with less disregard of himself, and had preserved himself longer,—indeed, one readily admits an advantage therefrom, but one esteems the other advantage, namely, that a _sacrifice_ has been made, and that the disposition of the sacrificial animal has once more been _obviously_ endorsed—as higher and more enduring. It is accordingly, on the one part, the instrumental character in the virtues which is praised when the virtues are praised, and on the other part, the blind, ruling impulse in every virtue, which refuses to let itself be kept within bounds by the general advantage to the individual; in short, what is praised is the unreason in the virtues, in consequence of which the individual allows himself to be transformed into a function of the whole. The praise of the virtues is the praise of something which is privately injurious to the individual; it is praise of impulses which deprive man of his noblest self-love, and the power to take the best care of himself. To be sure, for the teaching and embodying of virtuous habits a series of effects of virtue are displayed, which make it appear that virtue and private advantage are closely related,—and there is in fact such a relationship! Blindly furious diligence, for example, the typical virtue of an instrument, is represented as the way to riches and honour, and as the most beneficial antidote to tedium and passion: but people are silent concerning its danger, its greatest dangerousness. Education proceeds in this manner throughout: it endeavours, by a series of enticements and advantages, to determine the individual to a certain mode of thinking and acting, which, when it has become habit, impulse and passion, rules in him and over him, _in opposition to his ultimate advantage_, but "for the general good." How often do I see that blindly furious diligence does indeed create riches and honours, but at the same time deprives the organs of the refinement by virtue of which alone an enjoyment of riches and honours is possible; so that really the main expedient for combating tedium and passion, simultaneously blunts the senses and makes the spirit refractory towards new stimuli! (The busiest of all ages—our age—does not know how to make anything out of its great diligence and wealth, except always more and more wealth, and more and more diligence; there is even more genius needed for laying out wealth than for acquiring it!—Well, we shall have our "grandchildren"!) If the education succeeds, every virtue of the individual is a public utility, and a private disadvantage in respect to the highest private end,—probably some psycho-æsthetic stunting, or even premature dissolution. One should consider successively from the same standpoint the virtues of obedience, chastity, piety, and justice. The praise of the unselfish, self-sacrificing, virtuous person—he, consequently, who does not expend his whole energy and reason for _his own_ conservation,