70 EDUCATIONAL THEORY 



knowledge. Empirical judgments, as they become clarified and 

 organized, reveal implications which can be adequately explained 

 only in the full light of philosophy. The approach may be from the 

 one side or the other, according to the student's predilection, and the 

 emphasis of attention be placed at one point or another, but no 

 partial view of the relations of education can wholly satisfy. Still 

 further it should be clear that no philosophy of education is worthy 

 of the name w r hich is not an integral part of a rounded philosophical 

 system; and no lower grade of philosophizing will serve for the pro- 

 blems of education than that which is demanded for the solution 

 of the other capital problems of philosophic speculation. In other 

 words, a philosophy of education must be the work of a philosopher. 

 Notable examples of such work are at hand. To say nothing of 

 ancient masterpieces, it is sufficient to refer to the pedagogical 

 writings of Herbart, the Pddagogik als System of Rosenkranz, and 

 the work by Commissioner Harris entitled Psychologic Foundations 

 of Education. In a rather more fragmentary way, the educational 

 implications of the doctrine of organic evolution have been worked 

 out by Herbert Spencer, by M. J. Guyau, and by numerous other 

 writers, and in one form or another that doctrine has influenced very 

 profoundly the most of recent studies in this field. 



Coming now to a consideration of problems calling for solution in 

 the near future, we are embarrassed by the fact that such problems 

 crop up everywhere, and choice among them for the purposes of this 

 brief paper is extremely difficult. For many reasons, however, 

 which need not be enumerated, the part which education has to play 

 in bringing up men and women fitted for cooperative freedom in our 

 modern societies, seems to offer the most significant and interesting 

 themes. We proceed accordingly to take account of some of the 

 problems of this group, viewing them as central to the present edu- 

 cational situation and immediately bound up with present-day prac- 

 tice of the art of education. 



They are problems that must be attacked by such methods as we 

 have at hand or can make available for use. We shall very soon find 

 that the solution of these central problems depends upon the solution 

 of certain related problems in contiguous fields, to which various 

 special methods, already fairly well ascertained, may be applied. 

 The small group of problems with w r hich we begin determines then 

 the choice of subjects for consideration in those related fields; and 

 the whole set of questions here proposed, in their relations one with 

 another and in the various handling which their varied character 

 suggests, may serve to illustrate the composite method of educa- 

 tional research which has been roughly sketched in the preceding 

 paragraphs. 



