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Vol. I. The Philosophy of Education. By Johann Karl
Friedrich Rosenkranz. $1.50. Vol. II. A History of Education. By Prof. F. V. N. Painter,
of Roanoke, Virginia. $1.50. Vol. III. The Rise and Early Constitution of Univer
sities. With a Survey of Mediæval Education. By S. S. Laurie, LL. D., Professor of the Institutes and History of Education in the
University of Edinburgh. $1.50. Vol. IV. The Ventilation and Warming of School
Buildings. By Gilbert B. Morrison, Teacher of Physics and
Chemistry in Kansas City High School. 76 cents. Vol. V. The Education of Man. By Friedrich Froebel.
Translated from the German and annotated by W. N. Hailmann,
Superintendent of Public Schools at La Porte, Indiana. $1.50. Vol. VI. Elementary Psychology and Education. By
Joseph Baldwin, Principal of the Sam Houston State Normal
School, Huntsville, Texas. $1.50. Vol. VII. The Senses and the Will. Observations concern
ing the Mental Development of the Human Being in the First Years of Life. By W. Preyer, Professor of Physiology in Jena. Translated from the original German, by H. W. Brown, Teacher in the State Normal School at Worcester, Mass. Part I of THE MIND OF
THE CHILD. $1.50. Vol. VIII. Memory. What it is and how to improve it. By David
Kay, F. R. G. S. $1.50. Vol. IX. The Development of the Intellect. Observa
tions concerning the Mental Development of the Human Being in the First Years of Life. By W. Preyer, Professor of Physiology in Jena. Translated from the original German, by H. W. Brown, Teacher in the State Normal School at Worcester, Mass. Part II
of THE MIND OF THE CHILD. $1.50. Vol. X. How to Study Geography. By Francis W. Parker.
Prepared for the Professional Training Class of the Cook County
Normal School. $1.50. Vol. XI. Education in the United States. Its History
from the Earliest Settlements. By Richard G. Boone, A. M., Pro
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Germany, France, Austria, and Switzerland. By L. R. Klemm,
merous school-books. $2.00. Vol. XIII. Practical Hints for the Teachers of Public
Schools. By George Howland, Superintendent of the Chicago
Schools. $1.00. Vol. XIV. Pestalozzi : His Life and Work. By Roger De
Guimps. Authorized translation from the second French edition, by J. Russell, B. A., Assistant Master in University College School,
London. With an Introduction by Rev. R. H. Quick, M. A. Vol. XV. School Supervision. By J. L. Pickard, LL. D.
By J. RUSSELL, B. A.
WITH AN INTRODUCTION
The name of Pestalozzi is forever dear to the hearts of all men.
For he is the first teacher to announce convincingly the doctrine that all people should be educated —that, in fact, education is the one good gift to give to all, whether rich or poor. The fact that all human beings, whether the favorites of fortune or otherwise, rejoice in whatever good comes to man because of his nature and independent of all accidents of birth or circumstance, makes secure this affectionate regard of all men for the hero of modern pedagogy. Education shall be a real panacea for human ills. It alone goes at the root of human misery. All other giving does not help, because it more or less hinders self-help. Education, intellectual and moral, alone develops self-help. The weaklings of society—the moral weaklings who yield to temptation and become criminal, the intellectual weaklings who break down before the problems of life and become imbecile or insane, the weaklings in will-power who can not deny themselves and save a surplus of their earnings, but allow themselves to drift along on the brink of pauperism --for these weaklings education will furnish a preventive. Their children may be educated in intellect and morals and thrift. It is the paramount duty of society to
see to this education, for the sake of the rich as well as of the poor; just as society cares for good sewerage, and prevents the pestilence which will begin with the slums but end with the palace. Education is a sanitary precaution -a spiritual sanitation.
These doctrines, adopted widely by enlightened people. a century ago on the appearance of Pestalozzi's Evening Hour of a Hermit (1780) and his Leonard and Gertrude (1781-'89), have received a new emphasis in more recent times from the inevitable trend of all civilization toward democracy and local self-government. If the weakling is to have a vote, he will prove a negative power in society. He will furnish a constituency for the demagogue, and corruption in politics will ever prevail in proportion to the number of illiterate, immoral, and unthrifty people that exist in the state.
Pestalozzi, like St. Francis, wedded poverty,* and with sublime self-sacrifice studied all its peculiarities in order to discover the true and only method of alleviating its miseries.
In the Philanthropina of Basedow experiments were made in the new education as propounded by Rousseau, but they were limited almost entirely to the children of rank and wealth. “Pestalozzi directed education also to the lower classes—to the hitherto neglected multitude without property. There should be in future no dirty, hungry, ignorant, awkward, thankless, and will-less mass of people consigned to live a merely animal existence. We can never rid ourselves of the lower classes by contributions from the wealthy-not even were they to give
* Dante, Paradiso, xi-62.