Thoughts Out of Season, Part II

By Friedrich Nietzsche

Page 67

more constantly in my youth, and touched me more
nearly, than any other. I wandered then as I pleased in a world of
wishes, and thought that destiny would relieve me of the dreadful and
wearisome duty of educating myself: some philosopher would come at
the right moment to do it for me,--some true philosopher, who could
be obeyed without further question, as he would be trusted more than
one's self. Then I said within me: "What would be the principles, on
which he might teach thee?" And I pondered in my mind what he would
say to the two maxims of education that hold the field in our time.
The first demands that the teacher should find out at once the strong
point in his pupil, and then direct all his skill and will, all the
moisture and all the sunshine, to bring the fruit of that single
virtue to maturity. The second requires him to raise to a higher
power all the qualities that already exist, cherish them and bring
them into a harmonious relation. But, we may ask, should one who has
a decided talent for working in gold be made for that reason to learn
music? And can we admit that Benvenuto Cellini's father was right in
continually forcing him back to the "dear little horn"--the "cursed
piping," as his son called it? We cannot think so in the case of such
a strong and clearly marked talent as his, and it may well be that
this maxim of harmonious development applies only to weaker natures,
in which there is a whole swarm of desires and inclinations, though
they may not amount to very much, singly or together. On the other
hand, where do we find such a blending of harmonious voices--nay, the
soul of harmony itself--as we see in natures like Cellini's, where
everything--knowledge, desire, love and hate--tends towards a single
point, the root of all, and a harmonious system, the resultant of the
various forces, is built up through the irresistible domination of
this vital centre? And so perhaps the two maxims are not contrary at
all; the one merely saying that man must have a centre, the other, a
circumference as well. The philosophic teacher of my dream would not
only discover the central force, but would know how to prevent its
being destructive of the other powers: his task, I thought, would be
the welding of the whole man into a solar system with life and
movement, and the discovery of its paraphysical laws.

In the meantime I could not find my philosopher, however I tried; I
saw

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Text Comparison with Dionysos: Valikoima runoja

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Maine ja iäisyys.
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että sinua rakastan!" -- Ja hehkuen lausuu kaikki -- puro, petäjä, vuorikin jäinen -- sanan katseilla täällä saman: "me rakastamme sua! ah lapsi, sa tiedät, sua kaikki me rakastamme!" Ja hän, poika, min uupuneet silmät kuumetta hehkuu, hän tuskassa suutelee heitä, yhä kiihkeämmin, ei lähteä tahdo; kuin hienona harsona sanansa puhuu hän suustansa, pahanilkisen sanan: "Mun tervehdykseni hyvästiä on, mun tuloni lähtöä, ma nuorena kuolen.
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Valot, soitto ja gondolit -- hämyn helmahan kaikki ui juopuen pois.
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"Sinä? -- totuuden vapaa mieskö?" -- ne ilkkui ei! runoniekka vain! .
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Sen jumala paratkohon! Aamen.
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kuin tanssijatar, -- niin minusta tuntuu -- joka liian kauan jo, vaarallisen kauan yhä, yhä vain yhdellä jalalla seisoi? -- hän unhoitti siinä, niin minusta tuntuu, pois jalkansa toisen? Ma ainakin turhaan kadonnutta etsin kaksois-kalleutta -- eli tuota toista jalkaa -- pyhästä läheisyydestä hänen kaikkein armaimman, kaikkein siroimman poimu- ja hulmu- ja hely-hamosensa.
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Eloni päivä! jo iltasi joutuu! Jo hehkuu silmäsi sammuen verkkaan, jo vyöryy kasteesi kyynelhelmet, jo lipuu valkeita meriä hiljaa sun lempesi purppurahehku, sun autuutes viipyvä, viimeinen.
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sa kuoleman salaisin, suloisin tunne! -- Ma kuljinko tietäni nopeasti liian? Nyt vasta kun jalkani uupuu, minut katseesi kohtaa, minut onnesi saavuttaa.
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4.
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Tää yksin kaikesta tuskasta päästää ( -- nyt valitse!): pikainen kuolema taikka rakkaus kestäväinen.