Vietnam or Thailand ? Vote for the TOP Country of the Week !
Updated: June 12, 2025
But this aberration was only temporary. The real educational leaders, in trying to realize the goal of Rousseau and Pestalozzi and to do it having to combat this movement of wildcat educational speculation, gradually came to see a more important truth even than the one they were seeking.
Thomas Aquinas, Sturm and Philip Melanchthon, Comenius, Pestalozzi, Rousseau, Herbart, and Froebel still live in the schools of to-day. Their genius speaks to us through the organization of subject-matter, through the art of questioning, through the developmental methods of teaching, through the use of pictures, through objective instruction, and in a thousand other forms.
"How do you get the work done?" asked Graham. "We make it attractive as attractive as possible. And if it does not attract then we let it go. We cover an immense field." He proceeded to details, and they had a lengthy conversation. The Surveyor-General mentioned the names of Pestalozzi and Froebel with profound respect, although he displayed no intimacy with their epoch-making works.
Then came the questions, "What is elementary education? and of what value are the educational methods advocated by Pestalozzi? Above all, what is the purpose of education?" In answering the question, "What is the purpose of education?"
At this time Pestalozzi published a work at the request of his friend Gessner, of Zurich, under the title of How Gertrude Teaches her Children, in which he gave a historical account of his experiments up to that period, and a general outline of his principles of education.
These were Basedow, Pestalozzi, and Froebel. Basedow, a German theologian, had devoted himself entirely to dogmatic controversy, until the reading of "Émile" had the effect of enlarging his mental horizon, and of revealing to him his true vocation.
The children, who were physically puny, recovered under his care, and the grateful mother made him their private tutor from 1807 till 1810. He chose Verdun, where Pestalozzi was then living, as his place of residence, and made himself thoroughly familiar with his method of education.
Closely akin to the games in their morally strengthening aspect were the walks, especially those of the general walking parties, more particularly when conducted by Pestalozzi himself. These walks were by no means always meant to be opportunities for drawing close to Nature, but Nature herself, though unsought, always drew the walkers close to her.
Thus, then, we are on the highway towards the doctrine long ago enunciated by Pestalozzi, that alike in its order and its methods, education must conform to the natural process of mental evolution that there is a certain sequence in which the faculties spontaneously develop, and a certain kind of knowledge which each requires during its development; and that it is for us to ascertain this sequence, and supply this knowledge.
Neither Pestalozzi nor his so-called friends, neither any individuals nor the whole community, could give me, or would give me, what I wanted. In the methods laid down by them for teaching boys, for the thorough education of boys as part of one great human family, that is, for their higher instruction, I failed to find that comprehensiveness which is alone sufficient to satisfy the human being.
Word Of The Day
Others Looking