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Dostoyevsky: Notes from Underground


Notes from Underground is one of the most influential pieces of fiction in Western European history. It has attracted attention for many reasons. 1) It contains an all-out assault on Enlightenment rationalism and the idea of progress which foreshadows many such assaults in the mid-to-late twentieth century. 2) It is an outstanding example of Dostoyevsky’s psychological skills, depicting a character motivated by many contradictory impulses. Such contradictions were not clearly understood in the nineteenth century, but Freud and modern psychology generally were to explore in depth the irrational bases of much human thought. 3) One of the most salient characteristics of the Underground Man is his profound self-contempt combined with an exquisitely sensitive ego–a combination that is much discussed these days. 4) The story contains one of the first characters whose childhood experiences have led him to fear love and intimacy even though he longs for them: another topic of intense interest currently. 5) It portrays one of the first anti-heroes in fiction, a protagonist utterly lacking every trait of the Romantic hero and living out a futile life on the margins of society. Such figures were to dominate much serious fiction in the mid-twentieth century, notably Albert Camus’ Meursault in The Stranger.

Because the narrator (he has no name) of this story is a thoroughly disagreeable person who seems to go out of the way to offend his readers, some care is needed to read the story well. First, it is important to keep in mind that the Underground Man, as he is traditionally called (“UM” below) is not Fyodor Dostoyevsky, as the notes at the beginning and end of the story make clear. He shares some of Dostoyevsky’s ideas, but he is also the target of Dostoyevsky’s satire. Dostoyevsky enjoyed handicapping himself by placing some of his favorite arguments in the mouth of a character he despised. In this and in other works, he strongly resists the impulse to sweep the reader away by making his views irresistible. He wants you to be aware of both their strengths and weaknesses, and make your mind up independently. Second, although some readers find that they are identifying with the UM to some extent, unlike most popular fiction, this is not a story in which you are expected to identify with the narrator. The danger is, in fact, that the reader will become so exasperated with his tone and manner as to simply refuse to pay attention what he is saying. Consider the UM as a complex portrait, lacking surface appeal, but filled with fascinating detail which reveals itself only upon close examination. Third, it is crucial not simply to let the UM’s self-contradictions cancel each other out and dismiss him as a madman whose ravings are not worth deciphering. It is precisely in the tension between various emotions and ideas that significance of the UM’s narrative lies. Close reading will reveal a careful and consistent psychological portrait.

The page numbers cited below are those of the MacAndrew translation published by New American Library. If you are using a different translation you will have to adjust the page numbers to match it.

Part One is a sustained argument containing scraps of illustrative narrative, introducing the UM and articulating his assault on rationalism and progress and delineating what he thinks is wrong with the modern self-conscious intellectual (himself). Part Two is a much more easily comprehensible narrative of an episode from his life in which he is offered a chance to escape from his web of self-hate and spite. In Part One he is all scorn and contempt for the reader; in Part Two this contempt turns on himself. A sensitive reading will reveal that there is much to pity in him. The numbers preceding each paragraph indicate the page number in the story which the question relates to.


Part One


84: How many self-contradictions can you find in the first paragraph? Does he really respect medicine? Explain? What does the fact that he refuses medical help out of spite tell us about his attitude toward freedom?

85: What evidence is there that he is acutely self-conscious about how he appears to others? Is he aware of having any need for human affection? Is he able to tolerate such affection?

86: Is he really indifferent to his readers’ reactions? How can you tell? He introduces what he calls a “stupid, useless excuse,” which turns out to be one of his main theses in the rest of Part I. What does this “excuse” mean? Is he more worried about being despised or being laughed at? How can you tell?


87: How can you illustrate already his thesis that “unhappy nineteenth century intellectuals” like himself are too “abstract and premeditated?” What does he mean by this?

88: What evidence is there that he is a masochist? (Look the word up if you aren’t familiar with it.)

89: What does it mean to be “guilty in the first place?” Is it possible to feel guilty without being aware of any specific wrongful act that caused the guilty feelings? Look for elements in his story later that might have led him to grow up feeling guilty, or–as people say today–with low self-esteem.


90-91: Can you contrast what the UM calls “the spontaneous man” or l’homme de la nature et de la vérité (man of nature and truth) with the “unhappy nineteenth century intellectual” he discussed earlier? What are the differences between them? What are his feelings toward each of them?

92-93: Look closely at the paragraph that begins “Thus you may. . . .” Does he care about our reactions? How can you tell? In the last full paragraph he satirically presents the central ideas of nineteenth century pragmatism, which argues that all morality is an illusion founded on self-interest, that there is no such thing as altruism (much as Voltaire had done earlier). He objects to the way in which such pragmatists (like the social Darwinists) complacently presented self-interest as scientifically proven superior to altruism. What is the point he is making about two plus two making four?


94-95: How does his example of the toothache illustrate this idea of the self-conscious intellectual? What changes when he becomes too self-aware about the pain he is experiencing? Examine the last paragraph in this section. He seems to be having a dialogue with his imaginary reader. How does he try to defend himself against this reader? How does this paragraph illustrate the point he was just making about self-consciousness?


95: Is it possible to be sincerely in love and faking it at the same time? Do you believe him when he says he fell in love simply out of boredom?


He is so desperate for some kind of identity that he is willing even to have an absurdly trivial identity. What example does he use? Your notes in the Afterword of this volume explain that this paragraph contains an attack on an artist named Gué (whose name begins with the same letter as the Russian word for “s___” and a writer named Saltykov-Shchedrin, who had written a story called “Something to Everybody’s Liking.” How serious is his last sentence? Do you think he feels ambivalently about it?


99-102: He begins by satirizing the ideals of the Enlightenment thinkers who thought that if people only acted out of enlightened self-interest they would become “kind and noble.” What examples does he use to try to prove this theory wrong? Why does the notion of automatic moral reform make him so angry? Why does he say it makes a human being into a “piano key or an organ stop?” (Today we would say a robot, or a cog in a machine.)

103-104: The first full paragraph is specifically aimed at Chernyshevsky’s What is to Be Done? It was a utopian novel which used the metaphor of the Crystal Palace (the world’s first all steel-and glass building, erected to display modern machinery at a fair celebrating Queen Victoria’s reign in England). What are his major objections to living in a perfect world? Do you agree with him that individual freedom and utopianism necessarily conflict?


105: The UM says that if we ever completely understand human psychology to the point that we clearly grasp out motivations for our feelings, we will cease to have true, spontaneous feelings. Can you think of any examples where self-awareness of this kind has interfered with spontaneous feelings in your own life or anyone else’s?

106: How does he say desire relates to reason?

109: What is his reaction to the fact that at his time very little was known about what determined human desires? How do you think he would have reacted to today’s psychologists?


109-111: What is his argument against the typically Victorian notion that the essence of the human spirit is to be found in creativity and accomplishment?

112: Why does he keep talking about “twice two?” What is he using it as a metaphor for?


112-113: How do you think he would have reacted to Marxism?


114-116: How accurate do you think the self-analysis of the UM is? What does it show about his self-awareness? What evidence is there on this page that he feels he has revealed too much about himself in that paragraph? What does he mean by the sentence that begins “But there are things, too, that a man won’t dare to admit event to himself . . . ?” How does this theory relate to the Freudian concept of the unconscious mind (incorrectly often called the “subconscious”)? Rousseau’s autobiography was famous for revealing some very unpleasant details about his private life. If a person is scrupulously honest, as the UM says he is going to be, does that make him a good person? Why does the UM keep repeating that he intends that this writing will never be read by anyone?


Part Two


117: Nekrasov was a popular Romantic poet. This poem recurs in the story at p. 152. What situation does Nekrasov seem to be depicting here? The UM seems to break off in embarrassment in the middle of quoting this poem. How does this interruption relate to the major themes of Part One?

120: What does he say is the main difference between German and Russian idealists?

122: What are his vices? Are they really very vicious? What is it about the military officer’s action that offends him so much?

123: What does he mean by saying he longed for something more literary? How does it relate to the themes of Part One?

125: Why do you think he didn’t send the exposé of the officer in under his own name? Do you believe him when he says it was rejected because such exposés weren’t in vogue?

126-129: In the code of gentlemen the proper response to an insult was to challenge the offending party to a duel with swords or pistols. In what ways is the UM’s revenge a ridiculously inadequate substitute for such a duel? Note that in the last paragraph of this section he refuses to tell us how he felt when he finally realized what a fool he’d made out of himself. See if you can find other passages in which he censors what he is willing to reveal to us, despite the fact that he is usually eager to run on and on about his faults.


131: What is absurd about the fantasies he describes? What evidence is there that even though he ridicules these fantasies, he is defensive about them?


133: In what way does his treatment by his former school companions compare with his treatment by the officer?

139: Do you think these young men were really “incredibly depraved?”

140: What evidence does he present here that he is incapable of tolerating love and affection even though he desperately yearns for it? What do you think causes some people to be like this, powerfully attracting others and then rejecting them once it is clear the victim truly loves and admires the lover? Note that his passage strongly foreshadows his relationship with Liza.


145: Why do you think he doesn’t tell us the amount of his salary?

147-148: Can you analyze his emotions while he is denouncing the others at the party? How do they react to him?


153-154: What does it tell you about him that even a prostitute insults him? How do his plans for revenge illustrate his self-portrait in Part One? He seems to feel that by leaving his coat open he is making a boldly suicidal gesture. Winters in St. Petersburg can be brutal, but what evidence is there that it is not all that cold?

156: Why does he hope he is repulsive to the prostitute he chooses?


Nineteenth century authors usually avoided explicitly depicting sexual activity, so much so that modern readers sometimes miss their subtle cues that sex has occurred. You may take it for granted that when this section begins the UM has had sex with Liza and is lying beside her on the bed afterwards. An old stereotypical line used by a man to a prostitute is to ask, “What’s a nice girl like you doing in a place like this?” Try to figure out what the UM’s motives are in trying to convince Liza that she should not be a prostitute. Why doesn’t he succeed at first in making her feel ashamed of herself at first?

161: What does Liza’s reaction to his saying that she could still marry suggest about her background? What is it that he especially objects to in the life a prostitute which relates to a central theme of Part One?

164: What does her reaction to his portrait of a loving father reveal about her? Does she accept the argument that poverty is responsible for criminal behavior?

166: What does she mean by saying he’s “just like a book?” How accurate is she in her judgment of him?


During the time this story was published there was an immense amount of discussion about the social problem posed by prostitution, and there were many books and articles propounding exactly the same theme that the UM uses here. His speech to Liza is a chain of journalistic clichés.

167: What are in his motives in telling her all this? See also p. 177 for further evidence.

173: Why does she bring him the letter?

174: What do you think is the “obscene truth” he is realizing at the end of this section?

177-179: How do his fantasies about Liza illustrate his ideas about self-consciousness in Part One? Even rather poor persons could afford a single servant in the nineteenth century. Masses of them subsisted on negligible wages. What is ironic about the UM’s servant’s name?


184-185: What are his reactions when Liza appears?

186: Compare his silence with Liza with the incident at the dinner party earlier.

187-189: Why do you think he pours out this confession to her when she asks him to save her? What is the “very strange thing” that happens? Why do you think she reacts to him the way she does? Why does he react to her reaction the way he does?


“Won’t I hate her even more tomorrow, just because I’ve kissed her feet today?”

194-196: What emotions does the UM feel in the aftermath? Has the underground man learned from his experiences? What effect have they had on him? Does understanding one’s motives necessarily make one behave better? Can you see any way for the UM to escape from his trap?

Dostoyevsky was a devout Christian (his The Brothers Karamazov is one of the few great Christian novels). Can you find any evidence for his religious beliefs in this story, direct or indirect?

What do suppose his attitudes toward Voltaire were? In what ways is he like Faust? Have you ever met anyone like the UM? What effect did that person have on you?

Listen to Paul Brians discuss Notes from Underground on his podcast:

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Notes by Paul Brians, Department of English, Washington State University, Pullman 99164-5020.

First mounted June 17, 1995. Last revised March 28, 2006. Updated July 25, 2017.

Foreign Words and Phrases in Fyodor Dostoyevsky’s The Brothers Karamazov

F=French, G=German, L=Latin,

il faudrait les inventer (F)
They would have to be invented [variation on a phrase by Voltaire: “If God did not exist he would have to be invented.”]

J’ai vu l’ombre d’un cochier, qui avec l’ombre d’une brossefrottait l’ombre d’une carrosse (F)
I’ve seen the shade of a coachman who, with the shade of a brush, rubbed the shade of a coach.

un chevalier parfait (F)
a perfect knight, or gentleman

Mater Dolorosa (L)
sad or sorrowing mother [traditional image of the Virgin Mary grieving for the slain Christ]

plus de noblesse que de sincerité (F)
more nobility than sincerity

noblesse (F)

il y a du Piron là-dedans (F)
he’s like Piron

den Dank, Dame, begehr’ ich nicht (G)
Thank you, Ma’am, I ask for nothing*

Merci, maman (F)
Thank you, Mother

professions de foi (F)
declarations of faith

s’il n’existait pas Dieu il faudrait l’inventer (F)
if God did not exist he would have to be invented [Voltaire]

Notre Dame de Paris (F)
Our Lady of Paris [title of famous novel by Victor Hugo]

Le bon jugement de la trés sainte et gracieuse Vierge Marie (F)
The good judgment of the very holy and gracious Virgin Mary

bon jugement (F)
good judgment

ad majoram gloriam Dei (F)
to the greater glory of God

quid pro quo (F)
this for that [one thing in return for another

Dixi (L)
I have said it

Ci-gît Piron qui ne fut rien,/Pas même académicien (F)
Here lies Piron, who was nothing,/Not even a member of the [French] Academy

c’est fini (F)
it’s finished

vous comprenez, cette affaire et la mort terrible de votre papa (F)
you understand, this affair and the terrible death of your father

qui frisait le cinquantaine (F)
who’s almost fifty

c’est charmant (F)
it’s charming

c’est noble, c’est charmant (F)
it’s noble, it’s charming

c’est chevaleresque (F)
it’s chevalric, chivalrous

Satan sum et nihil humanum a me alienum puto (L)
I am Satan and nothing human is alien to me

C’est du nouveau, n’est-ce pas (F)
That’s something new, right?

Quelle idée (F)
What an idea

le diable n’existe point (F)
the devil doesn’t exist

je pense, done je suis (F)
I think, therefore I am [Descartes]

Ah, mon pere, ça lui fait tant de plaisir, a moi si peu de peine (F)
Ah. father. it gives him so much pleasure and me so little trouble

Ah, mais c’est bête enfin (F)
Oh. but that’s crazy!

Monsieur sait-il le temps qu’il fait? C’est à ne pas mettre un chien dehors (F)
Does Monsieur know what the weather like? I wouldn’t put a dog out in it.

a ne pas mettre un chien dehors (F)
I wouldn’t put a dog out in it.

le mot de l’enigme (F)
the answer to the riddle

Gott der Vater, Gott der Sohn, Gott der heilige Geist (G)
God the Father. God the Son. God the Holy Spirit

le diable n’existe point (F)
the devil doesn’t exist

vivos voco (L)
I appeal to them as witnesses

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*An excerpt from Schiller’s Der Handschuh, in which a woman drops her glove among lions, forcing the hero to leap among them and retrieve it. He proves his courage, but also his disdain, by flinging the glove in her face and delivering this stinging rebuke. (Source: Essais historiques sur Paris by M. de Saintfois.)

The Influence of Nietzsche

Friedrich Nietzsche (1844-1900) was notoriously unread and uninfluential during his own lifetime, and his works suffered considerable distortion in the hands of his sister Elisabeth, who managed his literary estate and twisted his philosophy into a set of ideas supporting Hitler and Nazism (Hitler had Thus Spoke Zarathustra issued to every soldier in the German army). By far his most often quoted utterance–seldom understood–is “God is dead,” which placed his thought beyond the pale for many readers.

But Nietzsche’s influence has been much richer and varied than these simple stereotypes suggest. It is not surprising that an author who embraced such contradictions should have influenced thinkers of an extraordinary variety.


The only philosopher to feel his influence while he could be aware of it was the Danish critic and philosopher Georg Brandes (1842-1927), who in the late 1880s developed a philosophy which he called “aristocratic radicalism” inspired by Nietzsche’s notion of the “overman.” Nietzsche’s insistence that the decay of religion (the “death of God”) requires that humanity take responsibility for setting its own moral standards inspired existentialists from Karl Jaspers (1883-1969) and Martin Heidegger (1889-1976) to Albert Camus (1913-1960).

Nietzsche’s relativism has had a powerful influence on two of the most important modern French Deconstructionist philosophers, Jacques Derrida (b. 1930) and Michel Foucault (1926-1984). (Summary of a 1971 Foucault essay relating to Nietzsche).

Oddly enough, he has also been a powerful influence on certain theologians, notably Paul Tillich (1886-1965), who developed an Existentialist, human-centered theology which tried to salvage elements of traditional faith while drawing on rationalism. Thomas Altizer (b.1927) created a sensation (and found himself on the cover of Time) in the 1960s by helping to create the oxymoronically named “death of God theology” together with a number of other theologians who argued for religion without God. Their constant use of Nietzsche’s catch phrase is a reminder of their indebtedness to him. Although the direct influence of this school hardly lasted out the decade, other theologians used Nietzsche’s thought as well, notably embracing his idea that human values should be based not on denial (“thou shalt not”) but on affirmation (“thou shalt”). The Jewish theologian Martin Buber (1878-1965)–also a great influence on Christian theology–translated part of Thus Spoke Zarathustra into Polish. He read Nietzsche’s works very early, beginning in 1892. His emphasis on process in theology resembles some of Nietzsche’s ideas.

Although he did not draw directly on Nietzsche’s work, the notions of “creative evolution” espoused by Henri Bergson (1859-1941) had a powerful influence on the Greek writer Nikos Kazantzakis (1885-1957), who combined his studies under Bergson with his reading of Nietzsche to produce a version of what is known as “process theology” which is most readily studied in the little book The Saviors of God and is also expressed in his most popular novel, Zorba the Greek. According to Kazantzakis, God is the result of whatever the most energetic and heroic people value and create. This is clearly very similar to Nietzsche’s ideas about the sources of religion. Nietzsche’s notion of heroes as creators is at the heart of Kazantzakis’ philosophy.


The two grandfathers of modern psychology, Sigmund Freud (1856-1939) and Carl Jung (1875-1961), both had a deep admiration for Nietzsche and credited him with many insights into the human character.

Alfred Adler (1870-1937) developed an “individual psychology” which argues that each individual strives for what he called “superiority,” but is more commonly referred to today as “self-realization” or “self-actualization,” and which was profoundly influenced by Nietzsche’s notions of striving and self-creation. The entire “human potential movement” and humanistic psychology (Abraham Maslow, Carl Rogers, Rollo May, etc.) owes a great debt to this line of thought. Even pop psychologists of “self-esteem” preach a gospel little different from that of Zarathustra. The ruthless, self-assertive “objectivism” of Ayn Rand (1905-1982) is difficult to imagine without the influence of Nietzsche.


Besides Kanzantzakis, many novelists have drawn on Nietzsche. Thomas Mann (1875-1955) wrote repeatedly about him and his characters are often engaged in struggles to define their ideas in a world in which old philosophies are decaying, like Nietzsche, torn between romanticism and rationalism (notably in The Magic Mountain). Hermann Hesse (1877-1962) similarly explored the necessity for the individuals to overcome their social training and traditional ideas to seek their own way (Steppenwolf and The Glass Bead Game).

Many other famous writers influenced by Nietzsche include André Malraux (1901-1976), André Gide (1869-1951), and Knut Hamsun (1859-1952).


Given the poetic style in which he wrote, it is not surprising that numerous poets have been drawn to Nietzsche, including Rainer Maria Rilke (1875-1926). He, like many writers influenced by Nietzsche, rejected the kind of traditional Christian dualism which sorts existence into good and evil with the physical and earthly being regarded as a source of evil and goodness identified with pure spirit and the life after death. His celebration of mortal life as a sort of religion is extremely Nietzschean. He was also became lover of Lou Andreas-Salomé, a woman who ten years earlier Nietzsche loved unrequitedly.

Among many others, one can find strong Nietzschean themes in the works of Beat Generation poets such as Allen Ginsberg (1926-1997) and Gary Snyder (b. 1930), who were drawn to the vitalistic, anti-dualistic themes also earlier expressed in the English and American traditions by William Blake and Walt Whitman. Blake, Whitman and Nietzsche form a sort of triumvirate whose influence runs through large swaths of modern literature in their rejection of dualism and embrace of the body as good. Like many other poets, William Butler Yeats (1865-1939) combined an admiration for Blake with interest in Nietzsche.


George Bernard Shaw (1856-1950) expressed his version of Nietzsche’s struggle for power in his play Man and Superman, and more than one character in the plays of Eugene O’Neill (1888-1953) is under Nietzsche’s spell.

Influential ideas

If there are few names from the second half of the 20th century cited above it is not because Nietzsche’s influence has dwindled. Rather it so pervades modern culture that many who have never read him are influenced by his thought indirectly. Consider the following ideas circulating in American culture today, all of them traceable at least in part to Nietzsche, although many of them are much simpler than similar ideas held by him:


  • The goal of life should be to find yourself. True maturity means discovering or creating an identity for yourself.
  • The highest virtue is to be true to yourself (consider these song titles from a generation ago: “I Gotta Be Me,” “I Did It My Way”).
  • When you fall ill, your body is trying to tell you something; listen to the wisdom of your body.
  • People who hate their bodies or are in tension with them need to learn how to accept and integrate their physical selves with their minds instead of seeing them as in tension with each other. The mind and body make up a single whole.
  • Athletes, musicians, etc. especially need to become so attuned to their bodies that their skills proceed spontaneously from the knowledge stored in their muscles and are not frustrated by an excess of conscious rational thought. (The influence of Zen Buddhism on this sort of thinking is also very strong.)
  • Sexuality is not the opposite of virtue, but a natural gift that needs to be developed and integrated into a healthy, rounded life.
  • Many people suffer from impaired self-esteem; they need to work on being proud of themselves.
  • Knowledge and strength are greater virtues than humility and submission.
  • Overcoming feelings of guilt is an important step to mental health.
  • You can’t love someone else if you don’t love yourself.
  • Life is short; experience it as intensely as you can or it is wasted.
  • People’s values are shaped by the cultures they live in; as society changes we need changed values.
  • Challenge yourself; don’t live passively.It is notable that none of these ideas flows from the traditional Judeo-Christian culture which dominated Europe for a thousand years. Many of them have their roots in Romanticism, with Nietzsche merely articulating impulses that others shared; but he is a major transmitter of them to the modern world.

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The USC Nietzsche Page Warning: this page downloads the opening to Richard Strauss’ Also sprach Zarathustra to your computer, which can take a while; but at least it stops when it’s played through once.

Gallery of Nietzsche images

Created by Paul Brians, April 1, 1998


Nietzsche’s Thus Spoke Zarathustra, Book One

Friedrich Nietzsche is one of the most influential philosophers of the nineteenth century; but he was not influential in the nineteenth century. (See notes on the Influence of Nietzsche.) For various reasons which we will discuss in class, his works have had their major impact in the twentieth century, and that impact has been astonishingly widespread and varied. His choice of poetic prose rather than rigorous dialectic has sometimes caused him to be called no philosopher at all; yet his literary style has attracted readers who would not have been drawn to a Kant or a Hegel. Because he does not use traditional formal logic, there are no simple ways to understand his writings. A grasp of his message can only be achieved by a gradual process of gathering in his major attitudes and themes and inferring the meaning of any single passage in the context of his work as a whole. Walter Kaufmann, Nietzsche’s American translator and best explicator, provides on pages 3-22 a set of helpful translator’s notes which you should read; but the following questions and comments are meant to step you through the assigned portions of the work in more detail and to stimulate your thinking about it. Some of the questions are open-ended prompts to think about the issues involved, to prepare you for class discussion.

There are certain central concepts that it is essential to keep in mind about Nietzsche’s philosophy. He takes it for granted that the Enlightenment analysis of religion is correct, and that religion is a comforting but limiting self-delusion. He infers that all values (including religious values) are the creations of human beings and that therefore we are all responsible for creating high values and living up to them. Yet these values need not be shared. He is a thorough relativist, arguing that one person’s virtue is another’s vice. Once these basic principles are understood, most of his writing becomes quite clear. Another obstacle to comprehension, however, consists in his constant cultural references which may be unfamiliar to the untrained reader. Most of these will be explained in the following notes.

A final obstacle to comprehension is the simple aversion that his style arouses in some readers. Nietzsche writes sneeringly, imperiously, in a way that Americans in particular, with their national preference for self-deprecation and humor, find objectionable. It is pointless to waste much energy objecting to his tone; his message has been found appealing to many people who don’t share his emotional attitudes. Your task is to discover what it is in this message that has caused it to be so influential in the modern world.

Everyone finds something to object to in Nietzsche. Obviously conservative Christians find his anti-Christian attitudes objectionable, but even his most enthusiastic followers do not follow him on every point. As you will see at the end of this reading assignment, that is very much as Nietzsche would have wished it. Unlike in most of the works we are studying, the central figure here–Zarathustra–is to be identified with the author. Nietzsche merely uses him for a mouthpiece.

The numbers in the notes below refer to the section numbers in the Penguin edition of Kaufman’s translation.


Zarathustra’s Prologue

1: What other famous figure began his mission at the age of thirty by retreating into the wilderness? How long did the other figure stay there? How long does Zarathustra stay there? Much of the imagery here is probably borrowed from “The Allegory of the Cave” in Plato’s Republic. (Nietzsche generally disliked Plato, and disagrees with him on many points; but he was greatly influenced by him nevertheless.) Plato says that an enlightened thinker is like a man who gradually struggles free of the chains of illusion in an underground cave and who learns by ascending to the world above and viewing things in the light of day, finally discovering the essence of truth by gazing at the sun itself. However, it is not enough for the philosopher to grasp truth for himself: he has a responsibility to descend back into the cave of illusion and free the prisoners of falsehood. This is what Nietzsche means by “going under.” What arguments can you make that the discoverer of truth has an obligation to preach that truth to others?

2: The Old Man represents traditional religious hermitism. How is Nietzsche criticizing the tradition of the hermit or cloistered monk? Frequently Nietzsche has his characters say not what they would say in real life, but instead reveal what he thinks are their secret feelings. In other words, he puts his analysis of their motives into their mouths. Would a real monk likely say that he has stopped loving man? Why would Nietzsche feel justified in saying that he has? Nietzsche is fond of self-quotation. Here Zarathustra is amazed that the Old Man has not heard of one of Nietzsche’s most famous pronouncements: God is Dead.” (For the original context, see “The Madman” (Aphorism 125 in The Gay Science). This is probably the most widely-quoted and thoroughly misunderstood of all Nietzsche’s sayings. He does not mean to imply that God was ever alive. A clearer statement (though less dramatic) would be: “That period in history during which the idea of the Christian God expressed the highest ideals of Western Civilization has passed, and it is now clear that belief in him is a dead burden on a society which has outgrown him.” What changes in European culture might have led him to this conclusion? Have you ever heard someone argue against his statement that God is dead? Did their arguments demonstrate knowledge of what Nietzsche was actually saying?

3: Nietzsche did not accept many of Darwin’s findings, but he is clearly dependent on his theories for some of his language in this section. In what ways does his theory of the overman differ from the theory of Darwinian evolution? In what ways is it similar? What does he mean by saying the overman shall be the “meaning of the earth?” We often speak of discovering the meaning of something; why does Nietzsche instead depict meaning as something to be created? What effects does it have on people when they believe that truth is absolute, and must be discovered? What effects does it have on them when they believe that truth is relative, and must be defined by each individual? Which do you agree with? Why? What contrast is he drawing between those who are “faithful to the earth “” and the preachers of “otherworldly hopes?” Given what was stated above about his death of God theory, what does he mean by the paragraph that begins “Once the sin against God was the greatest sin . . . ?” What change in values is he preaching? What has been the traditional Christian view of the body (“flesh”) versus the soul (“spirit”)? (Hint: there are many relevant passages in Paul. See for instance Romans 8:1-13. Please note that such attitudes are distinctly unfashionable today, but have been powerful and widespread in the past.) How does Nietzsche react to these attitudes? “The hour of the great contempt” is for Nietzsche a way of describing the point at which one realizes that one’s earlier ideals were petty and mean, and aims for something higher. What is the effect of his constantly using the possessive pronoun in speaking of “your happiness,” “your reason,” and “your virtue?” Why does he criticize pity? Later Nietzsche will make a distinction between the sort of pity that he thinks is weak and self-destructive and the “gift-giving virtue,” which is compassionate, but proud and strong. Can you find any signs of such compassion even in the small portion of the book you have read so far? “Meanness” here means “stinginess,” “miserliness.” Since he clearly does not believe in the traditional notion of sin, why does he say what he does about it? How does the image of lightning express the virtue that he is preaching in contrast? How does this contrast with Voltaire’s fear of “enthusiasm?” Which do you think is the preferable view? Why?

4: The tightrope walker is a fairly obvious metaphor, spelled out by Zarathustra, of humanity in the process of transformation (going over) from the current stage of human consciousness to a more advanced stage. The speech that Zarathustra gives is clearly modeled on the Beatitudes (see Matthew 5:1-12). In what way does he think being “a great despiser” is a positive act? What is the difference between loving virtue in general and loving one’s own virtue ? What is it about the latter that Nietzsche approves of? Paraphrase into plain English this statement: “I love him who casts golden words before his deeds and always does even more than he promises.” Why does he praise “going under?” In what way do these various people prepare for the development of the overman?

5: What is Zarathustra’s explanation for the fact that the people do not welcome his message? In what ways is “the last man” the opposite of the overman? What are the last man’s main characteristics? Why does he disapprove of quick reconciliation? What virtue might counterbalance it? Why does he scorn the caution about pleasure that aims above all at preserving health? What is the crowd’s reaction to his description of the last man?

6: In what ways is the jester like Zarathustra? Traditionally Christianity has offered as one of its main comforts the belief in life after death. How does Zarathustra offer the denial of life after death as a comfort? What problem in Christian belief is he hinting at here? (Hint: see Matthew 7:13-14.) The dying tightrope walker complains that if there is no life after death, his life has been meaningless. How does Zarathustra answer him? Does meaning have to be permanent to be worthwhile? Can you answer Nietzsche’s critique of the Christian philosophy of death?

7-8: This passage rather ponderously makes the obvious point that Nietzsche’s philosophy is aimed at giving meaning to life, and that death is irrelevant to it. Why doesn’t it matter that Zarathustra breaks his promise to bury the dead man?

9: What contrast is Nietzsche making between “the people” and “companions?” Is Nietzsche a believer in equality? Does he think that everyone can become an overman? In what sense is the lawbreaker a creator? How does the one who rejects old values help to create new ones?

10: One traditional Christian interpretation of the fall of Adam and Eve is that they committed the sin of pride, believing that eating the fruit of the tree of the knowledge of good and evil would give them the wisdom of gods (see Genesis 3). How does Nietzsche use the symbols of the serpent and the eagle to invert what he sees as traditional Christian attitudes? How do modern people feel about pride? Is it more often seen as a vice or a virtue? How about when we call it “self-esteem?” Nietzsche interprets the story of the fall as a parable denouncing the quest for knowledge, and by extension, science itself. Why might he have felt that Christianity was hostile to science? Do science and religion still come into conflict with each other at times?


Zarathustra’s Speeches

On the Three Metamorphoses

In one of the most important passages of the book, Nietzsche describes three stages of human development. Each stage has its own virtue, and each contributes to developing the ideal which he calls the overman. What are the main qualities of the camel as he describes them? What criterion does the camel use to choose his tasks? What do all of the questions have in common which begin, “Or is it this?” What attitude toward virtue does the dragon symbolize? What traditional Christian virtues is he here inverting? Based on what you have read earlier, why is it important for the lion to slay the dragon? In what way is this act of destruction creative? What is the difference between the sacred “no” and the sacred “yes?” People influenced by Nietzsche often use the expressions “yea-saying” and “nay-saying.” What attitudes are conveyed by these expressions? What does it mean to utter a sacred “Yes?” What does he mean by saying “he who had been lost to the world now conquers his own world?” Hint: throughout most of this book Nietzsche often says the same things over and over in different ways. You have already encountered these ideas in different forms.

On the Teachers of Virtue

In praising sleep the sage praises the quiet conscience. He preaches the opposite of what Zarathustra preaches. What point do you think Nietzsche is making by letting his opponent express himself? What does Zarathustra’s final blessing of the “sleepy ones” mean?

On the Afterworldly

What by now familiar Nietzschean theme is the subject of this section? What does he say is the source of the human desire to create heavens (“afterworlds”))? How does he answer those who think they have directly experienced spiritual realms “transported from their bodies and this earth”)? Does he view such people as wicked or as sick? How does he say such people should be treated? How do you think he would react to people who say they have had “after death” experiences today?

On the Despisers of the Body

What is the significance of believing that the “soul” is a function of the body rather than a separate entity? One of the more influential themes in Nietzsche’s thought is his notion of the wisdom of the body. Can you think of any contemporary examples in which people seem to share that idea, for instance saying that one should “listen” to one’s body? In what sense can the body be said to have created the spirit?

On Enjoying and Suffering the Passions

Here Nietzsche is using the original meaning of the Latin word passio–suffering, and combining it with the more recent meaning of intense desire. What is his attitude toward passion? How is it similar to Faust’s?

On the Pale Criminal

How do you think Nietzsche would react to contemporary calls for more capital punishment? What arguments might be made to support his position that executions should not be a form of revenge? What arguments might be made against it? Why does he reject terms like “villain,” “scoundrel,” and “sinner?” What is different about the terms he proposes to use instead? The Pale Criminal here is often compared to Dostoyevsky’s Raskolnikov in Crime and Punishment, who fantasized becoming a Napoleonic hero by rejecting ordinary morality and committing a robbery/murder with total disregard for normal ethics. However, he found he was not capable of such lofty detachment, and was haunted by a guilty conscience. Inter estingly, Nietzsche had not read Crime and Punishment, and arrived at this portrait quite independently. Clearly Zarathustra does not really mean to praise murder or robbery, so why does he criticize the criminal’s inability to admit to himself that what he really wants to do is commit a murder? How does this relate to the sentence, “Much about your good people nauseates me; and verily, it is not their evil?” What familiar Nietzschean theme is he continuing here?

On Reading and Writing

What does it mean to write with your blood? Is this a classical or romantic attitude? Why does Nietzsche think universal literacy is a bad thing? What influence might he think it has had on the quality of writing? Remember, magazines, newspapers and books were the mass media in the nineteenth century. According to Zarathustra, how are madness and reason related? What is his metaphor for the spirit of lightness and joy which he praises? Hint: this passage suggested the great waltz section in Richard Strauss’s tone poem Also Sprach Zarathustra (the opening of the work is well-known as the “theme from 2001: A Space Odyssey” ).

On the Tree on the Mountainside

Why does Zarathustra feel the youth is not yet ready for freedom? Does he feel that freedom is good in and of itself? Do you agree with him? What criticisms does he make of those who pursue skepticism for its own sake in the paragraph that begins “Alas, I knew noble men . . .?”

On the Preachers of Death

This is largely a repetition of ideas already discussed in the sections entitled “On the Afterworldly” and “On the Despisers of the Body,” but he also takes up hostility toward sexuality. What are some of the kinds of people which he calls “Preachers of Death?”

On War and Warriors

Besides “God is dead,” this passage is probably quoted out of context more than any other part of Nietzsche’s writings. What is a warrior of knowledge? Nietzsche was an outspoken critic of German nationalism and militarism. What kind of war is he speaking about? What is the difference between a soldier and a warrior, as he uses the terms? (Hint: the first comes from the name of a Roman coin with which soldiers were paid, and originally designated a hired fighter.) Why does he object to uniforms? Interpret this sentence: “Your enemy you shall seek, your war you shall wage–for your thoughts.” Is he speaking here about traditional warfare, involving masses of soldiers obeying the orders of officers? Why does he say that you should find a cause for triumph even in defeat? Do generals tell their armies, “It isn’t who wins that counts, it’s how you fight the battle?” The next few phrases are frequently cited to show that Nietzsche was a proto-Fascist militarist who would have supported Hitler. Is this a fair interpretation? Explain. What good qualities does he say have been encouraged more by war than by the Christian virtues of neighborly love and pity? Is this an unconventional view? Why does he say you must not despise your enemy? Can you reconcile the seeming contradiction between the paragraph on recalcitrance and obedience with his earlier objection to uniformity and his general insistence on fighting for one’s own individual cause?

The State

German nationalism was on the rise at this time, as the modern country was slowly unified out of a variety of small principalities. How does he make clear in this passage that his praise of war must not be taken to support warfare in support of the modern state?

On the Flies of the Market Place

What qualities does he praise that conflict with a Hitleresque idea of the importance of the state? What does it mean to say “Never yet has truth hung on the arm of the unconditional?” Technically this statement contains a self-contradiction; can you re-word it so that it still conveys his meaning without being self-contradictory?

On Chastity

Why does he feel that chastity can be a vice for some people? Strikingly, he links suppressed sexuality and cruelty in much the same way that Freud was to do later in his theory of masochism. To understand the “parable” he offers, read Mark 5:1-20. Do es he say that everyone should indulge in sex? What does he mean by saying that “dirty” truths are not as bad as shallow ones?

On the Friend

Nietzsche seems to feel that having a friend makes one vulnerable. What qualities does he think a friend should have to prevent these dangers? Why does he argue that women are not yet capable of friendship? Do you think the desire for love can interfere with the ability to make and keep friends? Do you think such interference happens more among men or among women? Why does he think women’s love is inferior to friendship? Note: many readers are particularly offended by Nietzsche’s calling women cats, birds, and cows; but it is important to note that he has much harsher (and clearer) things to say about them that this (see On Little Old and Young Women). What does it imply when he says that woman is “not yet” capable of friendship? How does he use his comments on women to attack men?

On the Thousand and One Goals

Nietzsche strongly rejected the notion that there is one single purpose in life that all of us should discover and pursue. But he felt that peoples create an identity for themselves which is based on their group values. How does he say they choose these values? What did he think was the main value of the Greeks? “Zarathustra” is the name of a Persian prophet. What does he think the main values of the Persians were? What famous people took as central law “To honor father and mother?” How do you think Zarathustra reacts to this kind of virtue, judging by what he has said earlier? The fourth group of people is the Germans. In what way is his summary of them less neutral than the other three? Nietzsche says that the notion of the individual as a creator emerged only in recent times? What evidence is there in history to support this view? To what degree is it an overstatement? What mechanism does he argue has traditionally hindered individualism? How does he think humanity should define itself? Is the emergence of individualism entirely a good thing? Can you think of any disadvantages it has had?

On Love of the Neighbor

As in On the Friend, he argues that the need for close friends is a danger. What does he feel this danger consists in? Of all of Nietzsche’s teachings, this is probably the least followed. Most people who have been profoundly influenced by Nietzsche have also praised friendship highly.

On the Way of the Creator

What in this section repeats Zarathustra’s comments on freedom in “On the Tree on the Mountainside?” What is it that he calls on one to “murder” in the last paragraph on p. 63? Is he advocating literal murder of another human being? To what in history is he referring in his warning against holy simplicity? What does he say is your worst enemy?

On Little Old and Young Women

It is obvious that this passage expresses outrageously sexist attitudes toward women. What is not so obvious is that they are simply a more brutal expression of common nineteenth-century ways of praising women. Can you translate some of his statements into gentler-sounding equivalents that most nineteenth-century men and women might have agreed with? What kind of men does the old woman say that women hate? Why do you think she urges men to use the whip (violence) against women? Why do you suppose this is the only passage in which Nietzsche’s views are expressed through a character other than Zarathustra?

On the Adder’s Bite

What variations does Zarathustra make here on the Sermon on the Mount? (See Matthew 5:38-48.) He is not simply turning Jesus’ teachings upside down. How is he changing them? What are your own reactions to his suggested changes?

On Child and Marriage

This is pretty much just an editorial in favor of the overman, arguing that without the goal of producing a superior child, marriage is pointless, even destructive.

On Free Death

How does his teaching on dying at the right time relate to hotly-debated issues today? He says that Jesus (“that Hebrew”) died too early. What does he think would have happened had he lived longer?

On the Gift-Giving Virtue

1: Nietzsche argues that one should not idealize the poor as morally superior to the rich or idealize giving to them out of pity. What does he suggest should be the motive of charity?

2: Here he summarizes his basic teaching. What is his central point? Why would it be illogical to expect him to have described the overman in detail, with all his important characteristics?

3: How does he try to demonstrate that he wants each person to find his or her own truth?

What elements of Nietzsche’s thinking do you think are agreed with by most Americans these days? What elements do you think would be most widely rejected? Do most Americans believe in absolute values, relative ones, or a mixture of the two?

The only major idea of Nietzsche’s which is not addressed in these sections is “the eternal recurrence.

Notes by Paul Brians, Department of English, Washington State University, Pullman 99164-5020.

More Study Guides for 18th and 19th Century European Classics

First mounted June 14, 1995.

Revised March 2, 2000.

Marx and Engels The Communist Manifesto

The Communist Manifesto, first published in 1848 for the Communist League, had little influence in its own day. Only after Karl Marx and Friedrich Engels’ other writings had made their views on socialism widely known did it become a standard text. For about a century it was one of the most widely read (and some would argue misread) documents in the world.

But why study it today? Most of the communist world has collapsed. Nominally communist countries like Vietnam and China are busily building market economies in defiance of everything Marx advocated, and Korea and Cuba are barely surviving, serving as models for no one. Has not Marxism been relegated to the ash-heap of history?

There are several reasons why The Communist Manifesto is still an important document. As a historically significant work, it has a certain intrinsic interest. It is good to know what the great ideas are which have shaped history. Some people would argue that Marxists so thoroughly betrayed Marxism that the document can be used to show why attempts at building communist states failed: they were never truly Marxist at all. If true Marxism has never been tried, then it might be worth reconsidering afresh. Or if, as others argue, Marxism has intrinsic flaws that doomed it from the beginning, we might hope to discover traces of them here which might teach us why Marxism should be shunned. The goal here is not to convert you, but to help you explore Marx’s writing from his point of view, so that you can understand his actual meaning while still maintaining a stance that can allow you to think critically about the subject and form your own opinions.

It is important to understand that Marx played two important roles in world history: as a critic of capitalism and as an advocate of socialism. He actually wrote very little on the latter subject. Although a strong believer in the importance of building socialism, he spent most of his time and energy on a subtle and complex critique of the capitalist system. This critique is still very influential on many historians, art and literature scholars, sociologists and others. There have been many neo-Marxisms which have been based more or less loosely on the original ideas of Marx and which are widely discussed today. Whether you want to explore such ideas or combat them, it’s good to have some notion of the subject.

A manifesto is a document which proclaims publicly–or makes manifest– the central ideas of a group or individual. Although the organization for which this one was written was underground (for the simple reason that it was illegal) Marx always envisioned the socialist movement as open. He rejected secret conspiracies because his ideal of building socialism was envisioned as a majority enterprise which could only accumulate the necessary momentum through an open, broadly-based campaign of education and exhortation.

Engels was Marx’s close collaborator and an important thinker and writer in his own right. He outlived Marx by many years, and produced several volumes which are still influential. Marx was clearly the more powerful thinker of the two, but Engels was the better stylist. Although Engels may have been responsible for much of the eloquent writing in the Manifesto, because it incorporates Marx’s ideas and embodies some central concepts of what came to be known as Marxism the following questions will refer to the authors simply as “Marx.”

The terms “socialist” and “communist” have been defined in a bewildering variety of ways. When reading them it is always important to know what the writer means by them. Marx seems to have used the terms interchangeably, though later Marxists influenced by Lenin often considered socialism the more comprehensive term, communism being an advanced stage of socialism. Early stages of communism (according to Marx) or socialism (according to Lenin) would prepare the way by nationalizing the “means of production” (factories, farms, mines, transportation, etc.) and putting them under the control of those he viewed as the sole producers of wealth: the workers. Marx viewed political equality and freedom as incomplete (or even illusory) without economic equality. Therefore this redistribution of economic power was aimed at extending democracy far beyond the limits envisioned by earlier democratic revolutions. Social services like health, education, and housing would be provided free, but people would still be paid wages according to their work.

When all nations had developed communist economies, they would begin to evolve into an international communist society. The vision of communism was very similar to that of anarchism: a stateless society in which central government had “withered away,” local, ground-up control of all affairs by strictly democratic processes based at the place of work, abolition of the market system (no money, no buying and selling) and its replacement by a system according to which people would voluntarily work for the common good to the extent they were able under the understanding that they could receive whatever they needed for free (“from each according to his ability, to each according to his needs”). National boundaries and governments having been eliminated, war would cease.

Marx rejected the belief that such a society could be set up immediately as utopian. People would need a long period of reeducation to condition them away from the selfish orientation produced by capitalism and toward the wider perspective necessary to create communism. Many of his socialist and anarchist adversaries argued that it was impossible to achieve communism by passing through a stage which retained and even strengthened the centralized state government. Marx replied that it was impossible to leap directly into communism from capitalism. What’s your opinion on this question?

The most common reply is that both are impossible because “you can’t change human nature.” What Marx set out to prove was that not only had “human nature” changed many times in the past: there is no such thing as a static human nature. We are products of our environment, particularly of the economic system in which we live. People living under feudalism are motivated by feudal motives and think them natural and fixed, just as people living under capitalism are motivated by capitalist motives and think those natural and fixed. Occasionally in history people undergo what is now called a “paradigm shift” in values, based on an economic transformation. It is this process that he attempts to sketch in the first section of the Manifesto. If people’s values have changed radically in the past, he implies, they are certain to change again radically in the future. In a socialist society it would be nonsense to say that people will always naturally tend to become owners of factories because such owners would be as impossible, and such desires would be as irrational as the desire to own the Moon. Engels spent a good deal of energy studying so-called “primitive communist” societies to show that sharing could be as natural and widespread an attitude toward wealth as acquisition. What do you know about pre-capitalist cultures that might support or undermine this argument?

Although he does not address the question in the Manifesto, it is important to understand why Marx believed an armed revolution would be necessary to establish socialism. He was convinced that the democratic revolutions which swept Europe in 1848 had merely substituted one tyrant for another. The bourgeoisie (owners of the means of production) had replaced the old aristocracy as the rulers in law as well as in fact. Their slogans of freedom and equality for all, he felt, concealed a determination to remain supreme over the proletariat (industrial laborers) which made up the vast majority of society. He did not reject bourgeois democracy because it was democratic, only because he felt it was limited to the bourgeoisie. Economic power, not the vote, was the ultimate guarantee of political power. He was in favor of using elections as an organizing tool, but he was certain that in most countries the ruling class (the bourgeoisie) would forcibly prevent any democratically-elected socialist government from taking power.

He once commented that in only two industrialized nations were democratic institutions so firmly entrenched that a transition to socialism might be peacefully achieved: the Netherlands and the United States. Why do you think this transition did not happen? He also felt that communism could be built only in highly industrialized countries. Why do you think communist revolutions happened first in nations with very little industry, like Russia and China? What effects did this fact have on the course socialism took in these countries?

The manifesto is meant to achieve two major goals: to convert the proletarians and their allies to Marx’s version of socialism (there were many other versions, much more influential than his) and to put the ruling class on notice as to the revolutionaries’ intentions. So it expresses both hopes and threats. Its central themes are well summed up in the long central paragraph on p. 6 of Engels’ introduction. Read it carefully. Note how he goes on to compare his theory of class struggle with Darwin’s theory of evolution, just as Étienne did in Germinal.


The opening words of the Manifesto are famous. Marx taunts his adversaries, saying they are terrified of communism without understanding in the slightest what it is. Since communism is such a threat, it must be important, and worth understanding. Hence the Manifesto.

I: Bourgeois and Proletarians

Marx felt that the revolutions of 1848 marked a major turning point, as is now undisputed. He sets out to trace the patterns which have run through all of preceding history. Unsurprisingly, he considers exclusively European societies, beginning with the classical world. What does he say is the main source of conflict throughout history? How does he say the bourgeoisie has differed in the way it has affected this pattern of conflict? He explains how the bourgeoisie (literally dwellers in towns) originated out of the old medieval peasant class, in opposition to the medieval titled aristocracy (kings, dukes, knights, etc.).

These people derived their wealth from trade rather than agriculture. Why was the age of exploration and colonization important to them? What caused the old guild system to collapse? What have the major effects of the ensuing industrial revolution been? What are the major achievements caused by the extension (expansion) of industry? As the bourgeoisie grew in power, what happened to the other old feudal classes like the aristocracy and the peasants? Did the bourgeoisie create capitalism or did capitalism create the bourgeoisie, according to Marx?

What does this famous phrase mean: “The executive of the modern state is but a committee for managing the common affairs of the whole bourgeoisie?” Do you agree? Why? Note that he praises the bourgeoisie for having abolished the feudal system and prepared the way for socialism; but he does so ironically. What does he imply have been the main harmful effects of destroying feudalism? How has capitalism’s emergence changed ” human nature?” “Exchange value” is a typical Marxist term which does not exactly mean “price,” but in this context that is close enough. What does he say is the limit of bourgeois freedom? Do you think he is right in saying that occupations are only respected according to how much they are paid? Can you think of examples to illustrate his point about the reduction of “the family relation to a mere money relation” from Germinal? Keep in mind that he is speaking here mainly of the effects of capitalism on workers, not on the bourgeoisie. He uses the term “reactionaries” from time to time. What does it mean? (Look it up in a dictionary.) It is commonly misused to mean merely “those who react to something.”

To what cause does he attribute the bourgeoisie’s energy in creating railways, factories, etc.? Why do owners need constantly to create new ways of manufacturing and processing goods? How does competition drive this process? Can you think of modern examples, or counter-examples? How does the very essence of bourgeois production (capitalism, used interchangeably with “bourgeois society” below) make it by definition a revolutionary force? Why does capitalism have to spread worldwide? What tendencies undermine the independence of nation-states? Can you think of examples today of this sort of international economic interdependence? What forces generate expanded markets for capitalism? Can you think of examples of “new wants being created?

What effects does he say international trade has on “intellectual production” such as literature, philosophy, music, etc.? Is literature more or less international now than in the Middle Ages? Has nationalism been weakened as a force in the last hundred years, as Marx expected? Why or why not? He argues that all societies tend to become civilized (drawn into the social patterns of European civilization). To what extent is this true? What is the process by which he says the bourgeois society creates a world after its own image? How has capitalism altered the relationship between cities and the countryside? Has that process continued since Marx’s time? What does he mean by the “idiocy of rural life?” Farmers a hundred years ago were considered much less sophisticated than city dwellers. Is that still true? What analogy is he drawing between the city/country relationship and the “civilized”/”barbarian” relationship? According to Marx, how evenly is wealth distributed under capitalism? How has capitalism tended to create large countries with uniform laws?

What have been the main creations of capitalism during the preceding 100 years? Having described how the emergence of capitalism from mercantilism destroyed the old feudal system, Marx proclaims that a similar transformation is now taking place. How has capitalism created forces which work against its continued existence? A “commercial crisis” would more likely be called a depression or recession today. What pattern does he feel there is in these crises?

Why does capitalism tend to over-produce goods, unlike any previous form of economy? How does an over-abundance of goods produce an apparent “famine” (depression)? Is it possible to produce too much? How do economists today relate manufacturers’ inventories to the health of the economy? How could such over-production be prevented? Marx shows his Enlightenment heritage by objecting to such a result as absurd, irrational. What are some of the irrational contradictions that he sees in capitalism? What three methods does the bourgeoisie use to solve such a crisis? Why do these methods not really solve the ultimate problem? How have the bourgeoisie created the force which will destroy them? Why are laborers forced to sell their services for the lowest possible wages? What ” law” did we study in Germinal which states this proposition? In fact, in the century after the writing of the Manifesto the wages of workers tended generally to rise (though with many fluctuations and crises), until most workers under capitalism were much too prosperous to be enemies of the system which produced their wages. What forces do you think caused this result, contradicting Marx’s expectation?

Besides low wages, what other evils does Marx trace to modern industrialism? How could these evils be avoided? What is the relationship between the “repulsiveness” of labor and pay? To what extent is hard work not rewarded with more wealth? How is work made harder? Why has industrialism resulted in the entry into the workplace of more and more women and children? What effects does Marx thinks this has had on society? Can you illustrate this point from Germinal?

What happens to the “lower strata of the middle class” (what Marx elsewhere calls the “petit” [small] or “petty” bourgeoisie)? Can you think of an example from Germinal? What are the major stages in the class struggle as the proletariat develops? Can you illustrate these stages from Germinal? [Those who advocate destroying machinery to end its oppressive effects are called “Luddites” after a group of weavers who destroyed power looms in England inspired by a mythical figure named Ned Ludd in 1811-1816. ] How does Germinal illustrate the process by which workers begin to organize their opposition to the owners? As the conflict develops, most of its victims are not the large capitalists, but their small competitors (like Deneulin); thus Marx says ” every victory so obtained is a victory for the bourgeoisie.” The struggle is becoming sharpened. What forces continually strengthen the proletariat?

What unstable forces inherent in capitalism cause the workers to seek organizations which will help them stabilize their wages? Since most strikes and riots are failures, what is the “real fruit” of these struggles? Why can modern workers organize so much more easily than their medieval predecessors? What is the next step after the proletarians have become conscious of themselves as a class rather than as isolated individuals, and become organized? As Engels’ footnote points out, one of the early successes of labor organizations was the passing of a law restricting the normal work day to ten hours (as is the case in Germinal ), though overtime remained common. In earlier industrialism it was common to keep a factory or mine going around the clock with two shifts of twelve hours each.

How does the need of the bourgeoisie to seek allies among the proletariat help to strengthen the latter? Which of these two classes–bourgeoisie and proletariat–tends to grow the most? According to Marx’ s definitions, which class does your family belong to: bourgeoisie (owners of the means of production who live off of profits) or proletariat (people who work for a salary), or would you define their status in some other way? When Marx says that “a small section of the ruling class cuts itself adrift, and joins the revolutionary class” he is thinking primarily of intellectuals like himself and Engels, who allied themselves with the workers despite their bourgeois background. The relationship of such idealistic Marxists to working class movements has been a troubled one. Can you think of any examples? What problems might these two groups have in relating to one another? Why does he call peasants reactionaries? Was Marx right? Can you think of an important modern Communist revolution which was created primarily among and for peasants?

Professional criminals, prostitutes, beggars, etc. make up what Marx calls the Lumpenproletariat.They too are not likely to be revolutionary, according to him. When Marx says that the proletarian is without property he doesn’t mean workers don’t own their clothes and toothbrushes. To what extent are the workers in Germinal “without property?” It is this narrow definition of “property” that Marx uses throughout his writings. He had no objection to people owning personal belongings. To what extent has modern capitalism stripped workers of their national character? Are proletarians less nationalistic than the bourgeoisie? Why does he believe that proletarians will be motivated to destroy the whole system of individual private property? What fact makes the proletarian movement different from all previous movements? Does Marx believe that the struggle of the proletariat with the bourgeoisie can be carried out internationally, all at once? What might be the weaknesses of carrying it out country by country?

Why does Marx say the bourgeoisie is unfit to rule? The final paragraph of this chapter summarizes the argument of the whole. Read it carefully. He believes that capitalism inevitably creates its own destruction. What do you think of this thesis?

II: Proletarians and Communists

What does Marx say the relationship of the Communists to the proletarians as a whole is? In what ways are they different from other working-class parties? What are their immediate aims?

Marx argues that his theories are not mere intellectual inventions but scientifically provable facts. What effect might it have on political debate if one believes that one’s arguments are irrefutable fact? Marx now sets himself to answer many of the most common accusations against the Communists. What does he say is the usual argument in favor of the right of personally acquiring property (land, factories, mines, etc.)? What do you think of these arguments? What are his answers? Do you find them convincing?

What does he mean when he says that capital (the money and goods which make capitalism possible) is a social creation? Again he discusses the “iron law of wages.” He says that under capitalism living labor (the work of the workers) is but a means to increase accumulated labor (the wealth of the owners). What does he say is the aim of labor under communism? Does Marx want to abolish all individuality and freedom? Read the last paragraph carefully. What is he saying?

Some Communists have denounced all individuality and most individual liberty. Do you think Marx would have agreed with them? What does he mean by saying that the bourgeoisie has done away with private property for nine-tenths of the population? The fact that most Americans own no part of the means of production doesn’t seem to make them opposed to private property as such. Why not? Can you identify factors that Marx overlooked? When he says that the middle-class owner must be made impossible, he simply means that society must be reorganized so that no one is allowed to own large masses of productive property. Do you think he would have agreed with attempts to kill capitalists? What is his answer to the argument that the ambition to acquire property (become a business owner) is necessary to prevent “universal laziness?” (His answer continues on the next page.)

Marx says that the bourgeoisie fears that a proletarian revolution will destroy all culture because bourgeois culture will no longer be produced. What does he imply about the continued existence of culture? Why does he argue it is pointless to use arguments based on freedom, culture, and law against communism? The earliest Western theoretician of communism, Plato, had argued for a lottery rotating the matings of men and women to create a sense of solidarity in which all citizens would view themselves as part of one big family. Some other communists had argued for similar arrangements, like group marriage or ” free love,” but Marx did not. He did feel that people should be free to form their own unions without any role being played by the state. He was also opposed to the idea of “illegitimacy.” Here he sarcastically attacks his critics without making his own position explicit. Remembering Germinal, why do you think he says the family is “practically absent” among the proletarians?

He foretells the vanishing of the bourgeois family (though not necessarily the family in general). What evils does he say the bourgeois family causes? He answers those who argue that education will be destroyed and replaced by propaganda by saying that supposedly neutral bourgeois education is in fact filled with more or less hidden propaganda for capitalist values: there is no neutrality possible. The workers have to change the values taught to ones that support rather than undermine them. What do you think of this argument? Is it possible to have a truly unbiased form of education? Is it desirable? Do we have one now? What evidence does he offer that the bourgeoisie does not really value the family for its own sake? He then returns to the most sensational charge: the community (sharing) of women. Marx rejects this. A ccording to Marx, why do the bourgeoisie suppose that this is an essential part of communism? How does he argue that it is the bourgeoisie which has really promoted the “community of women?”

How does he say the abolition of the present system of production would change this situation? He agrees that the Communists do want to abolish countries and nationality. What are his arguments in saying that working people are not attached to their countries? Clearly this is not generally true. Even Stalin had to resort to patriotism to muster the support of Russians behind him during World War II. Why has nationalism proven so persistent and powerful? Does this fact undermine Marxism? What does the passage which begins in the last paragraphs on this page and continues on the next mean? (Hint: the point is discussed above, in the introduction to these questions.) This argument is one of the most widespread and powerful still being debated in academic and intellectual circles today, and it is important to understand it.

As Engels points out, the ten-point program outlined here is very conservative and preliminary, and would have been much more developed had the Manifesto been written later. Which of the points seem radical, which conservative? Which have been in fact commonly adopted in countries like the U.S.? Which do you agree with? Disagree with? Explain this ideal: ” the free development of each is the condition for the free development of all.” Does this sound like communism as you understand it? As it developed in the Soviet Union?

III: Socialist and Communist Literature

In this chapter, which you are not required to read, Marx presents a now very dated summary of other socialist theories and tries to show how his is uniquely effective, scientific and rational.

IV: Position of the Communists in Relation to the Various Existing Opposition Parties

Much of this section can be summarized by simply saying that the Communists allied themselves with whatever groups they thought were moving in the right direction (“progressive”).

As Marx predicted, Germany developed one of the largest and most powerful socialist movements in the world; but the international socialist movement almost collapsed when Germany launched World War I and the socialist party supported the government. However, socialism remained popular enough so that Adolph Hitler thought he had to call his movement “National Socialism” to gain widespread acceptance, even though once in power he vigorously exterminated socialists. What does Marx say are the special aims worked for by the communists within the various reform movements? Most people misquote the ending of the Manifesto with the slightly more catchy “Workingmen of all countries, unite! You have nothing to lose but your chains!” What weaknesses can you find in this call to revolution?

Do you think communism as Marx describes it is a desirable ideal, a foolish dream, a undesirable ideal, or something else? Why? Some people argue that true Marxism has never been attempted, and that if his original ideas were followed it might be more successful. Marxism, they say, has been discredited by people who betrayed Marx. What do you think of this argument?

More Study Guides for 18th and 19th Century European Classics

Notes by Paul Brians, Department of English, Washington State University, Pullman 99164-5020.

Version of June 14, 1995.

Revised June 8,2016


French Impressionist Painting

French Impressionist painting is currently the most popular of all European bodies of art. Part of the romance of Impressionism comes from the stories of uphill struggles against the Academic painters and critics who dominated 19th-century French art, only to be swept into obscurity by the artists they had scorned. However, a reaction was bound to set in, and during the final decades of the 20th century, a number of politically oriented critics began to argue that far from being radicals, the Impressionists appealed to bourgeois tastes partly because their technique was easy to digest and their subject matter inoffensive. They point out that the industrialization of Europe is rarely reflected in their works, and that they paid little or no attention to the sufferings of the urban poor. Many of them were acutely conscious of their popularity, and eager to cash in on it.

This school of thought has had next to no impact on popular opinion, which still embraces the Impressionists fervently; but it did have an apparent impact on the series we are using for this course:Art of the Western World, hosted by Michael Wood. Rather than devoting an entire episode to the Impressionists, he covers them rather hastily in a much larger context. Since I find the “case” against the Impressionists rather shallow, I am supplementing the videotape you will be watching with this Web assignment, to give you a broader acquaintance with this important art movement.

First view the videotape, “Art of the Western World, 7: A Fresh View: Impressionism and Post-Impressionism” and do the writing assignment in The Bridge threaded discussion on this tape.

Later, for the second Impressionism assignment, you will return to this page and do the following:

Begin by reading the Wikipedia article on “Impressionism.”

Then click on the names of two of the Impressionist artists listed there and read what Wikipedia has to say about them.

Finally, explore some of these sites:

More Study Guides for 18th and 19th Century European Classics

Study Guides

Study Guides to Various Works and Other Course Materials

Grouped here are study guides prepared by Professor Paul Brians of Washington State University for the use of students in his classes. Nonprofit users are welcome to use and reproduce them for educational purposes so long as full credit is given to the author and the URL of the original is included, though online “mirrors” are not allowed. Please link to these pages rather than cloning them on your own site. Feel free to make corrections and/or additions by writing Prof. Brians at

Science Fiction Film
Science Fiction
18th and 19th Century European Classics (Humanities 303)
Love in the Arts
World Literature in English of India, Africa, and the Caribbean
World Civilizations
Helpful Hints for Writing Class Papers
Science Fiction Film
Science Fiction
18th and 19th Century European Classics (Humanities 303)
Love in the Arts
World Literature in English of India, Africa, and the Caribbean
The Bible as Literature

The Magic of Christmas

Commonly Misinterpreted Passages from the Bible
Part 1:

Commonly Misinterpreted Passages from the Bible
Part 2:

Commonly Misinterpreted Passages from the Bible
Part 3:




World Civilizations
Helpful Hints for Writing Class Papers

About these Study Guides

I created these study guides to help my students prepare for literature classes. They are meant to serve several functions.

  1. Some of them provide background to help readers understand what they are reading and why they are reading it (the historical status of the works).
  2. They provide useful information, explaining allusions, obscure terms, etc. in the texts and provide translations of passages written in languages other than English.
  3. They try to focus students’ attention on issues that we will discuss in class.


One of the most common student complaints in literature classes is that they can’t figure out what the teacher expects them to get out of the assignments. Homework turns into a massive guessing game, failing which, students wait for the teacher to clarify things in class. This makes for sluggish or nonexistent discussions. Students using these guides can read with more purpose. They know what issues I am going to want to them to deal with in class and can prepare much better.

I require my students to prepare written answers to the questions in these guides and come to class prepared to answer any one of them. At the beginning of class I collect the notes along with the quizzes. Not every question must be answered in the notes but they must show a diligent effort at preparation. Since I began using these guides, few students come to class without having both read and thought about the assignment, and discussions have improved enormously. Plagiarism of someone else’s notes is grounds for failure in the class, like any other kind of plagiarism.

Questions & Answers about Using the Study Guides

Isn’t this a lot of work?
For the more serious students, the guides simplify homework because they know what to concentrate on. Many things which would have to be puzzled out or looked up and simply explained. However, one of my goals is to encourage students to work harder and more productively.
But it’ll take forever to answer all these questions!
But you don’t have to write answers to all the questions. Many are simply ways of drawing your attention to features of the text I want you to notice. Others have simple answers you can easily recall if you have done the reading. Yet others are opinion-based or open-ended: you can easily answer them without notes. I expect substantial notes, at least a page or so of detail, for each assignment, to document that you are indeed preparing for class. Notes which cover only the first part of the assigned reading will be considered unsatisfactory.
But I have a great memory! Isn’t this note-taking a waste of time?
Writing something down makes you think about it in a different sort of way. It makes you focus and define your thoughts. These notes can also provide a great basis for papers you write later. I don’t require very many or very long papers in my classes. Instead, these notes and quizzes make up the bulk of the writing you will do. Think of them as a massive take-home final exam that you’re writing a bit at a time: all open book!
Won’t these guides inhibit discussion? They seem to foreclose some interpretations and privilege others.
To some degree this is true. While I hope fewer off-the-wall misreadings will occur, original readings are not required in the same way as in traditional classes. However, original thinkers seem to find it possible to offer their own readings, especially when they have mine to bounce them off of.
But what if I think some of what the guides say is just wrong?
No problem. Disagree. I change the contents of the guides in response to student comments all the time. These are not meant to be authoritative. They’re just one professor’s take based on his experience teaching these texts over the years. I not only welcome correction; I encourage it. Send corrections or suggestions to
But won’t students be inhibited about disagreeing with you if they know your opinion ahead of time?
Not in my experience. In fact, students are able to ponder my opinions ahead of time, plot out their disagreements, and prepare to disagree. We have cut way down on the incidence of students being surprised and embarrassed in class when I disagree with them. By exposing my views first, I lower the risk for students rather than raising it. Discussions are far more lively now than before I started using the guides, and I’ve changed my own readings several times on the basis of student insights.
Aren’t these a kind of amateur Cliff’s Notes or Masterplots that students can use as substitutes for really reading the texts?
Judge for yourself. I don’t think so. I try to provide information that isn’t obvious; but to do well on the quizzes, you have to do your own reading.
I’m not one of your students. How can I use these guides?
Actually, it’s people like you who I hope will become the main users for this Web version of my study guides. Use them as a set of notes to help you understand what you are reading. Ignore any parts you find uninteresting or unhelpful. But non-WSU students need to be aware that if you copy these notes and turn them in it will be quite easy for any teacher to track down the source of your plagiarism, thanks to the excellent searching tools of the Web.
I’m a teacher. Can I reproduce these for my students?
Sure, so long as you aren’t printing them in a published book. Edit them, excerpt them, so long as you cite me as the source on your copies. Permission is granted for such use to nonprofit users only. If you have handouts of your own that you think are useful or interesting, send me a copy, or put them on the Web and send me the URL. I’d like to see a clearing house of classroom handouts where we could all share the fruits of each others’ labors. Why do we all have to reinvent the wheel?

Paul Brians’ Study Guides FAQs

I originally created these study guides for the use of my students at Washington State University, but I am happy that they have become popular with thousands of others. However, because they have become so popular, I cannot deal with all of the e-mail that comes my way concerning them. If you are about to write me about a study guide, please read through the following first.

May I have permission to reprint one of your study guides?
I routinely grant permission for such reproduction if it is done for a nonprofit educational purpose, but I like to be notified. Drop me an e-mail if you do this, please. Reproductions should include the URL of the original (omitting the outdated “:8080” string that many people are still using, please) and cite me as author. Commercial publishers should write me to negotiate reprint rights.
May I create a mirror of one of your study guides?
I rarely grant permission for mirrors. A Chinese group in Taiwan created a Chinese-language version of one of my guides with my permission, and a federal agency mirrored another of my resources for the exclusive use of employees on its intranet, behind a firewall which made the original inaccessible to them. More ordinary requests to mirror my pages are usually denied, for several reasons. 1) I like to retain control over my work, updating it whenever I need to. 2) I like people to be able to browse from one of my pages to another, exploring my site at will. 3) The only recompense I get for this work comes from “hits” showing on my counters–and visitors to mirrors don’t trip my counters.

Feel free to link to my pages, but I do like to know about it when you do.

Can you send me the answers to the questions in your study guide?
The study guides are designed to prompt careful, thoughtful readers to work out their own answers as they read through the texts discussed. I do not have a file of answers to send out. I’m occasionally willing to give advice to a student or teacher who has made an honest effort to work out an answer and wants to check with me to see whether they’ve hit on what I was thinking of; but I don’t run an answering service for the study guides.
Where can I find more study guides?
You’ll find a list of all my study guides on this page in the above right list, as well as in the site navigation on the left. For serious research in the humanities, see The Voice of the Shuttle and the eServer. But often you’ll turn up more useful material about literary and philosophical topics in a quick visit to a moderate-sized library. A librarian can often show you valuable resources in a few minutes that you could search for in vain for hours on the Internet.
I was just wondering, what do you think the principal motivations of each of the characters is and how does the conclusion relate to the introduction? (Or other obviously teacher-assigned questions).
Your teacher wants you to do these assignments yourself. I am not in the business of undermining the work of my colleagues at other schools.
an u help me write my paper its due tommorow im desperate!!!!
Please spare me this sort of thing. In the first place, you’re writing an English professor–this is not the time to use sloppy Internet-speak. I won’t nit-pick your prose, but at least take the trouble to hit the shift key to create proper capitals, and punctuate your sentences. In the second place, I’m a teacher, and I frown on my own students getting someone else to do their work. If you were my student I’d report you to the authorities and try to have you kicked out of school, so I’m not likely to do the homework of a total stranger. “Desperate” almost always means the writer didn’t care enough about the assignment to get started early–another of my pet peeves.
I don’t have time to read the book. Can you give me a plot summary?
My goal in creating these guides to encourage readers to engage closely with texts than I care about. The last thing I want to do is help somebody avoid reading them. The only study guide which contains a plot summary is the one on Rushdie’s Satanic Verses, for reasons which are explained there. Good assignments should not be doable by merely reading my guides and ignoring the assigned texts. If you’re able to get a passing grade out of your teacher by using my work alone you’re not only cheating the teacher, you’re cheating yourself of some wonderful experiences.
Why do you write about so many different topics?
Although my title is “Professor of English,” my degrees are in Comparative Literature; and I have always been interested in comparative arts and humanities topics. Most of my courses include some music, art, or philosophy, along with traditional literary texts. I consider my field to be the history of ideas. You’ll find very few traditional English and American literary works discussed here–my colleagues at WSU take care of that sort of thing.
I want more information about using these study guides.
Try reading the above section, About These Study Guides.
Can I take a course from you online?
Sorry, I’m retired now, and no longer offering online courses.
What’s your e-mail address?
Keep it clear, short, polite, and observe the above warnings, and I may well write back to you. But be aware that I sometimes travel and am not answering my e-mail.