This mythological lore is not merely a harmless form of imagery, against which it might be pedantic to rebel. It is a real superstition, which has its roots deep down in the personality of the educator; it adheres parasitically to culture, climbs over its sturdy trunk, drains its sap, weakens it, deadens it. For when we have stripped this conception of education of its mythological exterior, there yet remains a clearly religious and realistic thought, which is professed with firm adhesion of the mind and complete devotion of the soul, as the inviolable norm of the whole activity which pertains to the object of this norm itself. Let us, for example, consider what is presupposed by the doctrine of methods, the so-called methodology, which is an important part of didactics, and a very considerable section in the whole field of pedagogics. The doctrine of methods comprises a general treatment, which corresponds to what we called the Mother-Science, and a particular treatment for the individual sciences. There is methodology of learning in general, and there are methodics for the several disciplines, or at least for each group of disciplines, into which learning is divided and subdivided in accordance with the logical processes adopted in any particular case, or in accordance with the objects of these disciplines. To each method of knowing, considered in itself, corresponds a teaching method, so that there is one general didactic method, and many special ones by which the general method is to be applied.