§19. What we must think of then is the “true idea” which each child should develop. How is this idea to be ascertained? In other words, how are we to learn the Divine Message about the bringing up of children? This Message is given us through the works of God. “In the creation, in nature and the order of the material world, and in the progress of mankind, God has given us the true type (_Urbild_) of education.” § 20. So Froebel would have all educators lay to heart the great principle of the Baconian philosophy: We command Nature only by obeying her. They are to be very cautious how they interfere, and the education they give is to be “passive, following.” Even in teaching they must bear in mind, that “the purpose of teaching is to bring ever more _out of_ man rather than to put more and more _into_ him.” (_Ed. of M._, 279.) Froebel in fact taught the Pestalozzian doctrine that the function of the educator was that of “benevolent superintendence.”[176] §21. But if Froebel would thus limit the action of the educator he would greatly extend the action of those educated; and here we see the great principle with which the name of Froebel is likely to be permanently associated. “The starting-point of all that appears, of all that exists, and therefore of all intellectual conception, is act, action. From the act, from action, must therefore start true human education, the developing education of the man; in action, in acting, it must be rooted and must spring up.... Living, acting, conceiving,—these must form a triple chord within every child of man, though the sound now of this string, now of that, may preponderate, and then again of two together.”