ificial product by the side of the versatility of the savage man.

Sec. 21. From this necessity of the division of labor in modern times there
arises the demand for two kinds of educational institutions--those
devoted to general education (common schools, colleges, etc.), and
special schools (for agriculture, medicine, mechanic arts, etc).

Sec. 22. The infinite possibility of culture for the individual leaves,
of course, his actual accomplishment a mere approximation to a complete
education. Born idiots are excluded from the possibility of education,
because the lack of universal ideas in their consciousness precludes to
that class of unfortunates anything beyond a mere mechanical training.

Sec. 23. Spirit, or mind, makes its own nature; it _is_ what it produces--a
self-result. From this follows the _form_ of education. It commences
with (1) undeveloped mind--that of the infant--wherein nearly all is
potential, and but little is actualized; (2) its first stage of
development is self-estrangement--it is absorbed in the observation of
objects around it; (3) but it discovers laws and principles
(universality) in external nature, and finally identifies them with
reason--it comes to recognize itself in nature--to recognize conscious
mind as the creator and preserver of the external world--and thus
becomes at home in nature. Education does not create, but it
emancipates.

Sec. 24. This process of self-estrangement and its removal belongs to all
culture. The mind must fix its attention upon what is foreign to it, and
penetrate its disguise. It will discover its own substance under the
seeming alien being. Wonder is the accompaniment of this stage of
estrangement. The love of travel and adventure arises from this basis.

Sec. 25. Labor is distinguished from play: The former concentrates its
energies on some object, with the purpose of making it conform to its
will and purpose; play occupies itself with its object according to its
caprice and arbitrariness, and has no care for the results or products
of its activity; work is prescribed by authority, while play is
necessarily spontaneous.

Sec. 26. Work and Play: the distinction between them. In play the child
feels that he has entire control over the object with which he is
dealing, both in respect to its existence and the object for which it
exists. His arbitrary will may change both with perfect impunity, since
all depends upon his caprice; he exercises his powers in pl