While universal education was believed in, and rich and poor alike were to be trained, the traditional idea still obtained that the natural education of the one class was for social activity and leadership, and of the other for teaching. Consequently, the wealthy boys were to spend six hours in school and two in manual labor, while those from families of small means labored six hours and studied two. Every one, however, was taught handicrafts,--carpentry, turning, planing, and threshing, as suggested in the third book of the _Emile_, and there were also physical exercises and games for all. On the intellectual side, while Latin was not neglected, considerable attention was paid to the vernacular and French. In keeping with the _Elementarwerk_, Basedow planned a wide objective and practical course very similar to that suggested by Comenius. It was to give some account of man, including bits of anthropology, anatomy, and physiology; of brute creation, especially the uses of domestic animals and their relation to industry; of trees and plants with their growth, culture, and products; of minerals and chemicals; of mathematical and physical instruments; and of trades, history, and commerce. He afterward admitted that he had overestimated the amount of content that was possible for a child, and greatly abridged the material. [Sidenote: Languages taught by conversation and games.] [Sidenote: Progressive methods in other subjects.] The most striking characteristic of the school, however, was its recognition of child interests and the consequently improved methods. Languages were taught by speaking and then by reading, and grammar was not brought in until late in the course. Facility in Latin was acquired through conversation, games, pictures, drawing, acting plays, and reading on practical and interesting subjects (Fig. 26). His instruction in arithmetic, geometry, geography, physics, nature study, and history was fully as progressive as that in languages, and, while continuing Rousseau’s suggestions, seems to anticipate much of the ‘object teaching’ of Pestalozzi. Arithmetic was taught by mental methods, geometry by drawing figures accurately and neatly, and geography by beginning with one’s home and extending out into the neighborhood, the town, the country, and the continent. [Sidenote: Great expectations.] [Sidenote: Stimulus for younger pupils.]