§ 110. At nine or ten years old, boys are commonly put to a school taught by masters. Here they lose sight of their gloves, and learn the use of their limbs; but their minds are not so fortunate as their bodies. The studies of the school have been arranged without any thought of their peculiar needs. The youngest class is generally the largest, often much the largest, and it is handed over to the least competent and worst paid master on the staff of teachers. The reason is, that little boys are found to learn the tasks imposed upon them very slowly. A youth or a man who came fresh to the Latin grammar would learn in a morning as much as the master, with great labour, can get into children in a week. It is thought, therefore, that the best teaching should be applied where it will have the most obvious results. If anyone were to say to the manager of a school, “The master who takes the lowest form teaches badly, and the children learn nothing”; he would perhaps say, “Very likely; but if I paid a much higher salary, and got a better man, they would learn but little.” The only thing the school-manager thinks of is, How much do the little boys learn of what is taught in the higher forms? How their faculties are being developed, or whether they have any faculties except for reading, writing, and arithmetic, and for getting grammar-rules, &c. by heart, he is not so “unpractical” as to enquire. § 111. With reference to the education of the first of our “two nations,” it seems then pretty clear that Pestalozzi would require that the school-coach should be turned and started in a totally different direction.