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Nietzsche - v03 - Future of Our Educational Institutions
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Title: The complete works of Friedrich Nietzsche. The first complete
and authorized English translation, edited by Dr. Oscar Levy.
Author: Nietzsche, Friedrich Wilhelm, 1844-1900.
Publisher: [Edinburgh and London : T. N. Foulis, 1909-1913. ]
Copyright:
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THE COMPLETE WORKS
OF
FRIEDRICH NIETZSCHE
The First Complete and Authorised English Translation
EDITED BY
Dr. OSCAR LEVY
3
VOLUME «IX
ON THE FUTURE OF OUR
EDUCATIONAL INSTITUTIONS •
OMER AND CLASSICAL PHILOLOGY
## p. ii (#12) ##############################################
Of the First Edition of
One Thousand Copies
this is
## p. iii (#13) #############################################
FRIEDRICH NIETZSCHE
ON THE FUTURE OF OUR
)UCATIONAL INSTITUTIONS
HOMER
ND CLASSICAL PHILOLOGY
TRANSLATED, WITH INTRODUCTION, BY
J. M. KENNEDY
T. N. FOULIS
13 & 15 FREDERICK STREET
EDINBURGH: and LONDON
1909
## p. iv (#14) ##############################################
B
33/5
•. 3
ALL RIGHTS RESERVED
Printed by Morrison & Gibb Limited, Edinburgh.
## p. v (#15) ###############################################
CONTENTS.
TAGS
ianslator's Introduction . . . v
jthor's Preface ----- 3
jthor's Introduction . . . . 7
ie Future of our Educational Institutions:
first lecture - - - - "15
second lecture - - - - 43
third lecture ----- 69
fourth lecture - - - 91
fifth lecture - - - - 117
dmer and classical philqlogy - - 145
207593
## p. vi (#16) ##############################################
## p. vii (#17) #############################################
TRANSLATOR'S INTRODUCTION.
"On the Future of our Educational Institu-
tions" comprehends a series of five lectures
delivered by Nietzsche when Professor of Classical
Philology at Bale University. As they were pre-
pared when he was only twenty-seven years of
age, we can scarcely expect to find in them that
broad, "good European" point of view which
we meet with in his later works. These lectures,
however, are not only highly interesting in them-
selves; but indispensable for those who wish
. to trace the gradual development of Nietzsche's
thought. ,
Nietzsche's aim, as is now pretty well known, was
the elevation of the type man. At this period of
his life he believed that this end could be best
attained by the protection and careful development
of men of genius. Hence his antagonism in the
following lectures towards the purely time-serving
xerman schools and colleges of his age, in which
culture was not only neglected but not even known
—the one aim of the teachers being to instruct the
pupils in the art of " getting on," of playing a
successful part in the struggle for existence, of
becoming useful citizens. Of course, Nietzsche was
too little of a wild reformer to be adverse to a
b
■
## p. viii (#18) ############################################
Vlll INTRODUCTION.
schooling of this nature. He freely admits that:
a bread-winning education is necessary for the
majority, and that officials are necessary to the
State ; but he adds that everything learnt as a pre-
paration for taking part in the commercial or
political battle of life has nothing to do with culture.
True culture is only for a few select minds, which
it is necessary to bring together under the protect-
ing roof of an institution that shall prepare them for
culture, and for culture only. Such an institution,
he goes on to say, does not yet exist; but we must
have it if the delicate flower of the German mind is
no longer to be choked by the noxious weeds which
have gathered round it. As instances of minds
thus "choked," Nietzsche mentions Lessing,
Winckelmann, and Schiller.
The standard of culture to be aimed at by the
man of genius Nietzsche had in mind was to be
found in the model literary and artistic works which
have come down to us from ancient Greece. To
understand these works, of course, the classical
authors had to be studied in the original, and the
methods of teaching then in vogue paid too much
attention to inconsequential points (e. g. variant
readings) instead of dealing with the subject in
a broad-minded philosophical spirit. Nietzsche i
endeavoured to counteract this tendency in the i
"Homer and Classical Philology," his inaugural |
address at Bale University, by outlining a much
vaster conception of philology than his fellow-
teachers had ever dreamt of, laying stress upon
the artistic results which would accrue if the
science were applied on a wider scale—results
## p. ix (#19) ##############################################
INTRODUCTION. IX
which would be of a much higher order than
those obtained by the narrow pedantry then
prevailing.
It is a very superficial comment on these lectures
to say that Nietzsche was merely referring to the
German schools and colleges of his time. It would
be even shallower to suggest that his remarks do not
apply to the schools and teachers of present-day
England and America; forwe likewise donot possess
the cultural institution, theraz/educational establish-
ment, that Nietzsche longed for. Broadly speaking,
the English public schools, the older English
universities, and the American high schools, train
their scholars to be useful to the State: the modern
universities and the remaining schools give that
instruction in bread-winning which Nietzsche admits
to be necessary for the majority; but in no case is
an attempt made to pick out a few higher minds
and train them for culture. Our crude methods of
teaching the classical languages are too well known
to be commented upon; and an insight into classical
antiquity, with the good taste, the firm principles,
and the lofty aims obtained therefrom, is exactly
what our various educational institutions do not aim
at giving. Yet, as Nietzsche truly says, no progress
in any other direction, no matter how brilliant, can jC
deliver our students from the curse of an education
which adapts itself more and more to the needs of
the age, and thus loses all its power of guiding the
i. ge. Let the student who, as the victim of this
system, suffers more from it than his teachers care
to admit, read the paragraph on pp. 132 and 133
containing the sentences—
x
## p. x (#20) ###############################################
X INTRODUCTION.
He feels that he can neither lead nor help himself. . . _
His condition is undignified, even dreadful: he keeps
between the two extremes of work at high pressure and.
a state of melancholy enervation. . . . He seeks consolation
in hasty and incessant action so as to hide himself from.
himself, etc. ,
and then let him confess that Nietzsche's insight
into his psychology is profound and decisive. The
whole paragraph might have been written by
Nietzsche after a visit to present-day England.
As bearing upon the same subject, the reader will
find it interesting to compare the lectures here
translated with Matthew Arnold's prose writings
passim; particularly the Essays in Criticism,
Mixed Essays, and Culture and Anarchy.
J. M. KENNEDY.
London, May 1909.
## p. 1 (#21) ###############################################
THE FUTURE OF OUR
EDUCATIONAL INSTITUTIONS.
HOMER
AND CLASSICAL PHILOLOGY.
## p. 2 (#22) ###############################################
## p. 3 (#23) ###############################################
PREFACE.
(To be read before the lectures, although it in no
way relates to them! )
The reader from whom I expect something must
possess three qualities: he must be calm and
must read without haste; he must not be ever
interposing his own personality and his own
special " culture "; and he must not expect as the
ultimate results of his study of these pages that he
will be presented with a set of new formulae. I do
not propose to furnish formulae or new plans of
study for Gymnasia or other schools; and I am
much more inclined to admire the extraordinary
power of those who are able to cover the whole
distance between the depths of empiricism and the
heights of special culture-problems, and who again
descend to the level of the driest rules and the
most neatly expressed formulas. I shall be
content if only I can ascend a tolerably lofty
mountain, from the summit of which, after having
recovered my breath, I may obtain a general
survey of the ground; for I shall never be able, in
this book, to satisfy the votaries of tabulated
## p. 4 (#24) ###############################################
4 PREFACE.
rules. Indeed, I see a time coming when seric
men, working together in the service of a co
pletely rejuvenated and purified culture, may ag£
become the directors of a system of every d
instruction, calculated to promote that cultur
and they will probably be compelled once mo
to draw up sets of rules: but how remote th
time now seems! And what may not happe
meanwhile! It is just possible that between no
and then all Gymnasia—yea, and perhaps a
universities, may be destroyed, or have become s
utterly transformed that their very regulation,
may, in the eyes of future generations, seem to be
but the relics of the cave-dwellers' age.
This book is intended for calm readers,—for
men who have not yet been drawn into the mad
headlong rush of our hurry-skurrying age, and who
do not experience any idolatrous delight in throw-
ing themselves beneath its chariot-wheels. It is
for men, therefore, who are not accustomed to
estimate the value of everything according to
the amount of time it either saves or wastes.
In short, it is for the few. These, we believe,
"still have time. " Without any qualms of
conscience they may improve the most fruitful
and vigorous hours of their day in meditating on
the future of our education; they may even
believe when the evening has come that they
have used their day in the most dignified ajid
useful way, namely, in the meditatio generis futui
No one among them has yet forgotten to thiw
while reading a book; he still understands tjit
secret of reading between the lines, and is indi
## p. 5 (#25) ###############################################
PREFACE. 5
so generous in what he himself brings to his study,
that he continues to reflect upon what he has read,
perhaps long after he has laid the book aside.
And he does this, not because he wishes to write
a criticism about it or even another book; but
simply because reflection is a pleasant pastime to
him. Frivolous spendthrift! Thou art a reader
after my own heart; for thou wilt be patient
enough to accompany an author any distance,
even though he himself cannot yet see the goal at
which he is aiming,—even though he himself feels
only that he must at all events honestly believe in
a goal, in order that a future and possibly very
remote generation may come face to face with
that towards which we are now blindly and
instinctively groping. Should any reader demur
and suggest that all that is required is prompt and
bold reform; should he imagine that a new
"organisation" introduced by the State, were all
that is necessary, then we fear he would have
misunderstood not only the author but the very
nature of the problem under consideration.
The third and most important stipulation is,
that he should in no case be constantly bringing
himself and his own " culture" forward, after the
style of most modern men, as the correct standard
and measure of all things. We would have him
so highly educated that he could even think
meanly of his education or despise it altogether.
Only thus would he be able to trust entirely to
the author's guidance; for it is only by virtue
of ignorance and his consciousness of ignorance,
that the latter can dare to make himself heard.
## p. 6 (#26) ###############################################
6 PREFACE.
Finally, the author would wish his reader to
fully alive to the specific character of our prese
barbarism and of that which distinguishes us, ,
the barbarians of the nineteenth century, fro
other barbarians.
Now, with this book in his hand, the writ*
seeks all those who may happen to be wandering
hither and thither, impelled by feelings similar t
his own. Allow yourselves to be discovered y
lonely ones in whose existence I believe! Vi
unselfish ones, suffering in yourselves from th(
corruption of the German spirit! Ye contem-
plative ones who cannot, with hasty glances, turn
your eyes swiftly from one surface to another!
Ye lofty thinkers, of whom Aristotle said that ye
wander through life vacillating and inactive so
long as no great honour or glorious Cause calleth
ou to deeds! It is you I summon! Refrain
this once from seeking refuge in your lairs
of solitude and dark misgivings. Bethink you
that this book was framed to be your herald
When ye shall go forth to battle in your full
panoply, who among you will not rejoice in looking
back upon the herald who rallied you?
x:
## p. 7 (#27) ###############################################
INTRODUCTION.
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 mis-
leading. My first duty therefore will be to explain
the title, together with the object of these lectures,
to you, and to apologise for being obliged to do
this. When I promised to speak to you concern-
ing the future of our educational institutions, I was
not thinking especially of the evolution of our
particular institutions in Bale. However frequently
my general observations may seem to bear par-
ticular application to our own conditions here, I
personally have no desire to draw these inferences,
and do not wish to be held responsible if they
should be drawn, for the simple reason that I con-
sider myself still far too much an inexperienced
stranger among you, and much too superficially
acquainted with your methods, to pretend to pass
judgment upon any such special order of scholastic
establishments, or to predict the probable course
their development will follow. On the other hand,
## p. 8 (#28) ###############################################
8 INTRODUCTION.
I know full well under what distinguished auspf c
I have to deliver these lectures—namely, in
city which is striving to educate and enlighten i
inhabitants on a scale so magnificently out of pre
portion to its size, that it must put all larger citie
to shame. This being so, I presume I am Justine
in assuming that in a quarter where so much i
done for the things of which I wish to speak
people must also think a good deal about them
My desire—yea, my very first condition, therefore,
would be to become united in spirit with those who
have not only thought very deeply upon educa-
tional problems, but have also the will to promote
what they think to be right by all the means in
their power. And, in view of the difficulties of
my task and the limited time at my disposal, to
such listeners, alone, in my audience, shall I be
able to make myself understood—and even then,
it will be on condition that they shall guess what
I can do no more than suggest, that they shall
supply what I am compelled to omit; in brief,
that they shall need but to be reminded and not
to be taught. Thus, while I disclaim all desire of
being taken for an uninvited adviser on questions
relating to the schools and the University of Bale,
I repudiate even more emphatically still the r61e
of a prophet standing on the horizon of civilisation
and pretending to predict the future of education
and of scholastic organisation. I can no more
project my vision through such vast periods o(
time than I can rely upon its accuracy when it is
brought too close to an object under examination.
With my title: Our Educational Institutions, I
## p. 9 (#29) ###############################################
INTRODUCTION. 9
wish to refer neither to the establishments in Bale
nor to the incalculably vast number of other
scholastic institutions which exist throughout the
nations of the world to-day; but I wish to refer
to German institutions of the kind which we rejoice
in here. It is their future that will now engage
our attention, i. e. the future of German elementary,
secondary, and public schools (Gymnasien) and
universities. While pursuing our discussion, how-
ever, we shall for once avoid all comparisons and
valuations, and guard more especially against that
flattering illusion that our conditions should be
regarded as the standard for all others and as sur-
passing them. Let it suffice that they are our
institutions, that they have not become a part of
ourselves by mere accident, and were not laid
upon us like a garment; but that they are living
monuments of important steps in the progress of
civilisation, in some respects even the furniture of
a bygone age, and as such link us with the past
of our people, and are such a sacred and venerable
legacy that I can only undertake to speak of the
future of our educational institutions in the sense
of their being a most probable approximation to
the ideal spirit which gave them birth. I am,
moreover, convinced that the numerous alterations
which have been introduced into these institutions
within recent years, with the view of bringing
them up-to-date, are for the most part but distor-
tions and aberrations of the originally sublime
tendencies given to them at their foundation.
And what we dare to hope from the future, in
this behalf, partakes so much of the nature of a
## p. 10 (#30) ##############################################
IO INTRODUCTION.
rejuvenation, a reviviscence, and a refining of
the spirit of Germany that, as a result of this
very process, our educational institutions may
also be indirectly remoulded and born again,
so as to appear at once old and new, whereas
now they only profess to be "modern" or "up-
to-date. "
Now it is only in the spirit of the hope above
mentioned that I wish to speak of the future of
our educational institutions: and this is the
second point in regard to which I must tender an
apology from the outset. The "prophet" pose is
such a presumptuous one that it seems almost
ridiculous to deny that I have the intention of
adopting it. No one should attempt to describe
the future of our education, and the means and
methods of instruction relating thereto, in a
prophetic spirit, unless he can prove that the
picture he draws already exists in germ to-day,
and that all that is required is the extension and
development of this embryo if the necessary
modifications are to be produced in schools and
other educational institutions. All I ask, is, like
a Roman haruspex, to be allowed to steal glimpses
of the future out of the very entrails of existing
conditions, which, in this case, means no more
than to hand the laurels of victory to any one of
the many forces tending to make itself felt in
our present educational system, despite the fact
that the force in question may be neither a favourite,
an esteemed, nor a very extensive one. I con-
fidently assert that it will be victorious, however,
because it has the strongest and mightiest of ail
## p. 11 (#31) ##############################################
INTRODUCTION. II
allies in nature herself; and in this respect it
were well did we not forget that scores of the very
first principles of our modern educational methods
are thoroughly artificial, and that the most fatal
weaknesses of the present day are to be ascribed
to this artificiality. He who feels in complete
harmony with the present state of affairs and who
acquiesces in it as something" selbstverstandlich. es? *
excites our envy neither in regard to his faith nor
in regard to that egregious word "selbstverstandlich"
so frequently heard in fashionable circles.
He, however, who holds the opposite view and
is therefore in despair, does not need to fight any
longer: all he requires is to give himself up to
solitude in order soon to be alone. Albeit,
between those who take everything for granted
and these anchorites, there stand the fighters—
that is to say, those who still have hope, and as
the noblest and sublimest example of this class,
we recognise Schiller as he is described by Goethe
in his " Epilogue to the Bell. "
"Brighter now glow'd his cheek, and still more
bright
With that unchanging, ever youthful glow:—
That courage which o'ercomes, in hard-fought
fight,
Sooner or later ev'ry earthly foe,—
That faith which soaring to the realms of
light,
Now boldly presseth on, now bendeth low,
* Selbstverstandlich=" granted or self-understood. "
## p. 12 (#32) ##############################################
12 INTRODUCTION.
So that the good may work, wax, thrive
amain,
So that the day the noble may attain. " *
I should like you to regard all I have just said
as a kind of preface, the object of which is to
illustrate the title of my lectures and to guard me
against any possible misunderstanding and un-
justified criticisms. And now, in order to give
you a rough outline of the range of ideas from
which I shall attempt to form a judgment con-
cerning our educational institutions, before pro-
ceeding to disclose my views and turning from
the title to the main theme, I shall lay a scheme
before you which, like a coat of arms, will serve
to warn all strangers who come to my door, as to
the nature of the house they are about to enter, in
case they may feel inclined, after having examined
the device, to turn their backs on the premises that
bear it. My scheme is as follows:—
Two seemingly antagonistic forces, equally de-
leterious in their actions and ultimately combining
to produce their results, are at present ruling over
our educational institutions, although these were
based originally upon very different principles.
These forces are: a striving to achieve the greatest
possible extension of education on the one hand,
and a tendency to minimise and to weaken it on
the other. The first-named would fain spread
learning among the greatest possible number of
* The Poems of Goethe. Edgar Alfred Bowring's
Translation.
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THE COMPLETE WORKS
OF
FRIEDRICH NIETZSCHE
The First Complete and Authorised English Translation
EDITED BY
Dr. OSCAR LEVY
3
VOLUME «IX
ON THE FUTURE OF OUR
EDUCATIONAL INSTITUTIONS •
OMER AND CLASSICAL PHILOLOGY
## p. ii (#12) ##############################################
Of the First Edition of
One Thousand Copies
this is
## p. iii (#13) #############################################
FRIEDRICH NIETZSCHE
ON THE FUTURE OF OUR
)UCATIONAL INSTITUTIONS
HOMER
ND CLASSICAL PHILOLOGY
TRANSLATED, WITH INTRODUCTION, BY
J. M. KENNEDY
T. N. FOULIS
13 & 15 FREDERICK STREET
EDINBURGH: and LONDON
1909
## p. iv (#14) ##############################################
B
33/5
•. 3
ALL RIGHTS RESERVED
Printed by Morrison & Gibb Limited, Edinburgh.
## p. v (#15) ###############################################
CONTENTS.
TAGS
ianslator's Introduction . . . v
jthor's Preface ----- 3
jthor's Introduction . . . . 7
ie Future of our Educational Institutions:
first lecture - - - - "15
second lecture - - - - 43
third lecture ----- 69
fourth lecture - - - 91
fifth lecture - - - - 117
dmer and classical philqlogy - - 145
207593
## p. vi (#16) ##############################################
## p. vii (#17) #############################################
TRANSLATOR'S INTRODUCTION.
"On the Future of our Educational Institu-
tions" comprehends a series of five lectures
delivered by Nietzsche when Professor of Classical
Philology at Bale University. As they were pre-
pared when he was only twenty-seven years of
age, we can scarcely expect to find in them that
broad, "good European" point of view which
we meet with in his later works. These lectures,
however, are not only highly interesting in them-
selves; but indispensable for those who wish
. to trace the gradual development of Nietzsche's
thought. ,
Nietzsche's aim, as is now pretty well known, was
the elevation of the type man. At this period of
his life he believed that this end could be best
attained by the protection and careful development
of men of genius. Hence his antagonism in the
following lectures towards the purely time-serving
xerman schools and colleges of his age, in which
culture was not only neglected but not even known
—the one aim of the teachers being to instruct the
pupils in the art of " getting on," of playing a
successful part in the struggle for existence, of
becoming useful citizens. Of course, Nietzsche was
too little of a wild reformer to be adverse to a
b
■
## p. viii (#18) ############################################
Vlll INTRODUCTION.
schooling of this nature. He freely admits that:
a bread-winning education is necessary for the
majority, and that officials are necessary to the
State ; but he adds that everything learnt as a pre-
paration for taking part in the commercial or
political battle of life has nothing to do with culture.
True culture is only for a few select minds, which
it is necessary to bring together under the protect-
ing roof of an institution that shall prepare them for
culture, and for culture only. Such an institution,
he goes on to say, does not yet exist; but we must
have it if the delicate flower of the German mind is
no longer to be choked by the noxious weeds which
have gathered round it. As instances of minds
thus "choked," Nietzsche mentions Lessing,
Winckelmann, and Schiller.
The standard of culture to be aimed at by the
man of genius Nietzsche had in mind was to be
found in the model literary and artistic works which
have come down to us from ancient Greece. To
understand these works, of course, the classical
authors had to be studied in the original, and the
methods of teaching then in vogue paid too much
attention to inconsequential points (e. g. variant
readings) instead of dealing with the subject in
a broad-minded philosophical spirit. Nietzsche i
endeavoured to counteract this tendency in the i
"Homer and Classical Philology," his inaugural |
address at Bale University, by outlining a much
vaster conception of philology than his fellow-
teachers had ever dreamt of, laying stress upon
the artistic results which would accrue if the
science were applied on a wider scale—results
## p. ix (#19) ##############################################
INTRODUCTION. IX
which would be of a much higher order than
those obtained by the narrow pedantry then
prevailing.
It is a very superficial comment on these lectures
to say that Nietzsche was merely referring to the
German schools and colleges of his time. It would
be even shallower to suggest that his remarks do not
apply to the schools and teachers of present-day
England and America; forwe likewise donot possess
the cultural institution, theraz/educational establish-
ment, that Nietzsche longed for. Broadly speaking,
the English public schools, the older English
universities, and the American high schools, train
their scholars to be useful to the State: the modern
universities and the remaining schools give that
instruction in bread-winning which Nietzsche admits
to be necessary for the majority; but in no case is
an attempt made to pick out a few higher minds
and train them for culture. Our crude methods of
teaching the classical languages are too well known
to be commented upon; and an insight into classical
antiquity, with the good taste, the firm principles,
and the lofty aims obtained therefrom, is exactly
what our various educational institutions do not aim
at giving. Yet, as Nietzsche truly says, no progress
in any other direction, no matter how brilliant, can jC
deliver our students from the curse of an education
which adapts itself more and more to the needs of
the age, and thus loses all its power of guiding the
i. ge. Let the student who, as the victim of this
system, suffers more from it than his teachers care
to admit, read the paragraph on pp. 132 and 133
containing the sentences—
x
## p. x (#20) ###############################################
X INTRODUCTION.
He feels that he can neither lead nor help himself. . . _
His condition is undignified, even dreadful: he keeps
between the two extremes of work at high pressure and.
a state of melancholy enervation. . . . He seeks consolation
in hasty and incessant action so as to hide himself from.
himself, etc. ,
and then let him confess that Nietzsche's insight
into his psychology is profound and decisive. The
whole paragraph might have been written by
Nietzsche after a visit to present-day England.
As bearing upon the same subject, the reader will
find it interesting to compare the lectures here
translated with Matthew Arnold's prose writings
passim; particularly the Essays in Criticism,
Mixed Essays, and Culture and Anarchy.
J. M. KENNEDY.
London, May 1909.
## p. 1 (#21) ###############################################
THE FUTURE OF OUR
EDUCATIONAL INSTITUTIONS.
HOMER
AND CLASSICAL PHILOLOGY.
## p. 2 (#22) ###############################################
## p. 3 (#23) ###############################################
PREFACE.
(To be read before the lectures, although it in no
way relates to them! )
The reader from whom I expect something must
possess three qualities: he must be calm and
must read without haste; he must not be ever
interposing his own personality and his own
special " culture "; and he must not expect as the
ultimate results of his study of these pages that he
will be presented with a set of new formulae. I do
not propose to furnish formulae or new plans of
study for Gymnasia or other schools; and I am
much more inclined to admire the extraordinary
power of those who are able to cover the whole
distance between the depths of empiricism and the
heights of special culture-problems, and who again
descend to the level of the driest rules and the
most neatly expressed formulas. I shall be
content if only I can ascend a tolerably lofty
mountain, from the summit of which, after having
recovered my breath, I may obtain a general
survey of the ground; for I shall never be able, in
this book, to satisfy the votaries of tabulated
## p. 4 (#24) ###############################################
4 PREFACE.
rules. Indeed, I see a time coming when seric
men, working together in the service of a co
pletely rejuvenated and purified culture, may ag£
become the directors of a system of every d
instruction, calculated to promote that cultur
and they will probably be compelled once mo
to draw up sets of rules: but how remote th
time now seems! And what may not happe
meanwhile! It is just possible that between no
and then all Gymnasia—yea, and perhaps a
universities, may be destroyed, or have become s
utterly transformed that their very regulation,
may, in the eyes of future generations, seem to be
but the relics of the cave-dwellers' age.
This book is intended for calm readers,—for
men who have not yet been drawn into the mad
headlong rush of our hurry-skurrying age, and who
do not experience any idolatrous delight in throw-
ing themselves beneath its chariot-wheels. It is
for men, therefore, who are not accustomed to
estimate the value of everything according to
the amount of time it either saves or wastes.
In short, it is for the few. These, we believe,
"still have time. " Without any qualms of
conscience they may improve the most fruitful
and vigorous hours of their day in meditating on
the future of our education; they may even
believe when the evening has come that they
have used their day in the most dignified ajid
useful way, namely, in the meditatio generis futui
No one among them has yet forgotten to thiw
while reading a book; he still understands tjit
secret of reading between the lines, and is indi
## p. 5 (#25) ###############################################
PREFACE. 5
so generous in what he himself brings to his study,
that he continues to reflect upon what he has read,
perhaps long after he has laid the book aside.
And he does this, not because he wishes to write
a criticism about it or even another book; but
simply because reflection is a pleasant pastime to
him. Frivolous spendthrift! Thou art a reader
after my own heart; for thou wilt be patient
enough to accompany an author any distance,
even though he himself cannot yet see the goal at
which he is aiming,—even though he himself feels
only that he must at all events honestly believe in
a goal, in order that a future and possibly very
remote generation may come face to face with
that towards which we are now blindly and
instinctively groping. Should any reader demur
and suggest that all that is required is prompt and
bold reform; should he imagine that a new
"organisation" introduced by the State, were all
that is necessary, then we fear he would have
misunderstood not only the author but the very
nature of the problem under consideration.
The third and most important stipulation is,
that he should in no case be constantly bringing
himself and his own " culture" forward, after the
style of most modern men, as the correct standard
and measure of all things. We would have him
so highly educated that he could even think
meanly of his education or despise it altogether.
Only thus would he be able to trust entirely to
the author's guidance; for it is only by virtue
of ignorance and his consciousness of ignorance,
that the latter can dare to make himself heard.
## p. 6 (#26) ###############################################
6 PREFACE.
Finally, the author would wish his reader to
fully alive to the specific character of our prese
barbarism and of that which distinguishes us, ,
the barbarians of the nineteenth century, fro
other barbarians.
Now, with this book in his hand, the writ*
seeks all those who may happen to be wandering
hither and thither, impelled by feelings similar t
his own. Allow yourselves to be discovered y
lonely ones in whose existence I believe! Vi
unselfish ones, suffering in yourselves from th(
corruption of the German spirit! Ye contem-
plative ones who cannot, with hasty glances, turn
your eyes swiftly from one surface to another!
Ye lofty thinkers, of whom Aristotle said that ye
wander through life vacillating and inactive so
long as no great honour or glorious Cause calleth
ou to deeds! It is you I summon! Refrain
this once from seeking refuge in your lairs
of solitude and dark misgivings. Bethink you
that this book was framed to be your herald
When ye shall go forth to battle in your full
panoply, who among you will not rejoice in looking
back upon the herald who rallied you?
x:
## p. 7 (#27) ###############################################
INTRODUCTION.
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 mis-
leading. My first duty therefore will be to explain
the title, together with the object of these lectures,
to you, and to apologise for being obliged to do
this. When I promised to speak to you concern-
ing the future of our educational institutions, I was
not thinking especially of the evolution of our
particular institutions in Bale. However frequently
my general observations may seem to bear par-
ticular application to our own conditions here, I
personally have no desire to draw these inferences,
and do not wish to be held responsible if they
should be drawn, for the simple reason that I con-
sider myself still far too much an inexperienced
stranger among you, and much too superficially
acquainted with your methods, to pretend to pass
judgment upon any such special order of scholastic
establishments, or to predict the probable course
their development will follow. On the other hand,
## p. 8 (#28) ###############################################
8 INTRODUCTION.
I know full well under what distinguished auspf c
I have to deliver these lectures—namely, in
city which is striving to educate and enlighten i
inhabitants on a scale so magnificently out of pre
portion to its size, that it must put all larger citie
to shame. This being so, I presume I am Justine
in assuming that in a quarter where so much i
done for the things of which I wish to speak
people must also think a good deal about them
My desire—yea, my very first condition, therefore,
would be to become united in spirit with those who
have not only thought very deeply upon educa-
tional problems, but have also the will to promote
what they think to be right by all the means in
their power. And, in view of the difficulties of
my task and the limited time at my disposal, to
such listeners, alone, in my audience, shall I be
able to make myself understood—and even then,
it will be on condition that they shall guess what
I can do no more than suggest, that they shall
supply what I am compelled to omit; in brief,
that they shall need but to be reminded and not
to be taught. Thus, while I disclaim all desire of
being taken for an uninvited adviser on questions
relating to the schools and the University of Bale,
I repudiate even more emphatically still the r61e
of a prophet standing on the horizon of civilisation
and pretending to predict the future of education
and of scholastic organisation. I can no more
project my vision through such vast periods o(
time than I can rely upon its accuracy when it is
brought too close to an object under examination.
With my title: Our Educational Institutions, I
## p. 9 (#29) ###############################################
INTRODUCTION. 9
wish to refer neither to the establishments in Bale
nor to the incalculably vast number of other
scholastic institutions which exist throughout the
nations of the world to-day; but I wish to refer
to German institutions of the kind which we rejoice
in here. It is their future that will now engage
our attention, i. e. the future of German elementary,
secondary, and public schools (Gymnasien) and
universities. While pursuing our discussion, how-
ever, we shall for once avoid all comparisons and
valuations, and guard more especially against that
flattering illusion that our conditions should be
regarded as the standard for all others and as sur-
passing them. Let it suffice that they are our
institutions, that they have not become a part of
ourselves by mere accident, and were not laid
upon us like a garment; but that they are living
monuments of important steps in the progress of
civilisation, in some respects even the furniture of
a bygone age, and as such link us with the past
of our people, and are such a sacred and venerable
legacy that I can only undertake to speak of the
future of our educational institutions in the sense
of their being a most probable approximation to
the ideal spirit which gave them birth. I am,
moreover, convinced that the numerous alterations
which have been introduced into these institutions
within recent years, with the view of bringing
them up-to-date, are for the most part but distor-
tions and aberrations of the originally sublime
tendencies given to them at their foundation.
And what we dare to hope from the future, in
this behalf, partakes so much of the nature of a
## p. 10 (#30) ##############################################
IO INTRODUCTION.
rejuvenation, a reviviscence, and a refining of
the spirit of Germany that, as a result of this
very process, our educational institutions may
also be indirectly remoulded and born again,
so as to appear at once old and new, whereas
now they only profess to be "modern" or "up-
to-date. "
Now it is only in the spirit of the hope above
mentioned that I wish to speak of the future of
our educational institutions: and this is the
second point in regard to which I must tender an
apology from the outset. The "prophet" pose is
such a presumptuous one that it seems almost
ridiculous to deny that I have the intention of
adopting it. No one should attempt to describe
the future of our education, and the means and
methods of instruction relating thereto, in a
prophetic spirit, unless he can prove that the
picture he draws already exists in germ to-day,
and that all that is required is the extension and
development of this embryo if the necessary
modifications are to be produced in schools and
other educational institutions. All I ask, is, like
a Roman haruspex, to be allowed to steal glimpses
of the future out of the very entrails of existing
conditions, which, in this case, means no more
than to hand the laurels of victory to any one of
the many forces tending to make itself felt in
our present educational system, despite the fact
that the force in question may be neither a favourite,
an esteemed, nor a very extensive one. I con-
fidently assert that it will be victorious, however,
because it has the strongest and mightiest of ail
## p. 11 (#31) ##############################################
INTRODUCTION. II
allies in nature herself; and in this respect it
were well did we not forget that scores of the very
first principles of our modern educational methods
are thoroughly artificial, and that the most fatal
weaknesses of the present day are to be ascribed
to this artificiality. He who feels in complete
harmony with the present state of affairs and who
acquiesces in it as something" selbstverstandlich. es? *
excites our envy neither in regard to his faith nor
in regard to that egregious word "selbstverstandlich"
so frequently heard in fashionable circles.
He, however, who holds the opposite view and
is therefore in despair, does not need to fight any
longer: all he requires is to give himself up to
solitude in order soon to be alone. Albeit,
between those who take everything for granted
and these anchorites, there stand the fighters—
that is to say, those who still have hope, and as
the noblest and sublimest example of this class,
we recognise Schiller as he is described by Goethe
in his " Epilogue to the Bell. "
"Brighter now glow'd his cheek, and still more
bright
With that unchanging, ever youthful glow:—
That courage which o'ercomes, in hard-fought
fight,
Sooner or later ev'ry earthly foe,—
That faith which soaring to the realms of
light,
Now boldly presseth on, now bendeth low,
* Selbstverstandlich=" granted or self-understood. "
## p. 12 (#32) ##############################################
12 INTRODUCTION.
So that the good may work, wax, thrive
amain,
So that the day the noble may attain. " *
I should like you to regard all I have just said
as a kind of preface, the object of which is to
illustrate the title of my lectures and to guard me
against any possible misunderstanding and un-
justified criticisms. And now, in order to give
you a rough outline of the range of ideas from
which I shall attempt to form a judgment con-
cerning our educational institutions, before pro-
ceeding to disclose my views and turning from
the title to the main theme, I shall lay a scheme
before you which, like a coat of arms, will serve
to warn all strangers who come to my door, as to
the nature of the house they are about to enter, in
case they may feel inclined, after having examined
the device, to turn their backs on the premises that
bear it. My scheme is as follows:—
Two seemingly antagonistic forces, equally de-
leterious in their actions and ultimately combining
to produce their results, are at present ruling over
our educational institutions, although these were
based originally upon very different principles.
These forces are: a striving to achieve the greatest
possible extension of education on the one hand,
and a tendency to minimise and to weaken it on
the other. The first-named would fain spread
learning among the greatest possible number of
* The Poems of Goethe. Edgar Alfred Bowring's
Translation. (Ed. 1853. )
## p. 13 (#33) ##############################################
INTRODUCTION. 13
people, the second would compel education to
renounce its highest and most independent claims
in order to subordinate itself to the service of
the State. In the face of these two antagonistic
tendencies, we could but give ourselves up to
despair, did we not see the possibility of pro-
moting 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 con-
centrating education as the antithesis of the first
of the forces above mentioned, and that other
movement towards the strengthening and the in-
dependence of education as the antithesis of the
second force. If we should seek a warrant for our
belief in the ultimate victory of the two last-named
movements, we could find it in the fact that both
of the forces which we hold to be deleterious are
so opposed to the eternal purpose of nature as the
concentration of education for the few is in harmony
with it, and is true, whereas the first two forces
could succeed only in founding a culture false to
the root.
/""
## p. 14 (#34) ##############################################
## p. 15 (#35) ##############################################
THE FUTURE OF OUR
EDUCATIONAL INSTITUTIONS.
FIRST LECTURE.
{Delivered on the \6tk of January 1872. )
Ladies and Gentlemen,—The subject I now
propose to consider with you is such a serious and
important one, and is in a sense so disquieting,
that, like you, I would gladly turn to any one who
could proffer some information concerning it,—were
he ever so young, were his ideas ever so improb-
able—provided that he were able, by the exercise
of his own faculties, to furnish some satisfactory
and sufficient explanation. It is just possible that
he may have had the opportunity of hearing sound
views expressed in reference to the vexed question
of the future of our educational institutions, and
that he may wish to repeat them to you; he may
even have had distinguished teachers, fully quali-
fied to foretell what is to come, and, like the
haruspices of Rome, able to do so after an in-
spection of the entrails of the Present.
Indeed, you yourselves may expect something
## p. 16 (#36) ##############################################
16 FUTURE OF EDUCATIONAL INSTITUTIONS.
of this kind from me. I happened once, in strange
but perfectly harmless circumstances, to overhear
a conversation on this subject between two remark-
able men, and the more striking points of the dis-
cussion, together with their manner of handling the
theme, are so indelibly imprinted on my memory
that, whenever I reflect on these matters, I in-
variably find myself falling into their grooves of
thought. I cannot, however, profess to have the
same courageous confidence which they displayed,
both in their daring utterance of forbidden truths,
and in the still more daring conception of the
hopes with which they astonished me. It there-
fore seemed to me to be in the highest degree
important that a record of this conversation should
be made, so that others might be incited to form
a judgment concerning the striking views and con-
clusions it contains: and, to this end, I had special
grounds for believing that I should do well to
avail myself of the opportunity afforded by this
course of lectures.
I am well aware of the nature of the com-
munity to whose serious consideration I now wish
to commend that conversation—I know it to be
a community which is striving to educate and
enlighten its members on a scale so magnificently
out of proportion to its size that it must put all
larger cities to shame. This being so, I presume
I may take it for granted that in a quarter where
so much is done for the things of which I wish to
speak, people must also think a good deal about
them. In my account of the conversation already
mentioned, I shall be able to make myself com-
\
## p. 17 (#37) ##############################################
FIRST LECTURE. 17
pletely understood only to those among my
audience who will be able to guess what I can
do no more than suggest, who will supply what
I am compelled to omit, and who, above all, need
but to be reminded and not taught.
Listen, therefore, ladies and gentlemen, while
I recount my harmless experience and the less
harmless conversation between the two gentlemen
whom, so far, I have not named.
Let us now imagine ourselves in the position of
a young student—that is to say, in a position
which, in our present age of bewildering movement
and feverish excitability, has become an almost
impossible one. It is necessary to have lived
through it in order to believe that such careless
self-lulling and comfortable indifference to the
moment, or to time in general, are possible. In
this condition I, and a friend about my own age,
spent a year at the University of Bonn on the
Rhine,—it was a year which, in its complete lack
of plans and projects for the future, seems almost
like a dream to me now—a dream framed, as it
were, by two periods of growth.
Find more books at https://www. hathitrust. org.
Title: The complete works of Friedrich Nietzsche. The first complete
and authorized English translation, edited by Dr. Oscar Levy.
Author: Nietzsche, Friedrich Wilhelm, 1844-1900.
Publisher: [Edinburgh and London : T. N. Foulis, 1909-1913. ]
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THE COMPLETE WORKS
OF
FRIEDRICH NIETZSCHE
The First Complete and Authorised English Translation
EDITED BY
Dr. OSCAR LEVY
3
VOLUME «IX
ON THE FUTURE OF OUR
EDUCATIONAL INSTITUTIONS •
OMER AND CLASSICAL PHILOLOGY
## p. ii (#12) ##############################################
Of the First Edition of
One Thousand Copies
this is
## p. iii (#13) #############################################
FRIEDRICH NIETZSCHE
ON THE FUTURE OF OUR
)UCATIONAL INSTITUTIONS
HOMER
ND CLASSICAL PHILOLOGY
TRANSLATED, WITH INTRODUCTION, BY
J. M. KENNEDY
T. N. FOULIS
13 & 15 FREDERICK STREET
EDINBURGH: and LONDON
1909
## p. iv (#14) ##############################################
B
33/5
•. 3
ALL RIGHTS RESERVED
Printed by Morrison & Gibb Limited, Edinburgh.
## p. v (#15) ###############################################
CONTENTS.
TAGS
ianslator's Introduction . . . v
jthor's Preface ----- 3
jthor's Introduction . . . . 7
ie Future of our Educational Institutions:
first lecture - - - - "15
second lecture - - - - 43
third lecture ----- 69
fourth lecture - - - 91
fifth lecture - - - - 117
dmer and classical philqlogy - - 145
207593
## p. vi (#16) ##############################################
## p. vii (#17) #############################################
TRANSLATOR'S INTRODUCTION.
"On the Future of our Educational Institu-
tions" comprehends a series of five lectures
delivered by Nietzsche when Professor of Classical
Philology at Bale University. As they were pre-
pared when he was only twenty-seven years of
age, we can scarcely expect to find in them that
broad, "good European" point of view which
we meet with in his later works. These lectures,
however, are not only highly interesting in them-
selves; but indispensable for those who wish
. to trace the gradual development of Nietzsche's
thought. ,
Nietzsche's aim, as is now pretty well known, was
the elevation of the type man. At this period of
his life he believed that this end could be best
attained by the protection and careful development
of men of genius. Hence his antagonism in the
following lectures towards the purely time-serving
xerman schools and colleges of his age, in which
culture was not only neglected but not even known
—the one aim of the teachers being to instruct the
pupils in the art of " getting on," of playing a
successful part in the struggle for existence, of
becoming useful citizens. Of course, Nietzsche was
too little of a wild reformer to be adverse to a
b
■
## p. viii (#18) ############################################
Vlll INTRODUCTION.
schooling of this nature. He freely admits that:
a bread-winning education is necessary for the
majority, and that officials are necessary to the
State ; but he adds that everything learnt as a pre-
paration for taking part in the commercial or
political battle of life has nothing to do with culture.
True culture is only for a few select minds, which
it is necessary to bring together under the protect-
ing roof of an institution that shall prepare them for
culture, and for culture only. Such an institution,
he goes on to say, does not yet exist; but we must
have it if the delicate flower of the German mind is
no longer to be choked by the noxious weeds which
have gathered round it. As instances of minds
thus "choked," Nietzsche mentions Lessing,
Winckelmann, and Schiller.
The standard of culture to be aimed at by the
man of genius Nietzsche had in mind was to be
found in the model literary and artistic works which
have come down to us from ancient Greece. To
understand these works, of course, the classical
authors had to be studied in the original, and the
methods of teaching then in vogue paid too much
attention to inconsequential points (e. g. variant
readings) instead of dealing with the subject in
a broad-minded philosophical spirit. Nietzsche i
endeavoured to counteract this tendency in the i
"Homer and Classical Philology," his inaugural |
address at Bale University, by outlining a much
vaster conception of philology than his fellow-
teachers had ever dreamt of, laying stress upon
the artistic results which would accrue if the
science were applied on a wider scale—results
## p. ix (#19) ##############################################
INTRODUCTION. IX
which would be of a much higher order than
those obtained by the narrow pedantry then
prevailing.
It is a very superficial comment on these lectures
to say that Nietzsche was merely referring to the
German schools and colleges of his time. It would
be even shallower to suggest that his remarks do not
apply to the schools and teachers of present-day
England and America; forwe likewise donot possess
the cultural institution, theraz/educational establish-
ment, that Nietzsche longed for. Broadly speaking,
the English public schools, the older English
universities, and the American high schools, train
their scholars to be useful to the State: the modern
universities and the remaining schools give that
instruction in bread-winning which Nietzsche admits
to be necessary for the majority; but in no case is
an attempt made to pick out a few higher minds
and train them for culture. Our crude methods of
teaching the classical languages are too well known
to be commented upon; and an insight into classical
antiquity, with the good taste, the firm principles,
and the lofty aims obtained therefrom, is exactly
what our various educational institutions do not aim
at giving. Yet, as Nietzsche truly says, no progress
in any other direction, no matter how brilliant, can jC
deliver our students from the curse of an education
which adapts itself more and more to the needs of
the age, and thus loses all its power of guiding the
i. ge. Let the student who, as the victim of this
system, suffers more from it than his teachers care
to admit, read the paragraph on pp. 132 and 133
containing the sentences—
x
## p. x (#20) ###############################################
X INTRODUCTION.
He feels that he can neither lead nor help himself. . . _
His condition is undignified, even dreadful: he keeps
between the two extremes of work at high pressure and.
a state of melancholy enervation. . . . He seeks consolation
in hasty and incessant action so as to hide himself from.
himself, etc. ,
and then let him confess that Nietzsche's insight
into his psychology is profound and decisive. The
whole paragraph might have been written by
Nietzsche after a visit to present-day England.
As bearing upon the same subject, the reader will
find it interesting to compare the lectures here
translated with Matthew Arnold's prose writings
passim; particularly the Essays in Criticism,
Mixed Essays, and Culture and Anarchy.
J. M. KENNEDY.
London, May 1909.
## p. 1 (#21) ###############################################
THE FUTURE OF OUR
EDUCATIONAL INSTITUTIONS.
HOMER
AND CLASSICAL PHILOLOGY.
## p. 2 (#22) ###############################################
## p. 3 (#23) ###############################################
PREFACE.
(To be read before the lectures, although it in no
way relates to them! )
The reader from whom I expect something must
possess three qualities: he must be calm and
must read without haste; he must not be ever
interposing his own personality and his own
special " culture "; and he must not expect as the
ultimate results of his study of these pages that he
will be presented with a set of new formulae. I do
not propose to furnish formulae or new plans of
study for Gymnasia or other schools; and I am
much more inclined to admire the extraordinary
power of those who are able to cover the whole
distance between the depths of empiricism and the
heights of special culture-problems, and who again
descend to the level of the driest rules and the
most neatly expressed formulas. I shall be
content if only I can ascend a tolerably lofty
mountain, from the summit of which, after having
recovered my breath, I may obtain a general
survey of the ground; for I shall never be able, in
this book, to satisfy the votaries of tabulated
## p. 4 (#24) ###############################################
4 PREFACE.
rules. Indeed, I see a time coming when seric
men, working together in the service of a co
pletely rejuvenated and purified culture, may ag£
become the directors of a system of every d
instruction, calculated to promote that cultur
and they will probably be compelled once mo
to draw up sets of rules: but how remote th
time now seems! And what may not happe
meanwhile! It is just possible that between no
and then all Gymnasia—yea, and perhaps a
universities, may be destroyed, or have become s
utterly transformed that their very regulation,
may, in the eyes of future generations, seem to be
but the relics of the cave-dwellers' age.
This book is intended for calm readers,—for
men who have not yet been drawn into the mad
headlong rush of our hurry-skurrying age, and who
do not experience any idolatrous delight in throw-
ing themselves beneath its chariot-wheels. It is
for men, therefore, who are not accustomed to
estimate the value of everything according to
the amount of time it either saves or wastes.
In short, it is for the few. These, we believe,
"still have time. " Without any qualms of
conscience they may improve the most fruitful
and vigorous hours of their day in meditating on
the future of our education; they may even
believe when the evening has come that they
have used their day in the most dignified ajid
useful way, namely, in the meditatio generis futui
No one among them has yet forgotten to thiw
while reading a book; he still understands tjit
secret of reading between the lines, and is indi
## p. 5 (#25) ###############################################
PREFACE. 5
so generous in what he himself brings to his study,
that he continues to reflect upon what he has read,
perhaps long after he has laid the book aside.
And he does this, not because he wishes to write
a criticism about it or even another book; but
simply because reflection is a pleasant pastime to
him. Frivolous spendthrift! Thou art a reader
after my own heart; for thou wilt be patient
enough to accompany an author any distance,
even though he himself cannot yet see the goal at
which he is aiming,—even though he himself feels
only that he must at all events honestly believe in
a goal, in order that a future and possibly very
remote generation may come face to face with
that towards which we are now blindly and
instinctively groping. Should any reader demur
and suggest that all that is required is prompt and
bold reform; should he imagine that a new
"organisation" introduced by the State, were all
that is necessary, then we fear he would have
misunderstood not only the author but the very
nature of the problem under consideration.
The third and most important stipulation is,
that he should in no case be constantly bringing
himself and his own " culture" forward, after the
style of most modern men, as the correct standard
and measure of all things. We would have him
so highly educated that he could even think
meanly of his education or despise it altogether.
Only thus would he be able to trust entirely to
the author's guidance; for it is only by virtue
of ignorance and his consciousness of ignorance,
that the latter can dare to make himself heard.
## p. 6 (#26) ###############################################
6 PREFACE.
Finally, the author would wish his reader to
fully alive to the specific character of our prese
barbarism and of that which distinguishes us, ,
the barbarians of the nineteenth century, fro
other barbarians.
Now, with this book in his hand, the writ*
seeks all those who may happen to be wandering
hither and thither, impelled by feelings similar t
his own. Allow yourselves to be discovered y
lonely ones in whose existence I believe! Vi
unselfish ones, suffering in yourselves from th(
corruption of the German spirit! Ye contem-
plative ones who cannot, with hasty glances, turn
your eyes swiftly from one surface to another!
Ye lofty thinkers, of whom Aristotle said that ye
wander through life vacillating and inactive so
long as no great honour or glorious Cause calleth
ou to deeds! It is you I summon! Refrain
this once from seeking refuge in your lairs
of solitude and dark misgivings. Bethink you
that this book was framed to be your herald
When ye shall go forth to battle in your full
panoply, who among you will not rejoice in looking
back upon the herald who rallied you?
x:
## p. 7 (#27) ###############################################
INTRODUCTION.
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 mis-
leading. My first duty therefore will be to explain
the title, together with the object of these lectures,
to you, and to apologise for being obliged to do
this. When I promised to speak to you concern-
ing the future of our educational institutions, I was
not thinking especially of the evolution of our
particular institutions in Bale. However frequently
my general observations may seem to bear par-
ticular application to our own conditions here, I
personally have no desire to draw these inferences,
and do not wish to be held responsible if they
should be drawn, for the simple reason that I con-
sider myself still far too much an inexperienced
stranger among you, and much too superficially
acquainted with your methods, to pretend to pass
judgment upon any such special order of scholastic
establishments, or to predict the probable course
their development will follow. On the other hand,
## p. 8 (#28) ###############################################
8 INTRODUCTION.
I know full well under what distinguished auspf c
I have to deliver these lectures—namely, in
city which is striving to educate and enlighten i
inhabitants on a scale so magnificently out of pre
portion to its size, that it must put all larger citie
to shame. This being so, I presume I am Justine
in assuming that in a quarter where so much i
done for the things of which I wish to speak
people must also think a good deal about them
My desire—yea, my very first condition, therefore,
would be to become united in spirit with those who
have not only thought very deeply upon educa-
tional problems, but have also the will to promote
what they think to be right by all the means in
their power. And, in view of the difficulties of
my task and the limited time at my disposal, to
such listeners, alone, in my audience, shall I be
able to make myself understood—and even then,
it will be on condition that they shall guess what
I can do no more than suggest, that they shall
supply what I am compelled to omit; in brief,
that they shall need but to be reminded and not
to be taught. Thus, while I disclaim all desire of
being taken for an uninvited adviser on questions
relating to the schools and the University of Bale,
I repudiate even more emphatically still the r61e
of a prophet standing on the horizon of civilisation
and pretending to predict the future of education
and of scholastic organisation. I can no more
project my vision through such vast periods o(
time than I can rely upon its accuracy when it is
brought too close to an object under examination.
With my title: Our Educational Institutions, I
## p. 9 (#29) ###############################################
INTRODUCTION. 9
wish to refer neither to the establishments in Bale
nor to the incalculably vast number of other
scholastic institutions which exist throughout the
nations of the world to-day; but I wish to refer
to German institutions of the kind which we rejoice
in here. It is their future that will now engage
our attention, i. e. the future of German elementary,
secondary, and public schools (Gymnasien) and
universities. While pursuing our discussion, how-
ever, we shall for once avoid all comparisons and
valuations, and guard more especially against that
flattering illusion that our conditions should be
regarded as the standard for all others and as sur-
passing them. Let it suffice that they are our
institutions, that they have not become a part of
ourselves by mere accident, and were not laid
upon us like a garment; but that they are living
monuments of important steps in the progress of
civilisation, in some respects even the furniture of
a bygone age, and as such link us with the past
of our people, and are such a sacred and venerable
legacy that I can only undertake to speak of the
future of our educational institutions in the sense
of their being a most probable approximation to
the ideal spirit which gave them birth. I am,
moreover, convinced that the numerous alterations
which have been introduced into these institutions
within recent years, with the view of bringing
them up-to-date, are for the most part but distor-
tions and aberrations of the originally sublime
tendencies given to them at their foundation.
And what we dare to hope from the future, in
this behalf, partakes so much of the nature of a
## p. 10 (#30) ##############################################
IO INTRODUCTION.
rejuvenation, a reviviscence, and a refining of
the spirit of Germany that, as a result of this
very process, our educational institutions may
also be indirectly remoulded and born again,
so as to appear at once old and new, whereas
now they only profess to be "modern" or "up-
to-date. "
Now it is only in the spirit of the hope above
mentioned that I wish to speak of the future of
our educational institutions: and this is the
second point in regard to which I must tender an
apology from the outset. The "prophet" pose is
such a presumptuous one that it seems almost
ridiculous to deny that I have the intention of
adopting it. No one should attempt to describe
the future of our education, and the means and
methods of instruction relating thereto, in a
prophetic spirit, unless he can prove that the
picture he draws already exists in germ to-day,
and that all that is required is the extension and
development of this embryo if the necessary
modifications are to be produced in schools and
other educational institutions. All I ask, is, like
a Roman haruspex, to be allowed to steal glimpses
of the future out of the very entrails of existing
conditions, which, in this case, means no more
than to hand the laurels of victory to any one of
the many forces tending to make itself felt in
our present educational system, despite the fact
that the force in question may be neither a favourite,
an esteemed, nor a very extensive one. I con-
fidently assert that it will be victorious, however,
because it has the strongest and mightiest of ail
## p. 11 (#31) ##############################################
INTRODUCTION. II
allies in nature herself; and in this respect it
were well did we not forget that scores of the very
first principles of our modern educational methods
are thoroughly artificial, and that the most fatal
weaknesses of the present day are to be ascribed
to this artificiality. He who feels in complete
harmony with the present state of affairs and who
acquiesces in it as something" selbstverstandlich. es? *
excites our envy neither in regard to his faith nor
in regard to that egregious word "selbstverstandlich"
so frequently heard in fashionable circles.
He, however, who holds the opposite view and
is therefore in despair, does not need to fight any
longer: all he requires is to give himself up to
solitude in order soon to be alone. Albeit,
between those who take everything for granted
and these anchorites, there stand the fighters—
that is to say, those who still have hope, and as
the noblest and sublimest example of this class,
we recognise Schiller as he is described by Goethe
in his " Epilogue to the Bell. "
"Brighter now glow'd his cheek, and still more
bright
With that unchanging, ever youthful glow:—
That courage which o'ercomes, in hard-fought
fight,
Sooner or later ev'ry earthly foe,—
That faith which soaring to the realms of
light,
Now boldly presseth on, now bendeth low,
* Selbstverstandlich=" granted or self-understood. "
## p. 12 (#32) ##############################################
12 INTRODUCTION.
So that the good may work, wax, thrive
amain,
So that the day the noble may attain. " *
I should like you to regard all I have just said
as a kind of preface, the object of which is to
illustrate the title of my lectures and to guard me
against any possible misunderstanding and un-
justified criticisms. And now, in order to give
you a rough outline of the range of ideas from
which I shall attempt to form a judgment con-
cerning our educational institutions, before pro-
ceeding to disclose my views and turning from
the title to the main theme, I shall lay a scheme
before you which, like a coat of arms, will serve
to warn all strangers who come to my door, as to
the nature of the house they are about to enter, in
case they may feel inclined, after having examined
the device, to turn their backs on the premises that
bear it. My scheme is as follows:—
Two seemingly antagonistic forces, equally de-
leterious in their actions and ultimately combining
to produce their results, are at present ruling over
our educational institutions, although these were
based originally upon very different principles.
These forces are: a striving to achieve the greatest
possible extension of education on the one hand,
and a tendency to minimise and to weaken it on
the other. The first-named would fain spread
learning among the greatest possible number of
* The Poems of Goethe. Edgar Alfred Bowring's
Translation.
Original from: University of Michigan
Digitized by: Google
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## p. (#3) ##################################################
## p. (#4) ##################################################
## p. (#5) ##################################################
## p. (#6) ##################################################
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## p. (#10) #################################################
## p. i (#11) ###############################################
THE COMPLETE WORKS
OF
FRIEDRICH NIETZSCHE
The First Complete and Authorised English Translation
EDITED BY
Dr. OSCAR LEVY
3
VOLUME «IX
ON THE FUTURE OF OUR
EDUCATIONAL INSTITUTIONS •
OMER AND CLASSICAL PHILOLOGY
## p. ii (#12) ##############################################
Of the First Edition of
One Thousand Copies
this is
## p. iii (#13) #############################################
FRIEDRICH NIETZSCHE
ON THE FUTURE OF OUR
)UCATIONAL INSTITUTIONS
HOMER
ND CLASSICAL PHILOLOGY
TRANSLATED, WITH INTRODUCTION, BY
J. M. KENNEDY
T. N. FOULIS
13 & 15 FREDERICK STREET
EDINBURGH: and LONDON
1909
## p. iv (#14) ##############################################
B
33/5
•. 3
ALL RIGHTS RESERVED
Printed by Morrison & Gibb Limited, Edinburgh.
## p. v (#15) ###############################################
CONTENTS.
TAGS
ianslator's Introduction . . . v
jthor's Preface ----- 3
jthor's Introduction . . . . 7
ie Future of our Educational Institutions:
first lecture - - - - "15
second lecture - - - - 43
third lecture ----- 69
fourth lecture - - - 91
fifth lecture - - - - 117
dmer and classical philqlogy - - 145
207593
## p. vi (#16) ##############################################
## p. vii (#17) #############################################
TRANSLATOR'S INTRODUCTION.
"On the Future of our Educational Institu-
tions" comprehends a series of five lectures
delivered by Nietzsche when Professor of Classical
Philology at Bale University. As they were pre-
pared when he was only twenty-seven years of
age, we can scarcely expect to find in them that
broad, "good European" point of view which
we meet with in his later works. These lectures,
however, are not only highly interesting in them-
selves; but indispensable for those who wish
. to trace the gradual development of Nietzsche's
thought. ,
Nietzsche's aim, as is now pretty well known, was
the elevation of the type man. At this period of
his life he believed that this end could be best
attained by the protection and careful development
of men of genius. Hence his antagonism in the
following lectures towards the purely time-serving
xerman schools and colleges of his age, in which
culture was not only neglected but not even known
—the one aim of the teachers being to instruct the
pupils in the art of " getting on," of playing a
successful part in the struggle for existence, of
becoming useful citizens. Of course, Nietzsche was
too little of a wild reformer to be adverse to a
b
■
## p. viii (#18) ############################################
Vlll INTRODUCTION.
schooling of this nature. He freely admits that:
a bread-winning education is necessary for the
majority, and that officials are necessary to the
State ; but he adds that everything learnt as a pre-
paration for taking part in the commercial or
political battle of life has nothing to do with culture.
True culture is only for a few select minds, which
it is necessary to bring together under the protect-
ing roof of an institution that shall prepare them for
culture, and for culture only. Such an institution,
he goes on to say, does not yet exist; but we must
have it if the delicate flower of the German mind is
no longer to be choked by the noxious weeds which
have gathered round it. As instances of minds
thus "choked," Nietzsche mentions Lessing,
Winckelmann, and Schiller.
The standard of culture to be aimed at by the
man of genius Nietzsche had in mind was to be
found in the model literary and artistic works which
have come down to us from ancient Greece. To
understand these works, of course, the classical
authors had to be studied in the original, and the
methods of teaching then in vogue paid too much
attention to inconsequential points (e. g. variant
readings) instead of dealing with the subject in
a broad-minded philosophical spirit. Nietzsche i
endeavoured to counteract this tendency in the i
"Homer and Classical Philology," his inaugural |
address at Bale University, by outlining a much
vaster conception of philology than his fellow-
teachers had ever dreamt of, laying stress upon
the artistic results which would accrue if the
science were applied on a wider scale—results
## p. ix (#19) ##############################################
INTRODUCTION. IX
which would be of a much higher order than
those obtained by the narrow pedantry then
prevailing.
It is a very superficial comment on these lectures
to say that Nietzsche was merely referring to the
German schools and colleges of his time. It would
be even shallower to suggest that his remarks do not
apply to the schools and teachers of present-day
England and America; forwe likewise donot possess
the cultural institution, theraz/educational establish-
ment, that Nietzsche longed for. Broadly speaking,
the English public schools, the older English
universities, and the American high schools, train
their scholars to be useful to the State: the modern
universities and the remaining schools give that
instruction in bread-winning which Nietzsche admits
to be necessary for the majority; but in no case is
an attempt made to pick out a few higher minds
and train them for culture. Our crude methods of
teaching the classical languages are too well known
to be commented upon; and an insight into classical
antiquity, with the good taste, the firm principles,
and the lofty aims obtained therefrom, is exactly
what our various educational institutions do not aim
at giving. Yet, as Nietzsche truly says, no progress
in any other direction, no matter how brilliant, can jC
deliver our students from the curse of an education
which adapts itself more and more to the needs of
the age, and thus loses all its power of guiding the
i. ge. Let the student who, as the victim of this
system, suffers more from it than his teachers care
to admit, read the paragraph on pp. 132 and 133
containing the sentences—
x
## p. x (#20) ###############################################
X INTRODUCTION.
He feels that he can neither lead nor help himself. . . _
His condition is undignified, even dreadful: he keeps
between the two extremes of work at high pressure and.
a state of melancholy enervation. . . . He seeks consolation
in hasty and incessant action so as to hide himself from.
himself, etc. ,
and then let him confess that Nietzsche's insight
into his psychology is profound and decisive. The
whole paragraph might have been written by
Nietzsche after a visit to present-day England.
As bearing upon the same subject, the reader will
find it interesting to compare the lectures here
translated with Matthew Arnold's prose writings
passim; particularly the Essays in Criticism,
Mixed Essays, and Culture and Anarchy.
J. M. KENNEDY.
London, May 1909.
## p. 1 (#21) ###############################################
THE FUTURE OF OUR
EDUCATIONAL INSTITUTIONS.
HOMER
AND CLASSICAL PHILOLOGY.
## p. 2 (#22) ###############################################
## p. 3 (#23) ###############################################
PREFACE.
(To be read before the lectures, although it in no
way relates to them! )
The reader from whom I expect something must
possess three qualities: he must be calm and
must read without haste; he must not be ever
interposing his own personality and his own
special " culture "; and he must not expect as the
ultimate results of his study of these pages that he
will be presented with a set of new formulae. I do
not propose to furnish formulae or new plans of
study for Gymnasia or other schools; and I am
much more inclined to admire the extraordinary
power of those who are able to cover the whole
distance between the depths of empiricism and the
heights of special culture-problems, and who again
descend to the level of the driest rules and the
most neatly expressed formulas. I shall be
content if only I can ascend a tolerably lofty
mountain, from the summit of which, after having
recovered my breath, I may obtain a general
survey of the ground; for I shall never be able, in
this book, to satisfy the votaries of tabulated
## p. 4 (#24) ###############################################
4 PREFACE.
rules. Indeed, I see a time coming when seric
men, working together in the service of a co
pletely rejuvenated and purified culture, may ag£
become the directors of a system of every d
instruction, calculated to promote that cultur
and they will probably be compelled once mo
to draw up sets of rules: but how remote th
time now seems! And what may not happe
meanwhile! It is just possible that between no
and then all Gymnasia—yea, and perhaps a
universities, may be destroyed, or have become s
utterly transformed that their very regulation,
may, in the eyes of future generations, seem to be
but the relics of the cave-dwellers' age.
This book is intended for calm readers,—for
men who have not yet been drawn into the mad
headlong rush of our hurry-skurrying age, and who
do not experience any idolatrous delight in throw-
ing themselves beneath its chariot-wheels. It is
for men, therefore, who are not accustomed to
estimate the value of everything according to
the amount of time it either saves or wastes.
In short, it is for the few. These, we believe,
"still have time. " Without any qualms of
conscience they may improve the most fruitful
and vigorous hours of their day in meditating on
the future of our education; they may even
believe when the evening has come that they
have used their day in the most dignified ajid
useful way, namely, in the meditatio generis futui
No one among them has yet forgotten to thiw
while reading a book; he still understands tjit
secret of reading between the lines, and is indi
## p. 5 (#25) ###############################################
PREFACE. 5
so generous in what he himself brings to his study,
that he continues to reflect upon what he has read,
perhaps long after he has laid the book aside.
And he does this, not because he wishes to write
a criticism about it or even another book; but
simply because reflection is a pleasant pastime to
him. Frivolous spendthrift! Thou art a reader
after my own heart; for thou wilt be patient
enough to accompany an author any distance,
even though he himself cannot yet see the goal at
which he is aiming,—even though he himself feels
only that he must at all events honestly believe in
a goal, in order that a future and possibly very
remote generation may come face to face with
that towards which we are now blindly and
instinctively groping. Should any reader demur
and suggest that all that is required is prompt and
bold reform; should he imagine that a new
"organisation" introduced by the State, were all
that is necessary, then we fear he would have
misunderstood not only the author but the very
nature of the problem under consideration.
The third and most important stipulation is,
that he should in no case be constantly bringing
himself and his own " culture" forward, after the
style of most modern men, as the correct standard
and measure of all things. We would have him
so highly educated that he could even think
meanly of his education or despise it altogether.
Only thus would he be able to trust entirely to
the author's guidance; for it is only by virtue
of ignorance and his consciousness of ignorance,
that the latter can dare to make himself heard.
## p. 6 (#26) ###############################################
6 PREFACE.
Finally, the author would wish his reader to
fully alive to the specific character of our prese
barbarism and of that which distinguishes us, ,
the barbarians of the nineteenth century, fro
other barbarians.
Now, with this book in his hand, the writ*
seeks all those who may happen to be wandering
hither and thither, impelled by feelings similar t
his own. Allow yourselves to be discovered y
lonely ones in whose existence I believe! Vi
unselfish ones, suffering in yourselves from th(
corruption of the German spirit! Ye contem-
plative ones who cannot, with hasty glances, turn
your eyes swiftly from one surface to another!
Ye lofty thinkers, of whom Aristotle said that ye
wander through life vacillating and inactive so
long as no great honour or glorious Cause calleth
ou to deeds! It is you I summon! Refrain
this once from seeking refuge in your lairs
of solitude and dark misgivings. Bethink you
that this book was framed to be your herald
When ye shall go forth to battle in your full
panoply, who among you will not rejoice in looking
back upon the herald who rallied you?
x:
## p. 7 (#27) ###############################################
INTRODUCTION.
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 mis-
leading. My first duty therefore will be to explain
the title, together with the object of these lectures,
to you, and to apologise for being obliged to do
this. When I promised to speak to you concern-
ing the future of our educational institutions, I was
not thinking especially of the evolution of our
particular institutions in Bale. However frequently
my general observations may seem to bear par-
ticular application to our own conditions here, I
personally have no desire to draw these inferences,
and do not wish to be held responsible if they
should be drawn, for the simple reason that I con-
sider myself still far too much an inexperienced
stranger among you, and much too superficially
acquainted with your methods, to pretend to pass
judgment upon any such special order of scholastic
establishments, or to predict the probable course
their development will follow. On the other hand,
## p. 8 (#28) ###############################################
8 INTRODUCTION.
I know full well under what distinguished auspf c
I have to deliver these lectures—namely, in
city which is striving to educate and enlighten i
inhabitants on a scale so magnificently out of pre
portion to its size, that it must put all larger citie
to shame. This being so, I presume I am Justine
in assuming that in a quarter where so much i
done for the things of which I wish to speak
people must also think a good deal about them
My desire—yea, my very first condition, therefore,
would be to become united in spirit with those who
have not only thought very deeply upon educa-
tional problems, but have also the will to promote
what they think to be right by all the means in
their power. And, in view of the difficulties of
my task and the limited time at my disposal, to
such listeners, alone, in my audience, shall I be
able to make myself understood—and even then,
it will be on condition that they shall guess what
I can do no more than suggest, that they shall
supply what I am compelled to omit; in brief,
that they shall need but to be reminded and not
to be taught. Thus, while I disclaim all desire of
being taken for an uninvited adviser on questions
relating to the schools and the University of Bale,
I repudiate even more emphatically still the r61e
of a prophet standing on the horizon of civilisation
and pretending to predict the future of education
and of scholastic organisation. I can no more
project my vision through such vast periods o(
time than I can rely upon its accuracy when it is
brought too close to an object under examination.
With my title: Our Educational Institutions, I
## p. 9 (#29) ###############################################
INTRODUCTION. 9
wish to refer neither to the establishments in Bale
nor to the incalculably vast number of other
scholastic institutions which exist throughout the
nations of the world to-day; but I wish to refer
to German institutions of the kind which we rejoice
in here. It is their future that will now engage
our attention, i. e. the future of German elementary,
secondary, and public schools (Gymnasien) and
universities. While pursuing our discussion, how-
ever, we shall for once avoid all comparisons and
valuations, and guard more especially against that
flattering illusion that our conditions should be
regarded as the standard for all others and as sur-
passing them. Let it suffice that they are our
institutions, that they have not become a part of
ourselves by mere accident, and were not laid
upon us like a garment; but that they are living
monuments of important steps in the progress of
civilisation, in some respects even the furniture of
a bygone age, and as such link us with the past
of our people, and are such a sacred and venerable
legacy that I can only undertake to speak of the
future of our educational institutions in the sense
of their being a most probable approximation to
the ideal spirit which gave them birth. I am,
moreover, convinced that the numerous alterations
which have been introduced into these institutions
within recent years, with the view of bringing
them up-to-date, are for the most part but distor-
tions and aberrations of the originally sublime
tendencies given to them at their foundation.
And what we dare to hope from the future, in
this behalf, partakes so much of the nature of a
## p. 10 (#30) ##############################################
IO INTRODUCTION.
rejuvenation, a reviviscence, and a refining of
the spirit of Germany that, as a result of this
very process, our educational institutions may
also be indirectly remoulded and born again,
so as to appear at once old and new, whereas
now they only profess to be "modern" or "up-
to-date. "
Now it is only in the spirit of the hope above
mentioned that I wish to speak of the future of
our educational institutions: and this is the
second point in regard to which I must tender an
apology from the outset. The "prophet" pose is
such a presumptuous one that it seems almost
ridiculous to deny that I have the intention of
adopting it. No one should attempt to describe
the future of our education, and the means and
methods of instruction relating thereto, in a
prophetic spirit, unless he can prove that the
picture he draws already exists in germ to-day,
and that all that is required is the extension and
development of this embryo if the necessary
modifications are to be produced in schools and
other educational institutions. All I ask, is, like
a Roman haruspex, to be allowed to steal glimpses
of the future out of the very entrails of existing
conditions, which, in this case, means no more
than to hand the laurels of victory to any one of
the many forces tending to make itself felt in
our present educational system, despite the fact
that the force in question may be neither a favourite,
an esteemed, nor a very extensive one. I con-
fidently assert that it will be victorious, however,
because it has the strongest and mightiest of ail
## p. 11 (#31) ##############################################
INTRODUCTION. II
allies in nature herself; and in this respect it
were well did we not forget that scores of the very
first principles of our modern educational methods
are thoroughly artificial, and that the most fatal
weaknesses of the present day are to be ascribed
to this artificiality. He who feels in complete
harmony with the present state of affairs and who
acquiesces in it as something" selbstverstandlich. es? *
excites our envy neither in regard to his faith nor
in regard to that egregious word "selbstverstandlich"
so frequently heard in fashionable circles.
He, however, who holds the opposite view and
is therefore in despair, does not need to fight any
longer: all he requires is to give himself up to
solitude in order soon to be alone. Albeit,
between those who take everything for granted
and these anchorites, there stand the fighters—
that is to say, those who still have hope, and as
the noblest and sublimest example of this class,
we recognise Schiller as he is described by Goethe
in his " Epilogue to the Bell. "
"Brighter now glow'd his cheek, and still more
bright
With that unchanging, ever youthful glow:—
That courage which o'ercomes, in hard-fought
fight,
Sooner or later ev'ry earthly foe,—
That faith which soaring to the realms of
light,
Now boldly presseth on, now bendeth low,
* Selbstverstandlich=" granted or self-understood. "
## p. 12 (#32) ##############################################
12 INTRODUCTION.
So that the good may work, wax, thrive
amain,
So that the day the noble may attain. " *
I should like you to regard all I have just said
as a kind of preface, the object of which is to
illustrate the title of my lectures and to guard me
against any possible misunderstanding and un-
justified criticisms. And now, in order to give
you a rough outline of the range of ideas from
which I shall attempt to form a judgment con-
cerning our educational institutions, before pro-
ceeding to disclose my views and turning from
the title to the main theme, I shall lay a scheme
before you which, like a coat of arms, will serve
to warn all strangers who come to my door, as to
the nature of the house they are about to enter, in
case they may feel inclined, after having examined
the device, to turn their backs on the premises that
bear it. My scheme is as follows:—
Two seemingly antagonistic forces, equally de-
leterious in their actions and ultimately combining
to produce their results, are at present ruling over
our educational institutions, although these were
based originally upon very different principles.
These forces are: a striving to achieve the greatest
possible extension of education on the one hand,
and a tendency to minimise and to weaken it on
the other. The first-named would fain spread
learning among the greatest possible number of
* The Poems of Goethe. Edgar Alfred Bowring's
Translation. (Ed. 1853. )
## p. 13 (#33) ##############################################
INTRODUCTION. 13
people, the second would compel education to
renounce its highest and most independent claims
in order to subordinate itself to the service of
the State. In the face of these two antagonistic
tendencies, we could but give ourselves up to
despair, did we not see the possibility of pro-
moting 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 con-
centrating education as the antithesis of the first
of the forces above mentioned, and that other
movement towards the strengthening and the in-
dependence of education as the antithesis of the
second force. If we should seek a warrant for our
belief in the ultimate victory of the two last-named
movements, we could find it in the fact that both
of the forces which we hold to be deleterious are
so opposed to the eternal purpose of nature as the
concentration of education for the few is in harmony
with it, and is true, whereas the first two forces
could succeed only in founding a culture false to
the root.
/""
## p. 14 (#34) ##############################################
## p. 15 (#35) ##############################################
THE FUTURE OF OUR
EDUCATIONAL INSTITUTIONS.
FIRST LECTURE.
{Delivered on the \6tk of January 1872. )
Ladies and Gentlemen,—The subject I now
propose to consider with you is such a serious and
important one, and is in a sense so disquieting,
that, like you, I would gladly turn to any one who
could proffer some information concerning it,—were
he ever so young, were his ideas ever so improb-
able—provided that he were able, by the exercise
of his own faculties, to furnish some satisfactory
and sufficient explanation. It is just possible that
he may have had the opportunity of hearing sound
views expressed in reference to the vexed question
of the future of our educational institutions, and
that he may wish to repeat them to you; he may
even have had distinguished teachers, fully quali-
fied to foretell what is to come, and, like the
haruspices of Rome, able to do so after an in-
spection of the entrails of the Present.
Indeed, you yourselves may expect something
## p. 16 (#36) ##############################################
16 FUTURE OF EDUCATIONAL INSTITUTIONS.
of this kind from me. I happened once, in strange
but perfectly harmless circumstances, to overhear
a conversation on this subject between two remark-
able men, and the more striking points of the dis-
cussion, together with their manner of handling the
theme, are so indelibly imprinted on my memory
that, whenever I reflect on these matters, I in-
variably find myself falling into their grooves of
thought. I cannot, however, profess to have the
same courageous confidence which they displayed,
both in their daring utterance of forbidden truths,
and in the still more daring conception of the
hopes with which they astonished me. It there-
fore seemed to me to be in the highest degree
important that a record of this conversation should
be made, so that others might be incited to form
a judgment concerning the striking views and con-
clusions it contains: and, to this end, I had special
grounds for believing that I should do well to
avail myself of the opportunity afforded by this
course of lectures.
I am well aware of the nature of the com-
munity to whose serious consideration I now wish
to commend that conversation—I know it to be
a community which is striving to educate and
enlighten its members on a scale so magnificently
out of proportion to its size that it must put all
larger cities to shame. This being so, I presume
I may take it for granted that in a quarter where
so much is done for the things of which I wish to
speak, people must also think a good deal about
them. In my account of the conversation already
mentioned, I shall be able to make myself com-
\
## p. 17 (#37) ##############################################
FIRST LECTURE. 17
pletely understood only to those among my
audience who will be able to guess what I can
do no more than suggest, who will supply what
I am compelled to omit, and who, above all, need
but to be reminded and not taught.
Listen, therefore, ladies and gentlemen, while
I recount my harmless experience and the less
harmless conversation between the two gentlemen
whom, so far, I have not named.
Let us now imagine ourselves in the position of
a young student—that is to say, in a position
which, in our present age of bewildering movement
and feverish excitability, has become an almost
impossible one. It is necessary to have lived
through it in order to believe that such careless
self-lulling and comfortable indifference to the
moment, or to time in general, are possible. In
this condition I, and a friend about my own age,
spent a year at the University of Bonn on the
Rhine,—it was a year which, in its complete lack
of plans and projects for the future, seems almost
like a dream to me now—a dream framed, as it
were, by two periods of growth.
