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 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 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 æsthetically 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 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 diligently practised, if we are not to have mere botchers and babblers as the issue of it all!

Plato thought it necessary for the first generation of his new society (in the perfect state) to be brought up with the help of a “mighty lie.” The children were to be taught to believe that they had all lain dreaming for a long time under the earth, where they had been moulded and formed by the master-hand of Nature. It was impossible to go against the past, and work against the work of gods! And so it had to be an unbreakable law of nature, that he who is born to be a philosopher has gold in his body, the fighter has only silver, and the workman iron and bronze. As it is not possible to blend these metals, according to Plato, so there could never be any confusion between the classes: the belief in the æterna veritas of this arrangement was the basis of the new education and the new state. So the modern German believes also in the æterna veritas of his education, of his kind of culture: and yet this belief will fail—as the Platonic state would have failed—if the mighty German lie be ever opposed by the truth, that the German has no culture because he cannot build one on the basis of his education. He wishes for the flower without the root or the stalk; and so he wishes in vain. That is the simple truth, a rude and unpleasant truth, but yet a mighty one.

But our first generation must be brought up in this “mighty truth,” and must suffer from it too; for it must educate itself through it, even against its own nature, to attain a new nature and manner of life, which shall yet proceed from the old. So it might say to itself, in the old Spanish phrase, “Defienda me Dios de my,” God keep me from myself, from the character, that is, which has been put into me. It must taste that truth drop by drop, like a bitter, powerful medicine. And every man in this generation must subdue himself to pass the judgment on his own nature, which he might pass more easily on his whole time:—“We are without instruction, nay, we are too corrupt to live, to see and hear truly and simply, to understand what is near and natural to us. We have not yet laid even the foundations of culture, for we are not ourselves convinced that we have a sincere life in us.” We crumble and fall asunder, our whole being is divided, half mechanically, into an inner and outer side; we are sown with ideas as with dragon's teeth, and bring forth a new dragon-brood of them; we suffer from the malady of words, and have no trust in any feeling that is not stamped with its special word. And being such a dead fabric of words and ideas, that yet has an uncanny movement in it, I have still perhaps the right to say cogito ergo sum, though not vivo ergo cogito. I am permitted the empty esse, not the full green vivere. A primary feeling tells me that I am a thinking being but not a living one, that I am no “animal,” but at most a “cogital.” “Give me life, and I will soon make you a culture out of it”—will be the cry of every man in this new generation, and they will all know each other by this cry. But who will give them this life?

No god and no man will give it—only their own youth. Set this free, and you will set life free as well. For it only lay concealed, in a prison; it is not yet withered or dead—ask your own selves!

But it is sick, this life that is set free, and must be healed. It suffers from many diseases, and not only from the memory of its chains. It suffers from the malady which I have spoken of, the malady of history. Excess of history has attacked the plastic power of life, that no more understands how to use the past as a means of strength and nourishment. It is a fearful disease, and yet, if youth had not a natural gift for clear vision, no one would see that it is a disease, and that a paradise of health has been lost. But the same youth, with that same natural instinct of health, has guessed how the paradise can be regained. It knows the magic herbs and simples for the malady of history, and the excess of it. And what are they called?

It is no marvel that they bear the names of poisons:—the antidotes to history are the “unhistorical” and the “super-historical.” With these names we return to the beginning of our inquiry and draw near to its final close.

By the word “unhistorical” I mean the power, the art of forgetting, and of drawing a limited horizon round one's self. I call the power “super-historical” which turns the eyes from the process of becoming to that which gives existence an eternal and stable character, to art and religion. Science—for it is science that makes us speak of “poisons”—sees in these powers contrary powers: for it considers only that view of things to be true and right, and therefore scientific, which regards something as finished and historical, not as continuing and eternal. Thus it lives in a deep antagonism towards the powers that make for eternity—art and religion,—for it hates the forgetfulness that is the death of knowledge, and tries to remove all limitation of horizon and cast men into an infinite boundless sea, whose waves are bright with the clear knowledge—of becoming!

If they could only live therein! Just as towns are shaken by an avalanche and become desolate, and man builds his house there in fear and for a season only; so life is broken in sunder and becomes weak and spiritless, if the avalanche of ideas started by science take from man the foundation of his rest and security, the belief in what is stable and eternal. Must life dominate knowledge, or knowledge life? Which of the two is the higher, and decisive power? There is no room for doubt: life is the higher, and the dominating power, for the knowledge that annihilated life would be itself annihilated too. Knowledge presupposes life, and has the same interest in maintaining it that every creature has in its own preservation. Science needs very careful watching: there is a hygiene of life near the volumes of science, and one of its sentences runs thus:—The unhistorical and the super-historical are the natural antidotes against the overpowering of life by history; they are the cures for the historical disease. We who are sick of the disease may suffer a little from the antidote. But this is no proof that the treatment we have chosen is wrong.

And here I see the mission of the youth that forms the first generation of fighters and dragon-slayers: it will bring a more beautiful and blessed humanity and culture, but will have itself no more than a glimpse of the promised land of happiness and wondrous beauty. This youth will suffer both from the malady and its antidotes: and yet it believes in strength and health and boasts a nature closer to the great Nature than its forebears, the cultured men and graybeards of the present. But its mission is to shake to their foundations the present conceptions of “health” and “culture,” and erect hatred and scorn in the place of this rococo mass of ideas. And the clearest sign of its own strength and health is just the fact that it can use no idea, no party-cry from the present-day mint of words and ideas to symbolise its own existence: but only claims conviction from the power in it that acts and fights, breaks up and destroys; and from an ever heightened feeling of life when the hour strikes. You may deny this youth any culture—but how would youth count that a reproach? You may speak of its rawness and intemperateness—but it is not yet old and wise enough to be acquiescent. It need not pretend to a ready-made culture at all; but enjoys all the rights—and the consolations—of youth, especially the right of brave unthinking honesty and the consolation of an inspiring hope.

I know that such hopeful beings understand all these truisms from within, and can translate them into a doctrine for their own use, through their personal experience. To the others there will appear, in the meantime, nothing but a row of covered dishes, that may perhaps seem empty: until they see one day with astonished eyes that the dishes are full, and that all ideas and impulses and passions are massed together in these truisms that cannot lie covered for long. I leave those doubting ones to time, that brings all things to light; and turn at last to that great company of hope, to tell them the way and the course of their salvation, their rescue from the disease of history, and their own history as well, in a parable; whereby they may again become healthy enough to study history anew, and under the guidance of life make use of the past in that threefold way—monumental, antiquarian, or critical. At first they will be more ignorant than the “educated men” of the present: for they will have unlearnt much and have lost any desire even to discover what those educated men especially wish to know: in fact, their chief mark from the educated point of view will be just their want of science; their indifference and inaccessibility to all the good and famous things. But at the end of the cure, they are men again and have ceased to be mere shadows of humanity. That is something; there is yet hope, and do not ye who hope laugh in your hearts?
How can we reach that end? you will ask. The Delphian god cries his oracle to you at the beginning of your wanderings, “Know thyself.” It is a hard saying: for that god “tells nothing and conceals nothing but merely points the way,” as Heraclitus said. But whither does he point?

In certain epochs the Greeks were in a similar danger of being overwhelmed by what was past and foreign, and perishing on the rock of “history.” They never lived proud and untouched. Their “culture” was for a long time a chaos of foreign forms and ideas,—Semitic, Babylonian, Lydian and Egyptian,—and their religion a battle of all the gods of the East; just as German culture and religion is at present a death-struggle of all foreign nations and bygone times. And yet, Hellenic culture was no mere mechanical unity, thanks to that Delphic oracle. The Greeks gradually learned to organise the chaos, by taking Apollo's advice and thinking back to themselves, to their own true necessities, and letting all the sham necessities go. Thus they again came into possession of themselves, and did not remain long the Epigoni of the whole East, burdened with their inheritance. After that hard fight, they increased and enriched the treasure they had inherited by their obedience to the oracle, and they became the ancestors and models for all the cultured nations of the future.

This is a parable for each one of us: he must organise the chaos in himself by “thinking himself back” to his true needs. He will want all his honesty, all the sturdiness and sincerity in his character to help him to revolt against second-hand thought, second-hand learning, second-hand action. And he will begin then to understand that culture can be something more than a “decoration of life”—a concealment and disfiguring of it, in other words; for all adornment hides what is adorned. And thus the Greek idea, as against the Roman, will be discovered in him, the idea of culture as a new and finer nature, without distinction of inner and outer, without convention or disguise, as a unity of thought and will, life and appearance. He will learn too, from his own experience, that it was by a greater force of moral character that the Greeks were victorious, and that everything which makes for sincerity is a further step towards true culture, however this sincerity may harm the ideals of education that are reverenced at the time, or even have power to shatter a whole system of merely decorative culture.