Part 55 (1/2)

2 Workshops forand lithographing establishment

4 A literary institution for the education of the well-to-do

5 A lower or _real_ school, which trained for handicrafts and ricultural school for the education of the poor as farm laborers, and as teachers for the rural schools

[Illustration: PLATE 12: FELLENBERG'S INStitUTE AT HOFWYL

The first Agricultural and Mechanical College This school contained the gerricultural education]

By 1810 the Institution had begun to attract attention, and soon pupils and visitors came froricultural school in particular aroused interest More than one hundred Reports (R 272) were published, in Europe and America, on this very successful experiment in a combined intellectual anddied in 1844, and his fa's as a continuation of the social-regeneration conception of education held by Pestalozzi, and contained the gerricultural and industrial education His plan idely copied in Switzerland, Gerland, and the United States It ell suited to the United States because of the very dericultural people possessed of but little wealth

The plan of co appeal to Americans, and such schools were founded in many parts of the country The idea at first was to unite training in agriculture with schooling, but it was soon extended to the rapidly rising mechanical pursuits as well The plan, however, was rather short-lived in the United States, due to the rise ofof rich and cheap farms to the ard, and lasted with us scarcely two decades A generation later it reappeared in the Central West in the forricultural and mechanical arts, but with the ain, later on (chapter xxix)

[Illustration: FIG 167 FELLENBERG (1771-1844)]

IV REDIRECTION OF THE ELEMENTARY SCHOOL

SIGNIFICANCE OF THIS WORK Though soious instruction had existed in es, and foundations providing for some type of elementary instruction had appeared here and there in almost all lands, the elementary vernacular school, as we have previously pointed out, was nevertheless clearly the outcome of the Protestant in was essentially a child of the Church A child of the Church, too, for more than two centuries the ele these two centuries the eleress, due largely to there being no other inal religious purpose Only in the New England Colonies in North America, in some of the provinces of the Netherlands, and in a few of the Ger any different type of school out of this early religious creation, and even in these places the change was in form of control rather than in subject- ious in purpose, even though its control was beginning to pass from the Church to the State

Noithin half a century, beginning with the work of Rousseau (1762), and by means of the labors of the political philosophers of France, the Revolutionary leaders in the Aislative assemblies and Conventions in France, and the experimental work of Basedow and his followers in German lands and of Pestalozzi and his disciples in Switzerland, the whole purpose and nature of the eleed The American and French political revolutions and the land had ushered in new conceptions as to the nature and purpose and duties of government As a consequence of these new ideas, education had coht, and to assume a new importance in the eyes of statesious and sectarian ends, and maintained as an adjunct of the parishes or of a State Church, the elementary vernacular school now came to be conceived of as an instrument of the State, the chief purpose of which was to serve state ends Some time would, of course, be required to develop the state support necessary to effect the complete transformation in control, and the forces of reaction would naturally delay the process as much as possible, but the theory of state purpose had at last been so effectively proclai the idea so steadily forward, that it was only a question of tie would be effected

A NEW IMPETUS FOR CHANGE IN CONTROL Basedow and Pestalozzi, too, had given theout newnew subject-matter for the school, and methods and subject-matter which harmonized with the spirit and principles of the new democracy that had been proclaiuided by a clearer insight into the educational problem than Basedow possessed (R 271), to create a school in which children uidance of the teacher, develop and strengthen their own ”faculties” and thus evolve into reasoning, self- directing hus, fitted for usefulness and service in aindividuals of all citizens, to develop anized society, and to serve as an instrunorant, drunken, iht be elevated into ence, and directive poas in Pestalozzi's conception the underlyingof the school After Pestalozzi, the earlier conception as to the religious purpose of the elementary vernacular schools, by means of which children were to be trained alion” and to become ”loyal church members,” and to ”fit them for that station in life in which it hath pleased their Heavenly Father to place them,” was doomed

In its stead there was certain to arise a newer conception of the school as an instruanized society known as the State, and maintained by the State to train its future citizens for intelligent participation in the duties and obligations of citizenshi+p, and for social, moral, and economic efficiency

THE WAY NOW BECOMING CLEAR After two hundred and fifty years of confusion and political failure, the as now at last beco clear for the creation of national instead of church systems of elementary education, and for the firm establishation to its future citizens of every progressive ht of all This became distinctively the work of the nineteenth century It also becaather up the old secondary-school and university foundations, accues, and remould them to meet modern needs, fuse them into the national school systems created, and connect them in some manner with the people's schools To see how this was done we next turn to the beginnings of the organization of national school systeland, and the United States These may be taken as types As Prussia was the first nificance of national education, and to organize state schools, we shall begin our study by first tracing the steps by which this transformation was effected there

QUESTIONS FOR DISCUSSION

1 Compare the statement of the valuable elements in the theories of Rousseau (p 530) with the main ideas of Basedow (p 535); Ratke (p 607); Comenius (p 409)

2 Do we accept all the fourteen points of Rousseau's theory to-day?

3 Might a Rousseau have done work of similar importance in Russia, early in the twentieth century? Why?

4 Explain the educational significance of ”self-activity,” ”sense impressions,” and ”har points in the experireat enthusiasm which his rather visionary statements and plans awakened

7 Show the i the way for better-organized reforht as to the power of education to give men intellectual and moral freedom?

9 What do you understand Pestalozzi to have meant by ”the development of the faculties”?

10 State the importance of the work of Pestalozzi fro the world how to deal with orphans and defectives