s the
science of Rights, treating of the institutions of the family and civil
society, as well as of the State; it presupposes the science of
anthropology, in which is treated the relations of the human mind to
nature. Nature conditions the development of the individual human being.
But the history of the individual and the history of the race presents a
continual emancipation from nature, and a continual growth into freedom,
_i.e._, into ability to know himself and to realize himself in the
world by making the matter and forces of the world his instruments and
tools. Anthropology shows us how man as a natural being--_i.e._, as
having a body--is limited. There is climate, involving heat and cold and
moisture, the seasons of the year, etc.; there is organic growth,
involving birth, growth, reproduction, and decay; there is race,
involving the limitations of heredity; there is the telluric life of the
planet and the circulation of the forces of the solar system, whence
arise the processes of sleeping, waking, dreaming, and kindred
phenomena; there is the emotional nature of man, involving his feelings,
passions, instincts, and desires; then there are the five senses, and
their conditions. Then, there is the science of phenomenology, treating
of the steps by which mind rises from the stage of mere feeling and
sense-perception to that of self-consciousness, _i.e._, to a
recognition of mind as true substance, and of matter as mere phenomenon
created by Mind (God). Then, there is psychology, including the
treatment of the stages of activity of mind, as so-called "faculties" of
the mind, _e.g._, attention, sense-perception, imagination, conception,
understanding, judgment, reason, and the like. Psychology is generally
made (by English writers) to include, also, what is here called
anthropology and phenomenology. After psychology, there is the science
of ethics, or of morals and customs; then, the Science of Rights,
already mentioned; then, Theology, or the Science of Religion, and,
after all these, there is Philosophy, or the Science of Science. Now, it
is clear that the Science of Education treats of the process of
development, by and through which man, as a merely natural being,
becomes spirit, or self-conscious mind; hence, it presupposes all the
sciences named, and will be defective if it ignores nature, or mind, or
any stage or process of either, especially Anthropology, Phenomenology,
Psychology, Ethics, Rights, AEsthetic