The Glass Bead Game полностью

“Other centuries sought safety in the union of reason and religion, research and asceticism. In their Universitas Litterarum, theology ruled. Among us we use meditation, the fine gradations of yoga technique, in our efforts to exorcise the beast within us and the diabolus dwelling in every branch of knowledge. Now you know as well as I that the Glass Bead Game also has its hidden diabolus, that it can lead to empty virtuosity, to artistic vanity, to self-advancement, to the seeking of power over others and then to the abuse of that power. This is why we need another kind of education beside the intellectual and submit ourselves to the morality of the Order, not in order to reshape our mentally active life into a psychically vegetative dream-life, but on the contrary to make ourselves fit for the summit of intellectual achievement. We do not intend to flee from the vita activa to the vita contemplativa, nor vice versa, but to keep moving forward while alternating between the two, being at home in both, partaking of both.”

We have cited Knecht’s words — and many similar statements recorded by his students have been preserved — because they throw so clear a light upon his conception of his office, at least during the first few years of his magistracy. He was an excellent teacher; the profusion of copies of his lectures which have come down to us would alone provide evidence for that. Among the surprises that his high office brought him right at the start was his discovery that teaching gave him so much pleasure, and that he did so well at it. He would not have expected that, for hitherto he had never really felt a desire for teaching. Of course, like every member of the elite, he had occasionally been given teaching assignments for short periods even while he was merely an advanced student. He had substituted for other teachers in Glass Bead Game courses at various levels, even more frequently had helped the participants in such with reviews and drill; but in those days his freedom to study and his solitary concentration had been so dear and important to him that he had regarded these assignments as nuisances, despite the fact that he was even then skillful and popular as a teacher. He had, after all, also given courses in the Benedictine abbey, but they had been of minor importance in themselves, and equally minor for him. There, his studies and association with Father Jacobus had made all other work secondary. At the time, his greatest ambition had been to be a good pupil, to learn, receive, form himself. Now the pupil had become a teacher, and as such he had mastered the major task of his first period in office: the struggle to win authority and forge an identity of person and office. In the course of this he made two discoveries. The first was the pleasure it gives to transplant the achievements of the mind into other minds and see them being transformed into entirely new shapes and emanations — in other words, the joy of teaching. The second was grappling with the personalities of the students, the attainment and practice of authority and leadership — in other words, the joy of educating. He never separated the two, and during his magistracy he not only trained a large number of good and some superb Glass Bead Game players, but also by example, by admonition, by his austere sort of patience, and by the force of his personality and character, elicited from a great many of his students the very best they were capable of.