The Emporia news. [volume] (Emporia, Kan.) 1859-1881, 1880-02-27
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own personal supervision.
Being so awkward in manner, and sing
ular, Pestalozzi passed among his school
fellows as green, and received the nick
name of Harry Queer of Follyville."
He hadAthen, as all through his life, such
perfect faith, that he was made the dupe |
of all jokes, and many cunning schemes.
He preferred to be deceived rather than
distrust. Encouraged by his venerable
grandfather, who was wise and good
minister of that day, it seemed natural
that he should chose the same profession.
His efforts at preaching, however, were
very unsuccessful. Those who witnessed
his natural eloquence, and holy love and
good will for all mankind, were astoDish-
ed at the reason he gave for relinquish-
ing his chosen callIng-''that he stop
ped short in his sermon, and made mis-
takes in the Lords Prayer" More like
| ly, however, it was an exalted idea of the
proper qualifications of clergyman,
compared with his ownahumble merits,
which induced him tn change the study
of theology for that of law. His success
in the latter profession we infer to have /
been less fruitful than that of the
former.
A celebrated work on education by |
Rousseau, Emile" fell into his hands, |
about the year 17G4, which turntd his
thoughts into new channels, and was the |
outgrowth of those noble principles of
education. Soon after this he turncd his |
attention to agriculture. OF this-he also
made failure About this time he was
married to ANN Schulthess, noble NO
man, who stood so faithfully by his side
during the trials and vicissitudes of his
agitatcd life In 1910, we find him at
the head of an industrial school for the
poor" thought TO be the first of its kind
ever conceived, and the mother of
hundreds now in different parts of the
world To make this scheme Il success
was not possible with u man like Pesta-
lozzi In 1880, his school had to be
abandoned. While in charge OF this,
however, he made important discoveries
in the principles which underlie all
true education and which, through his
disappointment. have become blessings
to the world.
At the end of these years nf toll, be
found himself poor, and an object Of
pity. The natural buoyaacy Of his
, spirit, however, did not allow him to
give himself to despair" From Heees-
sity as well rs chD CO. he l,cgnn to write
for Swiss journal, and to publish
books, in which hc called t.e attention
: of the public 10 the Sacred wants of
humanity Among his works are: The
, Evening Hours Of Hermit leonard
' and Gertrude" Christopher .lHd Eliza"
Legislation and Infauticide," Figures
I to my Spelling. Book," Investigations
t on the Course of Nature in the Develop
! ment of the Human Race" The most
|. noted of which is Leonard and Ger
n trudc." As he was not able to bay the
# necessary paper upon which 20 write this
: story, it was written upon the blank
i leaves of an old account book, and when
ever he added more to tie text, he
n patched little scraps of paper upon the
|. sheet, (which combined with his ilhgi-
e bic handwriting, must have driven the
b. printers nearly TO distraction" His eX-
d IRENE poverty. however, resulted chiefly
, from his ignorance of the ways of the
l. world and from his self forgetting be-
II nevolence.
he Next we find this great phiianthropisl
Of giving instruction to the outcast children
If at Stanz Here he labored among the
IS poor and ignorant until the evils of tho
D. war deprived him of the convent il
ne which he had been conducting his school
ID Biler, in referring to this great teach
Id err, says: las PcstaloZzi based all mat
is tiers of discipline on the primary motive
s. of all virtue, love; SO in matters Of in
Id struction, he started with the source o
n all knowledge, the elements. He die
w not burden their minds with the memoir
" of words whose meaning they did no
TO understand; but he led them gradual.
ks to the discovery of truths, which, in tn
he nature of things, they could never fol
so get" Pestalozzi seemed determined 4
MS have employment in some school, N
he matter how low the grade.
RS, From Stanz he went to BurgttOT
ii. where he obtained situation as assis
rs ant. Here the head master, seeing tha
ia Pestalozzi succeeded in gaining the a
nd tention and affection of the pupils NOR
be than he, set about to devise means c
lc- Kidding himself Of his dangerous riva
I'D which he soon effected hy having hir
lin expelled.
to Pestalozzi, by no means discouraged
nut was successful IN securing position
~, neighboring school, where he built II
on lasting and well-earned reputation
nd About the year 1902 he went from Bur-
csc dorf to Yoerdon While here he arrive
in at the most momentous period Of IA
life. His institution obtained such C
lb- lebrity that the attention of all prom
no nent friends of education in civilizc
Use Europe was cenicred upon its work; an
APP which brought to his school many 81
me dents from abroad. His pupils consis
, is ed not merely of boys, but, in many il
BILE stances of men who left their vocation
the in order to study the methods with II
it'll great teacher himself He was assiste
by more than half score of teacher
and here his great work continued Il
cry more than twenty years. The selfs
on ambition and overbearing intolerance
it'll Schmid, one of his ablest instructors, {
: of whom Pestalozzi relied for cSunse
are caused such spirit of discomfort amor
ter the teachers IS TO lead TO their resign
ore ton, and, finally, to the death of Il
uld school Pestalozzi had now grown o
de- Rand feeble. He spent the few RENAL
de- ing months of his life among the seen
son Of his youth and early manhood, III
ow- preserved TO his last moment his interC
ary for the cause of education. In Febr
80. airy, 1927, in the eighty-second year
be- his age, this great benefactor of the h
eed man race, and educational reform'
A breathed his last.
rse, More great changes were made
ght Pestalozzi and his associates in I
his teaching of arithmetic, than in any 9th
A branch. Vast improvements were mas
Is a however, in all the elementary branch
me- Pestalozzi seems to have had the sing
not lar ability Of tracing each study To
lily very elements, and basing il upon I
will lures mode OF instruction.
if \ marked feature IN all true Postal
,uld zian schools is the almost entire absen
the of corporal punishment Non puni'
do ment was neither Law nor princii
5 it with Pestalozzi; yet punishme
ON was a thing of very rare oec
all renee. He says: AS rule, wa
children are inattentive and apparen
~, 4