OFFICE OF PEDAGOGY IN THE UNIVERSITY 53 



Let us now consider more closely the relation of pedagogy to these 

 two sciences, and at the same time its relations to physiology. At 

 the close, moreover, let us consider the thread that binds together the 

 science of pedagogy with the sciences of politics and theology and 

 with the philosophy of religion. 



(1) The relation of pedagogy to ethics. While theoretical philosophy 

 treats of the standards of knowledge, practical philosophy or ethics 

 investigates the standards of human action. It explains not what is, 

 but what should be. It establishes criteria for the evaluation of 

 things; it embraces the appreciation of all that is. 



No one can tell whence we came or whither we go. But here we are, 

 and since we are here we try to give our presence significance. This 

 we effect in so far as we do not spend our days without purpose, but 

 rather set ourselves goals to strive for. Practical philosophy would 

 point out the supreme end of human existence, that in which supreme 

 contentment may be found. For this reason, it is urged, it takes 

 the lead among philosophic disciplines. In it every Weltanschauung 

 finds its centre of gravity, inasmuch as it determines the rational 

 basis of human conduct. 



Moreover, since we men are essentially volitional, we cannot cease 

 from the delineation of some such supreme goal. We seek to pro- 

 duce through toil a condition of things in conformity with man's 

 noblest purposes. We would direct the life of man towards its 

 proper end in accordance with its nature. Only thereby do we 

 attain the solution of the riddle of our existence here. 



As the result of speculation concerning the purpose of human 

 existence practical philosophy now submits to us a scheme of moral 

 ideals, to the level of which we must rise if we would comprehend 

 our problem. In these ideals are to be found the exemplars both for 

 the individual and for the social will. They form a system of pre- 

 cepts which, as precipitate of the flow of moral development, can 

 claim an independent and an absolute value. 



Ethics presents to us such a scheme, but it cares not how much 

 or how little its ideals can be realized. It is not at all concerned 

 with the difficulties, small or great, that attend the introduction of 

 those ideals into daily life. Therefore ethics needs supplementation 

 by a science whose province it is to show how the demands of the 

 ideal can be brought near to daily life, and be firmly established 

 therein. This is the work of pedagogy, since it investigates how, 

 through the proper education of youth, we may make ready the way 

 for the dominion of moral ideals. Thus ethics inevitably leads to 

 pedagogy, which is applied ethics, in that it brings ethics into the 

 actual life of man, bridges the gap between the ideal and the real, 

 and makes theoretical ethics a force in civilization. For the realiz- 

 ation of moral ideals meets many obstacles, both from without and 



