it to be
a community which is striving to educate and enlighten its members on
a scale so magnificently out of proportion to its size that it must
put all larger cities to shame. This being so, I presume I may take it
for granted that in a quarter where so much is _done_ for the things
of which I wish to speak, people must also _think_ a good deal about
them. In my account of the conversation already mentioned, I shall be
able to make myself completely understood only to those among my
audience who will be able to guess what I can do no more than suggest,
who will supply what I am compelled to omit, and who, above all, need
but to be reminded and not taught.

Listen, therefore, ladies and gentlemen, while I recount my harmless
experience and the less harmless conversation between the two
gentlemen whom, so far, I have not named.

Let us now imagine ourselves in the position of a young student--that
is to say, in a position which, in our present age of bewildering
movement and feverish excitability, has become an almost impossible
one. It is necessary to have lived through it in order to believe that
such careless self-lulling and comfortable indifference to the moment,
or to time in general, are possible. In this condition I, and a friend
about my own age, spent a year at the University of Bonn on the
Rhine,--it was a year which, in its complete lack of plans and
projects for the future, seems almost like a dream to me now--a

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Text Comparison with On the Future of our Educational Institutions; Homer and Classical Philology Complete Works, Volume Three

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(Images generously made available by the Hathi Trust.
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If we should seek a warrant for our belief in.
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(_Delivered on the 16th of January 1872.
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Now, however, that I can look upon the stand we had to take against these opposing forces, I cannot help associating them in my mind with those checks we are wont to receive in our dreams, as, for instance, when we imagine we are able to fly and yet feel ourselves held back by some incomprehensible power.
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' "In accordance with the spirit of this address, the teacher of German at a public school would be forced to call his pupil's attention to thousands of details, and with the absolute certainty of good taste, to forbid their using such words and expressions, for instance, as: '_beanspruchen_,' '_vereinnahmen_,' '_einer Sache Rechnung tragen_,' '_die Initiative ergreifen_,' '_selbstverständlich_,'[3] etc.
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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.
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In German public schools I have never yet found a trace of what might really be called 'classical education,' and there is nothing surprising in this when one thinks of the way in which these institutions have emancipated themselves from German classical writers and the discipline of the German language.
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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.
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What more can the State do for a surplus of educational institutions than bring all the higher and the majority of the lower civil service appointments, the right of entry to the universities, and even the most influential military posts into close connection with the public school: and all this in a country where both universal military service and the highest offices of the State unconsciously attract all gifted natures to them.
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point of view, instead of which we have shrewd and clever calculations, and, so to speak, overreachings of nature.
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" About two hours went by while the philosophically-minded couple chatted about such startling questions.
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Self-accusation and annoyance might perhaps cause a few to get angry; but our impression was quite different: the only thing I do not know is how exactly to describe it.
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midst of which the invigorating and uplifting breath of the true German spirit would inspire them.
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And as leaders must have followers so also must the followers have a leader--here a certain reciprocal predisposition prevails in the hierarchy of spirits: yea, a kind of pre-established harmony.
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It was none other than Goethe who, in early life a supporter of Wolf's theories regarding Homer, recanted in the verses-- With subtle wit you took away Our former adoration: The Iliad, you may us say, Was mere conglomeration.
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Let us then examine the so-called _Homeric question_ from this standpoint, a question the most important problem of which Schiller called a scholastic barbarism.
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Poetical works, which cause the hearts of even the greatest geniuses to fail when they endeavour to vie with them, and in which unsurpassable images are held up for the admiration of posterity--and yet the poet who wrote them with only a hollow, shaky name, whenever we do lay hold on him; nowhere the solid kernel of a powerful personality.
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, it must be deduced from principles--why this or that individuality appears in this way and not in that.