The Twilight of the Idols - The Antichrist Complete Works, Volume Sixteen

By Friedrich Nietzsche

Page 68

and the substance of my writing,
about a certain degree of immortality--never have I been modest enough
to demand less of myself. The aphorism, the sentence, in both of
which I, as the first among Germans, am a master, are the forms of
"eternity"; it is my ambition to say in ten sentences what everyone
else says in a whole book,--what everyone else does _not_ say in a
whole book.

I have given mankind the deepest book it possesses, my _Zarathustra;_
before long I shall give it the most independent one.


[1] The German word _Rausch_ as used by Nietzsche here, suggests a
blend of our two English words "intoxication" and "elation."--TR.

[2] An allusion to a verse in Luther's hymn: "_Lass fahren dahin_ ...
_das Reich muss uns doch bleiben,_" which Nietzsche applies to the
German Empire.--TR.

[3] A disciple of Schopenhauer who blunted the sharpness of his
master's Pessimism and who watered it down for modern requirements.--TR.

[4] Quotation from the Libretto of Mozart's "Magic Flute" Act I, Sc.
3.--TR.

[5] This alludes to Parsifal. See my note on p. 96, vol. i., "The Will
to Power."--TR.

[6] This is a playful adaptation of Max von Schenkendorfs poem
"_Freiheit_" The proper line reads: "_Freiheit die ich meine_" (The
freedom that I do mean).--TR.

[7] See "Memoirs of a House of the Dead," by Dostoiewsky (translation
by Marie von Thilo: "Buried Alive").--TR.

[8] Clothilde de Veaux.--TR.

[9] See my note on p. 147 of Vol. I. of the _Will to Power._--TR.




THINGS I OWE TO THE ANCIENTS



1

In conclusion I will just say a word concerning that world to which I
have sought new means of access, to which I may perhaps have found a
new passage--the ancient world. My taste, which is perhaps the reverse
of tolerant, is very far from saying yea through and through even to
this world: on the whole it is not over eager to say _Yea,_ it would
prefer to say _Nay,_ and better still nothing whatever.... This is true
of whole cultures; it is true of books,--it is also true of places
and of landscapes. Truth to tell, the number of ancient books that
count for something in my life is but small; and the most famous are
not of that number. My sense of style, for the epigram as style, was
awakened almost spontaneously upon my acquaintance with Sallust I have
not forgotten the astonishment of my respected teacher Corssen, when
he was forced to give his worst Latin pupil the highest marks,--at one
stroke I had learned all there was to learn. Condensed, severe, with as
much substance as possible in the

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Text Comparison with On the Future of our Educational Institutions

Page 2
No one among them has yet forgotten to think while reading a book; he still understands the secret of reading between the lines, and is indeed so generous in what he himself brings to his study, that he continues to reflect upon what he has read, perhaps long after he has laid the book aside.
Page 3
Only thus would he be able to trust entirely to the author's guidance; for it is only by virtue of ignorance and his consciousness of ignorance, that the latter can dare to make himself heard.
Page 15
We hurried up to them, and each in our turn cried out: "Forgive us.
Page 20
The purpose of education, according to this scheme, would be to rear the most 'current' men possible,--'current' being used here in the sense in which it is applied to the coins of the realm.
Page 22
In this case, the foundations of a State must be sufficiently broad and firm to constitute a fitting counterpart to the complicated arches of culture which it supports, just as in the first case the traces of some former religious tyranny must still be felt for a people to be driven to such desperate remedies.
Page 24
evasive Hellenic world and to the real home of culture, when in less than an hour, that same pupil will have recourse to a newspaper, the latest novel, or one of those learned books, the very style of which already bears the revolting impress of modern barbaric culture----" "Now, silence a minute!" interjected the philosopher in a strong and sympathetic voice.
Page 26
The universities can no longer lay claim to this importance as centres of influence, seeing that, as they now stand, they are at least, in one important aspect, only a kind of annex to the public school system, as I shall shortly point out to you.
Page 27
From your attitude in this matter, from your treatment of your mother-tongue, we can judge how highly or how lowly you esteem art, and to what extent you are related to it.
Page 28
g.
Page 32
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.
Page 35
Here, where the power of discerning form and barbarity gradually awakens, there appear the pinions which bear one to the only real home of culture--ancient Greece.
Page 39
It is a very complex and difficult task to find the border-line which joins the heart of the Germanic spirit with the genius of Greece.
Page 41
Just think of the innumerable crowd of teachers, who, in all good faith, have assimilated the system of education which has prevailed up to the present, that they may cheerfully and without over-much deliberation carry it further on.
Page 46
.
Page 55
[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.
Page 62
And what are.
Page 65
Our objections, however, were not purely intellectual ones: our reasons for protesting against the philosopher's statements seemed to lie elsewhere.
Page 71
From the tone of resignation in which you have just referred to students many would be inclined to think that you had some peculiar experiences which were not at all to your liking; but personally I rather believe that you saw and experienced in such places just what every one else saw and experienced in them, but that you judged what you saw and felt more justly and severely than any one else.
Page 75
His own experiences lead him most frequently to the consideration of these problems; and it is especially in the tempestuous period of youth that every personal event shines with a double.
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