they inculcate also respect for parents, for the aged, and for the
decrees of the community. Education with them is essentially family
training, and its content is natural love and reverence. We cannot deny
that the finer forms of those to which we are accustomed are wanting.
Besides, education among all these people of nature is very simple and
much the same, though great differences in its management may exist
arising from differences of situation or from temperament of race.--

Sec. 179. National Education is divided into three special systems: (1)
Passive, (2) Active, (3) Individual. It begins with the humility of an
abstract subjection to nature, and ends with the arrogance of an
abstract rejection of nature.

Sec. 180. Man yields at first to the natural authority of the family; he
obeys unconditionally its behests. Then he substitutes for the family,
as he goes on his culture, the artificial family of his caste, to whose
rules he again unconditionally yields. To dispense with this
artificialty and this tyranny, at last he abstracts himself from the
family and from culture. He flees from both, and becoming a monk he
again subjects himself to the tyranny of his order. The monks presents
to us the mere type of his species.

Sec. 181. This absolute abstraction from nature and from culture, this
quietism of spiritual isolation, is the ultimate result of the Passive
system. In opposition to this, the Active system seeks the positive
vanquishing of naturalness. Its people are courageous. They attack other
nations in order to rule over them as conquerors. They live for the
continuation of their life after death, and build for themselves on this
account tombs of granite. They brave the dangers of the sea. The
abstract prose of the patriarchal-state, the fantastic chimeras of the
caste-state, the ascetic self-renunciation of the cloister-state, yield
gradually to the recognition of actuality; and the fundamental principle
of Persian education consisted in the inculcation of veracity.

Sec. 182. But the nationality which is occupied with simple, natural
elements--other nations, death, the mystery of the ocean--may revert to
the abstractions of the previous stage, which in education often take on
cruel forms--nay, often truly horrible. First, when the spirit begins
not only to suspect its true nature, but rather to recognize itself as
the true essence; and when the God of Light places as the motto on his
temple the comman