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Herbart, Ziller, Stoy, and Rein have been deeply interested in philosophy and psychology as life-long teachers of these subjects at the university, but in their practice schools in the same place they also stood daily face to face with the primary difficulties of ordinary teaching.
Ziller and several of his disciples have attained much prominence as educational writers and leaders. A year after the death of Stoy, 1886, Dr. Wilhelm Rein was called to the chair of pedagogy at Jena. He had studied both with Stoy and Ziller, and had added to this an extensive experience as a teacher and as principal of a normal school.
"Whene'er I take my walks abroad," it shall be to trace the clear Rauma from its rise on the fjeld to its rest in the fjord; or to follow the Ericht and the Halladale through the heather. The Ziller and the Salzach shall be my guides through the Tyrol; the Rotha and the Dove shall lead me into the heart of England.
But by means of a natural interest it is possible to bring the mind into the most favorable state for action. In opposition to a lively and humane treatment of subjects, a dry and dull routine has often been praised as the proper discipline of the mind and will. "It was a mistake," says Ziller, "to find in the simple pressure of difficulties a source of culture, for it is the opposite of culture.
Joseph Speckbacher marched his intrepid men to the Ziller valley and the Muhlbach Pass, where he united with Joachim Haspinger, and advanced with him upon the enemy. All were in good spirits, and no one believed in the dreadful tidings which at first had frightened them all so much: no one believed that peace had been made. Andreas Hofer himself thought the news was false.
Even a long cram, if only on one subject, which brings out the relations of the parts, or a "one-study college," as is already devised in the West, or the combination of several subjects even in primary school grades into a "concentration series," as devised by Ziller and Rein, the university purpose as defined by Ziller of so combining studies that each shall stand in the course next to that with which it is inherently closest connected by matter and method, or the requirements of one central and two collateral branches for the doctorate examination all these devices no doubt tend to give a sense of efficiency, which is one of the deepest and proudest joys of life, in the place of a sense of possession so often attended by the exquisite misery of conscious weakness.
We see again that in all exertions, power and pleasure are secured to interest. It does not feel the burden of difficulties but often seems to sport with them." Ziller. A natural interest is also awakened by what is strange, mysterious, and even frightful, but these kinds of interest concern us from a speculative rather than a pedagogical point of view.
Ziller, as a disciple of Herbart, was the first to lay out a course of study for the common school with history materials as a central series, based upon the idea of the culture epochs. Since religious instruction drawn from the Old and New Testament has always been an important study in German schools, he established a double historical series.
The church, now crowded with men as well as women, reeked with perspiration, the sermon oppressed us, and thus our sense and senses drove us out into the open air. Here the fresh breeze came across from the Ziller snow-fields, health-giving as a breath from heaven. Peasant-women who were too late to squeeze into church were seated amongst the iron crosses of the graves.
His seminary for discussion and his practice-school became famous throughout Germany and sent out many men who gained eminence in educational labors. Tuiskon Ziller, in 1862, set up at Leipzig, in connection with his lectures on teaching, a pedagogical seminary and practice-school, which, for twenty years, continued to develop and extend the application of Herbart's ideas.
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