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That is to say, the teacher must adopt the standpoint of a child, as a well-graced actor dons the character which he impersonates. This must be done without exaggeration, fuss, or affectation; and without losing the control which wisdom, affection and authority should give. The teacher's mind should be so saturated with the realisation of the child's view of things that he unconsciously-in a great measure-works in a child-like (not childish) manner.

Above all, Pestalozzi is the one who first tried to analyse and systematise the very elements of the science of education. He dealt with the first beginnings, the real origins, of educational development. As Herbart says: "The Pestalozzian method . . . takes care of the earliest age that is at all capable of receiving instruction. It treats it with the seriousness and simplicity which are appropriate where the very first raw materials are to be procured." Herein Pestalozzi was the father of infants' education, in the modern sense; and his great disciple Froebel-himself in turn a Master-was truly an expounder and expander of Pestalozzian principles. Although Pestalozzi only sometimes dealt with those who were infants as to their bodies, he (personally) nearly always dealt with those who were infants as to their minds. It was of these that he was always thinking, and it was with them that he was so extraordinarily successful, as a practical teacher.

Perhaps the greatest success that Pestalozzi had was his influence upon two such men as Froebel and Herbart. Froebel says: "It soon became evident to me that Pestalozzi was to be the watchword of my life". Herbart wrote several essays on Pestalozzi's A B C of

Sense-Perception, and himself wrote a treatise on the same subject. Through these two men Pestalozzi has, in a special sense and degree, influenced all modern education. Indeed it is not too much to say that, in relation to modern education, Pestalozzi began everything, though he finished nothing.

During Pestalozzi's lifetime his system was introduced into most of the European countries: Alexander Boniface, for a time teacher of French at Yverdon, established a Pestalozzian school in Paris. Blochmann, teacher of music and geography at Yverdon, became chief educational counsellor to the King of Saxony; Gruner, who visited Yverdon, was head of a Pestalozzian school at Frankfort (where Froebel first taught); Muller, who was sent to Burgdorf to study the system, opened a Pestalozzian school at Mainz; Plamann, a visitor at Burgdorf, conducted a Pestalozzian school at Berlin; Barraud, who learnt under Pestalozzi, conducted a school at Bergerac; Voitel of Soleure founded a school at Madrid, and a training college for teachers at Santander; Ström and Torlitz, two teachers sent by the King of Denmark to study the system at Burgdorf, were put in charge of a school in Copenhagen; one teacher went to St. Petersburg. The King of Holland sent two student-teachers to Yverdon; and the Crown Prince himself visited the institution. Many young men from all parts, more especially from Germany, I went to the institute as visitors, to study the system.

Our own country also came under the influence of Pestalozzi. Dr. Kay based much of the teaching and organisation of the Battersea Training College (founded 1840) on the principles of Pestalozzi and Fellenberg. When he (Dr. Kay) became secretary of the Education

Department, he tried to spread a knowledge of Pestalozzian method amongst teachers in London, but met with little success. He introduced the Tables of the Relations of Numbers; and in 1855 a translation by Mr. J. Tilleard of Raumer's Life and System of Pestalozzi was included in the books given "By grant from the Committee of Council on Education". This translation had already appeared in the Educational Expositor. Previous to this the Irish Commissioners for Education had published an edition of a manual of exercises in arithmetic, according to Pestalozzian methods, for the use of their teachers; and had introduced the methods into the Dublin Model Schools. M. Du Puget, a student-teacher at Yverdon, was teaching arithmetic on the principles of Pestalozzi at a school at Abbeyleix, in Ireland, in 1821.

The Home and Colonial Infant School Society (the original name), which opened its schools and training college on 1st June, 1863, was founded for the purpose of furthering Pestalozzi's ideas. In the "sketch of the course that is contemplated we find it stated that "number and form will occupy, as they always do in a Pestalozzian school, a prominent place. . . . There will be two courses of drawing-first, using it as a means of developing invention, ingenuity and taste; second, using it as an imitative art. In singing it is hoped to carry out the beautiful system of Naegeli, which begins. at the very commencement; and by its elementary exercises cultivates both the ear and voice before singing is practised." Hermann Krüsi, the son of Pestalozzi's assistant, taught arithmetic and drawing in the institution. Charles Reiner, also one of Pestalozzi's assistants, was at one time a member of the staff.

Closely connected with the work of this society were Rev. Charles Mayo, LL.D., and his sister, Miss Elizabeth Mayo, two enthusiastic educationists to whom England probably owes more for the benefits of Pestalozzi's principles than to any other two persons. They jointly wrote Observations on the Establishment and Direction of Infants' Schools, and Pestalozzi and His Principles, the first editions of which were published in 1827 and 1828 respectively.

Dr. Mayo-having heard through Mr. Synge of Glanmore Castle, County Wickford, of Pestalozzi's principles of education-went to Yverdon in July, 1819, and stayed nearly three years with Pestalozzi; during which time they got to know and esteem each other so well that "[he] loved Pestalozzi as a father and was himself loved as a son" (Miss Mayo, Pestalozzi and His Principles). How highly Pestalozzi thought of Dr. Mayo will be seen from the testimonial which he gave him when he left the institute.

"I the undersigned certify by these lines, in testimony of my esteem and of my sincere acknowledgments, that the Rev. Charles Mayo has lived for three years in my house, and has taken charge, during that time, of divine service, and given lessons in religion, and has been the director of the English pupils in my establishment, in all religious, moral and scientific subjects; and that in this capacity he has co-operated with much good-will and sagacity, and with a success full of blessings, in the aim of the efforts of my life, to their fullest extent. Viewing our proceedings without prejudice, he has distinguished himself as much by his serenity as by the active part he has taken. By reason of this he has attained to a very exact and pro

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PART OF A LETTER WRITTEN BY PESTALOZZI TO DR. MAYO.
SKETCH OF THE Castle (YVERDON) IS BY Dr. Mayo.

From MS. in the possession of Miss Mayo.

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