Part 96 (1/2)

[2] Paulsen, Fr, _German Education, Past and Present_, p 157

[3] Within three years Basedow had collected seven thousand _Reichsthaler_, subscriptions co to him from such widely scattered sources as Joseph II of Austria, E Christian VII of Denmark, ”the wealthy class in Basle,” the Abbot of the overnment of Osnabruck,” the Grand Prince Paul, and others Jews and Freemasons seem to have taken particular interest in his ideas Free the generous contributors

[4] See Barnard's _American Journal of Education_, vol v, pp 487-520, for an account of the exaical character of the _Real_ school was established by Basedow and his followers Originally the plan was to provide for theschools, in which the scientific principles underlying the various trades and business vocations should have a prominent place These schools were to be one step removed from the trade schools for the lower classes But under the influence of the Philanthropinists the _Real_ school was transformed into a modern humanistic school, and placed in competition with the huher Schools_, pp 65-66)

[6] His two most important folloere Joachim Heinrich Campe (1746- 1818), who succeeded Basedow at Dessau and later founded a Philanthropinu, and Christian Gotthilf Salzmann (1744-1811), who founded a school at Schnepfenthal, in Saxe-Gotha Both these men had for a time been teachers with Basedow at Dessau Cahts_ and Rousseau's _emile_ into Ger which was the faer_), and also prepared a number of treatises for teachers Salzen forest, ricultural work, aniymnastics, and recreation, as well as book study It was distinctively a srade experimental school, so successful that in 1884 it celebrated its one hundredth anniversary A pupil in the school was Carl Ritter, the founder of raphical study

[7] ”The picture shown in _Leonard and Gertrude_ is very crude Everywhere is visible the rough hand of the painter, a strong, untiring hand, painting an eternal ie, of which this in paper and print is the merest sketch Read it and see how puerile it is, how too obvious are its moralities Read it a second time, and note how earnest it is, how exact and accurate are its peasant scenes Read it yet again, and recognize in it the outpouring of a rare soul, working, pleading, ready to be despised, for fellow souls” (J P Monroe, _The Educational Ideal_, p 182)

[8] ”When I now look back and askof education, I find I have fixed the highest suprenition of _sense ie_ Apart froht to discover the _nature of teaching itself_, and the prototype, by which nature herself has determined the instruction of our race” (Pestalozzi, _How Gertrude teaches her Children_, X, Section 1)

[9] ”What he did was to euely perceived, where held at all, by others; toof education which existed in rather a nebulous state in the public mind; to formulate an entirely new method, based on new principles, both of which were to receive a further development in subsequent tiive an entirely new spirit to the schoolroom” (Monroe, Paul, _Text Book in the History of Education_, p 600)

[10] In 1809 the German, Carl Ritter, a former pupil of Salzraphical study, visited Pestalozzi at Yverdon Of this visit he writes:

”I have seen more than the paradise of Switzerland, I have seen Pestalozzi, I have learned to know his heart and his genius Never have I felt so impressed with the sanctity of my vocation as when I ith this noble son of Switzerland I cannot recall without e with the present, with the ai the way for a better future,the child to the dignity of man

”I left Yverdon resolved to fulfill raphy Pestalozzi did not know as raphy as a child in our Primary Schools, but, none the less, have I learned that science fro to him that I felt awaken within me the instinct of the natural methods; he showed me the way” (Guimps, Baron de, _Pestalozzi, his Ai Gere von Raumer (1783-1865), was in Paris, in 1808 While there he read Pestalozzi's _How Gertrude teaches her Children_, and what Fichte had said of his work in his _Addresses to the German Nation_ (see chapter xxii)

These sent him to Yverdon to see for himself He remained two years, and returned to Germany as a teacher In 1846 he published his four-voluik_, the first important history of education to be written

[12] In 1814 King Frederick William III himself visited Pestalozzi, at Neufchatel His queen, Louise, was deeply touched by reading the _emile_, and frequently spent hours in the Prussian schools witnessing work conducted after the ideas of Pestalozzi

CHAPTER XXII

[1] One of the first acts of the reign of Frederick the Great was to recall Wolff fro so he said: ”A man that seeks truth, and loves it, must be reckoned precious in any human society”

[2] ”It was a bold declaration, but one which exactly described the great change which had taken place The older university instruction was everywhere based upon the assuiven, that instruction had to do with its trans authorities to see to it that no false doctrines were taught The new university instruction began with the assumption that the truth must be discovered, and that it was the duty of instruction to qualify and guide the student in this task By assu this attitude the university was the first to accept the consequences of the conditions which the Reformation had created” (Paulsen, Fr, _The German Universities_, p 46)

[3] ”He who reads the works of the ancients will enjoy the acquaintance of the greatest et in this way, as it happens in all refined conversation, beautiful thoughts and expressive words

”We thus receive, in early childhood, doctrines and philosophy and wisdoes; we thus learn to recognize and understand clearness, dignity, chare and action, and gradually accustom ourselves to them” (Gesner, Johann Matthias)

[4] The sacristan or custodian of the church was frequently also the teacher of the ele combined in one person Out of this combination the elementary teacher was later evolved

(See p 446)

[5] ”When the schoolyman of the place by order of the inspector, the local authorities, owing to the lalad to find persons at all illing to accept an engagement for such a position In consequence an otherwise intolerable indulgence in exa teachers took place, especially in districts where large landholders had patriarchal sway” (Schmid, K A, _Encydopadie_, vol VI, p 287)

[6] Austria at that tiarian Empire of 1914, but extended further into the Ger as well

[7] Bassewitz, M Fr von, _Die Kur, 1847)

[8] These lectures were listened to by Napoleon's police and passed to print by his censor, not being regarded as containing anything seditious or dangerous

[9] ”He set all his hopes for Germany on a new national system of education One Ger use of the sa its subjects to serve in the army, and for the exercise of which certainly no better justification could be found than the coood aimed at in national education” (Paulsen, Fr, _German Education, Past and Present_, p 240)

[10] ”Never have the souls ofthe whole existence oflike the enthusiasm which had taken hold of the ain at work, the only difference being that the strong current of national feeling directed it toward an aim which, if more limited, was, for that very reason, more practicable and more defined” (Paulsen, Fr, _German Education, Past and Present_, p 183)