rained into habits of self-control, or his mind
provided with the necessary elementary branches requisite for the
prosecution of further study.

Sec. 47. (1) The subjective limit of education (on the negative side) is to
be found in the individuality of the pupil--the limit to his natural
capacity.

Sec. 48. (2) The objective limit to education lies in the amount of time
that the person may devote to his training. It, therefore, depends
largely upon wealth, or other fortunate circumstances.

Sec. 49. (3) The absolute limit of education is the positive limit (see Sec.
46), beyond which the youth passes into freedom from the school, as a
necessary instrumentality for further culture.

Sec. 50. The pre-arranged pattern-making work of the school is now done,
but self-education may and should go on indefinitely, and will go on if
the education of the school has really arrived at its "absolute"
limit--_i.e._, has fitted the pupil for self-education. Emancipation
from the school does not emancipate one from learning through his
fellow-men. Man's spiritual life is one depending upon cooeperation with
his fellow-men. Each must avail himself of the experience of his
fellow-men, and in turn communicate his own experience to the common
fund of the race. Thus each lives the life of the whole, and all live
for each. School-education gives the pupil the instrumentalities with
which to enable him to participate in this fund of experience--this
common life of the race. After school-education comes the still more
valuable education, which, however, without the school, would be in a
great measure impossible.

ERRATA.

Sec. 26. Last two paragraphs should be within quotation marks, being from
an English author.

Sec. 29. The second and third paragraphs belong to Sec. 30.--the numbering
being omitted.

Sec. 33. Line four--"instructive" should be "intuitive."

SECOND PART.

The Special Elements of Education.

Sec. 51. Education is the development of the theoretical and practical
Reason which is inborn in the human being. Its end is to be accomplished
by the labor which transforms a condition, existent at first only as an
ideal, into a fixed habit, and changes the natural individuality into a
glorified humanity. When the youth stands, so to speak, on his own feet,
he is emancipated from education, and education then finds its limit.
The special elements which may be said to make up education are the
life, the cog