7. +Ziegler, Theobald.+ Geschichte der Pädagogik mit besonderer Rücksicht auf das höhere Unterrichtswesen. Beck, München, 1895. 361 pages. CHAPTER XII. W. T. HARRIS AND G. STANLEY HALL _William Torrey Harris_ (1835- ) In a country like America, where people have flocked from all corners of the world, each with his own ideas, beliefs, and ambitions, it is natural that the main concern of the leaders hitherto should have been the unity and solidarity of the social structure. How to produce self-governing yet law-abiding citizens in a free republic that has had no choice of the materials, seems to have been _the_ educational problem from the legislative standpoint. There has probably been more necessity for counteracting new “isms” and reforms than encouraging them. Just here the Hegelian pedagogy has an application, and it has, in fact, well-nigh penetrated, through Dr. Harris, into the great machinery of the public school. That Dr. Harris is a most faithful disciple of Hegel no one, including himself, will deny. If we are justified in calling Spencer the English interpreter of Rousseauean pedagogy, we may call Dr. Harris the American apostle of Hegelian pedagogy. With the Hegelian philosophy of history on his banner Dr. Harris stands, amidst all skeptics and reactionaries against the present civilization, as its bold and even conventional advocate. This civilization is the highest actual manifestation of the world-spirit or Logos; so every individual must be educated for and through it. Social institutions in which civilization is incorporated are to be the chief agents of education. These social institutions are family, school, church, and state. But the education of the family is essentially physical and very limited; and, on the other hand, the educational influence of the state is exerted mainly through the school. So the school and the church are the main educational agencies, the former ministering to the secular and the latter to the religious needs.