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“last scene of all
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.”
Whether the dangers of our life and culture come from these dreary, toothless old men, or from the so-called “men” of Hartmann, we have the right to defend our youth with tooth and claw against both of them, and never tire of saving the future from these false prophets. But in this battle we shall discover an unpleasant truth—that men intentionally help, and encourage, and use, the worst aberrations of the historical sense from which the present time suffers.
They use it, however, against youth, in order to transform it into that ripe “egoism of manhood” they so long for: they use it to overcome the natural reluctance of the young by its magical splendour, which unmans while it enlightens them. Yes, we know only too well the kind of ascendency history [Pg 88] can gain; how it can uproot the strongest instincts of youth, passion, courage, unselfishness and love; can cool its feeling for justice, can crush or repress its desire for a slow ripening by the contrary desire to be soon productive, ready and useful; and cast a sick doubt over all honesty and downrightness of feeling. It can even cozen youth of its fairest privilege, the power of planting a great thought with the fullest confidence, and letting it grow of itself to a still greater thought. An excess of history can do all that, as we have seen, by no longer allowing a man to feel and act unhistorically: for history is continually shifting his horizon and removing the atmosphere surrounding him. From an infinite horizon he withdraws into himself, back into the small egoistic circle, where he must become dry and withered: he may possibly attain to cleverness, but never to wisdom. He lets himself be talked over, is always calculating and parleying with facts. He is never enthusiastic, but blinks his eyes, and understands how to look for his own profit or his party's in the profit or loss of somebody else. He unlearns all his useless modesty, and turns little by little into the “man” or the “graybeard” of Hartmann. And that is what they want him to be: that is the meaning of the present cynical demand for the “full surrender of the personality to the world-process”—for the sake of his end, the redemption of the world, as the rogue E. von Hartmann tells us. Though redemption can scarcely be the conscious aim of these people: the world were better redeemed by being redeemed from these “men” and [Pg 89] “graybeards.” For then would come the reign of youth.
And in this kingdom of youth I can cry Land! Land! Enough, and more than enough, of the wild voyage over dark strange seas, of eternal search and eternal disappointment! The coast is at last in sight. Whatever it be, we must land there, and the worst haven is better than tossing again in the hopeless waves of an infinite scepticism. Let us hold fast by the land: we shall find the good harbours later and make the voyage easier for those who come after us.
The voyage was dangerous and exciting. How far are we even now from that quiet state of contemplation with which we first saw our ship launched! In tracking out the dangers of history, we have found ourselves especially exposed to them. We carry on us the marks of that sorrow which an excess of history brings in its train to the men of the modern time. And this present treatise, as I will not attempt to deny, shows the modern note of a weak personality in the intemperateness of its criticism, the unripeness of its humanity, in the too frequent transitions from irony to cynicism, from arrogance to scepticism. And yet I trust in the inspiring power that directs my vessel instead of genius; I trust in youth, that has brought me on the right road in forcing from me a protest against the modern historical education, and a demand that the man must learn to live, above all, and only [Pg 90] use history in the service of the life that he has learned to live. He must be young to understand this protest; and considering the premature grayness of our present youth, he can scarcely be young enough if he would understand its reason as well. An example will help me. In Germany, not more than a century ago, a natural instinct for what is called “poetry” was awakened in some young men. Are we to think that the generations who had lived before that time had not spoken of the art, however really strange and unnatural it may have been to them? We know the contrary; that they had thought, written, and quarrelled about it with all their might—in “words, words, words.” Giving life to such words did not prove the death of the word-makers; in a certain sense they are living still. For if, as Gibbon says, nothing but time—though a long time—is needed for a world to perish, so nothing but time—though still more time—is needed for a false idea to be destroyed in Germany, the “Land of Little-by-little.” In any event, there are perhaps a hundred men more now than there were a century ago who know what poetry is: perhaps in another century there will be a hundred more who have learned in the meantime what culture is, and that the Germans have had as yet no culture, however proudly they may talk about it. The general satisfaction of the Germans at their culture will seem as foolish and incredible to such men as the once lauded classicism of Gottsched, or the reputation of Ramler as the German Pindar, seemed to us. They will perhaps think this “culture” to be merely a kind of knowledge [Pg 91] about culture, and a false and superficial knowledge at that. False and superficial, because the Germans endured the contradiction between life and knowledge, and did not see what was characteristic in the culture of really educated peoples, that it can only rise and bloom from life. But by the Germans it is worn like a paper flower, or spread over like the icing on a cake; and so must remain a useless lie for ever.
The education of youth in Germany starts from this false and unfruitful idea of culture. Its aim, when faced squarely, is not to form the liberally educated man, but the professor, the man of science, who wants to be able to make use of his science as soon as possible, and stands on one side in order to see life clearly. The result, even from a ruthlessly practical point of view, is the historically and sthetically trained Philistine, the babbler of old saws and new wisdom on Church, State and Art, the sensorium that receives a thousand impressions, the insatiable belly that yet knows not what true hunger and thirst is. An education with such an aim and result is against nature. But only he who is not quite drowned in it can feel that; only youth can feel it, because it still has the instinct of nature, that is the first to be broken by that education. But he who will break through that education in his turn, must come to the help of youth when called upon; must let the clear light of understanding shine on its unconscious striving, and bring it to a full, vocal consciousness. How is he to attain such a strange end?
Principally by destroying the superstition that [Pg 92] this kind of education is necessary. People think nothing but this troublesome reality of ours is possible. Look through the literature of higher education in school and college for the last ten years, and you will be astonished—and pained—to find how much alike all the proposals of reform have been; in spite of all the hesitations and violent controversies surrounding them. You will see how blindly they have all adopted the old idea of the “educated man” (in our sense) being the necessary and reasonable basis of the system. The monotonous canon runs thus: the young man must begin with a knowledge of culture, not even with a knowledge of life, still less with life and the living of it. This knowledge of culture is forced into the young mind in the form of historical knowledge; which means that his head is filled with an enormous mass of ideas, taken second-hand from past times and peoples, not from immediate contact with life. He desires to experience something for himself, and feel a close-knit, living system of experiences growing within himself. But his desire is drowned and dizzied in the sea of shams, as if it were possible to sum up in a few years the highest and notablest experiences of ancient times, and the greatest times too. It is the same mad method that carries our young artists off to picture-galleries, instead of the studio of a master, and above all the one studio of the only master, Nature. As if one could discover by a hasty rush through history the ideas and technique of past times, and their individual outlook on life! For life itself is a kind of handicraft that must be learned thoroughly and industriously, and [Pg 93] diligently practised, if we are not to have mere botchers and babblers as the issue of it all!
