a mechanical unity in work which war demands, the greatest stress was laid upon obedience. In its restricted sense education comprised Reading, Writing, and Arithmetic; the last being, on account of its usefulness, more esteemed by the Romans than by the Greeks, who gave more time to Geometry. The schools, very characteristically, were called Ludi, because their work was, in distinction from other practice, regarded simply as a recreation, as play. -The Roman recognized with pride this distinction between the Greek and himself; Cicero's Introduction to his Essay on Oratory expresses it. To be practical was always the effort of the reflective character of the Romans, which was always placing new ends and seeking the means for their attainment; which loved moderation, not to secure beauty thereby, but respected it as a means for a happy success (medium tenuere beati); which did not possess serene self-limitation, or owpoon, but calculation quid valeant humeri, quid ferre recusent; but which, in general, went far beyond the Greeks in persistency of will, in constantia animi. The schools were at first held publicly in shops; hence the name trivium. Very significant for the Roman is the predicate which he conferred upon theoretical subjects when he called them artes bona, optima, liberales, ingenua, &c., and brought forth the practical element in them. § 222. (2) But the practical education could no longer keep its ground after it had become acquainted with the aesthetic. The conquest of Greece, Asia Minor, and Egypt, made necessary, in a practical point of view, the acquisition of the Grecian tongue, so that these lands, so permeated with Grecian culture, might be thoroughly ruled. The Roman of family and property, therefore, took into his service Greek nurses and teachers who should give to his children, from their earliest years, Greek culture. It is, in the history of education, a great evil when a nation undertakes to teach a foreign tongue to its youth. Then the necessity of trade with the Greeks caused the study of Rhetoric, so that not only in the deliberations of the senate and people, but in law, the ends. might be better attained. Whatever effort the Roman government made to prevent the invasion of the Greek rhetorician was all in vain. The Roman youth sought for this knowledge, which was so necessary to them in foreign lands, e. g. in the flourishing school of rhetoric on the island of Rhodes. At last, even the study of Philosophy commended itself to the practical Roman, in order that he might recover for himself confidence amid the disappointments of life. When his practical life did not bring him any result, he devoted himself in his poverty to abstract contemplation. The Greeks would have Philosophy for its own sake; the ataraxy of the Stoics, Epicureans, and Skeptics even, desired the result of a necessary principle; but the Roman, on the contrary, wished to lift himself by philosophemes above trouble and misfortune. -This direction which Philosophy took is noteworthy, not alone in Cicero and Seneca, but at the fall of the Roman empire, when Boethius wrote in his prison his immortal work on the consolations of Philosophy. § 223. The earnestness which sought a definite end degenerated in the very opposite of activity with him who had no definite aim. The idleness of the wealthy Roman, who felt himself to be the lord of a limitless world, devoted itself to dissipation and desire for enjoyment, which, in its entire want of moderation, abused nature. The finest form of the extant education was that in belles-lettres, which also for the first time came to belong to the sphere of Pedagogics. There had been a degeneration of art in India and Greece, and also an artistic trifling. But in Rome there arose a pursuit of art in order to win a certain consideration in social position, and to create for one's self a recreation in the emptiness of a soul satiated with sensual debauchery. Such a seizing of art is frivolous, for it no longer recognizes its absoluteness, and subordinates it as a means to subjective egotism. Literary salons then appear. -In the introduction to his Cataline, Sallust has painted excellently this complete revolution in the Roman education. The younger Pliny in his letters furnishes ample material to illustrate to us this pursuit of belles-lettres. In Nero it became idiotic. We should transgress our prescribed limits did we enter here into particulars. An analysis would show the perversion of the æsthetic into the practical, the æsthetic losing thereby its proper nature. But the Roman could not avoid this perversion, because, according to his original aim, he could not move except towards the utile et honestum.— § 224. (3) But this pursuit of fine art, this aimless parade, must at last weary the Roman. He sought for himself again an object to which he could vigorously devote himself. His sovereignty was assured, and conquest as an object could no more charm him. The national religion had fallen with the destruction of the national individuality. The soul looked out over its historical life into an empty void. It sought to establish a relation between itself and the next world by means of dæmonic forces, and in place of the depreciated nationality and its religion we find the eclecticism of the mystic society. There were, it is true, in national religions certain secret signs, rites, words, and meanings; but now, for the first time in the history of the world, there appeared mysteries as pedagogical societies, which concerned themselves only with private things and were indifferent to nationality. Everything was profaned by the roughness of violence. Man believed no longer in the old gods, and the superstitious faith in ghosts became only a thing fit to frighten children with. Thus man took refuge in secrecy, which had for his satiety a piquant charm. § 225. The education of the mysteries was twofold, theoretical and practical. In the theoretical we find a regular gradation of symbols and symbolical acts through which one seemed gradually to attain to the revelation of the secret; the practical contained a regular gradation of ascetic actions alternating with an abandonment to wild orgies. Both raised one from the rank of the novice to that of the initiated. In the higher orders they formed an ethical code of laws, and this form Pedagogics has retained in all such secret culture, mutatis mutandis, down to the Illuminati. -In the Roman empire, its Persian element was the worship of Mithras; its Egyptian, that of Isis; its Grecian, the Pythagorean doctrines. All these three, however, were much mingled with each other. The Roman legions, who really no longer had any native country, bore these artificial religions throughout the whole world. The confusion of excitement led often to Somnambulism, which was not yet understood, and to belief in miracles. Apollonius of Tyana, the messiah of Ethnicism, is the principal figure in this group; and, in comparison with him, Jamblichus appears only as an enthusiast and Alexander of Abonoteichos as an impostor. III. Abstract Individual Education. § 226. What the despair of the declining nations sought for in these mysteries was Individuality, which in its singularity is conscious of the universality of the rational spirit as its own essence. This individuality existed more immediately in the Germanic race, which nevertheless, on account of its nature, formed first in Christianity its true actualization. It can be here only pointed out that they most thoroughly, in opposition to nature, to men, and to the gods, felt themselves to be independent; as Tacitus says, "Securi adversus homines, securi adversus Deos." This individuality, which had only itself for an end, must necessarily be destroyed, and was saved only by Christianity, which overcame and enlightened its dæmonic and defiant spirit. We cannot speak here of a system of Education. Respect for personality, the free acknowledgment of the claims of woman, the loyalty to the leader chosen by themselves, loyalty to their friends (the idea of fellowship),--these features should all be well-noted, because from them arose the feudalism of the middle ages. What Cæsar and Tacitus tell us of the education of the Germans expresses only the emancipation of individuality, which in its immediate crudeness had no other form in which to manifest itself than wars of conquest. -To the Roman there was something dæmonic in the German. He perceived dimly in him his future, his master. When the Romans were to meet the Cimbri and Teutons in the field, their commander had first to accustom them for a whole day to the fearful sight of the wild, giant-like forms. SECOND DIVISION. THE SYSTEM OF THEOCRATIC EDUCATION. 227. The system of National Education founded its first stage on the substantial basis of the family-spirit; its second stage on the division of the nation by means of division of labor which it makes permanent in castes; its third stage presents the free opposition of the laity and clergy; in its next phase it makes war, immortality, and trade, by turns, its end; thirdly, it posits beauty, patriotic youth, and the immediateness of individuality, as the essence of mankind, and at last dissolves the unity of nationality in the consciousness that all nations are really one since they are all human beings. In the intermixture of races in the Roman world arises the conception of the human race, the genus humanum. Education had become eclectic: the Roman legions levelled the national distinctions. In the wavering of all objective morality, the necessity of self-education in order to the formation of character appeared ever more and more clearly; but the conception, which lay at the foundation, was always, nevertheless, that of Roman, Greek, or German education. But in the midst of these nations another system had striven for development, and this did not base itself on the natural connection of nationality, but made this, for the first time, only a secondary thing, and made the direct relation of man to God its chief idea. In this system God himself is the teacher. He manifests to man His will as law, to which he must unconditionally conform for no other reason than that He is the Lord, and man His servant, who can have no other will than His. The obedience of man is therefore, in this system, abstract until through experience he gradually attains to the knowledge that the will of God has in it the very essence of his own will. Descent, Talent, Events, Work, Beauty, Courage,—all these are indifferent things compared with the subjection of the human to the divine will. To be well-pleasing to God is almost the same as belief in Him. Without this identity, what is natural in national descent is of no value. According to its form of manifestation, Judaism is below the Greek spirit. It is not beautiful, but rather grotesque. But in its essence, as the religion of the contradiction between the idea and its existence, it goes beyond nature, which it perceives to be established by an absolute, conscious, and reasonable Will; while the Greek concealed from himself only mythically his dependence on nature, on his motherearth. The Jews have been preserved in the midst of all other culture by the elastic power of the thought of God as One who was free from the control of nature. have a patriotism in common with the Romans. The Jews The Mac |