Outlines of Educational Doctrine

by Johann Friedrich Herbart

Much of this one-sidedness is brought about in later life by one’s vocation. But a man’s vocation must not isolate him. Yet this would happen if such narrowness should make headway in youth.

[87.] A still more detailed analysis of the varieties of one-sidedness would be possible; it is not needed, however, for ascertaining the position of the above-mentioned high school studies among the subjects of instruction calculated to stimulate interest. Languages, to begin with, form a part of the curriculum; but why among so many languages is the preference given to Latin and Greek? Obviously because of the literature and history opened through them. Literature with its poets and orators falls under æsthetic interest; history awakens sympathy with distinguished men and the weal and woe of society, indirectly contributing in either case even to religious interest. No better focus for so many different stimuli can be found. Even speculative interest is not slighted if inquiries into the grammatical structure of these languages are added. Moreover, the study of history does not stop with the ancients; the knowledge of literature also is widened that the various interests may be developed still more completely. History, if taught pragmatically, assists speculative interest from another direction. In this respect, however, mathematics has precedence; only, in order to effect a sure entrance and abiding results, it must unite with the natural sciences, which appeal at once to the empirical and the speculative interest.

If now these studies coöperate properly, a great deal will be done, in conjunction with religious instruction, toward turning the youthful mind in the directions that answer to a many-sided interest. But if, on the contrary, the languages and mathematics were allowed to fall apart, if the connecting links were removed, and every pupil were permitted to choose one or the other branch of study, according to his preferences, mere bald one-sidedness of the kind sufficiently characterized above would be the outcome.

[88.] It is admitted now that not only classical but also public high schools in general should provide for this same many-sided culture, that is, should take account of the same main classes of interests. The only difference lies in the fact that for the pupils of the classical high schools the practice of a vocation is not so near at hand; whereas, in the public high schools, there is a certain preponderance of modern literature and history, together with inability to equip completely with the helps to a manifold mental activity those who purpose to go on. Much the same is true of all the lower schools whose aim is to educate. It is different with trade schools and polytechnic institutes; in short, with those schools which presuppose a completed education—completed to the extent permitted by circumstances.

If, then, the programme of a public high school is of the right sort, it will show as well as the curriculum of a classical preparatory school does, that an attempt is being made to guard against such one-sidedness as would be the outcome if one of the six main classes of interest were slighted.

How one-sidedness under an elective system may be avoided is discussed in a previous section ([65]).

[89.] But no instruction is able to prevent the special varieties of one-sidedness that may develop within the limits of each main group. When observation, reflection, the sense of beauty, sympathy, public spirit, and religious aspiration have once been awakened, although perhaps only within a small range of objects, the farther extension over a greater number and variety of objects must be left largely to the individual and to opportunity. To pupils of talent, above all of genius, instruction may give the necessary outlook by enabling them to see what talent and genius achieve elsewhere; but their own distinguishing traits they must themselves answer for and retain.

Moreover, the above-mentioned forms of one-sidedness are not all equally detrimental, because they do not assert themselves with the same degree of exclusiveness. Each may, indeed, lead to self-conceit; but this tendency does not attach to all in the same measure.

Holding to the idea of many-sided interest, what justification is there for elective studies? To this, the reply must be made that in elementary and in a part of secondary education the principle of indiscriminate election must be rejected. The only rational election in secondary education, as already explained ([65]), is election among the various members of a group of similar studies. In this way the destination and ability of the pupil may be regarded, without sacrificing the needed many-sidedness. The case is different in higher education, however, for election and many-sidedness are here quite reconcilable. Higher education is the comparative study of a few branches. Thus, for example, on the social side, the whole civilization of Greece is focussed now in her political history, now in her art, now in her language, now in her education, now in her philosophy. The student who studies any one of these subjects thoroughly gets a comparative view of the whole of Greek life. It is not necessary for him to study them all. The same is true of each important country or epoch. Every culture study is an eminence from which the whole is seen.