“The idea of God might first be taught by analogy with that of a father under whose care we are placed, and in this way we may with advantage point out to the child the unity of men as represented by one family” (2: p. 111). And the Christian pulpit has followed his advice. We can summarize his ideals of moral and religious education in his own words as follows: “Everything in education depends upon establishing correct principles, and leading children to understand and accept them. They must learn to substitute the abhorrence of what is revolting and absurd, for hatred; the fear of their conscience, for the fear of man and divine punishment; self-respect and inward dignity, for the opinions of men; the inner value of actions, for words and mere impulses; understanding, for feeling; and joyousness and piety with good humour, for a morose, timid, and gloomy devotion” (2: pp. 108-109). Ziegler, in his “History of Pedagogy,” epitomizes Kant’s most important influence on the general trend of thought as the remodeling of our concept of the universe, the introduction of exact and critical thinking, the exaltation of mathematical instruction, the substitution of morality of conscience for the morality of eudemonism or prudence, the last-mentioned being probably the greatest and most lasting one. Ziegler tells us further that “the categorical imperative” has since become “the steel and iron in our blood” (18: p. 282), and that the German victory in the war for independence owes its debt above all others to Kant and Fichte. As to his position in the history of pedagogy itself, we may say, with Dr. Ernst Temming, that “the German Rationalistic Pedagogy (_Aufklärungspädagogik_) found in Kant both its founder and undaunted representative” (17: p. 4). Like Locke in England and Rousseau in France, he, with Basedow in Germany, can be said to have firmly established education on the human basis, making moral culture independent of positive Christianity, and religion subordinate to education. Moreover, by proclaiming from the honored chair of Königsberg University his grand concept of the education of humanity, he gave to the contemporary and subsequent generations of scholars a stimulus to take up pedagogy as a work worthy of philosophers. REFERENCES 1. +Buchner, Edward Franklin.+ The Educational Theory of Immanuel Kant. (Translation of “Ueber Pädagogik” and fragmental remarks on education by Kant.) Lippincott, Philadelphia and London, 1904. 309 pages. 2. +Churton, Annette.+ Kant on Education. (Translation of “Ueber Pädagogik.”) Kegan Paul, Trench, Trübner & Co., London, 1899. 121 pages. 3. +Duproix, Paul.+ Kant et Fichte et le problème de l’éducation. Second edition. Alcan, Paris, 1897. 260 pages. 4. +Garbovicianu, Petru.+ Die Didaktik Basedow’s im Vergleiche zur Didaktik des Comenius. Bucarest, Leipzig, 1887. 82 pages. 5. +Göring, Hugo.+ Ausgewählte Schriften, mit Basedow’s Biographie. Beyer, Langensalza, 1880. 519 pages.