230 WISCONSIN ACADEMY SCIENCES, ARTS, AND LETTERS. 



friends of the cause he founded a democratic chib and began pubhVliing a revolu- 

 tionary I'.aper. The lirst editor was Roon compelled to flee. Engelman succeeded 

 Lira in Febiuary 1849 and conducted the japer till May, uhen he Ion, had to leave 

 his Fatherland to escape the dimgnon. Another of the friends tiien continued the 

 paper until it was suppressed hy Prussian soldiery. 



In Angnst, 1849, Englemann reached New York in a destitute condition. lie 

 joined an acquaintance to try ''Latin hirming" near Marshall, Michigan. The re- 

 sult was as discouraging as miglit have baen expected. One of his first acts was to 

 take out his naturalization jjajiers, for he burned with im[)atience to "renounce for- 

 ever his allegiance to the King of Prussia," an;l to become a citizen of the Ee- 

 pubiic. After working for awhile as a farm-hand, he went to Milwaukee, and 

 tiience to 0.slikosh. At the latter place he was taken .sick, and lay prostrate for 

 eight weeks, whhout friend or f.irthing. Returning to Mibvaukee, he was again 

 taken sick; and without money f)r support, or a single acqtiaintance, his tituation 

 and fi-ame of mind may be more easily imagined than dcst'iibed. 



V\'hea partially restored, ho was engaged by a farmer, three miles from Milwau- 

 kee, to instruct two boys for his board. Soon after, he was engaged as teacher fur a 

 district school. Ills success as a teacher soon became manifest, so tliat children 

 were sent from the city to partake of his instrnctiou. After the close of the term, 

 although the district sought to retain him at double his furmer .sala?-y, he went back 

 to Milwaukee to seek a more extended field for his educational woik. Then it was 

 that the German an<l English Academy was founded. It commenced schoolJuIy 1, 

 1S51, giving its director a salary of $2o per month. Here he remained until death 

 closed his arduous and unselfish duties. 



His plans were far more comprehensive than his achievements. He was not to 

 be permitted to carry them out, but he lived to see his academy advance in mem- 

 bers and educational results until it gained the reputation of being one of the best 

 school-' of its grade in the Union, a result which it is no exaggeration to say was 

 due to his labors. Engleman was one of the pioneers in the United States cf mod- 

 ern rational pedagogy, as opposed to the old school routine of memorizing and recit- 

 ing; his aim was more to educate and train the young mind for self-instruction, than 

 to ci'am with undigested knowledge. Plis methods were based upon the ideas of 

 Pestalozzie and Froebel — though he was a routine follower of no man's lead. It 

 had long been his intention to publish a number of hand-boi<k-. for the use of 

 schools, among them one of Universal History, and he was about to prepare a 

 teachers manual for mathematics. In this respect his premature death is a seiious 

 loss to the cause of education, for his metnod, based upon his rational view.«, have 

 proved highly satisfactory and successful. In moral teachings he avoided making 

 them repugnant to the pupils by dry catechism, but tauglit them to love virtue by 

 examples taken from history which were emphasized by his own excellent example. 



He introduced natural sciences more largely than is conimon, that his scholar.? 

 might learn how to observe — how to read and question the works of nature for 

 themselves, and to apply the scientific methods of investigation to all things; and 

 lastly, he ever sought to transplant his own humane sentim n's; his own chivalrous 

 love for liberty and justice into the minds of the embryo citizens entruste 1 to his 

 care. One of the good results of his school was the elevation— by a spirit of e-oiu- 



