His pedagogy was by no means a studied one, like that of Comenius or Herbart. He is said to be the most unlettered of the great educational writers. But the true spirit and genius of the educator, which is more precious than everything else, was his possession. And with Pauline enthusiasm that “I am cursed if I do not work for these little ones of our poor fellow-creatures,” he simply threw himself single-heartedly into the task of their education. Thus his whole educational career was a series of experiments, and his pedagogy is its record. If Rousseau’s plea was for the freedom of the “natural man” from the yoke of the artificialities of existing society, Pestalozzi’s was for the recognition of the divinity in the breast of even the humblest of humanity and its rescue from death. The worth of the poor and little was once proclaimed by the Founder of the religion of the universal brotherhood. But the gospel had been long forgotten until it was reproclaimed by the greatest lover of mankind whom the world has ever seen since Jesus of Nazareth. He is called by Mager the “Kant of pedagogy and didactics,” but I would rather name him “the Messiah of modern education.” And if Comenius’s philosophy of education was the perfect embodiment of the biblical Christianity of the seventeenth century, Pestalozzi was the burnt offering which the new humanized Christianity of the nineteenth century made at the altar of humanity. “All the pure and beneficent powers of humanity,” writes Pestalozzi, “are neither the product of art nor the results of chance. They are really a natural possession of every man. Their development is a universal human need” (4: p. 122). Yet how this need has hitherto been unrecognized and neglected, especially for the lower strata of society! And this is the source of such a deplorable inequality and consequent instability in our social structure. The true remedy would come not through charity nor through revolution, but only through technical, intellectual, and moral elevation of the great neglected mass by education. This was not a mere theory or an ideal conception for him, but a working principle. See what confidence and hope he put into the divine possibility of destitute children, and with what love and reverence he protected their sanctity.