7. In scientific study concepts are separated which in practice must always be kept united. The work of education is continuous. With an eye to every consideration at once, the educator must always endeavor to connect what is to come with what has gone before. Hence a mode of treatment which, following the several periods of school life, simply enumerates the things to be done in sequence, is inadequate in a work on pedagogics. In an appendix this method will serve to facilitate a bird’s-eye view; the discussion of general principles, arranged according to fundamental ideas, must needs precede. But our very first task will necessarily consist in dealing, at least briefly, with the ethical and the psychological basis of pedagogics. PART I _THE DOUBLE BASIS OF PEDAGOGICS_ CHAPTER I =The Ethical Basis= 8. The term _virtue_ expresses the whole purpose of education. Virtue is the idea of inner freedom which has developed into an abiding actuality in an individual. Whence, as inner freedom is a relation between insight and volition, a double task is at once set before the teacher. It becomes his business to make actual each of these factors separately, in order that later a permanent relationship may result. Insight is conceived as the perception of what is right or wrong. This perception is founded on the spontaneous, or intuitive, feeling that arises in the mind when certain elementary will-relations are presented to the intelligence. The unperverted mind has a natural antipathy to strife, malevolence, injustice, selfishness; it has a corresponding approval of harmony, good-will, justice, benevolence. These feelings arise, naturally, only when the appropriate ideas are present. Insight, therefore, is a state of feeling or disposition arising from knowledge, or ideas.