PESTALOZZI 



-ion.-) 



PETAIN 



He first decided to be a minister, but gave 

 up the ministry to follow the law, because he 

 thought that he could render the people greater 



ice by defending them in the courts. His 

 health became broken by hard study, and he 

 settled on a farm. However, because of his 

 brilliant and erratic gifts ho was not adapted 

 to the life of a farmer, and after seven years 

 of struggle he found himself heavily in debt. 

 Early Attempts. Pestalozzi converted his 



i into an .industrial school at Neuhof for 

 the poor children of tho neighborhood, thai 

 th -y might be enabled to earn their living. He 

 taught all his pupils reading, writing and arith- 

 metic. The boys received instruction in fann- 

 ing, and the girls in gardening, housekeeping 

 and sewing. Religious education was also a 



ng feature of the school. The pupils were 

 to earn their support and pay something to- 

 wards the expenses of the school by cotton spin- 

 ning, but Pestalozzi's lark of business ability 



d the enterprise to fail. 

 At about the time that the school at Neuhof 



d the battle of Stanz occurred, and a large 

 number of the inhabitants were massacred. A 

 poorhouse had to be provided for scores of or- 

 phans, and Pestalozzi was called to take charge 

 of it. Here under the most unfavorable condi- 

 tions he achieved successes that delighted and 

 am;, who visited the institution. 



Within six months the school was closed be- 

 cause the building was wanted for a military 



Burgdorf and Yverdun. In 1800 Pestalozzi 



and lu< a^oaate. Kni-i. opmcd at the Castle of 

 Burgdorf a college for the training of teachers. 

 A secondary school, an elementary school and 

 an orphan asylum were included in their plans 



i with the college. The staff of 

 reased by a number of mm 



who did much to strengthen tip t ion 



:nent. This school 

 soon bee peri- 



mei/ -ining hitherto un- 



kri-i .ml taught for 



-. wh. n th.- -chool \\ , d to 



i lined until IX'J.V 

 first 



ucceiw, and the choo| won 

 waa worldwide To it < 



1 V , rica to Irani the 



!% of the great educator. 



i who , 



the JIM (Dited States Commissi< 

 tion. Dissensions among the faculty, which Pes- 



talozzi was unable to control, caused the school 

 to decline and finally to close. Two yea: 

 the founder died, disappointed and poverty- 

 stricken. 



Pestalozzi's Influence. The value of 



\vork as an educator consists in the prin- 

 ciples he set forth and tried to put into prac- 

 tice. He believed that the principles of educa- 

 tion were to be found in human nature, and 

 that the child's physical, intellectual and moral 

 capacities should be trained. He advoca 

 dustrial training along with training in subjects 

 commonly taught in the schools, and placed 

 great stress upon sense training. Object <. the 

 study of nature and lessons from the pupil's 

 daily experiences were in his estimation of 

 equal or greater value as material than lessons 

 found in books. His method was that of dis- 

 covery on the part of the child, and led to an 

 all-round development that previous methods 

 of instruction had not reached. 



His influence spread rapidly over Europe, af- 

 fecting profoundly the schools of Germany, 

 which were regenerated and placed on a foun- 

 dation that was the beginning of their present 

 efficiency. It also quickly extended to Ar 

 where his system was introduced by William 

 McClure. The results were seen in t! 

 provement of methods of teaching and espe- 

 cially in the establishing of normal schools and 

 m a greater public interest in education. 



Writings. Pestalozzi's writ upon 



political and educational topic-. II 

 portant educational works are The f 



<>f n //> nnit ; L> onard and Gertrude and 

 How Cnrtru<h- Teaehtx Her Children. 



Consult De Gu ns Life and 



I. if>- and Work of rcstalotgi. 



PETAIN, HI:M:I PUUPFI (1856- ). one 



of the greatest military leader- of the War of 

 the Nations, who was made commander-m-chief 

 of the French anme- operating on the Western 

 front, m May. l!U7 General l'< t nn had at- 

 tain, d only the rank of a colonel when t 



..tit. and wa< then on the retnvd li-t 

 Though he had run- d n<> fame as a soldier. 

 his military alulm. - were known to JnrtV 

 called him at once to t ik <>f a brigade 



brigndo so dis- 

 tinguished n- if m ' 



t.. tin- Maine lliat Ji: >f Hi' 1 



<r was promoted to be a 



1 of di\ if II I 



m en- 



of himself m the Artois and Champagne cam- 



