s, or Science of Art and Literature,
Religion, or Philosophy].

Sec. 2. The scope of pedagogics being so broad, and its presuppositions so
vast, its limits are not well defined, and its treatises are very apt to
lack logical sequence and conclusion; and, indeed, frequently to be mere
collections of unjustified and unexplained assumptions, dogmatically set
forth. Hence the low repute of pedagogical literature as a whole.

Sec. 3. Moreover, education furnishes a special vocation, that of teaching.
(All vocations are specializing--being cut off, as it were, from the
total life of man. The "division of labor" requires that each individual
shall concentrate his endeavors and be a _part_ of the whole).

Sec. 4. Pedagogics, as a special science, belongs to the collection of
sciences (already described, in commenting on Sec. 1) included under the
philosophy of Spirit or Mind, and more particularly to that part of it
which relates to the will (ethics and science of rights, rather than to
the part relating to the intellect and feeling, as anthropology,
phenomenology, psychology, aesthetics, and religion. "Theoretical"
relates to the _intellect_, "practical" relates to the _will_, in this
philosophy). The province of practical philosophy is the investigation
of the nature of freedom, and the process of securing it by
self-emancipation from nature. Pedagogics involves the conscious
exertion of influence on the part of the will of the teacher upon the
will of the pupil, with a purpose in view--that of inducing the pupil to
form certain prescribed habits, and adopt prescribed views and
inclinations. The entire science of mind (as above shown), is
presupposed by the science of education, and must be kept constantly in
view as a guiding light. The institution of the _family_ (treated in
practical philosophy) is the starting-point of education, and without
this institution properly realized, education would find no solid
foundation. The right to be educated on the part of children, and the
duty to educate on the part of parents, are reciprocal; and there is no
family life so poor and rudimentary that it does not furnish the most
important elements of education--no matter what the subsequent influence
of the school, the vocation, and the state.

Sec. 5. Pedagogics as science, distinguished from the same as an art: the
former containing the abstract general treatment, and the latter taking
into consideration all the conditions of concr