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THE PEDAGOGY OF HERBART
(BY CHR. UFER)
AUTHORIZED TRANSLATION FROM THE FIFTH GERMAN
BY J. C. ZINSER, M.S.
CHARLES DE GARMO, PH.D.
D. C. HEATH & CO., PUBLISHERS
BY D. C. HEATH & CO.
TYPOGRAPHY BY J. S. CUSHING & Co., BOSTON.
AMERICAN teachers need an introduction to the study of Herbart, first of all because of the organic nature of his systematized thought, but primarily because of the inherent importance of the ideas themselves. It is difficult to get the full significance of any portion of an organized system without having an understanding of the point of view from which the author sees the whole. This introduction, therefore, which in simple, concrete manner gives a bird'seye view of the ends and means of education as seen by Herbart, will serve as a reliable guide not only to the works of Herbart himself, but also to the writings of his school.
With Herbart and his followers, two important things stand out with especial prominence: (1) the development of sound moral character through the activities of the school as the end of education; and (2) the apperception, or mental assimilative power of the child, as the only safe guide to the means through which this end is to be reached.
It should not for a moment be imagined that the disciples of Herbart have any scheme for superimposing upon intellectual education a moral training, such as might be supposed to be effected by a conformity to ritual, or other church device, or by so-called ethical instruction. Nothing could be further from their thought. On the contrary, their conception is that moral training should come through instruction in the studies of the curriculum, taken in con