Froebel1 to the philanthropic practice of Fellenberg and Pestalozzi. Hence it was largely through the practical development of this great disciple at Hofwyl that Pestalozzi has had a marked influence upon the social, as well as upon the psychological, movement in modern education. SUPPLEMENTARY READING I. SOURCES FELLENBERG, P. E. von. Letters from Hofwyl. NEEF, F. J. N. Sketch of a Plan and Method of Education and The Method of Instructing Children Rationally in the Arts of Reading and Writing. PESTALOZZI, J. H. The Evening Hour of a Hermit, Letters on Early Education, Leonard and Gertrude, and How Gertrude Teaches Her Children. II. AUTHORITIES BACHMAN, F. P. The Social Factor in Pestalozzi's Theory of Education (Education, Vol. XXII, pp. 402-414). BARNARD, H. American Journal of Education. Vol. III, pp. 591-596; X, 81-92; XIII, 323-331; XV, 231-236; XXVI, 359-368. GRAVES, F. P. Great Educators of Three Centuries. Chap. IX. GREEN, J. A. Pestalozzi's Educational Writings. GREEN, J. A. Life and Work of Pestalozzi. GUIMPS, R. de. Pestalozzi, His Aim and Work. (Translated by Crombie.) HAMILTON, C. J. Henri Pestalozzi (Educational Review, Vol. III, pp. 173-184). HERISSON, F. Pestalozzi, élève de J. J. Rousseau. HOLMAN, H. Pestalozzi. HOYT, C. O. Studies in the History of Modern Education. Chap. III. 1 See pp. 237ff and 244f. KELLOGG, A. M. Life of Pestalozzi. KING, W. The Institutions of De Fellenberg. KRÜSI, H. Pestalozzi, His Life, Work, and Influence. MISAWA, T. Modern Educators and Their Ideals. Chap. VI. MONROE, W. S. Joseph Neef and Pestalozzianism in the United States (Education, Vol. XIV, pp. 449-461). MONROE, W. S. The Pestalozzian Movement in the United States. MORF, H. Zur Biographie Pestalozzi's. MUNROE, J. P. The Educational Ideal. Pp. 179–187. PARKER, S. C. History of Modern Elementary Education. Chaps. XIII-XVI. PAYNE, J. Lectures on the History of Education. Lect. IX. QUICK, R. H. Educational Reformers. Pp. 354-383. CHAPTER VI THE COMMON SCHOOL REVIVAL IN NEW ENGLAND second quar century there rapid ad lic education, Location, Time, and Scope of the Revival.-The in- During the terest in the improved methods of Pestalozzi and other ter of the reformers that was manifesting itself everywhere in the nineteenth United States during the second quarter of the nine- took place a teenth century seems to have been but one phase of a remarkably much larger movement. This awakening has been gen- vance in puberally known as 'the common school revival,' which which has first became influential during the latter part of the dec- been generade between 1830 and 1840. It had its storm center in 'the common New England, since this portion of the United States had especially fallen into an educational decadence, but everywhere it greatly furthered the cause of public education, which had as yet not made a marked advance in any state. As we have found in Chapter IV, half a dozen of the states had started an organization of common schools, and in a dozen others permanent school funds had been started, an influential minority of leading citizens were constantly advocating universal education, and pub 1 'Revival' is an unfortunate term that has come to be accepted through long usage. It belongs to medieval philosophy, and, if we hold to evolution and progress, it scarcely conveys our meaning. While its general use is recognized, it has been avoided here and in other chapters as far as possible. It more nearly affords an accurate description of the movement in New England than in the other parts of the country, since educational conditions there had actually retrograded. ally known as school re vival.' lic interest in the matter was evidently increasing. But the consummation of a regular system was still much hindered by sectarian jealousies, by the conception of public schools as institutions for paupers and the consequent custom of allowing private schools to share in public funds, and by the unwillingness of the wealthy to be taxed locally for the benefit of other people's children. While these obstacles had not been apparent in Massachusetts and Connecticut, the systems in these states were further hampered by the division into autonomous districts and by the interference of petty politics, and had, in consequence, sadly declined. Educational ideals were everywhere in evident need of expansion and further democratization, and school methods and curricula, as well as organization, cried aloud for radical revision. As a result of the reform movement, a great work had been accomplished before the middle of the century, and its influence was felt up to the close. The common schools rapidly increased, and high schools, the true American product in secondary education, began to be introduced everywhere. Appropriations for public education were multiplied, and salaries became large enough to attract better teachers to the public schools. Normal schools were established to give an adequate training, and paid supervision became part of the system. Text-books and methods were greatly improved. As the demand for an awakening was most felt in New England, and the movement was most in evidence there and was stimulated by the work of several of the greatest reformers, we shall here limit the discussion to that part of the country and reserve the account of progress elsewhere during this period for a later chapter. Mann was spicuous figure, the began a score of years before his time. were made to institution Early Leaders in the Awakening. In this awakening While Horace the most conspicuous figure is probably Horace Mann, but the most conthere were several leaders in the field before him, many were contemporaneous, and the work was expanded and movement deepened by others of distinction long after he withdrew from the scene. For a score of years before Mann appeared, definite preparation for the movement had been in progress, and the labors of the individuals and associations engaged in these endeavors should be briefly noted. Many of the efforts seem to have aimed at an improve- Many efforts ment in methods through the creation of an institution establish an for training teachers, thus anticipating one of the great- for training est achievements of Mann. As early as 1816 Denison teachers; Olmstead, at that time principal of a 'union' school at New London, in his master's oration at Yale urged that a seminary for the gratuitous training of schoolmasters be opened, and proposed a curriculum of review work, methods, school organization, and government, but met with little response. Seven years later, J. L. Kingsley, a professor in Yale, made a forceful argument in the North American Review for a similar proposition. In 1823 William Russell, principal of an academy in New Haven, published his Suggestions on Education, in which he held that better preparation should be made for teaching through the establishment of a professional school. Two years after this, the Rev. T. H. Gallaudet issued a series of able articles on normal instruction, including an experimental school, which were republished and given a wide circulation. About this time also actual attempts at a private normal school were made by the Rev. Samuel R. Hall at Concord, Vermont (1823), Andover, Massachusetts (1830), and Plymouth, New Hampshire (1837). |