Friedrich Nietzsche: Doing (page 2)

Friedrich Nietzsche was German philosopher, poet, composer, cultural critic, and classical philologist. Explore interesting quotes on doing.
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“It arouses mistrust against my character, as if publicly I condemned something which I have favored secretly — and that I am unable to do anything against it, that the name of Zarathustra is used in every Anti-Semitic Correspondence Sheet, has almost made me sick several times.”

Objecting to his sister Elisabeth, about her marriage to the anti-semite Bernhard Förster, in a Christmas letter (1887) http://www.geocities.com/thenietzschechannel/nlett1887.htm in Friedrich Nietzsche's Collected Letters, Vol. V, #479
Context: You have committed one of the greatest stupidities — for yourself and for me! Your association with an anti-Semitic chief expresses a foreignness to my whole way of life which fills me again and again with ire or melancholy. … It is a matter of honor with me to be absolutely clean and unequivocal in relation to anti-Semitism, namely, opposed to it, as I am in my writings. I have recently been persecuted with letters and Anti-Semitic Correspondence Sheets. My disgust with this party (which would like the benefit of my name only too well!) is as pronounced as possible, but the relation to Förster, as well as the aftereffects of my former publisher, the anti-Semitic Schmeitzner, always brings the adherents of this disagreeable party back to the idea that I must belong to them after all. … It arouses mistrust against my character, as if publicly I condemned something which I have favored secretly — and that I am unable to do anything against it, that the name of Zarathustra is used in every Anti-Semitic Correspondence Sheet, has almost made me sick several times.

“If it is true to say of the lazy that they kill time, then it is greatly to be feared that an era which sees its salvation in public opinion, this is to say private laziness, is a time that really will be killed: I mean that it will be struck out of the history of the true liberation of life. How reluctant later generations will be to have anything to do with the relics of an era ruled, not by living men, but by pseudo-men dominated by public opinion.”

Wenn man mit Recht vom Faulen sagt, er töte die Zeit, so muß man von einer Periode, welche ihr Heil auf die öffentlichen Meinungen, das heißt auf die privaten Faulheiten setzt, ernstlich besorgen, daß eine solche Zeit wirklich einmal getötet wird: ich meine, daß sie aus der Geschichte der wahrhaften Befreiung des Lebens gestrichen wird. Wie groß muß der Widerwille späterer Geschlechter sein, sich mit der Hinterlassenschaft jener Periode zu befassen, in welcher nicht die lebendigen Menschen, sondern öffentlich meinende Scheinmenschen regierten.
“Schopenhauer as educator,” § 3.1, R. Hollingdale, trans. (1983), p. 128
Untimely Meditations (1876)

“Nihilist and Christian. They rhyme, and do not merely rhyme…”

Nihilist und Christ: das reimt sich, das reimt sich nicht bloss.
Sec. 58, as translated by R. J. Hollingdale. In German these words do rhyme; variant translation: Nihilist and Christian. They rhyme, and they do indeed do more than just rhyme.
The Antichrist (1888)

“There exists in the world a single path along which no one can go except you: whither does it lead? Do not ask, go along it.”

Es gibt in der Welt einen einzigen Weg, auf welchem niemand gehen kann, außer dir: wohin er führt? Frage nicht, gehe ihn.
“Schopenhauer as educator,” § 3.1, R. Hollingdale, trans. (1983), p. 129
Untimely Meditations (1876)

“I always believed that at some time fate would take from me the terrible effort and duty of educating myself. I believed that, when the time came, I would discover a philosopher to educate me, a true philosopher whom one could follow without any misgiving because one would have more faith in him than one had in oneself. Then I asked myself: what would be the principles by which he would educate you?—and I reflected on what he might say about the two educational maxims which are being hatched in our time. One of them demands that the educator should quickly recognize the real strength of his pupil and then direct all his efforts and energy and heat at them so as to help that one virtue to attain true maturity and fruitfulness. The other maxim, on the contrary, requires that the educator should draw forth and nourish all the forces which exist in his pupil and bring them to a harmonious relationship with one another. … But where do we discover a harmonious whole at all, a simultaneous sounding of many voice in one nature, if not in such men as Cellini, men in whom everything, knowledge, desire, love, hate, strives towards a central point, a root force, and where a harmonious system is constructed through the compelling domination of this living centre? And so perhaps these two maxims are not opposites at all? Perhaps the one simply says that man should have a center and the other than he should also have a periphery? That educating philosopher of whom I dreamed would, I came to think, not only discover the central force, he would also know how to prevent its acting destructively on the other forces: his educational task would, it seemed to me, be to mould the whole man into a living solar and planetary system and to understand its higher laws of motion.”

“Schopenhauer as educator,” § 3.2, R. Hollingdale, trans. (1983), pp. 130-131
Untimely Meditations (1876)