It is probable that no system of pedagogy is attracting so much attention and awakening so much interest at the present time as that of Herbart. Professor Rein says, "He who nowadays will aspire to the highest pedagogical knowledge, cannot neglect to make a thorough study of Herbart's pedagogy." Johann Friedrich Herbart was born at Oldenburg, May 4, 1776. His grandfather was rector of the _Gymnasium_ at Oldenburg for thirty-four years; his father was a high official under the government; but his mother seems to have wielded the most influence over him. She watched over his studies with greatest care, and, indeed, studied Greek herself to spur him on. Though gentle and mild, she was firm in discipline. The father was satisfied to leave the direction of the education of his son to her. There was, however, little sympathy between the father and mother, and there were frequent family dissensions, that must have had a bad influence on the lad. These disagreements finally led to a separation. A tutor employed for Herbart at this period developed in him a speculative tendency and taught him the power of forcible expression. Herbart learned to play on several musical instruments, and at the age of eleven displayed considerable talent as a pianist. When twelve years of age he entered the _Gymnasium_ at Oldenburg, and six years later completed the course. He entered the university of Jena in 1794 and became a student of Fichte, who was sure to inspire a young man of Herbart's philosophical bent. His attention seems to have been directed to educational questions, though he had not yet decided to be a teacher.[155] =As Teacher.=--After three years at Jena, Herbart became tutor (Hauslehrer) in the family of Herr von Steiger, governor of Interlaken. This was his only experience in teaching children. "Herbart's experience as a teacher," says De Garmo, "would seem too small a thing to mention--some two or three years in a private family in Switzerland with three children aged respectively eight, twelve, and fourteen. Yet to a man who can see an oak tree in an acorn, who can understand all minds from the study of a few, such an experience may be most fruitful." It is certain that Herbart often drew upon this experience in his later writings. While in Switzerland he visited Pestalozzi, with whom he was deeply impressed. Opinions differ as to the harmony of theory between Pestalozzi and Herbart. Professor Rein thinks that, "In the ideas of Pestalozzi are found the outlines of Herbart's pedagogical structure." Having decided to devote himself to academic teaching, he gave up his position in Switzerland and went to Bremen for further study. During the two years spent there, he wrote several essays on educational subjects, but gave his chief attention to the study of Greek and mathematics.