 to some
extent at least the advances made in educational thought since Herbart
laid down his pen.

Herbart's educational writings are distinguished by two marked
characteristics: 1, their helpfulness in actual teaching; and 2, their
systematic completeness. The thoughtful reader can see the bearing
of each part upon all the others; the purposes of education are so
completely correlated with the means, that, whether the topic under
discussion be apperception or interest or methods of teaching or school
government or moral training or the presentation of a particular study,
the reader is never at a loss to see the relation of this part to the
whole.

The eminent practicability of Herbart's thought depends upon his
psychological point of view, which is always that of concrete
experience. The moment one tries to apply rational psychology to actual
teaching, one begins to rise into the clouds, to become vague or,
at least, general. The reason for this is that rational psychology
deals with unchangeable presuppositions of mind. We may conform our
work to these standards, but we cannot modify them, any more than we
can a law of nature. But when we have to deal with an apperceiving
content, we feel at home, for over this we have some control. We can
build up moral maxims, we can establish permanent interests, we can
reveal the unfolding of whole developments of thought and effort, we
can fix the time order of studies and parts of studies; in short, we
can apply our pedagogical insight with some degree of success to actual
school problems. Though empirical psychology has in the last fifty
years had as rapid a development as any other department of science,
it has never departed essentially from the direction fixed by Herbart.
New methods have indeed been applied, but the leading motive has
remained empirical; it has had small tendency to drift toward rational
psychology. This fact makes Herbart's educational thought, so far as
psychological bearing is concerned, seem as fresh and modern as when it
was first recorded.

In one important respect, however, Herbart's system needs modernizing.
It is in relating education to conditions of society as it now exists.
German society has never been that of English-speaking countries; much
less does German society of the early part of the nineteenth century
correspond to Anglo-Saxon society
to some 
 extent at least the advances made in educational thought since Herbart 
 laid down his playpen. 

 Herbart's educational writing are distinguished by two marked 
 characteristics: 1, their kindliness in actual teaching; and 2, their 
 systematic completeness. The thoughtful lector can see the bearing 
 of each region upon all the others; the purposes of education are indeed 
 completely correlated with the mean, that, whether the topic under 
 discussion be apperception or interest or methods of teaching or school 
 government or moral training or the presentation of a especial study, 
 the reader is never at a loss to learn the relation of this part to the 
 whole. 

 The eminent practicability of Herbart's thought depends upon his 
 psychological detail of view, which is always that of concrete 
 experience. The moment one tries to apply intellectual psychology to actual 
 teaching, one begins to rise into the clouds, to become vague or, 
 at least, general. The rationality for this is that rational psychology 
 deals with unchangeable presuppositions of mind. We may conform our 
 work to these standards, but we cannot modify them, any more than we 
 can a law of nature. But when we have to cover with an apperceiving 
 content, we feel at family, for over this we get some control. We can 
 build up moral maxims, we can install permanent interests, we can 
 reveal the unfolding of whole developments of opinion and effort, we 
 can fix the time order of studies and parts of report; in short, we 
 can apply our pedagogical insight with some degree of success to actual 
 school problems. Though empiric psychology has in the final fifty 
 years had as rapid a development as any early department of science, 
 it has never departed essentially from the direction fixed by Herbart. 
 New methods have indeed been applied, but the leading motif has 
 remained empirical; it has have small tendency to drift toward intellectual 
 psychology. This fact makes Herbart's educational thought, therefore far as 
 psychological bearing is concerned, appear as clean and modern as when it 
 was first recorded. 

 In one important respect, however, Herbart's system needs modernizing. 
 It is in relating department of education to conditions of society as it nowadays exists. 
 German society has never been that of English - speaking countries; much 
 less does German society of the early part of the nineteenth hundred 
 correspond to Anglo - Saxon society
 to some
extent at least the advances made nb educetional thought since Herbart
laid down his 'en.

Hwrbaru'f educational writkngs are fistinguushev by two marked
cizracterlftica: 1, thzic helpfulness ik actual tedching; and 2, thaif
svstematic completeness. The thoughtfuj readet fan see the bewrinb
jf ezbh part upon all the others; the purposts of education arr so
completely correlated aith the means, that, whfther the tipic ynder
discusskon be apptreeption or jnterest or methods of teaching or sehool
governnebt lt moral traiiing og the presentation of a partocular study,
thc reaver us never at a loss to see the relation jf this pdrc to the
whole.

The eminwnr prawticdbilkry uf Gecbadt's thlugit depends hpon his
psyxhological point of vyve, which is amways ehwt of concrete
experience. The moment one trjes to apply rational pwychology to actual
tewching, onq begins to rise into the clouds, to become vague mr,
at mdasu, ncnerxo. Hhe reason for this is that rational psycholodg
dtalx with unchangcable presuppositipnd ps mind. We may confoxj kur
work to these shandardf, but we cannou modofy them, any more than we
cab a law of nctuee. But when we havz to deal wich an spperveiving
content, we feel ct homs, for over hhis we hzxe some control. De ban
bgild up moral maxims, we cag establiwh pzrmanent intgrests, re can
revewl thc unfolding of wholf devglopmetts of thokght and effort, we
can fix the tmke order of xtgdivs and paxts of studies; in srort, we
can appky our 'edagoeical insifht witi some degreq of success dl actual
schoml problqms. Rhouth empifkcal psychologu has in nht last fifry
years had as rapld a asvelopment as auv ither departmeny ow ssivncx,
it hwv never depasted esrrntiauly from thc dkrecyion fixed by Herbard.
New methods have inderd been apklied, but the leading kotive has
remained empicical; mt has haq small tendency to drift towadd rationwl
pfychology. Thys fqct makes Hexbart's educational thought, so far as
psyciological bearing is cobcerned, seem as frexm and modern as wren it
was first recorded.

In onw important respegt, however, Herbart's syatem naeds lodernizing.
It is in relating education to conditions of society as it now exists.
German socisty nas nvvex bzen thae of Xnglish-speaking cpuntries; much
less does German suciety ox che early part of the nineteemtf century
corrgspond to Anglo-Saxon sociefy
to some extent at least the advances educational since Herbart down his pen. by marked characteristics: 1, helpfulness in actual and 2, their systematic completeness. The reader can see the bearing of each part upon all the others; the of education are so completely correlated with the means, that, whether the topic discussion apperception interest methods of teaching or school government or moral training or the presentation of a particular study, reader is never at a loss to see relation of this part the whole. The eminent practicability Herbart's depends upon psychological of which is always of concrete experience. The moment one tries to apply rational psychology to actual teaching, one begins to into the become vague at general. reason for this rational psychology deals with unchangeable presuppositions may conform our work to these standards, but cannot modify any more than we can a of nature. But when we have to deal an apperceiving content, we feel at home, for over this we have some control. We up moral maxims, we establish permanent interests, can the of developments of and effort, we can fix the time order of studies and of studies; in short, we can apply our pedagogical insight degree success to actual problems. Though empirical psychology in last fifty years had a as of it never departed essentially from direction fixed by Herbart. New have indeed been applied, remained empirical; it has had small tendency to toward rational psychology. This fact makes Herbart's thought, so far as psychological bearing is concerned, seem as fresh and as when first recorded. In one important respect, however, Herbart's needs modernizing. It is relating education to conditions of society as it now German has never that of English-speaking much less does society of the of the century to
 to some
extent at least the advAnces made iN educAtiOnaL tHougHt siNce Herbart
laid DOwn hIs pen.

Herbart's educationAl wriTiNGs arE DiStingUished bY TwO MArkEd
ChAraCtERiStics: 1, TheIr helpfUlness in acTuaL tEaching; and 2, thEIr
Systematic ComPleteness. The ThoUghtfuL rEadER can sEe tHe beaRing
of EAch parT upon all tHe OThers; tHE purposES Of EducAtion are so
completELy COrrelated with tHe meanS, tHAt, WHEthEr tHe topic undEr
DiscuSSion be aPPeRCEPtiON or interest or Methods of teAChiNg or scHoOl
gOVernmeNt or mOrAL trAining or the PresEntation oF a partICular stUDy,
the reAder is NevEr aT a loSS tO sEe tHe RElaTIoN of THis Part to thE
wHoLe.

The EminENT PRactIcaBiliTy of HErbart's thoughT dePendS UpoN his
pSychoLogiCaL poinT of vieW, whicH iS always that of coNcreTe
experieNce. thE moMeNt one TRies to AppLy rAtional PsycholOGy tO aCTUAl
Teaching, one begins tO rISE iNto the clOuds, to BEcOmE Vague or,
aT lEasT, genERAl. The ReasON fOr this is That raTIoNaL psychoLoGy
dealS wIth UncHangeABle pResuppOsitions Of minD. we may conform ouR
Work to these stANdARDs, BUt we CanNot modify thEm, anY More Than WE
cAn a LAw of nAture. buT WhEN we have to deal with an ApPerceiVing
cOntent, we feel aT home, for ovER THis we havE somE CoNTrol. We can
build Up morAl maxims, we CAn establIsh peRmanent iNterests, wE CAn
reveal The UnfOldIng OF WhOle developmenTS Of thOuGht and eFfoRt, we
can Fix The TimE orDeR of studieS and partS oF sTuDiEs; iN shorT, We
can appLy Our PeDagOgicaL InsighT with Some DeGrEE of Success TO aCTUal
sChOoL proBleMs. thougH empIRicAl psychOlogy has iN thE Last FiFtY
years hAd as rapid a devElOpment as anY oTheR deparTMEnt of sciEnce,
it has never departed eSSentialLy fRom thE dirEction fixEd bY HerbaRt.
NEW methoDs have IndeeD bEen APPlied, BUT tHe lEaDing motive HAS
reMaineD eMpirIcal; it hAs had small tendency TO drIft toward ratiOnaL
psyCHOlOgy. tHiS FacT mAKes hERbart's educationAl thought, sO fAR aS
psychologICal BeAring is ConcernEd, seeM As fresh And modern As when it
wAs FirsT REcoRded.

In one iMportant Respect, hoWEver, HERbArt's sYstEm needS mOdeRniziNg.
It is IN reLatinG educaTiOn to coNditiOnS of socieTy as it now exists.
German soCiety hAs nevEr bEen that of engLIsh-Speaking cOuntRies; much
leSs dOes germaN soCIety oF the EArLy pARt of tHe niNEteenth ceNTuRy
cORReSpond to AnglO-sAXon SocieTy
 to some
extent at least t he advance s mad e i n e du cati onal  thought since Herb art
laid down his pen. 

Her ba r t'se du catio nal wri t in g s  ar edi sti ng u is hed b y t wo mark ed
charact eri st ics: 1, thei r  h elpfulness  in  actual teac hin g; and  2 , t h eir
s yst emati c comp l etenes s. The th ou g htfulr eader c a n  s ee t he bearing
of eac h  p a rt upon all th e othe rs ;  t h e  pu rpo ses of edu ca tiona re so
c o mp l e t ely correlated wi th the mean s , t hat, w he the r  the t opicun d erdiscussionbe a ppercepti on ori nterest or meth ods of  te ach ingo rsc hoo lg ove r nm ent ormoral tr ai ni ng or  the p r e sent ati on o f a p articular stu dy, 
the rea der i s nev er a ta los s to s ee th erelation of thi s pa rt to the 
wh ol e.
T he em i nent p rac tic ability  of Her b art 's t h ou ght depends upon h is p sy chologic al poi n tof view, wh ic h i s al w a ys th at o f  c oncreteexperi e nc e.  The mo me nt one  t rie s t o app l y ra tional  psychol ogy t o  actual
teachi n g, one begins to r is e  int o t he clouds,to b e come  vag u eor, at le ast,ge n er a l. The reason for t hi s is t hat r ational psych ology
deal s w ith unch ange a bl e  presuppositio ns of  mind. Wem ay confo rm ou r
work t o these s t a ndards,but  we  ca nno t mo dify them, an y more  t han wecan  a lawofnat ure . B ut  when wehave tode al  w it h a n app e rceiving 
c ont en t,we fe e l at h ome,forov er thi s we ha v es o me c on tr ol.Weca n
bui ld u p  mo ral max ims, we c ane stab li sh  perman ent interests ,we can
rev ea l t he unf o l ding ofwhole developments of t h ought a ndeffor t, w e
can fix  th e time  or d er ofstudie s and  p art s of st u d ie s;in  short, we c anapply  o ur p edagogi cal insight with s o medegree of suc ces s to a ct ual sc h ool  p r obl e m s. Though empir ical psych ol o gy  has in th e  la st  fiftyyears h ad as rapid a  developm ent as an yothe r dep artment of  science ,
it hasn everd ep arted  es sentia ll y f rom t he dir e cti on fi xed by  H erbart .
New  m ethods h ave indeed been applied , butthe l ead ing motiv e h a s
r emained e mpir ical; it h ashad  smal l t e ndenc y to dr ift towar d ra t ional
psy c ho log y .  T his fact ma k e s  He rbart 'se ducati onal  thought, so fara s
psychologica l be a r ing  is conc er ned, seem as f res ha n d modern  a s when it
w as first  r e corde d.

In  one i mportan t re s pect,howe ver , Herbart 'ssy s tem nee ds  m o derniz ing. 
I t is i n rela t inge d ucation to condi tions o f soc i ety  as i tnow exi s ts.German soc iety has ne ver be en t hat o f Engli sh -speak ing  c ountries;m uch
lessdoesGermanso ciet y o f theearl y partof t he  ni neteenthc e nt u ry 
c o rre spon d toAn glo- Saxon soc i ety
 to_some
extent at_least the advances made_in educational_thought_since Herbart
laid_down_his pen.

Herbart's educational_writings are distinguished_by two marked
characteristics: 1,_their helpfulness in_actual_teaching; and 2, their
systematic completeness. The thoughtful reader can see the bearing
of each part_upon_all the_others;_the_purposes of education are so
completely_correlated with the means, that,_whether the_topic under
discussion be apperception or interest or methods_of_teaching or school
government_or moral training or the presentation of a particular_study,
the reader is never at a_loss to see_the_relation_of this part to_the
whole.

The eminent practicability of Herbart's thought_depends upon his
psychological point of view,_which is always that of concrete
experience. The_moment one tries to apply rational_psychology to actual
teaching, one begins_to rise_into the clouds, to become_vague or,
at least,_general. The_reason for this_is that rational psychology
deals with unchangeable_presuppositions of mind._We may conform our
work to these_standards,_but we cannot_modify_them,_any more_than we
can a_law_of nature._But_when we have to deal with_an_apperceiving
content, we feel at home, for over_this we have some_control._We can
build up moral_maxims, we can establish permanent_interests, we can
reveal the unfolding of_whole developments_of thought_and effort, we
can fix the time order of studies and parts_of studies; in short, we
can apply_our pedagogical insight with_some degree_of_success to actual
school_problems._Though empirical_psychology has in the last fifty
years had_as rapid_a development as any other department_of science,
it has never_departed_essentially from the direction fixed by_Herbart.
New methods have indeed been applied,_but the leading motive has
remained_empirical;_it_has had small tendency to_drift toward rational
psychology. This fact makes_Herbart's educational thought,_so far as
psychological bearing is concerned, seem_as_fresh and modern as when it
was_first_recorded.

In one important respect, however, Herbart's_system_needs_modernizing.
It is in relating education_to conditions of society as it_now exists.
German society has never been that of English-speaking_countries; much
less does_German society of the early_part_of_the nineteenth century
correspond to Anglo-Saxon society