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I-XVI. CHAPTER V The social logical ten OBSERVATION AND INDUSTRIAL TRAINING IN EDUCATION Pestalozzi as the Successor of Rousseau. Having and psycho- outlined the various phases and influences of philanthropic education and surveyed the rise of the common were greatly school in America, we may now turn again to the more developed by immediate development of the movements that found dencies in Rousseau Pestalozzi. their roots in Rousseau. These received their first great growth through Pestalozzi. In the second chapter it was noted how Rousseau's 'naturalistic' doctrines logically pointed to a complete demolition of the artificial society and education of the times. A pause at this point would have led to anarchy. If civilization is not to disappear, social destruction must be followed by reconstruction. Of course the negative attitude of the Emile was itself accompanied by considerable positive advance in its suggestions for a natural training, but this advice was often unpractical and extreme and its main emphasis was upon the destruction of existing education. Hence the happiest educational results of Rousseau's work came through Pestalozzi, who especially supplemented that reformer's work upon the constructive side. Rousseau had shattered the eighteenth century edifice of despotism, privilege, and hypocrisy, and it remained for Pestalozzi to continue the erection of the more enduring structure he had started to build upon the ruins. Thus Pestalozzi became the first prominent educator to help Rousseau develop his negative and somewhat inconsistent 'naturalism' into a more positive attempt to reform corrupt society by proper education and a new method of teaching. He therein enlarged for education the social and psychological tendencies begun by Rousseau. Pestalozzi ple of his mother and to elevate the ministry, law, Pestalozzi's Industrial School at Neuhof.-But to understand the significance of the experiments, writings, and principles of this widely beloved reformer, one must make a brief study of his life and surroundings. Johann grandfather Heinrich Pestalozzi was born at Zürich in 1746. After peasantry the death of his father, he was brought up from early through the childhood almost altogether by his mother. Through improved agriculture, her unselfishness and piety, and the example of his grandfather, pastor in a neighboring village, Pestalozzi was inspired to relieve and elevate the degraded peasantry about him. He first turned to the ministry as being the best way to accomplish this philanthropic purpose. But he broke down in his trial sermon, and then took up the study of law, with the idea of defending the rights of his people. In this, too, he was destined to be balked; strangely enough, through the influence of Rousseau. In common with several other students of the University of Zürich, Pestalozzi was greatly impressed by the Social Contract and the Emile, which had recently appeared, and he ruined his possibilities for a legal and political career through a radical criticism of the government. Then, in 1769, he undertook to demonstrate to the peasants the value of improved methods of agriculture. He took up, after a year of training, a parcel of waste land at Birr, which he called Neuhof ('new farm'). Within five years the experiment proved a lamentable failure. Meantime a son had been born to him, whom he had undertaken and philan- to rear upon the basis of the Emile, and the results, recorded in a Father's Journal, suggested new ideas and educational principles for the regeneration of the masses. He began to hold that education did not consist merely in books and knowledge, and that the children of the poor could, by proper training, be taught to earn their living and at the same time develop their intelligence and moral nature. Hence the failure of his agricultural venture afforded Pestalozzi the opportunity he craved to experiment with philanthropic and industrial education. Toward the end of 1774 he took into his home some twenty of the most needy children he could find. These he fed, clothed, and treated as his own. He gave the boys practical instruction in farming and gardening on small tracts, and had the girls trained in domestic duties and needlework. In bad weather both sexes gave their time to spinning and weaving cotton. They were also trained in the rudiments, but were practiced in conversing and in memorizing the Bible before learning to read and write. The scholastic instruction was given very largely while they were working, and, although Pestalozzi had not as yet learned to make any direct connection between the occupational and the formal elements, this first attempt at an industrial education made it evident that the two could be combined. Within a few months there was a striking improvement in the physique, minds, and morals of the children, as well as in the use of their hands. But Pestalozzi was so enthusiastic over the success of his experiment that he greatly increased the number of children, and by 1780 was reduced to bankruptcy. The Leonard and Gertrude.-Nevertheless, his wider |