Kant saw the necessity and possibility of scientific pedagogy, and had an unrealized dream of establishing a pedagogical system as the culmination of all the philosophical branches. This, Herbart worked at with painstaking effort, and thought he succeeded in it. Professor Rein is justified in saying that, “without doubt, Herbart, among all German philosophers, made the greatest and most thorough investigation in this field.... He is the only one among the original thinkers of modern times who not merely casually touched, but directed the whole force of his theoretical and practical knowledge upon the question of pedagogy” (16: p. 462). Kant recommends, in his pedagogical lectures, the establishment of experimental schools for the advancement of educational art. Herbart realized the idea by organizing a pedagogical seminary with a practice school in connection with the University of Königsberg, where he was invited in 1809 to fill the chair once occupied by Kant, and long desired by him. And to-day we see, thanks to this impetus, similar institutes established in many German universities. A German writer has called Pestalozzi the Kant of pedagogy and didactics, but to me no one seems better to suit the name than our philosopher-pedagogist. But we must not overlook an important difference which exists between the two philosophers: Kant stood more under the influence of natural science, while Herbart remained more under the influence of the classics. So the former is the more naturalistic, and the latter more humanistic, in his educational standpoint. This may be partly due to the difference of the times in which they lived, partly to that of their training, and also of their personalities. While they resemble each other in their intellectuality, there seems to be more iron in Kant and more warmth in Herbart; certainly the latter had more appreciation of the æsthetic aspect of things than the former.