We Philologists Complete Works of Friedrich Nietzsche, Volume 8

By Friedrich Nietzsche

Page 43

denied! This conception has now
become deeper . it is above all a discerning denial, a denial based upon
the will to be just; not an indiscriminate and wholesale denial.


190

The seer must be affectionate, otherwise men will have no confidence in
him . Cassandra.


191

The man who to-day wishes to be good and saintly has a more difficult
task than formerly . in order to be "good," he must not be so unjust to
knowledge as earlier saints were. He would have to be a knowledge-saint:
a man who would link love with knowledge, and who would have nothing to
do with gods or demigods or "Providence," as the Indian saints likewise
had nothing to do with them. He should also be healthy, and should keep
himself so, otherwise he would necessarily become distrustful of
himself. And perhaps he would not bear the slightest resemblance to the
ascetic saint, but would be much more like a man of the world.


192

The better the state is organised, the duller will humanity be.

To make the individual uncomfortable is my task!

The great pleasure experienced by the man who liberates himself by
fighting.

Spiritual heights have had their age in history; inherited energy
belongs to them. In the ideal state all would be over with them.


193

The highest judgment on life only arising from the highest energy of
life. The mind must be removed as far as possible from exhaustion.

In the centre of the world-history judgment will be the most accurate;
for it was there that the greatest geniuses existed.

The breeding of the genius as the only man who can truly value and deny
life.

Save your genius! shall be shouted unto the people: set him free! Do all
you can to unshackle him.

The feeble and poor in spirit must not be allowed to judge life.


194

_I dream of a combination of men who shall make no concessions, who
shall show no consideration, and who shall be willing to be called
"destroyers": they apply the standard of their criticism to everything
and sacrifice themselves to truth. The bad and the false shall be
brought to light! We will not build prematurely: we do not know, indeed,
whether we shall ever be able to build, or if it would not be better not
to build at all. There are lazy pessimists and resigned ones in this
world--and it is to their number that we refuse to belong!_


FOOTNOTES:

[1] No doubt a reminiscence of the "Odyssey," Bk. ix--TR.

[2] Formal education is that which tends to develop the critical and
logical faculties, as opposed to material education, which is

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

Page 5
And what we dare to hope from the future, in this behalf, partakes so much of the nature of a rejuvenation, a reviviscence,.
Page 10
I independently conceived the very same plan at the same hour and on the same spot, and we were so struck by this unwonted coincidence that we determined to carry the plan out forthwith.
Page 21
The 'bond between intelligence and property' which this point of view postulates has almost the force of a moral principle.
Page 22
In this case, the foundations of a State must be sufficiently broad and firm to constitute a fitting counterpart to the complicated arches of culture which it supports, just as in the first case the traces of some former religious tyranny must still be felt for a people to be driven to such desperate remedies.
Page 23
Thus, a specialist in science gets to resemble nothing so much as a factory workman who spends his whole life in turning one particular screw or handle on a certain instrument or machine, at which occupation he acquires the most consummate skill.
Page 25
"Now, silence for a minute, my poor friend," he cried; "I can more easily understand you now, and should not have lost my patience with you.
Page 33
war-cry may come, it writes upon its shield--not overloaded with honours--one of those confusing catchwords, such as: 'classical education,' 'formal education,' 'scientific education':--three glorious things which are, however, unhappily at loggerheads, not only with themselves but among themselves, and are such that, if they were compulsorily brought together, would perforce bring forth a culture-monster.
Page 38
And the reason why it was impossible to make public schools fall in with the magnificent plan of classical culture lay in the un-German, almost foreign or cosmopolitan nature of these efforts in the cause of education: in the belief that it was possible to remove the native soil from under a man's feet and that he should still remain standing; in the illusion that people can spring direct, without bridges, into the strange Hellenic world, by abjuring German and the German mind in general.
Page 53
_ to keep law, order, quietness, and peace among millions of boundlessly egoistical, unjust, unreasonable, dishonourable, envious, malignant, and hence very narrow-minded and perverse human beings; and thus to protect the few things that the State has conquered for itself against covetous neighbours and jealous robbers? Such a hard-pressed State holds out its arms to any associate, grasps at any straw; and when such an associate does introduce himself with flowery eloquence, when he adjudges the State, as Hegel did, to be an 'absolutely complete ethical organism,' the be-all and end-all of every one's education, and goes on to indicate how he himself can best promote the interests of the State--who will be surprised if, without further parley, the State falls upon his neck and cries aloud in a barbaric voice of full conviction: 'Yes! Thou art education! Thou art indeed culture!'" FOURTH LECTURE.
Page 55
"But even in this highest form of the ego, in the enhanced needs of such a distended and, as it were, collective individual, true culture is never touched upon; and if, for example, art is sought after, only its disseminating and stimulating actions come into prominence, _i.
Page 66
"Now, take these two parties, so different from each other in every respect, and tell me what meaning an educational establishment would have for them.
Page 72
For, during the time I have known you, I have learnt that the most noteworthy, instructive, and decisive experiences and events in one's life are those which are of daily occurrence; that the greatest riddle, displayed in full view of all, is seen by the fewest to be the greatest riddle, and that these problems are spread about in every direction, under the very feet of the passers-by, for the few real philosophers to lift up carefully, thenceforth to shine as diamonds of wisdom.
Page 76
All these sons of the present, who have raised the banner of the 'self-understood,' are therefore straining every nerve to crush down these feelings of youth, to cripple them, to mislead them, or to stop their growth altogether; and the favourite means employed is to paralyse that natural philosophic impulse by the so-called "historical culture.
Page 77
"It has thus come to pass that, in place of a profound interpretation of the eternally recurring problems, a historical--yea, even philological--balancing and questioning has entered into the educational arena: what this or that philosopher has or has not thought; whether this or that essay or dialogue is to be ascribed to him or not; or even whether this particular reading of a classical text is to be preferred to that.
Page 78
"If you honest thinkers have honourably remained in these three stages of intelligence, and have perceived that, in comparison with the Greeks, the modern student is unsuited to and unprepared for philosophy, that he has no truly artistic instincts, and is merely a barbarian believing himself to be free, you will not on this account turn away from him in disgust, although you will, of course, avoid coming into too close proximity with him.
Page 82
' "Whence came the incomprehensible intensity of this alarm? For those young men were the bravest, purest, and most talented of the band both in dress and habits: they were distinguished by a magnanimous recklessness and a noble simplicity.
Page 87
Schiller upbraided the philologists with having scattered Homer's laurel crown to the winds.
Page 90
It was believed that Homer's poem was passed from one generation to another _viva voce_, and faults were attributed to the improvising and at times forgetful bards.
Page 91
seen to be below this standard and opposed to this inner harmony is at once swept aside as un-Homeric.
Page 98
was infinitely inferior to the songs that sprang up naturally in the poet's mind and were written down with instinctive power: we can even take a step further.