58 EDUCATIONAL THEORY 



science is in a position to lay down ethical maxims. And that is a 

 task which its very nature forbids it to attempt; for no empirical 

 investigation of what is can inform us what should be. When we 

 speak of physiological pedagogy all we can really mean is that one 

 science suggests certain methods to the other. 



In all matters of proper care and nourishment pedagogy must 

 turn to medicine. In cases of disordered nervous systems, or where 

 the mind seems to be overburdened, there medicine offers a helping 

 hand. Wherever we are concerned with the provision of all those 

 external conditions, both in the home and in the school, that make for 

 physical well-being, there we wait on the physician's word. A wide 

 and important field in education belongs to medicine, but with that 

 it must remain content. No more than theology can it claim all 

 education for its province. 



At this point let us briefly consider. 



(4) The relation of pedagogy to politics, theology, and to the philo- 

 sophy of religion, (a) Referring to the close relations between 

 pedagogy and politics, Kant used these words : " Two human inven- 

 tions there are that one may well esteem the most difficult of all, 

 the art of government, and the art of education." In this saying he 

 referred undoubtedly only to domestic politics, not to external 

 politics or diplomacy. With regard to this latter it is a doubtful and 

 much-contested point how great a part ethical principles can and 

 should play in it. There is no such question as regards domestic 

 statecraft. And it is just that fact that discloses the inner relation- 

 ship that subsists between pedagogy and domestic politics, namely, 

 that they pursue a common purpose. They form as it were a circle^ 

 the radii of which have morality for their centre. In both cases the 

 end is indicated by practical philosophy, and psychology informs us 

 of the aids and obstacles. Without practical philosophy and psycho- 

 logy, both are nothing but guesswork; and though even then great 

 artists of exceptional genius might practice them, yet they could 

 never aspire to the rank of scientific knowledge. Both pursue an 

 ideal, a certain type of social ideal. The art of education is hand- 

 maid to the art of politics. It is the most important instrument of 

 domestic politics, which could achieve no permanent results without 

 its aid. For these reasons the education of the people has the im- 

 portant claim on the statesman that we have already indicated. 



Politics and pedagogy have the same field. For an important 

 part of the province of politics, which may be called state pedagogy, 

 is to cultivate the idealistic tendencies in the life of the people and 

 to provide for the dissemination of the treasures of civilization 

 among those approaching maturity, while so confirming them in the 

 practice of virtue that the work of civilization may continue. State 

 pedagogy, therefore, extends not only to the world of adults, but 



