5. We should dwell long enough on each part of the instruction for the pupil to gain a complete mastery of it;
6. Instruction ought to follow the order of natural development, and not that of synthetic exposition;
7. The individuality of the child is sacred;
8. The principal end of elementary instruction is not to cause the child to acquire knowledge and talents, but to develop and increase the forces of his intelligence;
9. To wisdom there must be joined power; to theoretical knowledge, practical skill;
10. The relations between master and pupil ought to be based on love;
11. Instruction proper ought to be made subordinate to the higher purpose of education.
Each one of these aphorisms would need a long commentary. It is sufficient, however, to study them in the aggregate, in order to form an almost exact idea of that truly humane pedagogy which reposes on psychological principles.
Krüsi could say of his master: “With respect to the ordinary knowledge and practices of the school, Pestalozzi was far below a good village magister; but he possessed something infinitely superior to that which can be given by a course of instruction, whatever it may be. He knew that which remains concealed from a great number of teachers,—the human spirit and the laws of its development and culture, the human heart and the means of vivifying it and ennobling it.”