The Science of Education in Its Sociological and Historical Aspects

Chapter V.

The Transcendental Tendency of Education..

1. Ancient and Christian views. 2. The modern attitude. The abiding

importance of the transcendental tendency for education. 3. Dia-

gram representing the motives of education.

II.

EVALUATION OF THE AIMS OF EDUCATION.

Chapter VI.

The Moral Principle as the Standard . . . . .

1. The moral principle the standard for evaluating the instinctive impulses

as well as the æsthetical tendencies. The affectation of the æsthete

and the virtuoso. The disciplinary training of truth and beauty.

2. Moral aims must control the indirect interests, especially the striv-

ing for honor.

The Socio-Ethical Principle

Chapter VII.

1. The socio-ethical principle corrects the individual-ethical conception of
education and correlates the demands of school and life. 2. It teaches
the proper view of vocation. 3. It sublimates the conception of edu-
cation and stimulates intellectual and artistic production. 4. The
religious conception must govern all educational aims.

III.

THE IDEALS OF EDUCATION.

Chapter VIII.

The Presuppositions of the Educational Ideals.

ness.

1. The educational aims and motives as co-operating in human conscious-

Tendencies and ideals of education. 2. Presuppositions of the

educational ideals. The personal and material elements. 3. Im-

portance of educational theories and institutions.

Chapter IX.

The Distinctive Characteristics of an Educational Ideal...

1. Intellectual qualities. Vital knowledge. Interest in all knowledge com-
bined with inner harmony. General education in touch with the pre-
sent and the past. Cosmopolitanism and patriotism. Goethe on
harmonious education. 2. World-perception and self-expression. The
command of language. The golden mean between frivolous dilettant-
ism and technical professional work. 3. The function of education
in daily life. The harmony between education and our personal ability
and position in life. 4. Moral requisites. 5. The religious basis.
Moral striving versus intellectual culture.

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IV.

THE SUBJECTIVE AND THE OBJECTIVE FACTOR OF EDUCATION.

Chapter X.

Material and Formal View of Education.

1. The material and formal view as expressed in the aims, the contents,

and the tendencies of education. 2. Educational instruments and

their organic character. 3. Theory and practice in education. Di-

dactic materialism and formalism. 4. Establishing the
proper relation-

ship. The three maxims of instruction. The principles illustrated

by examples taken from the instruction in the classics, mathematics,

and music.

Chapter XI.

Education in Its Relationship to the Subject...

1. Importance of ascertaining this relationship. Employing Kant's theory

of the mind faculties. Herbart's views and guiding principles. 2. Mind

and heart; theoretical and practical functions. 3. Vegetative life.

Motor functions as the basis of the arts. The form-giving element.

Elaborating the sensuous material. 4. Thinking and understanding.

5. The reasoning faculty. 6. The appetitive faculties. The heart

and the feelings.

PART III.

THE CONTENT OF EDUCATION.

ANALYSIS OF THE CONTENT OF EDUCATION.

Chapter XII.

Introduction and Division...

1. Basic and accessory elements. The group of school sciences. Philology.

Mathematics. 2. Theology.
2. Theology. Philosophy. 3. The polymathic field:

history, geography, natural sciences. The arts: music, gymnastics,

graphics, and technology.

Chapter XIII.

The System of the Educational Contents.

1. Oriental systems. The Greek system. The seven liberal arts. 2. Lettres-

sciences; liberal-permanent-progressive studies. Humaniora-realia;

idealia-realia. 3. Comenius, Herbart, and Ziller on the categories:

ethical-physical, material-formal. Diagram of the educational

materials.

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The System in Actual Operation

Chapter XIV.

1. The system must be adapted to meet the demands of different ages and

countries. 2. Different methods of correlation.

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II.

THE PHILOLOGICAL ELEMENT OF EDUCATION.

Chapter XV.

Philology as a School Subject...

I. The written word makes language objective. Literature and the science

and art of language. 2. Historical variations in evaluating the philo-

logical disciplines. Our plan for treating the subject.

Chapter XVI.

The Art of Writing.

1. Diodorus and Cassiodorus on the importance of the art of writing. 2. In-

tellectual, æsthetical, and moral elements. The art of writing is a means

to an end.

Chapter XVII.

The Science of Language..

1. The science of language is the key to the interpretation of written works

and the guide for the correct use of language. 2. Combining the tech-

nical and the excgetical side of grammar. 3. Appreciation of technical

and purely theoretical grammar. Exegetical grammar. 4. Formal

educatior al value of larguage studies. Transforming the language

consciousness. 5. Studying the grammar of the mother-tongue. The

practical learning of foreign languages. 6. The grammatical study

of foreign languages. 7. Language study as a source of material

knowledge. Every language the embodiment of a world-view.

8. Matter and form are closely interwoven. 9. Interest in form

and content.

The Art of Language.

Chapter XVIII.

Command of language an

2. Difference between the

1. Importance of the command of language.

ornament and an instrument of power.

arcient and the modern conception. 3. The art of language as neces-

sitating the elaboration of the objective content as well of the subjec-

tive thoughts and feelings. The art of language as a key to the inter-

pretation of the classics.

Polite Literature..

Chapter XIX.

1. Polite literature an important factor in elevating and humanizing life.
2. Its importance for teaching patriotism. It is a source of historical
knowledge and many-sided information. 3. Polite literature as a school
subject and as a topic for conversation among cultured folk. 4. Edu-
cational value of certain subsidiary disciplines. Their abuse.

The Ancient Languages..

Chapter XX.

1. Latin and Greek the best material for practicing the art of understanding.

They are well adapted to transform the language consciousness. 2. Noble

and typical elements in the classics. The reading of the classics imparts

knowledge, not only of history, but also of life and things. 3. Im-

portance of the ancient languages for philology in general. 4. Our know-

ledge is conditioned on classical antiquity. 5. The classics are an essential

element of education, and assure the continuity of educational activity

while being closely interwoven with the educational content of Chris-

tianity. 6. The classics are a bond for connecting the nations and a

factor in preserving the national spirit. Latin and Greek do not occupy

the same position.

Modern Foreign Languages

Chapter XXI.

1. The intellectual intercourse between the nations calls for the teaching

of modern foreign languages. Modern and ancient literatures compared.

2. Linguistic value of modern languages. Modern languages afford

a discipline for the ear and the tongue. Defects in the teaching of

modern languages. Harmfulness of the foreign chattering of children.

The Mother-Tongue..

Chapter XXII.

1. Foreign and domestic elements in education. Only the mother-tongue

can afford an opportunity for a deep and full appreciation of poetry.

Folk poetry, especially in the Christian Middle Ages. 2. National

artistic literature. The mother-tongue the mother of tongues. 3. His-

torical grammar. The history of words. Importance of the phonetic

side of the mother-tongue.

THE OTHER BASIC ELEMENTS OF EDUCATION.

Chapter XXIII.

1. Pythagorean estimate of number and language. Contributions of mathe-

matics to the content of education.

2. Relations between mathematics

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and pure science. Being relatively presuppositionless mathematics

can be taught scientifically to the young. Admitting of numberless

combinations it trains both the theoretical and the practical reason.

3. The science of problems. The systematic structure of mathematics

presents an intricate network. The Hindus quoted on the advantages
of mathematics. 4. Mathematics a propedeutic discipline for the
pursuit of science in general and of philosophy in particular. 5. Views
of Plato and Kant. 6. Harmful results of a one-sided study of mathe-
matics. It must be supplemented by, and correlated with, other subjects.

Philosophy..

Chapter XXIV.

1. Relation between philosophy and the speculative interest. Philosophy

is a strong element making for enlightenment and is ultimately a moral

force. 2. The direct contributions of philosophy to the educative pro-

cess: deepening of the speculative interest, mental enlightenment, and

a world-view. These three elements as seen in the early and latter
periods of Greek philosophy. 3. Philosophy as related to the school
subjects. 4. The elements of Aristotelian philosophy should be taught
in the schools; their propedeutic value.

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Chapter XXV.

Theology.

1. Theology represents directly the moral and religious aims of education.

Value of the catechism. 2. Value of Bible History. 3. A cultural

course in theology. Historical understanding of Christianity. The

Church is the greatest subject of historical science. Faith and com-

mandment, dogma and moral law are the vital principles that must

be our viewpoint in estimating the development of the life of the Church.

4. The position of theology among the sciences. The liturgical element.

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