The attention should be fixed upon one object at a time; first upon the whole, then upon the parts. The understanding should compare the objects being perceived with similar objects previously observed. The memory has three offices: to receive impressions, to retain impressions, and to recall impressions. Retention will be made easier by repetition, and recollection by the association of perceived relations. The youngest children should be instructed by means of visible objects, and pictures impress themselves most firmly upon the memory. Teachers who are themselves intellectually quick must avoid impatience. The pupils who learn the quickest are not always the best; and the dulness of the pupils must be supplemented by the teacher’s industry. Learning will be easy to pupils if teachers manage them in a friendly way and study the disposition of each child. Children must not only be made to look at their lessons, but to enter into the spirit of the subject under consideration. We should remember that schools are the workshops of humanity; and that they should work their pupils into the right and skilful use of their reason, speech, and talents—into wisdom, eloquence, readiness, and shrewdness. Thus will the teachers shape these little images of God, or, rather, fill up the outlines of goodness, power, and wisdom impressed upon them by divine power. The art of teaching is no shallow affair, but one of the deepest mysteries of nature and salvation. CHAPTER IX INFLUENCE OF COMENIUS ON MODERN EDUCATORS Francke—Early educational undertakings—The institution at Halle—Character of the pædagogium—Impulse given to modern learning. Rousseau—The child the centre of educational schemes—Sense training fundamental—Order and method of nature to be followed. Basedow—Protests against traditional methods—Influenced by the _Émile_—His educational writings—The Philanthropinum. Pestalozzi—Love the key-note of his system—Domestic education—Education for all classes and sexes—The study of nature—Impulse given to the study of geography. Fröbel—His relations to Comenius and Pestalozzi—Educational value of play and principle of self-activity—Women as factors in education. Herbart—Assimilation of sense-experience—Training of character—Doctrine of interest.