“The child must think!” exclaims the schoolmaster: “Must he not learn?” To which Pestalozzi would have replied, “Most certainly he must.” Learning was not in Pestalozzi’s estimation as in Locke’s, the “last and least” thing, but learning was with him something very different from the learning imparted by the ordinary schoolmaster. Pestalozzi was very imperfectly acquainted with the thoughts and efforts of his predecessors, but the one book on education which he had studied had freed him from the “idols” of the schoolroom. This book was the _Emile_ of Rousseau, and from it he came no less than Rousseau himself to despise the learning of the schoolmaster. But when he had to face the problem of organizing a course of education for the people, Pestalozzi did not agree with Rousseau that the first twelve years should be spent in “losing time.” No, the children must learn, but they must learn in such a way as to develop all the powers of the mind. And so Pestalozzi was led to what he considered his great discovery, viz., that all instruction must be based on “Anschauung.” § 93. The Germans, who have devoted so much thought and care and effort to education, greatly honour Pestalozzi,[161] and as his disciples aim at making all elementary instruction “anschaulich.” We English have troubled ourselves so little about Pestalozzi, or, I might say, about the theory of education, that we have not cared to get equivalent words for _Anschauung_ and _anschaulich_. For _Anschauung_ “sense-impression” has lately been tried; but this is in two ways defective; for (1) there may be “Anschauungen” beyond the range of the senses, and (2) there is in an “Anschauung” an active as well as a passive element, and this the word “impression” does not convey. The active part is brought out better by “observation”—the word used by Joseph Payne and James MacAlister; but this seems hardly wide enough. Other writers of English borrow words straight from the French, and talk about “intuition” and “intuitive,” words which were taken (first I believe by Kant) from the Latin _intueri_, “to look at _with attention and reflection_.” § 94. I think we shall be wise in following these writers. On good authority I have heard of a German professor who when asked if he had read some large work recently published in the distressing type of his nation, replied that he had not; he was waiting for a French translation. If the Germans find that the French express their thoughts more clearly than they can themselves, we may think ourselves fortunate when the French will act as interpreters. I therefore gladly turn to M. Buisson and translate what he says about “intuition.”