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 ‘many-sided 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. 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. [Sidenote: Each saw in the master the principle that appealed to him.] =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.