Part 16

In all this, of course, I am speaking of the teacher properly so-called--of the teacher, that is, whose sole aim and function is teaching. The university professor whose main purpose in life is original research and whose pupils are confined to graduate students engaged in much the same work, is scarcely a professional teacher, in the customary meaning of the word. The man I have been discussing is he who spends all or the greater part of his time in actual instruction. Whether his work be done in a primary school, a secondary school or in the undergraduate department of a college or university does not matter In all that relates to it, he is essentially and almost invariably a mere perpetuator of doctrines. In some cases, naturally enough, these doctrines are truths, but in a great many other cases they are errors. An examination of the physiology, history and "English" books used in the public schools of America will convince anyone that the latter proposition is amply true.

Nietzsche's familiarity with these facts is demonstrated by numerous passages in his writings. "Never," he says, "is either real proficiency or genuine ability the result of toilsome years at school." The study of the classics, he says, can never lead to more than a superficial acquaintance with them, because the very modes of thought of the ancients, in many cases, are unintelligible to men of today. But the student who has acquired what is looked upon in our colleges as a mastery of the humanities is acutely conscious of his knowledge, and so the things that he cannot understand are ascribed by him to the dulness, ignorance or imbecility of the ancient authors. As a result he harbors a sort of sub-conscious contempt for the learning they represent and concludes that learning cannot make real men happy, but is only fit for the futile enthusiasm of "honest, poor and foolish old book-worms."

Nietzsche's own notion of an ideal curriculum is substantially that of Spencer. He holds that before anything is put forward as a thing worth teaching it should be tested by two questions: Is it a fact? and, Is the presentation of it likely to make the pupil measurably more capable of discovering other facts? In consequences, he holds the old so-called "liberal" education in abomination, and argues in favor of a system of instruction based upon the inculcation of facts of imminent value and designed to instill into the pupil orderly and logical habits of mind and a clear and accurate view of the universe. The educated man, as he understands the term, is one who is above the mass, both in his thirst for knowledge and in his capacity for differentiating between truth and its reverse. It is obvious that a man who has studied biology and physics, with their insistent dwelling upon demonstrable facts, has proceeded further in this direction than the man who has studied Greek mythology and metaphysics, with their constant trend toward unsupported and gratuitous assumption and their essential foundation upon undebatable authority.

Nietzsche points out, in his early essay upon the study of history, that humanity is much too prone to consider itself historically. That is to say, there is too much tendency to consider man as he has seemed rather than man as he has been--to dwell upon creeds and manifestoes rather than upon individual and racial motives, characters and instincts.[3] The result is that history piles up misleading and useless records and draws erroneous conclusions from them. As a science in itself, it bears but three useful aspects--the monumental, the antiquarian and the critical. Its true monuments are not the constitutions and creeds of the past--for these, as we have seen, are always artificial and unnatural--but the great men of the past--those fearless free spirits who achieved immortality by their courage and success in pitting their own instincts against the morality of the majority. Such men, he says, are the only human beings whose existence is of interest to posterity. "They live together as timeless contemporaries:" they are the landmarks along the weary road the human race has traversed. In its antiquarian aspect, history affords us proof that the world is progressing, and so gives the men of the present a definite purpose and justifiable enthusiasm. In its critical aspect, history enables us to avoid the delusions of the past, and indicates to us the broad lines of evolution. Unless we have in mind some definite program of advancement, he says, all learning is useless. History, which merely accumulates records, without "an ideal of humanistic culture" always in mind, is mere pedantry and scholasticism.

All education, says Nietzsche, may be regarded as a continuation of the process of breeding.[4] The two have the same object: that of producing beings capable of surviving in the struggle for existence. A great many critics of Nietzsche have insisted that since the struggle for existence means a purely physical contest, he is in error, for education does not visibly increase a man's chest expansion or his capacity for lifting heavy weights. But it is obvious none the less that a man who sees things as they are, and properly estimates the world about him, is far better fitted to achieve some measure of mastery over his environment than the man who is a slave to delusions. Of two men, one of whom believes that the moon is made of green cheese and that it is possible to cure smallpox by merely denying that it exists, and the other of whom harbors no such superstitions, it is plain that the latter is more apt to live long and acquire power.

A further purpose of education is that of affording individuals a means of lifting themselves out of the slave class and into the master class. That this purpose is accomplished--except accidently--by the brand of education ladled out in the colleges of today is far from true. To transform a slave into a master we must make him intelligent, self-reliant, resourceful, independent and courageous. It is evident enough, I take it, that a college directed by an ecclesiastic and manned by a faculty of asses--a very fair, and even charitable, picture of the average small college in the United States--is not apt to accomplish this transformation very often. Indeed, it is a commonplace observation that a truly intelligent youth is aided but little by the average college education, and that a truly stupid one is made, not less, but more stupid. The fact that many graduates of such institutions exhibit dionysian qualities in later life merely proves that they are strong enough to weather the blight they have suffered. Every sane man knows that, after a youth leaves college, he must devote most of his energies during three or four years, to ridding himself of the fallacies, delusions and imbecilities inflicted upon him by messieurs, his professors.

The intelligent man, in the course of his life, nearly always acquires a vast store of learning, because his mind is constantly active and receptive, but intelligence and mere learning are by no means synonymous, despite the popular notion that they are. Disregarding the element of sheer good luck--which is necessarily a small factor--it is evident that the man who, in the struggle for wealth and power, seizes a million dollars for himself, is appreciably more intelligent than the man who starves. That this achievement, which is admittedly difficult, requires more intelligence again, than the achievement of mastering the Latin language, which presents so few difficulties that it is possible to any healthy human being with sufficient leisure and patience, is also evident. In a word, the illiterate contractor, who says, "I seen" and "I done" and yet manages to build great bridges and to acquire a great fortune, is immeasurably more vigorous intellectually, and immeasurably more efficient and respectable, as a man, than the college professor who laughs at him and presumes to look down upon him. A man's mental powers are to be judged, not by his ability to accomplish things that are possible to every man foolish enough to attempt them, but by his capacity for doing things beyond the power of other men. Education, as we commonly observe it today, works toward the former, rather than toward the latter end.

[1] Nietzsche is considering, of course, the condition of affairs in Germany, where all teaching is controlled by the state. But his arguments apply to other countries as well and to teachers of other things besides philosophy.

[2] "_Schopenhauer als Erzieher_," § 8.

[3] An excellent discussion of this error will be found in Dr. Alex. Tille's introduction to William Haussmann's translation of "_Zur Genealogie der Moral_," pp. xi _et seq._; London, 1907.

[4] "_Morgenröte_," § 397.

XIII

SUNDRY IDEAS

_Death_.--It is Schopenhauer's argument in his essay "On Suicide," that the possibility of easy and painless self-destruction is the only thing that constantly and considerably ameliorates the horror of human life. Suicide is a means of escape from the world and its tortures--and therefore it is good. It is an ever-present refuge for the weak, the weary and the hopeless. It is, in Pliny's phrase, "the greatest of all blessings which Nature gives to man," and one which even God himself lacks, for "he could not compass his own death, if he willed to die." In all of this exaltation of surrender, of course, there is nothing whatever in common with the dionysian philosophy of defiance. Nietzsche's teaching is all in the other direction. He urges, not surrender, but battle; not flight, but war to the end. His curse falls upon those "preachers of death" who counsel "an abandonment of life"--whether this abandonment be partial, as in asceticism, or actual, as in suicide. And yet Zarathustra sings the song of "free death" and says that the higher man must learn "to die at the right time." Herein an inconsistency appears, but it is on the surface only. Schopenhauer regards suicide as a means of escape, Nietzsche sees in it a means of good riddance. It is time to die, says Zarathustra, when the purpose of life ceases to be attainable--when the fighter breaks his sword arm or falls into his enemy's hands. And it is time to die, too, when the purpose of life is attained--when the fighter triumphs and sees before him no more worlds to conquer. "He who hath a goal and an heir wisheth death to come at the right time for goal and heir." One who has "waxed too old for victories," one who is "yellow and wrinkled," one with a "toothless mouth"--for such an one a certain and speedy death. The earth has no room for cumberers and pensioners. For them the highest of duties is the payment of nature's debt, that there may be more room for those still able to wield a sword and bear a burden in the heat of the day. The best death is that which comes in battle "at the moment of victory;" the second best is death in battle in the hour of defeat. "Would that a storm came," sings Zarathustra, "to shake from the tree of life all those apples that are putrid and gnawed by worms. It is cowardice that maketh them stick to their branches"--cowardice which makes them afraid to die. But there is another cowardice which makes men afraid to live, and this is the cowardice of the Schopenhauerean pessimist. Nietzsche has no patience with it. To him a too early death seems as abominable as a death postponed too long. "Too early died that Jew whom the preachers of slow death revere. Would that he had remained in the desert and far away from the good and just! Perhaps he would have learned how to live and how to love the earth--and even how to laugh. He died too early. He himself would have revoked his doctrine, had he reached mine age!"[1] Therefore Nietzsche pleads for an intelligent regulation of death. One must not die too soon and one must not die too late. "Natural death," he says, "is destitute of rationality. It is really _ir_rational death, for the pitiable substance of the shell determines how long the kernel shall exist. The pining, sottish prison-warder decides the hour at which his noble prisoner is to die.... The enlightened regulation and control of death belongs to the morality of the future. At present religion makes it seem immoral, for religion presupposes that when the time for death comes, God gives the command."[2]

_The Attitude at Death._--Nietzsche rejects entirely that pious belief in signs and portents which sees a significance in death-bed confessions and "dying words." The average man, he says, dies pretty much as he has lived, and in this Dr. Osler[3] and other unusually competent and accurate observers agree with him. When the dying man exhibits unusual emotions or expresses ideas out of tune with his known creed, the explanation is to be found in the fact that, toward the time of death the mind commonly gives way and the customary processes of thought are disordered. "The way in which a man thinks of death, in the full bloom of his life and strength, is certainly a good index of his general character and habits of mind, but at the hour of death itself his attitude is of little importance or significance. The exhaustion of the last hours--especially when an old man is dying--the irregular or insufficient nourishment of the brain, the occasional spasms of severe physical pain, the horror and novelty of the whole situation, the atavistic return of early impressions and superstitions, and the feeling that death is a thing unutterably vast and important and that bridges of an awful kind are about to be crossed--all of these things make it irrational to accept a man's attitude at death as an indication of his character during life. Moreover, it is not true that a dying man is more honest than a man in full vigor. On the contrary, almost every dying man is led, by the solemnity of those at his bedside, and by their restrained or flowing torrents of tears, to conscious or unconscious conceit and make-believe. He becomes, in brief, an actor in a comedy.... No doubt the seriousness with which every dying man is treated has given many a poor devil his only moment of real triumph and enjoyment. He is, _ipso facto_, the star of the play, and so he is indemnified for a life of privation and subservience."[4]

_The Origin of Philosophy._--Nietzsche believed that introspection and self-analysis, as they were ordinarily manifested, were signs of disease, and that the higher man and superman would waste little time upon them. The first thinkers, he said, were necessarily sufferers, for it was only suffering that made a man think and only disability that gave him leisure to do so. "Under primitive conditions," he said, "the individual, fully conscious of his power, is ever intent upon transforming it into action. Sometimes this action takes the form of hunting, robbery, ambuscade, maltreatment or murder, and at other times it appears as those feebler imitations of these things which alone are countenanced by the community. But when the individual's power declines--when he feels fatigued, ill, melancholy or satiated, and in consequence, temporarily lacks the yearning to function--he is a comparatively better and less dangerous man." That is to say, he contents himself with thinking instead of doing, and so puts into thought and words "his impressions and feelings regarding his companions, his wife or his gods." Naturally enough, since his efficiency is lowered and his mood is gloomy his judgments are evil ones. He finds fault and ponders revenges. He gloats over enemies or envies his friends. "In such a state of mind he turns prophet and so adds to his store of superstitions or devises new acts of devotion or prophesies the downfall of his enemies. Whatever he thinks, his thoughts reflect his state of mind: his fear and weariness are more than normal; his tendency to action and enjoyment are less than normal. Herein we see the genesis of the poetic, thoughtful, priestly mood. Evil thoughts must rule supreme therein.... In later stages of culture, there arose a caste of poets, thinkers, priests and medicine men who all acted the same as, in earlier years, individuals used to act in their comparatively rare hours of illness and depression. These persons led sad, inactive lives and judged maliciously.... The masses, perhaps, yearned to turn them out of the community, because they were parasites, but in this enterprise there was great risk, because these men were on terms of familiarity with the gods and so possessed vast and mysterious power. Thus the most ancient philosophers were viewed. The masses hearkened unto them in proportion to the amount of dread they inspired. In such a way contemplation made its appearance in the world, with an evil heart and a troubled head. It was both weak and terrible, and both secretly abhorred and openly worshipped.... _Pudenda origo!_"[5]

_Priestcraft._--So long as man feels capable of taking care of himself he has no need of priests to intercede for him with the deity. Efficiency is proverbially identified with impiety: it is only when the devil is sick that the devil a monk would be. Therefore "the priest must be regarded as the saviour, shepherd and advocate of the sick.... It is his providence to rule over the sufferers...." In order that he may understand them and appeal to them he must be sick himself, and to attain this end there is the device of asceticism. The purpose of asceticism, as we have seen, is to make a man voluntarily destroy his own efficiency. But the priest must have a certain strength, nevertheless, for he must inspire both confidence and dread in his charges, and must be able to defend them--against whom? "Undoubtedly against the sound and strong.... He must be the natural adversary and despiser of all barbarous, impetuous, unbridled, fierce, violent, beast-of-prey healthiness and power."[6] Thus he must fashion himself into a new sort of fighter--"a new zoological terror, in which the polar bear, the nimble and cool tiger and the fox are blended into a unity as attractive as it is awe-inspiring." He appears in the midst of the strong as "the herald and mouthpiece of mysterious powers, with the determination to sow upon the soil, whenever and wherever possible, the seeds of suffering, dissension and contradiction.... Undoubtedly he brings balms and balsams with him, but he must first inflict the wound, before he may act as physician.... It is only the unpleasantness of disease that is combated by him--not the cause, not the disease itself!" He dispenses, not specifics, but narcotics. He brings surcease from sorrow, not by showing men how to attain the happiness of efficiency, but by teaching them that their sufferings have been laid upon them by a god who will one day repay them with bliss illimitable.

_God._--"A god who is omniscient and omnipotent and yet neglects to make his wishes and intentions certainly known to his creatures--certainly this is not a god of goodness. One who for thousands of years has allowed the countless scruples and doubts of men to afflict them and yet holds out terrible consequences for involuntary errors--certainly this is not a god of justice. Is he not a cruel god if he knows the truth and yet looks down upon millions miserably searching for it? Perhaps he is good, but is unable to communicate with his creatures more intelligibly. Perhaps he is wanting in intelligence--or in eloquence. So much the worse! For, in that case, he may be mistaken in what he calls the truth. He may, indeed, be a brother to the 'poor, duped devils' below him. If so, must he not suffer agonies on seeing his creatures, in their struggle for knowledge of him, submit to tortures for all eternity? Must it not strike him with grief to realize that he cannot advise them or help them, except by uncertain and ambiguous signs?... All religions bear traces of the fact that they arose during the intellectual immaturity of the human race--before it had learned the obligation to speak the truth. Not one of them makes it the duty of its god to be truthful and understandable in his communications with man."[7]

_Self-Control._--Self-control, says Nietzsche, consists merely in combating a given desire with a stronger one. Thus the yearning to commit a murder may be combated and overcome by the yearning to escape the gallows and to retain the name and dignity of a law-abiding citizen. The second yearning is as much unconscious and instinctive as the first, and in the battle between them the intellect plays but a small part. In general there are but six ways in which a given craving may be overcome. First, we may avoid opportunities for its gratification and so, by a long disuse, weaken and destroy it. Secondly, we may regulate its gratification, and by thus encompassing its flux and reflux within fixed limits, gain intervals during which it is faint. Thirdly, we may intentionally give ourselves over to it and so wear it out by excess--provided we do not act like the rider who lets a runaway horse gallop itself to death and, in so doing, breaks his own neck,--which unluckily is the rule in this method. Fourthly, by an intellectual trick, we may associate gratification with an unpleasant idea, as we have associated sexual gratification, for example, with the idea of indecency. Fifthly, we may find a substitute in some other craving that is measurably less dangerous, Sixthly, we may find safety in a general war upon all cravings, good and bad alike, after the manner of the ascetic, who, in seeking to destroy his sensuality, at the same time destroys his physical strength, his reason and, not infrequently, his life.

_The Beautiful._--Man's notion of beauty is the fruit of his delight in his own continued existence. Whatever makes this existence easy, or is associated, in any manner, with life or vigor, seems to him to be beautiful. "Man mirrors himself in things. He counts everything beautiful which reflects his likeness. The word 'beautiful' represents the conceit of his species.... Nothing is truly ugly except the degenerating man. But other things are called ugly, too, when they happen to weaken or trouble man. They remind him of impotence, deterioration and danger: in their presence he actually suffers a loss of power. Therefore he calls them ugly. Whenever man is at all depressed he has an intuition of the proximity of something 'ugly.' His sense of power, his will to power, his feeling of pride and efficiency--all sink with the ugly and rise with the beautiful. The ugly is instinctively understood to be a sign and symptom of degeneration. That which reminds one, in the remotest degree, of degeneracy seems ugly. Every indication of exhaustion, heaviness, age, or lassitude, every constraint--such as cramp or paralysis--and above all, every odor, color or counterfeit of decomposition--though it may be no more than a far-fetched symbol--calls forth the idea of ugliness. Aversion is thereby excited--man's aversion to the decline of his type."[8] The phrase "art for art's sake" voices a protest against subordinating art to morality--that is, against making it a device for preaching sermons--but as a matter of fact, all art must praise and glorify and so must lay down values. It is the function of the artist, indeed, to select, to choose, to bring into prominence. The very fact that he is able to do this makes us call him an artist. And when do we approve his choice? Only when it agrees with our fundamental instinct--only when it exhibits "the desirableness of life." "Therefore art is the great stimulus to life. We cannot conceive it as being purposeless or aimless. 'Art for art's sake' is a phrase without meaning."[9]