ple. If one thinks out a complete statement of Practical
Philosophy (Ethics), Pedagogics may be distributed among all its grades.
But the point at which Pedagogics itself becomes organic is the idea of
the Family, because in the family the difference between the adults and
the minors enters directly through the naturalness of spirit, and the
right of the children to an education and the duty of parents towards
them in this respect is incontestable. All other spheres of education,
in order to succeed, must presuppose a true family life. They may extend
and complement the business of teaching, but cannot be its original
foundation.

--In our systematic exposition of Education, we must not allow
ourselves to be led into error by those theories which do not recognize
the family, and which limit the relation of husband and wife to the
producing of children. The Platonic Philosophy is the most worthy
representative of this class. Later writers who take great pleasure in
seeing the world full of children, but who would subtract from the love
to a wife all truth and from that to children all care, exhibit in their
doctrine of the anarchy of love only a sickly (but yet how prevalent an)
imitation of the Platonic state.--

Sec. 5. Much confusion also arises from the fact that many do not clearly
enough draw the distinction between Pedagogics as a science and
Pedagogics as an art. As a science it busies itself with developing _a
priori_ the idea of Education in the universality and necessity of that
idea, but as an art it is the concrete individualizing of this abstract
idea in any given case. And in any such given case, the peculiarities of
the person who is to be educated and all the previously existing
circumstances necessitate a modification of the universal aims and ends,
which modification cannot be provided for beforehand, but must rather
test the ready tact of the educator who knows how to make the existing
conditions fulfil his desired end. It is exactly in doing this that the
educator may show himself inventive and creative, and that pedagogic
talent can distinguish itself. The word "art" is here used in the same
way as it is used when we say, the art of war, the art of government,
&c.; and rightly, for we are talking about the possibility of the
realization of the idea.

--The educator must adapt himself to the pupil, but not to such a degree
as to imply that the pupil is incapable of change, and he must also be
sure