nded of men to fight on the side of
the king of light, and guard against the prince of darkness and evil. It
gave to him thus the honor of a free position between the world-moving
powers and the possibility of a self-creative destiny, by which means
vigor and chivalrous feeling were developed. Religion trained the
activity of man into actualization on this planet, increasing by its
means the dominion of the good, by purifying the water, by planting
trees, by extirpating troublesome wild beasts. Thus it increased bodily
comfort, and no longer, like the monk, treated this as a mere negative.

II. _Priestly Education._

Sec. 199. War has in death its force. It produces this, and by its means
decides who shall serve and who obey. But the nation that finds its
activity in war, though it makes death its absolute means, yet finds its
own limit in death. Other nations are only its boundaries, which it can
overpass in fighting with and conquering them. But death itself it can
never escape, whether it come in the sands of the desert--which buried
for Cambyses an army which he sent to the oracle of the Libyan Ammon--or
in the sea, that scorns the rod of the angry despot, or by the sword of
the freeman who guards his household gods. On this account, that people
stands higher that in the midst of life reflects on death, or rather
lives for it. The education of such a nation must be priestly because
death is the means of the transition to the future life, and
consequently equivalent to a new birth, and becomes a religious act.
Neither the family-state, nor the caste-state, nor the monkish nor
military-state, are hierarchies in the sense that the leading of the
national life by a priesthood produces. But in Egypt this was actually
the case, because the chief educational tribunal was the death-court
which concerned only the dead, in awarding to them or denying them the
honor of burial as the result of their whole life, but in its award
affected also the honor of the surviving family.

Sec. 200. General education here limited itself to imparting the ability
to read, write, and calculate. Special education consisted properly only
in an habitual living into a definite business within the circle of the
Family. In this fruitful and warm land the expense of supporting
children was very small. The division into classes was without the cruel
features of the Indian civilization, and life itself in the narrow Nile
valley was very social, ver