years of the elementary school, which he centered around fairy tales, Robinson Crusoe, and selections from the Old and New Testaments. He, moreover, developed Herbart's 'formal stages of instruction' by dividing the first step and changing the name of the last. Other Germans to influence Herbartianism have been Lange, Rein, and Frick. Karl Lange's Apperception is an excellent combination of scientific insight and popular presentation. It treats the various problems of education on the basis that "all learning is apperceiving." He agrees in general with the Herbartian method, but warns against its mechanics and formalism. Wilhelm Rein, a pupil of both Stoy and Ziller, succeeded the former at Jena, but is closer to the latter in his interpretation of Herbart. His Outlines of Pedagogy1 shows the development that has taken place since the time of Herbart. He adopts Ziller's 'concentration' and 'culture epochs,' but makes these theories more rational by coördinating other material with the 'historical' center in the curriculum. Otto Frick, director of the 'Francke Institutions' at Halle,2 inclining more to the literal interpretation of Stoy, devoted himself to applying Herbartianism to the secondary schools. A throng of other German school 1 Pädagogik im Grundriss. 2 See pp. 68 ff. 'An organic course for Gymnasien is outlined in the eighth number of the Quarterly Magazine, which he edited. and many others. In the States the 'National Herbart extended Herbart's principles by translating his works ing a Year Book. masters and professors have further adapted the doctrines of Herbart to the school, and while their theories differ very largely from one another, from their common basis they are all properly designated 'Herbartian.' Herbartianism in the United States Next to the land of its birth, the United States has been more influenced by Herbartianism than any other country. The movement was fostered largely by AmerSociety' has ican teachers who had taken the doctor's degree in Germany, and during the last decade of the nineteenth century it attained almost to the proportions of a cult. In and publish- 1892 'The National Herbart Society' was founded to extend the scope of these principles and to adapt them to American conditions. The association started immediately to translate the works of Herbart and various German Herbartians, and since 1895 it has regularly published a Year Book. Besides these efforts, individual members of the organization have been active in discussing Herbartian principles and their embodiment in our methods of instruction. Charles DeGarmo, professor of Education at Cornell University, who was the first president of the Herbart Society and the editor of its publications, has given wide popularity to many of the principles and has utilized them as the basis of his textbooks. Frank M. McMurry of the Columbia University Teachers College, and his brother, Charles De Garmo and the McMurrys have also as individuals sought to popularize his principles, A. McMurry, of the Illinois State Normal University, both by books and articles, have done yeoman service for Herbartianism. while many tians have not Herbar used 'corre lation' and 'concentra forms. Moreover, many who would hardly consider themselves Herbartians have undertaken to modify and adapt these principles, especially 'correlation' and 'concentration.' Francis W. Parker of Chicago, for example, sought to center the course of study around a hierarchy of natural and social sciences, and his associate, Wilbur S. Jackman, on attempted a correlation of science and history. The modified Committee of Fifteen, appointed by the National Education Association to report upon elementary education, show Herbartian influence in their discussions of 'correlation,' although they give the term a wider interpretation. Various other types of unification about a core of literature, history, or nature study, or, through combination with Froebelianism, of social activities, have been suggested. While in this way all elementary and to some extent secondary schools have been affected, Herbartianism in its purity has been largely abandoned for less dogmatic methods. Even the Herbart Society has ceased to exist as a propaganda and has since 1901 been known as 'The National Society for the Scientific Study of Education.' Yet probably no system of pedagogy has had so wide an influence upon American education and upon the thought and practice of teachers generally. Yet Herwhile most bartianism, influential, has become less of a propaganda. SUPPLEMENTARY READING I. SOURCES BARTHOLOMÄI, F. Johann Friedrich Herbarts Pädagogische Schriften. (Revised by E. von Sallwürk.) ECKOFF, W. J. Herbart's A B C of Sense Perception and Minor Pedagogical Works. FELKIN, H. M. and E. Herbart's Letters and Lectures on Education. *FELKIN, H. M. and E. Herbart's Science of Education. *LANGE, A. F., and DE GARMO, C. Herbart's Outlines of Pedagogical Doctrine. *LANGE, K. Apperception. (Translated by Herbart Club.) MULLINER, B. C. Herbart's Application of Psychology to the Science of Education. SMITH, M. K. Herbart's Text-book in Psychology. VAN LIEW, C. C. and I. J. Rein's Outlines of Pedagogics. II. AUTHORITIES *ADAMS, J. The Herbartian Psychology Applied to Education. Chap. III. COLE, P. R. Herbart and Froebel: an Attempt at Synthesis. DARROCH, A. Herbart and the Herbartian Theory of Education. Lect. V. DE GARMO, C. Essentials of Method. *DE GARMO, C. German Contributions to the Coördination of Studies (Educational Review, Vol. IV, pp. 422-437) and A Working Basis for the Correlation of Studies (Educational Review, Vol. V, pp. 451-466). *DE GARMO, C. Herbart and the Herbartians. FELKIN, H. M. and E. An Introduction to Herbart's Science and Practice of Education. GILBERT, C. B. Practicable Correlations of Studies (Educational Review, Vol. XI, pp. 313-322). *HARRIS, W. T. Herbart and Pestalozzi Compared (Educational Review, Vol. V, pp. 417-423); Herbart's Doctrine of Interest (Educational Review, Vol. X, pp. 71-81). HARRIS, W. T. The Psychological Foundations of Education. Chap. XXXVI. *HERBART SOCIETY. Year Book. Nos. I and II. HUGHES, J. L. The Educational Theories of Froebel and Herbart (Educational Review, Vol. X, pp. 239–247). JACKMAN, W. S. The Correlation of Science and History (Educational Review, Vol. IX, pp. 464-471). *LUKENS, H. T. The Correlation of Studies (Educational Review, Vol. X, pp. 364-383). MCMURRY, C. A. The Elements of General Method. MCMURRY, F. M. Concentration (Educational Review, Vol. IX, pp. 27-37). MACVANNEL, J. A. The Educational Theories of Herbart and Froebel. PARKER, F. W. Talks on Pedagogics. An Outline of the Theory of Concentration. REIN, W. Pestalozzi and Herbart (The Forum, Vol. XXI, pp. 346– 360). SMITH, M. K. Herbart's Life (New England Journal of Education, Vol. XXIX, pp. 139 ff.). TOMPKINS, A. Herbart's Philosophy and His Educational Theory (Educational Review, Vol. XVI, pp. 233–243). *UFER, C. Introduction to the Pedagogy of Herbart. (Translated by J. C. Zinser.) VANDEWALKER, N. C. The Culture Epoch Theory (Educational Review, Vol. XV, pp. 374-391). VAN LIEW, C. C. Life of Herbart and Development of his Pedagogical Doctrine. WARD, J. Herbart (Encyclopædia Britannica). |