lly existing objective circumstances.

--The indulging an illusion as a pleasing recreation of the
intelligence should be allowed, while lying must not be tolerated.
Children have a natural inclination for mystifications, for masquerades,
for raillery, and for theatrical performances, &c. This inclination to
illusion is perfectly normal with them, and should be permitted. The
graceful kingdom of Art is developed from it, as also the poetry of
conversation in jest and wit. Although this sometimes becomes
stereotyped into very prosaic conventional forms of speech, it is more
tolerable than the awkward honesty which takes everything in its simple
literal sense. And it is easy to discover whether children in such play,
in the activity of free joyousness, incline to the side of mischief by
their showing a desire of satisfying their selfish interest. Then they
must be checked, for in that case the cheerfulness of harmless joking
gives way to premeditation and dissimulation.--

Sec. 102. An acquaintance with logical forms is to be recommended as a
special educational help in the culture of intelligence. The study of
Mathematics does not suffice, because it presupposes Logic. Mathematics
is related to Logic in the same way as Grammar, the Physical Sciences,
&c. The logical forms must be known explicitly in their pure independent
forms, and not merely in their implicit state as immanent in objective
forms.

SECOND CHAPTER.

_The Logical Presupposition or Method._

Sec. 103. The logical presupposition of instruction is the order in which
the subject-matter develops for the consciousness. The subject, the
consciousness of the pupil, and the activity of the instructor,
interpenetrate each other in instruction, and constitute in actuality
one whole.

Sec. 104. (1) First of all, the subject which is to be learned has a
specific determinateness which demands in its representation a certain
fixed order. However arbitrary we may desire to be, the subject has a
certain self-determination of its own which no mistreatment can wholly
crush out, and this inherent immortal reason is the general foundation
of instruction.

--To illustrate; however one may desire to manipulate a language in
teaching it, he cannot change the words in it, or the inflections of the
declensions and conjugations. And the same restriction is laid upon our
inclinations in the different divisions of Natural History, in the
theorems of Arithmetic, Geometry,