Such a theorist is Pestalozzi. He points to a high ideal, and bids us measure our modes of education by it. Let us not forget that if we are practical men we are Christians, and as such the ideal set before us is the highest of all. “Be ye perfect, even as your Father in heaven is perfect.” The Pestalozzian literature in German and even in French is now considerable, but it is still small in English. The book I have made most use of is _Histoire de Pestalozzi par R. de Guimps_ (Lausanne, Bridel), with its translation by John Russell (London: Sonnenschein. Appleton’s: N. Yk.). In Henry Barnard’s _Pestalozzi and Pestalozzianism_ are collected some good papers, among them Tilleard’s trans. from Raumer. We also have H. Kruesi’s _Pestalozzi_ (Cincinatti: Wilson, Hinkle, & Co.). I have already mentioned Miss Channing’s _Leonard and Gertrude_. The _Letters to Greaves_ are now out of print. A complete account of Pestalozzi and everything connected with him, bibliography included, is given in M. J. Guillaume’s article _Pestalozzi_, in Buisson’s _Dictionnaire de Pédagogie_. (See also _Pestalozzi_ par J. Guillaume (Hachette) just published.) XVII. FRIEDRICH FROEBEL. (1783-1852.) § 1. I now approach the most difficult part of my subject. I have endeavoured to give some account of the lessons taught us by the chief Educational Reformers. No doubt my selection of these has been made in a fashion somewhat arbitrary, and there are names which do not appear and yet might reasonably be looked for if all the chief Educational Reformers were supposed to be included. But the plan of my book has restricted me to a few, and I am by no means sure that some to whom I have given a chapter are as worthy of it as some to whom I have not. I have in a measure been guided by fancy and even by chance. One man, however, I dare not leave out. All the best tendencies of modern thought on education seem to me to culminate in what was said and done by Friedrich Froebel, and I have little doubt that he has shown the right road for further advance. Of what he said and did I therefore feel bound to give the best account I can, but I am well aware that I shall fail, even more conspicuously than in other cases, to do him justice. There are some great men who seem to have access to a world from which we ordinary mortals are shut out. Like Moses “they go up into the Mount,” and the directions they give us are based upon what they have seen in it. But we cannot go up with them; so we feel that we very imperfectly understand them; and when there can be not the smallest doubt of their sincerity we at times hesitate about the nature of their visions. For myself I must admit that I very imperfectly understand Froebel. I am convinced, as I said, that he has pointed out the right road for our advance in education; but he was perhaps right in saying: “Centuries may yet pass