und to every other
immediately by natural ties, and hence is equal to every other. Within
its sacred circle, he who has isolated himself is still beloved, though
it may be through tears. However bad may be the deed he has committed,
he is never given up, but the deepest sympathy is felt for him because
he is still brother, father, &c. But first in the contact of one family
with another, and still more in the contact of an individual with any
institution which is founded not on natural ties, but is set over
against him as a distinct object, this feeling of honor appears. In the
school, and in the matter of ranks and classes in a school, this is very
important.--

Sec. 45. It is important to consider well this gradation of punishment
(which, starting with sensuous physical pain, passes through the
external teleology of temporary isolation up to the idealism of the
sense of honor), both in relation to the different ages at which they
are appropriate and to the training which they bring with them. Every
punishment must be considered merely as a means to some end, and, in so
far, as transitory. The pupil must always be deeply conscious that it is
very painful to his instructor to be obliged to punish him. This pathos
of another's sorrow for the sake of his cure which he perceives in the
mien, in the tone of the voice, in the delay with which the punishment
is administered, will become a purifying fire for his soul.

III.

_The Limits of Education._

Sec. 46. The form of Education reaches its limits with the idea of
punishment, because this is the attempt to subsume the negative reality
and to make it conformable to its positive idea. But the limits of
Education are found in the idea of its nature, which is to fashion the
individual into theoretical and practical rationality. The authority of
the Educator at last becomes imperceptible, and it passes over into
advice and example, and obedience changes from blind conformity to free
gratitude and attachment. Individuality wears off its rough edges, and
is transfigured into the universality and necessity of Reason without
losing in this process its identity. Work becomes enjoyment, and he
finds his play in a change of activity. The youth takes possession of
himself, and can be left to himself.

--There are two widely differing views with regard to the limits of
Education. One lays great stress on the weakness of the pupil and the
power of the teacher. According to this vi