Largely in consequence of the development of Herbartianism, an increased amount and larger utilization of historical material became general also in American elementary schools. A wide appreciation of the growth of morality, culture, and social life, rather than merely the development of patriotism, became the object in studying this subject. English and German history, as well as American, which alone was formerly taught, and sometimes Greek, Roman, and Norse, appear in the curricula of many elementary schools, and, instead of being confined to the two upper classes, historical material is often presented from the third grade up. Biographical and historical stories are largely employed in the lower classes, while in the upper some attempt is made to use European history as a setting for American. A similar development in the amount and use of literature also has appeared in the course of the elementary schools, partly as a result of the Herbartian influence. Instead of brief selections from the English and American writers, or the poorer material that formerly appeared in the school readers, complete works of literature have begun to be studied in the elementary curriculum, and a wide and rapid survey of the great English classics has been encouraged in the place of merely reading for the sake of oral expression. Even in the lowest grades some attempt to introduce the classics of childhood has been made. While in these ways all elementary, and to some extent secondary, schools have been affected, Herbartianism pure and simple has largely been abandoned for less dogmatic methods. Even the Herbart Society has ceased to foster a propaganda, and has since 1901 dropped the first part of its name and been known as ‘The National Society for the Scientific Study of Education.’ The later works of DeGarmo and Frank M. McMurry claim to be quite emancipated from Herbartianism. But, although professed Herbartians are now almost unknown in the United States, no other system of pedagogy, except that of Pestalozzi, has ever had so wide an influence upon American education and upon the thought and practice of teachers generally. [Sidenote: Search for ‘unity’ developed through idealism, romanticism, and ‘nature philosophy’ at Jena.]