Nietzsche very soon diverged from this conclusion. He believed, with Schopenhauer, that human life, at best, was often an infliction and a torture, but in his very first book he showed that he admired, not the ascetic who tried to escape from the wear and tear of life altogether, but the proud, stiff-necked hero who held his balance in the face of both seductive pleasure and staggering pain; who cultivated within himself a sublime indifference, so that happiness and misery, to him, became mere words, and no catastrophe, human or superhuman, could affright or daunt him.[4] It is obvious that there is a considerable difference between these ideas, for all their similarity in origin and for all Nietzsche's youthful worship of Schopenhauer. Nietzsche, in fact, was so enamoured by the honesty and originality of what may be called the data of Schopenhauer's philosophy that he took the philosophy itself rather on trust and did not begin to inquire into it closely or to compare it carefully with his own ideas until after he had committed himself in a most embarrassing fashion. The same phenomena is no curiosity in religion, science or politics. Before a realization of these differences quite dawned upon Nietzsche he was busied with other affairs. In 1869, when he was barely 25, he was appointed, upon Ritschl's recommendation, to the chair of classical philology at the University of Basel, in Switzerland, an ancient stronghold of Lutheran theology. He had no degree, but the University of Leipsic promptly made him a doctor of philosophy, without thesis or examination, and on April 13th he left the old home at Naumburg to assume his duties. Thus passed that pious household. The grandmother had died long before--in 1856--and one of the maiden aunts had preceded her to the grave by a year. The other, long ill, had followed in 1867. But Nietzsche's mother lived until 1897, though gradually estranged from him by his opinions, and his sister, as we know, survived him. Nietzsche was officially professor of philology, but he also became teacher of Greek in the pedagogium attached to the University. He worked like a Trojan and mixed Schopenhauer and Hesiod in his class-room discourses upon the origin of Greek verbs and other such dull subjects. But it is not recorded that he made a very profound impression, except upon a relatively small circle. His learning was abysmal, but he was far too impatient and unsympathetic to be a good teacher. His classes, in fact, were never large, except in the pedagogium. This, however, may have been partly due to the fact that in 1869, as in later years, there were comparatively few persons impractical enough to spend their days and nights in the study of philology.