that the pupil shall learn through his experience the independence
of the object studied, which remains uninfluenced by his variable
personal moods, and the adaptation on the teacher's part must never
compromise this independence.--

Sec. 6. If conditions which are local, temporal, and individual, are fixed
as constant rules, and carried beyond their proper limits, are
systematized as a valuable formalistic code, unavoidable error arises.
The formulae of teaching are admirable material for the science, but are
not the science itself.

Sec. 7. Pedagogics as a science must (1) unfold the general idea of
Education; (2) must exhibit the particular phases into which the general
work of Education divides itself, and (3) must describe the particular
standpoint upon which the general idea realizes itself, or should become
real in its special processes at any particular time.

Sec. 8. The treatment of the first part offers no difficulty. It is
logically too evident. But it would not do to substitute for it the
history of Pedagogics, simply because all the conceptions of it which
appear in systematic treatises can be found there.

--Into this error G. Thaulow has fallen in his pamphlet on Pedagogics as
a Philosophical Science.--

Sec. 9. The second division unfolds the subject of the physical,
intellectual and practical culture of the human race, and constitutes
the main part of all books on Pedagogy. Here arises the greatest
difficulty as to the limitations, partly because of the undefined nature
of the ideas, partly because of the degree of amplification which the
details demand. Here is the field of the widest possible differences. If
e.g. one studies out the conception of the school with reference to the
qualitative specialities which one may consider, it is evident that he
can extend his remarks indefinitely; he may speak thus of technological
schools of all kinds, to teach mining, navigation, war, art, &c.

Sec. 10. The third division distinguishes between the different standpoints
which are possible in the working out of the conception of Education in
its special elements, and which therefore produce different systems of
Education wherein the general and the particular are individualized in a
special manner. In every system the general tendencies of the idea of
education, and the difference between the physical, intellectual and
practical culture of man, must be formally recognized, and will appear.
The How is decid