Part 56 (1/2)

10 analyze the courses of instruction (272) at Hofwyl

11 State the points of similarity and difference between the work of Basedow and Pestalozzi (271), and the points of superiority in the work of Pestalozzi

SELECTED REFERENCES

Anderson, L F ”The Manual-Labor-School Movement”; in _Educational Review_, vol 46, pp 369-88 (November, 1913) Barnard, Henry _Pestalozzi and his Educational System_

Compayre, G _Jean-Jacques Rousseau_

Compayre, G _Pestalozzi and Eleer de _Pestalozzi: his Aim and Work_

Krusi, Hermann, Jr _Life and Work of Pestalozzi_

Parker S C _History of Modern Education, chaps 8, 9, 13-16_

Pestalozzi, J H _Leonard and Gertrude_

Pestalozzi, J H _How Gertrude teaches her Children_

Pinloche, A _Pestalozzi and the Foundations of the Modern Elementary School_

CHAPTER XXII

NATIONAL ORGANIZATION IN PRUSSIA

I THE BEGINNINGS OF NATIONAL ORGANIZATION

EARLY GERMAN PROGRESS IN SCHOOL ORGANIZATION The first modern nation to take over the school fro the interests of the State was Prussia, and the example of Prussia was soon followed by the other German States The reasons for this early action by the Gerressstate control of the churches (p 318) which followed the Protestant Revolts in Gere 319, reexamined noill make the reason for the earlier evolution of state education in Geranized the first German state-church school systeious instruction, compulsory on the parents of all children The exa was followed by Brunswick (1569), Saxony (1580), Weimar (1619), and Gotha (1642) In Weimar and Gotha the compulsory- attendance idea had even been adopted for elee of twelve

By the middle of the seventeenth centuryCatholic Bavaria, had followed the exa, and had created a state-church school system which involved at least eles of coes of the Thirty Years' War (1618- 48), the state-church schools of German lands contained, eranization Only in the American Colonies (p 364) had an equal developanization and control been ious purpose dominant, the Gerhteenth century Then a new an, and within fifty years thereafter they had been transformed into institutions of the State, with the state purpose their most essential characteristic How this transfor the Gerht about the transformation, it will be the purpose of this chapter to relate

THE NEW UNIVERSITY OF HALLE The turning-point in the history of Ger of the University of Halle, in 1694

This institution, due to its entirely new nated as the firstbecause of their critical attitude and , were made professors here Its creation was due to the sympathy for these , later the first King of Prussia The King clearly intended that the new institution should be representative of modern tendencies in education To this end he installed as professors y, law, medicine, and philosophy

In consequence Aristotle was displaced for the new scientific philosophy of Descartes and Bacon, and Latin in the classrooms for the German speech

The sincere pietistic faith of Francke (p 418) was substituted for the Lutheran dogmatism which had supplanted the earlier Catholic The instruction in laas reformed to accord with the modern needs and theory of the State Medical instruction, based on observation, experimentation, and deduction, superseded instruction based on the reading of Hippocrates and Galen The new sciences, especially enial home in the philosophical or arts faculty Free scientific investigation and research, without interference froical faculty, were soon established as features of the institution, and in place of the fixed scientific knowledge taught for so long from the texts of Aristotle (Rs 113-15) and other ancients, a new and changing science, that ht at any tiation of any teacher or student, here now found a home Under the leadershi+p of Christian Wolff, as Professor of Philosophy fro at the instigation of the Pietists for his too great liberalisain from 1740 to 1754, after his recall by Frederick the Great, [1]

philosophy was ”made to speak German” and the Aristotelian philosophy was per without sufficient cause” was the ruling principle of Wolff's teaching

CHANGES WROUGHT IN OLD ESTABLISHED PROCEDURE The introduction of the new scientific and ed the arts or philosophy faculty from a preparatory faculty for the faculties of law, y, as it had been for centuries, to the equal of these three professional faculties in importance, while the eleated to the _Gyed into preparatory schools for all four faculties of the university The university instruction in the ancient languages was now placed on a her plane, and a new humanistic renaissance took place (p 462) which deeply influenced both university and gyment were drawn from the ancient literatures and applied to modern life, and students were trained to read and enjoy the ancient classics This reawakening of the best spirit of the Italian Renaissanceof a people as yet possessed of no national literature of in (French) influences for the cultural elements in their intellectual life

It was at Halle, too, that Gundling, in 1711, discussed ”the office of a university” and laid down the modern university theory of _Lehrfreiheit und Lernfreiheit_--that is, freedo, both teachers and students to be free to follow the truth wherever the truth ht lead, and without reference to what preconceived theories ht be upset thereby This was a revolution in university procedure, [2] and the importance of the establishment of this new conception of university work can scarcely be overestie future value It meant the end of the old-type university, ruled by a narrow theological dogious faith, and the ultimate transformation of the old university foundations into institutions actuated by the methods and purposes of a modern world