The Twilight of the Idols; or, How to Philosophize with the Hammer. The Antichrist. Friedrich Wilhelm Nietzsche
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.
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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 utterly enigmatical to German readers.
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