§ 103. But though he took so serious a view of instruction, he made instruction include and indeed give a prominent place to the arts of singing and drawing. In the Pestalozzian schools singing found immense favour with both the masters and the pupils, and the collection of songs by Nägeli, a master at Yverdun, became famous. Drawing too was practised by all. As Pestalozzi writes to Greaves (xxiv, 117), “A person who is in the habit of drawing, especially from nature, will easily perceive many circumstances which are commonly overlooked, and will form a much more correct impression even of such objects as he does not stop to examine minutely, than one who has never been taught to look upon what he sees with an intention of reproducing a likeness of it. The attention to the exact shape of the whole and the proportion of the parts, which is requisite for the taking of an adequate sketch, is converted into a habit, and becomes productive both of instruction and amusement.” § 104. I have now endeavoured to point out the main features of Pestalozzianism. The following is the summing up of these features given by Morf in his Contribution to Pestalozzi’s Biography:— 1. Instruction must be based on the learner’s own experience. (Das Fundament des Unterrichts ist die Anschauung.) 2. What the learner experiences and observes must be connected with language. 3. The time for learning is not the time for judging, not the time for criticism. 4. In every department instruction must begin with the simplest elements, and starting from these must be carried on step by step according to the development of the child, that is, it must be brought into psychological sequence. 5. At each point the instructor shall not go forward till that part of the subject has become the proper intellectual possession of the learner. 6. Instruction must follow the path of development, not the path of lecturing, teaching, or telling. 7. To the educator the individuality of the child must be sacred. 8. Not the acquisition of knowledge or skill is the main object of elementary instruction, but the development and strengthening of the powers of the mind. 9. With knowledge (_Wissen_) must come power (_Können_), with information (_Kenntniss_) skill (_Fertigkeit_). 10. Intercourse between educator and pupil, and school discipline especially, must be based on and controlled by love. 11. Instruction shall be subordinated to the aim of _education_. 12. The ground of moral-religious bringing up lies in the relation of mother and child.[167] § 105. Having now seen in which direction Pestalozzi would start the school-coach, let us examine (with reference to England only) the direction in which it is travelling at present.