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Updated: May 31, 2025
The mention of George Fox's suit of leather, or Pestalozzi's school name, "Harry Oddity," will at once suggest the remembrance that men who have in great things diverged from the beaten track, have frequently done so in small things likewise. Minor illustrations of this truth may be gathered in almost every circle.
We need not go into the painful story of warring tempers and incompatible interests. The institution declined for some years, and then was broken up the government of the Canton warning the manager of the concern, who acted in Pestalozzi's name, to leave the country. It needs no explanation that Pestalozzi was in some respects weak.
It forms the foundation of Pestalozzi's plan of teaching to read. But one of the most useful of the marks in the Rational Primer, the mark of obliteration, designed to show what letters are to be omitted in pronouncing words, has not, I believe, been adopted by any public instructor.
When Froebel, in the spring of 1817, resigned his position, his friend Langethal begged him to take his brother Eduard as another pupil, and thus Pestalozzi's enthusiastic disciple and comrade found his dearest wish fulfilled.
The smallness of the number of the well-endowed with this power, is the best reason for the large use of books in schools; and Pestalozzi's genius for companionship with inferior minds caused a too exclusive recourse to oral instruction. Thus, when assistants came upon the scene, there was diversity, disagreement, disappointment, and no little disorder.
By this and similar work he earned a living, until, at the end of seven years, he went to Frankfort-on-the-Main to learn the rudiments of building. There Fate brought him into contact with the pedagogue Gruner, a follower of Pestalozzi's method, and this experienced man, after their first conversation, exclaimed: "You must become a schoolmaster!"
When Froebel, in the spring of 1817, resigned his position, his friend Langethal begged him to take his brother Eduard as another pupil, and thus Pestalozzi's enthusiastic disciple and comrade found his dearest wish fulfilled.
This was one of the experiences which prepossessed me so keenly in favour of Pestalozzi's method of teaching, and decided me to begin arithmetic myself from the very beginning over again, according to his system. But more of this later.
Owen was still in Lanarkshire to be consulted; Rousseau had already written Émile, Pestalozzi's work was by this time fairly well known in England, the children were there to be studied, but Wilderspin pursued his limited and unenlightened work, until the Infant School was almost a dead thing in his hands and in the hands of those who followed.
Pestalozzi's object-lesson was adopted by Wilderspin and thoroughly sterilised; many teachers still remember the lessons on the orange, leather, camphor, paper, sugar, in which the teacher's senses were trained, for only she came in contact with the object, and the children from their galleries answered questions on an object remote from most of their senses, and only dimly visible to their eyes.
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