“I saw that Haller was a genius of suffering and that in the meaning of many sayings of Nietzsche he had created within himself with positive genius a boundless and frightful capacity for pain.”

“...Haller's sickness of the soul, as I now know, is not the eccentricity of a single individual, but the sickness of the times themselves, the neurosis of that generation to which Haller belongs, a sickness, it seems, that by no means attacks the weak and worthless only but, rather, precisely those who are strongest in spirit and richest in gifts.”

“genius in love is the yearning to handover”

“Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.”

“I sped through heaven and saw god at work. I suffered holy pains. I dropped all my defenses and was afraid of nothing in the world. I accepted all things and to all things I gave up my heart.”

“Things are going downhill with you!' he said to himself, and laughed about it, and as he was saying it, he happened to glance at the river, and he also saw the river going downhill, always moving on downhill, and singing and being happy through it all.”

“When I have neither pleasure nor pain and have been breathing for a while the lukewarm insipid air of these so-called good and tolerable days, I feel so bad in my childish soul that I smash my rusty lyre of thanksgiving in the face of the slumbering god of contentment and would rather feel the most devilish pain burn in me than this warmth of a well-heated room. - Harry Haller”