nd which produce this or that
arrangement among the reactions called out. The formation of mind is
wholly a matter of the presentation of the proper educational materials.

(2) Since the earlier presentations constitute the "apperceiving organs"
which control the assimilation of new presentations, their character is
all important. The effect of new presentations is to reinforce groupings
previously formed. The business of the educator is, first, to select the
proper material in order to fix the nature of the original reactions,
and, secondly, to arrange the sequence of subsequent presentations
on the basis of the store of ideas secured by prior transactions. The
control is from behind, from the past, instead of, as in the unfolding
conception, in the ultimate goal.

(3) Certain formal steps of all method in teaching may be laid down.
Presentation of new subject matter is obviously the central thing,
but since knowing consists in the way in which this interacts with the
contents already submerged below consciousness, the first thing is
the step of "preparation,"--that is, calling into special activity and
getting above the floor of consciousness those older presentations which
are to assimilate the new one. Then after the presentation, follow the
processes of interaction of new and old; then comes the application of
the newly formed content to the performance of some task. Everything
must go through this course; consequently there is a perfectly uniform
method in instruction in all subjects for all pupils of all ages.

Herbart's great service lay in taking the work of teaching out of
the region of routine and accident. He brought it into the sphere of
conscious method; it became a conscious business with a definite aim
and procedure, instead of being a compound of casual inspiration
and subservience to tradition. Moreover, everything in teaching and
discipline could be specified, instead of our having to be content with
vague and more or less mystic generalities about ultimate ideals and
speculative spiritual symbols. He abolished the notion of ready-made
faculties, which might be trained by exercise upon any sort of
material, and made attention to concrete subject matter, to the content,
all-important. Herbart undoubtedly has had a greater influence in
bringing to the front questions connected with the material of study
than any other educational philosopher. He stated problems of method
from the standpoint of their c