Wilhelm Rein of Jena, the place which is at present the center of
Herbartian activity. In America this movement is under the direction of
the National Herbart Society.

=His Pedagogical Work.=--Aside from the educational movements organized
by Herbart and his followers, the credit is due to him of being the
_first to elevate pedagogy to the dignity of a science_. Professor Rein
says, "Herbart has rendered an undisputed service in that he has
elevated pedagogics to the rank of a science. No one has ever repented
of having become familiar with Herbart's teachings, for, in any case, he
has thereby added richly to his own attainments. The development of our
people will be fortunate if the education of the youth shall be
intrusted more and more to those who stand and work upon the lines laid
down by Comenius, Pestalozzi, Herbart.

"The pedagogic thinking of Herbart has indeed borne rich fruit in
Germany. Other peoples, also, have been blessed by his teachings. Thus
Herbart, whose span of life did not reach to the middle of this century,
lives in the present. He created the basis of a science of education,
which furnishes a safe starting point for all pedagogical theories, and
which bears in itself the most fruitful germs for future
development."[162]

=Modern Herbartians= have carried forward that development far beyond
its original outline. The terms "many-sided interest," "apperception,"
"concentration," "culture-epochs," "the formal steps of instruction,"
"correlation," and "harmonious development," are phrases that have
become common in educational literature. The limits of this volume do
not permit a discussion of these subjects. Indeed, many of them belong
more properly to the disciples of Herbart, rather than to Herbart
himself.[163] Herbart's ideal was that education should aim to produce
well-rounded men, fit for all the duties of life; men well developed
physically, intellectually, morally, and spiritually. He himself was not
one-sided, being an enthusiastic teacher as well as psychologist and
philosopher.

FOOTNOTES:

[155] Professor Rein indicates that Herbart discussed educational
questions at this period. See "Encyklopaedisches Handbuch," Vol. III, p.
468.

[156] For list of works produced, see De Garmo's "Herbart and the
Herbartians," p. 17.

[157] Felkin's translation of "Science of Education," p. 16.

[158] Willmann's "Herbart," Vol. II, p. 3.

[159] "The A B C of Observation."

[160] "Genera