Page 42 of 70

262.

Homer.—The greatest fact in Greek culture remains this, that Homer became so early Pan-Hellenic.[Pg 244] All mental and human freedom to which the Greeks attained is traceable to this fact. At the same time it has actually been fatal to Greek culture, for Homer levelled, inasmuch as he centralised, and dissolved the more serious instincts of independence. From time to time there arose from the depths of Hellenism an opposition to Homer: but he always remained victorious. All great mental powers have an oppressing effect as well as a liberating one; but it certainly makes a difference whether it is Homer or the Bible or Science that tyrannises over mankind.

263.

Talents.—In such a highly developed humanity as the present, each individual naturally has access to many talents. Each has an inborn talent, but only in a few is that degree of toughness, endurance, and energy born and trained that he really becomes a talent, becomes what he is, that is, that he discharges it in works and actions.

264.

The Witty Person Either Overvalued Or Undervalued.—Unscientific but talented people value every mark of intelligence, whether it be on a true or a false track; above all, they want the person with whom they have intercourse to entertain them with his wit, to spur them on, to inflame them, to carry them away in seriousness and play, and in any case to be a[Pg 245] powerful amulet to protect them against boredom. Scientific natures, on the other hand, know that the gift of possessing all manner of notions should be strictly controlled by the scientific spirit: it is not that which shines, deludes and excites, but the often insignificant truth that is the fruit which he knows how to shake down from the tree of knowledge. Like Aristotle, he is not permitted to make any distinction between the "bores" and the "wits," his dmon leads him through the desert as well as through tropical vegetation, in order that he may only take pleasure in the really actual, tangible, true. In insignificant scholars this produces a general disdain and suspicion of cleverness, and, on the other hand, clever people frequently have an aversion to science, as have, for instance, almost all artists.

265.

Sense in School.—School has no task more important than to teach strict thought, cautious judgment, and logical conclusions, hence it must pay no attention to what hinders these operations, such as religion, for instance. It can count on the fact that human vagueness, custom, and need will later on unstring the bow of all-too-severe thought. But so long as its influence lasts it should enforce that which is the essential and distinguishing point in man: "Sense and Science, the very highest power of man"—as Goethe judges. The great natural philosopher, Von Baer, thinks that the superiority of all Europeans, when compared to[Pg 246] Asiatics, lies in the trained capability of giving reasons for that which they believe, of which the latter are utterly incapable. Europe went to the school of logical and critical thought, Asia still fails to know how to distinguish between truth and fiction, and is not Conscious whether its convictions spring from individual observation and systematic thought or from imagination. Sense in the school has made Europe what it is; in the Middle Ages it was on the road to become once more a part and dependent of Asia,—forfeiting, therefore, the scientific mind which it owed to the Greeks.

266.

The Undervalued Effect of Public School Teaching.—The value of a public school is seldom sought in those things which are really learnt there and are carried away never to be lost, but in those things which are learnt and which the pupil only acquires against his will, in order to get rid of them again as soon as possible. Every educated person acknowledges that the reading of the classics, as now practised, is monstrous proceeding carried on before you people are ripe enough for it by teachers who with every word, often by their appearance alone, throw a mildew on a good author. But therein lies the value, generally unrecognised, of these teachers who speak the abstract language of the higher culture, which, though dry and difficult to understand, is yet a sort of higher gymnastics of the brain; and there is value in the constant recurrence[Pg 247] in their language of ideas, artistic expressions, methods and allusions which the young people hardly ever hear in the conversations of their relatives and in the street. Even if the pupils only hear, their intellect is involuntarily trained to a scientific mode of regarding things. It is not possible to emerge from this discipline entirely untouched by its abstract character, and to remain a simple child of nature.

267.

LEARNING MANY LANGUAGES.—The learning of many languages fills the memory with words instead of with facts and thoughts, and this is a vessel which, with every person, can only contain a certain limited amount of contents. Therefore the learning of many languages is injurious, inasmuch as it arouses a belief in possessing dexterity and, as a matter of fact, it lends a kind of delusive importance to social intercourse. It is also indirectly injurious in that it opposes the acquirement of solid knowledge and the intention to win the respect of men in an honest way. Finally, it is the axe which is laid to the root of a delicate sense of language in our mother-tongue, which thereby is incurably injured and destroyed. The two nations which produced the greatest stylists, the Greeks and the French, learned no foreign languages. But as human intercourse must always grow more cosmopolitan, and as, for instance, a good merchant in London must now be able to read and write eight languages, the learning of[Pg 248] many tongues has certainly become a necessary evil; but which, when finally carried to an extreme, will compel mankind to find a remedy, and in some far-off future there will be a new language, used at first as a language of commerce, then as a language of intellectual intercourse generally, then for all, as surely as some time or other there will be aviation. Why else should philology have studied the laws of languages for a whole century, and have estimated the necessary, the valuable, and the successful portion of each separate language?

268.

The War History of the Individual.—In a single human life that passes through many styles of culture we find that struggle condense which would otherwise have been played out between two generations, between father and son; the closeness of the relationship sharpens this struggle, because each party ruthlessly drags in the familiar inward nature of the other party; and thus this struggle in the single individual becomes most embittered \ here every new phase disregards the earlier ones with cruel injustice and misunderstanding of their means and aims.

269.

A Quarter of an Hour Earlier.—A mark is found occasionally whose views are beyond his time, but only to such an extent that he anticipates the common views of the next decade. He[Pg 249] possesses public opinion before it is public; that is, he has fallen into the arms of a view that deserves to be trivial a quarter of an hour sooner than other people. But his fame is usually far noisier than the fame of those who are really great and prominent.