524 
derived from himself, it causes his mind 
to be developed in a manner the most 
agreeable to the progress of nature, and 
he will in time become a rational being, 
whose conduct will be regulated by order, 
goed sense, and reflexion. I may ever 
venture to say, that his character will 
thereby acquire firmness, constancy, and 
solidity. 
But it may be said, of what use is it to 
cultivate the understanding of the child, 
or even to impart a strong character, if 
nothing be done to inspire religion and 
morality? Undoubtedly, if Pestalozzi had 
been so imprudent as to neglect this most 
jmportant part of education, he would 
deserve severe reproach; but no one 
has more seriously attended to it. His 
ideas relative to this subject are so re- 
markable, that they deserve to be well 
considered by all who are engaged in the 
education of children: but to put them 
in practice, the affectionate care of a 
mother is so absolutely necessary, that 
they will be found suitable only to do- 
mestic tuition. According to Pestalozzi, 
the same person who undertakes the 
teaching of the first primary elements of 
knowledge, should likewise “be charged 
with the religious and moral education; 
and that the child’s mother 1s fittest for 
this double task. 
M. Pestalozzi explains himself in the 
following manner :—‘* What is it that 
gives birth to the idea of a God? liow do 
IT come to helieve, confide in him, to be 
happy in loving him, to devote myself 
to his service, to be grateful to him, and 
obey his laws? E soon find that if I had 
not felt simular emotions towards men, I 
should never have risen to sentiments of 
love, confidence, and devotion towards 
God, nor acquire the pleasing habit of 
obeying him ; ¢ for he who does not love 
his brother, whom he seeth, how can he 
Jove his heavenly father, whom he does 
not see” On inquiring how these senti- 
ments are awakened 1n the soul, it willbe 
found that they are principally derived 
from the mtimate relation which unites 
the child te’ its mother. The mother is 
impelled by instinct to watch over her 
child, to nourish him, to provide for his 
safety and well-being: guided by that in- 
stinet, she furnishes whatever is necessary 
for his subsistence; removes every thing 
that is disagreeable:—and the child, who 
has experienced the tender cares of his 
mother, at the moment when her assist- 
ance was necessary, feels himself hap- 
py with her: this is the nascent sen- 
tinent “ef dove! An unknown object 
On M. Pestalozzv’s new Method of Instruction. 
[Jaly 1, 
presents itself to his eyes; he is overpow- 
ered and afraid; he begins to cry: the 
mother takes bim in her arms, and en- 
deavours to dispel his apprehension by 
caresses. The troubles of the child va- 
nish in an instant; his tears cease to 
flow ; and, smiling, he looks up to his 
mother without any mark of uneasiness. 
This is the nascent sentiment of confi- 
dence. The sentiment of gratetude and 
the habit of obeying are derived from the 
same source; and from the union of all 
these sentiments spring the first germs of 
conscience. By degrees, the child comes 
to discern, that it “would not be just to 
disobey his mother; that undoubtedly 
his mother does not exist merely for the 
purpose of serving him; that those sur- 
rounding him are not made merely for his 
sake ; and that he himself does not exist 
solely for the purpose of gratifying his 
desires: thus it is the sentiment of duty 
and right takes its rise. In the mean 
time the progressive energy of the child 
induces him to quit the hand of his mo- 
ther: he has begun to feel his own 
strength; and, without being sensible of 
the change, he has begun to think that 
his mother is not so necessary to him as 
before. The mother, who notices the 
progress of his ideas, makes use of 
the favourable moment to suggest to him 
the most sublime sentiment: and, em- 
bracing him with more than usual tender- 
ness, she says to him with a most solemn 
voice :—‘ My dear child, There is a God,? 
of whose aid and protection thou wilt 
stand in need when thou thinkest thou 
may’st do without thy mother; there is 
a God, who will provide for thy happi- 
ness hick it will no longer be m my 
power. From that moment the attach- 
ment and affections of the child will take 
a more elevated flight, he will give them 
to God: he will fulfil his duties, that he 
may please God, as he has hitherto ful- 
filled them for the purpose of pleasing 
his mother. Thus the affectionate care 
of the mother will secure the virtue of 
the child by means of religious seuti- 
ments, and strengthen his ‘religion by 
means of the moral affections.” 
From the above sketch it is hoped 
that the method of Pestalozzi will ap- 
pear deserving of the general attention 
which it has excited. By its concord- 
ance with nature, by the solidity of the 
instruction which it forms on the na- 
tural vivacity and gaiety of ‘children, 
by the ease with which it leads to 
the -sciences, by the disposition whieh 
iy continually communicates to the mind, 
and 
aie 
