considering himself when he speaks so
finely, perhaps not without some self-appreciation; and that the second,
in the repetitions and the sentences which are never finished, is
concerning himself solely with _him_. The pupil feels that not want of
facility or awkwardness, but the earnest eagerness of the _teacher_, is
the principal thing, and that this latter uses rhetoric only as a
means.--

Sec. 116. In the act of learning there appears (1) a mechanical element,
(2) a dynamic element, and (3) one in which the dynamic again
mechanically strengthens itself.

Sec. 117. As to the mechanical element, the right time must be chosen for
each lesson, an exact arrangement observed, and the suitable apparatus,
which is necessary, procured. It is in the arrangement that especially
consists the educational power of the lesson. The spirit of
scrupulousness, of accuracy, of neatness, is developed by the external
technique, which is carefully arranged in its subordinate parts
according to its content. The teacher must therefore insist upon it that
work shall cease at the exact time, that the work be well done, &c., for
on these little things many greater things ethically depend.

--To choose one's time for any work is often difficult because of the
pressure of a multitude of demands, but in general it should be
determined that the strongest and keenest energy of the thinking
activity and of memory--this being demanded by the work--should have
appropriated to it the first half of the day.--

Sec. 118. The dynamical element consists of the previously developed power
of Attention, without which all the exposition made by the teacher to
the pupil remains entirely foreign to him, all apparatus is dead, all
arrangement of no avail, all teaching fruitless, if the pupil does not
by his free activity receive into his inner self what one teaches him,
and thus make it his own property.

Sec. 119. This appropriation must not limit itself, however, to the first
acquisition of any knowledge or skill, but it must give free existence
to whatever the pupil has learned; it must make it perfectly manageable
and natural, so that it shall appear to be a part of himself. This must
be brought about by means of Repetition. This will mechanically secure
that which the attention first grasped.

Sec. 120. The careful, persistent, living activity of the pupil in these
acts we call Industry. Its negative extreme is Laziness, which is
deserving of punishm