order to realize this end to himself more fully he deputizes such inherent function to a police force. He has the desire and the capacity to care for his body and preserve his health, but skill comes back to him multiplied many times through the form of medical institutions. Man has the desire and the capacity to preach to himself of divine things, but this function he exercises more effectively through the institution of the ministry. Man can teach himself, can be pupil to himself as teacher; if this were not so, he could not be pupil to another teacher. If the school were not already in the pupil as teacher and taught there could be no such external institution as the school. Through this form of the externalized self the individual receives more eflficient instruction than by direct self-instruction. Thus all institutions are but the externalized self of the individual,—his psychology made manifest and tangible. Through institutional life the individual can transmute his own specialized form of activity into the most skillful physician, lawyer, pilot, merchant, minister, etc. All sides of the life of the individual administer unto themselves by interchange of functions with others through the form of institutional life. Through institutions the individual is elevated into the life of the species. Now sociology deals with this infinitely manifold externalized form of the individual, as the true means of self-realization. Such is its contribution to pedagogy. The teacher must know the process of individual development,—must know the varied interests and many-sidedness of his life, and to this end he may find most efficient service in sociology.
Finally pedagogy has to do not only with the process of education in itself considered, but also with the school as an institution through which education is realized. The school has not only its sociological setting with other institutions, but its organization and management are controlled by the same laws as other institutions. Sociology in revealing univeral laws of social control makes a direct contribution to pedagogy on the side of school organization and management. In all cases the fundamental law requires that the pupil see the institution as his own true nature objectified—as himself externalized, and render
