t understand the nature of mind, as he is to deal
with mind, but when he has done this he has still his main principle of
action unsolved; for the question is, knowing the nature of the mind,
How shall he incite it to action, already predetermined in his own mind,
without depriving the mind of the pupil of its own free action? How
shall he restrain and guide, and yet not enslave?

If, in classifying all sciences, as suggested at the beginning of this
section, we should subdivide the practical division of the Philosophy of
Spirit, which might be called Ethics, one could find a place for
Pedagogics under some one of the grades of Ethics. The education which
the child receives through the influence of family life lies at the
basis of all other teaching, and what the child learns of life, its
duties, and possibilities, in its own home, forms the foundation for all
after-work. On the life of the family, then, as a presupposition, all
systems of Education must be built. In other words, the school must not
attempt to initiate the child into the knowledge of the world--it must
not assume the care of its first training; that it must leave to the
family.[4] But the science of Pedagogics does not, as a science,
properly concern itself with the family education, or with that point of
the child's life which is dominated by the family influence. That is
education, in a certain sense, without doubt, but it does not properly
belong to a science of Pedagogics. But, on the other hand, it must be
remembered that this science, as here expounded, presupposes a previous
family life in the human being with whom it has to deal.

Sec. 5. Education as a science will present the necessary and universal
principles on which it is based; Education as an art will consist in the
practical realization of these in the teacher's work in special places,
under special circumstances, and with special pupils. In the skillful
application of the principles of the science to the actual demands of
the art lies the opportunity for the educator to prove himself a
creative artist; and it is in the difficulty involved in this practical
work that the interest and charm of the educator's work consists.

The teacher must thus adapt himself to the pupil. But, in doing so, he
must have a care that he do not carry this adaptation to such a degree
as to imply that the pupil is not to change; and he must see to it,
also, that the pupil shall always be worked upon by the ma