OFFICE OF PEDAGOGY IN THE UNIVERSITY 51 



of knowledge acquired concerning the highest aims of human pro- 

 gress and the best ways of securing them. The artist needs such 

 training no less than the educator; indeed, the latter needs it the 

 more in that he has to do, not with formless matter, but with a natural 

 organism, which furnishes the laws of its own development. This 

 organism the artist-educator must examine scientifically if he would 

 enter on its development with a definite plan, and not follow vague 

 impressions. The thoughtful educator will systematically seek to 

 determine how far a certain result is attainable, when it is best sought, 

 and how it is best secured. He assumes responsibility as to whither 

 he would lead his pupil. On this point, too, he must get his bearings 

 scientifically, both as to the alternatives present and as to the choice 

 between them. In this way he is impelled irresistibly to scientific 

 investigations. 



In the second place we must remember that in considering the 

 special problems that confront any one educator we touch on but a 

 small section of the wide domain of pedagogy. The great and im- 

 portant field of the educational system, school organization, ad- 

 ministration, inspection, the training of teachers, etc., -- all this has 

 nothing to do with the art of education; but it is just here that the 

 purely scientific problem comes to the front, that consists in deriving 

 from the economic and political conditions of the country, as well as 

 from the religious, the moral, the scientific, and the artistic tenden- 

 cies of the people, the organization of the general scheme of education 

 appropriate to it, and the formulation of its underlying principles. 

 When it has gained an insight into the past, pedagogy can turn its 

 gaze upon the future of the people, not yielding of course to mere 

 prejudice or fancy, but standing on the basis of scientific convic- 

 tion. 



When we thus study the educational system, our attention turns 

 from the individuals that are to be educated to the society to which 

 they belong. This forces on our notice the conception of the process 

 of civilization. To this great process the rising generation must 

 be conformed, so that it may in due course carry on the work, clearly 

 conceiving the tasks that the future shall present, and bringing them 

 to completion. 



In this connection we must remember that the future of a people 

 is not dependent on its wealth, but on its productive energy. That 

 is the pillar (KapitaT) on which rests the political, scientific, economic, 

 and artistic greatness of a people. So long as a people retains 

 undiminished its productive energy, so long w-ill it hold an inde- 

 pendent position in the family of the nations. The greater the 

 productive capacity it can develop, the greater the portion it will win 

 in cultural development. For this reason all who hold dear the 

 welfare and the progress of their race will direct their efforts towards 



