ecy, which had
for his satiety a piquant charm.

Sec. 225. The education of the mysteries was twofold, theoretical and
practical. In the theoretical we find a regular gradation of symbols and
symbolical acts through which one seemed gradually to attain to the
revelation of the secret; the practical contained a regular gradation of
ascetic actions alternating with an abandonment to wild orgies. Both
raised one from the rank of the novice to that of the initiated. In the
higher orders they formed an ethical code of laws, and this form
Pedagogics has retained in all such secret culture, _mutatis mutandis_,
down to the Illuminati.

--In the Roman empire, its Persian element was the worship of Mithras;
its Egyptian, that of Isis; its Grecian, the Pythagorean doctrines. All
these three, however, were much mingled with each other. The Roman
legions, who really no longer had any native country, bore these
artificial religions throughout the whole world. The confusion of
excitement led often to Somnambulism, which was not yet understood, and
to belief in miracles. Apollonius of Tyana, the messiah of Ethnicism, is
the principal figure in this group; and, in comparison with him,
Jamblichus appears only as an enthusiast and Alexander of Abonoteichos
as an impostor.--

III. _Abstract Individual Education._

Sec. 226. What the despair of the declining nations sought for in these
mysteries was Individuality, which in its singularity is conscious of
the universality of the rational spirit, as its own essence. This
individuality existed more immediately in the Germanic race, which
nevertheless, on account of its nature, formed first in Christianity its
true actualization. It can be here only pointed out that they most
thoroughly, in opposition to nature, to men, and to the gods, felt
themselves to be independent; as Tacitus says, "_Securi adversus
homines, securi adversus Deos_." This individuality, which had only
itself for an end, must necessarily be destroyed, and was saved only by
Christianity, which overcame and enlightened its daemonic and defiant
spirit. We cannot speak here of a system of Education. Respect for
personality, the free acknowledgment of the claims of woman, the loyalty
to the leader chosen by themselves, loyalty to their friends (the idea
of fellowship),--these features should all be well-noted, because from
them arose the feudalism of the middle ages. What Caesar and Tacitus tell
us of the education of the