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

By Friedrich Nietzsche

Page 8

good teeth it
must have had! And to-day, what is amiss?"--A dentist's question.


30

Errors of haste are seldom committed singly. The first time a man
always docs too much. And precisely on that account he commits a second
error, and then he does too little.


31

The trodden worm curls up. This testifies to its caution. It thus
reduces its chances of being trodden upon again. In the language of
morality: Humility.--


32

There is such a thing as a hatred of lies and dissimulation, which is
the outcome of a delicate sense of humour; there is also the selfsame
hatred but as the result of cowardice, in so far as falsehood is
forbidden by Divine law. Too cowardly to lie....


33

What trifles constitute happiness! The sound of a bagpipe. Without
music life would be a mistake. The German imagines even God as a
songster.


34

_On ne peut penser et écrire qu'assis_ (G. Flaubert). Here I have got
you, you nihilist! A sedentary life is the real sin against the Holy
Spirit. Only those thoughts that come by walking have any value.


35

There are times when we psychologists are like horses, and grow
fretful. We see our own shadow rise and fall before us. The
psychologist must look away from himself if he wishes to see anything
at all.


36

Do we immoralists injure virtue in any way? Just as little as the
anarchists injure royalty. Only since they have been shot at do princes
sit firmly on their thrones once more. Moral: _morality must be shot
at._


37

Thou runnest _ahead?_--Dost thou do so as a shepherd or as an
exception? A third alternative would be the fugitive.... First question
of conscience.


38

Art thou genuine or art thou only an actor? Art thou a representative
or the thing represented, itself? Finally, art thou perhaps simply a
copy of an actor? ... Second question of conscience.


39

_The disappointed man speaks:_--I sought for great men, but all I found
were the apes of their ideal.


40

Art thou one who looks on, or one who puts his own shoulder to the
wheel?--Or art thou one who looks away, or who turns aside?... Third
question of conscience.


41

Wilt thou go in company, or lead, or go by thyself?... A man should
know what he desires, and that he desires something.--Fourth question
of conscience.


42

They were but rungs in my ladder, on them I made my ascent:--to that
end I had to go beyond them. But they imagined that I wanted to lay
myself to rest upon them.


43

What matters it whether I am acknowledged to be right! I am much too
right. And he who laughs best to-day, will also laugh

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Text Comparison with On the Future of our Educational Institutions

Page 1
N.
Page 4
It is their future that will now engage our attention, _i.
Page 5
" Now it is only in the spirit of the hope above mentioned that I wish to speak of the future of our educational institutions: and this is the second point in regard to which I must tender an apology from the outset.
Page 7
These forces are: a striving to achieve the greatest possible _extension of education_ on the one hand, and a tendency _to minimise and to weaken it_ on the other.
Page 11
Working together, we had once carved a pentagram in the side of this tree-trunk.
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It was to be a silent.
Page 20
"I believe I have already hinted at the quarter in which the cry for the greatest possible expansion of education is most loudly raised.
Page 22
"On the other hand, it seemed to me that there was yet another tendency, not so clamorous, perhaps, but quite as forcible, which, hailing from various quarters, was animated by a different desire,--the desire to minimise and weaken education.
Page 24
"I have heard too much from your lips at various times," the straightforward pupil said, "and have been too long in your company, to surrender myself blindly to our present systems of education and instruction.
Page 25
This, however, will not be possible much longer; at some time or other the upright man will appear, who will not only have the good ideas I speak of, but who in order to work at their realisation, will dare to break with all that exists at present: he may by means of a wonderful example achieve what the broad hands, hitherto active, could not even imitate--then people will everywhere begin to draw comparisons; then men will at least be able to perceive a contrast and will be in a position to reflect upon its causes, whereas, at present, so many still believe, in perfect good faith, that heavy hands are a necessary factor in pedagogic work.
Page 27
The same teacher would also have to take our classical authors and show, line for line, how carefully and with what precision every expression has to be chosen when a writer has the correct feeling in his heart and has before his eyes a perfect conception of all he is writing.
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Their really independent traits which, in response to this very premature excitation, can manifest themselves only in awkwardness, crudeness, and grotesque features,--in short, their individuality is reproved and rejected by the teacher in favour of an unoriginal decent average.
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can have but one natural starting-point--an artistic, earnest, and exact familiarity with the use of the mother-tongue: this, together with the secret of form, however, one can seldom attain to of one's own accord, almost everybody requires those great leaders and tutors and must place himself in their hands.
Page 36
In this way boys learn to respect a grammar, lexicons, and a language that conforms to fixed rules; in this department of public school work there is an exact knowledge of what constitutes a fault, and no one is troubled with any thought of justifying himself every minute by appealing (as in the case of modern German) to various grammatical and orthographical vagaries and vicious forms.
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such a teacher originates, how he _becomes_ a teacher of such high status.
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and orgiastic sides of antiquity: he makes up his mind once and for all to let the enlightened Apollo alone pass without dispute, and to see in the Athenian a gay and intelligent but nevertheless somewhat immoral Apollonian.
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e.
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e.
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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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It was plain that he had forgotten us.