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Updated: June 12, 2025
About one-third of these were sons of representatives of different cantons in Switzerland, and a part belonged to wealthy tradesmen and agriculturists, and the rest were children of respectable families reduced in their circumstances, who were placed by their friends under the care of Pestalozzi.
In the autumn of 1799, by the advice of his friends, Pestalozzi removed to Burgdorf, an ancient Swiss city, in the Canton of Bern, where after several unsatisfactory attempts, on a small scale, to carry his plans into execution, he at last succeeded by the end of the year in opening an establishment which in 1800 numbered twenty-six pupils, and in 1801 thirty-seven.
"Yes," bowed the young man. "Will you, now, take it all right if I call you by your Christian name? Us Mennonites daresent call folks Mr. and Mrs. because us we don't favor titles. What's your first name now?" Mr. Fairchilds considered the question with the appearance of trying to remember. "You'd better call me Pestalozzi," he answered, with a look and tone of solemnity. "Pesky Louzy!" Mrs.
The systematic method which, up to the time of Pestalozzi, prevailed in Germany, and is again embodied in our present mode of education, seemed to him objectionable. The Swiss reformer pointed out that the mother's heart had instinctively found the only correct system of instruction, and set before the pedagogue the task of watching and cultivating the child's talents with maternal love and care.
But even the principles of intellectual training so clearly advocated by Comenius have not yet found a ready hearing among teachers, to say nothing of his great moral-religious purpose. Among later writers, Locke, Rousseau, and Pestalozzi have set up ideals of education that have had much influence.
As a practical school-teacher Pestalozzi was nevertheless a failure in the end, because he relied on no force but that of personal affection to control his pupils. This divinest of methods succeeded remarkably while his schools were so small as to bring him into close paternal contact with every child.
Seeing that the others regarded me favourably, I continued, "It is because I love Pestalozzi and Froebel, that I came here to day to see your beautiful new monument. I have just bought a photograph taken on that day last year when it was first uncovered.
He succeeded in making people listen where Rabelais and Montaigne had failed; and he inspired other teachers, notably Pestalozzi and Froebel, who knit up his ragged seams of theory, and translated his dreams into possibilities. Rousseau vindicated to man the right of "Being." Pestalozzi said "Grow!"
On some things connected with such instruction I find I arrived at the same conclusions as Pestalozzi, though I have never read his works, and for some years after my first efforts, did not know that such a person existed. I mean, however, to give my views on teaching by objects more fully in a work I hope soon to prepare, to be entitled "The Infant Teacher in the Nursery and the School."
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.
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