the Flat-land of Europe. I am still in search of a German with whom I could be serious after my own fashion. And how much more am I in search of one with whom I could be cheerful —The Twilight of the Idols: ah! what man to-day would be capable of understanding the kind of seriousness from which a philosopher is recovering in this work! It is our cheerfulness that people understand least.
4
Let us examine another aspect of the question: it is not only obvious that German culture is declining, but adequate reasons for this decline are not lacking. After all, nobody can spend more than he has:—this is true of individuals, it is also true of nations. If you spend your strength in acquiring power, or in politics on a large scale, or in economy, or in universal commerce, or in parliamentarism, or in military interests—if you dissipate the modicum of reason, of earnestness, of will, and of self-control that constitutes your nature in one particular fashion, you cannot dissipate it in another. Culture and the state—let no one be deceived on this point—are antagonists: A "culture-state "[2] is merely a modern idea. The one lives upon the other, the one flourishes at the expense of the other. All great periods of culture have been periods of political decline; that which is great from the standpoint of culture, was always unpolitical—even anti-political. Goethe's heart opened at the coming of Napoleon—it closed at the thought of the "Wars of Liberation." At the very moment when Germany arose as a great power in the world of politics, France won new importance as a force in the world of culture. Even at this moment a large amount of fresh intellectual earnestness and passion has emigrated to Paris; the question of pessimism, for instance, and the question of Wagner; in France almost all psychological and artistic questions are considered with incomparably more subtlety and thoroughness than they are in Germany—the Germans are even incapable of this kind of earnestness. In the history of European culture the rise of the Empire signifies, above all, a displacement of the centre of gravity. Everywhere people are already aware of this: in things that really matter—and these after all constitute culture—the Germans are no longer worth considering. I ask you, can you show me one single man of brains who could be mentioned in the same breath with other European thinkers, like your Goethe, your Hegel, your Heinrich Heine, and your Schopenhauer?—The fact that there is no longer a single German philosopher worth mentioning is an increasing wonder.
5
Everything that matters has been lost sight of by the whole of the higher educational system of Germany: the end quite as much as the means to that end. People forget that education, the process of cultivation itself, is the end—and not "the Empire"—they forget that the educator is required for this end—and not the public-school teacher and university scholar. Educators are needed who are themselves educated, superior and noble intellects, who can prove that they are thus qualified, that they are ripe and mellow products of culture at every moment of their lives, in word and in gesture;—not the learned louts who, like "superior wet-nurses," are now thrust upon the youth of the land by public schools and universities. With but rare exceptions, that which is lacking in Germany is the first prerequisite of education—that is to say, the educators; hence the decline of German culture. One of those rarest exceptions is my highly respected friend Jacob Burckhardt of Bâle: to him above all is Bâle indebted for its foremost position in human culture What the higher schools of Germany really do accomplish is this, they brutally train a vast crowd of young men, in the smallest amount of time possible, to become useful and exploitable servants of the state. "Higher education" and a vast crowd—these terms contradict each other from the start All superior education can only concern the exception: a man must be privileged in order to have a right to such a great privilege. All great and beautiful things cannot be a common possession: pulchrum est paucorum hominum.—What is it that brings about the decline of German culture? The fact that "higher education" is no longer a special privilege—the democracy of a process of cultivation that has become "general," common. Nor must it be forgotten that the privileges of the military profession by urging many too many to attend the higher schools, involve the downfall of the latter. In modern Germany nobody is at liberty to give his children a noble education: in regard to their teachers, their curricula, and their educational aims, our higher schools are one and all established upon a fundamentally doubtful mediocre basis. Everywhere, too, a hastiness which is unbecoming rules supreme; just as if something would be forfeited if the young man were not "finished" at the age of twenty-three, or did not know how to reply to the most essential question, "which calling to choose?"—The superior kind of man, if you please, does not like "callings," precisely because he knows himself to be called. He has time, he takes time, he cannot possibly think of becoming "finished,"—in the matter of higher culture, a man of thirty years is a beginner, a child. Our overcrowded public-schools, our accumulation of foolishly manufactured public-school masters, are a scandal: maybe there are very serious motives for defending this state of affairs, as was shown quite recently by the professors of Heidelberg; but there can be no reasons for doing so.
6
In order to be true to my nature, which is affirmative and which concerns itself with contradictions and criticism only indirectly and with reluctance, let me state at once what the three objects are for which we need educators. People must learn to see; they must learn to think, and they must learn to speak and to write: the object of all three of these pursuits is a noble culture. To learn to see—to accustom the eye to calmness, to patience, and to allow things to come up to it; to defer judgment, and to acquire the habit of approaching and grasping an individual case from all sides. This is the first preparatory schooling of intellectuality. One must not respond immediately to a stimulus; one must acquire a command of the obstructing and isolating instincts. To learn to see, as I understand this matter, amounts almost to that which in popular language is called "strength of will": its essential feature is precisely not to wish to see, to be able to postpone one's decision. All lack of intellectuality, all vulgarity, arises out of the inability to resist a stimulus:—one must respond or react, every impulse is indulged. In many cases such necessary action is already a sign of morbidity, of decline, and a symptom of exhaustion. Almost everything that coarse popular language characterises as vicious, is merely that physiological inability to refrain from reacting.—As an instance of what it means to have learnt to see, let me state that a man thus trained will as a learner have become generally slow, suspicious, and refractory. With hostile calm he will first allow every kind of strange and new thing to come right up to him—he will draw back his hand at its approach. To stand with all the doors of one's soul wide open, to He slavishly in the dust before every trivial fact, at all times of the day to be strained ready for the leap, in order to deposit one's self, to plunge one's self, into other souls and other things, in short, the famous "objectivity" of modern times, is bad taste, it is essentially vulgar and cheap.
7
As to learning how to think—our schools no longer have any notion of such a thing. Even at the universities, among the actual scholars in philosophy, logic as a theory, as a practical pursuit, and as a business, is beginning to die out. Turn to any German book: you will not find the remotest trace of a realisation that there is such a thing as a technique, a plan of study, a will to mastery, in the matter of thinking—that thinking insists upon being learnt, just as dancing insists upon being learnt, and that thinking insists upon being learnt as a form of dancing. What single German can still say he knows from experience that delicate shudder which light footfalls in matters intellectual cause to pervade his whole body and limbs! Stiff awkwardness in intellectual attitudes, and the clumsy fist in grasping—these things are so essentially German, that outside Germany they are absolutely confounded with the German spirit. The German has no fingers for delicate nuances. The fact that the people of Germany have actually tolerated their philosophers, more particularly that most deformed cripple of ideas that has ever existed—the great Kant, gives one no inadequate notion of their native elegance. For, truth to tell, dancing in all its forms cannot be excluded from the curriculum of all noble education: dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with the pen—that one must learn how to write?—But at this stage I should become
