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 as the affections, filial piety, friendship, and the
love of Nature. Spiritual and moral ideals are inculcated by means of
innocent and simple tales or narratives. Children are taught to obey the
authority placed over them, or in their own breast, and to sacrifice all
to their duty. The conduct of the teacher must be irreproachable,
because he is a model to them; but while they look upon him as their
friend and guide, he leaves them free to choose their own companions and
amuse themselves in their own way.

In the cultivation of the mind they give the first and foremost place to