il's mind and the situation in which he
is found. Hasty and inconsiderate work may accomplish much, but only
_systematic_ work can advance and fashion him in conformity with his
nature, and the former does not belong to education, for this includes
in itself the idea of an end, and that of the technical means for its
attainment.

Sec. 20. But as culture comes to mean more and more, there becomes
necessary a division of the business of teaching among different
persons, with reference to capabilities and knowledge, because as the
arts and sciences are continually increasing in number, one can become
learned in any one branch only by devoting himself exclusively to it,
and hence becoming one-sided. A difficulty hence arises which is also
one for the pupil, of preserving, in spite of this unavoidable
one-sidedness, the unity and wholeness which are necessary to humanity.

--The naive dignity of the happy savage, and the agreeable simplicity of
country people, appear to very great advantage when contrasted on this
side with the often unlimited narrowness of a special trade, and the
endless curtailing of the wholeness of man by the pruning processes of
city life. Thus the often abused savage has his hut, his family, his
cocoa tree, his weapons, his passions; he fishes, hunts, plays, fights,
adorns himself, and enjoys the consciousness that he is the centre of a
whole, while a modern citizen is often only an abstract expression of
culture.--

Sec. 21. As it becomes necessary to divide the work of teaching, a
difference between general and special schools arises also, from the
needs of growing culture. The former present in different compass all
the sciences and arts which are included in the term "general
education," and which were classified by the Greeks under the general
name of Encyclopaedia. The latter are known as special schools, suited to
particular needs or talents.

--As those who live in the country are relatively isolated, it is often
necessary, or at least desirable, that one man should be trained equally
on many different sides. The poor tutor is required not only to instruct
in all the sciences, he must also speak French and be able to play the
piano.--

Sec. 22. For any single person, the relation of his actual education to its
infinite possibilities can only be approximately determined, and it can
be considered as only relatively finished on any one side. Education is
impossible to him who is born an idi