large/11381/educationalinstitutions_1709_librivox_64kb_mp3/educationalinstitutions_00_nietzsche_64kb_39
large/11381/educationalinstitutions_1709_librivox_64kb_mp3/educationalinstitutions_00_nietzsche_64kb
English
11381
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. IN THE FACE OF THESE TWO ANTAGONISTIC TENDENCIES WE COULD 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 PREMISSES 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 MOVEMENTS TOWARDS THE STRENGTHENING AND THE INDEPENDENCE OF EDUCATION AS THE ANTITHESIS OF THE SECOND FORCE
urning 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. ING TO DISCLOSE MY VIEWS AND TURNING FROM THE TITLE TO THE MAIN THEME I SHALL LAY A SCHEME BEFORE YOU 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 PREMISSES THAT BEAR IT MY SCHEME IS AS FOLLOWS TWO SEEMINGLY ANTAGONISTIC FORCES EQUALLY DELECHROUS 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
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