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He said, in this sense, still as an octogenarian: "It is necessary to form the children from the cradle for the discontinued use of their forces and faculties, to animate their activity, and to transform a persevering exertion and dexterity in the daily requisites of their professional life into their second nature. The child must already be invited to a beneficial activity. The older child, instead to carry it around in its arms, disdainfully, plays with it. The child will try, itself, several things, and enjoy the changes it can produce by its own force.-Even the mother ought to teach the child religion. Nevertheless Pestalozzi was called an infidel, because he did not like to have taught all the religious nonsense of his age.

EFFECTS OF THE EDUCATIONAL EFFORTS OF PESTALOZZI.

Pestalozzi was for the reforms of the common schools, that what Martin Luther was for those in Church. His principles were first applied to the elementary branches of the common school, viz., language, form and number. In geometry the old method of Euclides was discarded. Arithmetic too, was reformed, though the school-masters, who knew only to operate with those books of arithmetic which were established by old custom, struggled against the witcheries of Pestalozzi, and several parishes in the country protested. Eminent pedagogues continued the work commenced by Pestafozzi, e. g. Ramsauer. a great drawing-teacher, and educator of young princes; Stern, director of the normal school in Carlsruhe; linguist Graff; Hientsch, director of the normal school in Potsdam, the geographer Carl Ritter; Zeller, reformer of the schools in Wurtemberg and Prussia; George Nageli, author of a singing theory according to Pestalozzi's principles etc. Pestalozzi

exerted still a greater influence on theory and practise c.' pedagogy in general, than on single branches of instruction. The organic conjunction of education and instruction, the application of the intuitive instruction to the first development of the infantile mind is the spirit of Pestalozzi which outlived him and still continues to work. The material of instruction should develop all faculties of the pupil. Finally Pestalozzi's principles of method, to proceed from the near to the distant objects, from the easy to the difficult matters were also adopted, and in part carried into effect, but are yet far from being generally applied.

WRITINGS OF H. PESTALOZZI.

They can be, here, only shortly mentioned, excepted the pedagogic novels of which some fuller details will be given.

EVENING-HOURS OF A SETTLER.

The first writing of consequence, published by Pestalozzi, were the evening-hours of a settler. The seeds of his future pedagogy are spread in it, as it appears from the following passage; "Early school training which is not based on civilization of man guides astray. General raising of the inner forces of human nature to pure human wisdom is the general purpose of culture, even of the lowest men. The artificial path of the school which everywhere foreruns the awaiting, slow nature, changes man iu artificial glitter which not satisfies but times like our century."

LIENHARD AND GERTRUD.

The year after this book, the pedagogic novel "Lienhard and Gertrud, a book for the people," made its apIt deserved its name. It was celebrated in

pearance.

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whole Europe, though Pestalozzi had composed it in a few weeks, and could not tell himself why he had succeeded so well. He would, as he stated, only narrate what he had seen himself, and how he had heard the people thinking and feeling. He represents, in this work, a parish which its bailiff had reduced, by meanness, to the lowest condition, and a mason impoverished thereby, at the same time, who is only saved from ruin by his excellent, honest and prudent wife, Gertrud, and by the assistance of a clergyman. The book describes, with thrilling truthfulness, the mischievous circumstances of the lower classes of the people, but shows also, the first time, how decisive the influence is which a mother exerts upon the education of the children, and how she lays by her impressions, the foundation of true or perverse, of natural or unnatural culture of man. The continuation of the history of this work belongs to the biography of Pestalozzi, and is narrated therein (section of historical essays.)

CHRISTOPHER AND ELSE.

Soon after, his second pedagogic novel, Christopher and Else (Christopher and Lizzy,)made its appearance. An honest father, who was one of the most wealthy men in the village, had happened to see the book "Lienhar d and Gertrud", and after having read and put it upon the shelt to other books, he resolved to repeat its lecture with his inmates, during some evenings of the winter. His wife, Else, his brother, his children and maid-servants were always present during these hours, occupied with some rural work, and every one spoke freely all what the book suggested to his mind. Pestalozzi introduced the book with these words: "Reader! This ok is book is an attempt to write a text-book for the use of

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the dwelling-room. Purpose and tendency of all persons, introduced in it, is only some doctrine and instruction to which, in this book, all, even the costume, is sacrificed." But the book did not come at all into the hands of the public,-"for" (says Pestalozzi) "the spirit which, with regard to pedagogicy, rules in my next environs, was too much opposed to its meaning. The number of the school and text-books was infinitely increased: my book, did not teach the people anything of this kind; it only invited and animated that in them which before-hand lay in them." The book had not the success which Pestalozzi looked for; the living action was missing in it. Its long conversations were tiresome; and the people of high and noble rank felt themselves offended, when Pestalozzi showed that there could not be tyrants of villages, if they had not their models in in the higher castes of the cities. Many years later an other great work of Pestalozzi was published: "Investigations of the course of nature in the development of mankind," Inspired by the sentiments of J. J. Rousseau, and by the ideas of Fichte, he tried in it to harmonize the vigorous feelings of his heart and his notions of civil right and morals, and to mark the place which is due to a well conducted education in the life of the people and state.

HOW GERTRUD TEACHES HER CHILDREN,

After some years appeared his highly praised work, "How Gertrud teaches her children.' In this book Pestalozzi gives instruction to mothers how to teach themselves their children. Two years later followed, "The book of mothers," or information of mothers to teach their children to observe and to speak. The first object which the mother uses for this purpose is the body of the child with its limbs. The series of other writings

which after those mentioned here, still followed during the long course of life of Pestalozzi was concluded by his "Swan-song" as he called the last of them. He collects in it his ideas once more, viz., that instruction must be the development of the child into a human being; that moral ability is more worth than simple knowledge; and that every, even the highest, mental culture ought to be rested on the same foundation.

For the biography of Henry Pestalozzi. See Section of historical essays.

A CONTRIBUTION ON DISCIPLINE, IN PICTURES

FROM LIFE.

Salzman, one of the most accomplished German pedagogues of the last century, sketches in one of his works, a species of white slaves of Germany, and represents their unhappy fate in an affecting manner. The children and scholars of his age are the slaves he has in view. True, his book appeared about one hundred years ago. Times, since, turned milder, more humane, did they not? Children are, at home and school, not more abused, like slaves (?) O no! At least, I hope so.

I wish to represent, in the following lines, the chapter of school discipline for parents and teachers who are interested for education and instruction, in some pictures I selected from the sphere of my experience. The originals of them can be found by the kind reader everywhere; but he would go the wrong way, if he would look for them in my neighborhood. I dont intend to write a satire or a controverse. Now let us go on! Principal A. was declared, by the unanimous judgment of his town, a thoroughly learned teacher; but the opinions were divided in regard to his dicipline. Sometimes he tied a scholar to a bank, in order that he

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