§ 18. The general province of education includes the development of the individual into the theoretical and practical reason immanent in him. The definition which limits education to the development of the individual into ethical customs (obedience to morality, social conventionalities, and the laws of the state——Hegel's definition is here referred to: "The object of education is to make men ethical") is not comprehensive enough, because it ignores the side of the _intellect_, and takes note only of the _will_. The individual should not only be man in general (as he is through the adoption of moral and ethical forms——which are _general_ forms, customs, or laws, and thus the forms imposed by the _will_ of the _race_), but he should also be a self-conscious subject, a particular individual (man, through his intellect, exists for himself as an individual, while through his general habits and customs he loses his individuality and spontaneity). § 19. Education has a definite object in view and it proceeds by grades of progress toward it. The systematic tendency is essential to all education, properly so called. § 20. Division of labor has become requisite in the higher spheres of teaching. The growing multiplicity of branches of knowledge creates the necessity for the specialist as teacher. With this tendency to specialties it becomes more and more difficult to preserve what is so essential to the pupil——his rounded human culture and symmetry of development. The citizen of modern civilization sometimes appears to be an artificial product by the side of the versatility of the savage man. § 21. From this necessity of the division of labor in modern times there arises the demand for two kinds of educational institutions——those devoted to general education (common schools, colleges, etc.), and special schools (for agriculture, medicine, mechanic arts, etc). § 22. The infinite possibility of culture for the individual leaves, of course, his actual accomplishment a mere approximation to a complete education. Born idiots are excluded from the possibility of education, because the lack of universal ideas in their consciousness precludes to that class of unfortunates anything beyond a mere mechanical training. § 23. Spirit, or mind, makes its own nature; it _is_ what it produces——a self-result. From this follows the _form_ of education. It commences with (1) undeveloped mind——that of the infant——wherein nearly all is potential, and but little is actualized; (2) its first stage of development is self-estrangement——it is absorbed in the observation of objects around it; (3) but it discovers laws and principles (universality) in external nature, and finally identifies them with reason——it comes to recognize itself in nature——to recognize conscious mind as the creator and preserver of the external world——and thus becomes at home in nature. Education does not create, but it emancipates.