Thus Spake Zarathustra: A Book for All and None

By Friedrich Nietzsche

Page 157

according to my heart: I will to-day
ascend a high mountain! But see that honey is there ready to hand,
yellow, white, good, ice-cool, golden-comb-honey. For know that when
aloft I will make the honey-sacrifice."--

When Zarathustra, however, was aloft on the summit, he sent his animals
home that had accompanied him, and found that he was now alone:--then he
laughed from the bottom of his heart, looked around him, and spake thus:

That I spake of sacrifices and honey-sacrifices, it was merely a ruse
in talking and verily, a useful folly! Here aloft can I now speak freer
than in front of mountain-caves and anchorites' domestic animals.

What to sacrifice! I squander what is given me, a squanderer with a
thousand hands: how could I call that--sacrificing?

And when I desired honey I only desired bait, and sweet mucus and
mucilage, for which even the mouths of growling bears, and strange,
sulky, evil birds, water:

--The best bait, as huntsmen and fishermen require it. For if the world
be as a gloomy forest of animals, and a pleasure-ground for all wild
huntsmen, it seemeth to me rather--and preferably--a fathomless, rich

--A sea full of many-hued fishes and crabs, for which even the Gods
might long, and might be tempted to become fishers in it, and casters of
nets,--so rich is the world in wonderful things, great and small!

Especially the human world, the human sea:--towards IT do I now throw
out my golden angle-rod and say: Open up, thou human abyss!

Open up, and throw unto me thy fish and shining crabs! With my best bait
shall I allure to myself to-day the strangest human fish!

--My happiness itself do I throw out into all places far and wide 'twixt
orient, noontide, and occident, to see if many human fish will not learn
to hug and tug at my happiness;--

Until, biting at my sharp hidden hooks, they have to come up unto MY
height, the motleyest abyss-groundlings, to the wickedest of all fishers
of men.

For THIS am I from the heart and from the beginning--drawing,
hither-drawing, upward-drawing, upbringing; a drawer, a trainer, a
training-master, who not in vain counselled himself once on a time:
"Become what thou art!"

Thus may men now come UP to me; for as yet do I await the signs that it
is time for my down-going; as yet do I not myself go down, as I must do,
amongst men.

Therefore do I here wait, crafty and scornful upon high mountains,
no impatient one, no patient one; rather one who hath even unlearnt
patience,--because he no longer "suffereth."

For my fate giveth me

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Text Comparison with On the Future of our Educational Institutions

Page 3
The title I gave to these lectures ought, like all titles, to have been as definite, as plain, and as significant as possible; now, however, I observe that owing to a certain excess of precision, in its present form it is too short and consequently misleading.
Page 5
I confidently assert that it will be victorious, however,.
Page 10
In a moment we were in the refreshing.
Page 17
Our little society had sown the seeds of this happy indifference in our souls and for it alone we were prepared to celebrate the anniversary of its foundation with hearty gratitude.
Page 18
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Page 20
I am too painfully conscious of the disastrous errors and abuses to which you used to call my attention--though I very well know that I am not strong enough to hope for any success were I to struggle ever so valiantly against them.
Page 26
"All other educational institutions must fix their aims in accordance with those of the public school system; whatever errors of judgment it may suffer from, they suffer from also, and if it were ever purified and rejuvenated, they would be purified and rejuvenated too.
Page 29
In the public school, the repulsive impress of our aesthetic journalism is stamped upon the still unformed minds of youths.
Page 34
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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.
Page 39
Not, however, before the noblest needs of genuine German genius snatch at the hand of this genius of Greece as at a firm post in the torrent of barbarity, not before a devouring yearning for this genius of Greece takes possession of German genius, and not before that view of the Greek home, on which Schiller and Goethe, after enormous exertions, were able to feast their eyes, has become the Mecca of the best and most gifted men, will the aim of classical education in public schools acquire any definition; and they at least will not be to blame who teach ever so little science and learning in public schools, in order to keep a definite and at the same time ideal aim in their eyes, and to rescue their pupils from that glistening phantom which now allows itself to be called 'culture' and 'education.
Page 49
they go when antiquity peremptorily orders them to withdraw? Must they not be sacrificed to those powers of the present who, day after day, call out to them from the never-ending columns of the press 'We are culture! We are education! We are at the zenith! We are the apexes of the pyramids! We are the aims of universal history!'--when they hear the seductive promises, when the shameful signs of non-culture, the plebeian publicity of the so-called 'interests of culture' are extolled for their benefit in magazines and newspapers as an entirely new and the best possible, full-grown form of culture! Whither shall the poor fellows fly when they feel the presentiment that these promises are not true--where but to the most obtuse, sterile scientificality, that here the shriek of culture may no longer be audible to them? Pursued in this way, must they not end, like the ostrich, by burying their heads in the sand? Is it not a real happiness for them, buried as they are among dialects, etymologies, and conjectures, to lead a life like that of the ants, even though they are miles removed from true culture, if only they can close their ears tightly and be deaf to the voice of the 'elegant' culture of the time.
Page 52
This spirit is a stranger: it passes by in solitary sadness, and far away from it the censer of pseudo-culture is swung backwards and forwards, which, amidst the acclamations of 'educated' teachers and journalists, arrogates to itself its name and privileges, and metes out insulting treatment to the word 'German.
Page 56
But how many young men should be permitted to grow up in such close and almost personal proximity to nature! The others must learn another truth betimes: how to subdue nature to themselves.
Page 57
We have waited in vain; let us go.
Page 58
It was plain that he had forgotten us.
Page 67
Of this discipline and submission, however, the present institutions called by courtesy 'educational establishments' know nothing whatever, although I have no doubt that the public school was originally intended to be an institution for sowing the seeds of true culture, or at least as a preparation for it.
Page 68
How steadfastly and faithfully must the few followers of that culture--which might almost be called sectarian--be ever on the alert! How they must strengthen and uphold one another! How adversely would any errors be criticised here, and how sympathetically excused! And thus, teacher, I ask you to pardon me, after you have laboured so earnestly to set me in the right path!" "You use a language which I do not care for, my friend," said the philosopher, "and one which reminds me of a diocesan conference.
Page 69
_) LADIES AND GENTLEMEN,--If you have lent a sympathetic ear to what I have told you about the heated argument of our philosopher in the stillness of that memorable night, you must have felt as disappointed as we did when he announced his peevish intention.
Page 80
in the journalistic corruption of the people, how else than by the acknowledgment that their learning must fill a want of their own similar to that filled by novel-writing in the case of others: _i.