=The Value and Influence of Herbart’s Principles.=--On all sides, then, as compared with Pestalozzi, Herbart was most logical and comprehensive. Where Pestalozzi obtained his methods solely from a sympathetic insight into the child mind, Herbart sought to found his also upon scientific principles. The former was primarily a philanthropist and reformer; the latter, a psychologist and educationalist. Pestalozzi succeeded in arousing Europe to the need of universal education and of vitalizing the prevailing formalism in the schools, but he was unable with his vague and unsystematic utterances to give guidance and efficiency to the reform forces he had initiated. While he felt the need of beginning with sense perception for the sake of clear ideas, he had neither the time nor the training to construct a psychology beyond the traditional one of the times, nor to analyze the way in which the material gained by observation is assimilated. Herbart, on the other hand, did create a system of psychology that, while fanciful and mechanical, worked well as a basis for educational theory and practice. In keeping with this psychology, he undertook to show how the ideas, which were the product of the Pestalozzian ‘observation,’ were assimilated through ‘apperception,’ and maintained the possibility of making all material tend toward moral development. This, he held, could be accomplished by use of proper courses and methods. In determining the subjects to be selected and articulated, he considered Pestalozzi’s emphasis upon the study of the physical world to be merely a stepping-stone to his own ‘moral revelation of the world.’ While the former educator made arithmetic, geography, natural science, reading, form study, drawing, writing, and music the object of his consideration, and is indirectly responsible for the modern reforms in teaching these subjects, Herbart preferred to stress history, languages, and literature, and, through his followers, brought about improved methods in their presentation. He also first undertook a careful analysis of the successive steps in all instruction, and by his methodical principles did much to introduce order and system into the work of the classroom, although it is now known that his conception of the way in which the human mind works is hardly tenable. [Sidenote: Formalization of followers,] [Sidenote: but Herbart more sane and flexible.]