HEPHAESTUS
866
HERBART
very peculiar spore-case (see anthoceros). The second of these lines contains by far the greatest number of species, many of which are associated with mosses and lichens in covering tree-trunks and are commonly mistaken for mosses. The liverworts are of special interest from the fact that they probably have been derived from the algae, and in turn have given rise to the mosses and ferns. J. M. COULTER.
Hep'hsestus. See VULCAN.
Heptarchy (hep'tark-y), the name sometimes applied to the seven kingdoms supposed to have been established by the Saxons in England. It is a misleading term, an error, unless the chief kingdoms at different periods be meant. The chief kingdoms at different times between the $th and gth centuries were Wessex, Sussex, Kent, Essex, East Anglia, Mercia and North-umbria.
Hera or Here (he're}. One of the names of Juno. In the Roman mythology she was queen of heaven and wife of Jupiter. She presided over womanhood, maternity and chaste wedlock and very young children. She was also imagined to have supervision over the public finances and justice. Hera is the Greek and Juno is the Latin name for the same person. See JUNO.
Her'aldry, in the sense most commonly used, is the knowledge of the laws that regulate armorial bearings, that is, the devices that appear on shields, their crests, supporters and badges. The custom of using a coat-of-arms may be traced to very early times, as to the standards of the twelve tribes of Israel, of the Egyptians and the Roman eagle. From these times grew up the custom of clans and families distinguishing themselves from others by signs and emblems. After a while it was considered the right of all noblemen to use a coat-of-arms, no two families being allowed to use the same. A coat-of-arms is composed of a shield or escutcheon on which the charges or emblems are depicted. Often the charges used bore some relation to the names or residence of the user, and, in the case of rulers, the arms of the country or countries over which he presided. See Boutell's Heraldry, Historical and Practical.
Herat (her-df), capital of the most westerly of the three divisions of Afghanistan, lies on the Heri-Rud River, 2,500 feet above sea-level. It is a strongly fortified city, and the citadel is occupied by a British garrison. It is one of the most important markets of central Asia, and lies in a district famous for rich crops and excellent fruits. Herat is the military and political key to central Asia, having for a long time been a bone of contention between England and Russia. In 1890 it was
Planned to connect it by a railroad with ndia, but the project has as yet not been
carried out. Its exports are indigo, dried fruits, dyes, asafcetida, rice, wool, carpets, raw hides, silk and leather wares; while chintzes, cloth, sugar, ironware and European wares are imported. Its population changes from time to time, and averages about 50,000. See Malleson's Herat.
Her'bart, Johann Friedrich, a noted German philosopher and educator, was born at Oldenburg in 1776, and died in 1841. He studied under the idealist Fichte, and, after teaching philosophy during 1805-9 in the University of Gsttingen, was called to the chair which the great Immanuel Kant had filled for so long at KSnigsberg. Her-bart returned to GOttingen to teach during the eight years previous to his death. His interests were divided between philosophy, psychology and education; or rather, these three studies for Herbart involved one another. As a philosopher, Herbart was a realist. He rejected the idealism of Fichte and Schelling, and tried to work out the theory of the nature of the real being, underlying change, at which Kant had only hinted. Beneke and Lotze were in some sense disciples of Herbart. As an educator, Herbart was not immediately popular, but his ideas were taken up, elaborated and popularized by a vigorous and efficient school, which included the names of Ziller, Story, Dorpfeld, Staude and Rein. The Herbartian principles of education have had a very beneficent influence in England and America. A Herbart Society was founded in the United States in 1889. Through its agency the chief educational works of Herbart were translated into English, so that his name and ideas were soon in the mouths of all teachers. The chief works of Herbart upon education are the General Pedagogy Deduced from the End of Education (1804) and the Outlines of Pedagogical Lectures (1835). The dates show over how long a range of his life Herbart was occupied with education.
Herbart agrees with other educators, and indeed few other educators have insisted with such force, that character is the one end of education. Knowledge is a means to the good character. Herbart perhaps errs in attributing good character almost entirely to ideas, so that he might almost say with Socrates, that virtue is knowledge. But it was well for him to emphasize the moral import in all knowledge. There is a danger, however, that the Herbartian teacher may rely upon instruction alone to form the good character. Herbart thinks that morality is the necessary consequence of mental balance or of a many-sided interest. Accordingly, Herbart and his followers have demonstrated in great detail the importance of the place of interest in education. To understand fully the teaching of Herbart upon interest and' upon the interrelation and correlation of
