ed by the standpoint which reduces that formalism to a
special system. Thus it becomes possible to discover the essential
contents of the history of Pedagogics from its idea, since this can
furnish not an indefinite but a certain number of Pedagogic systems.

--The lower standpoint merges always into the higher, and in so doing
first attains its full meaning, e.g.: Education for the sake of the
nation is set aside for higher standpoints, e.g., that of
Christianity; but we must not suppose that the national phase of
Education was counted as nought from the Christian standpoint. Rather it
itself had outgrown the limits which, though suitable enough for its
early stage, could no longer contain its true idea. This is sure to be
the case in the fact that the national individualities become
indestructible by being incorporated into Christianity--a fact that
contradicts the abstract seizing of such relations.--

Sec. 11. The last system must be that of the present, and since this is
certainly on one side the result of all the past, while on the other
seized in its possibilities it is determined by the Future, the business
of Pedagogics cannot pause till it reaches its ideal of the general and
special determinations, so that looked at in this way the Science of
Pedagogics at its end returns to its beginning. The first and second
divisions already contain the idea of the system necessary for the
Present.

FIRST PART.

The General Idea of Education.

Sec. 12. The idea of Pedagogics in general must distinguish,

(1) The nature of Education in general;
(2) Its form;
(3) Its limits.

I.

_The Nature of Education._

Sec. 13. The nature of Education is determined by the nature of mind--that
it can develop whatever it really is only by its own activity. Mind is
in itself free; but if it does not actualize this possibility, it is in
no true sense free, either for itself or for another. Education is the
influencing of man by man, and it has for its end to lead him to
actualize himself through his own efforts. The attainment of perfect
manhood as the actualization of the Freedom necessary to mind
constitutes the nature of Education in general.

--The completely isolated man does not become man. Solitary human
beings who have been found in forests, like the wild girl of the forest
of Ardennes, sufficiently prove the fact that the truly human qualities
in man cannot be developed without reciprocal action with h