ful to know
about, because there is much that ought to be known, and a good method
of instruction must shorten rather than increase the hours of study.
Articles of commerce made from the animals may also be exhibited. (3)
Trees and plants. Only the most important are to be selected. Of these
the seeds also must be shown, and cubes formed of the different woods.
Gardeners' and farmers' implements are to be explained. (4) Mineral and
chemical substances. (5) Mathematical instruments for weighing and
measuring; also the air pump, siphon, and the like. The form and motion
of the earth are to be explained with globes and maps. (6) Trades. The
use of various tools is to be taught. (7) History. This is to be
illustrated by engravings of historical events. (8) Commerce. Samples of
commodities may be produced. (9) The younger children should be shown
pictures of familiar objects about the house and its surroundings."[131]

There are very many suggestive ideas in Basedow's course, which have
been adopted in modern schools; but the trouble was that he demanded too
much, and he himself acknowledged later in life that "he had exaggerated
notions of the amount boys were capable of learning," and accordingly
his curriculum was very much shortened.

3. Another reason for the failure of the Philanthropin was Basedow's
indiscriminate condemnation of everything that had been done before, and
of all who failed to agree with him. This awoke the antagonism of
teachers everywhere. All reformers are apt to be radical in their own
views and denunciatory of the opinions of others. Had there been less to
criticise in Basedow himself, he would doubtless have triumphed over all
opposition. But his educational theories and practices did not produce
the results which he predicted for them, and his opponents were quick to
mark every weakness that his system betrayed.

4. More fatal still, perhaps, was the unfitness of Basedow for the
directorship of the institution. He was capricious, lacking in
self-command and proper balance, visionary, and often suspicious of the
teachers under his direction. Such causes prevented the experiment at
Dessau from fulfilling the bright hopes of Basedow and the friends who
assisted him in starting the enterprise.

Basedow retired after four years' leadership, and the institution
continued for a few years with varying success, under such men as Campe,
Salzmann, and Matthison. Yet, when the Philanthropin was closed in