ith a general which is presupposed as true, and leads from this through
deduction to the special determinations which were implicit in it. The
regressive search of analysis for a determining principle is
_Invention_; the forward progress of synthesis from the simple elements
seeking for the multiplicity of the single one is _Construction_. Each,
in its result, passes over into the other; but their truth is found in
the dialectic method, which in each phase allows unity to separate into
diversity and diversity to return into unity. While in the analytic as
well as in the synthetic method the mediation of the individual with the
general, or of the general with the individual, lets the phase of
particularity be only subjectively connected with it in the dialectic
method, we have the going over of the general through the particular to
the individual, or to the self-determination of the idea, and it
therefore rightly claims the title of the genetic method. We can also
say that while the inventive method gives us the idea (notion) and the
constructive the judgment, the genetic gives us the syllogism which
leads the determinations of reflection back again into substantial
identity.

Sec. 107. (3) The active mediation of the pupil with the content which is
to be impressed upon his consciousness is the work of the teacher, whose
personality creates a method adapted to the individual; for however
clearly the subject may be defined, however exactly the psychological
stage of the pupil may be regulated, the teacher cannot dispense with
the power of his own individuality even in the most objective relations.
This individuality must penetrate the whole with its own exposition, and
that peculiarity which we call his _manner_, and which cannot be
determined _a priori_, must appear. The teacher must place himself on
the stand-point of the pupil, i.e. must adapt himself; he must see that
the abstract is made clear to him in the concrete, i.e. must illustrate;
he must fill up the gaps which will certainly appear, and which may mar
the thorough seizing of the subject, i.e. must supply. In all these
relations the pedagogical tact of the teacher may prove itself truly
ingenious in varying the method according to the changefulness of the
ever-varying needs, in contracting or expanding the extent, in stating,
or indicating what is to be supplied. The true teacher is free from any
superstitious belief in any one procedure as a sure specific whic