race. communicate his own experience to the common fund of the Thus each lives the life of the whole, and all live for each. School-education gives the pupil the instrumentalities with which to enable him to participate in this fund of experience-this common life of the race. After school-education comes the still more valuable education, which, however, without the school, would be in a great measure impossible.] SECOND PART. THE SPECIAL ELEMENTS OF EDUCATION. INTRODUCTION. 51. EDUCATION in general consists in the development in man of his inborn theoretical and practical rationality; it takes on the form of labor, which changes that state or condition, which appears at first only as a mere thought, into a fixed habit, and transfigures individuality into a worthy humanity. Education ends in that emancipation of the youth which places him on his own feet. The special elements which form the concrete content of all education in general are the life, cognition, and will of man. Without life mind has no phenomenal reality; without cognition, no genuinei. e., conscious-will; and without will, no self-confirmation of life and of cognition. It is true that these three elements are in real existence inseparable, and continually exhibit their interdependence. But none the less on this account do they themselves prescribe their own succession, and they have a relative and periodical ascendency over each other. In infancy, up to the fifth or sixth year, the purely physical development takes the precedence; childhood is the time of learning, in a |