foreground the pursuit of
classical literature and history. It was thus set free from demands made
upon it which were entirely foreign to its nature.--The examination is,
on one side, so adapted to the pupil as to make him conscious of his own
condition. As to its external side, it determines whether the pupil
shall pass from one class to another or from one school to another, or
it decides whether the school as a whole shall give a public
exhibition--an exhibition which ought to have no trace of ostentation,
but which in fact is often tinctured with pedagogical charlatanism.--

Sec. 133. The Direction of the school on the side of science must be held
by the school itself, for the process of the intellect in acquiring
science, the progress of the method, the determinations of the subject
matter and the order of its development, have their own laws, to which
Instruction must submit itself if it would attain its end. The school is
only one part of the whole of culture. In itself it divides into
manifold departments, together constituting a great organism which in
manifold ways comes into contact with the organism of the state. So long
as teaching is of a private character, so long as it is the reciprocal
relation of one individual to another, or so long as it is shut up
within the circle of the family and belongs to it alone, so long it has
no objective character. It receives this first when it grows to a
school. As in history, its first form must have a religious character;
but this first form, in time, disappears. Religion is the absolute
relation of man to God which subsumes all other relations. In so far as
Religion exists in the form of a church, those who are members of the
same church may have instruction given on the nature of religion among
themselves. Instruction on the subject is proper, and it is even
enjoined upon them as a law--as a duty. But further than their own
society they may not extend their rule. The church may exert itself to
make a religious spirit felt in the school and to make it penetrate all
the teaching; but it may not presume, because it has for its subject the
absolute interest of men, the interest which is superior to all others,
to determine also the other objects of Education or the method of
treating them. The technical acquisitions of Reading, Writing and
Arithmetic, Drawing and Music, the Natural Sciences, Mathematics, Logic,
Anthropology and Psychology, the practical sciences of financ