We might deduce from this that manhood is the age for specialization, for discovery and invention, and a man’s development should be in the progressive specialization of his vocation. But Hegel, whose eye is always directed to “the universal,” stops short at its attainment. In the engagement in and the mastery of a vocation man completes himself, fully realizes his personality. “He is then at one with himself, with his environment, with his sphere. He is universal, a whole” (3: p. 153). “The antithesis between the subject and its object” being done away with, “the interest in the latter is lost.” “Thus a man enters old age not only by the running down of the vitality of his physical organism, but also by the crystallizing of the spiritual life into habits” (3: p. 127). But there is one virtue left to old age, that is “to point out the way to the young” by the lessons of his past experience, in the memory of which he now lives. The Hegelian pedagogy may be called the orthodoxy of education. Like his philosophy, the central conception of which is expressed in the famous dictum, “all that is rational is actual; all that is actual is rational,” it is the strongest defense of existing institutions; it justifies all the traditional principles and methods of education and gives them a rational ground. As conservatism is the self-preservation of every social institution, Hegelianism enjoyed the natural result of being welcomed by officialdom as the safest pedagogy to adopt. We need in society both the visionary idealist and the cold calculator, youthful enthusiasm and matured judgment. Although we must not forget that there often lies a great danger in the very soundness and all-roundness of opinions or precocious senility--a greater danger than the youthful one-sidedness--Hegel will remain as he was, a beneficial counteracting influence against the rashness and heat of a youthful age, a voice calling halt to look back to the already attained values, in the blind pursuit of the anticipated unknown quantity. REFERENCES 1. +Bryant, William Mackendree.+ Hegel’s Educational Ideas. Werner School Book Co., New York, 1896. 214 pages. 2. +Entner, Paul.+ Hegel’s Ansichten über Erziehung im Zusammenhange mit seiner Philosophie dargestellt. XV. Jahres-Bericht der 1. städtlichen Realschule. Hille, Dresden, 1905. 77 pages. 3. +Luqueer, Frederic Ludlow.+ Hegel as Educator. (Columbia University Dissertation). Macmillan Co., New York, 1896. 185 pages. 4. +Raumer, Karl von.+ Geschichte der Pädagogik vom Wiederaufblühen klassischer Studien bis auf unsere Zeit. 5 vols. Bertelsmann, Gütersloh, 1882-1897. 5. +Rein, Georg Wilhelm+, editor. Encyklopädisches Handbuch der Pädagogik. 8 vols. Beyer, Langensalza, 1895-1906. Vol. III. 6. +Rosenkranz, Johann Karl Friedrich.+ Philosophy of Education. Translated by A. C. Brackett. Second edition, revised and enlarged. Appleton, New York, 1903. 292 pages.