so different from ordinary youths. It is overlooked that he is a natural man, but that other youths are brought up according to the notions of

men.

Others, at Émile's age, are already philosophers and theologians; while he does not know yet what philosophy is, and even has not yet heard God spoken of.

I am no visionary; my pedagogy is based upon experience; since without regard to rank, nation, &c., I have found what is proper to all men, and have educated Émile according to that; not as a savage for the woods, but as a man who will have to maintain himself independent in the whirlpool of society.

(h) Religious Instruction.

We are brought up in close connection with the natural world; and for the abstract, the purely intellectual, we have scarcely any comprehension. God withdraws our senses from themselves; the word mind has a meaning only for the philosophers. Monotheism has come, by a process of generalization, from material polytheism.

In his fifteenth year, Émile does not yet know that he has a soul; and perhaps he will find it out too early in his eighteenth.

A child, it is said, must be brought up in the religion of his father; and he must be taught that this alone is true; and that others are absurd. But if the power of this instruction extends only so far as the country in which it is given, and depends only upon authority, for which Émile has been taught to have no regard, what then? In what religion shall we educate him? To this there is only the simple answer, in none; we will only put him in a condition to choose for himself, that to which the best use of his own reason may bring him.

(i) The Approaching Revolutions in Society.

Your education of men should be adapted to what they are in themselves; not to any thing external. By training him exclusively for one condition, you make him unfit for any other, and unfortunate, if his situation should ever change. How ridiculous is a great lord who has become a beggar, and who holds in his misery to the prejudices of his birth; how contemptible the rich man become poor, who feels himself completely degraded!

You acquiesce in the social order of the present, without considering that this order is subject to unavoidable changes; and that it is impossible for you to foresee or to prevent the revolution which may come upon your children. The great will become small, the rich poor, the monarch a subject. We are approaching a crisis; the century of revolutions. It is impossible that the great monarchies of Europe can last long. And who can say what shall then happen to you? What men have made, men can destroy; only the character given by nature is in

destructible; and nature makes neither princes, nor rich men, nor great lords. What will the satrap do in his debasement, who has been educated only for his high position? What will the farmer-general do, in his poverty, who lives only upon his money? Happy will he be, then, who shall understand how to leave the condition which has left him, and to remain a man in spite of fate.

265. The Instruction in Basedow's "Philanthropinum " (Karl von Raumer, Geschichte der Pädagogik; trans. in Barnard's American Journal of Education, vol. v, pp. 519-20)

In 1774 there was opened, in the town of Dessau, in the duchy of Anhalt, in northern Germany, and through the patronage of

the prince of the village, a new type of school which was christened the "Philanthropinum." The school was provided and endowed by the prince to enable a German by the name of Johann Bernard Basedow to put into actual practice certain ideas he had for some time been advocating as to a new method in education; the ideas being based largely on the work of Rousseau. The school opened with Basedow and FIG. 65. BASEDOW (1723-90) three assistants as teachers, and fourteen children in attendance, though in

a few years it came to have boarders drawn from long distances. The school was organized on a plan of four class divisions, small group instruction, and the following outline of work.

For the First Class of Younger Scholars

8-9 Reading German, with Jahn; the books being Von Rochow's and Weissen's Children's Friend, Campe's Manual of Morals for Children of the Educated Classes, Feddersen's Examples of Wisdom and Virtue, Funk's Little Occupations for Children, and First nourishment for the sound human understanding.

9-10 Writing, with Vogel, alternately with the second class, al! the week; and instructive conversation with Rector Neuendorf, at his room, or during walks.

10-11 Latin, with Feder; from Phædrus, Büsching's Liber Latinus, and select parts of Basedow's Liber Elementaris, and Chrestomathia Colloquiorum Erasmi.

1-2 Music, and recreation, under care of Feder.

2-3 Drawing, with Doctor Samson, under charge, alternately, of Jasperson, Vogel, and Spener.

3-4 Dancing, with the master, under care of Vogel.

4-5 French, with Spener; from select portions of Basedow's Manuel d'éducation.

5-6 Latin, with Feder; from select portions of the Latin Elementary Book.

6-7 For walking, under the care of Neuendorf.

For the Second Class of Younger Pupils

8-9 Writing, with Vogel.

9-10 Writing and walking, alternately with the first class.

10-12 Latin, with Wölke.

I-2 As the first class.

2-3 Drawing, as in first class.

3-4 Dancing, as in first class.

4-5 French, with Jasperson; from select parts of the Manuel d'éducation.

5-6 Instructive reading, with Jahn, in his room.

6-7 Conversation with Neuendorf. On the first and fifteenth of each month, letter-writing was practiced. Walks were taken two afternoons a week.

For the First Class of Older Boarders

8-9 Instruction in taste, and in German style, by Professor Trapp, from Ramler's Batteux, Schützen's Manual for Training the Understanding and the Taste, and Sulzer's First Exercises (Vorübungen). This for the first three days of the week. In the other three, Professor Trapp instructed in natural religion and morals, from Basedow's Natural Wisdom for those in Private Stations. 9-10 Dancing, with a master; riding, with riding-master Schrödter,

under the inspection of Feder and Hauber; alternately, every day, except Wednesday and Saturday. Dancing was taught in the fourth auditorium, riding in the prince's riding-school. 10-12 Instruction by Basedow, at his house, in Latin; either in ancient history (with accompanying studies), or in practical philosophy, from Cicero's De Officiis.

I2-I
I-2

Dinner.

Moderate exercise; as, turning, planing, and carpentry, in the rooms of Prince Dietrich's palace, granted for that purpose by the prince.

2-3 Monday and Tuesday, Geography, by Hauber, from Pfennig's Geography. Wednesday, knowledge of the human body, and a partial course in Chemistry, by the prince's privy councilor and

private physician, Kretzschmar, at his house, where the preparations and instruments were at hand. On the other three days of the week, mathematical drawing, by Professor Wölke. 3-5 French and universal history, by Professor Trapp, from Schröckh's Universal History, and Millot's Histoire Universelle, during five days. Saturday, a news-lecture, by Hauber, to make the elder pupils gradually acquainted with public transactions and remarkable occurrences.

5-6 Mathematics, by Busse, from Ebert's Further Introduction to the Philosophical and Mathematical Sciences, during the first three days of the week; in the other three, physics, from Erxleben's Natural Philosophy.

6-7 Knowledge of the heavens and earth, by Wölke, from Schmid's Book of the Celestial Bodies, twice a week; and the other four days, Greek, by Danner, from Rector Stroth's Chrestomathia Græca, Lucian's Timon, and Xenophon's Memorabilia.

For the Second Class of Elder Scholars

8-9 Similar to the studies of the first class; by Professor Trapp. 9-10 Riding and dancing, interchangeably with the first class. Arithmetic for some of them, with Professor Trapp.

10-11 Latin, with Hauber; from Basedow's Chrestomathia in historia antiqua.

11-12 Latin, with Danner; from Basedow's Chrestomathia.

1-2 Turning and planing; in alternation with the first class.

2-3

Drawing, with Doctor Samson. Some were instructed with the first class; and some study arithmetic, with Busse. 3-5 Same exercises as the first class.

5-6 Mathematics, with Danner, three days; on the other days, some were taught with the first class, and others received various kinds of private instruction.

6-7 English, from the Vicar of Wakefield, with Professor Trapp.

266. Basedow's Elementarwerk

The same year that Basedow was enabled to open his Philanthropinum at Dessau, he published two books upon which he had been at work for years, and the publication of which had been heralded throughout northern Europe. One was a Method-Book for Fathers and Mothers, and the second his famous Elementarwerk mit Kupfern, or illustrated Elementary Book for children. The latter was the first illustrated textbook prepared for the use of children since the publication (1654) of the Orbis Pictus (R. 221) of Comenius. It contained a hundred pictures, and was issued

in four volumes. Written in German, it was translated into Latin, and later into Russian, in which form it enjoyed an extended popularity.

It was intended to be a veritable encyclopædia for young people of all that was most worth knowing about natural objects, mor

als, commerce, and social duties, and was claimed to provide "an incomparable method, founded on experience, of teaching children to read without weariness or loss of time." It became the Orbis Pictus of the eighteenth century for German lands.

The above illustration, reproduced from a copy of this celebrated work, is quite typical.

267. Pestalozzi explains his Work

(The Method; a Report by Pestalozzi. Aix-la-Chapelle, 1828)

One does not get a very good idea of Pestalozzi's work from his own writings. His impractical character showed in his attempts at writing as in his management of schools. Instead, it is from the writings of contemporaries that one gets the best picture of