nes all objective
developments of nature and of history. The Family gives the child his
first instruction; between this and the school comes the teaching of the
tutor; the school stands independently as the antithesis of the family,
and presents three essentially different forms according as it imparts a
general preparatory instruction, or special teaching for different
callings, or a universal scientific cultivation. Universality passes
over through particularizing into individuality, which contains both the
general and the particular freely in itself. All citizens of a state
should have (1) a general education which (_a_) makes them familiar with
reading, writing, and arithmetic, these being the means of all
theoretical culture; then (_b_) hands over to them a picture of the
world in its principal phases, so that they as citizens of the world can
find their proper status on our planet; and, finally, it must (_c_)
instruct him in the history of his own state, so that he may see that
the circumstances in which he lives are the result of a determined past
in its connection with the history of the rest of the world, and so may
learn rightly to estimate the interests of his own country in view of
their necessary relation to the future. This work the elementary schools
have to perform. From this, through the _Realschule_ (our scientific
High School course) they pass into the school where some particular
branch of science is taught, and through the Gymnasium (classical course
of a High School or College) to the University. From its general basis
develop (2) the educational institutions that work towards some special
education which leads over to the exercise of some art. These we call
Technological schools, where one may learn farming, mining, a craft, a
trade, navigation, war, &c. This kind of education may be specialized
indefinitely with the growth of culture, because any one branch is
capable in its negative aspect of such educational separation, as e.g.
in foundling hospitals and orphan asylums, in blind and deaf and dumb
institutions. The abstract universality of the Elementary school and the
one-sided particularity of the Technological school, however, is
subsumed under a concrete universality, which, without aiming directly
at utility, treats science and art on all sides as their own end and
aim. _Scientia est potentia_, said Lord Bacon. Practical utility results
indirectly through the progress which Scientific Cogniti