OFFICE OF PEDAGOGY IN THE UNIVERSITY 57 



definite educational end in view, even though we cannot expect that 

 every mental state of the pupil will become so well known that we 

 can predetermine every possible influence. 



(3) The relation of pedagogy to medicine, physiology, and hygiene. 

 Special importance should also be attached to the relation between 

 pedagogy and medicine, for from the latter pedagogy receives the 

 basis on which rest the measures and the laws that pertain to the 

 foundations of the mental life, to the material organism, i. e., of 

 the pupil, to his bodily growth and well-being. As to the intimate 

 relationship between mind and body we have the oft-quoted and 

 illuminating saying of Juvenal, mens sana in corpore sano. The 

 continual interaction between soul and body makes itself manifest 

 in the impeding of the mind whenever the body gets into bad con- 

 dition, and in the mental advance that takes place immediately 

 proper attention is paid to bodily welfare. Under no circumstances 

 can bodily and mental development continue in disregard of each 

 other. Therefore education must always keep in mind the physical 

 well-being of the child. And in this matter education not only does 

 not proceed independently, but it cannot do so without grievous 

 error. On the contrary, it has to recognize the right of physiology 

 and hygiene to dictate the proper course. Hence we see that these 

 sciences are auxiliary to pedagogy, inasmuch as the correct and 

 natural nurture of the child, from the physical aspect, can be under- 

 taken only through their contributions to the subject. But, after 

 all, they are only auxiliary and not constituent sciences, as are 

 ethics and psychology. For pedagogy deals with mental training. 

 To adopt a physiological instead of an ethical and psychological 

 basis would be to lay aside its real character. The ends and the 

 means of mental culture maintain an independent existence; educa- 

 tional theory and the ideal of an intellectual life have an independent 

 development coordinate with that of physiology and hygiene. 

 The latter lend their aid to the educator, but they cannot define 

 for him the fundamental principles of his occupation. No doubt 

 for psychological materialism physiology would be a constituent 

 science; for the reason, however, that the former does not recognize 

 the independent existence of the soul. 



But, so long as we must needs cling to a definite distinction be- 

 tween the mental and the physical, and this is the thesis of the 

 parallelism of physical and psychical states, just so long pedagogy 

 will take its basal principles from ethics and from psychology. It 

 can and should accept from physiology and hygiene only certain 

 practical maxims to be followed by those who would carry on the 

 intellectual life. 



Pedagogy, therefore, must avoid claiming to be a branch of natural 

 science. We cannot speak of a physiological pedagogy until natural 



