he right track, and may accomplish as much or even more than
one trained in the usual way. In general, however, it is very desirable
that every one should go through the regular course of the inherited
means of education, partly that he may be thorough in the elements,
partly to free him from the anxiety which he may feel lest he in his
solitary efforts spend labor on some superfluous work--superfluous
because done long before, and of which he, through the accident of his
want of culture, had not heard. We must all learn by ourselves, but we
cannot teach ourselves. Only Genius can do this, for it must be its own
leader in the new paths which it opens. Genius alone passes beyond where
inherited culture ceases. It bears this in itself as of the past, and
which it uses as material for its new creation; but the self-taught man,
who would very willingly be a genius, puts himself in an attitude of
opposition to things already accomplished, or sinks into oddity, into
secret arts and sciences, &c.--

Sec. 114. These ideas of the general steps of culture, of special gifts,
and of the ways of culture appropriate to each, which we have above
distinguished, have a manifold connection among themselves which cannot
be established _a priori_. We can however remark that Apprenticeship,
the Mechanical Intelligence, and the Professional life; secondly,
Journeymanship, Talent, and Amateurship; and, finally, Mastership,
Genius, and Self Education, have a relationship to each other.

II. _The Act of Learning._

Sec. 115. In the process of education the interaction between pupil and
teacher must be so managed that the exposition by the teacher shall
excite in the pupil the impulse to reproduction. The teacher must not
treat his exposition as if it were a work of art which is its own end
and aim, but he must always bear in mind the need of the pupil. The
artistic exposition, as such, will, by its completeness, produce
admiration; but the didactic, on the contrary, will, through its perfect
adaptation, call out the imitative instinct, the power of new creation.

--From this consideration we may justify the frequent statement that is
made, that teachers who have really an elegant diction do not really
accomplish so much as others who resemble in their statements not so
much a canal flowing smoothly between straight banks, as a river which
works its foaming way over rocks and between ever-winding banks. The
pupil perceives that the first is