258 



SCIENTIFIC THOUGHT. 



29. 



Union of 

 education 

 and instruc- 

 tion. 



reached the multitude of less gifted minds, who always 

 gave themselves to bread- studies ; and it must necessarily 

 fail yet more when not only the future teachers and 

 leaders, but the masses of the nation, flock into the halls of 

 the universities. Imperceptibly a differentiation has taken 

 place in Germany between the educational work which 

 was meant to reach the people at large and the intellectual 

 instruction of a select few. But it is exactly this differ- 

 entiation of education and higher instruction which the 

 champions of a liberal education in England have desired 

 to avoid. 1 In France, very soon after Rousseau's time, dis- 



1 The two developments in Ger- 

 many start from different centres. 

 The purely educational movement 

 began in Switzerland with Pestal- 

 ozzi (1746-1827). His forerunner 

 was Martin Planta (1727-1772), his 

 successors were legion, all over 

 Europe, including sovereigns, states- 

 men, and philosophers. He created 

 an enthusiasm for education, which 

 was to begin at home, not in the 

 school ; to depend on the influence of 

 the mother ; to be founded on a re- 

 ligious spirit ; to direct itself to the 

 development of the body as much as 

 of the mind ; to rest primarily on ob- 

 servation and experience, not mainly 

 on memory and learning ; and then 

 to absorb the whole mind and the 

 entire man, not exclusively the in- 

 tellect. It was to begin from be- 

 low, not from above, with the 

 people, the poor, the unfortunate 

 and deserted ; on the part of the 

 teacher it was to be a sacrifice, 

 an end in itself, not a profession. 

 The greatest followers of Pestalozzi 

 were Von Fellenberg (1771-1844), 

 the founder of Hofwyl and other 

 industrial schools for poor and de- 

 serted children among the peasant 

 population of Switzerland ; Johan- 

 nes Falk (1760-1826), the founder 



of a great number of houses for the 

 poor and the fallen, of the "So- 

 ciety of Friends in Need" ; J. H. 

 Wichern (1808-1881), the founder 

 of the " Rauhe Haus " near Ham- 

 burg ; lastly, the celebrated Frobel 

 (1782-1852, a native of Thiiringen), 

 the founder of the Kindergarten. 

 The other not to say opposite 

 development was centred in F. A. 

 Wolf, in whose school the ideal of 

 Wissenschaft with its enormous in- 

 fluence on universities and high 

 schools was elaborated. In the 

 history of this development, with 

 which our second chapter dealt, 

 the name of Pestalozzi does not 

 occur. The term '"'popular" was 

 for a time banished as identical 

 with the fiai'avffia. of the ancient 

 Greeks. The two movements find 

 a connecting-link in the extra-acad- 

 emical, the classical literature of 

 Germany, notably of Herder and 

 Goethe, to whom we must add 

 Fichte and Schleiermacher. The 

 present age is working towards 

 a fusion of both interests, of the 

 educational and higher scientific, 

 the bridging over of the gap which 

 had been left ; it is trying to re- 

 move the estrangement which ex- 

 isted in the middle of the centurv. 



