was to be no advance till this mastery was attained. (See what “Harry” says, _supra_ p. 306.) “The schools,” he says (_E. H._, No. 28), “hastily substitute an artificial method of words for the truer method of Nature which knows no hurry but waits.” § 43. In this account of Pestalozzi’s doctrine before 1798 I have as usual followed M. Guimps. According to him Pestalozzi had discovered “a principle which settles the law of man’s development, and is the fundamental principle of education.” This principle M. Guimps briefly states as follows: “All the real knowledge, useful powers, and noble sentiments that a man can acquire are but the extension of his individuality by the development of the powers and faculties that God has put in him, and by their assimilation of the elements supplied by the outer world. There exists for this development and the work of assimilation a natural and necessary order, an order which the school mostly sets at nought.” § 44. Now we come to the period of Pestalozzi’s practical activity. In 1798 Switzerland was overrun by the French. Everything was remodelled after the French pattern; and in conformity with the existing phase in the model country the government of Switzerland was declared to be in the hands of five “Directors.” Pestalozzi was a Radical, and he at once set to work to serve the new government with his pen. The Directors gladly welcomed such an ally as the author of _Leonard and Gertrude_, and they made him editor of a newspaper intended to diffuse the revolutionary principles among the people. Naturally enough they supposed that he, like other people, “wanted” something; but when asked what he wanted he replied simply that he wished to be a schoolmaster. The Directors, especially Le Grand, took a genuine interest in education, and were quite willing that Pestalozzi should be allowed a free hand in his “new departure.” They therefore agreed to find the funds with which Pestalozzi might open a new Institution in Aargau.