large/11381/educationalinstitutions_1709_librivox_64kb_mp3/educationalinstitutions_00_nietzsche_64kb_36
large/11381/educationalinstitutions_1709_librivox_64kb_mp3/educationalinstitutions_00_nietzsche_64kb
English
11381
While pursuing our discussion, however, we shall for once avoid all comparisons and valuations, and guard more especially against that flattering illusion that our conditions should be regarded as the standard for all others and as surpassing them. WHILE PURSUING OUR DISCUSSION HOWEVER WE SHALL FOR ONCE AVOID ALL COMPARISONS AND VALUATIONS AND GUARD MORE ESPECIALLY AGAINST THE FLATTERING ALLUSION THAT OUR CONDITIONS SHOULD BE REGARDED AS THE STANDARD FOR ALL OTHERS IN SURPASSING THEM
shall need but to be reminded and not to be taught. Thus, while I disclaim all desire of being taken for an uninvited adviser on questions relating to the schools and the University of Bâle, I repudiate even more emphatically still the rôle of a prophet standing on the horizon of civilisation and pretending to predict the future of education and of scholastic organisation. I can no more project my vision through such vast periods of time than I can rely upon its accuracy when it is brought too close to an object under examination. With my title: _Our_ Educational Institutions, I wish to refer neither to the establishments in Bâle nor to the incalculably vast number of other scholastic institutions which exist throughout the nations of the world to-day; but I wish to refer to _German institutions_ of the kind which we rejoice in here. It is their future that will now engage our attention, _i.e._ the future of German elementary, secondary, and public schools (Gymnasien) and universities. O OMIT IN BRIEF THAT THEY SHALL NEED BUT TO BE REMINDED NOT TO BE TAUGHT THUS WHILE I DISCLAIM ALL DESIRE OF BEING TAKEN FOR AN UNINVITED ADVISER ON QUESTIONS RELATING TO THE SCHOOLS AND THE UNIVERSITY A BALE I REPUDIATE EVEN MORE EMPHATICALLY STILL THE ROLE OF A PROPHET STANDING ON THE HORIZON OF CIVILIZATION AND PRETENDING TO PREDICT THE FUTURE OF EDUCATION AND OF SCHOLASTIC ORGANIZATION I CAN NO MORE PROJECT MY VISION THROUGH SUCH VAST PERIODS OF TIME THAN I CAN RELY UPON ITS ACCURACY WHEN IT IS BROUGHT TOO CLOSE TO AN OBJECT UNDER EXAMINATION WITH MY TITLE OUR EDUCATIONAL INSTITUTIONS I WISH TO REFER NEITHER TO THE ESTABLISHMENTS IN BALE NOR TO THE INCALCULABLY VAST NUMBER OF OTHER SCHOLASTIC INSTITUTIONS WHICH EXIST THROUGHOUT THE NATIONS OF THE WORLD TO DAY BUT I WISH TO REFER TO GERMAN INSTITUTIONS OF THE KIND WHICH WE REJOICE IN HERE IT IS THEIR FUTURE THAT WILL NOW ENGAGE OUR ATTENTION I E THE FUTURE OF GERMAN ELEMENTARY SECONDARY AND PUBLIC SCHOOLS GYMNASIUMS AND UNIVERSITIES
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