dvancement into freedom; and with this very exaltation of the value of
the mere individual over the State, as such, there is inseparably
connected the seeming destruction of the wholeness of the individual
man. But the union of State and individual, which was in ancient times
merely mechanical, has now become a living process, in which constant
interaction gives rise to all the intellectual life of modern
civilization.

Sec. 21. The work of Education being thus necessarily split up, we have
the distinction between general and special schools. The work of the
former is to give general development--what is considered essential for
all men; that of the latter, to prepare for special callings. The former
should furnish a basis for the latter--_i.e._, the College should
precede the Medical School, etc., and the High School the Normal. In the
United States, owing to many causes, this is unfortunately not the case.

The difference between city and country life is important here. The
teacher in a country school, and, still more, the private tutor or
governess, must be able to teach many more things than the teacher in a
graded school in the city, or the professor in a college or university.
The danger on the one side is of superficiality, on the other of
narrowness.

Sec. 22. The Education of any individual can be only relatively finished.
His possibilities are infinite. His actual realization of those
possibilities must always remain far behind. The latter can only
approximate to the former. It can never reach them. The term "finishing
an education" needs, therefore, some definition; for, as a technical
term, it has undoubtedly a meaning. An immortal soul can never complete
its development; for, in so doing, it would give the lie to its own
nature. We cannot speak properly, however, of educating an idiot. Such
an unfortunate has no power of generalization, and no conscious
personality. We can train him mechanically, but we cannot educate him.
This will help to illustrate the difference, spoken of in Sec. 14, between
Education and Mechanical training.

We obtain astonishing results, it is true, in our schools for idiots,
and yet we cannot fail to perceive that, after all, we have only an
external result. We produce a mechanical performance of duties, and yet
there seems to be no actual mental growth. It is an exogenous, and not
an endogenous, growth, to use the language of Botany.[9] Continual
repetition, under the most gen