=The Extension of His Doctrines in Germany.=--At first the doctrines of Herbart were little known, but a quarter of a century after his death there sprang up two flourishing contemporary schools of Herbartianism. In its application of Herbart’s theory, the school of Stoy for the most part held closely to the original form; but that headed by Ziller departed further and gave it a more extreme interpretation. Tuiskon Ziller (1817-1882), both as teacher in a gymnasium and as professor at Leipzig, did much to popularize and develop Herbart’s system. Through him was formed the Herbartian society known as the ‘Association for the Scientific Study of Education,’ which has since spread throughout Germany. He it was that elaborated the doctrines of ‘correlation’ and ‘concentration,’ and first definitely formulated the ‘culture epochs’ theory. “Every pupil should,” he writes, “pass successively through each of the chief epochs of the general mental development of mankind suitable to his stage of development. The material of instruction, therefore, should be drawn from the thought material of that stage of historical development in culture, which runs parallel with the present mental stage of the pupil.” All these principles Ziller worked out in a curriculum for the eight years of the elementary school, which he centered around fairy tales, _Robinson Crusoe_, and selections from the _Old_ and _New Testaments_. He, moreover, developed Herbart’s ‘formal stages of instruction’ by dividing the first step and changing the name of the last. [Sidenote: Stoy’s practice school at Jena,] [Sidenote: continued by Rein.] [Sidenote: Lange and Frick.] Karl Volkmar Stoy (1815-1885), the founder of the other school, gave himself simply to a forceful restatement of the master’s positions, but also established a most influential pedagogical seminary and practice school upon the original Herbartian basis at Jena. And eleven years later, Wilhelm Rein (1847- ), who had been a pupil of both Stoy and Ziller, succeeded the former in the direction of the practice school, and introduced there the elaborate development that had taken place since Herbart’s time. He adopted Ziller’s ‘concentration,’ ‘culture epochs,’ and other features, but made them a little more elastic by coördinating other material with the ‘historical’ center in the curriculum. Through him Jena became known as the great seat of Herbartianism. Other Germans to develop the principles of Herbart have been Lange and Frick. The _Apperception_ of Karl Lange is an excellent combination of scientific insight and popular presentation. Otto Frick, director of the ‘Francke Institutions’ at Halle (see p. 176), inclining more to the close interpretation of Stoy, devoted himself to applying Herbartianism to the secondary schools, and outlined a course for the gymnasium. [Sidenote: In Germany content and methods of education were greatly modified.] [Sidenote: Prominence given to history and literature.]