If we open a treatise on pedagogy or examine a schedule of courses, if we look through a programme or stop to consider our every-day technical terminology, we cannot help noticing that education is broken up by divisions and subdivisions _ad infinitum_, exactly as though it were a material object, which because material possesses infinite divisibility. Textbooks tell us that education is (1) physical, (2) intellectual, (3) moral. Then narrowing the subject down to one section, the intellectual, which for good reasons has been treated more carefully and sympathetically by traditional pedagogy, we find some such subdivisions: artistic, scientific, literary, philosophical, religious, etc. Again, artistic education will be split up into as many sections as there are arts, and scientific instruction in the same way; for pedagogy assigns to each branch of the classification its corresponding method of teaching. It goes without saying that the sciences of any given branch are different among themselves, and the study of botany, for example, is not the study of zoology. And there are as many forms of culture to be promoted by education as there are sciences; which is clearly shown by school announcements assigning to certain years, and for definite days and hours, the several courses of the curriculum, that is, the several educations. It is taken for granted that Education, properly so called, will result from the ensemble of these particular educations--physical, intellectual, moral, etc.,--each one of which contributes its share to the final result, and is therefore a part of the entire education. And each field produces certain peculiar results which it would be idle to demand of another section, just as we never expect an olive grove to yield a crop of peaches. Every part, self-contained and quite distinct from the rest, absolutely excludes all other parts from itself. Therefore the subjects taught in a school are numerous, and there must accordingly be specialised teachers. And again each instructor must be careful not to mix up the several parts which compose his subject. The teacher of history, for example, when he takes up the French Revolution, must forget the unification of Italy, and treat each event in order and in turn; and the instructor of Italian will take up the history of literature on a certain day of the week, and devote some other hour to the study of the individual works themselves.