ndividual waves get lost in the ocean on
whose surface they arise) find their complete explanation in the systems
of education that arise in Christianity (the preservation of human life
being the object of the nation, it follows that when realized abstractly
or exclusively, it absorbs and annuls the mental independence of its
subjects, and thus contradicts itself by destroying the essence of what
it undertakes to preserve, _i.e._, life (soul, mind); but within
Christianity the principle of the state is found so modified that it is
consistent with the infinite, untrammelled development of the
individual, intellectually and morally, and thus not only life is saved,
but spiritual, free life is attainable for each and for all).

Sec. 11. The history of pedagogy ends with the present system as the latest
one. As science sees the future ideally contained in the present, it is
bound to comprehend the latest system as a realization (though
imperfect) of the ideal system of education. Hence, the system, as
scientifically treated in the first part of our work, is the system with
which the third part of our work ends.

Sec. 12. The nature of education, its form, its limits, are now to be
investigated. (Sec.Sec. 13-50.)

Sec. 13. The nature of education determined by the nature of Mind or
Spirit, whose activity is always devoted to realizing for itself what it
is potentially--to becoming conscious of its possibilities, and to
getting them under the control of its will. Mind is potentially free.
Education is the means by which man seeks to realize in man his
possibilities (to develop the possibilities of the race in each
individual). Hence, education has freedom for its object.

Sec. 14. Man is the only being capable of education, in the sense above
defined, because the only conscious being. He must know himself ideally,
and then realize his ideal self, in order to become actually free. The
animals not the plants may be _trained_, or _cultivated_, but, as devoid
of self-consciousness (even the highest animals not getting above
impressions, not reaching ideas, not seizing general or abstract
thoughts), they are not realized for _themselves_, but only for us.
(That is, they do not know their ideal as we do.)

Sec. 15. Education, taken in its widest compass, is the education of the
human race by Divine Providence.

Sec. 16. In a narrower sense, education is applied to the shaping of the
individual, so that his caprice and arbitra