large/11381/educationalinstitutions_1709_librivox_64kb_mp3/educationalinstitutions_06_nietzsche_64kb_11
large/11381/educationalinstitutions_1709_librivox_64kb_mp3/educationalinstitutions_06_nietzsche_64kb
English
11381
Antiquity has said nothing to him, consequently he has nothing to say about antiquity. A sudden thought strikes him: why is he a skilled philologist at all! ANTIQUITY HAS SAID NOTHING TO HIM CONSEQUENTLY HE HAS NOTHING TO SAY ABOUT ANTIQUITY A SUDDEN THOUGHT STRIKES HIM WHY IS HE A SKILLED PHILOLOGIST AT ALL
lent, with the novelty and uncertainty of methods and the constant danger of making fantastic mistakes--here, where dull regimental routine and discipline are desiderata--here the newcomer is no longer frightened by the majestic and warning voice that rises from the ruins of antiquity: here every one is welcomed with open arms, including even him who never arrived at any uncommon impression or noteworthy thought after a perusal of Sophocles and Aristophanes, with the result that they end in an etymological tangle, or are seduced into collecting the fragments of out-of-the-way dialects--and their time is spent in associating and dissociating, collecting and scattering, and running hither and thither consulting books. And such a usefully employed philologist would now fain be a teacher! He now undertakes to teach the youth of the public schools something about the ancient writers, although he himself has read them without any particular impression, much less with insight! What a dilemma! OKED UPON AS DECIDED TALENT WITH THE NOVELTY AND UNCERTAINTY OF METHODS AND THE CONSTANT DANGER OF MAKING FANTASTIC MISTAKES HERE WHERE DULL REGIMENT AND ROUTINE AND DISCIPLINE ARE DESIDERATA HERE THE NEWCOMER IS NO LONGER FRIGHTENED BY THE MAJESTIC AND WARNING VOICE THAT RISES FROM THE RUINS OF ANTIQUITY HERE EVERYONE IS WELCOME WITH OPEN ARMS INCLUDING HIM WHO NEVER ARRIVED AT ANY UNCOMMON IMPRESSION OR NOTEWORTHY THOUGHT AFTER A PERUSAL OF SOPHOCLES AND ARISTOPHANES WITH THE RESULT THAT THEY END IN AN ETYMOLOGICAL TANGLE OR ARE SEDUCED INTO COLLECTING THE FRAGMENTS OF OUT OF THE WAY DIALECTS AND THEIR TIME IS SPENT IN ASSOCIATING AND DISSOCIATING COLLECTING AND SCATTERING AND RUNNING HITHER AND THITHER CONSULTING BOOKS AND SUCH A USEFULLY EMPLOYED PHILOLOGIST WOULD NOW FAIN BE A TEACHER HE NOW UNDERTAKES TO TEACH THE YOUTH OF THE PUBLIC SCHOOL SOMETHING ABOUT THE ANCIENT WRITERS ALTHOUGH HE HIMSELF HAS READ THEM WITHOUT ANY PARTICULAR IMPRESSION MUCH LESS WITH INSIGHT WHAT A DILEMMA
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