"The pedagogic thinking of Herbart has indeed borne rich fruit in Germany. Other peoples, also, have been blessed by his teachings. Thus Herbart, whose span of life did not reach to the middle of this century, lives in the present. He created the basis of a science of education, which furnishes a safe starting point for all pedagogical theories, and which bears in itself the most fruitful germs for future development."[162]
Modern Herbartians have carried forward that development far beyond its original outline. The terms "many-sided interest," "apperception," "concentration," "culture-epochs," "the formal steps of instruction," "correlation," and "harmonious development," are phrases that have become common in educational literature. The limits of this volume do not permit a discussion of these subjects. Indeed, many of them belong more properly to the disciples of Herbart, rather than to Herbart himself.[163] Herbart's ideal was that education should aim to produce well-rounded men, fit for all the duties of life; men well developed physically, intellectually, morally, and spiritually. He himself was not one-sided, being an enthusiastic teacher as well as psychologist and philosopher.
FOOTNOTES:
[155] Professor Rein indicates that Herbart discussed educational questions at this period. See "Encyklopädisches Handbuch," Vol. III, p. 468.
[156] For list of works produced, see De Garmo's "Herbart and the Herbartians," p. 17.
[157] Felkin's translation of "Science of Education," p. 16.
[158] Willmann's "Herbart," Vol. II, p. 3.
[159] "The A B C of Observation."
[160] "General Pedagogy."
[161] The best collection of his works is that by Willmann, "Herbart's Pädagogische Schriften," which has not been translated into English.