h he
follows always in a monotonous bondage. This can only happen when he is
capable of the highest method. The teacher has arrived at the highest
point of ability in teaching when he can make use of all means, from the
loftiness of solemn seriousness, through smooth statement, to the play
of jest--yes, even to the incentive of irony, and to humor.

--Pedagogics can be in nothing more specious than in its method, and it
is here that charlatanism can most readily intrude itself. Every little
change, every inadequate modification, is proclaimed aloud as a new or
an improved method; and even the most foolish and superficial changes
find at once their imitators, who themselves conceal their insolence
behind some frivolous differences, and, with laughable conceit, hail
themselves as inventors.--

THIRD CHAPTER.

_Instruction._

Sec. 108. All instruction acts upon the supposition that there is an
inequality between present knowledge and power and that knowledge and
power which are not yet attained. To the pupil belong the first, to the
teacher the second. Education is the act which gradually cancels the
original inequality of teacher and pupil, in that it converts what was
at first the property of the former into the property of the latter, and
this by means of his own activity.

I. _The Subjects of Instruction._

Sec. 109. The pupil is the apprentice, the teacher the master, whether in
the practice of any craft or art, or in the exposition of any systematic
knowledge. The pupil passes from the state of the apprentice to that of
the master through that of the journeyman. The apprentice has to
appropriate to himself the elements; journeymanship begins as he, by
means of their possession, becomes independent; the master combines with
his technical skill the freedom of production. His authority over his
pupil consists only in his knowledge and power. If he has not these, no
external support, no trick of false appearances which he may put on,
will serve to create it for him.

Sec. 110. These stages--(1) apprenticeship, (2) journeymanship, (3)
mastership--are fixed limitations in the didactic process; they are
relative only in the concrete. The standard of special excellence varies
with the different grades of culture, and must be varied that it may
have any historical value. The master is complete only in relation to
the journeyman and apprentice; to them he is superior. But on the other
hand, in relation to the in