Definitions of the scope of education: First, let me quote the definition embodied in the ideal of the founders of the Prussian National System. It is given shortly as "the harmonious and equable evolution of the human powers;" at more length, in the words of Stein, "by a method based on the nature of the mind, every power of the soul to be unfolded, every crude principle of life stirred up and nourished, all one-sided culture avoided, and the impulses on which the strength and worth of men rest carefully attended to." This definition, which is pointed against narrowness generally, may have had special reference to the many omissions in the schooling of the foregone times: the leaving out of such things as bodily or muscular training; training in the senses or observation; training in art or refinement. It further insinuates that hitherto the professed teacher may not have done much even for the intellect, for the higher moral training, nor for the training with a view to happiness or enjoyment.Acting on this ideal, not only would the educator put more pressure altogether on the susceptibilities of his pupils: he would also avoid overdoing any one branch; he would consider proportion in the things to be taught. To be all language, all observation, all abstract science, all fine art, all bodily expertness, all lofty sentiment, all theology-would not be accepted as a proper outcome of any trainer's work.