When we have to change an opinion about any one, we charge heavily to his account the inconvenience he thereby causes us. - Friedrich Nietzsche

Consider the cattle, grazing as they pass you by: they do not know what is meant by yesterday or today, they leap about, eat, rest, digest, leap about again, and so from morn till night and from day to day, fettered to the moment and its pleasure or displeasure, and thus neither melancholy nor bored. This is a hard sight for man to see; for, though he thinks himself better than the animals because he is human, he cannot help envying them their happiness – what they have, a life neither bored nor painful, is precisely what he wants, yet he cannot have it because he refuses to be like an animal…
[Man] also wonders at himself, that he cannot learn to forget but clings relentlessly to the past: however far and fast he may run, this chain runs with him. And it is a matter for wonder: a moment, now here and then gone, nothing before it came, again nothing after it has gone, nonetheless returns as a ghost and disturbs the peace of a later moment. A leaf flutters from the scroll of time, floats away – and suddenly floats back again and falls into the man’s lap. Then the man says ‘I remember’ and envies the animal, who at once forgets and for whom every moment really dies, sinks back into night and fog and is extinguished forever.

The lonely one offers his hand too quickly to whomever he encounters.

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.