of their empirical connection with other objects, must be
frequently compared with our conceptions previously formed by
abstractions from them.

Sec. 93. (2) We are thus limited in our conceptions by our perceptions, but
we exercise a free control over our conceptions. We can create out of
them, as simple elements, the manifold mental shapes which we do not
treat as given to us, but as essentially our own work. In Pedagogics, we
must not only look upon this freedom as if it were only to afford
gratification, but as the reaction of the absolute ideal native mind
against the dependence in which the empirical reception of impressions
from without, and their reproduction in conceptions, place it. In this
process, it does not only fashion in itself the phenomenal world, but it
rather fashions out of itself a world which is all its own.

Sec. 94. The study of Art comes here to the aid of Pedagogics, especially
with Poetry, the highest and at the same time the most easily
communicated. The imagination of the pupil can be led by means of the
classical works of creative imagination to the formation of a good taste
both as regards ethical value and beauty of form. The proper classical
works for youth are those which nations have produced in the earliest
stages of their culture. These works bring children face to face with
the picture which mind has sketched for itself in one of the necessary
stages of its development. This is the real reason why our children
never weary of reading Homer and the stories of the Old Testament.
Polytheism and the heroism which belongs to it are just as substantial
an element of childish conception as monotheism with its prophets and
patriarchs. We stand beyond both, because we are mediated by both, and
embrace both in our stand-point.

--The purest stories of literature designed for the amusement of
children from their seventh to their fourteenth year, consist always of
those which were honored by nations and the world at large. One has only
to notice in how many thousand forms the stories of Ulysses are
reproduced by the writers of children's tales. Becker's "Tales of
Ancient Times," Gustav Schwab's most admirable "Sagas of Antiquity,"
Karl Grimm's "Tales of Olden Times," &c., what were they without the
well-talking, wily favorite of Pallas, and the divine swine-herd? And
just as indestructible are the stories of the Old Testament up to the
separation of Judah and Israel. These patriarchs with th