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524 education that brings this about must be more than a mere mental training; it must be moral and spiritual."

These comments touch the sore spot in modern education. The capital error of most school reformers lies in this that they expect too much from intellectual accomplishments for the moral and social improvement of mankind. Every second word of theirs is: culture, knowledge, science, information; and yet, what is far more needed is a reform of character by training the will. The plausible assertion: "Instruction is moral improvement," a principle which is repeated in many variations, is false. The neglect of the religious and moral training is the result of a false philosophy; for, there exists the closest connection between philosophy and pedagogy, so much so that a false philosophy necessarily leads to a false pedagogy, and that a false pedagogy is always the outcome of a false philosophy. Pedagogy, according to the very derivation of the word, means "the guiding of children;" in order to guide them properly it is necessary to know clearly the end and goal which is to be reached. The end of man can be known only from his true nature, and this knowledge is supplied by philosophy. Philosophy, then, which is to be the foundation of sound pedagogy must correctly answer the important questions: Whence and Whither? If as the foundation of education a philosophy is chosen which gives a wrong answer to these momentous