As I keep mentioning, I’m teaching Nietzsche. Regarding which, I have a request of sorts to place before our knowledgeable commentariat (and I can’t stop the ignorant ones from chiming in as well, but that’s modern life.) I’m going to include a unit, near the start, in which I offer a sampling of diverse responses to/interpretations of the guy. I think most students come to Nietzsche with … notions. I am not concerned to dislodge all that, certainly not at the start, but I think it might be efficient to encourage explicitness about it, if possible. To that end, I’m going to offer a menu of options. Maybe the students will say: yeah, that’s kind of my impression of the guy, from what I’ve heard and read.
This morning I went quote hunting in Mencken, Russell and G.K. Chesterton (not because I seriously think my students are going to show up on day 1 a bunch of junior Chestertonian-Menckenite-Russell-heads, in need of de-programming. I just like this stuff.)
H.L. Mencken, The Philosophy of Friedrich Nietzsche:
“Broadly speaking, they [Nietzsche’s ideas] stand in direct opposition to every dream that soothes the slumber of mankind in the mass, and therefore mankind in the mass must needs to suspicious of them, at least for years to come. They are pre-eminently for the man who is not of the mass, for the man whose head is lifted, however little, above the common level. They justify the success of that man, as Christianity justifies the failure of the man below.”
I could quote more Mencken, but let me proceed to Chesterton and Russell, who are hilariously arch and contemptuous. (I’m not planning to share all this with students, but some.) [click to continue…]