“The teacher starts usually from objects, you from the child himself. The teacher connects his instruction with what he knows, in order to teach the child; you know in the presence of your child nothing else than himself and connect everything with his instincts and impulses. The teacher has a form of instruction to which he subjects the child; you subject your course of instruction to the child and surrender it to him, when you teach, as you surrender yourself to him. With the teacher, everything comes from the understanding, with you all gushes out from the fullness of heart. The child is childlike toward you, because you behave motherlike toward him; the more you are motherlike, the more childlike he is” (16: x, p. 145). Pestalozzi expresses his righteous indignation toward the schoolmaster’s fondness for the everlasting disciplining, drilling, mechanism, which only thwart the natural free development of tender minds. “The schoolmaster seems as if he were made on purpose to shut up children’s mouths and hearts, and to bury their good understanding ever so deep under ground. That is the reason why healthy and cheerful children, whose hearts are full of joy and gladness, hardly ever like school. Those that show best at school are the children of whining hypocrites, or of conceited parish officers; stupid dunces, who have no pleasure with other children; these are the bright ornaments of schoolrooms, who hold up their heads among the other children like the wooden king in the nine-pins among his eight fellows. But if there is a boy who has too much good sense to keep his eyes, for hours together, fixed upon a dozen letters which he hates; or a merry girl, who, while the schoolmaster discourses of spiritual life, plays with her little hands all manner of temporal fun under the desk; the schoolmaster, in his wisdom, settles that these are goats who care not for their everlasting salvation” (1: p. 667). Yet, a greater, nay the greatest thing that the maternal love, and it alone, can accomplish is to sow the living seed of moral sentiments, to lay the solid basis of character, in the soul of the child. He says: “The only sure foundation upon which we must build, for institutions, for popular education, national culture, and the elevation of the poor, is the parental heart, which, by means of the innocence, truth, power, and purity of its love kindles in the children the belief in love” (1: p. 715). For “the child at his mother’s breast is already receiving the first impressions of love and gratitude”; and there is moral instruction in the morsel of bread he receives from his father’s hand. According to Pestalozzi, “morality is nothing but a result of the development in the child of these first sentiments of love and gratitude” (4: p. 92). Another advantage of the home is the education which children get from their participation in the domestic occupation of their parents.