In scheme 1. 1 have tried to give a diagrammatic sketch of what 

 I take to be the true meaning, and in II. a view of its antithesis, 

 too commonly received as the accepted meaning at present. 



I. 

 EDUCATION. 

 (Leading out of) 



Pupil. 



Will to follow. 

 {Freedom). 



-Love, trust. 



J 



Activity. 



— Teacher. 

 Capable to lead. 

 {Sympathetic). 



Natural Responsibility. 



oo Impressions. 

 (Permanent). 



Ideal Man. 



II. 

 ANTITHESIS. 

 (Cramming, Repression.) 



Pupil. 



Unwilling. 

 {Captive). 



-Distrust, fear. 

 {Birch). 



-Teacher. 



Force. 

 {Master). 



Activity. J 



Responsibility. I Paralytic 



Impressions. ) Idiot. 

 (Evanescent). 

 In comparing the two, we see that scheme I. implies some- 

 thing already in the pupil to be brought out, i.e. improved so 

 as to be of value. The teacher must have the power of leading 

 or bringing out this, — a power coupled with sympathy — and 

 relying on and encouraging the pupil's will to follow, implying 

 freedom on his part, and a consequent relation of trust between 

 the two. 



This freedom of the pupil fructifies in a healthy activity, a 

 wealth of activities, signified in the extreme limit supposed to 



