{FIRST PART. {Its Nature. {In its General {Its Form. { Idea. {Its Limits. { {SECOND PART. {Physical. {In its Special {Intellectual. { Elements. {Moral. { { { { {Family China. { { {Passive. {Caste India. { { { {Monkish Thibet. { { { { { { {Military Persia. { {National. {Active {Priestly Egypt. { { { {Industrial Phœnicia. { { { { { { {Æsthetic Greece. E { { {Individual. {Practical Rome. D { { { {Abstract {Northern. U { { { { Individual{ Barbarians. C { { A { {Theocratic. . . . . . . . . . . . Jews. T { { I { {Monkish. O {THIRD PART. { N {In its { { Particular { { Systems. { { {Chivalric. { { { {Humanitarian. {For Special {Jesuitic. { { { Callings. {Pietistic. { { { { {The { { { {Humanistic. { {For Civil {To achieve { { { Life. { an Ideal of {The { { { Culture. {Philanthropic { { { {Movement. { { { { { {For Free Citizenship. FIRST PART. The General Idea of Education. § 12. A full treatment of Pedagogics must distinguish—— (1) The nature of Education; (2) The form of Education; (3) The limits of Education. _I.——The Nature of Education._ § 13. The nature of Education is determined by the nature of mind, the distinguishing mark of which is that it can be developed only from within, and by its own activity. Mind is essentially free——_i.e._, it has the capacity for freedom——but it cannot be said to possess freedom till it has obtained it by its own voluntary effort. Till then it cannot be truly said to be free. Education consists in enabling a human being to take possession of, and to develop himself by, his own efforts, and the work of the educator cannot be said to be done in any sense where this is not accomplished. In general, we may say that the work of education consists in leading to a full development of all the inherent powers of the mind, and that its work is done when, in this way, the mind has attained perfect freedom, or the state in which alone it can be said to be truly itself.[8]