itten about and talked about for centuries without
finding their way to any great extent into school rooms. What we now
need in education is definite and well-grounded theories and plans,
backed up by honest and practical execution.

The Herbartians have patiently submitted themselves to thorough-going
tests in both theory and practice. After years of experiment and
discussion, they come forward with certain propositions of reform which
are designed to infuse new life and meaning into educational labors.

The first proposition is to make the foundation of education immovable
by resting it upon _growth in moral character_, as the purpose which
serious teachers must put first. The selection of studies and the
organization of the school course follow this guiding principle.

The second is _permanent, many-sided interest_. The life-giving power
which springs from the awakening of the best interests in the two great
realms of real knowledge should be felt by every teacher. Though not
entirely new, this idea is better than new, because its deeper meaning
is clearly brought out, and it is rationally provided for by the
selection of interesting materials and by marking out an appropriate
method of treatment. All knowledge must be infused with feelings of
interest, if it is to reach the heart and work its influence upon
character by giving impulse to the will.

Thirdly, the idea of _organized unity_, or concentration, in the mental
stores gathered by children, in all their knowledge and experience, is
a thought of such vital meaning in the effort to establish unity of
character, that, when a teacher once realizes its import, his effort is
toned up to great undertakings.

Fourthly, the _culture epochs_ give a suggestive bird's-eye view of the
historical meaning of education, and of the rich materials of history
and literature for supplying suitable mental food to children. They
help to realize the ideas of interest, concentration, and apperception.

_Apperception_ is the practical key to the most important problems of
education, because it compels us to keep a sympathetic eye upon the
child in his moods, mental states, and changing phases of growth; to
build hourly upon the only foundation he has, his previous acquirements
and habits.

Finally, the Herbartians have grappled seriously with that great and
comprehensive problem _the common school course_. The obligation rests
upon them to select the materials and to l