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22 THE INSTITUTIONS OF HGFWYI*.
Note: This text has been automatically extracted via Optical Character Recognition (OCR) software. The text has not been manually corrected and should not be relied on to be an accurate representation of the item.
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Note: This text has been automatically extracted via Optical Character Recognition (OCR) software. The text has not been manually corrected and should not be relied on to be an accurate representation of the item.
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privileges of the patrician order , which had alienated the affections of the Swiss nation , and thus to _regain their confidence by showing
a . noble zeal for the safety of their country . It was in vain ; and the patriotic De Fellenberg . could find but few to listen to him . In
1798 , his fears were realized > and the French troops were sent tooverthrow the Government . De Fellenberg raised and headed a
band and , a of price soldiers being to re set sist upon , but in his vain head . The he city was of obli Berne ged to was fly taken into- /
, Germany . Ere long , being recalled by his country , he was sent on a mission to Paris , to remonstrate against the conduct of the French
Republic . For a short period after his return home , he occupied a _piiblic station ; but political life , and the disregard of high principles
among the public men of the day , disgusted him . De Fellenberg saw plainly that the only resource for improving the condition of '
his own and other countries was to be , found in early education . With Pestalozzi he had perceived the critical state of society , and
the outbreak of the French Revolution had only strengthened theopinion that both had formed on this subject .
With a deep sense of the _evHs attending niodern civilization _^ and their remedy in education , Pestalozzi had combated with
successthe idea that obedience was the legitimate offspring of ignorance £ but the practical talent of . this noble man was not equal to _the
genius with which lie propounded those correct principles of education , which have now , through his writingsgiven an impulse
, felt through out the civilized world . One of his admirers justly observes that he seemed destined to educate ideas , not children .
To De Fellenberg was reserved the high honor of exhibiting what the German philosopherFichtecalled the model of an
, , Educational State . Uniting a comprehensive genius to an economictalent which enabled him to pay attention to every particular
necessary to insure success , De Fellenberg was prepared for the grand development of his educational scheme .
It will be our aim on the present occasion to give a view rather of the principles upon which this great man acted , than to dwell
_Tipon the plan s he pursued . The latter will be more fully developed in his life , which is now preparing for publication by the author ofC
this paper . . _' Being possessed of ample meanshe resolved to form on his own
_, estate a model institutionwhich , should embrace all classes of ' society , , and should show , what educationbased on Christianity
could accomplish for the benefit of humanity , . _. It is deeply interest- , ing to trace the feelings with which De Fellenberg entered upon
his philanthmpical project . He had long arrived at one most important conclusion , viz . that the only solid foundation on which he
could erect an educational structure that should stand the test _^ of timeand the assaults of enemieswas the religion of the Bible .
We , have spoken of the lessons , drawn by De _FeHenberg from
_tikerevolutionary spirit of the age in which he livedj anrl the one that
22 The Institutions Of Hgfwyi*.
22 THE INSTITUTIONS OF _HGFWYI _* .
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Citation
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English Woman’s Journal (1858-1864), Sept. 1, 1861, page 22, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/ewj/issues/ewj_01091861/page/22/
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