r
the criticism of Herbart himself. Concerning his pedagogical activity at
Koenigsberg, Herbart says, "Among my many duties, the consideration of
educational questions is of especial interest to me. But it is not
enough to theorize merely; there must be experiment and practice.
Furthermore, I desire to extend the range of my own experience (already
covering ten years) in this field. Therefore, I have long had in mind to
teach daily for one hour a few selected boys in the presence of such of
my students as are familiar with my pedagogical theory. After a little,
these students are to take up the work I have begun, and give
instruction under my observation. In time, in this way, teachers would
be trained, whose method by means of reciprocal observation and
discussion must be perfected. As a plan of teaching is valueless without
a teacher, and indeed a teacher that is in sympathy with that plan, and
is master of the method,--so perhaps a small experimental school, such
as I have in mind, would prepare the way for future greater
undertakings. There is a word from Kant, 'first experimental schools and
then normal schools!'"[158]

This was the first practice school in connection with the chair of
pedagogy in a university; the idea, however, does not seem to have taken
very deep root, as, with the exception of the celebrated practice school
at Jena, under Professor Rein, there is not one now in Germany. Most
professors of pedagogy conduct a _Seminar_, in which some practice work
with children is done, but none of them maintain a practice school.

=Literary Activity.=--Herbart's literary activity at Koenigsberg was
great. He worked out his psychological system, and wrote also on
philosophy, history, and pedagogy. But his greatest works in the latter
field are his "A B C der Anschauung,"[159] and his "Allgemeine
Paedagogik,"[160] both of which appeared while he was still at
Goettingen.[161] In 1833, after twenty-four years in Koenigsberg, he
returned to Goettingen, where his lifework was completed in 1841. Upon
his retirement from Koenigsberg, the practice school was closed. Ten
years later, a pupil of Herbart, Karl Volkmar Stoy, established the
practice school at Jena, of which mention has already been made. Two
schools of Herbartians exist in Germany, the Stoy school, which attempts
to follow Herbart very closely, and the Ziller school, which is freer in
its interpretation of him. The chief exponent of the latter is Professor