Nietzsche: On the Future of Our Educational Institutions

"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." [me: channeling Pope's dictum: Men should be taught as if you taught them not,  
And things unknown propos'd as things forgot.]

"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 year 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."

"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'..."

"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."

"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 specialty, 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."

"`Fidelity in small things,' `dogged faithfulness,' become expressions of highest eulogy..."

"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."

"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—"

""I have heard too much from your lips at various times," the straightforward pupil said, "and have been too long in your company, to surrender myself blindly to our present systems of education and instruction."

""Let any one examine the pedagogic literature of the present; he who is not shocked at its utter poverty of spirit and its ridiculously awkward antics is beyond being spoiled. Here our philosophy must not begin with wonder but with dread; he who feels no dread at this point must be asked not to meddle with pedagogic questions. The reverse, of course, has been the rule up to the present; those who were terrified ran away filled with embarrassment as you did, my poor friend, while the sober and fearless ones spread their heavy hands over the most delicate technique that has ever existed in art—over the technique of education."

"It was precisely the public schools which drove me into despair and solitude, simply because I feel that if the struggle here leads to victory all other educational institutions must give in; but that, if the reformer be forced to abandon his cause here, he may as well give up all hope in regard to every other scholastic question." [me: how do you attack stolid and slippery shape-shifting principles.]

"What would be the duty of a higher educational institution, in this respect, if not this—namely, with authority and dignified severity to put youths, neglected, as far as their own language is concerned, on the right path, and to cry to them: `Take your own language seriously! He who does not regard this matter as a sacred duty does not possess even the germ of a higher culture. From your attitude in this matter, from your treatment of your mother-tongue, we can judge how highly or how lowly you esteem art, and to what extent you are related to it."

"The same teacher would also have to take our classical authors and show, line for line, how carefully and with what precision every expression has to be chosen when a writer has the correct feeling in his heart and has before his eyes a perfect conception of all he is writing."