The secret archives of the Board of Educators are not at our disposal. What we know about Knecht’s demeanor at sessions of the Board, or how he voted, must therefore be deduced from his occasional remarks to friends. During his early days in office he tended to keep silent at such meetings, but although later on he spoke up, he seems to have done so only rarely, unless he himself had launched a motion. Mention is made of how quickly he learned the tone traditional at the summit of our hierarchy, and the gracefulness, ingenuity, and wit with which he used these forms. As is well known, the heads of our hierarchy, the Masters and directors of the Order, treat each other in a carefully sustained ceremonial style. Moreover, it has been their custom, or inclination, or secret ruling — since when, we cannot say — to employ more and more carefully polished and strict courtesies, the greater their differences of opinion and the larger the controversial question under discussion. Presumably this formality handed down from the past serves, along with any other functions it may have, primarily as a safety valve. The extremely courteous tone of the debates protects the persons engaged from yielding to passion and helps them preserve impeccable bearing; but in addition it upholds the dignity of the Order and of the high authorities themselves. It drapes them in the robes of ceremonial and conceals them behind veils of sanctity. Such no doubt is the rationale of this elaborate art of exchanging compliments, which the students often make fun of. Before Knecht’s time his predecessor, Magister Thomas von der Trave, had been a particularly admired master of this art. Knecht cannot really be called his successor in it, still less his imitator; rather, he was more a disciple of the Chinese, so that his mode of courtesy was less pointed and peppered with irony. But he too was considered among his colleagues unsurpassed in the art of courtesy.
WE HAVE COME to that point in our study when we must focus our attention entirely upon the remarkable change of course which occupied the last years of the Master’s life and led to his bidding farewell to his office and the Province, his crossing into a different sphere of life, and his death. Although he administered his office with exemplary faithfulness up to the moment of his departure, and to his last day enjoyed the affectionate confidence of his pupils and colleagues, we shall not continue our description of his conduct of the office now that we see him already weary of it in his innermost soul, and turning toward other aims. He had already explored all the possibilities the office provided for the utilization of his energies and had reached the point at which great men must leave the path of tradition and obedient subordination and, trusting to supreme, indefinable powers, strike out on new, trackless courses where experience is no guide.
When he became conscious that this had happened, he dispassionately examined his situation and what might be done to change it. He had arrived, at an unusually early age, upon that summit which was all that a talented and ambitious Castalian could imagine as worth striving for. Yet neither ambition nor exertion had brought him there. He had neither tried for his high honor nor consciously adapted himself to it. It had come almost against his will, for an inconspicuous, independent scholar’s life free of official duties would have been much more in keeping with his own desires. He did not especially prize many of the benefits and powers that followed from his position. In fact, within a short time after he assumed office, he seemed already to have tired of some of these distinctions and privileges. In particular, he always regarded political and administrative work in the highest Board as a burden, although he gave himself to it with unfailing conscientiousness. Even the special, the characteristic and unique task of his position, the training of an elite group of perfected Glass Bead Game players, for all the joy it sometimes brought him, and despite the fact that this elite took great pride in their Magister, seems in the long run to have been more of a burden than a pleasure to him. What delighted him and truly satisfied him was teaching, and in this he discovered by experience that both his pleasure and his success were the greater, the younger his pupils were. Hence he felt it as a loss that his post brought to him only youths and adults instead of children.
