The conscientious zeal with which he devoted himself to
the moral and mental growth of these children is a model for teachers.
The shaping of three characters was, according to his view, entrusted
to him. The common notion of intellectual growth and strength which
rules in such cases was at once subordinated to _character development_
in the moral sense. Not that the two ideas are at all antagonistic,
but one is more important than the other. The selection of reading
matter, of studies, and of employments, was adapted to each boy with a
view to influencing conduct and moral action.
The Herbart school adheres to this view of education, and has
_transferred its spirit and method to the schools_. The Herbartians
have the hardihood, in this age of moral skeptics, to believe not only
in moral example but also in moral teaching. (By moral skeptics we
mean those who believe in morals but not in moral instruction.) They
seek first of all historical materials of the richest moral content, in
vivid personification, upon which to nourish the moral spirit of
children. If properly treated, this subject matter will soon win the
children by its power over feeling and judgment.
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