le, or song, or piece of music, but taking care not
to fall asleep, as they believe it is injurious.

They rejoice when a child is born, and cherish it as the most holy
gift. For the first eight or ten years of its life it is left as much as
possible to the teaching of Nature, care being taken to guard it from
serious harm. It is allowed to run wild about the gardens and fields,
developing its bodily powers in play, and gaining a practical experience
of the most elementary facts. After that it goes to school, at first for
a short time, then, as it becomes used to the confinement and study, for
a longer and longer period each day. Their end in education is to
produce noble men and women; that is to say, physical, moral, and
intellectual beauty by assisting the natural growth. They hold it a sin
to falsify or distort the mind, as well as the soul or body of a child.
They seem to be as careful to cultivate the genius and temperament as
the heart and conscience. Their object is to train and form the pupil
according to the intention of Nature without forcing him beyond his
strength, or into an artificial mould. Studious to preserve the harmony
and unity of mind, soul, and body, they never foster one to the
detriment of the others, but seek to develop the whole person.

It is not so much words as things, not so much facts, dates, and
figures, as principles, ideas, and sentiments, which they endeavour to
teach. The scholar is made familiar with what he is told by observation
and experience whenever it is possible, for that is how Nature teaches.
Precept, they say, is good, and example is better; but an ideal of
perfection is best of all.

At first more attention is paid to the cultivation of the body than the
mind. Not only are the boys and girls trained in open-air gymnasia, or
contend in games, but they also work in the gardens, and during the
holidays are sent into the wilderness under the guidance of their
elders, especially their elder brothers, to rough it there in primitive
freedom.

The first lessons of the pupil are very short and simple, but as his
mind ripens they become longer and more difficult. The education of the
soul precedes that of the mind. They wish to make their children good
before they make them clever; and good by the feelings of the heart
rather than the instruction of the head. Every care is taken to refine
and strengthen the sentiments and instincts, the conscience, good sense
and taste, as well