ailed in reality. It has been said of him that his true
function was to educate ideas, not children, and when twenty years later
the centenary of his birth was celebrated by schoolmasters, not only in
his native country, but throughout Germany, it was found that
Pestalozzian ideas had been sown, and were bearing fruit, over the
greater part of central Europe."[144]

Professor Hunziker says of Pestalozzi's influence, "Eighty years have
passed since Pestalozzi was laid in the grave. The social thinker, who
pointed out the way of reform for humanity in his 'Leonard and
Gertrude,' who attempted to solve the enigmas and inequalities of social
life in his 'Inquiries concerning the Course of Nature in the
Development of Mankind,' is almost forgotten. But the name of Pestalozzi
shines brighter than ever in the field of pedagogics. In every branch of
education we hear the warning cry, return to Pestalozzi! Let the
watchword for the future be: _Pestalozzi forever_!"[145]

=Summary of Pestalozzi's Work.=--No one can study the history of
Pestalozzi without discovering the secret of his educational purpose. It
is revealed in every enterprise he undertook, in every book he wrote, in
his whole lifework.[146] Let us briefly sum up the work he
accomplished:--

1. He showed how the theories of Comenius and Rousseau could be applied.
By this a decided impulse was given to educational reform, and the way
was prepared for the wonderful educational revival of the present
century.

2. His greatest pedagogical principle is that education consists in the
harmonious development of all the human powers.

3. Development should follow the order of nature. While he doubtless
borrowed this thought from Rousseau, unlike Rousseau he held that the
order of nature requires the child to be taught with other children.

4. All knowledge is obtained through the senses by the self-activity of
the child.

5. Instruction should be based on observation, especially with young
children. Hence objects must be freely used. There are three classes of
object lessons,--those applying to _form_, to _number_, and to _speech_.
Mr. Quick says, "By his object lessons Pestalozzi aimed at,--(1)
enlarging gradually the sphere of the child's intuition, that is,
increasing the number of objects falling under his immediate perception;
(2) impressing upon him those perceptions of which he had become
conscious, with certainty, clearness, and precision; (3) imparting to
him