for the sake of the nation,[7] merges into
the Education based on Christianity, the form is not thereby destroyed,
but, rather, in the transition first attains its full realization. The
systems of Education which were based on the idea of the nation had, in
the fullness of time, outgrown their own limits, and needed a new form
in order to contain their own true idea. The idea of the nation, as the
highest principle, gives way for that of Christianity. A new life came
to the old idea in what at first seemed to be its destruction. The idea
of the nation was born again, and not destroyed, in Christianity.

Sec. 11. The final system, so far, is that of the present time, which thus
is itself the fruit of all the past systems, as well as the seed of all
systems that are to be. The science of Pedagogics, in the consideration
of the system of the present, thus again finds embodied the general idea
of education, and thus returns upon itself to the point from whence it
set out. In the First and Second Parts there is already given the idea
which dominates the system found thus necessarily existing in the
present.

{FIRST PART. {Its Nature.
{In its General {Its Form.
{ Idea. {Its Limits.
{
{SECOND PART. {Physical.
{In its Special {Intellectual.
{ Elements. {Moral.
{
{ { { {Family China.
{ { {Passive. {Caste India.
{ { { {Monkish Thibet.
{ { {
{ { { {Military Persia.
{ {National. {Active {Priestly Egypt.
{ { { {Industrial Phoenicia.
{ { {
{ { { {AEsthetic Greece.
E { { {Individual. {Practical Rome.
D { { { {Abstract {Northern.
U { { { { Individual{ Barbarians.
C { {
A { {Theocratic. . . . . . . . . . . . Jews.
T { {
I { {Monkish.
O {THIRD PART. {
N {In its {
{ Particular {
{ Systems. {
{ {Chivalric.
{ {
{ {Humanitarian. {For Special {Jesuitic.
{ { { Callings. {Pietistic.
{ {