simple abstractions, always ascend to higher ones, and which increase their contents by analysis, and their compass by synthesis.

It is self-evident that the progress described thus far could take place in this manner only in the beginning, i. e., in the very first development of human language at large. The child in our days finds an already developed language. Its earliest and greatest task is only to familiarize itself with the same, in a manner that it becomes its native or mother tongue in the strictest sense of the word. That is, that it becomes the source of its ideas, and the means of its mental clearness. It cannot do, and need not to do much for this purpose. It finds every thing prepared, and it becomes accustomed to give to its ideas the same names as those do who surround it. Most names for higher classes of ideas the child hears earlier than it is able to find their true meaning in a synthetical manner. It hears and retains, for instance, much earlier the name "tree" than "apple tree," or any particular kind of apple tree. Therefore, in order that the child may always become more and more conscious of the contents of its ideas, i. e., obtain perfect clearness, it has to proceed analytically (from the general to the specific) rather than synthetically. In the main points, however, the progress of development of the conceptions, the comprehension, and the language of the child, is also, in our time, similar to the original one, described above, with the only difference, however, that the language already developed facilitates and accelerates the formation and fixation of his ideas. This must be so, as the whole process is based upon general psychological principles. The mental progress of the child consists, therefore, in this: "The child gains gradually in clearness of its ideas in the same ratio as it grows in copiousness of language." Its thought and language become continually more clear, self-conscious, and correct. The ideas received from others, imitated, or formed by its own self-activity, will always more and more become its mental property. It systematizes, connects, and enriches the same from day to day. It is, however, even yet observable in our time, how talented children, in such cases, when either their native language is sometimes not immediately at their command, or words are wanting for certain ideas, will complete the latter by words of their own creation, very often in an ingenious manner, and mostly in harmony with the spirit of their native language. This always steadily increasing wealth of materials for a knowledge of the world and nature, leads finally to the seeking and discovery of those general laws which are the basis of the phenomena of all natural things.

By this, the mental government of man over the exterior world becomes complete. That which, at the beginning, as an overpowering chaos confused and almost crushed the childish soul, that which was afterwards perceived only in detail, and later yet, systematized and brought into order and comprehension-all this is now subjected to the government of general law, and thus the seemingly boundless arbitrariness of everything existing is reduced to severe necessity. Now the youthful mind commences to watch the secret laboratory of the Creator, and to anticipate the union of freedom and necessity in the highest spirit, guided by his visible revelation. Also, here the perception (apprehension, recognition, knowledge) plays the most important part, which exercises the greatest influence upon feeling and the will, in regard to excitation, as well as in regard to the proper guidance and strengthening of the same. For, if the perceptions are predominatingly sensuous and concrete, nothing but a sensuous feeling and desire can be expected. When, in the imagination, the idea predominates, feeling and desire become rational and selfconscious. Our feeling and desire becomes rational if the perceptive powers have reached the point where the insight of the conformity to law of everything existing is gained, where reason induces man to look at everything in the light of higher general laws, and where man is capable of recognizing the harmony of the exterior world with the spirit.

If we are to distinguish and to name the principal periods of the development of the mind of man, upon the basis of the description given of it thus far, it is, above all things, clear, that the development of the human mind progresses from the simple to the compound, from the specific to the general, from the concrete to the abstract, from the perception to the idea, from the phenomenon to the law But, as this very progress has its principal type in conception, as was proved, the characteristics of the several periods of development will have to borrow their designations principally from this aspect of the development of mind.

If we keep in mind the earliest and latest state of mental development (ie., greatest want of freedom, and dependence on every external impression, on the one hand, and greatest freedom, and mastery over the outer and inner world conformably to self-discovered laws, on the other hand), three stages or epochs present themselves at once, corresponding with the childhood, the boyhood, and the age of youth.

The first stage (childhood) is the one in which man is yet entirely

under the dominating influence of the external world, and of the charms of the senses. Perception, desire, and feeling are in this period overrulingly sensuous. The perception manifests its activity in the formation of sensual intuitions (Anschauungen,) and in reproducing and combining the same (Einbildungskraft). Anything not falling within the circle of the senses, is, for the child, either not existing at all, or it is only approximatively accessible, by means of sensible illustrations (figures, stories, parables, allegories, etc.). The sensation of the pleasant and the unpleasant is, in this period again, determined by sensible impressions. It is thus principally the sensuously pleasant or unpleasant that produces in the child the feeling of pain or pleasure.

In a similar manner are the desires of the child, in this period, directed principally upon sensual things and activities. What is pleasant for its senses, that it wishes to possess or to carry out; what is for them unpleasant or in opposition, that is avoided and detested. It is, however, with all this, not to be denied-for it is of great importance that it should be understood and acknowledged that there are within the child already, in this period, other inclinations and impulses of not purely sensuous nature, which exercise a great ininfluence upon the development and direction of the mental life. Particularly should be mentioned here, the love for parents and other persons from which the child receives acts of kindness. It is true, at the beginning, it has also a sensuous element; but soon a higher nature is observable, which might even make the child capable of sacrifice for those which are the object of its tender love. It is the sunbeam of an inner life which attests the higher origin of the soul of man. It contains heavenly light and fertilizing warmth for the life of feeling, and is thus, for education, of incomparable value.

Another impulse of a higher nature is the conscience, which awakens also in this period. For it is not something that is made, formed, or acquired; but it is likewise a necessary product of the peculiar powers of the mind of man. Conscience is an involuntary direct perception, that an exertion, a desire, an action, is in harmony or in discord with that which has been recognized as corresponding with a natural law of our spiritual nature, and which has, therefore, been recognized as being good and praiseworthy. It is thus an interior monition which makes the one who has done right feel that he is in harmony with himself; and the one who has done wrong, feels, in consequence of it, that he is in hostility with himself. The first beginnings or intonations of conscience correspond, as a matter of course, as yet with the mental dependency of the child. It is not

yet conscious of the conflict in its own breast. The judgments of others-of its parents- are as yet its law. Thus far it has not been disquieted by discord with itself, but with its leaders, and the models placed before it for imitation. Its moral centre of gravity lies yet beyond itself. The authority of its parents is yet acknowledged, an authority afterwards assumed by its conscience, as the voice of an invisible judge. The involuntary inner monition, that its actions are not in harmony with the will and the laws of its parents, disquiets its conscience. But even here, the external leads by degrees to the internal. The place of the parental will will be assumed by the law slumbering within itself, awakened by the voice from without. With the awakening of its self-consciousness, the child will always understand more clearly that, by a violation of its inner moral feeling (law), it comes not only into an unhappy conflict with external authorities (such as parents, etc.), but also with itself, i. e., with its own moral being, which is destined to imitate the Divine.

It is self-evident, how highly important the strengthening and proper guidance of this consciousness of right must be for education, as it contains, at the same time, for every man, the only secure, direct restoration of the harmony between virtue and happiness.

The second stage of development, corresponding with boyhood (commencing with about the seventh year), strips off gradually the shackles which were put on the child by external impressions, and brings the always growing spiritual strength into a certain equilibrium with the external world. It is, then, the stage of development of the awakening understanding which opposes the external power of sensuous impressions with the internal power of comprehension and the sense of order. The exterior world is the material out of which the boy forms more and more self-actively his own world of ideas. He is, indeed, borne and carried on by the powerful stream of sensuous impressions, but he no longer follows this outer attraction without a will of his own, but only gradually, like a skillful swimmer, who uses the waves as a bridge, in order to reach his self-selected aim. It is consequently the idea which presents in this period the most important force involved in the mental development. It is the idea which ripens the perceptive powers, and elevates the activity of the will to well considered, cautious decision.

The third period of mental development (the age of youth, beginning with about the fifteenth year) generalizes the idea, investigates everywhere the conformity to underlying law, and recognizes the law itself, i. e., it is the stage of rational thinking (rationalityVernunfterkenntniss). Arrived thus far, man becomes capable of

subordinating also his will to the control of reason. Man elevates himself in this period upon a standing point from which he holds free sway over the exterior world. This is done partly by the idea (Vernunftbegriff), partly by the ideal (Vernunftbild). The fundamental power of the former is reason, i. e., the perception of those general and fundamental laws underlying the phenomena. The fundamental power of the latter is fancy (Phantasie), i. e., the power to represent the general rational ideas (Vernunftbegriff) in intuitive (anschaulich) pictures. This stage of development is, therefore, the period of reason and fancy (Phantasie). The youth endeavors to answer the questions as to the first cause of all thingsthe "Whence?" the "Whither?" and the "Wherefore?" He attempts to answer them either by syllogisms or through the ideal. The syllogism causes conviction; the ideal, direct satisfaction, and consequently, contentment. The former gives to the will instruction how to reach an aim; the latter directly shows it the aim itself. It is, therefore, no matter of surprise that the ideal inspires and inflames the soul directly to actions, while, on the other hand, the idea alone leaves it cold, by instructing it only about truth, i. e., about the harmony of a conception with the general laws of thinking, as they are deeply rooted in the thinking subject.

The ideal is the field for art. This period of development is, therefore, principally, also the art age, i. e., the period of the greatest susceptibility and inspiration for art and its productions, which is particularly manifested in the love of youth for poetry.

All these characteristics of the three principal periods of mental development go on with corresponding changes in the physical development.

The physical characteristic of the first period shows itself in the extraordinary growth of the child, and in its bodily dependence on its mother. The growth of the body is, in childhood, the most marked. The child which, at its birth, measures about eighteen inches, and has a weight, on the average, of eight pounds, reaches, at the end of childhood (seven years), more than double the length (about fortytwo inches), and moreover five times its original weight; out of which follows, that the functions of digestion are predominatingly active at this period. It is a continual receiving and assimilation of nutritious matter, which is, in this period, predominant among all the bodily functions. The dependence on the mother is manifested by the fact, that the baby receives its food at the breast of the mother, by whom its life also was wholly supported as a foetus. Gradually, it is true, it frees itself from this source of food, and its dependence on the