ete individuality,
_e.g._, the peculiarities of the teacher and the pupil, and all the local
circumstances, and the power of adaptation known as "tact."

Sec. 6. The special conditions and peculiarities, considered in education
as an art, may be formulated and reduced to system, but they should not
be introduced as a part of the _science_ of education.

Sec. 7. Pedagogics has three parts: first, it considers the idea and nature
of education, and arrives at its true definition; second, it presents
and describes the special provinces into which the entire field of
education is divided; third, it considers the historical evolution of
education by the human race, and the individual systems of education
that have arisen, flourished, and decayed, and their special functions
in the life of man.

Sec. 8. The scope of the first part is easy to define. The history of
pedagogics, of course, contains all the ideas or definitions of the
nature of education; but it must not for that reason be substituted for
the scientific investigation of the nature of education, which alone
should constitute this first part (and the history of education be
reserved for the third part).

Sec. 9. The second part includes a discussion of the threefold nature of
man as body, intellect, and will. The difficulty in this part of the
science is very great, because of its dependence upon other sciences
(_e.g._, upon physiology, anthropology, etc.), and because of the
temptation to go into details (_e.g._, in the practical department, to
consider the endless varieties of schools for arts and trades).

Sec. 10. The third part contains the exposition of the various national
standpoints furnished (in the history of the world) for the bases of
particular systems of education. In each of these systems will be found
the general idea underlying all education, but it will be found existing
under special modifications, which have arisen through its application
to the physical, intellectual, and ethical conditions of the people. But
we can deduce the essential features of the different systems that may
appear in history, for there are only a limited number of systems
possible. Each lower form finds itself complemented in some higher form,
and its function and purpose then become manifest. The systems of
"national" education (_i.e._, Asiatic systems, in which the
individuality of each person is swallowed up in the substantiality of
the national idea--just as the i