In such a work as the _Allgemeine Pädagogik_ of ZILLER,[50] for instance, the third edition of which has just been published by F. Mattes of Leipsic, there surely was abundant opportunity to do this—an opportunity which one might say almost amounted to obligation. For Ziller treats hereditary and acquired characteristics in great detail, and such treatment remains necessarily a one-sided one, if abnormal traits are not considered in it. Ziller, with Herbart, demands that individuality always be taken as the starting-point. But how many child-individualities are there, which, in the different periods of their development, may be regarded as fully normal! The reason of this omission must be looked for partly in the circumstance, that Ziller, as well as the new editor of this otherwise valuable work, belongs to the Herbartian school. If, namely, we compare the psychological literature of the Herbartian school with the publications of French, English, and American writers, or even with the works which in recent times have issued from other philosophical quarters of Germany, it will be unmistakably seen that the pathological conditions of the mind have been little considered by the followers of Herbart. Nor have voices been wanting, that would make Herbart himself responsible for this error. He did not, they say, sufficiently appreciate the importance of the pathological phenomena of mind, and his pupils were in this respect influenced by him. But this reproach will be found, on close examination, to be untenable. Herbart, it is true, did express himself repeatedly against the overestimation of “rare and curious phenomena,” unusual mental states and such things,[51] and his warning is applicable also to our epoch, which produces many psychological works in which remarkable things are to be read but which contribute nothing worth mentioning towards the explanation of even comparatively simple events. Herbart holds, that the psychology of the normal and ordinary states should be the first and principal object of scientific attention; the explanation of much that is extraordinary will then follow. With regard to this latter point, he remarks very positively: “I do not, however, wish by this, to gainsay the value of any real psychological observation. There must be a welcome place in science for every experience.” It will be seen, therefore, that Herbart is not at all far from the point of view of Maudsley and other investigators. We find, in fact, that he mentions repeatedly abnormal mental conditions, and also systematically treats them, even quoting such celebrated alienists as Reil and Pinel (_Text-book of Psychology_, §§ 142-149). The probability is, therefore, that psychopathology would have been properly employed in Herbart’s psychology, if it had been at all elaborated in his day, and its influence would through Herbart have been directly felt in pedagogy, as no pedagogist has made better or more careful use of psychology than he.