On the Future of our Educational Institutions — John Shaqi
On the Future of our Educational InstitutionsNietzsche, Friedrich Wilhelm
PhilosophyPhilosophy
On the Future of our Educational Institutions
Nietzsche, Friedrich Wilhelm
Education -- Philosophy; Educational change -- Germany; Nietzsche, Friedrich Wilhelm, 1844-1900 -- Views on education
The philosopher was surprised, and stood still. "You astonish me, you
will-o'-the-wisps," he said; "this is no quagmire we are on now. Of
what use is this ground to you? What does the proximity of a
philosopher mean to you? For around him the air is sharp and clear,
the ground dry and hard. You must find out a more fantastic region for
your zig-zagging inclinations."
"I think," interrupted the philosopher's companion at this point, "the
gentlemen have already told us that they promised to meet some one
here at this hour; but it seems to me that they listened to our comedy
of education like a chorus, and truly 'idealistic spectators'--for
they did not disturb us; we thought we were alone with each other."
"Yes, that is true," said the philosopher, "that praise must not be
withheld from them, but it seems to me that they deserve still higher
praise----"
Here I seized the philosopher's hand and said: "That man must be as
obtuse as a reptile, with his stomach on the ground and his head
buried in mud, who can listen to such a discourse as yours without
becoming earnest and thoughtful, or even excited and indignant.
Self-accusation and annoyance might perhaps cause a few to get angry;
but our impression was quite different: the only thing I do not know
is how exactly to describe it. This hour was so well-timed for us, and
our minds were so well prepared, that we sat there like empty vessels,
and now it seems as if we were filled to overflowing with this new
wisdom: for I no longer know how to help myself, and if some one asked
me what I am thinking of doing to-morrow, or what I have made up my
mind to do with myself from now on, I should not know what to answer.
For it is easy to see that we have up to the present been living and
educating ourselves in the wrong way--but what can we do to cross over
the chasm between to-day and to-morrow?"
"Yes," acknowledged my friend, "I have a similar feeling, and I ask
the same question: but besides that I feel as if I were frightened
away from German culture by entertaining such high and ideal views of
its task; yea, as if I were unworthy to co-operate with it in carrying
out its aims. I only see a resplendent file of the highest natures
moving towards this goal; I can imagine over what abysses and through
what temptations this procession travels. Who would dare to be so bold
as to join in it?"
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