The first aim of an industrial education is of course vocational: the inculcation of skill in productive labor. But it is more than this: it is the mental and moral culture as well. Racially and individually, industrial labor is “the true and holy and eternal means of combining the whole range of our powers into one common power, the power of manhood.” It compels our mind to “an unbroken attention, carefulness, and deliberateness--the fundamental educational basis of all thinking”; it necessitates in us the belief in the truth and immutability of natural laws. So he proclaims: “It is the essence of the true art of human education to transform various works and branches of industry into the means of human culture” (16: x, p. 357), and “for the laboring man, the sufficient and efficient cultivation of his senses and limbs to the service of all of what constitutes the blessings of his life, is the stepladder, by which he is called to climb up to the right thinking that would make him happy in his positions and relations.” This, then, is the other great Pestalozzian motto: Education through and for work. Of the tributes paid to the merits of Pestalozzi there is no end, and rightly so. Karl Schneider testifies that “not only a new form was introduced by him into the school instruction of Germany, but that her people have come to look upon the work of education as a national affair is due to him and his disciples” (25: p. 59). But his influence extends far beyond his fatherland and his adopted country. And through all the civilized world “the ideas which he set forth are now through pain and struggle endeavoring to get themselves realized” (22: p. 58). If Comenius gave us the universal school in form, Pestalozzi put the soul into it. Locke was the pedagogue of the gentlemen, Basedow of the bourgeois. But Pestalozzi, as Harnisch well said, was “a people’s pedagogue, a people’s prophet” (27: p. 42), and “with a higher light in the head and more warmth in the heart than the world was wont to have” proclaimed the education of the masses for the masses. Truly, as Fichte said, “his love was so blessed to him that he found more than he sought” (26: p. 245). In trying to save the poor, neglected mass of his country he gave the world “the only remedy for the entire body of humanity”--the spirit and principles of vitalized and vitalizing, of humanized and humanizing education. REFERENCES 1. +Barnard, Henry.+ Pestalozzi and His Educational System. Bardeen, Syracuse, N. Y., 1906. 751 pages. 2. +Boardman, J. H.+ Educational Ideas of Froebel and Pestalozzi. Second edition. Normal Press, London, 190-. 76 pages. (Normal Tutorial Series.) 3. +Compayré, Jules Gabriel.+ History of Pedagogy. Translated, with an introduction, notes, and an index, by W. H. Payne. Heath & Co., Boston, 1903. 598 pages.