. The American public school; a genetic study of principles, practices, and present problems . man of Pestalozziantemperament. In 1848 he organized a raggedschool for poor children. Later he became super-intendent of the public schools of Oswego. In 1861he organized the training class for teachers in theOswego schools and in 1863 it became a state NormalSchool. In his effortsto introduce Pestaloz-zian methods Sheldonimported two teachersfrom Europe, Miss Mar-garet E. M. Jones, whohad taught in an Eng-lish Pestalozzian school,and Hermann Krtisi,Jr., a son of one ofPestalozzis also
. The American public school; a genetic study of principles, practices, and present problems . man of Pestalozziantemperament. In 1848 he organized a raggedschool for poor children. Later he became super-intendent of the public schools of Oswego. In 1861he organized the training class for teachers in theOswego schools and in 1863 it became a state NormalSchool. In his effortsto introduce Pestaloz-zian methods Sheldonimported two teachersfrom Europe, Miss Mar-garet E. M. Jones, whohad taught in an Eng-lish Pestalozzian school,and Hermann Krtisi,Jr., a son of one ofPestalozzis also gathered abouthim a group of strongpersonalities capable ofappreciating and ex-emphfying the Pestalozzian ideals and methods, and ofimparting to their students a zealous enthusiasm foreducation. His remarkable leadership may be judgedfrom the fact that the assistants he imported fromEurope were brought-with the permission of his boardon condition that they would not cost the city a dollar ;whereupon his teachers subscribed to their support, insome instances to the half of their Edward A. Sheldon (1832-1897) 168 THE AMERICAN PUBLIC SCHOOL The most valuable feature of Pestalozzianism thatSheldon introduced at Oswego was the objectivemethod. He demonstrated the Pestalozzian plan ofdeveloping the faculties by means of lessons on objects,animals, plants, form, size, number, color, place, anddrawing, together with various physical exercises.^^ Every step taken was carefully gauged to childhoodsnature. The teacher tried to see everything throughthe childs eyes; the center of gravity in the worldof instruction was transferred from the teacherspersonality to that of the child ; so not only the subjectmatter, but the method and spirit, of all elementaryinstruction was vitally changed for the better in allschools touched by Oswego influence. The Oswego Movement. — The Oswego innovationconsisted in putting the Pestalozzian theories intopractice. Educators knew about them, for
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