it realises itself as a universal and therefore also as a national personality. This conception is of fundamental importance for those of

ation, as we speak of it, as it draws our interests, for which we work, and which we strive to improve, is not now what it was before. For there is no education that works out in conformity with natural laws. It is a free act of ours, the vocation of our souls, our duty as men. By it more nobly than by any other action man is enabled to actualise his superior nature. Animals do not educate: even though they do raise their young ones they yet form no family, no ethical organism with members d

, whether or not they belong to our family or to our school, as long as they concur with us in constituting a complete social entity. And we not only train those of minor age, who are as yet under tutelage, and still frequent the schools and are busily intent upon developing and improving their skill, their character, their cu

doning himself, so to speak, to the force of natural determinism. He is fully aware of his own doings. He keeps his eyes open on his own function, so t

incumbent for the chair, there existed something that was the life of this science and therefore the justification of the chair. There was the intent reflectiveness of man, who in compliance with the divine saying, "Know thyself," was becoming conscious of his own work, and therefore, unwilling to abandon his actions to external impulses, began to question everything. What the lower animal does naturally and

different soul, unlike that of any other that we have previously come in contact with, and differing within itself from day to day; as long as it is still possible for us to enter the class-room thrilled and throbbing in the anticipation of new truths to reveal, of novel experiments to perform, of unexpected difficulties to overco

the same kind of distant, blank faces, staring at us in dreary uniformity from the same benches. We shall continue to be educators only as 36 long as we are able to fee

anity, of his country, of his period. And the pupil is the particular individual who, having entered upon the process of education, and being submitted, so to speak, to the yoke of the school, ceases to enjoy his former liberty in the pursuit of a spiritual endowment and in the formation of his character, and, in consequence of this educational pressure, bends compliantly befor

cern and assimilate the ideas which he accepts and professes, affirms and propagates, so that whatever he says, thinks, or does, really comes from him. Our children are said to be properly raised when they give evidence of being able to take care of themselves wi

eft alone, and must help him to overcome the otherwise unsurmountable obstacles that beset his progress. He must, in short, transfuse into the pupil something of himself, and out of his own spiritual substance create elements of the pupil's character, mind, and will. But the acts which the pupil performs in consequence of his training wi

th and direct his evolution along the course that seems quickest and surest for his complete development; and, on the other hand, the fear that he may kill fertile seeds, stifle with presumpt

utter an emphatic word of warning. My solution does not remove all difficulties; it cannot be used as a key to open all doors. For as I have repeatedly stated, the value of e

the problem presents itself under ever-changing forms, and demands a continuous development, and almost a progressive interpretation of the concept which I am going to off