Knecht informed his friend Ferromonte of Plinio’s confession with deep emotion. And Ferromonte himself added, in the letter we have just cited: “To me, as a musician, this confession of Plinio, to whom I had not always been entirely fair, was like a musical experience. The contrast of world and Mind, or of Plinio and Joseph, had before my eyes been transfigured from the conflict of two irreconcilable principles into a double concerto.”
When Plinio had come to the end of his four-year course and was about to return home, he brought the headmaster a letter from his father inviting Joseph Knechf to spend the coming vacation with him. This was an unusual proposal. Leaves for journeys and stays outside the Pedagogic Province did exist, chiefly for purposes of study. They were not so very rare, but were exceptional and generally granted only to older and more seasoned researchers, never to younger students still at school. But since the invitation had come from so highly esteemed a family and personage, Headmaster Zbinden did not presume to reject it on his own, but presented it to a committee of the Board of Educators. The reply was a laconic refusal. The friends had to say good-by to each other.
“We’ll try the invitation again sometime,” Plinio said. “Sooner or later it will work out. You must someday see my home and meet my family, and realize that we are not just commercial-minded scum. I shall miss you very much. And make sure, Joseph, that you rise quickly in this complicated Castalia of yours. Of course you’re highly suited to become a member of the hierarchy, but in my opinion more at the top than the bottom of the heap — in spite of your name. I prophesy a great future for you; one of these days you’ll be a Magister and be counted among the illustrious.”
Joseph gave him a sad look.
“Go ahead and make fun of me,” he said, struggling with the emotion of parting. “I am not so ambitious as you, and if I should ever attain to some office, you will long since have become president or mayor, university professor, or deputy. Think kindly of us, Plinio, and of Castalia; don’t become entirely estranged from us. After all, there have to be a few people in the outside world who know more about Castalia than the jokes they make about us out there.”
They shook hands, and Plinio departed.
For his last year in Waldzell, Joseph remained out of the limelight. His exposed and strenuous function as a more or less public personality had suddenly come to an end. Castalia no longer needed a defender. Joseph devoted his free time during that year chiefly to the Glass Bead Game, which enthralled him more and more. A notebook of jottings from that period, dealing with the meaning and theory of the Game, begins with the sentence: “The whole of both physical and mental life is a dynamic phenomenon, of which the Glass Bead Game basically comprehends only the aesthetic side, and does so predominantly as an image of rhythmic processes.”
JOSEPH KNECHT WAS about twenty-four years old at this time. With graduation from Waldzell, his school days were over, and there now began his years of free study. With the exception of his uneventful boyhood in Eschholz, these were probably the most serene and happy years of his life. There is, after all, always something wonderful and touchingly beautiful about a young man, for the first time released from the bonds of schooling, making his first ventures toward the infinite horizons of the mind. At this point he has not yet seen any of his illusions dissipated, or doubted either his own capacity for endless dedication or the boundlessness of the world of thought.
Especially for young men with gifts like those of Joseph Knecht, who have not been driven by a single talent to concentrate on a specialty, but whose nature rather aims at integration, synthesis, and universality, this springtide of free study is often a period of intense happiness and very nearly of intoxication. Were it not preceded by the discipline of the elite schools, by the psychic hygiene of meditation exercises and the lenient supervision of the Board of Educators, this freedom would even be dangerous for such natures and might prove a nemesis to many, as it used to be to innumerable highly gifted young men in the ages before our present educational pattern was set, in the pre-Castalian centuries. The universities in those days literally swarmed with young Faustian spirits who embarked with all sails set upon the high seas of learning and academic freedom, and ran aground on all the shoals of untrammeled dilettantism. Faust himself, after all, was the prototype of brilliant amateurishness and its consequent tragedy.
