misunderstood.

--It is, of course, sometimes not only possible, but necessary for one,
moved by the highest sense of morality, to act in opposition to the laws
of nature, to offend the ethical sense of the people that surround him,
and to brave the blows of destiny; but such a one is a sublime reformer
or martyr, and we are not now speaking of such, but of the perverse, the
frivolous, and the conceited.--

Sec. 17. In the narrowest sense, which however is the usual one, we mean by
Education the influence which one mind exerts on another in order to
cultivate the latter in some understood and methodical way, either
generally or with reference to some special aim. The educator must,
therefore, be relatively finished in his own education, and the pupil
must possess unlimited confidence in him. If authority be wanting on the
one side, or respect and obedience on the other, this ethical basis of
development must fail, and it demands in the very highest degree,
talent, knowledge, skill, and prudence.

--Education takes on this form only under the culture which has been
developed through the influence of city life. Up to that time we have
the naive period of education, which holds to the general powers of
nature, of national customs, and of destiny, and which lasts for a long
time among the rural populations. But in the city a greater complication
of events, an uncertainty of the results of reflection, a working out of
individuality, and a need of the possession of many arts and trades,
make their appearance and render it impossible for men longer to be
ruled by mere custom. The Telemachus of Fenelon was educated to rule
himself by means of reflection; the actual Telemachus in the heroic age
lived simply according to custom.--

Sec. 18. The general problem of Education is the development of the
theoretical and practical reason in the individual. If we say that to
educate one means to fashion him into morality, we do not make our
definition sufficiently comprehensive, because we say nothing of
intelligence, and thus confound education and ethics. A man is not
merely a human being, but as a reasonable being he is a peculiar
individual, and different from all others of the race.

Sec. 19. Education must lead the pupil by an interconnected series of
efforts previously foreseen and arranged by the teacher to a definite
end; but the particular form which this shall take must be determined by
the peculiar character of the pup