16. +Portugall, Adele von.+ Friedrich Froebel, sein Leben und Wirken. Teubner, Leipzig, 1905. 154 pages. 17. +Quick, Robert Hebert.+ Essays on Educational Reformers. Appleton, New York, 1890. 560 pages. The same (International Education Series), 1903. 568 pages. 18. +Rein, Georg Wilhelm.+ Encyklopädisches Handbuch der Pädagogik. 8 vols. Beyer, Langensalza, 1895-1906. Vol. II. 19. +Scherer, Heinrich.+ Die Pädagogik in ihrer Entwicklung im Zusammenhange mit dem Kultur- und Geistesleben und ihrem Einfluss auf die Gestaltung des Erziehungs- und Bildungswesens. Vol. II. Die Pädagogik als Wissenschaft von Pestalozzi bis zur Gegenwart. 3 parts. Brandstetter, Leipzig, 1897-1908. 20. +Schmid, Karl Adolf.+ Geschichte der Erziehung vom Anfang an bis auf unsere Zeit. 5 vols. Cotta, Stuttgart, 1884-1902. Vol. III. CHAPTER IX. JOHANN FRIEDRICH HERBART (1776-1841) Pestalozzi found the most original successor of his educational reform in the intuitive mind of Froebel; the work of education as a benevolent and intelligent assistance to the natural evolution of the child-soul was carried on further by the latter. But the successor most competent to systematize and complete his pedagogical ideas was found in the analytical mind of Herbart; Pestalozzi’s innovations in the field of elementary instruction underwent a careful working over by this keen and comprehensive intellect of thorough academic training. To bring about psychological unity and sequence in school instruction was one of the life aims of Froebel, but he stopped short at the kindergarten, and, moreover, left us no scientific theory. Herbart, on the contrary, not only aimed at the same, but worked out a system on the broadest scientific and philosophic basis which his age permitted him. According to Herbart, “to discover this sequence is Pestalozzi’s chief effort and likewise my own great ideal.” He found the solution in the principle of the A. B. C. of perception, “that grand idea of its discoverer, the noble Pestalozzi,” as he called it. But “Pestalozzi has only worked out the application of the principle within the narrow sphere of elementary instruction. It belongs, in truth, to education as a whole, though it needs for that a further development” (6: p. 178). This Pestalozzian principle, interpreted by Herbart, probably means the systematic building up of the entire mental mechanism of the pupil from its simplest and fundamental elements or constituents, in the necessary psychological order and with mathematical exactness.