ce-school at the university, for the purpose of testing and
illustrating his educational convictions. Lectures on pedagogy are
more or less common-place, and often nearly worthless. The lecturer on
pedagogy who shuns the life of the school room is not half a man in his
profession. The example thus set by Herbart of bringing the maturest
fruit of philosophical study into the school room, and testing it day
by day and month by month upon children has been followed by several
eminent disciples of Herbart at important universities.

Karl Volkmar Stoy (1815-1885) in 1843 began his career of more than
forty years as professor of pedagogy and leader of a teachers' seminary
and practice-school at Jena. (A part of this time was spent at
Heidelberg.) During these years more than six hundred university
students received a spirited introduction to the theory and practice of
education under Stoy's guidance and inspiration. His seminary for
discussion and his practice-school became famous throughout Germany and
sent out many men who gained eminence in educational labors.

Tuiskon Ziller, in 1862, set up at Leipzig, in connection with his
lectures on teaching, a pedagogical seminary and practice-school,
which, for twenty years, continued to develop and extend the
application of Herbart's ideas. Ziller and several of his disciples
have attained much prominence as educational writers and leaders.

A year after the death of Stoy, 1886, Dr. Wilhelm Rein was called to
the chair of pedagogy at Jena. He had studied both with Stoy and
Ziller, and had added to this an extensive experience as a teacher and
as principal of a normal school. His lectures on pedagogy, both
theoretical and practical, in connection with his seminary for
discussion and his practice school for application of theory, furnish
an admirable introduction to the most progressive educational ideas of
Germany.

The Herbart school stands for certain progressive ideas which, while
not exactly new, have, however, received such a new infusion of
life-giving blood that the vague formulae of theorists have been
changed into the definite, mandatory requirements and suggestions of
real teachers. The fact that a pedagogical truth has been vaguely or
even clearly stated a dozen times by prominent writers, is no reason
for supposing that it has ever had any vital influence upon educators.
The history of education shows conclusively that important educational
ideas can be wr