r, repetition; by these we gain distinctness and
certainty.

--All artificial contrivances for quickening the memory vanish in
comparison with the art of writing, in so far as this is not looked at
as a means of relieving the memory. That a name or a number should be
this or that, is a mere chance for the intelligence, an entirely
meaningless accident to which we have unconditionally to submit
ourselves as unalterable. The intelligence must be accustomed to put
upon itself this constraint. In science proper, especially in
Philosophy, our reason helps to produce one thought from others by means
of the context, and we can discover names for the ideas from them.--

III. _The Logical Epoch._

Sec. 100. In Conception there is attained a universality of intellectual
action in so far as the empirical details are referred to a _Schema_, as
Kant called it. But the _necessity_ of the connection is wanting to it.
To produce this is the task of the thinking activity, which frees itself
from all representations, and with its clearly defined determinations
transcends conceptions. The Thinking activity frees itself from all
sensuous representations by means of the processes of Conception and
Perception. Comprehension, Judgment, and Syllogism, develop for
themselves into forms which, as such, have no power of being perceived
by the senses. But it does not follow from this that he who thinks
cannot return out of the thinking activity and carry it with him into
the sphere of Conception and Perception. The true thinking activity
deprives itself of no content. The abstraction affecting a logical
purism which looks down upon Conception and Perception as forms of
intelligence quite inferior to itself, is a pseudo-thinking, a morbid
and scholastic error. Education will be the better on its guard against
this the more it has led the pupil by the legitimate road of Perception
and Conception to Thinking. Memorizing especially is an excellent
preparatory school for the Thinking activity, because it gives practice
to the intelligence in exercising itself in abstract ideas.

Sec. 101. The fostering of the Sense of Truth from the earliest years up,
is the surest way of leading the pupil to gain the power of thinking.
The unprejudiced, disinterested yielding to Truth, as well as the effort
to shun all deception and false seeming, are of the greatest value in
strengthening the power of reflection, as this considers nothing of
value but the actua