Before elucidating this argument, we must voice our appreciation of the pedagogical principle by virtue of which the ancient Greeks developed their athletic education, and which since the Renaissance has for a different motive been reintroduced into the theory of physical culture,--a theory which I do not at all oppose, but rather intend to reaffirm on the grounds of educational unity. This pedagogical principle evidently originated in the mode of considering the function of the bodily organism in respect to the human mind, since every time we scrutinise the interest that has always guided men in the field of education, we find that at all times the aim of education has been the development of the mind. Nor could it have been otherwise; for whether or not in possession of a clear understanding of his spiritual essence, man spontaneously presents himself and is valued as a personality, which affirms itself, speaks even though dumb, and says "I." Education begins as a relation between master and slave, between parent and children. The slave and the son are not supported and cared for--educated--as simple brutes, but as beings endowed with the same attributes as the master or the parent, beings who are therefore able to receive orders or instructions and build their will out of these,--the will which those in authority wish to be identical with their own. The superior commands and therefore demands; the inferior obeys by replying, and he replies in so far as he is a spiritual subject; and this reply will become gradually better in proportion as he more fully actualises that spiritual nature which the master wishes to be closely corresponding to his own. Philosophy, as well as naïve and primitive mentality, considers man to be such in so far as he is conscious of what he does, of what he says, of what he thinks; and also in that he is able to present himself to others, because he has first been present to himself.