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  PEDAGOGICS
  AS A
  SYSTEM.

  By Dr. KARL ROSENKRANZ,

  _Doctor of Theology and Professor of Philosophy at the University
  of Koenigsberg._

  TRANSLATED FROM THE GERMAN

  By ANNA C. BRACKETT.


  (_Reprinted from Journal of Speculative Philosophy._)


  ST. LOUIS, MO.:
  THE R. P. STUDLEY COMPANY, PRINTERS, CORNER MAIN & OLIVE STS.
  1872.

  Entered according to Act of Congress, in the year 1872, by
  WILLIAM T. HARRIS,
  In the Office of the Librarian of Congress at Washington.




  ANALYSIS.

     {FIRST PART.    {Its Nature.
     {In its General {Its Form.
     {  Idea.        {Its Limits.
     {
     {SECOND PART.   {Physical.
     {In its Special {Intellectual.
     {  Elements.    {Moral.
     {
     {             {          {            {Family     China.
     {             {          {Passive.    {Caste      India.
     {             {          {            {Monkish    Thibet.
     {             {          {
     {             {          {            {Military   Persia.
     {             {National. {Active      {Priestly   Egypt.
     {             {          {            {Industrial Phoenicia.
     {             {          {
     {             {          {            {AEsthetic    Greece.
  E  {             {          {Individual. {Practical   Rome.
  D  {             {          {            {Abstract   {Northern.
  U  {             {          {            { Individual{ Barbarians.
  C  {             {
  A  {             {Theocratic............  Jews.
  T  {             {
  I  {             {Monkish.
  O  {THIRD PART.  {
  N  {In its       {
     { Particular  {
     { Systems.    {
     {             {Chivalric.
     {             {
     {             {Humanitarian. {For Special  {Jesuitic.
     {             {              { Callings.   {Pietistic.
     {             {
     {             {                            {The
     {             {              {             {Humanistic.
     {             {For Civil     {To achieve   {
     {             {  Life.       { an Ideal of {The
     {             {              { Culture.    {Philanthropic
     {             {              {             {Movement.
     {             {              {
     {             {              {For Free Citizenship.


PEDAGOGICS AS A SYSTEM.


  [Inquiries from teachers in different sections of the
  country as to the sources of information on the subject of
  Teaching as a Science have led me to believe that a
  translation of Rosenkranz's Pedagogics may be widely
  acceptable and useful. It is very certain that too much of
  our teaching is simply empirical, and as Germany has, more
  than any other country, endeavored to found it upon
  universal truths, it is to that country that we must at
  present look for a remedy for this empiricism.

  Based as this is upon the profoundest system of German
  Philosophy, no more suggestive treatise on Education can
  perhaps be found. In his third part, as will be readily
  seen, Rosenkranz follows the classification of National
  ideas given in Hegel's Philosophy of History. The word
  "Pedagogics," though it has unfortunately acquired a
  somewhat unpleasant meaning in English--thanks to the
  writers who have made the word "pedagogue" so
  odious--deserves to be redeemed for future use. I have,
  therefore, retained it in the translation.

  In order that the reader may see the general scope of the
  work, I append in tabular form the table of contents,
  giving however, under the first and second parts, only the
  main divisions. The minor heads can, of course, as they
  appear in the translation, be easily located.--_Tr._]




INTRODUCTION.


Sec. 1. The science of Pedagogics cannot be derived from a simple principle
with such exactness as Logic and Ethics. It is rather a mixed science
which has its presuppositions in many others. In this respect it
resembles Medicine, with which it has this also in common, that it must
make a distinction between a sound and an unhealthy system of education,
and must devise means to prevent or to cure the latter. It may therefore
have, like Medicine, the three departments of Physiology, Pathology, and
Therapeutics.

Sec. 2. Since Pedagogics is capable of no such exact definitions of its
principle and no such logical deduction as other sciences, the treatises
written upon it abound more in shallowness than any other literature.
Short-sightedness and arrogance find in it a most congenial atmosphere,
and criticism and declamatory bombast flourish in perfection as nowhere
else. The literature of religious tracts might be considered to rival
that of Pedagogics in its superficiality and assurance, if it did not
for the most part seem itself to belong, through its ascetic nature, to
Pedagogics. But teachers as persons should be treated in their
weaknesses and