The child has now, thus guided, received its culture through the mother, for what is now in the child, what now transports it will always live in it, will give value to its life, dignity to its being. She now surrenders it fully prepared to the father, the parental teacher, or to his representative, the school-master, for definite instruction, definite teaching.

The instruction which the father or school-master will now give to the child will join on where the mother ended.

The child should find no other difference between this teaching and that of its mother; now every object stands singly, all instruction has a determined time. The manner of handling the subjects of instruction must be in harmony with that of its mother.

Man as a Scholar.

[The next division of this article upon Pestalozzi is entitled MAN AS A SCHOLAR, and in it Fröbel describes minutely Pestalozzi's mode of teaching everything:]

Language the mother tongue in reference to its meaning, the formal part of language; descriptions of nature, of the products of art, of the earth's surface. Second course of geographical instruction, the knowledge of numbers, forms, size, singing, drawing (Schmidt's method), reading, writing.

This instruction is not given from books, but from life, observation of nature, walks, examination of works of art and use, etc., etc.

INTRODUCTION OF THIS METHOD INTO THE SCHOOLS.

The demands which Pestalozzi makes upon the teacher are simple and natural; they are founded in the nature of the teacher as well as in the nature of the scholar. Therefore they will be intelligible and easy of execution and representation to every teacher, even the country schoolteacher, who can unite good will with power and understanding, as soon as he has suitably prepared himself in the method. It is the same with the subjects which Pestalozzi wishes to have taught. They go from the simple, their march is connected in a determined sequence lying in the nature of every subject of instruction. If the teacher has been taught only the first point, the nature and essence of his subject, through observation in his own practice, he can not only proceed easily according to the demand of that subject, but even instruct the scholar in it consecutively.

The teacher with good will and the impulse to perfect himself (and upon what teacher who wishes to perfect others would not this requisition be made?) will very soon perceive with the utmost joy the glorious effects of the Pestalozzian method upon himself; he will find it grounded in his nature. The Pestalozzian principles will thus become his own; they will flow into his whole life; and thus he will express it with mind, love, warmth, life and freedom in all his acts, and instruct

and represent it to his scholars according to their needs, as to his own children and brethren.

There would be few difficulties in introducing Pestalozzi's method into the schools, if teachers, and those who feel it their destiny to be such, should make themselves familiar at his institution with his principles, and should acquire the readiness and dexterity in applying them, which they could do on the spot. Supposing that they know and honor the duties and demands of their calling, strive to fulfill them with all their power, and, thinking for themselves, not act mechanically, their efforts would be facilitated by the Pestalozzian method; in the first place because it corresponds to their natures as well as to that of their pupils, and again because its workings will fill them and their pupils with inward joy and exhilarating pleasure; it would enable them to fulfill their calling not only with love and joy, but with power and enthusiasm. They will not be behindhand in their own self-perfecting when they teach their scholars, even the lowly among the people, even the preliminary points of every subject; they will have the opportunity for thought whereby their own minds will be farther developed. Their human hearts, their loving souls, will be filled with nourishment. They will never be machines even when they are teaching the simplest thing; for they will never depend upon arbitrarily given rules, followed every day regularly without farther thought. Indeed, if they wish to teach according to Pestalozzi's principles, it will be necessary to think, so that what they teach will be living and active in itself, and be presented livingly and glowingly so as to awaken life and activity in others.

By their knowledge of this method, the teachers, in order to understand its introduction, will make it not only possible to fulfill their duty far more comprehensively and better than before, but will find their work much facilitated by it, for by its conformity to nature it bears within itself the quality that every advanced scholar will be able to teach and instruct others. Very essential and many-sided advantages will arise out of this to both scholars and schools.

1. All the scholars will be, according to their needs and at all times, employed under a teacher, will be always under inspection, and never left to themselves or to indolence, a thing so common in schools, but will be at all times engaged in their development and culture.

2. For the instructed and assistant pupils will themselves penetrate deeper into the method, and hence be better able to comprehend the teaching they will receive. Their power of thought and judgment will be in continual exercise, their feelings and souls will have the opportunity to practice love and ready service, and thus, while upon one side their understandings will be cultivated, on the other they will rise to practical humanity. The school itself will thus be sustained like a family, the teacher of which is the father, the pupils of which are the children; these will be like brothers and sisters of the same family, in which the weaker will be sustained by the stronger.

Whose heart does not beat quickly to see the schools of his beloved fatherland thus exalted?

The assistant teacher will receive thus the most highly essential advantage; he must never weaken his powers by frittering them away, that he may always be able to devote them wholly to the department taught by him.

The school receives this essential advantage-that unity reigns in the whole instruction. So much more important progress will the pupils make. The school can thus naturally answer perfectly to the demands of the parents, the children always be suitably and directly employed, and all things work together for their culture.

The instruction will thus gain in life, interest and variety by every class of the pupils being occupied specially and particularly according to their ages.

If we were to take into consideration the wants of the people in the arrangement and application of subjects of instruction in the people's schools and the country schools, a teacher in a country or village school, supported by some of his most capable pupils, could fulfill the demands of Pestalozzi for eighty or more scholars by seven hours of daily instruction (two afternoons being excepted).

Since the child is first capable at eight years of age of being treated as a scholar, according to Pestalozzi's principles, if hitherto but little has been done for his development by his parents and his mother, a fixed time, to fall between the sixth and seventh year, must be arranged by local conditions to receive him into the school in order to supply what the first education at home has neglected.

Therefore at first all the children who go to the school will be divided into two principal classes or divisions.

The first division will constitute the children's class, and these pupils will be under eight years of age. The manner of their treatment will be determined by their age, for they are children in the narrow sense of the word; they have not emerged from the circle determined by the foregoing representation of the Book for Mothers.

The second division will consist of the school classes, and the pupils will be from eight years up to the age in which they usually leave school. The manner of their treatment is determined by Pestalozzi's method of instruction.

This second division must be divided again into two parts; into the lower class in which the pupils are at all events from eight to eleven years old, and the upper class which contains the pupils from eleven years of age to the end of the school time. The whole school would be divided then into three classes; the first or child's class; the second or lower school class; the third or upper school class.

According to this division of the classes the following subjects of instruction are possible:

The second class could receive two hours' instruction in the descrip

tion of nature; the third class two hours in natural history. In this way the pupils become acquainted not only with the greater part of the natural products of their fatherland, particularly of the region in which they live, but also of the foreign natural products of essential importance to that region.

The second class could devote two hours in the week to the description of products of art; the third class two hours to technology. And here what is essential to the pupils in the circle in which they live is alone necessary.

Then two hours of description of the earth for the second class, and two hours of knowledge of different countries. The second class could give one of these hours in the middle of the week to a walk. Thus they would learn to know Germany (its physical limits) and especially the Thuringian valley accurately, and have a general view of Europe.

In the description of other countries, they are taught the products of nature and art in each country, the manner of life and system of government of the inhabitants, and the relations of every land and of the inhabitants of each to the territories in which they live.

The fatherland of the pupils stands first in importance in all these three topics.

The second class can have six hours of arithmetic. The third class also six hours of the same. In the second class it will be chiefly mental arithmetic, in the third class chiefly ciphering or written arithmetic (on the slate).

The second class can have four hours upon the theory of forms and drawing; the third class four hours in geometry and drawing. To fix more sharply the relation of the hours for arithmetic, theory of forms, geometry and drawing, a part should be precise local knowledge, a part dependent upon what knowledge the pupils of the child's class in the lower school class already have.

The second class can have six hours of reading and mother tongue; the third class four hours of the formal theory of language.

The exercises in beautiful handwriting can be connected afterwards with grammatical exercises.

The third class needs neither special hours for reading or writing, because the pupils have been firmly grounded in these before they passed into the third class. To practice and cultivate themselves more in both, they find sufficient opportunity in writing upon the other topics. The second class can have three hours in singing, and the third class the same.

Lastly, the second class can have six hours of religious instruction, and the third class nine hours. In the third class this consists of the reports of the preaching, passages of scripture and songs; in the recitation of Bible texts and songs, not only in the words but in the significa tion which the pupil has given to both.

The particulars of the instruction in the first or child's class I pass

over, since the subjects, as well as their treatment, are designated in the way in which they are represented.

In no other than the Pestalozzian method can the child be employed in such a variety of ways, or in so few hours could such a goal be reached on every topic.

According to Pestalozzi's meaning and principles, no topic should stand isolated; only in organic union do they lead to the desired goal, which is the cultivation and education of the child and pupil.

This suggestion for the assignment of hours and subjects is only made for the country schools; for the city schools, there are generally three regular teachers for greater perfection of instruction.

But the organization of a school according to Pestalozzi's principles makes two essential requisitions; first, that the children of the school age can only be received into the school at two fixed seasons; and that all school children, except in the vacations, shall come to school punctually and uninterruptedly. If a single hour is neglected by the pupil, it is never possible to make it wholly up without great disadvantage to his companions in that topic, since this method makes a steady advance and is characterized by a continuous progress.

All the faults which hitherto may be found in country and city schools are prevented by the introduction of this method.

Order, permanent and spontaneous occupation, taking into account both mind and character, gradual progress in culture, living and fundamental knowledge in the pupil, love, true love of it on his part, love for the school and for the teacher, contempt for all superficial knowledge in the schools of all kinds, or among the people. These are the essential consequences of schools directed on Pestalozzi's principles. To every one who relies upon the school for his circle of knowledge, he has marked out the path for perfecting and ennobling himself.

Love for teachers and companions, parents and family, will in riper age become a more exalted love of country, deep reverence for the princes who are to be regarded as superior fathers.

The many-sided practical power, the strength of mind and body he has acquired, will make it possible for every one so trained to act not only with power for the welfare of his own family, but to be an actively working subject for the good of the people.

Simplicity, contentment with his condition of firm independence of character, thoughtful action, the promotion of family and public happiness, practical virtue, true religion, will characterize the citizens educated according to Pestalozzi's method.

Upon the Possibility of introducing Pestalozzi's Method among the Mothers and Parents of the People, for the Natural Education and Treatment of their Children up to the Sixth Year.

Even the introduction of Pestalozzi's method into the families is not so difficult as it is thought to be, for every mother loves her child, has