The Genealogy of Morals The Complete Works, Volume Thirteen, edited by Dr. Oscar Levy.

By Friedrich Nietzsche

Page 119

on the other hand, saw and felt the problem of the law-giver of
new values: the problem of the conqueror made perfect, who first had
to subdue the "hero within himself," the man exalted to his highest
pedestal, master even of his pity, who mercilessly shatters and
annihilates everything that does not bear his own stamp, shining in
Olympian divinity. Michael Angelo was naturally only at certain moments
so high and so far beyond his age and Christian Europe: for the most
part he adopted a condescending attitude towards the eternal feminine
in Christianity; it would seem, indeed, that in the end he broke down
before her, and gave up the ideal of his most inspired hours. It was
an ideal which only a man in the strongest and highest vigour of life
could bear; but not a man advanced in years! Indeed, he would have had
to demolish Christianity with his ideal! But he was not thinker and
philosopher enough for that Perhaps Leonardo da Vinci alone of those
artists had a really super-Christian outlook. He knows the East, the
"land of dawn," within himself as well as without himself. There is
something super-European and silent in him: a characteristic of every
one who has seen too wide a circle of things good and bad.


4.

How much we have learnt and learnt anew in fifty years! The whole
Romantic School with its belief in "the people" is refuted! No Homeric
poetry as "popular" poetry! No deification of the great powers of
Nature! No deduction from language-relationship to race-relationship!
No "intellectual contemplations" of the supernatural! No truth
enshrouded in religion!

The problem of truthfulness is quite a new one. I am astonished. From
this standpoint we regard such natures as Bismarck as culpable out of
carelessness, such as Richard Wagner out of want of modesty; we would
condemn Plato for his _pia fraus_, Kant for the derivation of his
Categorical Imperative, his own belief certainly not having come to him
from this source.

Finally, even doubt turns against itself: doubt in doubt. And the
question as to the _value_ of truthfulness and its extent lies _there_.


5.

What I observe with pleasure in the German is his Mephistophelian
nature; but, to tell the truth, one must have a higher conception of
Mephistopheles than Goethe had, who found it necessary to _diminish_
his Mephistopheles in order to magnify his "inner Faust." The true
German Mephistopheles is much more dangerous, bold, wicked, and
cunning, and consequently more open-hearted: remember the nature
of Frederick the Great, or of that much greater Frederick, the
Hohenstaufen, Frederick II.

The real German Mephistopheles crosses the Alps, and

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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.
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I can no more project my vision through such vast periods of time than I can rely upon its accuracy when it is brought too close to an object under examination.
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Towards the end of this piece, which grew ever wilder and which was sung to ever quicker time, I made a sign to my friend, and just as the last chord rang like a yell through the building, he and I vanished, leaving behind us a raging pandemonium.
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Years of exposure to rain and storm had slightly deepened the channels we had cut, and the figure seemed a welcome target for our pistol-practice.
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At any rate, our philosophical interlopers regarded us with expressions of amused inquiry, as if they expected us to proffer some sort of apology.
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'Formal education,' however, which is supposed to be achieved by this method of teaching German, has been shown to be wholly at the pleasure of the 'free personality,' which is as good as saying that it is barbarism and anarchy.
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It shows itself most frequently and painfully, however, in pedagogic spheres, in the literature of public schools.
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.
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For the public school boy of to-day, the Hellenes as Hellenes are dead: yes, he gets some enjoyment out of Homer, but a novel by Spielhagen interests him much more: yes, he swallows Greek tragedy and comedy with a certain relish, but a thoroughly modern drama, like Freitag's 'Journalists,' moves him in quite another fashion.
Page 40
After a few minutes' silent reflection, the philosopher's companion turned to him.
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We want nothing for ourselves, and it should be nothing to us how many individuals may fall in this battle, or whether we ourselves may be among the first.
Page 44
Every man who, in an unexpected moment of enlightenment,.
Page 54
Many a one, by stoically confining his needs within a narrow compass, will shortly and easily reach the sphere in which he may forget, and, as it were, shake off his ego, so that he can enjoy perpetual youth in a solar system of timeless and impersonal things.
Page 56
I am quite prepared to say further that those youths who pass through the better class of secondary schools are well entitled to make the claims put forward by the fully-fledged public school boy; and the time is certainly not far distant when such pupils will be everywhere freely admitted to the universities and positions under the government, which has hitherto been the case only with scholars from the public schools--of our present public schools, be it noted![7] I cannot, however, refrain from adding the melancholy reflection: if it be true that secondary and public schools are, on the whole, working so heartily in common towards the same ends, and differ from each other only in such a slight degree, that they may take equal rank before the tribunal of the State, then we completely lack another kind of educational institutions: those for the development of.
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And, after the feeling that our personality had been restored to us, this pity gradually became stronger and stronger.
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The philosopher then turned to us and said: "Well, if you really did listen attentively, perhaps you can now tell me what you understand by the expression 'the present aim of our public schools.
Page 73
even seems to me," I said, "that everything for which you have justly blamed the public school is only a necessary means employed to imbue the youthful student with some kind of independence, or at all events with the belief that there is such a thing.
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Whether an individual teacher feels himself to be personally qualified for art, or whether a professorial chair has been established for the training of aestheticising literary historians, does not enter into the question at all: the fact remains that the university is not in a position to control the young academician by severe artistic discipline, and that it must let happen what happens, willy-nilly--and this is the cutting answer to the immodest pretensions of the universities to represent themselves as the highest educational institutions.
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This instinct hated the Burschenschaft with an intense hatred for two reasons: first of all on account of its organisation, as being the first attempt to construct a true educational institution, and, secondly, on account of the spirit of this institution, that earnest, manly, stern, and daring German spirit; that spirit of the miner's son, Luther, which has come down to us unbroken from the time of the Reformation.
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"For that was the doom of those promising students: they did not find the leaders they wanted.