THE REMINISCENCES OF CARL SCHURZ
by step to the construction of some complicated periods. Narrative compositions followed the descriptive ones, the teacher's requirement still being the utmost clearness of expression; and not until the pupil had proved himself competent to grasp and to present the actual, the sensually perceptible, was he permitted to indulge in abstractions and reflections. This method taught us not only to form correct sentences, but to exercise the faculty of correct observation, which, strange to say, is developed in a comparatively small number of people.
The fundamental idea underlying this method, applicable to all instruction, is that the principal aim of teaching should be to fit, equip and stimulate the mind of the scholar with a view to independent action. Herein lies the secret of all successful mental education. This is the way to learn how to learn. To be sure, the pursuit of this method demands teachers of ability and thorough training, to whom their calling is something more than a mere routine business.
I count it among the special favors of fortune in my life that such a man as Professor Bone continued to be my principal teacher in the three lowest classes of the gymnasium. The instruction I received from him in the class room was supplemented by frequent private conversations, for I was among those favored with his personal friendship. My first little composition attracted his attention and won his approval. I vividly remember my proud satisfaction when once he read one of my writings to the class. He invited me to visit him in his quarters. At that time he was occupied in compiling a reader, to be used at the higher institutions of instruction, and for this book he himself wrote a series of little descriptions and stories, as illustrations of his method. Several of them he read to me and asked me, probably to assure himself of the impres-
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