they cast lots in the classroom to see who should have the privilege of describing the tools and processes of a trade depicted in an engraving. Finally, the Philanthropinic plan for teaching the naturalistic religion of deism should be noted. The boys were prepared for learning of the existence of God by having their attention turned to various features and phenomena of nature and being asked what caused them. Then they were kept in the house for four or five days in a darkened room, so that they would be the more impressed with the wonders of creation when they should be released and told of the God whose handiwork it was.1 The Influence of the Philanthropinum Most visitors to the Philanthropinum were greatly pleased with the institution, especially on account of the interested and alert appearance of the pupils. Kant had such high expectations of its results as to declare in 1777 that it meant "not a slow reform, but a quick revolution," and felt that "by the plan of organization it must of itself throw off all the faults which belong to its beginning." He afterward admitted that he had been too optimistic, but he still felt that the experiment had been well worth while, and had paved the way for better things. 1 This method of religious education was first practiced by Wölke, but it had been suggested by Basedow in the Elementarwerk (Part I, pp. 8790). Great expec tations were had for the school, and it proved a great stimu lus for younger children. The Philanthropinum was soon closed, but similar insti tutions sprang up throughout Germany, and many new educational ideas arose. Although it may not have served well for older pupils, it was certainly excellent in its stimulus to children under ten or twelve, who too often are naturally averse to books, and can be captured only by such appeals to the senses and to nature. Basedow proved temperamentally unfit to direct the institution. He soon left, and began to teach privately in Dessau and write educational works along the lines he had started. Campe, who first superseded him, withdrew within the year to found a similar school at Hamburg. Institutions of the same type sprang up elsewhere, and some of them had a large influence upon education. In 1793 the Philanthropinum at Dessau was closed permanently, and its teachers were scattered through Germany. Such followers as Wölke, Campe, and Salzmann carried on the Philanthropinic movement with great vigor. On account of its popularity it was adopted by a large number of others, who unfortunately were often mountebanks. They prostituted the system to their own ends, and the profession of teaching was often degraded by them into a mere trade. Nevertheless, the Philanthropinum seems not to have been without good results, especially when we consider the educational conditions and the pedagogy of the times. It introduced many new ideas into all parts of Germany and Switzerland, and these were carefully worked out by such reformers as Pestalozzi, Froebel, and Herbart. Hence, despite his visionary disposition, his intemperance, arool, his irregularity of living, the reformer who first aart tempted to embody the valuable aspects of Rousseau b naturalism in the education of Germany was Basedoweal rather than Pestalozzi, who afterward transformed it and much more successfully. lsc ve SUPPLEMENTARY READING I. SOURCES *BASEDOW, J. B. Elementarwerk and Methodenbuch. CAMPE, J. H. Robinson der Jüngere and Theorophon. SALZMANN, C. G. Conrad Kiefer. his ighty-two ok the of a the vec necinz. II. AUTHORITIES *BARNARD, H. German Teachers and Educators. Pp. 488-520. *COMPAYRÉ, G. History of Pedagogy. Pp. 414 f. the GARBOVICIANU, P. Die Didaktik Basedows im Vergleiche z thi 'his children Ursu onvent hi: GÖRING, H. Ausgewählte Schriften mit Basedows Biographie. au. sity 'on nd 1 of ind of or eer. The Philanthropinum was soon closed, but similar insti tutions sprang up throughout Germany, and many new educational ideas arose. ins in he THE happiest educational results of Rousseau came rough Pestalozzi. Rousseau had shattered the eightdrnth-century temple of despotism, privilege, and hypocbuy, but it remained for Pestalozzi to erect a more during structure out of the ruins. It was Pestalozzi at developed the negative and inconsistent naturalism the Emile into a positive attempt to reform corrupt ciety by proper education and a new method of teach an In m: ma ca3. The Earlier Life of Pestalozzi vi a But to understand the significance of the experiments, love and coöperation, should be a model for the school 1 that education should include a training of the heart d hand, as well as of the head, if the race were to be jenerated. Mothers he certainly held to be the ideal ended chers, and to them he ever directed his counsel and portations. Yet to the maternal guidance must alsc чум ascribed his extraordinary sensibility, imaginativeto see S, and unpracticality. рǝлоid ǝиорг pun pavuo T зио ǝголм ǝи ok ҙиәшџәdхә siy ueqM children Ursu Another strong influence upon his life was that of his Pestalozzi, accordingly, abandoned his legal career. |
0 Anmeldelser Anmeldelserne verificeres ikke af Google, men Google tjekker indholdet og fjerner det, hvis det er falsk. Skriv anmeldelse |