glass bead game essay

7/29/2019 Glass Bead Game Essay

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CANADIANJOURNALOFEDUCATION31,3(2008):667696

LIFE,DEATHANDTRANSFORMATION:EDUCATIONANDINCOMPLETENESSIN

HERMANNHESSESTHEGLASSBEADGAME

PeterRoberts

UniversityofCanterbury

At theendof themainpartofHermannHessesclassicnovel,TheGlassBeadGame,

thecentralcharacter,JosephKnecht,diessuddenly.Inthisarticle,IconsidertheeducationalsignificanceofHessesportrayalofKnechtsdeath.Thispivotalmoment inthebooktellsreadersmuchabouttheprocessofeducationaltransformation.Iarguethat thethemeof incompletenessisimportant inunderstandingKnechts life,death,andtransformationineducationalterms.Ialsosuggestthatteachingallowseducatorstoliveonthroughthelivesofothersandthusservesasabridgebetweendeathandlife.

Keywords: literature,philosophy,teaching,immortality

lafindelaprincipalepartieduclbreromandeHermannHesse,LeJeudesperlesdeverre,lepersonnageprincipal,JosephValet,meurtsoudainement. Danscetarticle,

lauteur

analyse

le

sens

pdagogique

de

la

mort

de

Valet.

Ce

moment

cl

du

roman

dvoile aux lecteurs le processus de transformation par lenseignement. Lauteursoutientque le thmede lincompltude est importantpour comprendre lavie, lamort et la transformationdeValet. Il fait galement observer que lenseignementpermetauxmatresdeseprolongerdans laviede leurslvesetsertainsidepontentrelamortetlavie.

Motscls:littrature,philosophie,enseignement,immortalit

_________________________


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668 PETERROBERTS

In1943,afteraprotractedandcomplicatedprocessofcomposition, theGermanwriterHermannHessepublishedhislastandlongestnovel,DasGlasperlenspiel.ThebookfirstappearedinEnglishin1949underthetitleMagisterLudi,andhasbeenavailableasTheGlassBeadGamesince1969(Hesse, 2000a). The Glass Bead Game is set in Castalia: a pedagogicalprovince of the future (ca. 2200)where scholarsdevote themselves toknowledgeandintellectuallife.CentraltoCastaliansocietyistheGlassBeadGame:akindofuniversal language throughwhichvaluescanbeexpressedandconsideredinrelationtoeachother,withunlimitedcombinationsofpossiblethemesandideasawayofplayingwiththetotalcontentsofaculture,shapedbyalltheartsandsciences.Thebookcontains three parts. In the first section the narrator, a Castalianwriting

around theyear2400,providesageneral introduction to thehistoryoftheGame.ThesecondandmainpartofthebookdetailsthelifeofJosephKnecht,whoprogresses through theCastalian systemasanexemplarystudentandexponentoftheGame,eventuallyreachingtheexaltedpositionofMagisterLudi(MasteroftheGlassBeadGame).Thethirdsectioncomprises a selection of poems and several fictional autobiographies(Lives) that are presented as the posthumous writings of JosephKnecht. Studentswho graduate from the elite schools inCastalia andmoveontoaperiodoffreestudyhavefewobligations,butonerequirementisthateachyeartheycompleteanessayimaginingtheirlivesinanearlierperiodofhumanhistory.ThreesuchLives fromJosephs stu

dent

days

are

included

in

The

Glass

Bead

Game:

The

Rain

maker,

The

FatherConfessor,andTheIndianLife. Severalothercharactersinthebookplaypivotal roles inKnechtseducational life:PlinioDesignori,afellow studentwho visits Castalia from the outsideworld, andwithwhomJoseph engages in lively debates; FatherJacobus,who teachesKnecht thevalueofhistory;FritzTegularius,1anervous,delicate,antisocialbutbrilliantcolleagueand friend in theOrderof theGlassBeadGame; and the Music Master,Josephs revered mentor and primarysourceofearlyencouragement.

The main part of the novel depicts a complex and multifacetedprocessof transformation.On theonehand,Josephseemsdestined forgreatness. He excels in his earlier studies, develops a deep understandingoftheGlassBeadGame,and,afterfindinghimselfintheposi


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LIFE,DEATHANDTRANSFORMATION 669

tionofMagisterLudihavingbarelyenteredmiddleage,dischargeshisonerousresponsibilities withdistinction.Heseems,atfirstglance,tobethemodelCastalian.Atthesame time,fromhisstudentdaysonwards,heexperiencesdoubtsanduncertainties.Plinio,asanoutsider,bringsanalternativeperspectiveonCastalianlifetoJosephsattention,forcinghimto question some of hismost cherished assumptions.Josephs criticalexamination andquestioningofCastalian ideals finds furthernourishment during the period he spends at a Benedictine monastery withFatherJacobus.And,asKnechtgrowsandmaturesinhisroleasMagisterLudi,hecomes torealize that theOrderof theGlassBeadGame isalreadyindecay.2Hecomestoseethedisconnectionbetweenthepedagogicalprovinceandtherestoftheworldasincreasinglyproblematic,

andeventuallymakes theunprecedenteddecision to resignhispostasMagisterLudiand leave theOrder.Having spentmostofhis life in aprotectededucationalworld,andhavingreachedtheverysummitoftheCastalianhierarchy,KnechtgivesitallawaytotakeonthehumbletaskofbecomingaprivatetutorforTito,Pliniosson.Thisprocessbarelybegins,however,asKnechtdiessuddenlywhileswimmingwithTitoinanicymountainlake.Withthisseeminglyinexplicableevent,themainpartofthenovelends.

ThisarticleconsiderstheeducationalsignificanceofKnechtsdeath.3ThispivotalmomentinthebooktellsusagreatdealaboutKnechtslifeand his educational transformation as a citizen ofCastalia.My article

falls

into

three

main

parts.

The

first

section

sketches

a

number

of

res

ponses from critics tomain part of the novel.Hesse himself saw thedeathasamomentofprofoundpedagogical importance.4Others,however,haveprovidedalternativeinterpretationsofKnechtscharacterandprematuredemise.Forsome,Knechtoutgrows theconfinesintendedbyHesseand,withalessthanrevealingnarrator,lendshimselftomultiplereadings.(AsarepresentativeoftheCastalianhierarchy,thenarratoradoptsasomewhatofficial tone. Indeed, thenarratorcanbeseenastrappedwithin theverydecadenceKnechtseeks to leave.) Thesecondsectionfocusesonthe themeofincompleteness asakeytounderstandingKnechtslifeanddeath ineducationalterms.IfthedeepermeaningofKnechtsdeathistobegrasped,attentionneedstobepaid,notjusttothemainpartof thebook,butalso to thepoemsand fictionalautobio


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670 PETERROBERTS

graphies that follow.The final part of the article considers the role ofeducationinservingasabridgebetweendeathandlife.IconcludethatTheGlassBeadGame,whenreadholistically,hasmuchtoofferthoseseeking toaddressquestionsofenduringphilosophicalandeducationalimportance.5

THEDEATHOFJOSEPHKNECHT

Whathappens at thevery endof themainpartof thebook? Havingmade themomentousdecisionboth to resignhisposition asMagisterLudiand to leave theOrder,Knecht isreinvigoratedandready to takeon thenew taskofeducatingPliniossonTito.Hespendsa short timewithPliniobeforemeetingupwithTitoat theDesignoriscottagebya

mountainlake.Thenextday,despitehavingfeltunwell,hefollowsTitointo the lakeforanearlymorningswim.Tito isalreadywellacrossthelakewhen, in lookingback,hefindstheoldermanisnolongerbehindhim.Hesearchesdesperatelybutwithhisownstrengthbeginningtoebbhe is eventually forced to return to land.Warming himselfwith thedressinggownKnechthadleftbehind,hesits,stunned,staringattheicywater.Hefeelsoverwhelmedbyperplexity,terror,anddeepsadness.Inthismoment,hereachesanewstateofawareness:

Oh!hethought ingrief inhorror,nowIamguiltyofhisdeath.Andonlynow,when therewasno longerneed tosavehisprideoroffer resistance,he felt, inshockandsorrow,howdearthismanhadbecometohim.Andsinceinspiteof

allrationalobjectionshefeltresponsiblefortheMastersdeath,therecameoverhim,withapremonitory shudderofawe,a sense that thisguiltwouldutterlychangehimandhislife,andwoulddemandmuchgreaterthingsofhimthanhehadeverbeforedemandedofhimself.(Hesse,2000a,p.403)

Withthesewords,themainpartofthebookcloses.ItisdifficultforthereaderwhohaslivedwithKnechtthroughallhisyearsofyouthfuleducationintheschoolsofEschholzandWaldzell,histimeintheBenedictinemonasterywithFatherJacobus,histenureasMagisterLudi,andhisdifficultdeparture fromCastalianot to feelprofoundlymovedby thisabruptending.Thisseemstoosudden,tooviolentadisruptiontothelifethatwasbeingtoldandthepromiseofwhatlayahead.ItisatestamenttothepowerofHessesstorythatthereadercomestofeeladeepconnec


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tionwithJosephKnecht,despitethedistancingeffectcreatedbyhisCastalianbiographer.

Knechtsprematuredeathcanalsobeseenasaformofreleaseperhapsevenaformof liberation.HessewasheavilyinfluencedbyEasternphilosophy.HetooktheHindunotionofreincarnationandtheBuddhistconceptofrebirthseriously.Hesseconfessedthathewasnotsurewhatlaybeyondthedeathofthephysicalbody,buthefeltcertainthatdeathwasnot theend.Deathcanbeseenasanewbeginning,anew formoflife.Thereis,asWalterNaumannputsit,noneedfordespair:therewillalwaysbe another human, likeKnecht, to transmit a sense of responsibilitytotheyoungergeneration(citedinCohn,1950,p.353).Hessesoriginalplanforthebookissignificanthere:heenvisagedaworkdepict

inga seriesof lives,with thesameman livingatdifferentmoments inhistory.Withthesepointsinmind,Knechtsdeathcanbeseenasafulfillment,notadenial,ofhisdestinysomethinghehad,invariousways,predictedoratleastprefiguredfromhisdaysasayoungWaldzellstudent.Hessedoesnotgiveadefinitiveanswer to thequestionofdeath,butdeathispresentthroughoutthebook.ReadersdiscoverthatJosephsparentsmayhavediedwhilehewasveryyoung (thenarratorremainsuncertain about this).Hesse pays careful attention to the changes theMusicMasterundergoesinthemonthsleadinguptohisdeath;hedescribestheBertramsbrutaltreatmentbyhiscolleaguesintheOrderpriorto his rumored death6 in some detail (Bertram served as deputy to

Knechts

predecessor

in

the

role

of

Magister

Ludi);

and

in

the

autobio

graphiesdeath figuresprominentlyasa theme.Josephsdeath is,however,arguablythemostimportantinthebook.

HildeCohn (1950) seesKnechtsdeathasa symboliceventofvitalsignificancefortheworkasawhole(p.353).Shearguesthatthebookisaboutamanwhoseessentialqualitiesareclearlypresent from thebeginningandwhosemaindevelopment consists inan increasing clarityandconsciousnessofhimself(p.348).Knechtsdeath,shemaintains,isthecentretowardswhichKnechthaswanderedallhislife.Knechtsendis at the same time abeginning,notonly forTito,but forhimself aswell(p.355):


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672 PETERROBERTS

Inhis lasttransformationKnechtentersnew,unknown,andmysteriousbonds,

notasonewhoflees,butasonewhoiscalledcalledbacktothesourceoflife.Onlynowishisstateofisolationovercome;thespotinhisheartwhichhadbeendeadandemptyiscalleduponandcanrespond,wholeandyoung,totakehimtonewsphereshome.(p.355)

Afruitfulway toreadthebook,perhaps, istoseeKnechtssuddendeathasaninvitationtoreflectmoredeeplyontheachievementsofhislifeandonwhatmighthavebeen.Theendingof themainpartof thebook is, from thispointofview,meant tobe troubling,unsettling. It isshockingandsaddeningbutalsohopefulanduplifting,forreadersgainasenseofnotjustwhatmighthavebeen forKnecht,butwhatcouldbeforTito.And readersonlygain this senseofwhatcouldbebecauseofwhathascomebefore.ThesymbolisminthefinalparagraphofTitoplacingtheformerMagistersgownaroundhimself,andthehintthathewillemergefromhisimmaturityandgoontogreatnesshimself,canbetakenseriouslypreciselybecauseof the lifeKnechthas lived rightup to themomentofhisdeath.Knecht,evenduringthebriefperiodduringwhichTitohasknownhim,hasdemonstratedhumility, insight,and commitmenttothetaskofteachinghisyoungcharge.ThedecisiontoswimafterTitowas,asHessehimselfnotes,ofprofoundpedagogicalimportance:

Despitehisillness,Knechtcouldsagaciouslyandartfullyhaveavoidedhis leapintothemountainwater.Heleapsnotwithstanding...becausehecannotdisap

point

this

youngster

who

cannot

be

won

over

very

easily.

And

he

leaves

behind

aTito forwhom this sacrificeof lifeon thepartof aman far superior tohimrepresentslifelongadmonitionandguidance,andwilleducatehimmorethanallthesermonsofthewise.(citedinMileck,1978,p.304)

Hessewas insistent thatKnechts resignationanddeparturewerenotrank defection,but [a] commendable response to conscience and concern,and thathis icyplungeanddeathwerenot follyand failure,butsacrifice and success, commitment fulfilled forKnecht andadmonitionand inspiration for Tito (Mileck, 1978, p. 304).Mileck reinforces thisview:

Asasymbol,Knechtsstrangedeathleavesmuchroomforconjecture.Wereoneto consider it an indicationofJosephs inability to copewith real life,ofutter


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failure, then Castalia, ofwhich he is one of the hardiestmembers, and all it

represents,mustbedeemedworthless.Suchanexplanation(thediscountingofGeist),totallyatvariancewithHessesattitudetolifeinhislateryears,warrantsnodiscussion.(citedinBandy,1972,p.300)

Otherscholarsarenotsosure.Bandy(1972),forexample,pointsoutthatifHessehadwrittennobookotherthanTheGlassBeadGame,readersmight havebeen leftwithmore questions than answers.Hedoes notdeny thatHessehimselfsawKnechts finalactionsanddeath inapositivelight,butsuggeststhattheevidencepresentedinthebookisinconsistentwiththisposition.Itisnot,Bandysuggests,thatHessedidnotknowwhathewasaboutbutratherthatthecharacterofKnecht,oncebought to life,begins to performbeyond the conscious control of hiscreator(p.301).ThesparkoflifeinKnechtmust,however,bedetectedandunderstoodbymeansother than thosepresentedatasurface levelby thenarrator.Thenarrator, asa representativeofCastalia,writesofKnecht inamanner that isstiltedand largelyunsympathetic. It isas ifthereisapuppetshowwiththenarratormanipulatingKnechtsstrings,and thenarrator in turnbeingmanipulatedbyHesse.WhereKnechtsownwords appear in thebook, they are too formal anddecorous topermitverymuchselfrevelation(p.302).Readersendupwithaperplexing personage constructedby several voices, and they cannotbesurewhichofthesevoices(ifany)isKnechtsown(p.302).

Bandy(1972)picksuponthenotionofdualitiesasacentralthemein

thebook, focusing inparticularon thedialectical relationshipbetweenthe contemplative (Apollonian) life and the active (Dionysian) life.Hesees Knecht as a representative of the former and Plinio as a representative of the latter.Knechts involvementwithPlinios sonTito resolvesthetensionintheirrelationship.BandydetectsanelementofparodyinHessesconstructionofthenovel.TheGlassBeadGame,theheartofCastaliaandthecontemplativelife,isinrealityasham,asingularlyjejuneacademicexerciseofasmuchsignificanceas,say,thereconstructionoftheconjugationsofhypotheticalirregularSanskritverbs(p.304).TheGameis

theapotheosisofthescientificmethod,whichinsiststhateducationconsistsinputtingsquarepegsintosquareholes,roundintoround;ofthebeliefthatallis


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674 PETERROBERTS

calculableandknowable;inshort,oftheentireSocratictradition,whichteaches

that cognition exists in itself,without reference to experience.WhetherHesseintended it so, the Spiel is, finally, a damning indictment of the palace of artwhichisCastalia.(p.305)

ForBandy,KnechtsdecisiontoleavetheOrdersignalshisdesiretobecomemoreDionysian,but inhisnew roleasamanofactionKnechtsdeedsdo not amount tomuch.The sum ofKnechts attempt touniteCastaliawith theworld ismerelyaplan,neverrealized,ofbecomingaprivate tutor to a spoilt child. Any suggestion of farreaching consequencesarisingfromhisactions,includingtheirimpactonTitoasafutureleader,isnothingmorethanspeculation.

BandypointsoutthatKnechtisnotanautomatonbutamandrivenby human passions. Hesse may have wanted readers to interpretKnechtsactionsasaformofsacrifice,buttheycanalsobereadasasettlingofoldscores.ThereisacertainwilltopowerinKnecht,manifestedamong otherwaysbyhis competitiveverbal exchangeswithPlinio intheirstudentyears.Knechtrecognizes the instinctive,active,DionysianlifeasthehallmarkoftheworldPliniomovesin,andbattlesagainstthisindefenseoftheApollonianidealsofCastalia.Havingfailedtobringthedialectictoaclose(ashewronglybelievedhehadto)inhisdebateswithPlinio,Knecht sets out tomasterPlinios son. In thisKnecht partiallysucceeds, his death leaving Titoboundby thatmost unmanning ofemotions,guilt (p.306).Knecht, forallhisadmirablequalities,cannot

avoiddisplaying thekindofarrogant,elitist indifference typicalof theCastalianhierarchy.PliniohasexperiencedbothCastaliaandtheworld,butKnecht isathomeonly in thepedagogicalprovince.KnechteventuallydecidestoleavetheOrder,butitistoolate:heisbythatstagetoomuchtheCastalian,andheisillpreparedfortheworld.Hisknowledgeoflifeoutsidethepedagogicalprovinceisinadequate,justashisphysicalcapabilitiesarenotuptothetaskofswimmingacrosstheicycoldlake.This,fromBandysperspective,iswherethetragicelementofthebookistobefound.Thebookdemonstratesthat[o]nceapathischosenitcannotberetraced;certaindecisionsare irrevocable (p.309).KnechtmayhavereachedadecisiontoleaveCastalia,butCastaliacannotleavehim.

Hisattempttobridgethegaptoanotherworldisdoomed.


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THEIMPORTANCEOFINCOMPLETENESS

Bandy is right, in my view, to point to qualities often unnoticed inKnechtand thereby todemystifyhim.Avoidinga romanticportraitofeitherJoseph as aman, orKnechts tenure in thepositionofMagisterLudi,isoftheutmostimportance.IalsosharewithBandyastrongsensethat the characterofKnecht lives,as itwere,beyond the confinesprescribed forhimby thenarratorandperhapsevenbyHesse.ReaderscometocareaboutKnechtinwaysthatcouldnothavebeenanticipatedbyhisofficialCastalianbiographerinpart,preciselybecauseheis,despitehis exalted achievements inoffice,at the endof theday simply afellowhumanbeing.Hisdeathisshockingandsaddeningbecausereadersfeeltheywouldhavelikedtohaveknownmoreabouthimmoreofhisweaknesses aswell as his hitherto unrecognized or undevelopedstrengths,moreofhisyearningsanddesires,moreofhisemotionalaswellasintellectuallife.

Yet,Bandy(1972),itseemstome,doesnottakeseriouslyenoughhisownexhortationtoseetheHegeliandialecticasendless(p.304),and,inparticular,torecognizetheimportanceofincompletenessasathemeinthenovel.Bandysuggests thatanyquestionofwhetherTitodoesgoon todemandgreaterthingsofhimselfbecauseofKnechtsdeathisthesubjectforanotherbookandnoconcernofours(p.306).Yet,itisarguablyonlyofnoconcernifreaderstaketheendofthemainpartofthebooktobetheendofthebookasawhole.Clearly,however,itisnot.Ifthedif

ferentpartsofthebookarereadintheorderpresented,morethanonehundredpages remain after thepoint atwhichKnechtsdeath isdescribed.BandyseesKnechtsdrowningastheconclusionofthebook(p.299),ignoringthefactthatthepoemsandautobiographiesfollow.Hessetookgreatcareintheconstructionofthebook,agonizingovertheorder,structure,andcontentofthedifferentpartsformorethanadecade(seeField,1968;Mileck,1970;Remys,1983).Itisundeniablethatheregardedthepoemsandautobiographiesnotassuperfluousfillerbutasessentialtotheunityandmessageofthebookasawhole.TheimportanceofthethreeLiveshasalsobeennotedbyanumberofHessesinterpreters(e.g.,Johnson, 1956; Boulby, 1966; Ziolkowski, 1967;White&White, 1986).

EvenifreadersdisregardwhattheyknowofHessesprocessofcomposition andhis stated intentions for thebook, thenovel aspublished in


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676 PETERROBERTS

cludesmorethanthemainnarrativeandinvitesamoreroundedreadingthanBandywantstogiveit.Byignoringthepoemsandautobiographies,BandybringsnotonlythebookbutJosephKnechttoaprematureclose.BandystressesthatKnechtlives(p.301),buthedealswithonlyonepartofthelifeofKnechtconveyedthroughthenovel.Ifreaderstaketheautobiographies seriously as Knechts fictional portraits of how hemighthavelivedinearliertimesandothercontexts,amuchmorecomplexandnuancedpictureofthekeycharacterofthenovelemerges.TheautobiographiesareimportantnotjustfortheoverallcoherenceandmeaningofthebookbutfortheunderstandingreadersdevelopofKnechtscharacter,senseofidentityandpurpose,anddestiny.Althoughweneverfindoutwhatwillhappen toTito followingKnechtsdeath,Hessepresents

thepossibilityofaprofoundprocessoftransformationandgrowthwhichiselaboratedinsomedetailviaothercharactersintheautobiographies.

Johnson(1956)arguesthattheautobiographieshaveanintimaterelationshipwiththeworkasawholeandinparticulartoKnechtsseemingly inexplicabledeath at the end of themain part of the novel. ForJohnson,educationconceivedastheprocessthroughwhichknowledgeistransmittedisakeythemethatlinksthethreeLiveswiththefateofKnechtinthemainpartofthenovel.Themainpartofthebookconcentrates on learningby example, as exemplifiedby the relationshipbetweenKnecht and theMusicMaster.Education is thus an individualpedagogicalprocessforJosephKnecht;theoldermanseekstoreachinto

the

spirit

of

his

pupil

and

to

awaken

in

him

the

powers

which

are

latent

(p.166).Asimilarprocess isdepicted in the threeautobiographies,butwiththeemphasismoreontheapprenticethantheMaster.

TherainmakersinstructiontoJosefandJosefsinstructionofhispupils,theassociationofJosephusFamuluswiththeolderhermit,DionPugil,andtheyearningofDasafortutelagefromtheolderyoginallportrayaspectsoftheeducationalprocess. Inallof these instances theyoungermanseeksout theolder,wisermanandprovesinvaryingwaysthatheissuitableaspupil,anditisalwaystheindividualrelationshipthatismostimportantinKnechtseducationalideals.(p.166)

Thereis,Johnsonmaintains,nosuggestionthatateachershouldattempttoinfluencelargenumbersofpeopleorthatheorsheshouldbecomea


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leader among his or her fellow humanbeings. It is sufficient, fromHessespointofview,thatateachertransmithisorhergiftstoasingleindividual.

ThisargumentputsKnechtsachievementsinthelastpartofhislifein adifferentperspective.Bandy (1972) asserts that amanof action isjudgedbyhisdeedsand implies thatKnechtsdeeds followinghisdeparturefromCastaliaarehardlynoteworthy(p.305).Buttheveryactofcommitting oneself in a pedagogical relationship to another is itself adeedofprofoundeducationalandethicalimportance.This,tomyreading,isoneofthekeypointsHessewantedtomake:onescontributionasa humanbeing need notbe tied to the achievement of great status,wealth,orrecognition.KnechtreachestheverysummitoftheCastalian

hierarchy thepositionofMagisterLudibutgivesawayallthetrappings (andburdens) of high office to take on an educational responsibilityofnolesssignificance:guidingthelearninganddevelopmentofoneyoungperson.Hedoessowithhumility,courage,andhopeforthefuture. It is not difficult to agreewith Bandy thatKnecht is, in someways, illprepared for this task.Hisgraspof the realitiesof theworldoutsideCastalia is incomplete and inadequate.Hehasnoprior experienceofworkingasa tutor inTitosworld.Hehasnot raisedchildrenhimself and,nothaving grownupwith his own parents,he has littleunderstanding of the complexities of family life.ButKnecht takes thedecisionall thesame,andassuchhisactionscanbeseenasasacrifice

not

only

of

the

trappings

of

Castalian

power

but

of

all

that

was

familiar

tohim.Insodoing,helivesoutoneof themost importanteducationalvirtues: theability to takerisks tomakeoneselfuncomfortable, togobeyondonespriorexperiencesandexistingunderstandingoftheworld.Theactofdivingintothelakecanalsobeseenasamanifestationofthiswillingnesstotakerisks,butitisonlyalogicalextensionoftheattitudealreadydisplayedinmakingthedecisiontoleavetheOrder.

BandyiswaryofspeculatingtoomuchonwhatmightlieaheadforTitofollowingKnechtsdeath.ButifitismerelypossibletoreadKnechtsplungeintotheicywatersofthelakeasaformofsacrificeforTito(andfor thegood thatmight flow fromTitos subsequentdevelopmentasaleaderandhumanbeing),thissacrificialroleoftheteacherismadequiteexplicit in the autobiographies. TheRainmaker, for example, ends up


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678 PETERROBERTS

losinghis life in the serviceofhis community, teachinghisyoung apprenticemore through thisact thananywordscouldconvey.JosephusFamulus,too,in thesecondof thethreeLives,mustsacrificehimselftothosewhopourout their confessions tohim,absorbing time and timeagainalltheirtroubleswiththequietgiftofpatientlistening.AndDasa,inthethirdautobiography,mustsuffergreatlybeforelearningthelessonfromanoldyogiinaforestthatphysicallifeisillusory.Whenthebookisreadasawhole,itbecomesclearthatHessesawteachingasavitallyimportant formof service service toothers, to thepreservationandadvancementofknowledge,andtothevalueoflearning.ThenameKnechtishighlysignificanthere,foritmeansservant. Eveninthemostprestigious rolewithin the Castalian hierarchy the position ofMagister

LudiitisclearthatKnechtbecomesaservant forothers.InacceptingthepostofMagisterLudi,he learns that far fromgaininggreater freedomtodoashewishes,hetakesonahostofnewburdensomeresponsibilities.HesacrificeshisfreedomtoservethegreatergoodoftheCastalian community. The same theme is evident in the autobiographies,wherethelinkbetweenKnechtlivinghislifeinCastaliaandKnechtimagininganearlierliferemainsobvious:thenameKnechtisretainedforthe central character inTheRainmaker; the firstnameJosephus isused in the second autobiography; and Dasa in the third autobiography alsomeans servant (Johnson, 1956, p. 164).Hessemakes itclear, throughboth themainpartof thebookand theautobiographies,

that

there

is

no

one

way

to

teach,

but

all

forms

of

teaching

involve

some

formofsacrifice.Teaching,fromthispointofview,isaprocessofdying(symbolicallyor literally)but alsoof givingbirth tonew learning andnewlife.

I concur with Cohns (1950) view that Knechts developing consciousness of himself is a keymotif in the novel (p. 348). She,unlikeBandy (1972),paysattention to theautobiographies, seeing themasanextensionofthethemeofdeathandrebirthintroducedattheendofthemainpartofthenovel.ButonepointinherargumentraisesproblemsofasimilarkindtothosenotedinrelationtoBandysanalysis.CohnclaimsthatKnechtsnaturehasnotbeenbasicallychangedormoldedbyhiseducation(pp.348349).MuchmaydependhereonwhatCohnmeansbyeducation(shedoesnotelaborateonthis),butwithalmostanydef


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initionofthetermtheclaimistroubling.ForwhileitistruethatKnechtseemsdestined forgreatness inCastalia,andhas from thebeginningastrong sense of his power and influence over others. The self that hecomestounderstandastheeventsinthenovelunfoldisshapedinsignificantwaysbyhiseducationalrelationshipswithothers.Josephdoeshavecertainqualitiesthatmarkhimoutfromothers,whichhisteachersandmentorsnoticedearlyon,buttheformtheseattributestakeisbynomeans predestined. His relationships with the Music Master, Plinio,FatherJacobus,andothersplay a crucialpart inmakinghim themanthathebecomesand they leave their imprintonhis legacyasMagisterLudi.ThroughPlinio,Joseph acquires someunderstandingof theoutsideworld (as indirectandunderdevelopedas thismaybe)andawil

lingnesstoquestionanddebateideas;throughFatherJacobus,hedevelopsagreater awarenessof the importanceofhistory;and through theMusicMaster he learns the value of humility and dedication, amongothervirtues.ThemostsignificantstepKnechttakesinhislifehisdecisiontoleavetheOrderarguablycouldnothavebeentakenwithouttheinfluence of these people, and others, on his character and understanding.

HessesportraitofKnechtallowsthereadertoappreciatethesignificanceofincompletenessinhumanlife.Knechtsdeathis,inonesense,areturntothecentre,asCohn(1950)suggests.Hisdeathcanbeseenasafulfillmentofall thathehas strived for,and seemeddestined to strive

for,

throughout

his

life.

Indeed,

if

the

autobiographies

are

taken

ser

iouslyasproductsoftheyoungJosephsemergingconsciousnessofhimself, itmightbe said thatKnechthad apremonition ofhisowndeathdecadesbeforehisplunge into the lake.Deathand theendlesscycleoflifearekey themes in the threeLives.Theseare livesJosephhasbeenaskedtoimaginehemayhavelived.IntheLives,deathisanimportantpartofawidereducationalprocess.Thatprocessinvolvesthepassingonofknowledgeandexperiencefromonegenerationtothenext.Thereisinthethreeautobiographiesalsoafocusonthedeepeningofunderstandingwithin central characters, the development of communicative andpedagogicalrelationships,andtheideaofcommitmenttoacommunity.Joseph,as the composerof theseLives,prefigures thepatternhisownlifewilltake.Yet,evenifreadersmightaccept(withCohn)thatKnechts


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680 PETERROBERTS

deathisaprocessofreturninghome,thisdoesnotmeanhislifeiscomplete.BothBandyandCohnwanttoroundoutKnechtslifetooquicklyandneatly.Bandydoesnotwishtospeculatebeyondwhatispresentedto readers in themainpartof the storyand,by ignoring theautobiographies,hefindsaKnechtwhoisperhapsmoreunequivocallyCastalianthan thebookasawholesuggests.Cohn,on theotherhand,bydownplaying thesignificanceofeducation in the formationofKnechtscharacter,paintsapictureofalifewithaclearerandmoreunswervingsenseofpurposeanddirectionthanisreallythecase.Knecht,likeallofus,hasmoretodo,moretoteach,moretolearn.Thisprocess,asthethirdoftheautobiographies makes plain, is endless. Individuals may havebriefmoments topauseandrest (anddeath,asHessesees it,maybeoneof

these),butthentheymustawakenagain,engageoncemoreinthewild,intoxicating,desperatedanceoflife(Hesse,2000a,p.529),andgoon.

EDUCATION:THEBRIDGEBETWEENDEATHANDLIFE

The analysis above supportsHesses view thatKnechts death in TheGlassBeadGamehas importanteducational implications.Tounderstandhowandwhythisisso,Ihavearguedthatreadersneedtopayattentionnotonly to themainpartof thenovelbutalso to thepoemsandautobiographies. Ihave suggested thatonekey tograsping theeducationalsignificanceofHessesportrayalofKnechtsdeath lies in thenotionofincompleteness. Knecht remainsat the timeofhisdeathan incomplete

being,

which

attests

to

rather

than

diminishes

the

value

of

education

in

human life.Education,Hesses novel shows, allows individuals to acknowledge their incompleteness, to see themselves asbeings in formation,and toappreciate theneed topasson tootherswhat theyknow.Themoment of death is the culmination of this educational process.Deathis,orcanbe(asitisinKnechtscase),thepointatwhichanindividuals own incompleteness comesmost sharply into focus,but it canalsoplaya significantrole in teachingothers toappreciate theirunfinishednessandtheirresponsibilitiestothemselvesandothers.

The relationships among life, death, and incompleteness are exploredinseveralpoemsthatfollowthemainpartofTheGlassBeadGame.The poems, as Knechts own constructions, provide a glimpse of his

developingunderstandingofthenatureofrealityandthemeaningofhis


15/30


ownexistence.Theopeningwordsof the firstpoem,Lament (Hesse,2000a),arethese:Nopermanenceisours;weareawave/Thatflowstofitwhateverformitfinds(p.407).Thepoemgoesontosaythatindividuals crave form thatbinds, yet they fill [m]old aftermold andneverrest.Thepoemcloseswiththisverse:

Tostiffenintostone,topersevere!Welongforeverfortherighttostay.Butallthateverstayswithusisfear,Andweshallneverrestuponourway.(p.407)

This poem suggests that a restlessness that is never satisfied characterizeshumanlives.Individualsseekpermanence,aplacewheretheycanstand still,yet thisplacecanneverbe found.Their lives, in this sense,remainincomplete.Eveninanapparentlysuccessfulandfulllife,thereisneverapointatwhichtherestlesstensiontowhichthispoemreferscanbe, as itwere, switched off. Individuals cannot ever say, during thecourse of their lives, that they are complete as humanbeings. If thisseems to imply that their liveswillbe lacking in something, this lackneednotbe regarded inanegative light.To the contrary, through theprocessofsearchingofaskingquestions,exploring,seekinganswerstolifesriddlesindividualscanfindthemeaningofexistence.Thissearchisnoteasy; it involves constant struggle.OneofKnechtsotherpoems,On Reading anOld Philosopher, is illuminating on this point. The

poemspeaksofrecognizingthateverythingmustwither,die,andfall,whileatthesametimeadding:

YetstillabovethisvaleofendlessdyingMansspirit,strugglingincorruptibly,Painfullyraisesbeacons,deathdefying,Andwins,bylonging,immortality.(p.411)

Thestruggle,then,canbelifeaffirming.InapoemreflectingontheworkofAquinas,thebookreferstothosewhoseemedcondemnedtodoubtand irony and longings forabetter life (p.419)enduring sufferingand strife. In the end,however, thosewho trust ourselves the least /

Whodoubtandquestionmost,these,itmaybe,/Willmaketheirmark


16/30


17/30


cognition of his own incompleteness.Knecht is full of anticipation incontemplatingtheeducationaltaskahead.HethinkscarefullyabouthowhewillworkwithTito,about thebestpedagogicalapproach toadopt,given Titosbackground and inclinations. Knechts sudden drowningmay seem tobring thisprocess of teaching and learning to an abrupthalt,butthenovelsuggestsotherwise.AsKnechthimselfnotesinoneofhispoems(Hesse,2000a),

EventhehourofourdeathmaysendUsspeedingontofreshandnewerspaces,Andlifemaysummonustonewerraces.Sobeit,heart:bidfarewellwithoutend.(p.421)

With these thoughts inmind,Iwant tosuggest thateducationprovidesacrucialbridgebetweendeathand life.Through teachingeducators can,as itwere,continue to liveon through the livesofothers.8 InthissectionIelaborateonthisideaviatheworkofDavidBlacker(1998),whoprovidesan insightfulanalysisofeducationasa formof immortality. Blacker traces this notionback to the early Greeks,where twohalvesofaSocraticvisionofeducationasimmortalitycanbefound.Ontheonehand, there is thePlatonic ideaofengaging inphilosophyasapreparationfordeath.Fromthisperspective,ifonehaslivedasaloveroflearning, leadingacontemplative life,onehasnothing to fear indeath.Themoreone can immerseoneself in theeternalworldofForms,and

ultimately identifywith them, the lessonehas to losewhenonedies.Teachingisofsecondaryconcerninthisapproach:Theotheraspupilistobeengagedonly to theextent suchpedagogical communionaids indeliverancetotheworldofForms(p.11).TheotherhalfoftheSocraticvision,however,placesteachingverymuchtothefore:onelivesonbyinfluencingotherbeingsasa teacher,andthen inthe influence they,inturn,haveonstillothers,andsoonad infinitum(p.11).Thisview,exemplifiedbytheSophistsoratleastsomeof theSophistsfocusesonpracticalaffairsandthepreparationofyoungpeopleforciviclife.Blackersummarizesthedifferencesbetweenthetwoviewsinthisway:

Classical

Greece,

then,

presents

us

with

two

de

facto

separable

foci

around

which

the ultimate purposes of education and,by extension,motivating reasons for


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684 PETERROBERTS

teaching,maybearticulated.Theone looks upward to thestarlitdivine: the

Platonic shedding of thisworldly distractions pursuant to an epiphanous yetenduringidentificationwiththelogos,thearticulationoftruthayearningforakindofimmortalitywhosepassagewayisaglimpseatthestructureandcontentof the cosmos.But theother ideal looks downward toward earth, to aneducatedpersonwhocanflourishhimorherselfaswellasgarnerprosperitymaterial,political,cultural,ethicalwithinand for theworldofotherhumanbeings. This earthwardgazing sophistic ideal lives on through people and theirassociations,notsublimatedinadisembodiedreason.(p.13)

Thesetwoviewsfindexpressioninthecontemporaryworldindifferentways.BlackersuggeststhatunderlyingscientificresearchintheWestisacommitmenttoinvestigationthattranscendstheparticularsofanindiv

idualandhisorherhistoricalcircumstances.ThereisaformofPlatonicskywardgazing that can find, for example, suchbeauty in amathematical proof that the investigatorwillbemoved to tears.Teaching remainsworthwhileinthissharedscientificenterprisebecauseitcontinuesandextendsanoeticsearchforthelogos....Everyresearchpapersfootnotebecomessweptup in thequest (p.16).ThisPlatoniccommitmenttoadvancingthefrontiersofknowledgeis,however,aworldawayfrom theeverydayrealitiesofcontemporaryschoolteaching,where thesophistic form of immortalityprevails.The idea of reaching others, ofhavingan influenceon them,nomatterhowmanyorhow few,carriestremendousweighthere.This idea isanearthwardcalltoconnectwith

the

other

as

human

being,

to

make

a

difference

in

someone

elses

life.

Fromthispointofview,thehumanbeingisverymuchatthecentreofeducational endeavors, not, for example, economic growth or the furthering of apolitical or religious agenda.Theways inwhich teachersinfluenceothersarenotalwayseasytomeasure(indeed,therearegoodreasonsfornotwantingtotryandmeasurethem),andmostofusareinfluenced in amyriadofdifferentwaysbymultiplepeople.Noone, itmightbesaid,isselftaught;allofusaresubjecttoinfluences,pastandpresent,directandindirect,thatmaynotbedetectedbutaretherenonetheless.

BlackerarguesforequilibriumbetweenthetwohalvesoftheSocraticvision.Thereisaneedtoovercomethepotentialproblemofegoism:theideaofaselfcentredteacherhuntingforvictimsinwhomhisorher


19/30


influencemightsurvive,orworse,ofseekingtoproducecopiesofhimorherself. It is also important that the influencebe an educative one. Toavoidthedangersofbothegoismandmanipulation,Blackermaintains,thesophisticcommitmenttoinfluencingothersmustalsoinvolvecaringfor the logos.A teacher cannotwantjust to influenceothers,butmustalsohavea commitment to seeking truth,evenwhere this search runscounter to immediate selfinterest.By retaining thismorePlatonic elementoftheeducativeprocess,ateacherremainsdedicatedabovealltousheringthestudentintosomearenaofhumanunderstanding(p.22).At the same time, adifferentbut equallydangerous formof egoism Blacker calls it the egoism of obliviousness (p. 24) must alsobeavoided:theideathatonecanandoughttoundertakescientificresearch

without regard for its potential human consequences. Educators haveresponsibilities notonlytotheirsubjectbuttotheirfellowhumanbeings.Avoidingboth formsofegoismand findingequilibrium is,Blackeradmits,noteasy,butcluescanbefoundinPlatosearlySocraticdialogues.In theEuthyphroand theMeno, forexample,Socratesallows readers tolearnatleastthefollowing:first,thoughthesearchfortruthisanobleone,requiringallsortsofattendantvirtues, . . .onlya foolwouldeverclaimtohaveitinfinalform;second,onecanonlytakesincereaimatthat everelusive truth via other similarly inquiring human beings,throughdialogue(p.25).This,Blackeradds,mustbearelationshipbetweenpeopleseeking to learn. In truedialogue,Blackerposits,teacher

and

learner

are

irrecoverably

human,

but

somehow

also

more

than

hu

man,drivenalongastheyarebyanintertwiningofskywardandearthwardgazes(p.26).Theteacherasimmortalmustlearntovanishintowisdomforthesakeofwisdomspupil,asthepupilsearchesforhispastandforhisfuture(p.26).Theteacher,inthissense,mustdietoliveandthisactinturnhelpsteachthelearneraboutthedeaththatiscommontoall.The teacherasimmortal,Blacker concludes, is neither over herenor up there,but iscrossstitched intoamindful fabric thatbindsus,warms us from the cold and, eventually serves for all of us teacherlearnersasourburialshroud(p.26).

Blackersanalysisishelpfulinunderstandingthedistinctiveeducational featuresofKnechts life.Castaliaasawholeand theGlassBeadGame in particular aremuchmore closely alignedwith the Platonic


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686 PETERROBERTS

skywardhalfoftheSocraticvisionofimmortality.ItistheGameitselftowhichthoseintheOrderaremostdevoted.TheGame,whenplayedatthe highest levels, transcends the particulars of everyday life: it participates in an otherworldly realm akin to Platosworld of the Forms.Membersof theOrderof theGlassBeadGame,whohavenodesire todirty their handswith political and practical affairs, have little or nounderstandingoflifeoutsidethepedagogicalprovince.Manylookdownupontheconcernsofordinarypeopleintheoutsideworldasunworthyofthem.Freefromtheburdenofhavingtoearnalivingorraiseafamilyor dealwith institutions andbureaucracies, they can immerse themselvesintheirstudiesanddevotethemselvesalmostwhollytothebeautyoftheGame.Tobesure,somemustholdpositionsofadministrative

leadership,but they are the exception and thosewhowin such highoffice are expected to discharge their responsibilities with a sense ofhonoranddutytotheOrderandthesanctityofCastalia.

Knechtgrowsup in thisworld;hecomes tovenerate theGameasothershaveforgenerationsbeforehim.Buthiseducationalpath isalsodistinctive.Asheprogresses through theCastaliansystemhecomes tomoredeeplyappreciate the transcendentbeautyand inner logicof thebelovedGamewhilegrowingincreasinglylesscertainaboutthesocietyinwhich it isembedded.Hisstudies takehim further into the labyrinthinemysteriesof theGame, itshistoryandunderlyingmeaning, thananyofhiscolleagueshaveventured.HeputshisideasabouttheGameto

the

test

after

graduating

from

his

elite

school,

not

just

in

his

debates

with

Pliniobutinhisprivatestudies.HegoesfarbeyondnotonlyhisfellowstudentsbutmostoftheMastersinhisthinkingandprobing,tosuchanextentthatevenhisreveredmentor,theMusicMaster,findsitnecessarytoissueacautionabouthisobsessivequest.KnechtlovestheGame foritsownsakeandnotmerelyfortheprestigeorelementsofperformanceand ritual associated with it. But all forms of intellectual endeavor,Knechtcomestorealize,occurinasocialcontext.TheGame,alongwithother intellectualpursuits inCastalia, cannotbe seen as separate fromhuman livesor from theneed topassonknowledge fromone life toanother.KnechtbecomesawarethatthereismoretolifethantheGameandthathestillhasmuchtolearn.


21/30


AsTheGlassBeadGameunfolds, theeducational importanceofcertainhumanqualitiesordispositionsbecomesclearerandclearer.Thesequalitiesincludeopenness,humility,aninquiringandquestioningframeofmind,adialogicalandcollegialspirit,commitmenttothosewhomweteachandwithwhomwework,andawillingnesstochangewhilealsoappreciating and upholdingwhat isworthwhile in our traditions andcultures.ThesequalitiesdevelopanddeepenthroughKnechtslife,andin the livesof thecharactershecreates inhis fictionalautobiographies,but theybecomemostapparent in theperiod immediatelyprior toandjustafterhisdeparture from theOrder.In thisperiodleadingup tohisdeath,Knechtbecomesmostawareofhisownincompletenessandofthedangers, exemplifiedby theCastalianhierarchy,ofnotacknowledging

incompleteness. Castalia,Knecht comes to realize, is in decay notbecause theGame is somehow lacking in aesthetic richnessbutbecausethosewhodevotetheirlivestoitandtootherdomainsofknowledgewithin thepedagogicalprovincecannotsee theneed toreinvent themselves.

Foralloftheirintellectualrefinement,thoseinpositionsofpowerinCastalia,alongwith themostadvancedexponentsof theGame,cannotsee that theirgraspofeducation,knowledge,andhuman flourishing isbothlimitedandlimiting.TheemphasisinCastaliaisverymuchonthedevelopmentofthecognitiveandaestheticelementsofhumanlife.Eveninthisdomain,however,theirreachislimited:Castaliansstudyartand

culture

rather

than

creating

it.

Emotions

as

sources

of

knowledge

are

largelyignored.Indeed,manyCastaliansappeartobe,asitwere,emotionallystunted.9Theirlanguageincommunicatingwitheachother,particularlyintheupperreachesoftheCastalianhierarchy,hasaformalitythatappearstodenytheirexistenceaspassionatebeings.Thereisacertain coldness amongCastalian leaders such asAlexander,withwhomKnechtconversesafterrequestingtoleavetheOrder.Apartfromthereverence feltby youngermembers of the hierarchy toward some of theolderMasters,itisnotclearhowloveisexpressedandexperienced.Thisdoesnotmean,ofcourse, that love isaltogetherabsent from thepedagogicalprovince. Indeed, itbecomesevident thatevenAlexander,despiteactingwithalmostclinicalreserveinhisfinaldifficultconversationswithKnecht,hasdeep feelings for theMagisterLudi.Weary after the


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688 PETERROBERTS

events of the past few days, Alexander reflects on that incomprehensiblemanwhomhehadlovedaboveallothersandwhohadinflictedthisgreatgriefuponhim (Hesse,2000a,p.383).But in theendAlexanderismorefirmlycommittedtotheprotocoloftheOrderthantohispersonal relationshipwithKnecht.As heputs it,when speakingwithKnecht:Idonotspeakformyself,butasPresidentoftheOrder,andheisresponsibletotheBoardforeveryword(p.381).10

Castaliais,inmanyrespects,closedinitswholeorientationtowardtheworld.There isanassumption,conveyedby thenarrator inhis introduction to the Game at thebeginning of thebook, that Castaliarepresentsahighwatermark inhuman intellectualachievement,risingas itdid from theashesof twentiethcenturysuperficialityanddebase

ment.Thisassumption is,however, largelyuntestedbecause thepedagogicalprovinceremainssocleanlyseparatedfromtherestoftheworld.Dialogue, for themostpart, stayswithin thephysical confinesofCastalia.KnechtsassociationwithFatherJacobusrepresentsanexception.Pliniomaybringanoutsideperspective,buthedoessoonCastaliansoil,followingCastalian rules, and in an intellectual communitywhere heconstitutesverymuchtheminority.TheformofeducationthatsustainstheCastaliansenseofsuperiority lacks thehumility, theopenness,andthebreadth of understanding necessary not only to toleratebut positivelyembracedifference.Whenchallenged, theCastalianelite turn inwards,notoutwards,clinging to theirbelief in thebeautyof theGlass

Bead

Game

and

the

rightness

of

their

social

hierarchy.

Hesses intentions indepictingCastalia in this lightwarrant reflection.ThomasMann(1999),inhisIntroductiontoHessesDemian,pointsoutthatevenasapoethe[Hesse]likestheroleofeditorandarchivist,thegameofmasqueradebehind theguiseofonewho brings to lightotherpeoplespapers(p.vii).InreadingTheGlassBeadGame,Mannfeltverystronglyhowmuchtheelementofparody,thefictionandpersiflageofabiographybasedupon learnedconjectures,inshort theverbalplayfulness, help keepwithin limits this latework,with dangerouslyadvancedintellectuality,andcontributetoitsdramaticeffectiveness(p.viii).A tension isestablished in thenovelbetween the insularearnestnessoftheCastalianhierarchyandacentralcharacterwhorespectsthis,livesandsucceedswithinit,butalsoquestionsit.Thenarratoroccupies


23/30


averyinterestingpositionhere.Ontheonehand,heisarepresentativeof the excessively serious, somewhat smugCastalian attitude and it islargely throughhim that readersmustconstructapictureof thepedagogicalprovinceanditsinhabitants.Yet,subtlechangescanbedetectedinthenarratorasthenovelprogresses,withthemoredistancing,officialandcelebratorytoneoftheearlypartofthebookbecomingslightlylesssure andmore complex as the story ofKnecht unfolds. The narrator,then,growsashe tellsKnechtsstory,and toward theendof themainpartof thebook,shadesofhithertodisguisedemotioncanbedetected.Hessesnarrativestructure,withitsgentle,ambivalentparody,sharpensthesensethatallisnotwellinCastaliawhilealsoallowingthereadertodevelopameasureofsympathynotonlyforKnechtbutalsothenarrator

andtheidealsherepresents.Hessehimselfrespectedthecontemplativelifebutcouldalsosee,withparticularacuity intheyearsleadinguptothesecondWorldWar,theneedforsomethingmorethanmereretreattoa palace of the intellectwhen facedwith pressing social and politicalproblems.

Knechts distinctive perspective on the Game and on Castaliansocietyhasbeen shaped, inconsiderablepartbut inways thatcouldnotbemeasuredorquantifiedbyhisdialogueswithPlinioandFatherJacobus,hisfriendshipwithFritz,andtheguidancehehasreceived(byexample) from theMusicMaster.Alongwith thesepositive influences,however,hisviewshavealsobeenconditionedbytheoppositionheen

counters

from

the

Castalian

hierarchy.

The

rigidity,

coldness,

and

in

comprehension exhibitedbyAlexander and theBoard ofEducators inresponsetoKnechtsCircularLetterrequestinghisleavefromtheOrderplayanimportantroleinconvincinghimofsomeoftheshortcomingsoftheCastaliansystem.These influences,whileinonesensenegative,arenonethelesseducational inKnechts case:given themanhe is,and thewayhisviewsandcharacterhavebeenshapedbyother(morepositive)influences,Joseph is able to respond to this opposition from the hierarchycalmly,withdignityandequanimity,butalsowithacertainquietfirmnessandstrengthofresolve.KnechtlearnsfromtheBoardandtheirreactiontohisproposalasmuchashelearnsfromthepositiveinfluencesofPlinio,FatherJacobus,andtheMusicMaster.


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690 PETERROBERTS

Recognizing, implicitly, the significance of these influences on hisown character and thought,Knecht comes to see the supreme importanceofeducationforothers.InhisCircularLettertotheBoardofEducators,hemakeshispositionclear.

ABoardofEducators can functionwithout aMagisterLudi.But althoughwehavealmostforgottenit,MagisterLudiofcourseoriginallymeantnottheofficewehaveinmindwhenweusetheword,butsimplyschoolmaster.AndthemoreendangeredCastaliais,themoreitstreasuresstaleandcrumbleaway,themoreour country will need its schoolmasters, itsbrave and good schoolmasters.Teachersaremoreessentialthananythingelse,menwhocangivetheyoungtheabilitytojudgeanddistinguish,whoservethemasexamplesofthehonoringoftruth,obediencetothethingsofthespirit,respectfor language.Thatholdsnot

onlyforoureliteschools,whichwillbecloseddownsoonerorlater,butalsoandprimarilyforthesecularschoolsontheoutsidewheretheburghersandpeasants,artisansand soldiers,politicians,militaryofficers,and rulersareeducatedandshapedwhile they are stillmalleable children.That iswhere thebasis for theculturallifeofthecountryistobefound,notintheseminarsorintheGlassBeadGame.[.. .] Moreandmorewemustrecognizethehumble,highlyresponsibleservicetothesecularschoolsasthechiefandmosthonorablepartofourmission.Thatiswhatwemustseektoextend(Hesse,2000a,p.342).

Knecht, then,unlikemostofhisCastalian colleagues,mightbe said toembracebothhalvesof theSocraticvisiondiscussedbyBlacker (1998).He realizes thatasheplays theGamehe isparticipating in something

biggerthanhimselfsomethingthatistheretobeknownandloved,towhichheandotherscandedicatean importantpartof their lives,andwhichwill endurebeyond the triumphs and difficulties of any givenepoch.At the same time, he recognizes the need to pass onwhat isknownbyCastalianstoothersandtolearnfromthoseothers.Knechtrisksallinhiscommitmenttothisformofeducationalimmortality,givingupthesecurityandprestigeofhispositioninCastalia,facingthederisionofhiscolleagues,andenteringaworldlargelyunknowntohimintheinterestsofmakingadifferenceinonehumanlife.

AlthoughKnechtdiessuddenlyandtragically,heis,itmightbeargued, stillwellprepared forhisowndeath.11 Incompletinghispoems

and

fictional

autobiographies,

he

has

given

careful

thought

to

the

mean

ingofdeathanditsrelationship,througheducation,tolife.Heis,bythe


25/30


timeheleaves theOrder,acceptingofhisownlimitsanduncertainties.Insomesenseshefulfils,asBandy(1972)argues,onlyafractionofwhathemighthaveachieved inhispostCastalian life.Hewas,asherecognizedhimself,verymuchanincompletehumanbeingandwasreadytolearnagreatdealmore.ButwhilehiscontactwithTitoisrelativelybrief,themarkhe leavesonhisyoungchargeand, indeed,onmanyofhisformer colleagues inCastalia isadeepandpermanentone,and it isclearthathewill,inBlackersterms,liveonbeyondhisdeath.

CONCLUDINGCOMMENTS

ThereismuchmorethatmightbesaidaboutTheGlassBeadGamefromaneducationalpointofview.Although thisarticlehasconcentratedon

theeducational implicationsofHessesportrayalofKnechtsdeath, thebookalsoallowsreaderstoaddressmanyotherphilosophicalandpedagogicalthemesofenduringimportance.Theseincludethemeaningandpurposeofeducation, thequestionofwhatconstitutesawell lived life,thenatureofknowledgeandtheprocessofknowing,theneedforaharmonybetween reason and emotion, the potential educative value ofstrivingandsuffering, the teacherstudentrelation, theroleofdialogueinteachingandlearning,thetensionbetweencertaintyanduncertainty,thestrengthsandlimitationsofdifferentformsofhierarchyandauthority, and the relationshipbetween the individual and society, amongothers. Hesse explored educational themes in a number of his other

novels

(e.g.,

Hesse,

1968,

1999,

2000b)

and

non

fiction

writings

(Hesse,

1978). TheGlass Bead Game is a rich,multilayeredbook,worthy of repeatedreadings.Hessemayhaveagonized foryearsover thebookbuttheeffort,fromaneducationalperspective,waswellworthit.Eachgenerationmustfacenewchallenges,andtheprocessof(re)readingboththewordand theworld (Freire&Macedo,1987) isnevercomplete. Inacknowledging this incompleteness, in questioning ourselves and thesocial structures of our time, and in continuing to reflect on the ideasconveyedthroughnovelssuchasTheGlassBeadGame,wefollowapathconsistentwiththeonealreadyestablishedbyJosephKnecht.


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692 PETERROBERTS

ACKNOWLEDGEMENTS

Iwishtothankfouranonymousreviewersfortheirveryhelpfulcommentsonanearlierversionofthisarticle.

NOTES

1FritzTegulariuswassaid tohavebeenbasedonFriedrichNietzsche,

whomHessereadandadmired.(SeeKoester1967,p.135).2Forathoughtfuldiscussionofdecadencefromaneducationalpointof

view,seeWilson(2001).3Thisis,ofcourse,nottheonlyperspectivefromwhichtoconsiderthe

bookseducationalsignificance.Elsewhere(Roberts,2007),detailedattentionhas

been

paid

to

the

importance

of

uncertainty,

dialogue,

and

critical

thought

in

Jos

ephKnechtseducationaltransformation.4 The importance of death as a theme for educationists hasbeen ex

ploredbyanumberoftheoristsovertheyears.See,forexample,Blacker(1998)andPuolimatkaandSolasaari(2006).SeealsothesymposiumonBlackers(1997)bookDyingtoTeach:TheEducatorsSearchforImmortality inLaird(1998).

5GiventhestrongfocusonpedagogicalmattersinTheGlassBeadGame,

itisrathersurprisingthatsolittleattentionhasbeenpaidtothebookbyeducators.Amongtheexceptions,seePeters(1996,ch.9)andSears(1992).BothPetersandSearsapplyideasfromthebookininsightfulways,buttheirfocusisprincipallyontheGlassBeadGameasametaphorratherthanontheeducationallifeanddeathofJosephKnecht(seeRoberts,2008).

6ThequestionofwhetherBertramdoesinfactdiedoesnotreceiveade

finitiveanswerinthebook.WhenThomasvonderTrave(KnechtspredecessorinthepositionofMagisterLudi) falls ill,Bertram,hisdeputy,assumeshisresponsibilities.Hemeetshisobligationsbutwithdifficulty.AnumberofBertramscolleagues in thehierarchy seek tounderminehim,andafter theannualGlassBeadGame festival, he seeks leave in themountains. The narrator notes thatBertramdidnotreturnfromhisoutinginthemountains,andafterawhilethestorywent round thathehad fallen tohisdeath fromacliff (Hesse,2000a,p.202).Friedrichsmeyers(1974)indepthanalysisoftheBertramincidentcertainlyseemstosuggestthedeathactuallyoccurs.Whetherthisisaliteraldeathornot,itisclearthatBertramisatleastsymbolicallydeadtoCastalia.

7Hessewas,however,awareofsomeofthelimitationsoftheformand

participated in theBildungsroman tradition inacriticaland innovativemanner.Seefurther,Swales(1978)andPeters(1996).


27/30


8Asoneoftheanonymousreviewersputit,learningconceivedinthis

waybecomesnotmerely lifelong (as contemporaryjargonwouldhave it)butmanyliveslong.

9Thislackofadequateattentiontothedevelopmentoftheemotionshas

importantimplicationsfortheconceptionandpracticeofeducation.Thereisnotspaceheretoaddressthispoint,butforexcellentworkrelevanttothisthemeseeNias(1996),Boler(1999),andZembylas(2002,2003,2007).

10Therearewider implicationshereforthewayeducatorsunderstandthe relationshipbetween knowledge, experience, and education. One of theanonymousreviewersmakesthispointveryelegantly:Theproblemisnotonlythatknowledgefailstounifyeitherexperienceoritself;itisalsothatwecometoknowledgebywayofourselfotherrelationsandouremotionalworldsoflearning (and teaching,howevermute).Sometimeswedo thingswithandtoknow

ledge

as

ways

of

doing

things

with

and

to

our

significant

others

and

that

other

thatisourownself.11

On thepotential importanceofeducation inpreparingus fordeath,seePuolimatka&Solasaari(2006).

REFERENCES

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Blacker,D.(1997).Dyingtoteach:Theeducatorssearchforimmortality.NewYork:TeachersCollegePress.

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PeterRoberts isProfessorofEducationat theUniversityofCanterbury inNewZealand.Hisprimaryareasofscholarshiparephilosophyofeducationandeducationalpolicystudies.HisinterestsincludethepedagogyofPauloFreire,ethics

andeducation,literatureandeducation,andtertiaryeducationpolicy.


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Correspondence:SchoolofEducationalStudiesandHumanDevelopment,Col

legeofEducation,UniversityofCanterbury,DovedaleAvenue,PrivateBag4800,Christchurch8140,NewZealand. Email:[email protected]

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