Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1894-08-11

formers the name OF JOnn henry iesta-
lozzi holds an ever memorable place.
Reared under the instruction Of a pious
mother. there was ncucaied in his mind
and heart those truths that laid the
foundation for his noble and self
denying career, the development Of
which has made him famous as an edu-
Gator. The example Of his grandfather,
a devout man, also had much to do
with shaping his future In life which,
In lis devotion to the cause Of humanity,
Is seldom surpassed.
In his early school life he began to
develop IN a marked degree a thirst for
knowledge. lie had become satisfied
through the teachings Of Rosseau that
the educational methods Of the past
and particularly those Of the rcnasccnce,
were radically wrong, aud that the three
fold nature Of the child should be har-
moniously developed His aim was to
tgychologize educational methods, that
Inc child should be brought into contact
with nature, that there should be "a Sc
quence ia the plan Of instruction, and
mat instruction should be subscryicnt
10 development. In his college career
he found his ardor checked By impnson-
mcnt Tor statement Of his views
through the medium OF the college
paper. lie TOOL. strong grounds in iavot
of an educational system which should
extend is benghccnce TO the poor as
well as TO the rich. As this theory came
IN direct opposition to the views Of the
rivileged class, his freedom was for
time denied him, and the paper sup
pressed.
Doubtless, through the nobIencss Of
Tie as excmplhvd IN the character OF
his grandfather, he turned his attention
10 theology, but soon abandoned that
and for a time studied law, which 10
ium he gave up. and became a farmer.
During the time thus engaged, he
seems 20 have turned his attention
entirely to his duties, but soon up
braided himself for Withdrawing his
energies from his lies work, and this
pursuit, also, was permanently aban'
UOncd. At the age Of nineteen he thus
expresses himself relative to the cduca.
tonal reforms he would institute. II
would that some one would draw mp in
a simple manner a few principles OF
education Ineligible to everybody, mat
some generous people would then share
the expense Of printing, 50 that the
pamphlet might be given to the public
Tor nothing, or next To nothing 1
would then have clcrgymeu distribute II
"a all fathers aud mothers, 50 that they
might bring up their children ~ a
rational and Christian manner But
he adds, perhaps this Is asking too
much at a time
No better idea can be gained OF the
magnanimity Of the man than from the
fact OF his taking q number OF poor chill
dren under his care, and while educating
them, furnishing them with manual labor
thus developing their physical organizi-
tons While the experiment proved
failure from financial standpoint, the
effect upon the children by being
brought into contact with his PERSONAL
ity was marvellous. one Of his weak
points. which he himself coniesses. was
his inability TO look upon the Affairs OF
hie from a practical point Of view lie
vas so much imbued with his desire to
raise mankind to a higher plane, that
thc practicabllity OF his plans was over
looked, and through his want OF fore.
sight he was reduced to poverty, In
which he lived for a period OF eighteen
years hut the good he had done vas
not TO be lost, a. he was gradually
attracting to him those VINO saw his
true greatness. These years had a de-
pressing effect upon his mind, but he
did not give up his cherished hopes
Through the influence OF friends he was
aided IN the publication OF a number OF
works, the most popular Of which was
Leonard and Gertrude. This brought
him into public favor, 10 being widely
read; but IN attempting to add continual
tons, the prestige was in a considerable
degree Affected.
During a long aud eventul career,
fortune seemed now to smile, nov to
fown. Notwithstanding the TACT that
he was opposed by those afraid OF his
power as a thinker and reiormer, as
well as by those who misunderstood
him. he attracted such minds in Ger.
many as Goethe, Wieand, Hcrdcr and
lichte; aud In America, Washington aud
Madison, as well as other leading men
OF his time. Wherever his theories were
mt into practice excellent benefits
followed. Pupils looked upon him a. a
father, and entered into their work with
unusual enthusiasm. The associate
teachers as a rule entered into the spirit
nj the great teacher and materially
seconded his efforts.
When quite advanced IN years he Is
found struggling with a school OF seventy
pupils, OF an ages, capacities and condi
lions. To the irksomr duties OF his
position he gave the same zeal as in
former years, although the failures Of
his lie brought sorrow TO his counter.
ancc; but he did not ialter His term
ended, he was obliged % go to the
mountains for rest and recuperation.
One Of the most significant indurse.
ments OF PestaluzzIlulsm was the accept.
ance by the Pruss an government Of his
system, by the establishment of q school
wherein not only the youth should be
taught. but where teachers should be
trained In the theory and art OF teaching
as formulated by It's author. Eminent
success Tor a time at least, crowned his
efforts III his institute al Yverdun. The
efficiency OF the school drew to II
teachers from all quarters, many being
sent by the governments OF the Coun
tries to which they belonged 10 become
initiated into the pestalozzian system
Its popularity however, waned. but the
seeds sown were not 10 be destroyed
The last school established by him
was at Clndy, a small place near lvcr-
dun. Although old and broken down
In health and spirit, he secured as In
former years the respect and affection
Of his pupils, and the fame Of hls school
became celebrated, and lasted for a
period Of twenty years The last years
Of his life were spent at Neuhoi, where
d