Romagnosi founded his pedagogical doc trines on social psychology, and not on the individual psychology and all the minute and subjected analyses of the philosophers of his day. According to Rmnagnosi the mind while yet in its individual formation passes through three distinctphases: that of sensation, of imagination and of reason.. Romagnosi saw all the importance of spontaneity in the scholar, but be also knew when the mind should be per mitted to function unaided and when it should be directed by human art. He desired that edu cational culture should unfold from the exterior domain of sensation to the inner man; he con sidered literary and scientific culture necessary in the scholastic field and thought that the state should take care of the education of the people. Romagnosi wrote argumentative treatises on education and was also interested in special pedagogic-scholastic questions. Cat tanes followed in his footsteps, as did Ferrari, Giuseppe Sacchi and the famous writers of Crepuscolo, who from 1849 to 1859 recon structed the consciousness of Lombardy. Ro magnosi represents the laic professor of the universities in the Italian cities in the first half of the 19th century.
Even Antonio Rosmini Serbati, 1797 to 1855 did not dissever philosophy from pedagogical thought, but his mind had other motives, other scopes, other directions. 'II Nuovo saggio suit' origine dele idee) (1835) lays the foundation of his whole system of philosophy, a system which he developed more fully in successive works, in which there are frequently considera tions relating to education or dissertations bear ing directly on the subject. While Rosmini inculcated an idealistic philosophy, which should be modern, catholic and patriotic, he represented the Neo-Guelphian idea,— the idea which was to reorganize Italy with the papacy. He left incompleted his work on higher peda gogy, (Del pnrocipio supremo della Metodica.' Rosmini had an interpreter of his ideas in pedagogics in Giambattista Antonio p.ayreri.
The philosophy of Vincenzo Gioberti, 1801 to 1852, is this same idealistic philosophy — a catholic philosophy which seeks to regenerate catholicism. Primato morale e politico degli Italiani) (1843) and (11 Gesuita Moderno' (1845) may be considered as veritable trea tises on national pedagogy. But Gioberti in the course of politics and pedagogics, after the misfortunes of the war of 1848-49, recon structed his political convictions and in (Rin novamento civile d'Italia) (1851) he prophesied a new Italy and the end of Guelphism. 1-le had an interpreter of many of his doctrines' pertain ing•,to scholastics in Vito Fornari. Meanwhile, it is remarkable that Gioberti and Rosmini, two philosophers who wished to found a Catholic philosophy, were both opposed and condemned by the Church- They both combated Pan theism and both were considered pantheistic by the Church. The Church condemned• the patriot
ism of both. Among the great and liberal army of thinkers, of heroes and of martyrs of La Giovane Italia, Mazzini was a genius and a hero.. He was not a philosopher in the sense of belonging to a school, or of being limited to a school of philosophy. He was the most exalted soul, mind and conscience, and most laborious patriot of Italy. Are not philosophy and pedagogy included in these words of his? '
Italy had, nevertheless, treatises on peda gogy in the years preceding the national recon struction and these were written in order to hasten and prepare the way for this reconstruc tion.
Niccolo Tommaseo, a man of liberal, uni versal mind, in his work
Among the treatises on general pedagogy, we may consider the (Pensieri sulla educa zione,) by G. Capponi (J792-1875), published for the first time an 1845. In this treatise, small in bulk but full of ideas, Capponi considered under a new aspect the pedagogical reform, in itiated by Rousseau's 'Emile,) and determined what there was of truth and value in it. Cap poni combated educational superficialism, and pointed out the multiplicity of causes 'that might make the work of .education effective.
Raffaele Lantbruschini had a veritable wor ship for education, which he like Capponi and Tommaseo, combined with a great love for Italy. His work as a pedargist and educator was important, not alone in Tuscany, but in other parts of Italy. His edu cazione) was published in 1850, together with his complete works, subsequent to the recon struction of Italy.