Note 167 — XVI. PESTALOZZI. 1746-1827. (continued 2)

With Morf’s summing-up it is interesting to compare Joseph Payne’s, given at the end of his lecture on Pestalozzi:

I. The principles of education are not to be devised ab extra; they are to be sought for in human nature.

II. This nature is an organic nature—a plexus of bodily, intellectual and moral capabilities, ready for development, and struggling to develop themselves.

III. The education conducted by the formal educator has both a negative and a positive side. The negative function of the educator consists in removing impediments, so as to afford free scope for the learner’s self-development. His positive function is to stimulate the learner to the exercise of his powers, to furnish materials and occasion for the exercise, and to superintend and maintain the action of the machinery.

IV. Self-development begins with the impressions received by the mind from external objects. These impressions (called sensations), when the mind becomes conscious of them, group themselves into perceptions. These are registered in the mind as conceptions or ideas, and constitute that elementary knowledge which is the basis of all knowledge.

V. Spontaneity and self-activity are the necessary conditions under which the mind educates itself and gains power and independence.

VI. Practical aptness or faculty, depends more on habits gained by the assiduous oft-repeated exercise of the learner’s active powers than on knowledge alone. Knowing and doing (Wissen und Können) must, however, proceed together. The chief aim of all education (including instruction) is the development of the learner’s powers.

VII. All education (including instruction) must be grounded on the learner’s own observation (Anschauung) at first hand—on his own personal experience. This is the true basis of all his knowledge. First the reality, then the symbol; first the thing, then the word, not vice versâ.

VIII. That which the learner has gained by his own observation (Anschauung) and which, as a part of his personal experience, is incorporated with his mind, he knows and can describe or explain in his own words. His competency to do this is the measure of the accuracy of his observation, and consequently of his knowledge.

IX. Personal experience necessitates the advancement of the learner’s mind from the near and actual, with which he is in contact, and which he can deal with himself, to the more remote; therefore from the concrete to the abstract, from particulars to generals, from the known to the unknown. This is the method of elementary education; the opposite proceeding—the usual proceeding of our traditional teaching—leads the mind from the abstract to the concrete, from generals to particulars, from the unknown to the known. This latter is the Scientific method—a method suited only to the advanced learner, who it assumes is already trained by the Elementary method.