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The Motivations and Form of Nietzsche's Classicism 1869-1872 (Under the Direction of Eric Downing)

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The Motivations and Form of Nietzsche's Classicism 1869-1872 (Under the Direction of Eric Downing) BIRTH OF AN ARTISTIC SOCRATES: THE MOTIVATIONS AND FORM OF NIETZSCHE’S CLASSICISM 1869-1872 William O. Taylor A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English and Comparative Literature (Program of Comparative Literature). Chapel Hill 2013 Approved by: Eric Downing Jonathan Hess Clayton Koelb Konrad Jarausch Michael Silk ©2013 William O. Taylor ALL RIGHTS RESERVED ii ABSTRACT WILLIAM O. TAYLOR: Birth of an Artistic Socrates: The Motivations and Form of Nietzsche's Classicism 1869-1872 (Under the direction of Eric Downing) Friedrich Nietzsche’s The Birth of Tragedy (1872) expresses a form of classicism as it argues that Greek tragedy is a singular and exemplary art form moderns need to emulate. This classicism becomes even clearer when his lectures “On the Future of Our Educational Institutions,” delivered at the same time The Birth of Tragedy is published, are read alongside it. These lectures propose the creation of new schools to create artists through the study of the ancient Greeks. Nietzsche’s classicism is often supposed to have developed during his school years. This study demonstrates that Nietzsche never shows any signs of classicism while a student and that the Greeks are little more than an academic subject for him during these years. It is not until he completes his education that Nietzsche abruptly announces his classicist project centered on the Greeks. As the sudden nature of this classicism has never been recognized before, the motivations for it have never been questioned. This study uncovers three motivations for Nietzsche’s classicism: his love of music, his need for existential meaning, and his feeling of having no other career option than to be a professor of philology. This provides a new and more nuanced picture of Nietzsche’s thinking on the value he proposes that the ancient Greeks have for modernity. iii ACKNOWLEDGEMENTS I am most grateful for my Jamie’s support, encouragement, and patience throughout this process. I also thank Eric Downing for his watchful eye helping me continually see how to return to the stronger part of my work. Finally, I thank Nietzsche for his example of courage to think and write for the sake of life despite the inevitability of error. iv TABLE OF CONTENTS INTRODUCTION ...............................................................................................................1 A. NIETZSCHE’S CLASSICISM 1869-1872 ........................................................5 A.1 Why this Classicism Requires Examination .........................................5 A.2 Motivates for this Classicism ..............................................................10 B. TWO PRECEDENTS FOR NIETZSCHE’S CLASSICISM ............................12 B.1 Winckelmann ......................................................................................13 B.2 Humboldt .............................................................................................15 C. LITERATURE REVIEW, VALUE & OVERVIEW OF THIS STUDY .........22 C.1 Literature Review ................................................................................22 C.2 Value of this Study ..............................................................................32 C.3 Overview of this Study ........................................................................33 D. DEFINITIONS & TRANSLATIONS ..............................................................35 1.0.0 NIETZSCHE’S ELEMENTARY & SECONDARY BILDUNG (1849-1858) ........37 1.1.0 SCHOOLS ATTENDED BEFORE SCHULPFORTA ................................38 1.1.1 Elementary Education (1849-1855) ..................................................38 1.1.2 History of the Domgymnasium at Naumburg ...................................39 1.1.3 Nietzsche at the Domgymnasium (1855-1858) .................................43 1.2.0 HISTORY OF SCHULPFORTA ..................................................................51 1.2.1 First Two Centuries (1543-1773)......................................................52 v 1.2.2 Late Eighteenth Century (1773-1801) ..............................................55 1.2.3 Early Nineteenth Century (1802-1815) ............................................57 1.2.4 Prussian Reforms (1815-1820) .........................................................60 1.2.5 Mid-Nineteenth Century (1820-1865) ..............................................64 1.3.0 NIETZSCHE AT SCHULPFORTA (1858-1864) ........................................66 1.3.1 Tertia (1858-1860) ............................................................................67 1.3.2 Sekunda (1860 -1862) .......................................................................81 1.3.3 Lower Prima (1862-1863) .................................................................98 1.3.4 Upper Prima (1863-1864) ...............................................................108 1.3.5 Thesis on Theognis .........................................................................122 1.4.0 GERMANIA (1860-1863) ...........................................................................132 2.0.0 NIETZSCHE’S UNIVERSITY BILDUNG (1864-1869) .......................................137 2.1.0 BONN SCHOOL OF PHILOLOGY ..........................................................137 2.1.1 Founding of Altertumswissenschaft ...............................................138 2.1.2 Wolf’s Method ................................................................................143 2.1.3 Boeckh, Hermann, and the Philologenstreit ..................................150 2.1.4 Ritschl .............................................................................................152 2.1.5 Influence of Bonn School at Schulpforta .......................................157 2.2.0 BONN (1864-1865) ....................................................................................160 2.2.1 Franconia ........................................................................................161 2.2.2 Music and Diligence .......................................................................165 2.2.3 Winter and Summer Semesters (1864-1865) ..................................168 2.2.4 Relationship to Ritschl and Philology ............................................174 vi 2.2.5 Return to Work ...............................................................................179 2.2.6 Why Nietzsche Transfers to Leipzig...............................................181 2.3.0 LEIPZIG (1865-1869) ................................................................................183 2.3.1 Encountering Schopenhauer and Lange ..........................................186 2.3.2 Philosophical Philology ..................................................................200 2.3.3 Military Service and Democritus ....................................................210 2.3.4 A History of Literary History .........................................................218 2.3.5 Career Plans ....................................................................................219 2.3.6 Nascent Classicism and German Classicists ...................................220 2.3.7 Concern for Developing Style ........................................................223 2.3.8 Music at Leipzig .............................................................................225 3.0.0 NIETZSCHE’S EARLY PROFESSORSHIP (1869-1872) ....................................227 3.1.0 WAGNER AND TRIBSCHEN ..................................................................228 3.1.1 Becoming Friends ...........................................................................228 3.1.2 Wagner’s Greeks .............................................................................233 3.1.3 Tribschen.........................................................................................239 3.2.0 TEACHING IN BASEL .............................................................................245 3.2.1 University and Pädagogium ...........................................................248 3.2.2 Pedagogy and Courses Taught ........................................................249 3.2.3 Inaugural Address on Homer ..........................................................253 3.3.0 RETURN TO TRAGEDY ..........................................................................260 3.3.1 Two Public Lectures on Tragedy ....................................................260 3.3.2 Centaurs and “The Dionysian Worldview” ....................................278 vii 3.4.0 WAR, POLITICS, AND ELITISM ............................................................283 3.4.1 Partisanship and the War ................................................................283 3.4.2 Jakob Burckhardt’s Greeks .............................................................288 3.4.3 “The Greek State” ...........................................................................297 3.5.0 A NEW GREEK ACADEMY AND THE PUBLICATION OF BIRTH ...298 3.5.1 Future Institutions of Bildung .........................................................299 3.5.2 “Encyclopedia” Lectures ................................................................302 3.5.3 Publishing Birth ..............................................................................309 CONCLUSION ................................................................................................................314 A. FORM OF NIETZSCHE’S CLASSICISM 1869-1872 ..................................315
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