. The American public school; a genetic study of principles, practices, and present problems . t conscious disciples of Pesta-lozzi in their experimental work, nevertheless, Pesta-lozzi may be said to have originated the movementalthough his methods were empirical rather thanscientific. Industrial Training. — Pestalozzi believed that in-dustrial training should be combined with ordinary education. He prac-ticed this combinationat Neuhof and Stanz,and advocated it in^ Leonard and Ger-trude. At Burgdorfand Yverdon he had toabandon industrialtraining because thearistocratic patrons of his school
. The American public school; a genetic study of principles, practices, and present problems . t conscious disciples of Pesta-lozzi in their experimental work, nevertheless, Pesta-lozzi may be said to have originated the movementalthough his methods were empirical rather thanscientific. Industrial Training. — Pestalozzi believed that in-dustrial training should be combined with ordinary education. He prac-ticed this combinationat Neuhof and Stanz,and advocated it in^ Leonard and Ger-trude. At Burgdorfand Yverdon he had toabandon industrialtraining because thearistocratic patrons of his school did not wish it fortheir children. The idea was taken up, however, byhis wealthy friend Fellenberg, who for many years con-ducted a very successful industrial school at later the same principle found expression in thecontinuation schools of Germany. These are part-timeschools attended by children of the laboring classesafter they have left the elementary school and gone towork at the age of fourteen. These schools try to fur-nish whatever the pupil needs to know to make him a. The Environment of Pestalozzi PESTALOZZI 73 more intelligent worker. The Pestalozzian idea of in-dustrial training has not been much utilized in Americauntil very recently; and now the rise of industrialeducation is not due to Pestalozzis influence but tothe necessities of the times. We should do well^however, to recognize even to-day the validity andforce of his conception of the matter. Industrial edu-cation in America will be discussed in the proper place(see pp. 243-250). Kindly Discipline. — Rousseau taught that everyhuman being has a right to be happy. That was arevolutionary idea in those days. Pestalozzi was thefirst to apply it to school discipline; and that wascertainly a revolution in school practice. This move-ment was quite in harmony with the spirit of that age;for at about that time there occurred a marked in-crease in human sympathy, which revealed itself in theabolition of
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