holds him fast for years, and rears him into what he is to be. The two great items of expense which figure in the budget of a Swiss Canton are the roads and public instruction. The sum bestowed on the latter is immense, relatively to the total means of the Canton, standing far ahead of the disbursements for military service, which, in Europe, is a startling fact. On the continent, with the exception of Switzerland, the cost of the public forces, even in times of absolute peace, is estimated to be nearly fourteen times that of the public schools.[72] The passion for public education, and the large expenditure so cheerfully made for its support, are but natural in the land that gave birth to Rousseau, Pestalozzi, and Fellenberg. John Henry Pestalozzi, born at Zurich in 1746, was the most celebrated of Swiss educational reformers and philanthropists. His system furnished the basis and gave the first impetus to the public school organization; it furnished also a model for the rest of Europe, and especially for Germany. The main features of this system, with the improvements made upon it, are to-day regarded in Switzerland as the chief corner-stone of their superb educational condition. His whole school apparatus consisted of himself and his pupils; so he studied the children themselves, their wants and capacities. “I stood in the midst of them,” he explains, “pronouncing various sounds and asking the children to imitate them. Whoever saw it was struck with the effect. It is true, it was like a meteor which vanishes in the air as soon as it appears. No one understood its nature. I did not understand it myself. It was the result of a simple idea, or rather of a fact of human nature, which was revealed to my feelings, but of which I was far from having a clear consciousness. Being obliged to instruct the children by myself, without any assistance, I learnt the art of teaching a great number together; and as I had no other means of bringing the instruction before them than that of pronouncing everything to them loudly and distinctly, I was naturally led to the idea of making them draw, write, or work, all at the same time.” Combining the experience with the ideas he had received many years before from Rousseau, he invented his system of object-lessons. The Yverdon Institute had soon a world-wide reputation. Many came to wonder, many to be educated, many to learn the art of education. Pestalozzian teachers went from it to Madrid, to Naples, to St. Petersburg. Kings and philosophers joined in doing it honor. While Pestalozzi did not invent the principle that education is a developing of the faculties rather than an imparting of knowledge, he did much to bring this truth to bear on early education, and to make it not only received, but acted on. We must, at least, concede to him the merit, which he himself claims, of having “lighted upon truths little noticed before, and principles which, though almost generally acknowledged,