§ 107. (3) The active mediation of the pupil with the content which is to be impressed upon his consciousness is the work of the teacher, whose personality creates a method adapted to the individual; for however clearly the subject may be defined, however exactly the psychological stage of the pupil may be regulated, the teacher cannot dispense with the power of his own individuality even in the most objective relations. This individuality must penetrate the whole with its own exposition, and that peculiarity which we call his _manner_, and which cannot be determined _à priori_, must appear. The teacher must place himself on the stand-point of the pupil, i.e. must adapt himself; he must see that the abstract is made clear to him in the concrete, i.e. must illustrate; he must fill up the gaps which will certainly appear, and which may mar the thorough seizing of the subject, i.e. must supply. In all these relations the pedagogical tact of the teacher may prove itself truly ingenious in varying the method according to the changefulness of the ever-varying needs, in contracting or expanding the extent, in stating, or indicating what is to be supplied. The true teacher is free from any superstitious belief in any one procedure as a sure specific which he follows always in a monotonous bondage. This can only happen when he is capable of the highest method. The teacher has arrived at the highest point of ability in teaching when he can make use of all means, from the loftiness of solemn seriousness, through smooth statement, to the play of jest——yes, even to the incentive of irony, and to humor. ——Pedagogics can be in nothing more specious than in its method, and it is here that charlatanism can most readily intrude itself. Every little change, every inadequate modification, is proclaimed aloud as a new or an improved method; and even the most foolish and superficial changes find at once their imitators, who themselves conceal their insolence behind some frivolous differences, and, with laughable conceit, hail themselves as inventors.—— THIRD CHAPTER. _Instruction._ § 108. All instruction acts upon the supposition that there is an inequality between present knowledge and power and that knowledge and power which are not yet attained. To the pupil belong the first, to the teacher the second. Education is the act which gradually cancels the original inequality of teacher and pupil, in that it converts what was at first the property of the former into the property of the latter, and this by means of his own activity. I. _The Subjects of Instruction._