§ 17. This is indeed a high ideal: and we naturally ask, If we would work towards it what road would Froebel point out to us? This brings us to his theory of development or, as it has been called since Darwin, evolution. The idea of organic growth was first definitely applied to the young by Pestalozzi, but it was more clearly and consistently applied by Froebel. It has gone forth conquering and to conquer; and though far indeed from being accepted by the teaching profession of this age, it is likely to have a vast influence on the practice of those who will come after them. I therefore give the following statement of it, which seems to me excellent:— “The first thing to note in the idea of development is that it indicates, not an increase in bulk or quantity (though it may include this), but an increase in complexity of structure, an improvement in power, skill, and variety in the performance of natural functions. We say that a thing is fully developed when its internal organisation is perfect in every detail, and when it can perform all its natural actions or functions perfectly. If we apply this distinction to mind, an increase in bulk will be represented by an increase in the amount of material retained in the mind, in the memory; development will be a perfecting of the structure of the mind itself, an increase of power and skill and variety in dealing with knowledge, and in putting knowledge to all its natural uses. The next thing to consider is how this development is produced. How can we aid in promoting this change from germ to complete organism, from partially developed thing to more highly developed thing? The answer comes from every part of creation with ever-increasing clearness and emphasis—development is produced by exercise of function, use of faculty. Neglect or disuse of any part of an organism leads to the dwindling, and sometimes even to the disappearance, of that part. And this applies not only to individuals, but stretches also from parent to child, from generation to generation, constituting then what we call heredity, or what Froebel calls the connectedness of humanity. Slowly through successive generations a faculty or organ may dwindle and decay, or may be brought to greater and greater perfection. As Froebel puts it, humanity past, present, and future is one continuous whole. The _amount_ of development, then, possible in any particular case plainly depends partly on the original outfit, and partly (and as a rule in a greater measure) on the opportunities there have been for exercise, and the use made of those opportunities. If we wish to develop the hand, we must exercise the hand. If we wish to develop the body, we must exercise the body. If we wish to develop the mind, we must exercise the mind. If we wish to develop the _whole_ human being, we must _exercise the whole_ human being. But will _any_ exercise suffice? Again the answer is clear. Only that exercise which is always in harmony with the nature