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Updated: May 10, 2025
But this does not restrain Rothe from deliberately advising his fellow-men to a different course. Rothe names Marheineke, DeWette, von Ammon, Herbart, Hartenstein, Schwartz, Harless, and Reinhard, as agreeing in the main with his position; while as opposed to it he mentions Kant, Fichte, Krause, Schleiermacher, von Hirscher, Nitzsch, Flatt, and Baumgarten-Crusius.
In this way Herbart defends the substantiality of the soul against Kant and Fries. Ribot, German Psychology of To-day, English Translation by Baldwin, 1886, pp. 24-67; and G.F. Stout, Mind, vols. xiii.-xiv. The soul is one of these reals which, unchangeable in themselves, enter into various relations with others, and conserve themselves against the latter.
The "together" is a "relation" established by thought among the elements of the real. For this reason Herbart terms his method of finding out necessary supplements to the given "the method of relations." Another name for the same thing is "the method of contingent aspects."
Politics and pedagogics are branches of the theory of virtue. The end of education is development in virtue, and, as a means to this, the arousing of varied interests and the production of a stable character. In conclusion, we may sum up the points in which Herbart shows himself a follower of Kant he calls himself a "Kantian of the year 1828."
The error of its enthusiasts, from Saint-Pierre and Vauvenargues to Herbart and Count Tolstoi, lies in the interpretation of this cosmic desire, deep as the wells of existence itself, and in the extension to the Conditioned of a phase of the Unconditioned. Will War then never cease? Will universal peace be for ever but a dream?
No real activities and indeed no real connexions of any kind can obtain if we follow the conceptual logic; for to be distinguishable, according to what I call intellectualism, is to be incapable of connexion. The work begun by Zeno, and continued by Hume, Kant, Herbart, Hegel, and Bradley, does not stop till sensible reality lies entirely disintegrated at the feet of 'reason.
The example thus set by Herbart of bringing the maturest fruit of philosophical study into the school room, and testing it day by day and month by month upon children has been followed by several eminent disciples of Herbart at important universities.
With Herbart, the ideas gained through experience are the apperceiving power in interpreting new things. Practically, the difference between Kant and Herbart is important. For Kant gives controlling influence to innate ideas in the process of acquisition.
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 connection with subject matter: method having to do with the manner and sequence of presenting new subject matter to insure its proper interaction with old.
From his complex and unproductive endeavors to derive the appearance of continuity from discontinuous reality we hurry on to the fourth, the psychological problem, which Herbart discusses with great acuteness. He considers it the chief merit of Fichte's Science of Knowledge that it called attention to this problem.
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