Outlines of pedagogics

Author's Preface

The question as to the best form or the mosi; complete system of education is obviously one of the deepest and most impressive problems that engages the attention of every one who stands in the midst of the activity of public life — the statesman and the friend of the people, as well as the solitary thinker. The most mxanifold lines of human reflection, and the most diverse motives of human action, centre in education. None other than such questions as: What is human happiness ? — and, How may the rising generation be led to this highest aim ? — What efforts must society make in order to approach nearer to its destiny ? show the significance and difficulty of this problem, which, in its social phases, is closely connected with all social problems.

He who is accustomed not to content himself with the surface, but to get to the bottom of a question, would at first be dismayed at the mass of relations that focus, as it were, at this point. At the same time, however, he would soon feel the necessity of finding his way out of the mass, and, above all, of throwing light upon the question as to what -education aims at and is able to do.

4 Author's Preface,

This need can only be satisfied by preparing a systematically arranged whole that is characterized by carefully developed conceptions, and suited by virtue of its clearness to supply a firm foundation upon which the foot may rest tranquilly in the midst of contradictory opinions.

But, of course, a system is of value only to him in whom it has developed. The truth that has merely been learned adheres to us like a false member, a false tooth, or a waxen nose. The system that has merely been learned has no power, and acquires no significance, for the mental life. It is a lifeless fund, from which streams no animating warmth, no life-giving energy. Only the truth that has been obtained by one's own reflection resembles the natural member; it alone really belongs to us; it penetrates our entire being, elevates us, affords us certainty, insures us the full power of conviction, and gives impulse to a manifold activity.

Nevertheless, I undertake to present in this work the outlines of a system of pedagogics. Not every one can beget each thought anew in himself. Otherwise, why the collection and transmission of already acquired intellectual treasures ? But every one should seek to enter thoroughly and heartily into that which the labor of another has produced; he should test for himself in how far it can lay claim to truth, and assist him in his own search for clear, stable convictions.

In view of the brevity imposed upon the series of publications^ among which this work appears, nothing more than an introductory survey of the broad field of

* Sammlung Gosdien.

Author's Preface, 5

education and educational work can be given. Such a comprehensive survey is necessary for all those who have the education of the people at heart, especially for those to whom both the supervision and education of the rising generation in the lower, middle, and higher schools is entrusted.

"With the above end in view, I present this volume. May it not appear unworthy to the pedagogical interest which prevails in our age; may it inspire to new reflections, and help to level the way for a rational education among the people. W. REiif.

jEifA, Wth August, 1892.

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IS Determined 21

II. The Supreme Purpose of Education 28

Part II. Theory Of The Means Of Education {methodology}

Chapter I. General Outlines of Methodology 35

II. The Aim of Instruction 43

III. The Selection op the Subject-matter op

Instruction 49

IV. Arrangej'.ient (Connection) of Material

FOR Instruction.— General Outline... 58 V. Co-ordination, Connection, and Concentration op' Studies 65

VI. Treatment of the Subject-matter 93

VII. Special Didactics. . . ". , 115

Chapter VIII. The Theory of Guidance 120

I. Theory of Training , 120

II. The Government of Children 136

III. Physical Culture 139

The English Literature on the Herbartian System 143