The Will to Power, Book I and II An Attempted Transvaluation of all Values

By Friedrich Nietzsche

Page 122

is a psychology of obstacles,_ a sort of
_barricade_ built out of fear; on the one hand we find the masses (the
botched and bungled, the mediocre) defending themselves, by means of
it, against the _strong_ (and finally _destroying_ them in their growth
...); on the other hand, we find all the instincts with which these
classes are best able to prosper, sanctified and alone held in honour
by them. Let anyone examine the Jewish priesthood.


_The vestiges of the depreciation of Nature_ through moral
transcendence: The value of disinterestedness, the cult of altruism;
the belief in a reward in the play of natural consequences; the belief
in "goodness" and in genius itself, as if the one, like the other,
were the _result of disinterestedness_; the continuation of the
Church's sanction of the life of the citizen; the absolutely deliberate
misunderstanding of history (as a means of educating up to morality)
or pessimism in the attitude taken up towards history (the latter
is just as much a result of the depreciation of Nature, as is that
_pseudo-justification_ of history, that refusal to see history as the
pessimist _sees_ it).


"_Morality for its own sake_"--this is an important step in the
denaturalisation of morals: in itself it appears as a final value. In
this phase religion has generally become saturated with it: as, for
instance, in the case of Judaism. It likewise goes through a phase in
which it _separates itself from_ religion, and in which no God is
"moral" enough for it: it then prefers the impersonal ideal.... This is
how the case stands at present.

"_Art for Art's sake_": this is a similarly dangerous principle: by
this means a false contrast is lent to things--it culminates in the
slander of reality ("idealising" _into the hateful_). When an ideal
is severed from reality, the latter is debased, impoverished, and
calumniated. _"Beauty for Beauty's sake," "Truth for Truth's sake,"
"Goodness for Goodness' sake"_--these are three forms of the evil eye
for reality.

_Art, knowledge, and morality_ are _means_: instead of recognising a
life-promoting tendency in them, they have been associated with the
_opposite of Life_--with "_God_"--they have also been regarded as
revelations of a higher world, which here and there transpires through

"_Beautiful_" and "_ugly_," "_true_" and "_false_," "_good_" and
"_evil_"--these things are _distinctions_ and _antagonisms_ which
betray the preservative and promotive measures of Life, not necessarily
of man alone, but of all stable and enduring organisms which take up a
definite stand against their opponents. The _war_ which thus ensues is
the essential factor: it is a means of _separating_ things, _leading to
stronger_ isolation....


_Moral naturalism_: The tracing back of apparently independent

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

Page 7
In the face of these two antagonistic tendencies, we could but give ourselves up to despair, did we not see the possibility of promoting the cause of two other contending factors which are fortunately as completely German as they are rich in promises for the future; I refer to the present movement towards _limiting and concentrating_ education as the antithesis of the first of the forces above mentioned, and that other movement towards the _strengthening and the independence_ of education as the antithesis of the second force.
Page 13
When, however, we began to speak of our point of view, he quickly caught hold of his companion, turned sharply round, and cried to us in.
Page 18
Some time elapsed in this way, and while the glow of sunset grew steadily paler the recollection of our youthful undertaking in the cause of culture waxed ever more vivid.
Page 20
That, however, is the result of the worthless character of modern education.
Page 23
Should he then elevate himself above the herd by means of his speciality, he still remains one of them in regard to all else,--that is to say, in regard to all the most important things in life.
Page 30
_German composition_ makes an appeal to the individual, and the more strongly a pupil is conscious of his various qualities, the more personally will he do his _German composition_.
Page 31
Now let us consider, besides, the danger of arousing the self-complacency which is so easily awakened in youths; let us think how their vanity must be flattered when they see their literary reflection for the first time in the mirror.
Page 33
' And he who regards 'scientific education' as the object of a public school thereby sacrifices 'classical education' and the so-called 'formal education,' at one stroke, as the scientific man and the cultured man belong to two different spheres which, though coming together at times in the same individual, are never reconciled.
Page 34
But everybody should, himself, be aware of the difficulties of the language: he should have learnt them from experience: after long seeking and struggling he must reach the path our great poets trod in order to be able to realise how lightly and beautifully they trod it, and how stiffly and swaggeringly the others follow at their heels.
Page 35
There is, however, no such thing as a classical education that could grow without this inferred love of form.
Page 50
_ in a period when (to use the favourite popular word) so many 'self-understood' things came into being, but which are in themselves not 'self-understood' at all.
Page 51
Where everyone proudly wears his soldier's uniform at regular intervals, where almost every one has absorbed a uniform type of national culture through the public schools, enthusiastic hyperboles may well be uttered concerning the systems employed in former times, and a form of State omnipotence which was attained only in antiquity, and which almost every young man, by both instinct and training, thinks it is the crowning glory and highest aim of human beings to reach.
Page 61
I only see a resplendent file of the highest natures moving towards this goal; I can imagine over what abysses and through what temptations this procession travels.
Page 62
burdened foundation up to the highest of the free and unencumbered peaks there must be countless intermediate degrees, and that here we must apply the saying _natura non facit saltus_.
Page 63
You have not rendered assistance to a single one of our great geniuses--and now upon that fact you wish to build up the theory that none of them shall ever be helped in future? For each of them, however, up to this very moment, you have always been the 'resistance of the stupid world'.
Page 69
For as a rule he is punctual, as we old men are wont, to be, something that you young men nowadays look upon as old-fashioned.
Page 74
The scientific sense is kindled, and rises out of you like a flame--let people be careful, lest you set them alight! If I go further into the question and look at your professors, I again find the same independence in a greater and even more charming degree: never was there a time so full of the most sublime independent folk, never was slavery more detested, the slavery of education and culture included.
Page 82
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.
Page 83
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.
Page 99
We grant that philology is not the creator of this world, not the composer of that immortal music; but is it not a merit, and a great merit, to be a mere virtuoso, and let the world for the first time hear that music which lay so long in obscurity, despised and undecipherable? Who was Homer previously to Wolf's brilliant investigations? A good old man, known at best as a "natural genius," at all events the child of a barbaric age, replete with faults against good taste and good morals.