icipation--_conscious_ participation--in the life of the species.
Institutions--family, society, state, church--all are instrumentalities
by which the humble individual may avail himself of the help of the
race, and live over in himself its life. The highest stage of thinking
is the stage of insight. It sees the world as explained by the principle
of Absolute Person. It finds the world of institutions a world in
harmony with such a principle.

[1] The parallelism between these two sciences, Medicine
and Education, is an obvious point, which every student
will do well to consider.

[2] This will again remind the student of the theories of
treatment in medicine in diseases which, in the
seventeenth century, were treated only by bleeding and
emetics, are now treated by nourishing food, and no
medicines, etc.

[3] The teacher will do well to consider the probable
result of the constant association with mental inferiors
entailed by his work, and also to consider what
counter-irritant is to be applied to balance, in his
character, this unavoidable tendency.

[4] The age at which the child should be subject to the
training of school life, or Education, properly so-called,
must vary with different races, nations, and different
children.

[5] The best educator is he who makes his pupils
independent of himself. This implies on the teacher's part
an ability to lose himself in his work, and a desire for
the real growth of the pupil, independent of any personal
fame of his own--a disinterestedness which places
education on a level with the noblest occupations of man.

[6] See analysis.

[7] Asiatic systems of Education have this basis (see Sec.
178 of the original).

[8] The definition of freedom here implied is this: Mind
is free when it knows itself and wills its own laws.

[9] Perhaps, however slow the growth, there is real
progress in liberating the imprisoned soul (?)

[10] "When me they fly, I am the wings."--_Emerson._

[11] The story of Peter Schlemihl, by Chamisso, may be
read in the English translation published in "Hedge's
German Prose Writers."

[12] That is, punishment is retributive and not
corrective. Justice requires that each man shall have the
fruits of his own deeds; in this it assumes that each and
every man is free and self-determined. It proposes to
treat each man as free, and as the rightful owner of his
deed