OF THE SPIRIT. 291 



A third influence which made itself felt alongside 

 and independently of the abstract intellectiialism and 

 the refined aestheticism of the leaders of German thought 

 after Kant, was the movement in the direction of pop- 

 ular education, which had independent beginnings. 

 It came into Germany from Switzerland, where the 

 educational spirit of the Reformed Church was as 

 strongly marked as it was in Scotland, while, in 

 Switzerland, it had been enlivened and tempered by the 

 love of nature and the sympathy with the common 

 people so characteristic of Rousseau's writings. The 

 great exponent of this realistic spirit was Pestalozzi. 



A distinct movement actuated by a similar popular 

 spirit had already existed for the greater part of the 

 eighteenth century in North Germany : it was that 

 started in Halle through the labours of Spener and 

 Francke and in the educational establishments which 

 they founded. It grew up in the bosom of the Lutheran 

 Church, and was identified with the evangelical section 

 termed Pietists. 



Later in the eighteenth century there spread from 

 the same neighbourhood a realistic educational movement 

 under the name of Philanthropinism. Though its 

 founder, Basedow, was an eccentric person, the movement 

 soon counted a large number of important educational- 

 ists : it produced, as did likewise the school of Pestalozzi, 

 a large and important educational literature. 



All these three movements combined together in a 22. 

 general reform, a deepening and uplifting of popular ^'j^'^p^V^'^*" 

 education. They were at one in their practical and 

 moral tendencies. They all three breathed a genuine 



