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26 THE INSTITUTIONS OF HOFWYI,.
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.
Additionally, when viewing full transcripts, extracted text may not be in the same order as the original document.
¦ •« '•• ¦ ¦ ¦ ¦ ' - ¦ ¦ V^ . . . - • . ...
mind thatin some very material points , his position differed from almost all , whohave preceded or succeeded him . Unfettered by
prejudice few have , and possessed unbiassed . . by With interest a fortune , he stood which on a , vantage owing to ground . his superior which
management generosity which became led an him important to despise element the mercantile in his sp success irit of , and profit a
his ilshe consideredirom the commencement of his work , that upon he was pup engaged , , in solving , an important problem intimately
connected with . the happiness of the human race . The experience he had acquired in his repeated travels throughout Europe was
now Apart broug from ht to the bear defect upon in his moral new institution influence . , . another serious evil
existed in the schools for the higher classes ; : and De Feilenberg ' s position entailed so opposed enable ruin to on d existing him to one prejudices effect who a reform had in attempted Eng in the land metho , to that carry d it of would instruction out such have a ,
any plan While in this De country Fellenberg . ' s first . object in education : . was to implant
Christian lans of instruction principles were and form based the on the character wants of of the his individual pupils , all , and his
p the existing state of society . Instead of condemning his pupils in the comprehensive high school mind to toil formed on in a the lan , track which prescribed while it in made past classics ages , his of
p , _^ due Eng lish importance schools , , did the not instruction ignore , suited as has to been the too progress often education done of the in age our of .
his As De Feilenberg ilshe took contemp means lated the to comp insure letion the of hi the hest amount of intellectual pup , culture compatible every with the objects he g had in view .
Persons were constantly employed by him in seeking out suitable throug professors h different to carry countries out his p of lans Europe . Others , to report trav services elled upon at of new his and exp of ense im the
proved methods of education , and thus the men highest order were secured ,, while the institution in every respect kept We pace believe with the are progress indebted of the to a age noble . lord ( distinguished for his
we exertions in the cause of national education ) for the first informa- tion that reached England with regard to these model
institutions .. In 1818 Lord Brougham went to Hofwyl , having heard of its fame ; and being anxious to transfer to his own country some of its
important examine Committee the benefits led working to ; he of resided Eng the lish system there boys . His for of good reports some family weeks to the , b Educational eing in order placed to
under the care of many , De Feilenberg . When Lord Brougham was at Hofwyl , he found the high school consisting of fifty or There sixty
wer pup e ils about , among twenty whom professors were seven , with or ei salaries ght German of from princes two * to three
thousand The great a year . success . which , had attended the high school determined
26 The Institutions Of Hofwyi,.
26 THE INSTITUTIONS OF HOFWYI _,.
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Citation
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English Woman’s Journal (1858-1864), Sept. 1, 1861, page 26, in the Nineteenth-Century Serials Edition (2008; 2018) ncse.ac.uk/periodicals/ewj/issues/ewj_01091861/page/26/
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