in Europe throughout the first half of the nineteenth century, but did not have any wide effect upon the United States until after the ‘Oswego movement’ in the sixties. The influence of Froebel appeared in Europe shortly after the middle of the century, and began to rise to its height in America about 1880. The Herbartian theory and practice became popular in Germany between 1865 and 1885, while the growth of Herbartianism in the United States began about five years after the latter date. Hence the development of modern educational practice, due to these three great reformers, falls distinctly within the period of the nineteenth century. [Illustration: Fig. 44.--Jean Jacques Rousseau (1712-1778).] [Illustration: Fig. 45.--Johann Heinrich Pestalozzi (1746-1827).] [Illustration: Fig. 46.--Johann Friedrich Herbart (1776-1841).] [Illustration: Fig. 47.--Friedrich Wilhelm August Froebel (1782-1852).] GREAT EDUCATIONAL REFORMERS SUPPLEMENTARY READING Graves, _In Modern Times_ (Macmillan, 1913), chap. VII; _Great Educators_ (Macmillan, 1912), chaps. X and XI; Monroe, _Textbook_ (Macmillan, 1905), pp. 622-673; Parker, _Modern Elementary Education_ (Ginn, 1912), chaps. XVII and XVIII. Herbart’s _Science of Education_ (translated by Felkin), and _Outlines of Educational Doctrine_ (translated by Lange and De Garmo, Macmillan, 1909); and Froebel’s _Education of Man_ (translated by Hailmann; Appleton, 1894), _Pedagogics of the Kindergarten_ and _Education by Development_ (translated by Jarvis; Appleton, 1897 and 1899), and _Mother Play_ (translated by Eliot and Blow, Appleton, 1896), should be read at least cursorily. The best brief treatise on _Herbart and Herbartianism_ (Scribner, 1896) is that by De Garmo, C., a graphic description of _The Herbartian Psychology_ (Heath, 1898) is given by Adams, J., in chap. III, and a history of _The Doctrines of Herbart in the United States_ as a doctoral dissertation (University of Pennsylvania) by Randels, G. B. A good account of _Froebel and Education by Self-Activity_ (Scribner, 1897) has been furnished by Bowen, H. C.; a conservative treatment of _Kindergarten Education_ (_Education in the United States_, edited by N. M. Butler, Monograph No. 1), by Blow, Susan E.; an interesting treatise on _Kindergarten in American Education_ (Macmillan, 1908), by Vandewalker, Nina C.; and a critical account of _The Psychology of the Kindergarten_ (_Teachers College Record_, vol. IV, pp. 377-408), by Thorndike, E. L. CHAPTER XXV THE DEVELOPMENT OF MODERN SYSTEMS OF EDUCATION OUTLINE The leading states of Western Europe and of Canada have, during the past century and a half, organized systems of education, which may prove suggestive.