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DEVELOPMENT OF EDUCATIONAL PRACTICE
Of the two aspects to Pestalozzi's educational positions, Froebel stressed development from within, and Herbart development from without.
Through an early tutorial experience Herbart developed his pedagogy, but afterward invented an ingenious psychology upon which to base it. He undertook to show how the mind of the pupil is largely built up by the teacher, and he held to the moral aim of education. To accomplish this, he advocated 'manysided interest,' and, while recognizing the value of both 'historical' and 'scientific' subjects, emphasized the former. But he also held that all subjects should be unified through 'correlation,' and formulated the 'formal steps of instruction.' The value of his work has been obscured by the formal interpretations of disciples, but he contributed greatly to the science of education. Herbartianism, developed by Ziller and others, spread throughout Germany; through the Herbart Society, it has greatly influenced educational content and methods in the United States.
Through his university environment, Froebel developed a mystic philosophy, but made it the basis of remarkable educational practices. He held to organic 'unity' in the universe, and to the general method of 'self-activity.' Besides this (1) 'motor expression,' he also stressed (2) 'social participation,' and attempted to realize both principles in (3) a school without books and set tasks, -the ‘kindergarten.' The training here has consisted chiefly in 'play-songs,' 'gifts,' and 'occupations.' The chief weakness of Froebelianism is its mystic and symbolic theory, but it has comprehended the most essential laws of education at all stages.
Each saw in
the master the principle that
appealed to him.
The kindergarten was spread through Europe largely by Baroness von Bülow, and through the United States by Elizabeth P. Peabody and others.
Few tendencies in educational practices to-day cannot be traced back for their rudimentary form to Herbart and Froebel, or their master, Pestalozzi.
Froebel and Herbart as Disciples of Pestalozzi.— In the discussion of observation and industrial training, we have noted the suggestions for improvement in educational practice that arose through Pestalozzi. While somewhat vague and based upon sympathetic insight rather than scientific principles, the positions of Pestalozzi not only left their direct influence upon the teaching of certain subjects in the elementary curriculum, but became the basis of the elaborate systems of Herbart and Froebel. These educators may be regarded as contemporary disciples of the Swiss reformer, who was born a generation before, but they continued his work along rather different lines. Each went to visit Pestalozzi, and it would seem from their comments upon what they saw that each found in the master the main principle which appealed to him and which he afterward developed more or less consistently throughout his work.
For there were two very definite aspects to Pestalozzi's positions, which may at first seem opposed to each other, but are not necessarily contradictory. On the one hand, Pestalozzi seems to have held that education should be a natural development from within; on the other, that it must consist in the derivation of ideas from experience with the outside world. The former point of view, which is apparent in his educational aim and definition of education (see p. 285), would logically argue that every
characteristic is implicit in the child at birth in the exact Development form to which it is afterward to be developed, and that and the child were emphathe teacher can at best only assist the child's nature in sized by the efforts for its own unfolding. This attitude Pesta- Froebel; lozzi apparently borrowed from the psychology implied in Rousseau's naturalism. The other conception, that of education as sense perception, which is evident in Pestalozzi's observational methods (see p. 286), depends from without upon the theory that immediate and direct impressions and methods, from the outside are the absolute basis of all knowledge, and holds that the contents of the mind must be entirely built up by the teacher. Some such naïve interpretation has been common since speculation began, especially among teachers, and had been formulated before Pestalozzi's day by Locke, Hume, and others. In the main, Froebel took the first of these Pestalozzian viewpoints and rarely admitted the other, but the latter phase was developed by Herbart to the almost total disregard of the former. Hence we find that the one educator lays emphasis upon the child's development and activities, and the other concerns himself with method and the work of the teacher. The original contributions of both reformers to educational practice, however, were large, and are deserving of extended description.
The Early Career and Writings of Herbart.-Johann Friedrich Herbart (1776-1841) both by birth and by education possessed a remarkable mind, and was well calculated to become a profound educational philosopher. He came of intellectual and educated stock, and at the gymnasium and university displayed a keen interest in philosophy, Greek, and mathematics. Each of these philosophy, subjects, too, was destined to play a part in his educa- mathematics.
tional theories. Just before graduation (1797), however, Herbart left the university to become private tutor to the three sons of the governor of Interlaken, Switzerland, and during the next three years he obtained in this way a most valuable experience. The five extant reports that he made on the methods he used and on his pupils'
progress reveal thus early the germs of his elaborate Development system. The youthful pedagogue seems to have recog
of his pedagogy through tutorial experience.
nized the individual variations in children, and to have shown a due regard for the respective ages of his pupils. He also sought, by means of his favorite work, the Odyssey, to develop in them the elements of morality and a 'many-sided interest.' This early experience, rather than his ingenious system of psychology and metaphysics, which he afterward developed in explanation, was the real foundation of his pedagogy, and furnished him with the concrete examples of the characteristics and individualities of children that appear in all his later works. He ever afterward maintained that a careful study of the development of a few children was the best preparation for a pedagogical career, and eventually made an experience of this kind the main element in his training of teachers.
While still in Switzerland, Herbart met Pestalozzi and was greatly attracted by the underlying principles of that reformer. He paid a visit to the institute at Burgdorf in 1799, and during the next two years, while at Bremen completing his interrupted university course, he undertook to advocate and render more scientific the thought of the Swiss educator. Here he wrote a sympathetic essay On Pestalozzi's Latest Writing, 'How Gertrude Teaches Her Children,' and made his interpretation
of Pestalozzi's Idea of an A B C of Observation (see p. 286). Next Herbart lectured on pedagogy at the University of Göttingen. The treatises he wrote there seem to have become more critical toward the Pestalozzian methods, and he no longer strives to conceal their vagueness and want of system. Sense perception, he holds with Pestalozzi, does supply the first elements of knowledge, but the material of the school course should be definitely arranged with reference to the general purpose of instruction, which is moral self-realization. This position on the moral aim of education he made especially explicit and complete in his work on The Science of Education The Science of (1806).
His Work at Königsberg and Göttingen.-In 1809 Herbart was called to the chair of philosophy at Königsberg, and there established his now historic pedagogical seminary and the small practice school connected with Seminary and it. The students, who taught in the practice school under the supervision and criticism of the professor, were intending to become school principals and inspectors, and, through the widespread work and influence of these young Herbartians the educational system of Prussia and of every other state in Germany was greatly advanced. In his numerous publications at Königsberg, Herbart devoted himself chiefly to works on a system of psychology as a basis for his pedagogy. After serving nearly a quarter of a century here, he returned to Göttingen as professor of philosophy, and the last eight years of his life were spent in expanding his pedagogical positions. Here he issued the first edition of his Outlines of Outlines of Educational Doctrine (1835), which gives an exposition Doctrine. of his educational system when fully matured. It con