Despite a want of system and errors in carrying out his method, Pestalozzi seems to have produced remarkable results from the start. Pupils poured in; a number of progressive teachers came to assist him; many persons of prominence visited the school and made most favorable reports upon its methods; and during the following three years and a half the Pestalozzian views on education were systematically developed and applied. While at Burgdorf also, he undertook a detailed statement of his method by the publication of his _How Gertrude Teaches Her Children_ (1801). This work does not mention Gertrude, but consists of fifteen letters to his friend, Gessner. Like all of Pestalozzi’s works, it is quite lacking in both plan and proportion, and is filled with repetitions and digressions, but the following portion of the summary of its principles, made by a biographer of Pestalozzi, may serve to give an idea of his educational creed: “1. Observation is the foundation of instruction. “2. Language must be connected with observation. “3. The time for learning is not the time for judgment and criticism. “4. In each branch, instruction must begin with the simplest elements, and proceed gradually by following the child’s development; that is, by a series of steps which are psychologically connected. “5. A pause must be made at each stage of the instruction sufficiently long for the child to get the new matter thoroughly into his grasp and under his control. “6. Teaching must follow the path of development, and not that of dogmatic exposition.” [Illustration: Fig. 33.--‘Father’ Pestalozzi at Stanz. (The orphan school in the Ursuline convent).] [Illustration: Fig. 34.--The ‘table of units’ of Pestalozzi, copied by Warren Colburn in the first edition (1821) of his _Mental Arithmetic_.] [Sidenote: Great prosperity.] [Sidenote: Syllabaries, and tables of units, fractions, and fractions of fractions;]