395:, a periodical devoted to social and economic questions. The publication led to subscriptions and loans free of interest. The new foundation had a short period of apparent prosperity, but after a year Pestalozzi's old faults again led the institution to near ruin. An appeal for public support in 1777 brought much-needed help, and Pestalozzi contributed to the periodical a series of letters on the education of the poor. The appeal, however, only postponed the failure of the institution. In 1779, Pestalozzi had to close Neuhof. With help from his friends, Pestalozzi was able to save the house at Neuhof for himself and his family to live in. Despite the property being saved, they were in financial ruin and were reduced to poverty. His family connections abandoned him, along with most people who had shown interest in his ideas.
44:
439:. These four volumes revolve around the lives of four characters: Gertrude, Glüphi, an unnamed parish clergyman and Arner. Gertrude is a wife and mother from the village of Bonnal, who teaches her children how to live moral upstanding lives through the belief and love of God. Glüphi, a school teacher, sees the success Gertrude has with her children and tries to model his school around her teachings. A parish clergyman also adopts Gertrude's teachings and the work of Gertrude, Glüphi and the clergyman are helped by Arner, a politician, who solicits aid from the state. Through these four institutions, harmony is achieved and a comprehensive education is offered to all people.
781:, a newspaper published by the institute, was started by Niederer and regularly included philosophical discussions about education and reports to parents and the public about the institute's progress. Some notable changes to the institute at Yverdon were that pupils of any age were educated, not just young children; German, French, Latin and Greek were taught along with geography, natural history, history, literature, arithmetic, geometry, surveying, drawing, writing and singing. At the height of the institution's fame Pestalozzi was highly regarded for his work as an educator and in educational reform.
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680:. The first three letters describe how he, Krüsi, Tobler, and Büss came to their present situation at Burgdorf. Letters four to eleven are his reflections and experience in pedagogical instruction and educational theory. The twelfth letter is about physical education while the last two letters talk about moral and religious education. Pestalozzi's purpose in these letters was to show that, by reducing knowledge to its elements and by constructing a series of psychologically ordered exercises, anybody could teach their children effectively.
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and the division grew among the institute's staff. In 1809 and 1810 the criticism was so great that
Niederer suggested to Pestalozzi that an impartial commission be brought in from the Government to assess the conduct and efficiency of the institute. Against Schmid's wishes, Pestalozzi agreed, and in 1810 the state commissioners visited Yverdon. The commissioners' report looked favorably upon Pestalozzi's ideas but not on the practices of the institute. Any hope of Yverdon becoming a state institution was cut off.
642:, offered to help Pestalozzi. Krüsi already had some practical teaching experience and followed the example set by Pestalozzi. After eight months of teaching, Pestalozzi was evaluated by school authorities who praised him for his progress. In eight months, he had not only taught children of five and six years of age to read perfectly, but also to write, draw and understand arithmetic. The school board promoted Pestalozzi to a mastership in the second boys' school where he continued his educational experiments.
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620:. He was to receive a small quarterly salary, an apartment and a position teaching at the lowest school in town. Pestalozzi's position was not held long; the shoemaker who ran the school before Pestalozzi had arrived did not agree with his ideas. Shortly after, Pestalozzi was able to transfer to a different school. The children were five to eight years old. Pestalozzi was nervous at first, but he continued his investigations and experiments in education carried out at Stans.
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communicated to the Swiss government that he would like more opportunity to educate the poor. In response it sent two commissioners to investigate his work and, following their favorable review, the government decided to transform
Pestalozzi's school into a national institution. Staff would receive fixed salaries and money would be spent to publish textbooks written by Pestalozzi and his staff. Using this money, in 1803 Pestalozzi published three elementary books:
353:, who was also a member of the Helvetic Society, attracted widespread attention regarding his successful business model. He had converted a large plot of worthless land into several valuable farms. In 1767 Pestalozzi visited Tschiffeli to learn about his method. After a year with Tschiffeli, Pestalozzi purchased 15 acres of waste land in the neighborhood of Zürich. He obtained financial support from a Zürich banker, bought more land and, in 1769, he married
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dexterity, promote efficiency and encourage mutual helpfulness. He wanted to cultivate the fundamental activities of the mind—"the powers of attention, observation, and memory, which must precede the art of judgment and must be well established before the latter is exercised." It was during his time at Stans that
Pestalozzi realized the significance of a universal method of education, which he would attempt to apply at future institutions.
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in my native town, induced me to abandon the clerical profession, to which I had formerly leaned, and for which I had been destined, and caused the thought to spring up within me, that it might be possible, by the study of the law, to find a career that would be likely to procure for me, sooner or later, the opportunity and means of exercising an active influence on the civil condition of my native town, and even of my native land.
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892:, and state and nation—recognized the family, the utility of individuality, and the applicability of the parent-child relationship to society as a whole in the development of a child's character, attitude toward learning, and sense of duty. The last "exterior" sphere—inner sense—posited that education, having provided a means of satisfying one's basic needs, results in inner peace and a keen belief in God.
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the formation of the child's personality, character, and capacity to reason. His educational methods were child-centered and based on individual differences, sense perception, and the student's self-activity. He worked in
Yverdon to "elementarize" the teaching of ancient languages, principally Latin, but also Hebrew and Greek. In 1819,
635:. Although Pestalozzi said he did not know much French, what he was able to understand "threw a flood of light upon my whole endeavor". It confirmed his ideas of education that he had developed at Neuhof, Stans, and now Burgdorf, in which all understanding can be achieved through a psychologically ordered sequence.
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After the death of
Pestalozzi's wife in 1815, Krüsi resigned from the institute. Niederer followed in 1817. Overcome by troubles, Pestalozzi sought Schmid's help. Schmid managed to raise £2,500 by publishing a compilation of Pestalozzi's works. The institute remained open for another 10 years, during
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attended, and which has been credited with fostering
Einstein's process of visualizing problems and his use of "thought experiments". Einstein said of his education at Aarau, "It made me clearly realize how much superior an education based on free action and personal responsibility is to one relying
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at Stans were supposed to have been converted into an orphanage, but little had been done when
Pestalozzi arrived. On 14 January 1799, a number of orphans came to the newly established institution. Pestalozzi wrote, "They were in a dreadful condition, both of body and of mind". He took many roles at
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I went gladly, for I hoped to offer these innocent little ones some compensation for the loss they had sustained, and to find in their wretchedness a basis for their gratitude. In my zeal to put my hands to the task which had been the great dream of my life, I should have been ready to begin even in
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Pestalozzi brought to light several cases of official corruption and was believed to be an accessory to the escape of a fellow newspaper contributor. Although he was later proven innocent, he was under arrest for three days. These events caused
Pestalozzi to have many political enemies and destroyed
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came to study with
Pestalozzi, and his new humanism contributed to the development of the method of language teaching, including considerations such as the function of the mother tongue in the teaching of ancient languages. Pestalozzi and Niederer were important influences on the theory of physical
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Pestalozzi felt that justice had not been done. Schmid resigned his post and neither
Pestalozzi nor Niederer could fill his position as teacher of mathematics, so instead they opened a printing and bookselling business. This proved to be a financial failure, and only through the help of friends was
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of disunion". Disagreement had not yet developed into open conflict, but different views about policy were represented by Niederer and Schmid. Niederer had gained influence in the institution and started to add subjects that teachers were not competent to teach. Schmid was open about his criticisms
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The ideal system of liberty, also, to which Rousseau imparted fresh animation, increased in me the visionary desire for a more extended sphere of activity, in which I might promote the welfare and happiness of the people. Juvenile ideas as to what it was necessary and possible to do in this respect
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Pestalozzi was a Romantic who felt that education must be broken down to its elements in order to have a complete understanding of it. Based on what he had learnt by operating schools at Neuhof, Stans, Burgdorf and Yverdon, Pestalozzi emphasized that every aspect of the child's life contributed to
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In June 1799, the French army, after being defeated by the Austrians, took back Stans. They needed every available building to house their troops, and the school was broken up. Even during the short time of the orphanage, Pestalozzi's success was apparent in the well-being of the children. He left
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On his return, Pestalozzi found the new Swiss government questioning his right to use the facilities at Burgdorf. They notified him that his services were no longer needed on the grounds that the buildings were needed for their own officials. To avoid being criticized by the public, however, the
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As Pestalozzi said himself, the real work of his life did not lie in Burgdorf or in Yverdon. It lay in the principles of education which he practised, in the development of his observation, in the training of the whole person, and in the sympathetic way of dealing with students, principles and
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lived at the orphanage, later mostly children from Korea, Tunisia, Ethiopia, Vietnam, Cambodia and Lebanon, and orphans from Switzerland since 1983. The length of stay varies from a few weeks (educational or recreational reasons) up to several years. As of 2012, the projects of the foundation
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was sent to Paris to interview Napoleon on behalf of Switzerland. Pestalozzi was elected as a member of this deputation. Before going, he published his ideas about political effort. It is a unique document in Pestalozzi's work that shows the connection of his political, social and educational
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Drawing from previous experience, his aim at Stans was similar to that of Neuhof: the combination of education and industry. However, he no longer looked at the products of the children's labors as a possible source of income. Any work was considered by Pestalozzi as a way to train physical
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Because of this literary success, people from all parts of Switzerland and Germany came to see the school in Burgdorf. The school grew, but Pestalozzi still felt that he was not doing enough. Though a financial success, the school could not do what Pestalozzi desired: educate the poor. He
552:, the new Minister of Arts and Sciences, who approved of Pestalozzi's plan. Pestalozzi was not able to implement his new school right away, because a suitable site could not be found quickly enough. In the meantime, Pestalozzi was asked to take charge of a government newspaper, the
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business to the farm, hoping to improve his financial situation. The challenges increased as much as his debt. Three months after their financial support was withdrawn, Schulthess gave birth to the couple's only son, Jean-Jacques Pestalozzi. He was nicknamed Schaggeli and often had
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as farmers only to be overworked and underfed. He desired to teach them how to live self-respecting lives. This led him to the conception of converting Neuhof into an industrial school. Against the wishes of his wife's family, Pestalozzi gained the support of philosopher
277:. Together they would travel to schools and the houses of parishioners. It was through these visits that Pestalozzi learned the poverty of country peasants. He saw the consequences of putting children to work in factories at an early age and he saw how little the
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He founded several educational institutions both in German- and French-speaking regions of Switzerland and wrote many works explaining his revolutionary modern principles of education. His motto was "Learning by head, hand and heart". Thanks to Pestalozzi,
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Pestalozzi knew the country peasant life much more intimately than his contemporaries did, from the visits of his childhood with his grandfather to his current state of poverty. He drew from these experiences and published four volumes of a story titled
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This work marked the end of his eighteen-year literary period, during which time Pestalozzi and his family lived a life of poverty. His wife was often ill, and in 1797 his son returned home from his apprenticeship in Basel in a similar state of health.
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In July 1805 the institute at Yverdon opened and attracted visitors and pupils from all over Europe. Many governments sent their own educators to study with Pestalozzi with the desire to implement a similar system in their own nations. In May 1807,
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in 1798, many children were left without a home or family. The Swiss government established an orphanage and recruited Pestalozzi on 5 December 1798, to take charge of the newly formed institution. On 7 December, Pestalozzi went to Stans, writing:
508:. Fichte saw in Pestalozzi's ideas the key to the solution of the educational problem, and suggested to Pestalozzi that he write about his views on human nature and the problem of its development. After three years, Pestalozzi wrote and published
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Pestalozzi's family finally joined him in the institute to live and work. In 1801 Pestalozzi's son, Jean-Jacques, died at the age of 31, but his daughter-in-law and grandchild, Gottlieb, moved from Neuhof to Burgdorf to live at the institute.
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752:. Pestalozzi's colleagues convinced him to collaborate with Fellenberg to plan the new institute at Münchenbuchsee. Pestalozzi and Fellenberg did not get along and after months of planning it was decided to move the institute to
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on the lake of Zürich. The family also had a maid, Barbara Schmid, nicknamed Babeli. After the death of Pestalozzi's father it was only through the help of Babeli that Pestalozzi's mother could financially support the family.
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Pestalozzi began to build a house on the heavily mortgaged property, calling it "Neuhof". The land he had bought, however, was unsuitable to farm. Unfavorable reports led the banker to withdraw his support. Pestalozzi added a
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By far, the institute at Yverdon was the longest lasting of Pestalozzi's endeavors. Pestalozzi spent the first few months of his stay at Yverdon in quiet literary work, thanks to a monetary gift from the King of Denmark,
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Pestalozzi was educated to become a clergyman. As a clergyman, he expected to have ample opportunity to carry out his educational ideas; however, the failure of his first sermon and influence from philosopher
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833:. This provoked many bitter responses, by Fellenberg and Niederer in particular. Pestalozzi did not take lightly to these criticisms. He became sick on 15 February 1827, and died two days later in
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education; they developed a regimen of physical exercise and outdoor activity linked to general, moral and intellectual education that reflected Pestalozzi's ideal of harmony and human autonomy.
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in Zürich was named after Pestalozzi and was established in 1875. Based in Zürich, the foundation promoted the school teacher's instruction and postgraduate training. In 2003 it was renamed in
805:. In 1814 he also wrote an article titled "To the Innocent, Serious, and Magnanimous of my Fatherland", a testimony to the many people living in poverty which his institutions could not reach.
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with about 20 other philosophers in 1765. Their goal was the advancement of freedom. The 19-year-old Pestalozzi was an active member, contributing many articles to the Society's newspaper,
736:. Pestalozzi received offers to establish his institute in other towns, but ultimately he decided to accept the Government's offer and, in June 1804, Pestalozzi's work in Burgdorf ended.
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512:. Few people read his work, and in an 1821 edition, Pestalozzi wrote: "Scarcely any one has noticed the book, although it has been before the public for more than twenty years."
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schools did for them. Their ignorance, suffering and inability to help themselves left an impression on Pestalozzi, an impression that would guide his future educational ideas.
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Fueled by his success, in October 1800 Pestalozzi decided to open another school in Burgdorf, the "Educational Institute for the Children of the Middle Classes", in the
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919:. Charles had lived with Pestalozzi from 1819 to 1822 at Yverdon. The two siblings were credited with founding the formal education of infant teachers in Britain.
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423:. They are his earliest works which outline ideas that would later be known as Pestalozzian. The aphorisms attracted little attention at the time of publication.
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After the failure of his farming venture, Pestalozzi wanted to help the poor. He had been poor himself most of his life and had observed orphans who gained
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707:(1779–1843). Schmid had been at the institute as a poor pupil but was added to the staff for his teaching ability. Niederer had formerly been a minister.
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was laid, and in the same year children from war-torn countries settled the first houses. From 1960, in addition to European children, war orphans from
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practices which he illustrated in his six months' labors at Stans. He had the deepest effect on all branches of education, and his influence continues.
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672:. The book had a profound impact on the opinion and practice of education. It is written in the form of fourteen letters from Pestalozzi to his friend
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Stans, including a master, servant, father, guardian, sick-nurse and teacher. He had no school materials and his only assistant was a housekeeper.
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who died at age 33 when Pestalozzi, the second of three children, was five years old; he belonged to a family who had fled the area around
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325:. A prison sentence was issued upon Rousseau. Bodmer, Pestalozzi's former professor, embraced the teachings of Rousseau and founded the
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which time Pestalozzi tried to convince Krüsi and Niederer to return. In 1825 the institute had to be closed due to a lack of funds.
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was abolished in Switzerland in 1798, Pestalozzi decided to become an educator. He wrote a plan for a school and submitted it to
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the institute able to stay on its feet until 1815, when Schmid returned. During the period of Schmid's absence, Pestalozzi wrote
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Iselin remained a friend of Pestalozzi and encouraged him to continue writing. In 1780 Pestalozzi published anonymously in
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After the failure of his political aspirations and at the suggestion of several friends, Pestalozzi decided to become a
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on 17 February 1827. His last words were, "I forgive my enemies. May they now find peace to which I am going forever."
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in 1782 as a series of evening conversations to address social and political corruption. A weekly newspaper called the
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The first volume was very successful; however, the second through fourth volumes were not widely published or read.
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Pestalozzi had planned a fifth and sixth volume, but the manuscript of the fifth was lost in his 1804 trip to
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during this time put Pestalozzi's institute in jeopardy through reform in the Swiss government. A national
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As time went on, Pestalozzi felt that his colleagues were growing farther apart, something he called the "
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Pestalozzi for the second time in his literary career attracted a wide circle of readers after publishing
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was also founded and disbanded during the same year with Pestalozzi briefly acting as the chief editor.
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Pestalozzi and Pestalozzianism: Life, Educational Principles, and Methods of Johann Heinrich Pestalozzi
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Pestalozzi's philosophy of education was based on a four-sphere concept of life and the premise that
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was essentially good. The first three "exterior" spheres—home and family, vocational and individual
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influence. Pestalozzi did not enjoy his time in Paris; Napoleon had no interest in his work.
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as its teacher-oriented objectives were integrated in the new model of university-like
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due to its Protestant faith. His mother, whose maiden name was Hotze, was a native of
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sponsors students from developing countries to study in their countries of origin.
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the highest Alps and without fire and water, so to speak, had I only been allowed.
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One Hundred Houses for One Hundred European Architects of the Twentieth Century
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During the mid-18th century the government in Switzerland condemned Rousseau's
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During his recovery in Gurnigel, Stapfer assigned Pestalozzi to the town of
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On holidays Pestalozzi would visit his maternal grandfather, a clergyman in
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to design the new school, equipped it with the first modern application of
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Frederick Christian II, Duke of Schleswig-Holstein-Sonderburg-Augustenburg
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1872:– A handful of short and longer biographies and references to his methods
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Dieter, Jedan (1990), "Theory and Practice: Johann Heinrich Pestalozzi",
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that led Pestalozzi and Schulthess to worry constantly about his health.
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Enquiries into the Course of Nature in the Development of the Human Race
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Enquiries into the Course of Nature in the development of the Human Race
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Enquiries into the Course of Nature in the Development of the Human Race
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benefited 321,000 children and adolescents in Switzerland and abroad.
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and Pestalozzischule Raunheim in Germany, Johann Heinrich Pestalozzi (
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1806:, Trans. by Tilleard, J, London: Longman, Brown, Green & Longmans
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The Wiley-Blackwell Dictionary of Modern European History since 1789
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in 18th-century Switzerland was overcome almost completely by 1830.
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Views and Experiences relating to the idea of Elementary Education
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Two additions were made to Pestalozzi's staff during this time:
262:(Collegium Humanitatis) and received instruction from educators
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1911:
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1866:– Publisher: Swiss association "Verein Pestalozzi im Internet"
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authorities offered Pestalozzi the use of an old monastery in
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Pestalozzi and the Foundation of the Modern Elementary School
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Pestalozzi returned to his old home at Neuhof and published
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Young adulthood and early political aspirations – 1765–1767
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Friedrich Ferdinand Constantin von Sachsen-Weimar-Eisenach
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Atkin, Nicholas; Biddiss, Michael; Tallett, Frank (2011),
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Pestalozzi's stay at Münchenbuchsee was short. Nearby in
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The Application of Psychology to the Science of Education
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led him to pursue a career in law and political justice.
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in Peru, and the Johann Pestalozzi Bilingual Academy in
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Schmid, Silvia (1997), "Pestalozzi's Spheres of Life",
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in Berlin continues to train nursery school teachers.
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by donating funds for the construction of a school in
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who returned from Switzerland to work with his sister
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colleges that was introduced in Switzerland in 2002.
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Publications by and about Johann Heinrich Pestalozzi
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where Pestalozzi ran his institute from 1800 to 1804
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Swiss pedagogue and educational reformer (1746–1827)
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Journal of the Midwest History of Education Society
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Transition from farm to industrial school at Neuhof
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1895:– An introduction to Pestalozzi and related links.
1825:Pestalozzi and the Educationalization of the World
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864:He did everything for others, nothing for himself!
797:, a restatement of his educational doctrines, and
321:, saying they were dangerous to the State and the
194:; 12 January 1746 – 17 February 1827) was a Swiss
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454:and it is not known if a sixth was ever written.
1389:
1200:
922:Schools that are named after Pestalozzi include
862:He was an individual, a Christian and a citizen.
623:A book was suggested to Pestalozzi by a friend,
3248:People associated with the University of Zurich
2502:Karl August, Grand Duke of Saxe-Weimar-Eisenach
566:
291:
3166:Memoirs Illustrating the History of Jacobinism
1681:"PESTALOZZIS BERG | Trento Film Festival"
852:Preacher to the People in Leonard and Gertrude
690:Lessons on the Observation of Number Relations
544:Political changes were taking place, and when
2245:
1923:
840:The inscription on Pestalozzi's grave reads:
638:In January 1800, a young teaching assistant,
54:Real Academia de Bellas Artes de San Fernando
8:
1864:Encyclopaedic documentation about Pestalozzi
242:, Switzerland. His father was a surgeon and
1706:Barnard, Henry; Pestalozzi, Johann (1859),
1582:
238:Pestalozzi was born on 12 January 1746, in
2364:
2360:
2252:
2238:
2230:
1930:
1916:
1908:
1275:
1239:
981:, and named it after the Swiss pedagogue.
42:
31:
2842:Honoré Gabriel Riqueti, comte de Mirabeau
966:, it enrolled the famous Swiss architect
649:. Here, two educators joined Pestalozzi,
559:When the French army invaded the town of
488:In 1794 Pestalozzi visited his sister in
231:Coat of arms of Pestalozzi's family from
2744:Wenzel Anton, Prince of Kaunitz-Rietberg
2586:Ferdinand, Prince of Brunswick-Lüneburg
2155:Constructivism (philosophy of education)
1473:
1413:
1263:
1251:
1212:
1131:
504:. On his return trip to Neuhof, he met
2660:Leopold Friedrich Günther von Goeckingk
2607:Frederick V, Landgrave of Hesse-Homburg
2572:Ernest II, Duke of Saxe-Gotha-Altenburg
1106:
1062:is a biopic about his life and career.
825:(Bahnhofstrasse) in Zürich, Switzerland
399:Period of literary activity – 1780–1797
266:, who taught history and politics, and
1879:"Pestalozzi and Pestalozzianism"
1634:Max Edwin Furrer (27 September 2010).
1461:
1449:
2145:Cognitivism (philosophy of education)
2140:Behaviorism (philosophy of education)
1437:
1425:
1401:
1377:
1365:
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1338:
1323:
1311:
858:Founder of the New Primary Education.
779:Die Wochenschrift fur Menschenbildung
189:
174:[ˈjoːhanˈhaɪnrɪçpɛstaˈlɔtsiː]
172:
7:
2916:Dietrich Heinrich Ludwig von Ompteda
2646:Otto Heinrich von Gemmingen-Hornberg
2530:Karl Theodor Anton Maria von Dalberg
2347:Charles Theodore, Elector of Bavaria
1888:. New York: Robert Appleton Company.
1747:, New York, NY: Simon & Schuster
1146:"Pestalozzi and The Oswego Movement"
991:Pestalozzi's method was used by the
907:, the creator of the concept of the
3154:New World Order (conspiracy theory)
3014:Johan Philip Stadion von Warthausen
1850:"Pestalozzi, Johann Heinrich"
1841:in the catalogue Helveticat of the
1780:Postiglione, Gennaro (March 2004),
1736:The Educational Ideas of Pestalozzi
1513:, Education England, archived from
3243:19th-century educational theorists
2390:August von Sachsen-Gotha-Altenburg
2165:Humanism (philosophy of education)
1870:PestalozziWorld biographical links
1144:Michael Ruddy (10 December 2000).
850:Saviour of the Poor on the Neuhof.
25:
1876:Herbermann, Charles, ed. (1913).
1804:The Life and System of Pestalozzi
1288:Atkin, Biddiss & Tallett 2011
860:In Yverdon, Educator of Humanity.
670:How Gertrude Teaches her Children
662:How Gertrude Teaches her Children
627:Vous voulez mécaniser l'education
258:In 1761, Pestalozzi attended the
3210:
3197:
3196:
1046:Canton of Appenzell Ausserrhoden
1899:"Wie Gertrud ihre Kinder lehrt"
1763:——— (1821) ,
1745:Einstein: His Life and Universe
1657:Andrea Weibel (26 March 2015).
1559:"Asociación Colegio Pestalozzi"
856:In Burgdorf and Münchenbuchsee,
854:In Stans, Father of the orphan,
848:died in Brugg February 17, 1827
846:born in Zurich January 12, 1746
534:Pestalozzi with the orphans in
270:, who taught Greek and Hebrew.
148:
2972:Ernst Friedrich von Schlotheim
1066:plays the part of Pestalozzi.
750:Philipp Emanuel von Fellenberg
1:
3181:Illuminati in popular culture
2800:Ludwig I, Grand Duke of Hesse
2460:Johann Joachim Christoph Bode
1802:von Raumer, Karl von (1855),
1390:Brühlmeier, Haller & Rubi
1300:Barnard & Pestalozzi 1859
1228:Barnard & Pestalozzi 1859
1201:Brühlmeier, Haller & Rubi
1189:Barnard & Pestalozzi 1859
1177:Barnard & Pestalozzi 1859
1117:Barnard & Pestalozzi 1859
948:Asociación Colegio Pestalozzi
924:Pestalozzi-Gymnasium Biberach
592:Stans in order to recover in
421:The Evening Hours of a Hermit
405:The Evening Hours of a Hermit
61:
3288:19th-century Swiss educators
3283:18th-century Swiss educators
3042:François-Charles de Velbrück
2986:Samuel Thomas von Sömmerring
769:. During this time he wrote
337:any hope of a legal career.
3238:Swiss educational theorists
2951:Christian Gotthilf Salzmann
2902:Christoph Friedrich Nicolai
2849:Daniel Gotthilf Moldenhawer
2579:Johann Georg Heinrich Feder
2411:Aloys Basselet von La Rosée
1753:Pestalozzi, Johann Heinrich
1734:Green, John Alfred (1905),
1603:(paper), Italy: Unina, 2011
1539:. Pestalozzischule Raunheim
986:Pestalozzi-Stiftung Hamburg
686:The ABC of Sense Perception
625:Herbart, Johann Friedrich,
492:. During the visit, he met
155:Four-sphere concept of life
3304:
2930:Johann Heinrich Pestalozzi
2786:Franz Michael Leuchsenring
2772:Christian Gottfried Körner
2709:Christoph Wilhelm Hufeland
2688:August Adolph von Hennings
2674:Karl August von Hardenberg
2653:Johann Wolfgang von Goethe
2551:Christian Wilhelm von Dohm
2084:Educational existentialism
1771:Pinloche, Auguste (1901),
1721:, Trans. Anne-Marie Widmer
740:Münchenbuchsee – 1804–1805
574:Johann Heinrich Pestalozzi
494:Johann Wolfgang von Goethe
299:Johann Heinrich Pestalozzi
166:Johann Heinrich Pestalozzi
36:Johann Heinrich Pestalozzi
3190:
3110:Rite of Strict Observance
3007:Anton Matthias Sprickmann
3000:Ludwig Timotheus Spittler
2923:Christian Adolph Overbeck
2877:Johann Karl August Musäus
2730:Friedrich Heinrich Jacobi
2432:Johann Joachim Bellermann
2363:
2209:
1743:Isaacson, Walter (2007),
1624:, retrieved 2 August 2015
1091:Johann Ignaz von Felbiger
993:Old Cantonal School Aarau
931:
471:Christopher and Elizabeth
459:Christopher and Elizabeth
159:
113:
41:
3049:Franz Michael Vierthaler
3035:Johann Nepomuk von Triva
2958:Friedrich Schlichtegroll
2856:Maximilian von Montgelas
2758:Johann Friedrich Kleuker
2516:Hieronymus von Colloredo
2425:Rudolph Zacharias Becker
2376:Jacob Friedrich von Abel
2119:Social reconstructionism
2089:Educational perennialism
2079:Educational essentialism
2033:Student-centred learning
1823:Tröhler, Daniel (2013),
1076:Education in Switzerland
1005:Pestalozzi International
539:(oil on canvas painting)
498:Christoph Martin Wieland
430:– 1781, 1783, 1785, 1787
351:Johann Rudolf Tschiffeli
3070:Lorenz von Westenrieder
3056:Wilderich of Walderdorf
2895:Christian Gottlob Neefe
2828:August Gottlieb Meißner
2695:Johann Gottfried Herder
2667:Johann Casimir Häffelin
2544:Johann Georg von Dillis
2340:Congress of Wilhelmsbad
2261:Order of the Illuminati
2054:Contemplative education
1939:Philosophy of education
1856:Encyclopædia Britannica
1701:, John Wiley & Sons
1659:"Kinderdorf Pestalozzi"
1615:Pestalozzi Froebel Haus
1024:Stiftung Pestalozzianum
1000:on outward authority."
934:) Elementary School in
932:Јохан Хајнрих Песталоци
554:Helvetisches Volksblatt
502:Johann Gottfried Herder
446:Fifth and sixth volumes
268:Johann Jakob Breitinger
223:Early years – 1746–1765
122:19th-century philosophy
3124:Enlightened absolutism
2965:Johann Georg Schlosser
2937:Karl Leonhard Reinhold
2793:Justus Christian Loder
2751:Martin Gottlieb Klauer
2702:Andreas Joseph Hofmann
2681:Lorenz Leopold Haschka
2558:Karl von Eckartshausen
2488:Joachim Heinrich Campe
2306:Freemasonry in Germany
2160:Criticism of schooling
1843:Swiss National Library
1757:Leonard & Gertrude
1718:Pestalozzi's Biography
1012:Pestalozzi-Fröbel-Haus
960:1963 Skopje earthquake
826:
613:
577:
550:Philipp Albert Stapfer
541:
506:Johann Gottlieb Fichte
391:, who published it in
302:
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191:[pestaˈlɔttsi]
50:Francisco Javier Ramos
3028:Gottfried van Swieten
2993:Joseph von Sonnenfels
2737:Karl von Hesse-Kassel
2404:Karl Friedrich Bahrdt
2287:Liberalism in Germany
2133:How and whom to teach
2109:Progressive education
1885:Catholic Encyclopedia
1059:Pestalozzi's Mountain
1034:Kinderdorf Pestalozzi
831:Pestalozzi's Swansong
820:
803:Pestalozzi's Swansong
719:Political changes by
655:Johann Christoff Büss
607:
579:The buildings of the
527:
287:Jean-Jacques Rousseau
230:
3278:Swiss-Italian people
3253:Swiss schoolteachers
3077:Franz Xaver von Zach
2835:Ludwig August Mellin
2439:Johann Erich Biester
2276:Age of Enlightenment
2170:Montessori education
2150:Compulsory education
2074:Democratic education
1827:, Palgrave Macmillan
1620:1 April 2019 at the
1086:Johann Julius Hecker
1003:The British charity
844:Heinrich Pestalozzi:
715:Trip to Paris – 1804
701:Johann Joseph Schmid
600:Burgdorf – 1800–1804
437:Leonard and Gertrude
428:Leonard and Gertrude
349:. During this time,
200:educational reformer
2863:Johannes von Müller
2509:Philipp von Cobenzl
2495:Christian Cannabich
2467:Johann Michael Böck
1775:, C Scribner's Sons
1489:. Froebel Australia
878:Stephan Ludwig Roth
760:Yverdon – 1805–1825
651:Johann Georg Tobler
264:Johann Jakob Bodmer
3263:People from Zürich
3217:Society portal
2779:Karl Heinrich Lang
1728:Vitae Scholasticae
1487:"Friedrich Fröbel"
1464:, pp. 143–46.
1158:on 27 October 2020
1064:Gian Maria Volonté
944:Colegio Pestalozzi
890:self-determination
827:
676:, a bookbinder in
614:
542:
532:(1879), "detail",
341:Neuhof – 1769–1779
323:Christian religion
236:
144:German Romanticism
132:Western philosophy
3258:Swiss Protestants
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3131:Weimar Classicism
3090:
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2821:Christoph Meiners
2716:Gottlieb Hufeland
2565:Rudolf Eickemeyer
2328:French Revolution
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2196:Cognitive science
2180:Waldorf education
2099:Popular education
2069:Critical thinking
2059:Critical pedagogy
1795:978-3-8228-6312-1
1517:on 1 January 2015
1452:, p. 115–32.
1440:, pp. 67–68.
1081:Jan Amos Komenský
979:seismic isolation
705:Johannes Niederer
694:The Mother's Book
633:] (in French)
469:Pestalozzi wrote
206:in his approach.
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1833:External links
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1019:Pestalozzianum
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799:Life's Destiny
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2481:Karl Böttiger
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2418:August Batsch
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2397:Jens Baggesen
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2042:What to teach
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2019:
2013:
2012:
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1474:Chisholm 1911
1470:
1467:
1463:
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1451:
1446:
1443:
1439:
1434:
1431:
1428:, p. 60.
1427:
1422:
1419:
1416:, p. 70.
1415:
1414:Pinloche 1901
1410:
1407:
1404:, p. 57.
1403:
1398:
1395:
1391:
1386:
1383:
1380:, p. 55.
1379:
1374:
1371:
1368:, p. 51.
1367:
1362:
1359:
1356:, p. 50.
1355:
1350:
1348:
1344:
1341:, p. 48.
1340:
1335:
1333:
1329:
1326:, p. 42.
1325:
1320:
1317:
1314:, p. 41.
1313:
1308:
1305:
1302:, p. 60.
1301:
1296:
1293:
1289:
1284:
1281:
1277:
1272:
1269:
1266:, p. 53.
1265:
1264:Pinloche 1901
1260:
1257:
1254:, p. 47.
1253:
1252:Pinloche 1901
1248:
1245:
1241:
1236:
1233:
1229:
1224:
1222:
1218:
1215:, p. 15.
1214:
1213:Pinloche 1901
1209:
1206:
1202:
1197:
1194:
1191:, p. 16.
1190:
1185:
1182:
1179:, p. 14.
1178:
1173:
1170:
1154:
1147:
1140:
1137:
1134:, p. 65.
1133:
1132:Isaacson 2007
1128:
1126:
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1119:, p. 49.
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767:Christian VII
759:
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640:Hermann Krüsi
636:
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364:
363:wool-spinning
358:
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340:
338:
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332:
331:Der Erinnerer
328:
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158:
154:
151:Notable ideas
145:
142:
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136:
133:
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126:
123:
120:
116:
112:
108:, Switzerland
107:
97:
93:
89:, Switzerland
88:
75:
71:
59:
55:
51:
45:
40:
33:
30:
19:
3201:
3174:John Robison
3164:
3137:
2929:
2723:Isaak Iselin
2009:
1984:
1947:Philosophers
1883:
1854:
1824:
1816:
1812:
1803:
1783:
1772:
1764:
1756:
1752:
1744:
1735:
1727:
1717:
1707:
1698:
1675:
1665:22 September
1663:. Retrieved
1652:
1642:22 September
1640:. Retrieved
1629:
1610:
1596:
1590:
1578:
1566:. Retrieved
1553:
1541:. Retrieved
1531:
1519:, retrieved
1515:the original
1510:Hadow Report
1509:
1503:
1493:17 September
1491:. Retrieved
1481:
1469:
1457:
1445:
1433:
1421:
1409:
1397:
1385:
1373:
1361:
1319:
1307:
1295:
1283:
1271:
1259:
1247:
1235:
1230:, p. 1.
1208:
1203:, p. 1.
1196:
1184:
1172:
1160:. Retrieved
1153:the original
1139:
1057:
1055:
1041:
1032:
1027:
1023:
1017:
1016:
1009:
1002:
990:
983:
921:
913:Charles Mayo
909:kindergarten
903:
899:
886:human nature
883:
874:
843:
839:
830:
828:
822:
821:Memorial at
807:
802:
798:
794:
791:
783:
778:
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743:
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709:
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622:
615:
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567:
558:
553:
543:
533:
530:Grob, Konrad
520:Stans – 1799
514:
509:
487:
481:
474:
470:
468:
462:
458:
449:
441:
436:
433:
427:
420:
415:a series of
412:
410:
404:
392:
385:Isaak Iselin
377:
359:
344:
335:
330:
316:
310:
308:
292:
283:
272:
257:
237:
208:
165:
164:
100:(1827-02-17)
48:Portrait by
29:
3273:1827 deaths
3268:1746 births
3117:Josephinism
2593:Junius Frey
2302:Freemasonry
2295:Rationalism
2175:Unschooling
1902:(in German)
1788:, Taschen,
1462:Schmid 1997
1450:Dieter 1990
971: [
968:Alfred Roth
956:Puerto Rico
204:Romanticism
65: 1806
3232:Categories
2332:Jacobinism
2321:Secularism
2283:Liberalism
2219:Discussion
2201:Psychology
2104:Pragmatism
2049:Classicism
1985:Pestalozzi
1980:Montessori
1738:, WB Clive
1691:References
1438:Green 1905
1426:Green 1905
1402:Green 1905
1378:Green 1905
1366:Green 1905
1354:Green 1905
1339:Green 1905
1324:Green 1905
1312:Green 1905
1278:, Preface.
1042:Kinderdorf
1010:Today the
928:Macedonian
725:deputation
212:illiteracy
79:1746-01-12
2814:Beda Mayr
1755:(1787) ,
1521:1 January
419:entitled
417:aphorisms
279:Catechism
260:Gymnasium
252:Wädenswil
196:pedagogue
3203:Category
3095:See also
2214:Category
2094:Idealism
2021:Concepts
2005:Vygotsky
1995:Rousseau
1970:Humboldt
1618:Archived
1568:19 March
1543:20 March
1070:See also
952:Aibonito
795:Swansong
721:Napoleon
618:Burgdorf
594:Gurnigel
572:—
461:and the
297:—
187:Italian:
2357:Members
2268:History
2189:Related
2114:Realism
2011:more...
2000:Steiner
1965:Herbart
1162:28 June
754:Yverdon
546:serfdom
490:Leipzig
248:Locarno
244:oculist
170:German:
3195:
2124:Theism
1990:Piaget
1960:Fröbel
1792:
1537:"Home"
1038:Trogen
964:Skopje
936:Skopje
896:Legacy
786:canker
746:Hofwil
664:– 1801
484:– 1797
465:– 1782
407:– 1780
347:farmer
240:Zürich
233:Zürich
139:School
128:Region
87:Zürich
58:Madrid
1975:Locke
1955:Dewey
1904:(PDF)
1601:(PDF)
1156:(PDF)
1149:(PDF)
1102:Notes
1050:Tibet
995:that
975:]
871:Ideas
835:Brugg
813:Death
678:Berne
629:[
561:Stans
536:Stans
452:Paris
389:Basel
312:Emile
275:Höngg
106:Brugg
1790:ISBN
1667:2015
1644:2015
1570:2013
1545:2017
1523:2015
1495:2021
1164:2015
984:The
692:and
653:and
608:The
500:and
315:and
218:Life
198:and
95:Died
73:Born
3163:'s
2887:N—Z
2624:G—M
2368:A—F
1597:SEC
1036:in
387:of
118:Era
3234::
1882:.
1853:.
1817:24
1815:,
1563:PE
1346:^
1331:^
1220:^
1124:^
1109:^
973:de
954:,
942:,
938:,
930::
773:.
756:.
696:.
688:,
496:,
357:.
333:.
185:,
62:c.
56:,
52:,
2334:)
2330:(
2308:)
2304:(
2289:)
2285:(
2253:e
2246:t
2239:v
1931:e
1924:t
1917:v
1683:.
1669:.
1646:.
1605:.
1572:.
1547:.
1526:.
1497:.
1392:.
1242:.
1166:.
168:(
81:)
77:(
67:)
60:(
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
