II. _Priestly Education._

§ 199. War has in death its force. It produces this, and by its means

decides who shall serve and who obey. But the nation that finds its

activity in war, though it makes death its absolute means, yet finds its

own limit in death. Other nations are only its boundaries, which it can

overpass in fighting with and conquering them. But death itself it can

never escape, whether it come in the sands of the desert--which buried

for Cambyses an army which he sent to the oracle of the Libyan Ammon--or

in the sea, that scorns the rod of the angry despot, or by the sword of

the freeman who guards his household gods. On this account, that people

stands higher that in the midst of life reflects on death, or rather

lives for it. The education of such a nation must be priestly because

death is the means of the transition to the future life, and

consequently equivalent to a new birth, and becomes a religious act.

Neither the family-state, nor the caste-state, nor the monkish nor

military-state, are hierarchies in the sense that the leading of the

national life by a priesthood produces. But in Egypt this was actually

the case, because the chief educational tribunal was the death-court

which concerned only the dead, in awarding to them or denying them the

honor of burial as the result of their whole life, but in its award

affected also the honor of the surviving family.

§ 200. General education here limited itself to imparting the ability

to read, write, and calculate. Special education consisted properly only

in an habitual living into a definite business within the circle of the

Family. In this fruitful and warm land the expense of supporting

children was very small. The division into classes was without the cruel

features of the Indian civilization, and life itself in the narrow Nile

valley was very social, very rich, very full of eating and drinking,

while the familiarity with death heightened the force of enjoyment. In a

stricter sense only, the warriors, the priests, and the kings, had,

properly speaking, an education. The aim of life, which was to determine

in death its eternal future, to secure for itself a passage into the

still kingdom of Amenth, manifested itself externally in the care which

they expended on the preservation of the dead shell of the immortal

soul, and on this account worked itself out in building tombs which

should last for ever. The Chinese builds a wall to secure his

family-state from attack; the Hindoo builds pagodas for his gods; the

Buddhist erects for himself monastic cells; the Persian constructs in

Persepolis the tomb of his kings, where they may retire in the evening

of their lives after they have rioted in Ecbatana, Babylon, and Susa;

but the Egyptian builds his own tomb, and carries on war only to protect

it.

Pedagogics as a System · 第 45 / 82 题