Thus Spake Zarathustra: A Book for All and None

By Friedrich Nietzsche

Page 69

with their lustfulness; and when they
called their filthy dreams delight, then poisoned they also the words.

Indignant becometh the flame when they put their damp hearts to the
fire; the spirit itself bubbleth and smoketh when the rabble approach
the fire.

Mawkish and over-mellow becometh the fruit in their hands: unsteady, and
withered at the top, doth their look make the fruit-tree.

And many a one who hath turned away from life, hath only turned away
from the rabble: he hated to share with them fountain, flame, and fruit.

And many a one who hath gone into the wilderness and suffered thirst
with beasts of prey, disliked only to sit at the cistern with filthy
camel-drivers.

And many a one who hath come along as a destroyer, and as a hailstorm
to all cornfields, wanted merely to put his foot into the jaws of the
rabble, and thus stop their throat.

And it is not the mouthful which hath most choked me, to know that life
itself requireth enmity and death and torture-crosses:--

But I asked once, and suffocated almost with my question: What? is the
rabble also NECESSARY for life?

Are poisoned fountains necessary, and stinking fires, and filthy dreams,
and maggots in the bread of life?

Not my hatred, but my loathing, gnawed hungrily at my life! Ah, ofttimes
became I weary of spirit, when I found even the rabble spiritual!

And on the rulers turned I my back, when I saw what they now call
ruling: to traffic and bargain for power--with the rabble!

Amongst peoples of a strange language did I dwell, with stopped ears: so
that the language of their trafficking might remain strange unto me, and
their bargaining for power.

And holding my nose, I went morosely through all yesterdays and to-days:
verily, badly smell all yesterdays and to-days of the scribbling rabble!

Like a cripple become deaf, and blind, and dumb--thus have I lived long;
that I might not live with the power-rabble, the scribe-rabble, and the
pleasure-rabble.

Toilsomely did my spirit mount stairs, and cautiously; alms of delight
were its refreshment; on the staff did life creep along with the blind
one.

What hath happened unto me? How have I freed myself from loathing?
Who hath rejuvenated mine eye? How have I flown to the height where no
rabble any longer sit at the wells?

Did my loathing itself create for me wings and fountain-divining powers?
Verily, to the loftiest height had I to fly, to find again the well of
delight!

Oh, I have found it, my brethren! Here on the loftiest height bubbleth
up for me the well of delight! And there

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

Page 3
Finally, the author would wish his reader to be fully alive to the specific character of our present barbarism and of that which distinguishes us, as the barbarians of the nineteenth century, from other barbarians.
Page 17
.
Page 20
The rights of genius are being democratised in order that people may be relieved of the labour of acquiring culture, and their need of it.
Page 25
" Whereupon, to account for his behaviour, he described the general character of modern educational methods so vividly that the philosopher could not help interrupting him in a voice full of sympathy, and crying words of comfort to him.
Page 28
], and one of the utmost value: but what do we find in the public school--that is to say, in the head-quarters of formal education? He who understands how to apply what he has heard here will also know what to think of the modern public school as a so-called educational institution.
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 44
The education of the masses cannot, therefore, be our aim; but rather the education of a few picked men for great and lasting works.
Page 45
This brazen and vulgar feeling is, however, most common in the profession from which the largest numbers of teachers for the public schools are drawn, the philological profession, wherefore the reproduction and continuation of such a feeling in the public school will not surprise us.
Page 48
Whoever is acquainted with our present public schools well knows what a wide gulf separates their teachers from classicism, and how, from a feeling of this want, comparative philology and allied professions have increased their numbers to such an unheard-of degree.
Page 49
philosopher, "but I suspect that, owing to the way in which Latin and Greek are now taught in schools, the accurate grasp of these languages, the ability to speak and write them with ease, is lost, and that is something in which my own generation distinguished itself--a generation, indeed, whose few survivers have by this time grown old; whilst, on the other hand, the present teachers seem to impress their pupils with the genetic and historical importance of the subject to such an extent that, at best, their scholars ultimately turn into little Sanskritists, etymological spitfires, or reckless conjecturers; but not one of them can read his Plato or Tacitus with pleasure, as we old folk can.
Page 55
The question now is to what extent a man values his ego in comparison with other egos, how much of his strength he uses up in the endeavour to earn his living.
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 69
(_Delivered on the 23rd of March 1872.
Page 71
"Those are torches," I cried, "there is nothing surer than that my comrades from Bonn are over yonder, and that your friend must be with them.
Page 81
He rose with the same aspect of proud indignation as Schiller may have had when reciting the _Robbers_ to his companions: and if he had prefaced his drama with the picture of a lion, and the motto, 'in tyrannos,' his follower himself was that very lion preparing to spring; and every 'tyrant' began to tremble.
Page 87
can protect us from the curse of ridiculous and barbaric offences against good taste, or from annihilation by the Gorgon head of the classicist.
Page 89
Up to this time the Homeric question had run through the long chain of a uniform process of development,.
Page 90
To explain the different general impression of the two books on the assumption that _one_ poet composed them both, scholars sought assistance by referring to the seasons of the poet's life, and compared the poet of the _Odyssey_ to the setting sun.
Page 94
By the misapplication of a tempting analogical inference, people had reached the point of applying in the domain of the intellect and artistic ideas that principle of greater individuality which is truly applicable only in the domain of the will.
Page 96
scholar perceived with his own artistic gifts, he now called Homer.