One should not understand this compulsion to construct concepts, species, forms, purposes, laws ('a world of identical cases') as if they enabled us to fix the real world; but as a compulsion to arrange a world for ourselves in which our existence is made possible:-we thereby create a world which is calculable, simplified, comprehensible, etc., for us.

Necessity is an interpretation, not a fact.

I absolutely cannot see how one can later make up for having failed to go to a good school at the proper time. For this is what distinguishes the hard school as a good school from all others: that much is demanded; and sternly demanded; that the good, even the exceptional, is demanded as the norm; that praise is rare, that indulgence is nonexistent; that blame is apportioned sharply, objectively, without regard for talent or antecedents. What does one learn in a hard school? Obeying and commanding.

Wherever primitive man put up a word, he believed he had made a discovery. How utterly mistaken he really was! He had touched a problem, and while supposing he had solved it, he had created and obstacle to its solution. Now, with every new knowledge we stumble over flint-like and petrified words and, in so doing, break a leg sooner than a word.

Once upon a time, in some out of the way corner of that universe which is dispersed into numberless twinkling solar systems, there was a star upon which clever beasts invented knowing.

The higher man is distinguished from the lower by his fearlessness and his readiness to challenge misfortune.

History teaches that a race of people is best preserved where the greater number hold one common spirit in consequence of the similarity of their accustomed and indisputable principles.