675 ,. K93c 31 a; ^^" Wj^-^M rv J iJ\/Qchad Ernest Sadler' llniversiiu College-^ Oxford THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES A COUP-D'OEIL ON THE GENERAL MEANS OF EDUCATION. A COUP-D'OEIL ON THE GENERAL MEANS OF EDUCATION, FOLLOWED BY A NOTICE OF A NE^' INSTlTUflON FOR YOUNG BOYS. By Herm. KRUSI, , Disciple of PESTALOZZL Y V £ R D U N, Is. FrvA, Printer. A COUP-D'OEIL ^^^ ON THE GENERAL MEANS OF EDUCATION,^ FOLLOWED BY A NOTICE OF A NEW INSTITUTIOJI FOR YOUNG BOYS. fc, <^ •^, ,< <^(^-y^«^<^-^ E DUCATioK employs three principal means for the culture of man : i*. Domettic life. 2^ Intel- lectual culture or the Cultivation of the mind. g*. Religion. THE FIRST MEANS FOR THE CULTURE OF MAN. DOMESTIC LIFE. To domestic life is intrusted the preservation of the body and the devclopement of its pov/ers. For which reason it may be considered as the basiit of the physical life. The body is as the covering, as the grain which contains the germ of intellectual religious and moral life. Domestic life resembles the fertile soil to Which this grain and this germ are entrustedj and in which the latter expands and prospers. Domestic life exhibits three princioal relation?. 679286 Tli3t of the father and mother towar-^s their chil- dren; thit of ihc children towards their father ani mother; that of brothers and sisters among each other. In the purity of dome«^tic hfe. love is the com- mon center of every other sentiment and the prin, Ciple of ihe actions of the individual. This l'j\e m/ni e^ts Itself in the parents by unremitting cire £n^i upbounde4 sacriHces ; in the ch^dien by perfect curfidence and obedience; imoni^ brother* jtnd Me- ters by ili'T endeavours niutuHlJy to aid and u^ P'0'vii.Jic each others happiness. Every cvenf, evfiy ni, the more remark ?We the particnhr direction and the isolated a* tivity of each ficulty become. A ^eminsrv shouKl represent the domestic Ide in all its purity. The mavters should res^srd ths pupds as their children ; the children should con- sider thiir masters as parents ; and look unon cacli oihcras broihtrs and ns and thence should re<^nlt cares, 6acii6ces. confidence, obedience, and endeavo-.T-s reciprocally to aid in the atuinmcnt of the desired end. Such a domestic life prepares a child for mental improvement and religious habits. \C^ithout it, religion will not hnd accessto the heart a^d intellec- tual cultivation wUl only furnish means to satisfy the egotJHii of animal nature — The child is thus prepared to maintain the same relations in a wider sphere as a man, as citizen, and as christian. 1 Second means for the cultivation or MAN. INTELLECTUAL CULTURE. The aim of intellectual culture should be on the one hand to develope the faculties, and on the other, to give knowledge and dexterity of executioa. In developing the faculties they should ail be har- moniously considered. This can only be effected by the exercise of the active and productive faculties for the mind, to be really developed, must be able to act of itself. Again, it is impossible to exer- cise the active and productive faculnes without exercising at the same time those which are passive and receptive ( namely those of comprehension and retention ) and without their being thereby prepared to serve in future with cncreased ad- vantage. That which is essentially and in itself the produce of the human mind, that which the mind of each individual can and does in fact to a certain degree produce, independant of all instruction; that which displays itself as it springs from its peculiar element, and is as it were its germ, that alone can be considered as the elementary means to develope faculties productive of intelligence. The essential productions of thf^ human mind aie number, form, and hvigtia^e. Unity is the clement of number, that of form is a line and the elements of language arc idea, which is interior, and sound which is exterior. —Each of tht se three means may be employed in two aiif^rcat directions; as a means to dtvslopc, ou 9 the one hand the power to discern truth, and on the other the power to discern beauty. Theficuhies of an individual cannot be developed uf hunt his acquiring at the same time a certain fifv. of knowledge and a certain skill in the physical crij^^ns, to execute what the mind has conceived; oDii litre "i is most v/orthy of remark, that an TitHrItu- ed mind will succeed Jituch better than a^i linuilightened one in the acquisition of knowledge tn)i of every kind of practical skill. The tj^^rci^rs proposed with a view to develope fh hauitits, like those intended for the acquisition c:i knuw'tdge, should succeed one another in rectN^ary ouler, so that each exercise should coiHciin rle gtrm of that which is to follow, lead to it and prepare for it. — The developemcnt of the principal powers of our nature and the acqui- sition of a certam degree of information are neces- sary {o quality each individual to fulfil the duties o\ a man, a citizen and a christian. — This develope- m( lit and this acquisition ot knowledge, constitute the province of ekfnentary elincation properly so called, which should be the same for all. But beyond the confines of elementary education, the extent and the character of studies should vary on the one hand, according to the dictates of nature, which by the capacity it has given to each individual, des- tines him for one calling rather than for another, and then again according to his situation in life. In the acquisition ofknowledge, we should pursue as it were an elementary path, introductory and pr-paraiory to that of science.— The former aloD§ 9 is suited to the child, because from a series of j-articular facts it rises to ihe discovery of general truths. The latter to the man of enlarged mini, heciMise it proceeds from general principles, which it di^pliys in all their extent and thus arrives at p.i!ticijlar truths.— We will now point out thi nita'K of devtlopement, and the principal know- ledges to he acquired, ( i ) We will then consider the ch'i^l 'T h's different ages ancf describe what sre^p^ in the different means of devtlopement, and in the different sciences to be acquired, arc suited tc the same. ( I ) A sfriet of fxercisc"? were piiblrshetJ tnmv vcars ago in Germany in which miHibrr, form and laiijiiiajc were disp'nyed. Thfie cxernscs have been since corrccte ^ ami iir proved hy Ic'instf fxpcriencw'an.l willbs sk«rtly republished ia German and in Frcnsh. First means of developement ( I ). NUiMBER. Chap. T*- Exercises on number in their direction towards truth. 1. Calculation of the heady the objpct of wh'ch is to give the intuitive knowledge of number and of its relations. I'*- Exercises on un"t<^. a'y- Exercises on simple fractions. 5^^- Exercises on compound fractions or fractions of fractions. In each of these series of exercises are three suc- Cfcsive degrees. \ I ) We give t'-.*; rnrant of deyelcpemsnt in Iht^ ioWiivhv^ ortl«r lO I'*- DEGREE which is preparatory to others, to learn to count. 2^y- DEGREE Composition of numbers. With units all numbers are composed. — With the num- ber two all even numbers and with thr«e all triple numbers etc. Decomposition of numbers. — All num- bers may be decomposed into units. All even runibers into pairs. All triple numbers into threes, etc. Transformation of numbers. After having de- composed any number into units, twos, or threes, it is praticable, with these units, twos, or threes, to compose new numbers, differing from those at first proposed. 9^y- DEGREE Determination of simple relations and proportions. II. Calculation hy ^/^y/y ( figures, letters) the object of which is to give the intuition of rules, according to which, all operations or numberi may^ be performed and the ability to express numbeu and operations by signs. !**• A knowledge of the decimal and numerical system. 2'^- The four simple rules, addition, subtraction, multiplication and division. number, form language i became the Jevelopement of Ktwihcr is n?ost simple and has fewest applications, form affords more varicil exercise* and applitatianj, and lau;;iiage iucludwi number, form, and all humati kno-vviedijr. — W her m f come to eonsiJer the chi' 1 in it- 'iifi ••cn^ s;/i, we shall on the r.oinrary, bojcin wirh lanj,iian form in their di- rection towards beauty. Drcimng, I'*- Lineal drawing to form the eye and the hand md to practice invention, according to given rules, and forms agreable to the sight. 2'y- Perspective, a) the result of observation ; b ) the result of geometrical laws. 3^^' Knowledge and imitation of light and shade. 4^T Progressive exercises of drawing from nature. 14 Third means of developement LANGUAGE. j«t. SECTION. The interior of langitnge^ that is to say, hngimga €onsidpred chiefly with a/efgyence to the sense of the vpords. Ixfrcises to teach children to make observations and to express them with ease and correctness, ChAp, I. Maternal and domestic Language in- ciiidet what reliCes to infancy, what a ch.ld can tuiiiprv^heiiJ. ' " Art. I**' Exercises on the denominatlm of cbj'rcts. Yoii must go through eveiy ihw^g what i:te 't».t:lf has taught the child, in orJeT toascer^-Mri ii he knows and can name the objects about wluch it will be necessary he should speak. Art. 2. Exerci«*es on the qualities of objector. A quality is pointed out to the child' and he mu^t txaniine wiiat objects pos-^ess this qual'ty — Here as in every successive exercise, it i^ exacted thit the child should give each example in a complerc, correct and strictly true proDo-ition. Ea_h exam- ple should contain an intere&cuig obi;ervation. Art. 5. Exercises on actions and their different relations. An action is indicuced to the child i ii^ IS is to seek "Who docs this action, on what it is perfor- med, when, where, with what, how, why. — In practising thus to observe every action with a reference to the acting object, to the object on which it acts, to time, to place, to manner, to principle and intent, -^vc obtain, in addition to the advantage Which this exercise is chiefly intended to promote ( by developing language and thereby general intcHigencc) that of particularly developing in the child, a disposition to explain to himself all he does, and all others do, which may have the happiest effect upon his judgment and his conduct. Chap. II. Social language the dcvelopement of maternal language. Art. I^^- Exercises on the families of words. A radical word is chosen and all its derivatives sought for with the child. He is made to distinguish with earc the different meanings ( proper or figu- rative ) of each derivative. With 7 reference to the meaning of the radical word. He must give each Word and each meaning of this word, in a phrase comprising the conditions here laid down. Art. 2. Exercises on synonymous terms. AaT, 3. Definition of words. l6 1 I. SECTIOy. the exterior of language y that is to say, hwgua^e considered principally mtb a reference to the form of speech. Chap. 1. Exterior of language in its direction towards truth. / Verbal language. Art. I. Composition of words. I^t. \^ith given sounds. 2'^- With given syllables. A final syllable is pointed ont to the child or art initial and a final syllable, and he i<> lostik words iormed on these syllables, which leads ta a know- ledge of the roots of the language. ( i ) ^ly- \(''ith simple words. — These lau two series of exercises ate preparaiory to exerciser on the families of words. Art, 2. Composition of phrases. r*- Knowledge of the constitutive parts of si phrase or {\\q parts of speech. 2^y- flexion of the parts of speech susceptible of it. 3^y- Construction of phrases with given parts cif speech. ( I ) It is needless td ebscrvs here «ntl isi every other part of this treatise that each exercise is composed not oF isolate i points, acci-k'nt- tUy taken up, but of a regular course arnrin* from the ficrm which il itcvelops. and treaitius each object according to its n:iture« Aht. j. Composition of periods. !"• Knowledge of the members of i period. 2'^' Combination of these members. Art. 4. Rules far the construction of language. Written Utigi'ct^e, Besides the discourse of th* living voice, iv^hkh is the original and natural m(jJe of representing our ideas and which discover* them t j the car, there is ai artificial method. Which displays them to th- eye, by means of signs, called Utters, The desire to enjoy representations by ^C'hlch others communicate their ideas, and aUo by the same means to communicate our own, leads to the study of Written language which comprehends the following exercises. !*'• Combination of the pronunciation of sounds With the knowledge of signs by which they arc represented to the sight. Reading. 2'y- Tracing signs. Writing. 3^y- Expression of sounds by means of signs. Orthography. 4'y- Knowledife and nsr of signs which indicate the reUtions of the members of the phrase, or period composed. Punctuation. Chap. I L The exterior of language With « view to beauty. Modulation, acantmtion, prosody^ versif cation, a 18 Chap. III. Sound the exterior element of lan- giiage developed in an independant manner and dirccrcd towards the beautiful, wlnth constitutes one of the elements oi music. The study of the constraction of a language conscitutes grat)imar. — These laws being the image of the laws of thought, the study of gram" mar leads direcly to that of logic, in which are Dnited the study of the interior and exterior of language. By exercises on the interior and extf rior of lan- guage, and by the acquisition ol formation, the pupil Will be prepared to compose on given sub- jects, and to study the rules of composition ^vhich constitute Rhetoric. These saine exercises wrill contribute to feed, and to unfold the talent of eloquence, or that for poetry among individuals, who have received the same from nature. Language, a production of the human mind^ being the expression of physical, intellectual and mo- ral life, fhould be universally the same as to its prin- ciple, since liuman nature is every where essen- tially the same. But as the developement of the fa- culties of rnan, the circumstances ot his life. I'is domestic, and social relations, are not every where the same, tl>is production of the human mind must, of course, have assumed different formi which have given rise to ditfercnt languages. Men \^ho have associated in a body have iormed for tlicmselves a given tongue which has become their national language. In order that different nations may hare intercourse with a reference to domestic moral and physical life, it is necessary they should learn each others language, which leads us to the study of foreign tongues. — This study will afford us the power of intercourse at least intellectually, and morally, even with people Who no longer eriist. Here is the use of the dead languages. Those whose motlier tongue is derivative must, in order to know it perfectly study tJic primitive language, from which it originated. I 1 1 SECTION. application of lungiiage to the acqniremsnt of knotcledge. Man is the center of all the objects of knowleclge. PHYSICAL MAN. Knowledge of the bodv, not anatomical know- ledge , but kr.owicdge of the animated body. I"- DEGREE. Knovcledge of the parts of the body ( i ). ( i ) This first liegrec iorniS the suhjcct matter of a work entitled Zioc^ or Jfar.ucl dd me.-c-i pi;l»li;hed in Gcrmsn, This Work new irctitled ?U(l contJiuietl Will also csntain the ii» degree, Jinortle.ige of ihe :tn:es, at W^H a$ the Ur.ttWle^je of the intellcctiiai and ancTil ir.avi, K-rre after .t W:.i assuredly be esteemed one of the most i;nporfanr cssciitial t>;pla!;atic;is of the method. The preeept of the ancients learn to JOiom th-.idf Will therein find its performnnce in a ujCi. c:ittnai; the degree of developement the child has attained and the branches of study to which he applies. 2^y Study for the memory. To learn by heart beautiful pieces of poetry, eloquence or music. 3'y- Exercise of iudgment and of taste : an exa- mination of the productions of art to trace therein the principles of truth and beauty. 4'y- Imitation and reproduction : declamation of pieces of eloquence, or of poetry ; execution of musical compositions ; copying drawings and paintings. General means to render the body of man able to serve bis ioul and to execute its conceptions. Gymnastic. In DomeFtic life the chilJs body is the object of most tender care. iU the c»iild expuads, he 27 constantly exercises the organs of his senses and of ail his members. Care on the part of the parents and exercises on that of the child are the double means of his preservation and his first developement. Bodily exercise for a child comes in form of plays destined to amuse and divert him. At first they varjf at almost every instant. Gradually they become more steady, and more serious. The art of education extends and perfects what life itself begins and prepares. Thus what in its brith was but play and amusement becomes the objectof a complete developement, of which the very organization of our body points out the aim and the laws. Gymnastic presents three different degrees !'=*■• Childrens plays ; free exercises produced by the consciousness of their strength and determined by the impulse of the mind and the accidental circumstances of life. 2'y- Progressive and regulated exercises of the limbs. Gymnastic properly so named. j'^'" Exercises preparatory to occupations in ac- tive life, and to the employ the pupil is to embrace : Gymnastic of Industry. ( Gymnast i que IndmtrieUe), By the gymnastic exercises, directed towards the essential ob-cci, to devclope the physical fa- culties in har/nonv with the intellectual and moral and by care destiiied to preserve the strength and purity of the organs, the body may attain its true destination, namely to serve the mind by executing it-? concepcionb. 28 The fttpil considered in his differ mt ages. These ages are fixed from a general view of children. In different individuals nature accele- rates or retards the progress of developement, so that some enter carher, some later into each period. There arc also individuals who deveiope more rapidly in some directions than in others. We must therefore take care that the backvpard faculties are not neglected^ rvhich would destroy in the individual the harmony of human nature. First age until five years old. During this first age, the child is exclusively the object of maternal and paternal care. He only receives instruction occasionally; each moment, each circumstance may furnish a means to fix his attention upon the objects which surround him and to teach him to observe them, to express his observations nnd to act upon them as far as his age will aliow. The developement which the child may acquire in this first period is of the greatest future importance. Every teacher w'\\\ find h wide difference between the child whose parents have trained him with tenderness and judgment and himwhohas been m the first stage abandoned to him- self, or what is worse, ill directed or ill associated. 29 Second age from f to lo years. It is at this period only a regular course of ins- truction should begin. At first this should be but a recapitulation of all the child has learned by the habits of life, with the simple difference that the objects of the exercises should no longer be determined by accident, but closed in one fixed plan, adapted to the intellectual wants of the child. Domestic life thus furnishes, during the first period, the germs which a course of instruction ought to develope, and in a great measure decides its success. , The following exercises properly belong to this age. I** Maternal and domestic language. 2^y. Exterior of language : composition of words ; reading ; writing ; spelling. We most always take care that the interior of language keeps a little ahead of the exterior. 3^y- Elementary exercises of singing, 4'y' Calculations of the head with units. f'y- Construction of figures according to giycti conditions, and lineal drawing. 6^^' Application of language and the acquisition 01 knowledge ; knowledge of the human body. 30 There arc other exercises -which may be begun ^tthis period, but which do not propeHy belong to it ; tor which reason we put of the mention of them to the following period. Third age from ten to fifteen, V^' Interior of language ; social language. 2'^- Exterior of language : composition of phra- ses and of periods ; orthography ; punctuation. 3^y- Continuation of singing exercises. 4'>'- Calculations of the head with simple and 'with compound fractions. Calculations with figures as far as the rule of ti-jree, in its full extent, inclusivciy. f ^y* Geometry properly so called ; relation of forms, as far as and including stereometry. Drawing : perspective ; shades ; drawing from nature. 6'"^' Application of language to the acquisition of knowledge. a ) Continuation of the study of the physical man : senses , sensations, mchnations , passions. h ) Intellectual man. c ) Moral man. 31 d) Kno^vledge of natural objects in the three kingdoms; Vi^hich, by a complete reunion of po- sitive features, may serve as representatives of a series of other objects of like character. *) Knowledge of the elements as fai as it can be acquired by observation, without casS aid of physical and chyaiical apparatus. /) Geography. g ) Technology and notices on the principal inventions. /) ) History, i^ degree. 7'y- Application ofarithmetic to bulk; to duration, to weight and to the coiiventional value of objects. Fourth age if to 1 2 or 20, Language. Continuation of language. — Rules for the construction o- language. Logic. Compositions on given subjects. Rhetoric. — Continuation O'' singing exercises, — Arithmetic of thehcAd and with figures; elevation to the powers, extraction of routs. Algebra, geometry, trigonometry and conie sections. Dravcing. Continuation o perspective, of shades drawing from nature. Application of languajge to the acquirement of knowledge. 3« Continuation of the study of the intellectual anJ moral man. Relations which the physical, intellectual and moral man bears to other beings. Continuation of the study oi the three kingdoms of nature. Elementary course of physic and chymistry. Geograp' y, mathematics and history. 2^' degree of the study of history. Application of arithmetic and geometry united, to agriculture, plan drawing, etc. u Observation on the study of foreign languages. In each stage of developement it is important that the mother tongue should always keep a little before all foreign languages, that the child should learn nothing in these he does not already know in that, so as to leave no deficiency in the mothcf tongue. If some branch of instruction were offered to the child in a foreign language only* it would in this respect take the lead, and the child Would find a difficulty to express himself in his own tongue on objects he has learned, by the organ of a strange language. On the contrary, the study of all foreign languages should* serve to make thf mother tongue better known* In a seminary where there arc pupils who speak two languages, these two must go hand in h^nd and every branch of instruction must be cultivated in them both* ; Hence results this advantagCj the pupil learnu hy intuition the meaning of the words of the lan- guage which is foreign to him* that is to say he every instant sees this meaning and does not learn it solely from translation and memory. This mod© 31 34 of employing two languages singularly facilitates the communication of ideas in them both. This connexion of two languages gives the advantage of comparing them and thereby teaches their ac- tual gelations and difference both as to ground and forin. A knowledge of the genius, the singularitici ^nd the shades peculiar to each, are the fruits of this eomparisop. . " Dead languages are more foreign to the mind of a child, and more difficult for him. The study of them should find its coij|:entration ( point d'appui ) in a sufficient developement of the living languages and above all of the matcrnel language ; without ^'^hich they remain dead in truth in the mind, without real fruit for the developement. "Wherefore this study should not begin before the third period; it should not occupy all the pupils but only those destined to walk in the paths of science. Those otherwise to be disposed of, may employ their timt and their endeavours to nflich greater advantage* 35 THIRD MEANS FOR THE CULTIVATION OF MAN. Religion* The soul and the final end of all education. As the body is vivified by the soul, so domestic, social and intellectual life are animated and ennobled by Religion. Without it the activity of man in each of these three spheres, has only a terrestrial pursuit and falls short of its true dignity and <^estiny. Thus the connexion of'father and mother are ennobled and sanctified when the father and the mother consider themselves, in respect to theif children, as the representatives of God, the com- mon father of all. The state of the child is ennobled and sanctified, Avhen we not only feel ourselves children of mortal parents, but at the same time children of God, des- tined to rise to perfection even as our heavenly Father is perfect. The state of brothers and sisters is also ennobled fend sanctified Avhen we recogni^^e all mankind as brothers and sisters and members of one same family. Th? endeavours wc mrke to develope our 36 intellectual faculties and to come nt the knowledge of truth, are sanctified when we acknowledge God ^s the fountain of all wisdom and the eternal source of all virtue and goodness. All earthly life is sanctified when we consider it a preparation to one which will be heavenly and immortal. The specific means which education may adopt to promote and bring forth in the child a religious life are : - I St- Exercises of piety, the principal of which is prayer. S^y* Religious couTersations, in which "We take adyantage of the circumstances and events of life to raise the soul of the child from what is terrestrial and fugitive, to that which is celestial and everlasting. 3*y- The study of sacred history and important passages of Floly writ, chosen and adopted with care, according to the degree ot developemcnt the child may have attained, and which, committed to me- mory, areas germs which religious instruction and the events of life will hereafter develope. 4^''- Religious instruction properly so called or theregular explanation of the Doctrine of out Saviuor, This instruction should only take place in the 4** period of dcvclopcment and the chief aim of every 3r prcceedin? period should be to prepare for it. It should close the childs career and become his support in the hour of trial, his guide to direct his steps to the highest point of perfection of which his nature is susceptible. All education should proceed from man and lead to God. Man should attain to live in God •nd for God and to devote to HIM all his terrestrial •nd intellectual existance. To this domestic and social life, exterior nature and all the circumstances through which he passes here below should conduct him. But it is only through the influence proceeding froai God , that all these can produce this effect ; the sublime truths of the Gospel can alone put us into that way which leads upon earth to this heavenly life which is our true destination, \\^ 38 AN ADVERTISEMENT . OF AN ESTABUSHMENT FOR THE EDUCATION ' OF YOUNG BOYS. from thi age they can receive regular instruction to that in wbich they should enter into the jMreer ef the sciences » or under take an employ. ,^ T HIS establishment began to txh% three years ago. While I was yet with Mr. Pestalozzi, working with him in the execution of his undertaking and teaching in his institution, two pupils were unexpectedly committed to my care, and to my particular direction. These were shortly followed by a dnrd , their relation. From that time a combination of circtimstances independant of my Will induced me to leave the Institution I had assisted to form and direct during sixteen years. I should above all things, have preferred, after this separation, to have laboured to form teachers for the people, taking poor children but equal to the office. Seeing the accomplishment of this desire too far beyond my reach I attached myself to measures more within compass and such af appeared appointed by Providence, I extended my sphere of activity receiving new pupils who wert also intrusted to my c^re unsought hiy me. This train ofcircumstances on the one hand and on the other my desire to remain attached to Messrs NiedcrerandNaef ( during many years my iriends and companions in labour) and with them to devote my life to Education, induced me again to choose Yverdun for the spot in "which I would henc^ forward Work, and gradually extend my rising Institution. Our reunion enables us to find means and men Who can advance and support in every respect the prosperity of our three Institutions ( that of Mj. Nacf for the deaf and dumb, that of Mr. Niederer for youth of either sex and miue ). Mr. Naboblz, whose sentiments and aim resemble ours wiH enter into my histitution as assisUnt. Mr. Steiner, a pupil of Pestalozzis, resides with me to teach m^ thematics, in Which he works with a degree - of intelligence and success w hich give the brightest hopes. Keeping up friendly mtercourse with 1^1 r. -Brousson, principal of the College of Yverdun and with other respectable men, 1 receive from them, m the uiiterent branches oi instruction, a-^niscance of importance to me and on tlie continuance of Vhich I can depend. In my former situation the frequent changes which occurred among my com- panions in labour was often subject of pain to me on account of its influence on the success of that undertaking to which I devoted my life. To avoid a like inconvenience "which musfc inevitably produce every kind of discord, and ex- pose an institution subject to it, to great dangers, -we will, with the greatest circumspection, choose our assistants and fellow labourers* The view, and means which serve as the foun- dation of my enterprise are the same with those I helped to devclope under the paternal direction of Pestalozzi. All that I have found on many years obiervation, both by experience made on myself and on my pupils to be true and conducive to ithe entire culture of man, 1 will strive by unremit- ing efforts to develope more and more in myself and take advantage ofit for my pupils according to nature, ( i X - ■ — - — - - - - - .. ^ ^ — — ( I ), I have ejiikavoxuedl in the Cotip . dCEil which f rccetds thii Jlnnofic* to Kollect the mtans oF education such us I conceive them to be. Thii expotition will be the model and the basis of my work-. It is eviiiciit these views and these means cannot ail t developed by X single man or in a single institutiou. It is a taik in which ill the friends of educatiuu must cooperate. 41 The Erst aim of my cndcarours is to establish in my Institution a true domestic life; that all the pupils should be considered as members of otie family and that in this disposition, all those sentiments and all those virtues which arc necessary to a happy existance and which render the coniiex- ions of life to pure, and so sweet, should be de- veloped, 'SJ^ithout this foundation, it teems to me tliat the blessing of God is wanting on every means of education one can employ. The extent of knowledge and the dexterity of execution which the pupils will acquire is in part the same for all and in part influenced by dispositions and particular destinations. It is the same for all in as much as it embraces the developement of the faculties and powers most essential to human nature. For this sphere the method has acquired an invariable basis, in a much as it has established language, number and tbrm, as productions of the human mind and even thereby, as the meant and the manner, by which a childs mind should be developed. The acquisition of knowledge and skill in exe- cution as a result of this developement are either given by exuciscs on language, number and form 4t 0T connect them§elve» with these in a very simple manner. Thus to the developcment of numbed is attached mercantile and Scifcntific calculation* The developenicnt of form and size leads to th^ art of drawing and writing. The exercises on thq mother tongue as a means to dcvelopc the mjnd of the child, conduct to the study of foreign lan^* guagef and to the knowledge of objects^ which the tongue scrres tp seize and to define. Mnsic as a combined production of tv?o elements is allied by tone to language and to number by measure. In the circle of human knowledge, man as 3 compound being is the central point .of a double world : of an exterior and physical v**orld to Avhich the three kingdoms of nature belong, the earth which contains them and all exterior nature, and of an interior \vorld, intellectual and moral, which, proceeding from the Acuities and the powers of our nature, contains all the circle of the connexions of man and of his duties towards himself, towards his fellow creatures and towards God. The child should not be more a stranger to this interior world than he is a stranger to the exterior and physical %Vorld. Intellectual cultivation «rhoald be accompanied by cultivation of sentiments. The physical power* 43 fliould also be developed, in order that tlie body inay be able to perform what the mind ha? con- ceived and the will has resolved. The exercises of the body thereby acquire an essential and incon,. testable value. The mind and the heart stand in need of the body in all the activity of life. The ope- rations of the soul arc hampered in as much as the body is neglected and unequal to execute its orders. In regard to the admission and to the residence of pupils in my school, I wish parents who propose to entrust theiir children to my care, would fully JWeigh the following considerations. '" The two most decisive epochs in Education are that of first infancy under the mothers care, and that where the youth enters into manhood. Wheft these two periods have been well taken care of and properly directed one may be sure of attaining one's object and consider that the education has succeeded. When either of these has been neglected or ill directed a man feels it during his whole Hfe. Tile age of d, young boy, being the intermediate period between first infancy and the age of young niHH, is of importance one cannot mistake, a^ the developement of the first prriod tmd germ of the ttirdj bur in no case does diisags infj'.cmc dscisiveB 44 either/ By repairing what has been defective or «f/- Ucted- or by ensuring rchat shall follovo. In the first age the child belongs by preference to its mother, to ijetakencare of by her, in the sccopd age it belongs by preference to its father, to be directed by liim. Asa young man, a new existancc opens to him, he ceases to be the child of his parent^ to become the friend.. The son having arrived at maturity becomes the tender intimate and faithful friend of his parents, as he "was, in his minority, their amiable, docile, and faithful child, vi'With regard to exterior hfe, the child must jooncr or later become an orphan, and when this misfortune befalls him in his minority, society provides that a guardian shall supply the place of parents till he comes of age. As for interior life, na one can supply this place for him, nothing but^hc intellectual and moral strength developed in the chjld himself, and raised to that wisdom and that love wl^ich proceeds from God, draws us near to HIM and alone can supply the place of the wisdom znd the love of our father and mother. When the young man has iattained this point, it is only as friend that he remains the child of his parents. If he is not brought up in these noble dispositions an unhappy event occurrs, the bonds of nature are broken on his coming of age, becautc these bonds ' 4i were only tied with respect to physical h'fc, ancl ^he child voho in this first friendship, in this friend- ship, the objects of rchich are nearest to him, has not supported the trial of fidelity, rcill never bear this test for any being upon earth. Therefore this period in education is so impor- tant, and this passage is so decisive that it exacts more than any other. On the one side it re(|uires the pur^^y and tender affection of domestic life, and on the other side, sohd and wholesome food for the mind* Here a means presents itself which ought to be tfsthc keystone in the cultivation of the child, as the resting place of minority passing to majority, as the foundation of a new life ; a meant raised above every other, namely. Religion^ as the revelation of all that is divine in man manifested by Jesus- Christ. The young man, \rho in body and as a mortal, ceased to be a child, should become a new child in soul, and as an immortal being. After wards from this new state, he ought in general to cease to be the pupil of men, to raise himself above their direction and to become the pupil of himself, that is to say, of that vpisdom and that love vhich comes to us from God and raises us to kirn, So long as a man has not attained this point his 46 Education is incomplete. The aim of education if to enable him to reach it. To tend incessantly towards this object, is the task of the Institution J3ere announced, ' v ,' Yverdun, Pestalozzi? birthday. end: UNIVERSITY OF CALIFORNIA LIBRARY Los Angeles This book is DUE on the last date stamped below. Form L9-100m-9,'52(A3105)444 fHE IIBRARY LB 375 Krus i - A coup-d'oeil on C93 c the ge neral me^ of education. LB 675 K93c SOUTHERN REGIONAL LIBRARY FACILITY A A 000132 835 o '^s^ ^"••-^ -J iSb^ i n tm\ ^