chapter  III
THE PSYCHOLOGY OF THE EARLY NINETEENTH CENTURY
Pages 20

Theseideaswereepoch-making.Educationalmethod becameanempiricalstudy.Herbartestablishedanexperimentalschool;heconductedclassesforteacher-training, andmadecomparisonofdifferentmethodsofpresenting schoolmaterial.Andalthoughthemathematicalaspirations ofHerbart'sworkweredestinedtoreceivenogreatfulfilment/beingrejectedasthoughbycommonconsent,his generalconceptionofmentalorganizationwasthebasisfor educationaltheoryandexperimentationformanydecades, andremainswidelyinfluentialto-day.Hehopedtomake psychologyanexactandanempiricalscience;hefailedin theformer,butdidmuchtoadvancethelatterpurpose.