§ 8. With regard to the First Part, we remark that by Education, in its general idea, we do not mean any mere history of Pedagogics, nor can any history of Pedagogics be substituted for a systematic exposition of the underlying idea. § 9. The second division considers Education under three heads——as physical, intellectual, and moral——and forms, generally, the principal part of all pedagogical treatises. In this part lies the greatest difficulty as to exact limitation. The ideas on these divisions are often undefined and apt to be confounded, and the detail of which they are capable is almost unlimited, for we might, under this head, speak of all kinds of special schools, such as those for war, art, mining, etc. § 10. In the Third Part we consider the different realizations of the one general idea of Pedagogics as it has developed itself under different circumstances and in different ages of the world. The general idea is forced into different phases by the varying physical, intellectual, and moral conditions of men. The result is the different systems, as shown in the analysis. The general idea is one. The view of the end to be obtained determines in each case the actualization of this idea. Hence the different systems of Education are each determined by the stand-point from which the general ideal is viewed. Proceeding in this manner, it might be possible to construct a history of Pedagogics, _à priori_, without reference to actual history, since all the possible systems might be inferred from the possible definite number of points of view. Each lower stand-point will lead to a higher, but it will not be lost in it. Thus, where Education, for the sake of the nation,[7] merges into the Education based on Christianity, the form is not thereby destroyed, but, rather, in the transition first attains its full realization. The systems of Education which were based on the idea of the nation had, in the fullness of time, outgrown their own limits, and needed a new form in order to contain their own true idea. The idea of the nation, as the highest principle, gives way for that of Christianity. A new life came to the old idea in what at first seemed to be its destruction. The idea of the nation was born again, and not destroyed, in Christianity. § 11. The final system, so far, is that of the present time, which thus is itself the fruit of all the past systems, as well as the seed of all systems that are to be. The science of Pedagogics, in the consideration of the system of the present, thus again finds embodied the general idea of education, and thus returns upon itself to the point from whence it set out. In the First and Second Parts there is already given the idea which dominates the system found thus necessarily existing in the present.