Prepare the mind for the reception of the new matter by repetition of questions which freshen the pupil's recollection of ideas related to the subject of the coming lesson. Next present the matter clearly, developing it in an orderly method. Then, or pari passu by comparison or illustration associate the new ideas or facts with those already familiar. After this generalize the results and finally apply the knowledge gained in some form of practical exercise. Though character, according to Herbart, is formed in very large measure by the instruction, i.e. by the ideas apperceived and absorbed by the mind, yet he allows something to these other agencies.
Government is mainly repressive, checking disorder and providing the conditions for instruction.
Training and discipline are of greater importance. They look to the future building up of the will and forming lasting habits. But as discipline is effected not merely by the form but also by the matter of the school exercises, we come back once more to instruction as the essential factor. Undoubtedly there is much that is stimulating and valuable in Herbart's works on Education. But there are other features in his theory to which serious objections are made.