370 INTERNATIONAL CONGRESS OF EDUCATION. 
faculty were fostered. Traditional science was imparted to the children 
and demanded back from them, just as linen stuff is mechanically put 
‘nto a chest of drawers and taken out when needed. The ancient school 
wag a mere word school—a one-sided institution for teaching and learning. 
In the course of this abstract and mechanical teaching no ideas were 
imparted, only dead representations. The powers of the children were 
not freely developed, but enveloped and maimed. Continual stuffing 
made the children lazy and apathetic ; the mere repetition and passive 
«carning killed the inclination to self-activity, to self-finding, and self- 
inquiring. From school the children gained little or nothing for life, or 
they were not able to apply the acquired knowledge in the practical life. 
Then came Henry Pestalozzi and his intuitive instruction. With infi- 
site love and enthusiasm he cared for the children before school age. He 
wrote books for educating mothers; he created in his mother-books the 
ideal of an educating mother, Gertrude.” He gave a new foundation 
to the abstract system of word teaching in school. Instead of the dead 
word instruction of the ancient school, he offered, by means of his intui- 
sive instruction, intellectual alacrity, self-activity, inventive power, the 
real labor of the mind. Educators, in their enthusiasm for this new 
method, sought to make all things intuitive to the exterior or interior 
senses, and saw in the intuitive principles the true reform of all school- 
work. At the present time we see in intuition only a momentum—an 
'mportant one, to be sure, but only a momentum-—of school. 
The great pupil of Pestalozzi, Frederick Froebel, it is true, followed 
with fine sensibilities and great industry in the pathway of his teacher; 
but, with a deeper mind, he was able to create, on a new psychological 
basis, a higher and nobler edifice. Among his leading principles are the 
following : 
(1) Froebel desires for human education and instruction a developing 
method; that is, a progressive method, which is closely related to the phy- 
siological and psychological laws of the development of human nature : 
‘¢ education according to nature’s laws.” 
(2) He wants an educational culture of men ; that is, a system which 
above all else takes hold of the will of the child. He rejects the one-sided 
scientific man, and the one-sided teaching and learning school. He will 
»ducate acting men, able to apply knowledge in acts and life. 
(3) He wants education of (the whole) man ; that means that which 
:akes hold equally on the three fundamental characteristics of man’s 
aature : thinking, feeling, and willing, with the means offered by art, sci- 
ance, and the practical technical life. 
(4) He wants, as an end of human education, a life harmonious on all 
sides with God, men, and nature. In other words, he combines the essen- 
tial of the existing institutions of education : the religious element of the 
sublic school ; the realistic (mathematics, natural sciences, ete.) of the