Friedrich Wilhelm Nietzsche
On the Future of our Educational Institutions – Homer and Classical Philology / Complete Works, Volume Three

TRANSLATOR'S INTRODUCTION

"On the Future of our Educational Institutions" comprehends a series of five lectures delivered by Nietzsche when Professor of Classical Philology at Băle University. As they were prepared 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 themselves; 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 German 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 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 preparation 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 protecting 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 endeavoured to counteract this tendency in the "Homer and Classical Philology," his inaugural address at Băle 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 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; for we likewise do not possess the cultural institution, the real educational establishment, 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 instructionin 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 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 age. 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 —

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.

PREFACE

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 formulæ. I do not propose to furnish formulæ 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 formulæ. 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 rules. Indeed, I see a time coming when serious men, working together in the service of a completely rejuvenated and purified culture, may again become the directors of a system of everyday instruction, calculated to promote that culture; and they will probably be compelled once more to draw up sets of rules: but how remote this time now seems! And what may not happen meanwhile! It is just possible that between now and then all Gymnasia – yea, and perhaps all universities, may be destroyed, or have become so utterly transformed that their very regulations 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 throwing 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 and useful way, namely, in the meditatio generis futuri. No one among them has yet forgotten to think while reading a book; he still understands the secret of reading between the lines, and is indeed 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. Finally, the author would wish his reader to be fully alive to the specific character of our present barbarism and of that which distinguishes us, as the barbarians of the nineteenth century, from other barbarians.

Now, with this book in his hand, the writer seeks all those who may happen to be wandering, hither and thither, impelled by feelings similar to his own. Allow yourselves to be discovered – ye lonely ones in whose existence I believe! Ye unselfish ones, suffering in yourselves from the corruption of the German spirit! Ye contemplative 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 you 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?

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 misleading. 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 concerning the future of our educational institutions, I was not thinking especially of the evolution of our particular institutions in Bâle. However frequently my general observations may seem to bear particular 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 consider 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, I know full well under what distinguished auspices I have to deliver these lectures – namely, in a city which is striving to educate and enlighten its inhabitants 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 am justified in assuming 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. 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 educational 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 Bâle, I repudiate even more emphatically still the rôle 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 of 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 wish to refer neither to the establishments in Bâle 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, however, 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 surpassing 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 distortions 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 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 confidently assert that it will be victorious, however, because it has the strongest and mightiest of all 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 "selbstverständliches,"¹ excites our envy neither in regard to his faith nor in regard to that egregious word "selbstverständlich," 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,
So that the good may work, wax, thrive amain,
So that the day the noble may attain."²

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 unjustified 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 concerning our educational institutions, before proceeding 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 deleterious 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 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 promoting 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 concentrating education as the antithesis of the first of the forces above mentioned, and that other movement towards the strengthening and the independence 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.

FIRST LECTURE

(Delivered on the 16th 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 improbable – 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 qualified to foretell what is to come, and, like the haruspices of Rome, able to do so after an inspection of the entrails of the Present.

Indeed, you yourselves may expect something of this kind from me. I happened once, in strange but perfectly harmless circumstances, to overhear a conversation on this subject between two remarkable men, and the more striking points of the discussion, together with their manner of handling the theme, are so indelibly imprinted on my memory that, whenever I reflect on these matters, I invariably 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 therefore 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 conclusions 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 community 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 completely 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. We two remained quiet and peaceful, although we were surrounded by fellows who in the main were very differently disposed, and from time to time we experienced considerable difficulty in meeting and resisting the somewhat too pressing advances of the young men of our own age. Now, however, that I can look upon the stand we had to take against these opposing forces, I cannot help associating them in my mind with those checks we are wont to receive in our dreams, as, for instance, when we imagine we are able to fly and yet feel ourselves held back by some incomprehensible power.

I and my friend had many reminiscences in common, and these dated from the period of our boyhood upwards. One of these I must relate to you, since it forms a sort of prelude to the harmless experience already mentioned. On the occasion of a certain journey up the Rhine, which we had made together one summer, it happened that he and I independently conceived the very same plan at the same hour and on the same spot, and we were so struck by this unwonted coincidence that we determined to carry the plan out forthwith. We resolved to found a kind of small club which would consist of ourselves and a few friends, and the object of which would be to provide us with a stable and binding organisation directing and adding interest to our creative impulses in art and literature; or, to put it more plainly: each of us would be pledged to present an original piece of work to the club once a month, – either a poem, a treatise, an architectural design, or a musical composition, upon which each of the others, in a friendly spirit, would have to pass free and unrestrained criticism.

We thus hoped, by means of mutual correction, to be able both to stimulate and to chasten our creative impulses and, as a matter of fact, the success of the scheme was such that we have both always felt a sort of respectful attachment for the hour and the place at which it first took shape in our minds.

This attachment was very soon transformed into a rite; for we all agreed to go, whenever it was possible to do so, once a year to that lonely spot near Rolandseck, where on that summer's day, while sitting together, lost in meditation, we were suddenly inspired by the same thought. Frankly speaking, the rules which were drawn up on the formation of the club were never very strictly observed; but owing to the very fact that we had many sins of omission on our conscience during our student-year in Bonn, when we were once more on the banks of the Rhine, we firmly resolved not only to observe our rule, but also to gratify our feelings and our sense of gratitude by reverently visiting that spot near Rolandseck on the day appointed.

It was, however, with some difficulty that we were able to carry our plans into execution; for, on the very day we had selected for our excursion, the large and lively students' association, which always hindered us in our flights, did their utmost to put obstacles in our way and to hold us back. Our association had organised a general holiday excursion to Rolandseck on the very day my friend and I had fixed upon, the object of the outing being to assemble all its members for the last time at the close of the half-year and to send them home with pleasant recollections of their last hours together.

The day was a glorious one; the weather was of the kind which, in our climate at least, only falls to our lot in late summer: heaven and earth merged harmoniously with one another, and, glowing wondrously in the sunshine, autumn freshness blended with the blue expanse above. Arrayed in the bright fantastic garb in which, amid the gloomy fashions now reigning, students alone may indulge, we boarded a steamer which was gaily decorated in our honour, and hoisted our flag on its mast. From both banks of the river there came at intervals the sound of signal-guns, fired according to our orders, with the view of acquainting both our host in Rolandseck and the inhabitants in the neighbourhood with our approach. I shall not speak of the noisy journey from the landing-stage, through the excited and expectant little place, nor shall I refer to the esoteric jokes exchanged between ourselves; I also make no mention of a feast which became both wild and noisy, or of an extraordinary musical production in the execution of which, whether as soloists or as chorus, we all ultimately had to share, and which I, as musical adviser of our club, had not only had to rehearse, but was then forced to conduct. Towards the end of this piece, which grew ever wilder and which was sung to ever quicker time, I made a sign to my friend, and just as the last chord rang like a yell through the building, he and I vanished, leaving behind us a raging pandemonium.

In a moment we were in the refreshing and breathless stillness of nature. The shadows were already lengthening, the sun still shone steadily, though it had sunk a good deal in the heavens, and from the green and glittering waves of the Rhine a cool breeze was wafted over our hot faces. Our solemn rite bound us only in so far as the latest hours of the day were concerned, and we therefore determined to employ the last moments of clear daylight by giving ourselves up to one of our many hobbies.

At that time we were passionately fond of pistol-shooting, and both of us in later years found the skill we had acquired as amateurs of great use in our military career. Our club servant happened to know the somewhat distant and elevated spot which we used as a range, and had carried our pistols there in advance. The spot lay near the upper border of the wood which covered the lesser heights behind Rolandseck: it was a small uneven plateau, close to the place we had consecrated in memory of its associations. On a wooded slope alongside of our shooting-range there was a small piece of ground which had been cleared of wood, and which made an ideal halting-place; from it one could get a view of the Rhine over the tops of the trees and the brushwood, so that the beautiful, undulating lines of the Seven Mountains and above all of the Drachenfels bounded the horizon against the group of trees, while in the centre of the bow formed by the glistening Rhine itself the island of Nonnenwörth stood out as if suspended in the river's arms. This was the place which had become sacred to us through the dreams and plans we had had in common, and to which we intended to withdraw, later in the evening, – nay, to which we should be obliged to withdraw, if we wished to close the day in accordance with the law we had imposed on ourselves.

At one end of the little uneven plateau, and not very far away, there stood the mighty trunk of an oak-tree, prominently visible against a background quite bare of trees and consisting merely of low undulating hills in the distance. Working together, we had once carved a pentagram in the side of this tree-trunk. Years of exposure to rain and storm had slightly deepened the channels we had cut, and the figure seemed a welcome target for our pistol-practice. It was already late in the afternoon when we reached our improvised range, and our oak-stump cast a long and attenuated shadow across the barren heath. All was still: thanks to the lofty trees at our feet, we were unable to catch a glimpse of the valley of the Rhine below. The peacefulness of the spot seemed only to intensify the loudness of our pistol-shots – and I had scarcely fired my second barrel at the pentagram when I felt some one lay hold of my arm and noticed that my friend had also some one beside him who had interrupted his loading.

Turning sharply on my heels I found myself face to face with an astonished old gentleman, and felt what must have been a very powerful dog make a lunge at my back. My friend had been approached by a somewhat younger man than I had; but before we could give expression to our surprise the older of the two interlopers burst forth in the following threatening and heated strain: "No! no!" he called to us, "no duels must be fought here, but least of all must you young students fight one. Away with these pistols and compose yourselves. Be reconciled, shake hands! What? – and are you the salt of the earth, the intelligence of the future, the seed of our hopes – and are you not even able to emancipate yourselves from the insane code of honour and its violent regulations? I will not cast any aspersions on your hearts, but your heads certainly do you no credit. You, whose youth is watched over by the wisdom of Greece and Rome, and whose youthful spirits, at the cost of enormous pains, have been flooded with the light of the sages and heroes of antiquity, – can you not refrain from making the code of knightly honour – that is to say, the code of folly and brutality – the guiding principle of your conduct? – Examine it rationally once and for all, and reduce it to plain terms; lay its pitiable narrowness bare, and let it be the touchstone, not of your hearts but of your minds. If you do not regret it then, it will merely show that your head is not fitted for work in a sphere where great gifts of discrimination are needful in order to burst the bonds of prejudice, and where a well-balanced understanding is necessary for the purpose of distinguishing right from wrong, even when the difference between them lies deeply hidden and is not, as in this case, so ridiculously obvious. In that case, therefore, my lads, try to go through life in some other honourable manner; join the army or learn a handicraft that pays its way."

To this rough, though admittedly just, flood of eloquence, we replied with some irritation, interrupting each other continually in so doing: "In the first place, you are mistaken concerning the main point; for we are not here to fight a duel at all; but rather to practise pistol-shooting. Secondly, you do not appear to know how a real duel is conducted; – do you suppose that we should have faced each other in this lonely spot, like two highwaymen, without seconds or doctors, etc. etc.? Thirdly, with regard to the question of duelling, we each have our own opinions, and do not require to be waylaid and surprised by the sort of instruction you may feel disposed to give us."

This reply, which was certainly not polite, made a bad impression upon the old man. At first, when he heard that we were not about to fight a duel, he surveyed us more kindly: but when we reached the last passage of our speech, he seemed so vexed that he growled. When, however, we began to speak of our point of view, he quickly caught hold of his companion, turned sharply round, and cried to us in bitter tones: "People should not have points of view, but thoughts!" And then his companion added: "Be respectful when a man such as this even makes mistakes!"

Meanwhile, my friend, who had reloaded, fired a shot at the pentagram, after having cried: "Look out!" This sudden report behind his back made the old man savage; once more he turned round and looked sourly at my friend, after which he said to his companion in a feeble voice: "What shall we do? These young men will be the death of me with their firing." – "You should know," said the younger man, turning to us, "that your noisy pastimes amount, as it happens on this occasion, to an attempt upon the life of philosophy. You observe this venerable man, – he is in a position to beg you to desist from firing here. And when such a man begs – " "Well, his request is generally granted," the old man interjected, surveying us sternly.

As a matter of fact, we did not know what to make of the whole matter; we could not understand what our noisy pastimes could have in common with philosophy; nor could we see why, out of regard for polite scruples, we should abandon our shooting-range, and at this moment we may have appeared somewhat undecided and perturbed. The companion noticing our momentary discomfiture, proceeded to explain the matter to us.

"We are compelled," he said, "to linger in this immediate neighbourhood for an hour or so; we have a rendezvous here. An eminent friend of this eminent man is to meet us here this evening; and we had actually selected this peaceful spot, with its few benches in the midst of the wood, for the meeting. It would really be most unpleasant if, owing to your continual pistol-practice, we were to be subjected to an unending series of shocks; surely your own feelings will tell you that it is impossible for you to continue your firing when you hear that he who has selected this quiet and isolated place for a meeting with a friend is one of our most eminent philosophers."

This explanation only succeeded in perturbing us the more; for we saw a danger threatening us which was even greater than the loss of our shooting-range, and we asked eagerly, "Where is this quiet spot? Surely not to the left here, in the wood?"

"That is the very place."

"But this evening that place belongs to us," my friend interposed. "We must have it," we cried together.

Our long-projected celebration seemed at that moment more important than all the philosophies of the world, and we gave such vehement and animated utterance to our sentiments that in view of the incomprehensible nature of our claims we must have cut a somewhat ridiculous figure. At any rate, our philosophical interlopers regarded us with expressions of amused inquiry, as if they expected us to proffer some sort of apology. But we were silent, for we wished above all to keep our secret.

Thus we stood facing one another in silence, while the sunset dyed the tree-tops a ruddy gold. The philosopher contemplated the sun, his companion contemplated him, and we turned our eyes towards our nook in the woods which to-day we seemed in such great danger of losing. A feeling of sullen anger took possession of us. What is philosophy, we asked ourselves, if it prevents a man from being by himself or from enjoying the select company of a friend, – in sooth, if it prevents him from becoming a philosopher? For we regarded the celebration of our rite as a thoroughly philosophical performance. In celebrating it we wished to form plans and resolutions for the future, by means of quiet reflections we hoped to light upon an idea which would once again help us to form and gratify our spirit in the future, just as that former idea had done during our boyhood. The solemn act derived its very significance from this resolution, that nothing definite was to be done, we were only to be alone, and to sit still and meditate, as we had done five years before when we had each been inspired with the same thought. It was to be a silent solemnisation, all reminiscence and all future; the present was to be as a hyphen between the two. And fate, now unfriendly, had just stepped into our magic circle – and we knew not how to dismiss her; – the very unusual character of the circumstances filled us with mysterious excitement.

Whilst we stood thus in silence for some time, divided into two hostile groups, the clouds above waxed ever redder and the evening seemed to grow more peaceful and mild; we could almost fancy we heard the regular breathing of nature as she put the final touches to her work of art – the glorious day we had just enjoyed; when, suddenly, the calm evening air was rent by a confused and boisterous cry of joy which seemed to come from the Rhine. A number of voices could be heard in the distance – they were those of our fellow-students who by that time must have taken to the Rhine in small boats. It occurred to us that we should be missed and that we should also miss something: almost simultaneously my friend and I raised our pistols: our shots were echoed back to us, and with their echo there came from the valley the sound of a well-known cry intended as a signal of identification. For our passion for shooting had brought us both repute and ill-repute in our club. At the same time we were conscious that our behaviour towards the silent philosophical couple had been exceptionally ungentlemanly; they had been quietly contemplating us for some time, and when we fired the shock made them draw close up to each other. We hurried up to them, and each in our turn cried out: "Forgive us. That was our last shot, and it was intended for our friends on the Rhine. They have understood us, do you hear? If you insist upon having that place among the trees, grant us at least the permission to recline there also. You will find a number of benches on the spot: we shall not disturb you; we shall sit quite still and shall not utter a word: but it is now past seven o'clock and we must go there at once.

"That sounds more mysterious than it is," I added after a pause; "we have made a solemn vow to spend this coming hour on that ground, and there were reasons for the vow. The spot is sacred to us, owing to some pleasant associations, it must also inaugurate a good future for us. We shall therefore endeavour to leave you with no disagreeable recollections of our meeting – even though we have done much to perturb and frighten you."

The philosopher was silent; his companion, however, said: "Our promises and plans unfortunately compel us not only to remain, but also to spend the same hour on the spot you have selected. It is left for us to decide whether fate or perhaps a spirit has been responsible for this extraordinary coincidence."

"Besides, my friend," said the philosopher, "I am not half so displeased with these warlike youngsters as I was. Did you observe how quiet they were a moment ago, when we were contemplating the sun? They neither spoke nor smoked, they stood stone still, I even believe they meditated."

Turning suddenly in our direction, he said: "Were you meditating? Just tell me about it as we proceed in the direction of our common trysting-place." We took a few steps together and went down the slope into the warm balmy air of the woods where it was already much darker. On the way my friend openly revealed his thoughts to the philosopher, he confessed how much he had feared that perhaps to-day for the first time a philosopher was about to stand in the way of his philosophising.

The sage laughed. "What? You were afraid a philosopher would prevent your philosophising? This might easily happen: and you have not yet experienced such a thing? Has your university life been free from experience? You surely attend lectures on philosophy?"

This question discomfited us; for, as a matter of fact, there had been no element of philosophy in our education up to that time. In those days, moreover, we fondly imagined that everybody who held the post and possessed the dignity of a philosopher must perforce be one: we were inexperienced and badly informed. We frankly admitted that we had not yet belonged to any philosophical college, but that we would certainly make up for lost time.

"Then what," he asked, "did you mean when you spoke of philosophising?" Said I, "We are at a loss for a definition. But to all intents and purposes we meant this, that we wished to make earnest endeavours to consider the best possible means of becoming men of culture." "That is a good deal and at the same time very little," growled the philosopher; "just you think the matter over. Here are our benches, let us discuss the question exhaustively: I shall not disturb your meditations with regard to how you are to become men of culture. I wish you success and – points of view, as in your duelling questions; brand-new, original, and enlightened points of view. The philosopher does not wish to prevent your philosophising: but refrain at least from disconcerting him with your pistol-shots. Try to imitate the Pythagoreans to-day: they, as servants of a true philosophy, had to remain silent for five years – possibly you may also be able to remain silent for five times fifteen minutes, as servants of your own future culture, about which you seem so concerned."

We had reached our destination: the solemnisation of our rite began. As on the previous occasion, five years ago, the Rhine was once more flowing beneath a light mist, the sky seemed bright and the woods exhaled the same fragrance. We took our places on the farthest corner of the most distant bench; sitting there we were almost concealed, and neither the philosopher nor his companion could see our faces. We were alone: when the sound of the philosopher's voice reached us, it had become so blended with the rustling leaves and with the buzzing murmur of the myriads of living things inhabiting the wooded height, that it almost seemed like the music of nature; as a sound it resembled nothing more than a distant monotonous plaint. We were indeed undisturbed.

Some time elapsed in this way, and while the glow of sunset grew steadily paler the recollection of our youthful undertaking in the cause of culture waxed ever more vivid. It seemed to us as if we owed the greatest debt of gratitude to that little society we had founded; for it had done more than merely supplement our public school training; it had actually been the only fruitful society we had had, and within its frame we even placed our public school life, as a purely isolated factor helping us in our general efforts to attain to culture.

We knew this, that, thanks to our little society, no thought of embracing any particular career had ever entered our minds in those days. The all too frequent exploitation of youth by the State, for its own purposes – that is to say, so that it may rear useful officials as quickly as possible and guarantee their unconditional obedience to it by means of excessively severe examinations – had remained quite foreign to our education. And to show how little we had been actuated by thoughts of utility or by the prospect of speedy advancement and rapid success, on that day we were struck by the comforting consideration that, even then, we had not yet decided what we should be – we had not even troubled ourselves at all on this head. Our little society had sown the seeds of this happy indifference in our souls and for it alone we were prepared to celebrate the anniversary of its foundation with hearty gratitude. I have already pointed out, I think, that in the eyes of the present age, which is so intolerant of anything that is not useful, such purposeless enjoyment of the moment, such a lulling of one's self in the cradle of the present, must seem almost incredible and at all events blameworthy. How useless we were! And how proud we were of being useless! We used even to quarrel with each other as to which of us should have the glory of being the more useless. We wished to attach no importance to anything, to have strong views about nothing, to aim at nothing; we wanted to take no thought for the morrow, and desired no more than to recline comfortably like good-for-nothings on the threshold of the present; and we did – bless us!

– That, ladies and gentlemen, was our standpoint then! —

Absorbed in these reflections, I was just about to give an answer to the question of the future of our Educational Institutions in the same self-sufficient way, when it gradually dawned upon me that the "natural music," coming from the philosopher's bench had lost its original character and travelled to us in much more piercing and distinct tones than before. Suddenly I became aware that I was listening, that I was eavesdropping, and was passionately interested, with both ears keenly alive to every sound. I nudged my friend who was evidently somewhat tired, and I whispered: "Don't fall asleep! There is something for us to learn over there. It applies to us, even though it be not meant for us."

For instance, I heard the younger of the two men defending himself with great animation while the philosopher rebuked him with ever increasing vehemence. "You are unchanged," he cried to him, "unfortunately unchanged. It is quite incomprehensible to me how you can still be the same as you were seven years ago, when I saw you for the last time and left you with so much misgiving. I fear I must once again divest you, however reluctantly, of the skin of modern culture which you have donned meanwhile; – and what do I find beneath it? The same immutable 'intelligible' character forsooth, according to Kant; but unfortunately the same unchanged 'intellectual' character, too – which may also be a necessity, though not a comforting one. I ask myself to what purpose have I lived as a philosopher, if, possessed as you are of no mean intelligence and a genuine thirst for knowledge, all the years you have spent in my company have left no deeper impression upon you. At present you are behaving as if you had not even heard the cardinal principle of all culture, which I went to such pains to inculcate upon you during our former intimacy. Tell me, – what was that principle?"

"I remember," replied the scolded pupil, "you used to say no one would strive to attain to culture if he knew how incredibly small the number of really cultured people actually is, and can ever be. And even this number of really cultured people would not be possible if a prodigious multitude, from reasons opposed to their nature and only led on by an alluring delusion, did not devote themselves to education. It were therefore a mistake publicly to reveal the ridiculous disproportion between the number of really cultured people and the enormous magnitude of the educational apparatus. Here lies the whole secret of culture – namely, that an innumerable host of men struggle to achieve it and work hard to that end, ostensibly in their own interests, whereas at bottom it is only in order that it may be possible for the few to attain to it."

"That is the principle," said the philosopher, – "and yet you could so far forget yourself as to believe that you are one of the few? This thought has occurred to you – I can see. That, however, is the result of the worthless character of modern education. The rights of genius are being democratised in order that people may be relieved of the labour of acquiring culture, and their need of it. Every one wants if possible to recline in the shade of the tree planted by genius, and to escape the dreadful necessity of working for him, so that his procreation may be made possible. What? Are you too proud to be a teacher? Do you despise the thronging multitude of learners? Do you speak contemptuously of the teacher's calling? And, aping my mode of life, would you fain live in solitary seclusion, hostilely isolated from that multitude? Do you suppose that you can reach at one bound what I ultimately had to win for myself only after long and determined struggles, in order even to be able to live like a philosopher? And do you not fear that solitude will wreak its vengeance upon you? Just try living the life of a hermit of culture. One must be blessed with overflowing wealth in order to live for the good of all on one's own resources! Extraordinary youngsters! They felt it incumbent upon them to imitate what is precisely most difficult and most high, – what is possible only to the master, when they, above all, should know how difficult and dangerous this is, and how many excellent gifts may be ruined by attempting it!"

"I will conceal nothing from you, sir," the companion replied. "I have heard too much from your lips at odd times and have been too long in your company to be able to surrender myself entirely to our present system of education and instruction. I am too painfully conscious of the disastrous errors and abuses to which you used to call my attention – though I very well know that I am not strong enough to hope for any success were I to struggle ever so valiantly against them. I was overcome by a feeling of general discouragement; my recourse to solitude was the result neither of pride nor arrogance. I would fain describe to you what I take to be the nature of the educational questions now attracting such enormous and pressing attention. It seemed to me that I must recognise two main directions in the forces at work – two seemingly antagonistic tendencies, equally deleterious in their action, and ultimately combining to produce their results: a striving to achieve the greatest possible expansion of education on the one hand, and a tendency to minimise and weaken it on the other. The first-named would, for various reasons, spread learning among the greatest number of people; the second would compel education to renounce its highest, noblest and sublimest claims in order to subordinate itself to some other department of life – such as the service of the State.

"I believe I have already hinted at the quarter in which the cry for the greatest possible expansion of education is most loudly raised. This expansion belongs to the most beloved of the dogmas of modern political economy. As much knowledge and education as possible; therefore the greatest possible supply and demand – hence as much happiness as possible: – that is the formula. In this case utility is made the object and goal of education, – utility in the sense of gain – the greatest possible pecuniary gain. In the quarter now under consideration culture would be defined as that point of vantage which enables one to 'keep in the van of one's age,' from which one can see all the easiest and best roads to wealth, and with which one controls all the means of communication between men and nations. The purpose of education, according to this scheme, would be to rear the most 'current' men possible, – 'current' being used here in the sense in which it is applied to the coins of the realm. The greater the number of such men, the happier a nation will be; and this precisely is the purpose of our modern educational institutions: to help every one, as far as his nature will allow, to become 'current'; to develop him so that his particular degree of knowledge and science may yield him the greatest possible amount of happiness and pecuniary gain. Every one must be able to form some sort of estimate of himself; he must know how much he may reasonably expect from life. The 'bond between intelligence and property' which this point of view postulates has almost the force of a moral principle. In this quarter all culture is loathed which isolates, which sets goals beyond gold and gain, and which requires time: it is customary to dispose of such eccentric tendencies in education as systems of 'Higher Egotism,' or of 'Immoral Culture – Epicureanism.' According to the morality reigning here, the demands are quite different; what is required above all is 'rapid education,' so that a money-earning creature may be produced with all speed; there is even a desire to make this education so thorough that a creature may be reared that will be able to earn a great deal of money. Men are allowed only the precise amount of culture which is compatible with the interests of gain; but that amount, at least, is expected from them. In short: mankind has a necessary right to happiness on earth – that is why culture is necessary – but on that account alone!"

"I must just say something here," said the philosopher. "In the case of the view you have described so clearly, there arises the great and awful danger that at some time or other the great masses may overleap the middle classes and spring headlong into this earthly bliss. That is what is now called 'the social question.' It might seem to these masses that education for the greatest number of men was only a means to the earthly bliss of the few: the 'greatest possible expansion of education' so enfeebles education that it can no longer confer privileges or inspire respect. The most general form of culture is simply barbarism. But I do not wish to interrupt your discussion."

The companion continued: "There are yet other reasons, besides this beloved economical dogma, for the expansion of education that is being striven after so valiantly everywhere. In some countries the fear of religious oppression is so general, and the dread of its results so marked, that people in all classes of society long for culture and eagerly absorb those elements of it which are supposed to scatter the religious instincts. Elsewhere the State, in its turn, strives here and there for its own preservation, after the greatest possible expansion of education, because it always feels strong enough to bring the most determined emancipation, resulting from culture, under its yoke, and readily approves of everything which tends to extend culture, provided that it be of service to its officials or soldiers, but in the main to itself, in its competition with other nations. In this case, the foundations of a State must be sufficiently broad and firm to constitute a fitting counterpart to the complicated arches of culture which it supports, just as in the first case the traces of some former religious tyranny must still be felt for a people to be driven to such desperate remedies. Thus, wherever I hear the masses raise the cry for an expansion of education, I am wont to ask myself whether it is stimulated by a greedy lust of gain and property, by the memory of a former religious persecution, or by the prudent egotism of the State itself.

"On the other hand, it seemed to me that there was yet another tendency, not so clamorous, perhaps, but quite as forcible, which, hailing from various quarters, was animated by a different desire, – the desire to minimise and weaken education.

"In all cultivated circles people are in the habit of whispering to one another words something after this style: that it is a general fact that, owing to the present frantic exploitation of the scholar in the service of his science, his education becomes every day more accidental and more uncertain. For the study of science has been extended to such interminable lengths that he who, though not exceptionally gifted, yet possesses fair abilities, will need to devote himself exclusively to one branch and ignore all others if he ever wish to achieve anything in his work. Should he then elevate himself above the herd by means of his speciality, he still remains one of them in regard to all else, – that is to say, in regard to all the most important things in life. Thus, a specialist in science gets to resemble nothing so much as a factory workman who spends his whole life in turning one particular screw or handle on a certain instrument or machine, at which occupation he acquires the most consummate skill. In Germany, where we know how to drape such painful facts with the glorious garments of fancy, this narrow specialisation on the part of our learned men is even admired, and their ever greater deviation from the path of true culture is regarded as a moral phenomenon. 'Fidelity in small things,' 'dogged faithfulness,' become expressions of highest eulogy, and the lack of culture outside the speciality is flaunted abroad as a sign of noble sufficiency.

"For centuries it has been an understood thing that one alluded to scholars alone when one spoke of cultured men; but experience tells us that it would be difficult to find any necessary relation between the two classes to-day. For at present the exploitation of a man for the purpose of science is accepted everywhere without the slightest scruple. Who still ventures to ask, What may be the value of a science which consumes its minions in this vampire fashion? The division of labour in science is practically struggling towards the same goal which religions in certain parts of the world are consciously striving after, – that is to say, towards the decrease and even the destruction of learning. That, however, which, in the case of certain religions, is a perfectly justifiable aim, both in regard to their origin and their history, can only amount to self-immolation when transferred to the realm of science. In all matters of a general and serious nature, and above all, in regard to the highest philosophical problems, we have now already reached a point at which the scientific man, as such, is no longer allowed to speak. On the other hand, that adhesive and tenacious stratum which has now filled up the interstices between the sciences – Journalism – believes it has a mission to fulfil here, and this it does, according to its own particular lights – that is to say, as its name implies, after the fashion of a day-labourer.

"It is precisely in journalism that the two tendencies combine and become one. The expansion and the diminution of education here join hands. The newspaper actually steps into the place of culture, and he who, even as a scholar, wishes to voice any claim for education, must avail himself of this viscous stratum of communication which cements the seams between all forms of life, all classes, all arts, and all sciences, and which is as firm and reliable as news paper is, as a rule. In the newspaper the peculiar educational aims of the present culminate, just as the journalist, the servant of the moment, has stepped into the place of the genius, of the leader for all time, of the deliverer from the tyranny of the moment. Now, tell me, distinguished master, what hopes could I still have in a struggle against the general topsy-turvification of all genuine aims for education; with what courage can I, a single teacher, step forward, when I know that the moment any seeds of real culture are sown, they will be mercilessly crushed by the roller of this pseudo-culture? Imagine how useless the most energetic work on the part of the individual teacher must be, who would fain lead a pupil back into the distant and evasive Hellenic world and to the real home of culture, when in less than an hour, that same pupil will have recourse to a newspaper, the latest novel, or one of those learned books, the very style of which already bears the revolting impress of modern barbaric culture – "

"Now, silence a minute!" interjected the philosopher in a strong and sympathetic voice. "I understand you now, and ought never to have spoken so crossly to you. You are altogether right, save in your despair. I shall now proceed to say a few words of consolation."

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1

Selbstverständlich = "granted or self-understood."

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2

The Poems of Goethe. Edgar Alfred Bowring's Translation. (Ed. 1853.)

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