§ 95. According to M. Buisson there are three kinds of intuition—sensuous, intellectual, and moral. Similarly M. Jullien (_Esprit de Pestalozzi_, 1812, vol. j, p. 152) says that there are “intuitions” of the “internal senses” as well as of the external: the “internal senses” are four in number: first, the sense for the true; second, the sense for the beautiful; third, the sense for the good; fourth, the sense for the infinite.
§ 96. Without settling whether this analysis is complete we shall have no difficulty in admitting that both body and mind have faculties by means of which we apprehend, lay hold of, what is true and right; and it is on the use of these faculties that Pestalozzi bases instruction. No Englishman may have found a good word to indicate _Anschauung_, but one Englishman at least had the idea of it long before Pestalozzi. More than a century earlier Locke had called knowledge “the internal perception of the mind.” “Knowing is seeing,” said he; “and if it be so, it is madness to persuade ourselves we do so by another man’s eyes, let him use never so many words to tell us that what he asserts is very visible” (_Supra_ p. 222).
§ 97. Thus in theory Pestalozzi was, however unconsciously, a follower of Locke. But in practice they went far asunder. Locke’s thoughts were constantly occupied with philosophical investigations, and he seems to have made small account of the intellectual power of children, and to have supposed that they cannot “see” anything at all. So he cared little what was taught them, and till they reached the age of reason the tutor might give such lessons as would be useful to “young gentlemen,” the avowed object being to “keep them from sauntering.” His follower Rousseau preferred that the child’s mind should not be filled with the traditional lore of the schoolroom, and that the instructor, when the youth reached the age of twelve, should find “an unfurnished apartment to let.” Then came Pestalozzi, and he saw that at whatever age the instructor began to teach the child, he would not find an unfurnished apartment, seeing that every child learns continuously from the hour of its birth. And how does the child learn? Not by repeating words which express the thoughts, feelings, and experiences of other people,[162] but by his own experiences and feelings, and by the thoughts which these suggest to him.