Question: Who was influential in education from the country where the Helvetic Republic was established?

full_context: Document 1: Humboldtian model of higher education: The concept of holistic academic education (compare Bildung) was an idea of Wilhelm von Humboldt, a Prussian philosopher, government functionary and diplomat. As a privy councillor in the Interior Ministry, he reformed the Prussian school and university system according to humanist principles. He founded the University of Berlin (now the Humboldt University of Berlin) and appointed distinguished scholars to teach and research there. Several scholars have called him the most influential education official in German history. Humboldt sought to create an educational system based on unbiased knowledge and analysis, combining research and teaching and allowing students to choose their own course of study. The University of Berlin was later named after him and his brother, naturalist Alexander von Humboldt.
Document 2: Some Thoughts Concerning Education: Some Thoughts Concerning Education is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the eighteenth century, and nearly every European writer on education after Locke, including Jean-Jacques Rousseau, acknowledged its influence.
Document 3: Alps: During the Napoleonic Wars in the late 18th century and early 19th century, Napoleon annexed territory formerly controlled by the Habsburgs and Savoys. In 1798 he established the Helvetic Republic in Switzerland; two years later he led an army across the St. Bernard pass and conquered almost all of the Alpine regions.
Document 4: Age of Enlightenment: The predominant educational psychology from the 1750s onward, especially in northern European countries was associationism, the notion that the mind associates or dissociates ideas through repeated routines. In addition to being conducive to Enlightenment ideologies of liberty, self-determination and personal responsibility, it offered a practical theory of the mind that allowed teachers to transform longstanding forms of print and manuscript culture into effective graphic tools of learning for the lower and middle orders of society. Children were taught to memorize facts through oral and graphic methods that originated during the Renaissance.
Document 5: Alps: Much of the medieval period was a time of power struggles between competing dynasties such as the House of Savoy, the Visconti in northern Italy and the House of Habsburg in Austria and Slovenia. In 1291 to protect themselves from incursions by the Habsburgs, four cantons in the middle of Switzerland drew up a charter that is considered to be a declaration of independence from neighboring kingdoms. After a series of battles fought in the 13th, 14th and 15th centuries, more cantons joined the confederacy and by the 16th century Switzerland was well-established as a separate state.
Document 6: Education: While considered "alternative" today, most alternative systems have existed since ancient times. After the public school system was widely developed beginning in the 19th century, some parents found reasons to be discontented with the new system. Alternative education developed in part as a reaction to perceived limitations and failings of traditional education. A broad range of educational approaches emerged, including alternative schools, self learning, homeschooling and unschooling. Example alternative schools include Montessori schools, Waldorf schools (or Steiner schools), Friends schools, Sands School, Summerhill School, The Peepal Grove School, Sudbury Valley School, Krishnamurti schools, and open classroom schools. Charter schools are another example of alternative education, which have in the recent years grown in numbers in the US and gained greater importance in its public education system.
Document 7: Idealism: Beginning with Immanuel Kant, German idealists such as G. W. F. Hegel, Johann Gottlieb Fichte, Friedrich Wilhelm Joseph Schelling, and Arthur Schopenhauer dominated 19th-century philosophy. This tradition, which emphasized the mental or "ideal" character of all phenomena, gave birth to idealistic and subjectivist schools ranging from British idealism to phenomenalism to existentialism. The historical influence of this branch of idealism remains central even to the schools that rejected its metaphysical assumptions, such as Marxism, pragmatism and positivism.
Document 8: Education: In time, some ideas from these experiments and paradigm challenges may be adopted as the norm in education, just as Friedrich Fröbel's approach to early childhood education in 19th-century Germany has been incorporated into contemporary kindergarten classrooms. Other influential writers and thinkers have included the Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of progressive education, John Dewey and Francis Parker; and educational pioneers such as Maria Montessori and Rudolf Steiner, and more recently John Caldwell Holt, Paul Goodman, Frederick Mayer, George Dennison and Ivan Illich.
Document 9: Age of Enlightenment: Several Americans, especially Benjamin Franklin and Thomas Jefferson, played a major role in bringing Enlightenment ideas to the New World and in influencing British and French thinkers. Franklin was influential for his political activism and for his advances in physics. The cultural exchange during the Age of Enlightenment ran in both directions across the Atlantic. Thinkers such as Paine, Locke, and Rousseau all take Native American cultural practices as examples of natural freedom. The Americans closely followed English and Scottish political ideas, as well as some French thinkers such as Montesquieu. As deists, they were influenced by ideas of John Toland (1670–1722) and Matthew Tindal (1656–1733). During the Enlightenment there was a great emphasis upon liberty, democracy, republicanism and religious tolerance. Attempts to reconcile science and religion resulted in a widespread rejection of prophecy, miracle and revealed religion in preference for Deism – especially by Thomas Paine in The Age of Reason and by Thomas Jefferson in his short Jefferson Bible – from which all supernatural aspects were removed.
Document 10: Alps: By 1940 the Third Reich had occupied many of the Alpine countries. Austria underwent a political coup that made it part of the Third Reich; France had been invaded and Italy was a fascist regime. Switzerland was the only country to luckily avoid invasion. The Swiss Confederate mobilized its troops—the country follows the doctrine of "armed neutrality" with all males required to have military training—a number that General Eisenhower estimated to be about 850,000. The Swiss commanders wired the infrastructure leading into the country, and threatening to destroy bridges, railway tunnels and passes in the event of a Nazi invasion, and then they retreated to the heart of the mountain peaks where conditions were harsher and a military invasion would involve difficult and protracted battles.
Document 11: Alps: A mummified man, determined to be 5,000 years old, was discovered on a glacier at the Austrian–Italian border in 1991. By the 6th century BC, the Celtic La Tène culture was well established. Hannibal famously crossed the Alps with a herd of elephants, and the Romans had settlements in the region. In 1800 Napoleon crossed one of the mountain passes with an army of 40,000. The 18th and 19th centuries saw an influx of naturalists, writers, and artists, in particular the Romantics, followed by the golden age of alpinism as mountaineers began to ascend the peaks. In World War II, Adolf Hitler kept a base of operation in the Bavarian Alps throughout the war.
Document 12: Switzerland: When war broke out between France and its rivals, Russian and Austrian forces invaded Switzerland. The Swiss refused to fight alongside the French in the name of the Helvetic Republic. In 1803 Napoleon organised a meeting of the leading Swiss politicians from both sides in Paris. The result was the Act of Mediation which largely restored Swiss autonomy and introduced a Confederation of 19 cantons. Henceforth, much of Swiss politics would concern balancing the cantons' tradition of self-rule with the need for a central government.
Document 13: Napoleon: Hoping to extend the Continental System, Napoleon invaded Iberia and declared his brother Joseph the King of Spain in 1808. The Spanish and the Portuguese revolted with British support. The Peninsular War lasted six years, noted for its brutal guerrilla warfare, and culminated in an Allied victory. Fighting also erupted in Central Europe, as the Austrians launched another attack against the French in 1809. Napoleon defeated them at the Battle of Wagram, dissolving the Fifth Coalition formed against France. By 1811, Napoleon ruled over 70 million people across an empire that had domination in Europe, which had not witnessed this level of political consolidation since the days of the Roman Empire. He maintained his strategic status through a series of alliances and family appointments. He created a new aristocracy in France while allowing the return of nobles who had been forced into exile by the Revolution.
Document 14: Switzerland: In 1798, the revolutionary French government conquered Switzerland and imposed a new unified constitution. This centralised the government of the country, effectively abolishing the cantons: moreover, Mülhausen joined France and Valtellina valley, the Cisalpine Republic, separating from Switzerland. The new regime, known as the Helvetic Republic, was highly unpopular. It had been imposed by a foreign invading army and destroyed centuries of tradition, making Switzerland nothing more than a French satellite state. The fierce French suppression of the Nidwalden Revolt in September 1798 was an example of the oppressive presence of the French Army and the local population's resistance to the occupation.
Document 15: Alps: Crossing the Italian-Austrian border, the Brenner Pass separates the Ötztal Alps and Zillertal Alps and has been in use as a trading route since the 14th century. The lowest of the Alpine passes at 985 m (3,232 ft), the Semmering crosses from Lower Austria to Styria; since the 12th century when a hospice was built there it has seen continuous use. A railroad with a tunnel 1 mile (1.6 km) long was built along the route of the pass in the mid-19th century. With a summit of 2,469 m (8,100 ft), the Great St. Bernard Pass is one of the highest in the Alps, crossing the Italian-Swiss border east of the Pennine Alps along the flanks of Mont Blanc. The pass was used by Napoleon Bonaparte to cross 40,000 troops in 1800. The Saint Gotthard Pass crosses from Central Switzerland to Ticino; in the late 19th century the 14 km (9 mi) long Saint Gotthard Tunnel was built connecting Lucerne in Switzerland, with Milan in Italy. The Mont Cenis pass has been a major commercial road between Western Europe and Italy. Now the pass has been supplanted by the Fréjus Road and Rail tunnel. At 2,756 m (9,042 ft), the Stelvio Pass in northern Italy is one of the highest of the Alpine passes; the road was built in the 1820s. The highest pass in the alps is the col de l'Iseran in Savoy (France) at 2,770 m (9,088 ft).
ground_truth: Johann Heinrich Pestalozzi
sub_queries: Where was the Helvetic Republic established? Answer: Switzerland
Who from Switzerland was an influential in education? Answer: Johann Heinrich Pestalozzi