Johann Friedrich Herbart (1776 – 1841)
Herbart was influential in the organization of German education. He was a philosopher, a psychologist, a professor and believed education should be methodical and follow well-defined steps. The eventual goal for education in his eyes would be the attainment of a moral mind with an assortment of interests. He included such topics as literature and history to achieve this diversity. Herbart meticulously studied the proper ways to educate. He found that one must be readied for new material, that the material should be presented, well-studied, next would be to contrast this with what was already known, and to form opinions or ideas about the new subject, the final step would be to apply this knowledge. Herbartian methods were widely used by not only Germany but also many other countries. John Dewey’s ideas replaced his only a decade later possibly because there was not enough student engagement in his theories. His legacy still influences our current educational system. It is due to his influence that we continue to value literature and history, use logical lesson plans, and strive to keep a professional manner when teaching (Gutek, 1995).
Friedrich Froebel (1782 - 1852)
Froebel came from a strict and religious house but took solace in nature and used this sensitivity to guide his future career in teaching children. He realized the need for children to have enough freedom to allow a natural method to unfold when teaching. He felt that children were absorbent enough to take in all kinds of knowledge and, therefore, could grasp numerous opportunities to learn. Froebel studied Pestalozzian techniques as part of his training when becoming a teacher. They both agreed in the necessity to address not only the acquisition of facts, but also the need to nourish emotions. Froebel went further with his concepts than Pestalozzi. It was after serving in the military that Froebel became further involved in early childhood education and established the first kindergarten for children ages three through eight. In these schools, pleasing games were played in much the same fashion as a Pestalozzian school. They both agreed in the power of natural law, but Froebel was much more liberal with the freedom he gave to his students. Froebel felt children should have the freedom to grow and play, that it is from here that they could develop their social and moral values. He felt there was a universal law and growth towards that law is synonymous with growing towards God (Gutek, 1995).
Adolf Hitler (1889 – 1945)
Hitler recognized the power of education and sought to unite Germany through his education program. He struggled to put vitality into German education by expanding education in the anticipation of casting an unspoiled German race. In his mindset, the objective of education should be on allegiance to Germany as an authority. The education he set forth increased the focus on physical and public health. He also made allowances for those with exceptional abilities, as it was Hitler’s intention to nurture children with the finest, purest, and healthiest example of German stock. Hitler desired to mold Germanys youth into subservient individuals who could accept the obligations that would be expected of them and bestow on them the practicalities of what was useful for the success of their country. He believed that historically German education focused too acutely on intellectualism and not the qualities that would secure Germany as the leading nation. In 1933, a degree passed focusing on teaching Nazi theories that included purity of race and the superiority of the Germans. There were many schools and universities shut down who were not permitted by the Nazi regime (Gutek, 1995). This era is reminiscent of the Spartans who were primarily concerned with raising strong soldiers and less concerned with intellectual pursuits, neither of these were able to sustain longevity.

Reference
Gutek, G. L. (1995). A history of the Western educational experience (2nd ed.). Long Grove, IL: Waveland Press.