But
with regard to modern Pedagogics we have relatively very little. Karl v.
Raumer, in 1843, began to publish a history of Pedagogics since the time
of the revival of classical studies, and has accomplished much of value
on the biographical side. But the idea of the general connection and
dependence of the several manifestations has not received much
attention, and since the time of Pestalozzi books have assumed the
character of biographical confessions. Struempell, in 1843, developed the
Pedagogics of Kant, Fichte, and Herbart.--

[Sidenote: _Particular Systems of Education._]

Sec. 176. Man is educated by man for humanity. This is the fundamental idea
of all Pedagogics. But in the shaping of Pedagogics we cannot begin with
the idea of humanity as such, but only with the natural form in which it
primarily manifests itself--that of the nation. But the naturalness of
this principle disappears in its development, since nations appear in
interaction on each other and begin dimly to perceive their unity of
species. The freedom of spirit over nature makes its appearance, but to
the spirit explicitly in the transcendent form of abstract theistic
religion, in which God appears as the ruler over Nature as merely
dependent; and His chosen people plant the root of their nationality no
longer in the earth, but in this belief. The unity of the abstractly
natural and abstractly spiritual determinateness is the concrete unity
of the spirit with nature, in which it recognizes nature as its
necessary organ, and itself as in its nature divine. Spirit in this
stage, as the internal presupposition of the two previously named, takes
up into itself on one hand the phase of nationality, since this is the
form of its immediate individualization; but it no longer distinguishes
between nations as if they were abstractly severed the one from the
other, as the Greeks shut out all other nations under the name of
barbarians. It also takes up into itself the phase of spirituality,
since it knows itself as spirit, and knows itself to be free from
nature, and yet it does not estrange itself as the Jews did in their
representation of pure spirit, in reference to which nature seems to be
only the work of its caprice. Humanity knows nature as its own, because
it knows the Divine spirit and its creative energy manifesting itself in
nature and history, as also the essence of its own spirit. Education can
be complete only with Christianity as the religion