"What, then, is that which is able to conduct a man? One thing, and only one, philosophy.[33] But this consists in keeping the dæmon within a man free from violence and unharmed, superior to pains and pleasures, doing nothing without a purpose, nor yet falsely and with hypocrisy,... and besides accepting all that happens, and all that is allotted, as coming from thence, wherever it is, from whence he himself came, and finally waiting for death with a cheerful mind, as being nothing else than a dissolution of the elements of which every living being is compounded. But if there is no harm to the elements themselves, in each continually changing into the other, why should a man have any apprehension about the change and dissolution of all the elements? For it is according to Nature, and nothing is evil which is according to Nature."[34]
"Thou hast embarked, thou hast made the voyage, thou art come to shore; get out. If, indeed, to another life, there is no want of gods, not even there. But if to a state without sensation, thou wilt cease to be held by pains and pleasures, and to be a slave to the vessel which is as much inferior as that which serves it is superior; for the one is intelligence and deity, the other is earth and corruption."[35]
"Man, thou hast been a citizen in this great state [the world]; what difference does it make to thee whether for five years or three? for that which is conformable to the laws is just for all. Where is the hardship, then, if no tyrant or unjust judge sends thee away from the state, but Nature who brought thee into it? The same as if a prætor who has employed an actor dismisses him from the stage. 'But I have not finished the five acts,—only three of them.' Thou sayest well; but in life the three acts are the whole drama; for what shall be a complete drama is determined by him who was once the cause of its composition, and now of its dissolution; but thou art the cause of neither. Depart, then, satisfied, for he who dismisses thee is satisfied."[36]
The book is one which scarcely admits of analysis, and of which it is impossible to convey an idea by any discussion of its contents. In characterizing the man we have characterized the "Thoughts" as the commentary of personal experience on the virtues of fortitude, patience, piety, love, and trust. They have a history, and have been the chosen companion of many and very different men of note. Our own native Stoic, the latest, and, since Fichte, the best representative of that school, fed his youth at this fountain, and shows, in his earlier writings especially, the influence of his imperial predecessor. Mr. Long reminds us that this was one of the two books which Captain John Smith, the hero of young Virginia, selected for his daily use. Unlike the generality of John Smiths and of modern Virginians, the brave soldier found here a kindred spirit.
The Christian world possesses in its Bible a record of Semitic piety whose genuine utterances will never be surpassed; but when the Vulgate of the Aryan races shall be published, these confessions of a noble soul will claim a prominent place among its scriptures.
Levana; or, The Doctrine of Education. Translated from the German of JEAN PAUL FRIEDRICH RICHTER. Boston: Ticknor & Fields.
We call to mind certain phrases wherein the critic may honestly express satisfaction that a portion of the world's plastic stock of useful knowledge has been skilfully manipulated into a volume. Truly, none of them will do for this sweetest household blossom of a commanding intellect. We have poetry too discursively brilliant for the trammels of verse, eloquence which has drawn its materials from the purest sources, and instructiveness running into sparkling effusions or soaring in aërial fancies. It is hard to speak adequately of this delicious, accidental "Levana." It is no schoolmaster's manual, no elaborated system set to snap like a spring-trap upon the heads of incautious meddlers,—it is only the very aroma of the married life of a wise and tender poet.
Those early years which held Richter in the grasp of their miseries and perplexities had passed away. Bravely had he struggled through temptations which at all times and in all places beset young men, added to such as are peculiar to one of the highest inspirations steeped to the lips in poverty. Through all perils he had borne the purity of his youth, the freedom and simplicity of his deep soul. And so he is privileged to bring to marriage and the delicate nurture of children the fine insights of a man of genius who has been wholly true to the costly gift he possessed. Of the domestic fragrance of a well-ordered family no savor eludes him. The wife and children, the vigorous and rich life which they offer to a good man,—those are touched with keenest analysis and in festal spirit. Most thoroughly does the author possess that rare combination of mind which seeks speculative truth no less than ideal beauty; with him emotion is nothing, unless it leads to principle.
"Levana," as we have said, is no iron system for the education of children; it is rather a most readable text-book for the education of parents. It sustains a relation of spiritual fathership to common fathers, and offers choicest counsel to those who would assume the office of family-teacher honestly and in the fear of God. And it seems to us that of these subtle influences of home-culture, whose gospel Richter here declares, our American parents have been too neglectful. The world knows that we are proud, and justly so, of our public educational apparatus. But that our legislation in this direction produces nothing but good, no observing man can admit. This elaborate reading-and-writing machine of which the State turns the handle, while it induces a certain average sharpness in the children, leaves rusting some of the noblest privileges as well as the highest duties of the parent. Yet citizens will cry that they feel their responsibilities for educating, and, to their better fulfilment, work daily for dollars. This is well; but let us not throw our dollars in a parabolic curve over the house, on the chance of their making a happy descent in some distant school-room. The bringing-up of children is something very different from pickling cucumbers or salting fish,—it cannot be done by contract and in the gross. But, ah, there is no time for anything else! Then reduce your way of living to anything above the food-and-shelter point, and so make time. Richter was always poor, always a man of great labor and great performance, and here is what he says:—"I deny myself my evening meal in my eagerness to work; but the interruptions by my children I cannot deny myself."
"Levana" is peculiarly adapted to cause those who have to do with children to feel all the emancipating and renovating power of their trust. It cannot leave us satisfied with any conventional arrangement which brings to plausible maturity a limited per cent. There are, indeed, minds strong enough to pass through the bitter years of unlearning what has been taught amiss, and then, bating no jot of heart or courage, to begin education for themselves in middle life. But often it is far otherwise. Too often, owing to the indolence or immaturity of those who assume the responsibility of parents, the child is cast into a terrible moral perplexity, which is at last moral corruption. Our duties toward different children are as eclectic and irregular as Nature herself. There is a need to study and respect the individual character, which claims from parents the daily use of their mental powers,—and this without a compelling external stimulus. Now it is easy and not unpleasant to work in a routine. Schiller used to say that he found the great happiness of life to consist in the discharge of some mechanical duty. He was in the right. Nevertheless, for the worth and blessedness of life we must look to the discharge of duties which are not mechanical. Of mechanical teaching the highest result proposed is the multiplication of photographs from the teacher's negative, or, in the words of Richter, "to fill our streets with perpetual stiff, feeble copies of the same pedagogue type." But the parent's office demands courage,—courage not so much to originate as to accept the wisdom of thinking men, some of whom have spoken more than a hundred years ago. The folly of cramming a child with words representing no ideas, instead of giving him ideas to find themselves words, is no new discovery. Milton, in his letter to Master Hartlib, assails that "scholastic grossness of barbarous ages" from which we nineteenth-century citizens have by no means escaped. "We do amiss," exclaims the eloquent scholar, "to spend seven or eight years in scraping together so much miserable Latin and Greek as might otherwise be learned easily and pleasantly in one year." He denounces this "misspending our prime youth at schools and universities as we do, either in learning mere words, or such things chiefly as were better unlearned." We quote the words of Milton rather than those of other eminent men to the same effect, because the poet cannot be accused of objecting to Latin and Greek taught at the right time and in the right way. A man whose mighty English was always fast anchored to classic bottoms had surely no sentimental preference for modern sciences. Indeed, in this very essay he seems to demand what at present we must consider as a too early initiation into the ancient languages, no longer the exclusive keys to knowledge. But Milton realized that there was a natural development to the imitative and perceptive powers of man, and he knew that a mere tasking of the verbal memory blighted the diviner faculties of comparison and judgment. We hold that the ideal system of education, to which through coming centuries men can only approximate, must present to the child the precise step in knowledge which he waits for, and upon which he is able to raise himself with that glow of pleasurable activity which God gives to exertion directed to a comprehensible end. The feeblest mind is capable of assimilating knowledge with a satisfaction the same in kind as that which rewarded the maturest labors of Humboldt or Newton. There are sequences of facts every one of which, imparted in its natural order, brings an immediate interest. It is no nebulous scheme of combining instruction with amusement which is to be sought. One might as well look after the Philosopher's Stone or the Elixir of Life. Good things are to be had upon no easier terms than privation and work. But there is a wide difference between a man toiling to gain material comforts for those who are dear to him, or laboring to enlighten and reform his own spirit that he may give good gifts to his generation, and a beast whipped round a treadmill to the din of its own everlasting clatter. It is only work whose end shall, in some faint degree, be intelligible, which is demanded for the child; and with this sort of work we believe that it is very possible to furnish him. But our philanthropies in this direction may not be wrought by deputy; they must be aimed at the few, and not at once at the many.