On this page
-
Text (1)
-
24 THE INSTITUTIONS OF JHOrWYi'.
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.
-
-
Transcript
-
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.
Additionally, when viewing full transcripts, extracted text may not be in the same order as the original document.
¦ •« '•• ¦ ¦ ¦ ¦ ' - ¦ ¦ V^ . . . - • . ...
Pestalozzi had , in 1775 , founded a school of this kind ; and perhaps we shall "be correct if we assign to him and to De
Fellenberg the place of honor as the originators of the important _\ noveinent which has lately excited general attention in England . _,
The idea of agricultural training developed in the schools of the Swiss reformers of education has been the foundation of most . of
the benevolent efforts which have since beenniade inmany parts of Europe , in behalf of the neglected poor . De Fellenberg was so
fortunate as to meet with an assistant who entered thoroughly into his enlarged and Christian views of education for the poorer
classes . Wehrli , whose name is-now so well known in connexion with this branch of the Institutions of Hofwylcarried on the
agri-, cultural school with the greatest success , until he left it to undefr take one of his own . In 1832 this school contained 100 bpys ; a
portion of the parents paid the expense of their children ' s board > while those unable to do so were free to send their children without
their payment parents . Many , found of in the Hofwy latter , l who a refuge were and orphans a home or . abandoned ¦ by
It may be asked what was the great instrument of _government and discipline employed by De Fellenberg , from the commencement
of his labors , and which proved so successful in this and every other Institution of Hofwyl ? We answerthe high place he assigned tp
, moral influence ; and in this respect the Swiss philanthropist was far beyond his ageand affords an example we desire to see imitated
, in every public school , reformatory , and prisonin pur country _^ Those to whom he confided the immediate direction and moral ¦ ¦ ¦ ¦ ¦ . ¦ .. ..- ..
training of pupils of every grade were persons who [ fully entered into his views , and possessed the high principles he desired to
in' culcate . This unity of action in moral training the founder of Hofwyl considered of the highest importance , thus the professors who
attended the Institution for the higher classes did not necessarily reside with their pupils ; but if De Fellenberg had reason to think
they did not agree with him in this important particular , they resided in a separate building , only going to the high- school to
give lessons as to a private family . _. . It was De Fellenberg ' s opinion that not only should the pupils
be preserved , as much as possible , from corrupt example and influence , but that they should also be surrounded with such as
would continually stimulate to good . Tie pupils of Hofwyl were constantly under the eye of their educators , who thus had an
opportunity of becoming acquainted with tlieir individual , character , and of inspiring them with that faith and love which De Fellenberg
considered as essential to moral government and training . To use his own words" The educator should be like the Saviourthe child ' s
, , best friend , and not his tyrant . '' No rewardmedalor prize was given at Hofwylnoron the
other hand , were , humili , ating punishments inflicted . , Every , thing
that might tend to foster the pride , envy , and selfishness of the
24 The Institutions Of Jhorwyi'.
24 THE _INSTITUTIONS OF _JHOrWYi' .
-
-
Citation
-
English Woman’s Journal (1858-1864), Sept. 1, 1861, page 24, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/ewj/issues/ewj_01091861/page/24/
-