The Glass Bead Game полностью

But alongside or above these schools we have the system of elite schools, to which only the pupils of extraordinary gifts and character are admitted. Entrance to them is not controlled by examinations. Instead, the elite pupils are chosen by their teachers, according to their judgment, and are recommended to the Castalian authorities. One day a teacher suggests to a child of eleven or twelve that if he wished he could perhaps enter one of the Castalian schools next semester. Does he feel attracted by the idea; does he feel any vocation for it? The boy is given time to think it over. If he then agrees, and if the unqualified consent of both parents is obtained, one of the elite schools admits him on probation. The directors and the highest-level teachers of these elite schools (by no means the faculties of the universities) form the Board of Educators, which has charge of all education and all intellectual organizations in the country. Once a boy becomes an elite pupil (and assuming he does not fail any of the courses, in which case he is sent back to the ordinary schools) he no longer has to prepare for a profession or some specialty that will subsequently become his livelihood. Rather, the Order and the hierarchy of academics are recruited from among the elite pupils, everyone from the grammar school teachers to the highest officers, the twelve Directors of Studies, also called Masters, and the Ludi Magister, the director of the Glass Bead Game.

As a rule, the last courses in the elite schools are completed between the ages of twenty-two and twenty-five. The graduate is then admitted to the Order. Thereafter, all educational and research institutions of the Order and of the Board of Educators are available to the former elite pupils, all the libraries, archives, laboratories, and so on, together with a large staff of teachers if they desire further study, and all the facilities of the Glass Bead Game. A degree of specialization begins even during the school years. In the upper ranges of the elite schools those who show special aptitudes for languages, philosophy, mathematics, or whatever are shifted to the curriculum which provides the best nourishment for their talents. Most of these pupils end up as subject teachers in the public schools and universities. They remain, even though they have left Castalia, members of the Order for life. That is to say, they stand at an austere remove from the “normals” (those who were not educated in the elite schools) and can never — unless they resign the Order — become professional men, such as doctors, lawyers, engineers, and so on. They are subject for life to the rules of the Order, which include poverty and bachelorhood. The common people call them in a half-derisive, half-respectful tone “the mandarins.”

Thus the bulk of former elite pupils find their ultimate destiny as schoolmasters. The tiny remainder, the top flight of the Castalian schools, can devote themselves to free study for as long as they please. A contemplative, diligent intellectual life is reserved for them. Many a highly gifted person who for one reason or another, perhaps some physical defect or quirk of character, is not suited to become a teacher or to hold a responsible post in the superior or inferior Boards of Educators, may go on studying, researching, or collecting throughout his life as a pensioner of the authorities. His contribution to society then consists mostly of works of pure scholarship. Some are placed as advisers to dictionary committees, archives, libraries, and so on; others pursue scholarship as art for art’s sake. A good many of them have devoted their lives to highly abstruse and sometimes peculiar subjects, such as Lodovicus Crudelis who toiled for thirty years translating all extant ancient Egyptian texts into both Greek and Sanscrit, or the somewhat peculiar Chattus Calvensis II who has bequeathed to us four immense folio volumes on The Pronunciation of Latin in the Universities of Southern Italy toward the End of the Twelfth Century. This work was intended as Part One of a History of the Pronunciation of Latin from the Twelfth to the Sixteenth Centuries. But in spite of its one thousand manuscript pages, it has remained a fragment, for no one has carried on the work.

It is understandable that there has been a good deal of joking about purely learned works of this type. Their actual value for the future of scholarship and for the people as a whole cannot be demonstrated. Nevertheless, scholarship, as was true for art in the olden days, must indeed have far-flung grazing grounds, and in pursuit of a subject which interests no one but himself a scholar can accumulate knowledge which provides colleagues with information as valuable as that stored in a dictionary or an archive.