Pestalozzianism

The Pestalozzian movement of the 19th century represented the ideas of Swiss educator Johann Heinrich Pestalozzi (1746–1827) and was based on the premise that learning occurs most effectively in an emotionally secure environment where knowledge is acquired by sense perception. Influenced by Jean-Jacques Rousseau, Pestalozzi introduced psychology into education and was the first to systematize the science of teaching. Though known predominantly for the object lesson, Pestalozzianism led to transformational reform of elementary schools and ushered in the teacher licensure movement.

After the death of his father when Pestalozzi was only 5 years old, his mother brought him up in a loving but sheltered environment where outdoor excursions and interactions with other children were limited. His grandfather, a pastor, cultivated in him a concern for social justice, which was developed further in 1762 when he joined the Helvetic Society, a group of social activists. These early influences later impacted Pestalozzi's educational theory and practice.

Pestalozzi married a wealthy lady from Zurich in 1769. He considered following his grandfather into the ministry but chose to study law, only to [Page 698]decide later to try farming. He bought Neuhof, a farm with a large farmhouse, where he opened the first industrial school, which became home for more than 50 underprivileged boys. They were an undisciplined lot, many of whom took advantage of Pestalozzi's generosity by running off after receiving food and clothing. The first in a series of administrative bungles, Neuhof went bankrupt. Although reduced to poverty, Pestalozzi did not consider the 6-year experiment a complete failure. Leaving the Neuhof experience with a stronger conviction than ever, he began writing.

From 1780 to 1798, he gained prominence as a novelist, positioning himself for future success to promulgate his educational agenda. A novel about the original goodness of human nature, his 1781 Leonard and Gertrude gained him the most acclaim. Emphasizing the role of mothers in education, this novel served a double purpose for Pestalozzi. It promoted his concept of the ideal educational system and also pointed out the need for social reforms.

Although drawing heavily on Rousseauan principles regarding the inherent goodness of children and their need to develop freely, Pestalozzi's writings displayed three noteworthy differences. First, Pestalozzi did not support the glorification of nature as a utopia. He observed that nature can often be brutish, necessitating intentionality, especially in the moral instruction of children. Second, he was concerned about the education of the poor while Rousseau did not see such a need. Third, he applied theory to practice whereas Rousseau's ideology remained chiefly abstract. Unlike Rousseau, who relinquished his children to an orphanage, Pestalozzi educated his own son, implementing principles from Émile. Through application, Pestalozzi tempered Rousseau's ideas while refining his own praxis.

As he gained recognition for his writings, Pestalozzi also became identified as sympathizing with the French Revolution. He became convinced that the French regime could bring about moral regeneration and social reform. With funds from France's new government (France had invaded Switzerland), an orphan asylum was opened in Stans, Switzerland, with Pestalozzi as headmaster and sole teacher. Locals, who were predominantly Catholic, expressed hostility to the Protestant Pestalozzi and were resentful of his ties to the French government. Despite its difficulties, however, Stans earned the reputation of being “The Cradle of the Modern Elementary School.”

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