demands a
special care in the educator.

Sec. 73. The general preventive guards must be found in a rational system
of food and exercise. By care in these directions, the development of
the bones, and with them of the brain and spinal cord at this period,
may be led to a proper strength, and that the easily-moulded material
may not be perverted from its normal functions in the development of the
body to a premature manifestation of the sexual instinct.

Sec. 74. Special forethought is necessary lest the brain be too early
over-strained, and lest, in consequence of such precocious and excessive
action, the foundation for a morbid excitation of the whole nervous
system be laid, which may easily lead to effeminate and voluptuous
reveries, and to brooding over obscene representations. The excessive
reading of novels, whose exciting pages delight in painting the love of
the sexes for each other and its sensual phases, may lead to this, and
then the mischief is done.

SECOND DIVISION.

INTELLECTUAL EDUCATION.

Sec. 80. _Mens sana in corpore sano_ is correct as a pedagogical maxim, but
false in the judgment of individual cases; because it is possible, on
the one hand, to have a healthy mind in an unhealthy body, and, on the
other hand, an unhealthy mind in a healthy body. To strive after the
harmony of soul and body is the material condition of all proper
activity. The development of intelligence presupposes physical health.
Here we are to speak of the science of the art of Teaching. This had its
condition on the side of nature, as was before seen, in physical
Education, but in the sphere of mind it is related to Psychology and
Logic. It unites, in Teaching, considerations on Psychology as well as a
Logical method.

FIRST CHAPTER.

_The Psychological Presupposition._

Sec. 81. If we would have a sound condition of Philosophy, it must, in
intellectual Education, refer to the conception of mind which has been
unfolded in Psychology; and it must appear as a defect in scientific
method if Psychology, or at least the conception of the theoretical
mind, is treated again as within Pedagogics. We must take something for
granted. Psychology, then, will be consulted no further than is
requisite to place on a sure basis the pedagogical function which
relates to it.

Sec. 82. The conception of _attention_ is the most important to Pedagogics
of all those derived from Psychology. Mind is essentially self-activity.
Nothing