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Among the many objections experienced by Herbart's endeavor to explain the empirical fact of change by his theory of self-conservation against threatened disturbances Lotze's is the most cogent: The unsuccessful attempt to solve the difficulties in the concept of becoming and action is still instructive, for it shows that they cannot be solved in this way from the concept of inflexible being.
The discovery of the laws which govern the interaction of the psychical elements is the task of a statics and a mechanics of representations. The former investigates the equilibrium or the settled final state; the latter, the change, i.e. the movements of representations. These names of themselves betray Herbart's conviction that mathematics can and must be applied to psychology.
Herbart's polemic has no force against the moderate and necessary use of this idea, no matter how much it was in place in view of the impropriety of a superfluous multiplication of the faculties of the soul.
Scarcely a better dowry can be bestowed upon a child by education, than a desire for knowledge and an intelligent interest in all important branches of study. Herbart's many-sided interest is to strengthen and branch out from year to year during school life, and become a permanent tendency or force in later years.
It is well known that a pupil of Herbart's must, to this end, supplement Herbart's four periods by a prior period, that of interest; linking all new knowledge to the old, "going from the known to the unknown," because what is absolutely new can awake no interest.
Otherwise it would be inexplicable that even the best pedagogical skill proves powerless in the case of many individuals. Herbart's psychology was preceded by a philosophy of nature, which construes matter from attraction and repulsion, and declares an actio in distans impossible.
If the mental process of Herbart's four periods is to come naturally, it would be essential that great interest in the object should exist; it is interest which would keep the mind amused, or, as the famous pedagogist would say, plunged in the idea, and would maintain it in a system nevertheless embracing multilateral ideas; and hence it is necessary that "interest" should be awakened and should persist in all instruction.
This, in essential outline, is the content of the scattered observations on the philosophy of religion given by Herbart. It remains only to glance at Herbart's Aesthetics.
Finally, Herbart's method of thought, his impersonality, the at times anxious caution of his inquiry, and the neatness of his conceptions, are somewhat akin to Kant's, only that he lacked the gift of combination to a much greater degree than his great predecessor on the Königsberg rostrum.
I considered the relations between beauty and life; why was it that artificial flowers and the imitation of a nightingale's song were so far behind their originals in beauty? What was the difference between the beauty of the real, the artificial and the painted flower? Might not Herbart's Aesthetics be wrong, in their theory of form?
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