him with her most of the time up to a certain age, and willingly converses and occupies herself with him.

It needs little guidance, therefore, even of the uncultivated mother, in order to teach her how to treat her child according to its nature and to lead it farther on than usual; it depends upon how this guidance is given to her.

Mere words will work quite in a contrary way, but every mother likes to have people interested in her child.

Could these dispositions of the mother be used to give her confidence in Pestalozzi's method so that she could converse with her child and occupy herself with it in an intelligent manner, one might so interest the mother herself in it that she would soon perceive the benefit and joy of the child in her occupation with it; while she occupies herself with the child she cultivates herself also.

But what is thus naturally given must not go beyond her power of conception and representation. The more simple, easy and comprehensible what is given her the better. And what country teacher or country clergyman has not often an opportunity so to influence parents and child!

If even but little can be effected, what is really essential might be done by a country teacher or pastor, with the help of a few members of the community, to spread the knowledge of a better nurture of little children, one more conformable to nature. By the direction of the schools according to the principles of Pestalozzi, where the older and more advanced pupils teach the more backward ones, the introduction and generalizing of the above mentioned treatment of the children would surely be possible, and made far easier because the older members of families are so often left in charge of the younger ones by their parents.

By such direction of the schools, these representatives of the parents may receive the material with which they can develop and cultivate their little brothers and sisters by occupying them happily. How many evils which so often are inflicted upon children might be averted in this way!

The child so guided will never give itself by way of pastime to evil habits; it will become accustomed early to a proper way of thinking and feeling and will then never have any pleasure in idleness. The number of children deserving of compassion who run about under the name of "blackguards" and do not know what to do with their time, would vanish out of sight under this influence. All would strive consciously and unconsciously for the high aim of becoming productive and estimable citizens, and of protecting those who are weaker in their endeavors to seek the same goal.

Honored princess, linger a moment over this picture; find in it the happiness which this method will spread abroad over all conditions of men.

And how much more glorious would be the effect of such schools, when the pupil youth so guided shall become a father, and the young woman educated on these principles shall once be a mother. She will be a true mother; unconsciously and without farther guidance she will impart to her child what is in herself; she will naturally treat and educate her child according to Pestalozzi. Capable young people who feel the calling within themselves can thus cultivate themselves for still higher work, and be useful whether as husbands or fathers by their information, counsel and acts.

Let them unite with some others of the community who are most active for its welfare; let them use this spirit to do good with.

On Sundays and feast days let them come together, if only a few, to gather the youths and maidens around them; let them invite some of the fathers and mothers to make it more agreeable.

Let the knowledge of the world and of nature be the subject of their conversation, not formally or discursively; no, let it proceed from their own observation and examination how they as well as children learn to occupy themselves from the simplest thing to the most complex. At least let the possibility of the introduction of the Pestalozzian method among the people be shown. By its introduction to the schools its influence among the people will be so much the more secure and rich in consequences.

Upon the Connection of the Elementary Instruction of Pestalozzi with higher Scientific Instruction.

The series of elementary instruction continues uninterruptedly into the higher and scientific.

To represent this progress in detail would carry me too far. Permit me simply to indicate the connection.

Language retains as higher scientific construction both the directions it had taken as elementary instruction.

In one direction, and indeed formally, it rises to the philosophy of language (form is here taken in a wider sense); in the other direction it rises to scientific and artistic representation.

Classification or system proceeds from the description of nature directly, according to one direction; according to the other, the history of the products of nature.

Both run parallel. As the description of nature rises to individual classification, so from natural history proceeds the individual histories of the species.

The description of the surface of the earth becomes in uninterrupted sequence the history of the earth's surface; afterwards it necessarily blends with ancient geography. Since the old geography proceeds according to its elements from the highest point of the earth's surface, this determines the biblical geography to be the beginning of this

Description of men becomes anthropology, physiology and psychology (which must come out of history and through which, first receives here its true meaning) and at last human history. Here first comes the history of individual men, then their history as fathers of families, then the history of the whole family of the people and the nation.

Only biblical history corresponds to this natural continuous progress, since it ascends from the individual to the whole, therefore the beginning would be made with it; in it lies the starting point for farther progress. Here comes in the study and learning of the ancient languages. History and ancient geography now run parallel.

The introduction of the Pestalozzian method of instruction in geography is highly essential to the study of ancient geography.

Arithmetic develops without a break into the mathematics of abstract computable quantities in all its branches.

Geometry develops in a similar uninterrupted succession into the mathematics of fixed magnitudes in its whole extent and all its subdivisions. Knowledge of the elementary powers of nature develops into natural history in the wider sense and in all its compass.

The description of the products of art becomes the history of the products of art in its greatest range.

Elementary drawing rises to drawing as an art and proceeds to plastic representation of different kinds.

The theory of form according to its essence must stand in a higher contact with the aesthetic; their connection is not yet found.

Song rises to art and founds instrumental music in its various forms. Thus, according to Pestalozzi, the whole is carried out till all these sciences and arts meet again in one point from which they all issuedMAN.

The first of this encounter is Philosophy; to recognize it makes the scholar a learned man. When he finds himself at this point, he may determine by himself the direction and aim of his life with clearness and true consciousness.

And thus the Pestalozzian method sets man forth on his endless path of development and culture on the way to knowledge, bound to no time and no space, a development to which there is no limit, no hindrance, no bounds! A. FROEBEL.

PUBLICATIONS ON PESTALOZZI AND PESTALOZZIANISM.

ABS, JOS. THEOD. Darstellung meiner Anwendung der Pestalozzi'schen Bildungsmethode. Halberstadt, 1811.

Pestalozzi's Anstrengungen für Menschenbildung geschichtlich dargestellt. Halberstadt, 1815.

ACADEMICIAN of 1818-19. Pestalozzi-a Series of Articles by a " Citizen of Clinton County." N. Y. A portion Republished in Russell's American Journal of Education for 1829.

ACKERMANN, W. H. Erinnerungen aus meinem Leben bei Pestalozzi. Frankfurt a/M., 1846.

ALBERTI, C. E. R. H. Pestalozzi. In der Sammlung gemeinverständlicher wissenschaftlicher Vorträge von R. Virchow und Fr. von Holtzendorff. (Heft 79.) Berlin, 1869.

ALCOTT A. BRONSON. Pestalozzi, Principles and Methods, 99 p., 1829.

AMERICAN ANNALS OF EDUCATION. Life and System, of Pestalozzi, compared with Basedow. Woodbridge, 1837.

AMERICAN JOURNAL OF EDUCATION, ed. by H. Barnard. Pestalozzi and his System.-Papers to the aggregate of 800 pages, in Volumes III., IV., VI., VII., X., XXX, XXXI. Hartford, 1857-1880.

AMOROS. Mémoire, lu à la Société pour l'instruction élémentaire, sur les avantages de la méthode d'éducation de Pestalozzi et sur l'expérience décisive faite en Espagne en faveur de cette méthode. Paris, 1815.

AUCH ANSICHTEN und Erfahrungen über Institute und Schulen, eine Prüfung des Schmid'schen Buches "Erfahrungen und Ansichten." Deutschland, 1811. AUCH EIN WORT. s. Keller.

AUFFORDERUNGEN und Vorschläge zur Veredlung des Schulund Erziehungswesens. Leipzig, 1800.

AUFSÄTZE. For and against Pestalozzi's System. s. Horner.

D'AUTEL, A. H. Prüfung des Werthes der Pestalozzi'schen Methode. Stuttgart, 1810.

BÄBLER, J. J. Ein bescheidenes Blümchen auf das Grab Pestalozzi's. Glarus, 1846.

BÄR. s. Pestalozzi

BAGGE, E. W. G. Pestalozzi. Frankfurt a/M., 1847.

BANDLIN, DR. J. B. Pestalozzi. Schaffhausen, 1843.

Der Genius von Vater Pestalozzi. Zürich, 1846.

BARNARD, HENRY. Pestalozzi, Franklin and Oberlin, true Popular Educators: 24 p. Hartford, 1839. Edition of 1880, 80 p.

Pestalozzi's Educational Labors for the Poor, and the Popular Schools, in Barnard's Reformatory and Preventive Institutions, 16 p. Hartford, 1847. Pestalozzi and his Method of Instruction, 48 p. Hartford, 1849. Life and Educational Views, from Raumer, 126 p. Pestalozzi and his Assistants and Disciples, 224 p. Hartford, 1858. Pestalozzi and Pestalozzianism, 474 p. 1862.

Hartford, 1857.

Third Edition, with Fellenberg and Wehrli, p. 528. 1870.
Leonard and Gertrude, translated from Ed. of 1781, 152 p.

Second Edition, with Evening Hour of a Hermit; New Year and Christmas Addresses to his Family, 221 p. Hartford, 1860.

Pestalozzi, Fellenberg and Wehrli, in relation to the Industrial

Element in Education, 16 p. Hartford, 1861.

Pestalozzi and Froebel in Child Culture, 32 p. 1881.

Pestalozzi's One Hundredth Birth-Day, and the Literature of Pesta

lozzianism. Second Edition, 32 p. 1881.

Pestalozzi and other Swiss Educators (Zwingle, Calvin, Rousseau, Girard, Fellenberg, Wehrli, Kuratli, Agassiz, etc.). Memoirs and Educational Views, 740 p. Hartford, 1881.

Revised to 1881. Mainly from " Catalogue of Works on Pestalozzi" by A. Schumann, of Zofing, enprinted in Schweizerische Zeitschrift jur Gemeinnuelzigkeit. Zurich, 1879.

(BAUER). Pestalozzi der Revolutionär. Von einem Zöglinge desselben. Charlottenburg, 1846.

BELEUCHTUNG der Pestalozzi'schen Grosssprechereien. Erfurt, 1804.

BEMERKUNGEN über Erziehungs Unterricht. Gewidmet den Gönnern und Beförderern der hiesigen Anstalt nach Pestalozzi'schen Grundsätzen. Bei Gelegenheit der zweiten Prüfung. Basel, 1811.

BERICHT über die Pestalozzi'sche Erziehungsanstalt zu Yverdon an S. Excellenz den Herrn Landammann und die h. Tagsatzung der Schweiz. Eidgenossenschaft. Gedruckt auf Befehl der Tagsatzung. Bern, 1810 (von Girard, Trechsel, Merian).

BIBER, E. Beitrag zur Biographie H. Pestalozzi's. St. Gallen, 1827.

Henry Pestalozzi, and his plan of education. London, 1831.

BIOGRAPHIE de Henri Pestalozzi, s. Chavannes.

BITZIUS, S. Gotthelf.

BLACKWOOD'S MAGAZINE. Pestalozziana. Reminiscences of an English Student (before 1818). Vol. 66, 1849.

BLÄTTER, rheinische, für Erziehung und Unterricht. Herausgegeben von A. Diesterweg. Essen. Jahrgänge, 1845-47. Band, 31-36.

vorläufige, von den Verhandlungen der schweizerischen Gesellschaft für Erziehung. 1808.

BLOCHMANN, K. J. Heinrich Pestalozzi. Leipzig, 1846.

Pestalozzi; Poor School at Neuhof, in Barnard's Reform'y Ed. 1857.

BONAPARTE, Talleyrand, et Stapfer, 1800-1803. Zurich, 1869.

BORDIER. ancien pasteur, Pestalozzi. Neuchâtel, 1873.

BORNHAUSER, TH. Pestalozzi's Andenken. Gedicht, an der Feier des Vaters Pestalozzi bei seinem hundertsten Geburtstage den 12. Jan., 1846, gesungen von der thurg. Lehrerschaft in Weinfelden.

BREMI, J. H. Ueber die Schrift: Pestalozzi's Erziehungsunternehmung u. S. W. Zürich, 1812.

BRIEFE. s. Pestalozzi.

BROUGHAM, HENRY. Evidence before Education Committee. 1818.

BÜCHI, J. J. Ein Wort über Pestalozzi's Leben und Wirken. Wint,ur, 1846. BÜEL, J. Was soll in den Landschulen der Schweiz gelehrt und nicht gelehrt werden? Winterthur, 1801.

BURGWARDT, HEINRICH. Heinr. Pestalozzi. Altona, 1846.

BURKHART, K. F. E. War Heinrich Pestalozzi ein Ungläubiger? Leipzig, '41. Pestalozzi und seine Leistungen nach deren Einfluss auf eine religiöse Volkserziehung. Leipzig, 1846.

BUSINGER. Die Geschichten des Volks von Unterwalden ob und nid dem Wald. 2 Bände. Luzern, 1878.

CHAVANNES, D. AL. Exposé de la méthode élémentaire de Pestalozzi, suivi d'une notice sur cet homme célèbre. Paris, 1805. Vevey, 1806. Nouv. éd. Paris et Genève, 1809.

(CHAVANNES, MLLE.) Biographie de H. Pestalozzi. Lausanne, 1853. CHRISTIAN EXAMINER. Boston. Articles by J. Walker, vi. p. 287; G. Ripley, xi. 347; W. P. Atkinson, lxviii. 63.

CHRISTMANN, W. L. Versuch einer Metakritik der Weltverbesserung oder ein Wort ueber Pestalozzi und Pestalozzismus. Ulm, 1812.

CHRISTOFFEL, R. Pestalozzi's Leben und Ansichten. Zurich, 1846.
COCHIN. Essai sur le vie d'Henri Pestalozzi, p. 96. 1848.

COLLMANN, C. L. Mittheilungen aus dem Leben und den Schriften H. Pestalozzi's, zum Gebrauche in Familien und Schulen. Kassel, 1845.

Ein Wort zur Erinnerung an den 100. Geburtstag Pestalozzi's. Kassel, '46. COMPAYRE. G. Pestalozzi and Rousseau. Histoire Critique de l'Education in France. Vol. II.

CONRAD. M. G. lozzi" zu Neapel.

Paris, 1876.

Pestalozzi. Rede zur Einweihung der deutschen Loge "PestaLeipzig, 1873. Vermuthlich wieder abgedruckt in Conrad: "Vom Reissbrett. Freimaurerische Ansprachen und Skizzen." Zurich, 1875.