he school is the process of
instruction, knowledge, and the acquirement, by practice, of skill.

--The confusion of the idea of Instruction with that of Education in
general is a common defect in superficial treatises on these themes. The
Radicals among those who are in favor of so-called "Emancipation," often
erroneously appeal to "free Greece" which generally for this fond
ignorance is made to stand as authority for a thousand things of which
it never dreamed. In this fictitious Hellas of "free, beautiful
humanity," they say the limits against which we strive to-day did not
exist. The histories of Anaxagoras, Protagoras, Diagoras, Socrates,
Aristotle, Theophrastus, and of others, who were all condemned on
account of their "impiety," tell quite another story.--

Sec. 136. The inspection of the school may be carried out in different
ways, but it must be required that its special institutions shall be
embraced and cared for as organized and related wholes, framed in
accordance with the idea of the state, and that one division of the
ministry shall occupy itself exclusively with it. The division of labor
will specially affect the schools for teaching particular avocations.
The prescription of the subjects to be studied in each school as
appropriate to it, of the course of study, and of the object thereof,
properly falls to this department of government, is its immediate work,
and its theory must be changed according to the progress and needs of
the time. Niemeyer, Schwarz, and others, have made out such plans for
schools. Scheinert has fully painted the _Volkschule_, Mager the
_Buergerschule_, Deinhard and Kapp the _Gymnasium_. But such
delineations, however correct they may be, depend upon the actual sum of
culture of a people and a time, and must therefore continually modify
their fundamental Ideal. The same is true of the methods of instruction
in the special arts and sciences. Niemeyer, Schwarz, Herbart, in their
sketches of Pedagogics, Beneke in his _Doctrine of Education_, and
others, have set forth in detail the method of teaching Reading, Writing
and Arithmetic, Languages, Natural Science, Geography, History, &c. Such
directions are, however, ephemeral in value, and only relatively useful,
and must, in order to be truly practical, be always newly laid out in
accordance with universal educational principles, and with the progress
of science and art.

--The idea that the State has the right to oversee the school l