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Updated: May 31, 2025
Following are a number of examples of a very simple kind: To examine the catalogues of several colleges to determine what college one will attend; to read a newspaper with the purpose of telling the news of the day to some friend; to study Norse myths in order to relate them to children; to investigate the English sparrow to find out whether it is a nuisance, or a valuable friend, to man; to acquaint one's self with the art and geography of Italy, so as to select the most desirable parts for a visit; to learn about Paris in order to find whether it is fitly called the most beautiful of cities; to study psychology with the object of discovering how to improve one's memory, or how to overcome certain bad habits; to read Pestalozzi's biography for the sake of finding what were the main factors that led to his greatness; to examine Lincoln's Gettysburg speech with the purpose of convincing others of its excellence.
A new thought came into being, and both Pestalozzi and Froebel contributed to its diffusion whether in the form of Pestalozzi's ideal, "I must do good to the child," or Froebel's, "I must do good through the child," or perhaps a measurable merging of the two.
Thus it was with natural history, natural science, German, and language generally, with history, and above all, with religious instruction. Pestalozzi's devotional addresses were very vague, and, as experience showed, were only serviceable to those already in the right way.
To the many verdicts of distinguished teachers who since Pestalozzi's time have testified this, may be here added that of Professor Pillans, who asserts that "where young people are taught as they ought to be, they are quite as happy in school as at play, seldom less delighted, nay, often more, with the well-directed exercise of their mental energies than with that of their muscular powers."
See Conquest of Canada: Victory of Wolfe at Quebec, page 229. See Usurpation of Catharine II in Russia, page 250. See First Partition of Poland, page 313. See Intellectual Revolt of Germany, page 347. See Pestalozzi's Method of Education, page 364. See Conspiracy of Pontiac, page 267. See American Colonies Oppose the Stamp Act, page 289. See Boston Tea Party, page 333.
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!"
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!"
It should be read by every father and mother and by every earnest citizen. Other works that may be earnestly recommended are Aristotle's "Politics," Pestalozzi's "How Gertrude Teaches Her Children" and Froebel's "Education of Man." To Rousseau undoubtedly belongs the high honor of having thought and written most powerfully, most originally and most practically on the greatest of problems.
It is argued that pupils must know how to use tools before they attack actual making, assuming that pupils cannot learn how in the process of making. Pestalozzi's just insistence upon the active use of the senses, as a substitute for memorizing words, left behind it in practice schemes for "object lessons" intended to acquaint pupils with all the qualities of selected objects.
Pestalozzi's curriculum and organisation left much to be desired; what he has handed down to us came from himself and his own experience, not from anything superimposed: records of his pupils constantly emphasise this: it was his goodness assimilated with his outlook on life and readiness to learn by experience, that mattered, and it was this that remained with his pupils.
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