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384:, a periodical devoted to social and economic questions. The publication led to subscriptions and loans free of interest. The new foundation had a short period of apparent prosperity, but after a year Pestalozzi's old faults again led the institution to near ruin. An appeal for public support in 1777 brought much-needed help, and Pestalozzi contributed to the periodical a series of letters on the education of the poor. The appeal, however, only postponed the failure of the institution. In 1779, Pestalozzi had to close Neuhof. With help from his friends, Pestalozzi was able to save the house at Neuhof for himself and his family to live in. Despite the property being saved, they were in financial ruin and were reduced to poverty. His family connections abandoned him, along with most people who had shown interest in his ideas.
428:. These four volumes revolve around the lives of four characters: Gertrude, GlĂŒphi, an unnamed parish clergyman and Arner. Gertrude is a wife and mother from the village of Bonnal, who teaches her children how to live moral upstanding lives through the belief and love of God. GlĂŒphi, a school teacher, sees the success Gertrude has with her children and tries to model his school around her teachings. A parish clergyman also adopts Gertrude's teachings and the work of Gertrude, GlĂŒphi and the clergyman are helped by Arner, a politician, who solicits aid from the state. Through these four institutions, harmony is achieved and a comprehensive education is offered to all people.
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770:, a newspaper published by the institute, was started by Niederer and regularly included philosophical discussions about education and reports to parents and the public about the institute's progress. Some notable changes to the institute at Yverdon were that pupils of any age were educated, not just young children; German, French, Latin and Greek were taught along with geography, natural history, history, literature, arithmetic, geometry, surveying, drawing, writing and singing. At the height of the institution's fame Pestalozzi was highly regarded for his work as an educator and in educational reform.
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669:. The first three letters describe how he, KrĂŒsi, Tobler, and BĂŒss came to their present situation at Burgdorf. Letters four to eleven are his reflections and experience in pedagogical instruction and educational theory. The twelfth letter is about physical education while the last two letters talk about moral and religious education. Pestalozzi's purpose in these letters was to show that, by reducing knowledge to its elements and by constructing a series of psychologically ordered exercises, anybody could teach their children effectively.
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and the division grew among the institute's staff. In 1809 and 1810 the criticism was so great that
Niederer suggested to Pestalozzi that an impartial commission be brought in from the Government to assess the conduct and efficiency of the institute. Against Schmid's wishes, Pestalozzi agreed, and in 1810 the state commissioners visited Yverdon. The commissioners' report looked favorably upon Pestalozzi's ideas but not on the practices of the institute. Any hope of Yverdon becoming a state institution was cut off.
631:, offered to help Pestalozzi. KrĂŒsi already had some practical teaching experience and followed the example set by Pestalozzi. After eight months of teaching, Pestalozzi was evaluated by school authorities who praised him for his progress. In eight months, he had not only taught children of five and six years of age to read perfectly, but also to write, draw and understand arithmetic. The school board promoted Pestalozzi to a mastership in the second boys' school where he continued his educational experiments.
609:. He was to receive a small quarterly salary, an apartment and a position teaching at the lowest school in town. Pestalozzi's position was not held long; the shoemaker who ran the school before Pestalozzi had arrived did not agree with his ideas. Shortly after, Pestalozzi was able to transfer to a different school. The children were five to eight years old. Pestalozzi was nervous at first, but he continued his investigations and experiments in education carried out at Stans.
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communicated to the Swiss government that he would like more opportunity to educate the poor. In response it sent two commissioners to investigate his work and, following their favorable review, the government decided to transform
Pestalozzi's school into a national institution. Staff would receive fixed salaries and money would be spent to publish textbooks written by Pestalozzi and his staff. Using this money, in 1803 Pestalozzi published three elementary books:
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342:, who was also a member of the Helvetic Society, attracted widespread attention regarding his successful business model. He had converted a large plot of worthless land into several valuable farms. In 1767 Pestalozzi visited Tschiffeli to learn about his method. After a year with Tschiffeli, Pestalozzi purchased 15 acres of waste land in the neighborhood of ZĂŒrich. He obtained financial support from a ZĂŒrich banker, bought more land and, in 1769, he married
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dexterity, promote efficiency and encourage mutual helpfulness. He wanted to cultivate the fundamental activities of the mindâ"the powers of attention, observation, and memory, which must precede the art of judgment and must be well established before the latter is exercised." It was during his time at Stans that
Pestalozzi realized the significance of a universal method of education, which he would attempt to apply at future institutions.
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in my native town, induced me to abandon the clerical profession, to which I had formerly leaned, and for which I had been destined, and caused the thought to spring up within me, that it might be possible, by the study of the law, to find a career that would be likely to procure for me, sooner or later, the opportunity and means of exercising an active influence on the civil condition of my native town, and even of my native land.
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881:, and state and nationârecognized the family, the utility of individuality, and the applicability of the parent-child relationship to society as a whole in the development of a child's character, attitude toward learning, and sense of duty. The last "exterior" sphereâinner senseâposited that education, having provided a means of satisfying one's basic needs, results in inner peace and a keen belief in God.
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the formation of the child's personality, character, and capacity to reason. His educational methods were child-centered and based on individual differences, sense perception, and the student's self-activity. He worked in
Yverdon to "elementarize" the teaching of ancient languages, principally Latin, but also Hebrew and Greek. In 1819,
624:. Although Pestalozzi said he did not know much French, what he was able to understand "threw a flood of light upon my whole endeavor". It confirmed his ideas of education that he had developed at Neuhof, Stans, and now Burgdorf, in which all understanding can be achieved through a psychologically ordered sequence.
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After the death of
Pestalozzi's wife in 1815, KrĂŒsi resigned from the institute. Niederer followed in 1817. Overcome by troubles, Pestalozzi sought Schmid's help. Schmid managed to raise ÂŁ2,500 by publishing a compilation of Pestalozzi's works. The institute remained open for another 10 years, during
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attended, and which has been credited with fostering
Einstein's process of visualizing problems and his use of "thought experiments". Einstein said of his education at Aarau, "It made me clearly realize how much superior an education based on free action and personal responsibility is to one relying
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at Stans were supposed to have been converted into an orphanage, but little had been done when
Pestalozzi arrived. On 14 January 1799, a number of orphans came to the newly established institution. Pestalozzi wrote, "They were in a dreadful condition, both of body and of mind". He took many roles at
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I went gladly, for I hoped to offer these innocent little ones some compensation for the loss they had sustained, and to find in their wretchedness a basis for their gratitude. In my zeal to put my hands to the task which had been the great dream of my life, I should have been ready to begin even in
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Pestalozzi brought to light several cases of official corruption and was believed to be an accessory to the escape of a fellow newspaper contributor. Although he was later proven innocent, he was under arrest for three days. These events caused
Pestalozzi to have many political enemies and destroyed
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came to study with
Pestalozzi, and his new humanism contributed to the development of the method of language teaching, including considerations such as the function of the mother tongue in the teaching of ancient languages. Pestalozzi and Niederer were important influences on the theory of physical
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Pestalozzi felt that justice had not been done. Schmid resigned his post and neither
Pestalozzi nor Niederer could fill his position as teacher of mathematics, so instead they opened a printing and bookselling business. This proved to be a financial failure, and only through the help of friends was
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of disunion". Disagreement had not yet developed into open conflict, but different views about policy were represented by Niederer and Schmid. Niederer had gained influence in the institution and started to add subjects that teachers were not competent to teach. Schmid was open about his criticisms
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The ideal system of liberty, also, to which Rousseau imparted fresh animation, increased in me the visionary desire for a more extended sphere of activity, in which I might promote the welfare and happiness of the people. Juvenile ideas as to what it was necessary and possible to do in this respect
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Pestalozzi was a Romantic who felt that education must be broken down to its elements in order to have a complete understanding of it. Based on what he had learnt by operating schools at Neuhof, Stans, Burgdorf and Yverdon, Pestalozzi emphasized that every aspect of the child's life contributed to
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In June 1799, the French army, after being defeated by the Austrians, took back Stans. They needed every available building to house their troops, and the school was broken up. Even during the short time of the orphanage, Pestalozzi's success was apparent in the well-being of the children. He left
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On his return, Pestalozzi found the new Swiss government questioning his right to use the facilities at Burgdorf. They notified him that his services were no longer needed on the grounds that the buildings were needed for their own officials. To avoid being criticized by the public, however, the
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As Pestalozzi said himself, the real work of his life did not lie in Burgdorf or in Yverdon. It lay in the principles of education which he practised, in the development of his observation, in the training of the whole person, and in the sympathetic way of dealing with students, principles and
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lived at the orphanage, later mostly children from Korea, Tunisia, Ethiopia, Vietnam, Cambodia and Lebanon, and orphans from Switzerland since 1983. The length of stay varies from a few weeks (educational or recreational reasons) up to several years. As of 2012, the projects of the foundation
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was sent to Paris to interview Napoleon on behalf of Switzerland. Pestalozzi was elected as a member of this deputation. Before going, he published his ideas about political effort. It is a unique document in Pestalozzi's work that shows the connection of his political, social and educational
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Drawing from previous experience, his aim at Stans was similar to that of Neuhof: the combination of education and industry. However, he no longer looked at the products of the children's labors as a possible source of income. Any work was considered by Pestalozzi as a way to train physical
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Because of this literary success, people from all parts of Switzerland and Germany came to see the school in Burgdorf. The school grew, but Pestalozzi still felt that he was not doing enough. Though a financial success, the school could not do what Pestalozzi desired: educate the poor. He
541:, the new Minister of Arts and Sciences, who approved of Pestalozzi's plan. Pestalozzi was not able to implement his new school right away, because a suitable site could not be found quickly enough. In the meantime, Pestalozzi was asked to take charge of a government newspaper, the
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business to the farm, hoping to improve his financial situation. The challenges increased as much as his debt. Three months after their financial support was withdrawn, Schulthess gave birth to the couple's only son, Jean-Jacques Pestalozzi. He was nicknamed Schaggeli and often had
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as farmers only to be overworked and underfed. He desired to teach them how to live self-respecting lives. This led him to the conception of converting Neuhof into an industrial school. Against the wishes of his wife's family, Pestalozzi gained the support of philosopher
266:. Together they would travel to schools and the houses of parishioners. It was through these visits that Pestalozzi learned the poverty of country peasants. He saw the consequences of putting children to work in factories at an early age and he saw how little the
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He founded several educational institutions both in German- and French-speaking regions of Switzerland and wrote many works explaining his revolutionary modern principles of education. His motto was "Learning by head, hand and heart". Thanks to Pestalozzi,
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Pestalozzi knew the country peasant life much more intimately than his contemporaries did, from the visits of his childhood with his grandfather to his current state of poverty. He drew from these experiences and published four volumes of a story titled
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This work marked the end of his eighteen-year literary period, during which time Pestalozzi and his family lived a life of poverty. His wife was often ill, and in 1797 his son returned home from his apprenticeship in Basel in a similar state of health.
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In July 1805 the institute at Yverdon opened and attracted visitors and pupils from all over Europe. Many governments sent their own educators to study with Pestalozzi with the desire to implement a similar system in their own nations. In May 1807,
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in 1798, many children were left without a home or family. The Swiss government established an orphanage and recruited Pestalozzi on 5 December 1798, to take charge of the newly formed institution. On 7 December, Pestalozzi went to Stans, writing:
497:. Fichte saw in Pestalozzi's ideas the key to the solution of the educational problem, and suggested to Pestalozzi that he write about his views on human nature and the problem of its development. After three years, Pestalozzi wrote and published
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Pestalozzi's family finally joined him in the institute to live and work. In 1801 Pestalozzi's son, Jean-Jacques, died at the age of 31, but his daughter-in-law and grandchild, Gottlieb, moved from Neuhof to Burgdorf to live at the institute.
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741:. Pestalozzi's colleagues convinced him to collaborate with Fellenberg to plan the new institute at MĂŒnchenbuchsee. Pestalozzi and Fellenberg did not get along and after months of planning it was decided to move the institute to
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on the lake of ZĂŒrich. The family also had a maid, Barbara Schmid, nicknamed Babeli. After the death of Pestalozzi's father it was only through the help of Babeli that Pestalozzi's mother could financially support the family.
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Pestalozzi began to build a house on the heavily mortgaged property, calling it "Neuhof". The land he had bought, however, was unsuitable to farm. Unfavorable reports led the banker to withdraw his support. Pestalozzi added a
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By far, the institute at Yverdon was the longest lasting of Pestalozzi's endeavors. Pestalozzi spent the first few months of his stay at Yverdon in quiet literary work, thanks to a monetary gift from the King of Denmark,
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Pestalozzi was educated to become a clergyman. As a clergyman, he expected to have ample opportunity to carry out his educational ideas; however, the failure of his first sermon and influence from philosopher
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822:. This provoked many bitter responses, by Fellenberg and Niederer in particular. Pestalozzi did not take lightly to these criticisms. He became sick on 15 February 1827, and died two days later in
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education; they developed a regimen of physical exercise and outdoor activity linked to general, moral and intellectual education that reflected Pestalozzi's ideal of harmony and human autonomy.
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in ZĂŒrich was named after Pestalozzi and was established in 1875. Based in ZĂŒrich, the foundation promoted the school teacher's instruction and postgraduate training. In 2003 it was renamed in
794:. In 1814 he also wrote an article titled "To the Innocent, Serious, and Magnanimous of my Fatherland", a testimony to the many people living in poverty which his institutions could not reach.
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with about 20 other philosophers in 1765. Their goal was the advancement of freedom. The 19-year-old Pestalozzi was an active member, contributing many articles to the Society's newspaper,
725:. Pestalozzi received offers to establish his institute in other towns, but ultimately he decided to accept the Government's offer and, in June 1804, Pestalozzi's work in Burgdorf ended.
501:. Few people read his work, and in an 1821 edition, Pestalozzi wrote: "Scarcely any one has noticed the book, although it has been before the public for more than twenty years."
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schools did for them. Their ignorance, suffering and inability to help themselves left an impression on Pestalozzi, an impression that would guide his future educational ideas.
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Fueled by his success, in October 1800 Pestalozzi decided to open another school in Burgdorf, the "Educational Institute for the Children of the Middle Classes", in the
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908:. Charles had lived with Pestalozzi from 1819 to 1822 at Yverdon. The two siblings were credited with founding the formal education of infant teachers in Britain.
412:. They are his earliest works which outline ideas that would later be known as Pestalozzian. The aphorisms attracted little attention at the time of publication.
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After the failure of his farming venture, Pestalozzi wanted to help the poor. He had been poor himself most of his life and had observed orphans who gained
696:(1779â1843). Schmid had been at the institute as a poor pupil but was added to the staff for his teaching ability. Niederer had formerly been a minister.
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was laid, and in the same year children from war-torn countries settled the first houses. From 1960, in addition to European children, war orphans from
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practices which he illustrated in his six months' labors at Stans. He had the deepest effect on all branches of education, and his influence continues.
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661:. The book had a profound impact on the opinion and practice of education. It is written in the form of fourteen letters from Pestalozzi to his friend
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Stans, including a master, servant, father, guardian, sick-nurse and teacher. He had no school materials and his only assistant was a housekeeper.
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who died at age 33 when Pestalozzi, the second of three children, was five years old; he belonged to a family who had fled the area around
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which time Pestalozzi tried to convince KrĂŒsi and Niederer to return. In 1825 the institute had to be closed due to a lack of funds.
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was abolished in Switzerland in 1798, Pestalozzi decided to become an educator. He wrote a plan for a school and submitted it to
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the institute able to stay on its feet until 1815, when Schmid returned. During the period of Schmid's absence, Pestalozzi wrote
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Iselin remained a friend of Pestalozzi and encouraged him to continue writing. In 1780 Pestalozzi published anonymously in
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After the failure of his political aspirations and at the suggestion of several friends, Pestalozzi decided to become a
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on 17 February 1827. His last words were, "I forgive my enemies. May they now find peace to which I am going forever."
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in 1782 as a series of evening conversations to address social and political corruption. A weekly newspaper called the
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The first volume was very successful; however, the second through fourth volumes were not widely published or read.
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Pestalozzi had planned a fifth and sixth volume, but the manuscript of the fifth was lost in his 1804 trip to
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during this time put Pestalozzi's institute in jeopardy through reform in the Swiss government. A national
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As time went on, Pestalozzi felt that his colleagues were growing farther apart, something he called the "
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Pestalozzi for the second time in his literary career attracted a wide circle of readers after publishing
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was also founded and disbanded during the same year with Pestalozzi briefly acting as the chief editor.
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Pestalozzi and Pestalozzianism: Life, Educational Principles, and Methods of Johann Heinrich Pestalozzi
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was essentially good. The first three "exterior" spheresâhome and family, vocational and individual
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influence. Pestalozzi did not enjoy his time in Paris; Napoleon had no interest in his work.
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as its teacher-oriented objectives were integrated in the new model of university-like
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due to its Protestant faith. His mother, whose maiden name was Hotze, was a native of
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sponsors students from developing countries to study in their countries of origin.
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the highest Alps and without fire and water, so to speak, had I only been allowed.
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One Hundred Houses for One Hundred European Architects of the Twentieth Century
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During his recovery in Gurnigel, Stapfer assigned Pestalozzi to the town of
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to design the new school, equipped it with the first modern application of
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Frederick Christian II, Duke of Schleswig-Holstein-Sonderburg-Augustenburg
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Dieter, Jedan (1990), "Theory and Practice: Johann Heinrich Pestalozzi",
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that led Pestalozzi and Schulthess to worry constantly about his health.
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Enquiries into the Course of Nature in the Development of the Human Race
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Enquiries into the Course of Nature in the development of the Human Race
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Enquiries into the Course of Nature in the Development of the Human Race
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benefited 321,000 children and adolescents in Switzerland and abroad.
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and Pestalozzischule Raunheim in Germany, Johann Heinrich Pestalozzi (
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1795:, Trans. by Tilleard, J, London: Longman, Brown, Green & Longmans
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The Wiley-Blackwell Dictionary of Modern European History since 1789
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in 18th-century Switzerland was overcome almost completely by 1830.
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Views and Experiences relating to the idea of Elementary Education
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Two additions were made to Pestalozzi's staff during this time:
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1855:â Publisher: Swiss association "Verein Pestalozzi im Internet"
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authorities offered Pestalozzi the use of an old monastery in
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Pestalozzi and the Foundation of the Modern Elementary School
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Pestalozzi returned to his old home at Neuhof and published
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Young adulthood and early political aspirations â 1765â1767
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Friedrich Ferdinand Constantin von Sachsen-Weimar-Eisenach
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Atkin, Nicholas; Biddiss, Michael; Tallett, Frank (2011),
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Pestalozzi's stay at MĂŒnchenbuchsee was short. Nearby in
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The Application of Psychology to the Science of Education
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led him to pursue a career in law and political justice.
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in Peru, and the Johann Pestalozzi Bilingual Academy in
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Schmid, Silvia (1997), "Pestalozzi's Spheres of Life",
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in Berlin continues to train nursery school teachers.
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by donating funds for the construction of a school in
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who returned from Switzerland to work with his sister
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colleges that was introduced in Switzerland in 2002.
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Publications by and about Johann Heinrich Pestalozzi
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where Pestalozzi ran his institute from 1800 to 1804
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Swiss pedagogue and educational reformer (1746â1827)
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Journal of the Midwest History of Education Society
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Transition from farm to industrial school at Neuhof
1884:â An introduction to Pestalozzi and related links.
1814:Pestalozzi and the Educationalization of the World
1770:
1616:
853:He did everything for others, nothing for himself!
786:, a restatement of his educational doctrines, and
310:, saying they were dangerous to the State and the
183:; 12 January 1746 â 17 February 1827) was a Swiss
1694:
1288:
1216:
1177:
1165:
1105:
443:and it is not known if a sixth was ever written.
3218:
1703:
1622:
1378:
1189:
911:Schools that are named after Pestalozzi include
851:He was an individual, a Christian and a citizen.
612:A book was suggested to Pestalozzi by a friend,
3237:People associated with the University of Zurich
2491:Karl August, Grand Duke of Saxe-Weimar-Eisenach
3155:Memoirs Illustrating the History of Jacobinism
1670:"PESTALOZZIS BERG | Trento Film Festival"
1639:
841:Preacher to the People in Leonard and Gertrude
679:Lessons on the Observation of Number Relations
533:Political changes were taking place, and when
2234:
1912:
1645:
1132:
829:The inscription on Pestalozzi's grave reads:
728:
627:In January 1800, a young teaching assistant,
43:Real Academia de Bellas Artes de San Fernando
1853:Encyclopaedic documentation about Pestalozzi
231:, Switzerland. His father was a surgeon and
2248:
1926:
1768:
1695:Barnard, Henry; Pestalozzi, Johann (1859),
1571:
227:Pestalozzi was born on 12 January 1746, in
2241:
2227:
1919:
1905:
1864:
1790:
1751:
1740:
1264:
1228:
970:, and named it after the Swiss pedagogue.
434:
211:
31:
2831:Honoré Gabriel Riqueti, comte de Mirabeau
955:, it enrolled the famous Swiss architect
638:. Here, two educators joined Pestalozzi,
548:When the French army invaded the town of
477:In 1794 Pestalozzi visited his sister in
220:Coat of arms of Pestalozzi's family from
2733:Wenzel Anton, Prince of Kaunitz-Rietberg
2575:Ferdinand, Prince of Brunswick-LĂŒneburg
2144:Constructivism (philosophy of education)
1759:
1731:
1462:
1402:
1252:
1240:
1201:
1120:
805:
592:
512:
493:. On his return trip to Neuhof, he met
215:
2649:Leopold Friedrich GĂŒnther von Goeckingk
2596:Frederick V, Landgrave of Hesse-Homburg
2561:Ernest II, Duke of Saxe-Gotha-Altenburg
1811:
1597:
1051:is a biopic about his life and career.
814:(Bahnhofstrasse) in ZĂŒrich, Switzerland
703:
588:
388:Period of literary activity â 1780â1797
255:, who taught history and politics, and
3219:
1868:"Pestalozzi and Pestalozzianism"
1799:
1714:
1623:Max Edwin Furrer (27 September 2010).
1450:
1438:
748:
2222:
2134:Cognitivism (philosophy of education)
2129:Behaviorism (philosophy of education)
1900:
1722:
1490:
1426:
1414:
1390:
1366:
1354:
1342:
1327:
1312:
1300:
847:Founder of the New Primary Education.
768:Die Wochenschrift fur Menschenbildung
329:
178:
163:[ËjoËhanËhaÉȘnrÉȘçpÉstaËlÉtsiË]
161:
2905:Dietrich Heinrich Ludwig von Ompteda
2635:Otto Heinrich von Gemmingen-Hornberg
2519:Karl Theodor Anton Maria von Dalberg
2336:Charles Theodore, Elector of Bavaria
1877:. New York: Robert Appleton Company.
1736:, New York, NY: Simon & Schuster
1135:"Pestalozzi and The Oswego Movement"
980:Pestalozzi's method was used by the
896:, the creator of the concept of the
517:
3143:New World Order (conspiracy theory)
3003:Johan Philip Stadion von Warthausen
1839:"Pestalozzi, Johann Heinrich"
1830:in the catalogue Helveticat of the
1769:Postiglione, Gennaro (March 2004),
1725:The Educational Ideas of Pestalozzi
1502:, Education England, archived from
613:
13:
3232:19th-century educational theorists
2379:August von Sachsen-Gotha-Altenburg
2154:Humanism (philosophy of education)
1859:PestalozziWorld biographical links
1133:Michael Ruddy (10 December 2000).
839:Saviour of the Poor on the Neuhof.
14:
3288:
1865:Herbermann, Charles, ed. (1913).
1821:
1793:The Life and System of Pestalozzi
1277:Atkin, Biddiss & Tallett 2011
849:In Yverdon, Educator of Humanity.
659:How Gertrude Teaches her Children
651:How Gertrude Teaches her Children
616:Vous voulez mécaniser l'education
247:In 1761, Pestalozzi attended the
3199:
3186:
3185:
1035:Canton of Appenzell Ausserrhoden
1888:"Wie Gertrud ihre Kinder lehrt"
1752:——— (1821) ,
1734:Einstein: His Life and Universe
1662:
1646:Andrea Weibel (26 March 2015).
1577:
1548:"AsociaciĂłn Colegio Pestalozzi"
1540:
1518:
1468:
845:In Burgdorf and MĂŒnchenbuchsee,
843:In Stans, Father of the orphan,
837:died in Brugg February 17, 1827
835:born in Zurich January 12, 1746
523:Pestalozzi with the orphans in
508:
259:, who taught Greek and Hebrew.
2961:Ernst Friedrich von Schlotheim
1126:
1055:plays the part of Pestalozzi.
739:Philipp Emanuel von Fellenberg
1:
3170:Illuminati in popular culture
2789:Ludwig I, Grand Duke of Hesse
2449:Johann Joachim Christoph Bode
1791:von Raumer, Karl von (1855),
1679:
1379:BrĂŒhlmeier, Haller & Rubi
1289:Barnard & Pestalozzi 1859
1217:Barnard & Pestalozzi 1859
1190:BrĂŒhlmeier, Haller & Rubi
1178:Barnard & Pestalozzi 1859
1166:Barnard & Pestalozzi 1859
1106:Barnard & Pestalozzi 1859
937:AsociaciĂłn Colegio Pestalozzi
913:Pestalozzi-Gymnasium Biberach
581:Stans in order to recover in
410:The Evening Hours of a Hermit
394:The Evening Hours of a Hermit
50:
3277:19th-century Swiss educators
3272:18th-century Swiss educators
3031:François-Charles de VelbrĂŒck
2975:Samuel Thomas von Sömmerring
758:. During this time he wrote
326:any hope of a legal career.
7:
3227:Swiss educational theorists
2940:Christian Gotthilf Salzmann
2891:Christoph Friedrich Nicolai
2838:Daniel Gotthilf Moldenhawer
2568:Johann Georg Heinrich Feder
2400:Aloys Basselet von La Rosée
1742:Pestalozzi, Johann Heinrich
1723:Green, John Alfred (1905),
1592:(paper), Italy: Unina, 2011
1528:. Pestalozzischule Raunheim
1058:
975:Pestalozzi-Stiftung Hamburg
675:The ABC of Sense Perception
614:Herbart, Johann Friedrich,
481:. During the visit, he met
144:Four-sphere concept of life
10:
3293:
2919:Johann Heinrich Pestalozzi
2775:Franz Michael Leuchsenring
2761:Christian Gottfried Körner
2698:Christoph Wilhelm Hufeland
2677:August Adolph von Hennings
2663:Karl August von Hardenberg
2642:Johann Wolfgang von Goethe
2540:Christian Wilhelm von Dohm
2073:Educational existentialism
1760:Pinloche, Auguste (1901),
1710:, Trans. Anne-Marie Widmer
729:MĂŒnchenbuchsee â 1804â1805
563:Johann Heinrich Pestalozzi
483:Johann Wolfgang von Goethe
288:Johann Heinrich Pestalozzi
155:Johann Heinrich Pestalozzi
25:Johann Heinrich Pestalozzi
3179:
3099:Rite of Strict Observance
3083:
2996:Anton Matthias Sprickmann
2989:Ludwig Timotheus Spittler
2912:Christian Adolph Overbeck
2875:
2866:Johann Karl August MusÀus
2719:Friedrich Heinrich Jacobi
2612:
2421:Johann Joachim Bellermann
2356:
2352:
2345:
2256:
2198:
2177:
2121:
2030:
2009:
1934:
1732:Isaacson, Walter (2007),
1613:, retrieved 2 August 2015
1080:Johann Ignaz von Felbiger
982:Old Cantonal School Aarau
920:
884:
460:Christopher and Elizabeth
448:Christopher and Elizabeth
148:
138:
126:
116:
106:
102:
83:
61:
30:
23:
3038:Franz Michael Vierthaler
3024:Johann Nepomuk von Triva
2947:Friedrich Schlichtegroll
2845:Maximilian von Montgelas
2747:Johann Friedrich Kleuker
2505:Hieronymus von Colloredo
2414:Rudolph Zacharias Becker
2365:Jacob Friedrich von Abel
2108:Social reconstructionism
2078:Educational perennialism
2068:Educational essentialism
2022:Student-centred learning
1812:Tröhler, Daniel (2013),
1090:
1065:Education in Switzerland
994:Pestalozzi International
859:
801:
528:(oil on canvas painting)
487:Christoph Martin Wieland
419:â 1781, 1783, 1785, 1787
340:Johann Rudolf Tschiffeli
3059:Lorenz von Westenrieder
3045:Wilderich of Walderdorf
2884:Christian Gottlob Neefe
2817:August Gottlieb MeiĂner
2684:Johann Gottfried Herder
2656:Johann Casimir HĂ€ffelin
2533:Johann Georg von Dillis
2329:Congress of Wilhelmsbad
2250:Order of the Illuminati
2043:Contemplative education
1928:Philosophy of education
1845:EncyclopĂŠdia Britannica
1690:, John Wiley & Sons
1648:"Kinderdorf Pestalozzi"
1604:Pestalozzi Froebel Haus
1013:Stiftung Pestalozzianum
989:on outward authority."
923:) Elementary School in
921:ĐĐŸŃ
Đ°Đœ Đ„Đ°ŃĐœŃĐžŃ
ĐĐ”ŃŃĐ°Đ»ĐŸŃĐž
543:Helvetisches Volksblatt
491:Johann Gottfried Herder
435:Fifth and sixth volumes
257:Johann Jakob Breitinger
212:Early years â 1746â1765
206:
111:19th-century philosophy
3113:Enlightened absolutism
2954:Johann Georg Schlosser
2926:Karl Leonhard Reinhold
2782:Justus Christian Loder
2740:Martin Gottlieb Klauer
2691:Andreas Joseph Hofmann
2670:Lorenz Leopold Haschka
2547:Karl von Eckartshausen
2477:Joachim Heinrich Campe
2295:Freemasonry in Germany
2149:Criticism of schooling
1832:Swiss National Library
1746:Leonard & Gertrude
1707:Pestalozzi's Biography
1001:Pestalozzi-Fröbel-Haus
949:1963 Skopje earthquake
815:
602:
566:
539:Philipp Albert Stapfer
530:
495:Johann Gottlieb Fichte
380:, who published it in
291:
224:
180:[pestaËlÉttsi]
39:Francisco Javier Ramos
3017:Gottfried van Swieten
2982:Joseph von Sonnenfels
2726:Karl von Hesse-Kassel
2393:Karl Friedrich Bahrdt
2276:Liberalism in Germany
2122:How and whom to teach
2098:Progressive education
1874:Catholic Encyclopedia
1048:Pestalozzi's Mountain
1023:Kinderdorf Pestalozzi
820:Pestalozzi's Swansong
809:
792:Pestalozzi's Swansong
708:Political changes by
644:Johann Christoff BĂŒss
596:
568:The buildings of the
555:
516:
280:
276:Jean-Jacques Rousseau
219:
3267:Swiss-Italian people
3242:Swiss schoolteachers
3066:Franz Xaver von Zach
2824:Ludwig August Mellin
2428:Johann Erich Biester
2265:Age of Enlightenment
2159:Montessori education
2139:Compulsory education
2063:Democratic education
1816:, Palgrave Macmillan
1609:1 April 2019 at the
1075:Johann Julius Hecker
992:The British charity
833:Heinrich Pestalozzi:
704:Trip to Paris â 1804
690:Johann Joseph Schmid
589:Burgdorf â 1800â1804
426:Leonard and Gertrude
417:Leonard and Gertrude
338:. During this time,
189:educational reformer
2852:Johannes von MĂŒller
2498:Philipp von Cobenzl
2484:Christian Cannabich
2456:Johann Michael Böck
1764:, C Scribner's Sons
1478:. Froebel Australia
867:Stephan Ludwig Roth
749:Yverdon â 1805â1825
640:Johann Georg Tobler
253:Johann Jakob Bodmer
3252:People from ZĂŒrich
3206:Society portal
2768:Karl Heinrich Lang
1717:Vitae Scholasticae
1476:"Friedrich Fröbel"
1453:, pp. 143â46.
1147:on 27 October 2020
1053:Gian Maria Volonté
933:Colegio Pestalozzi
879:self-determination
816:
665:, a bookbinder in
603:
531:
521:(1879), "detail",
330:Neuhof â 1769â1779
312:Christian religion
225:
133:German Romanticism
121:Western philosophy
3247:Swiss Protestants
3214:
3213:
3120:Weimar Classicism
3079:
3078:
3075:
3074:
2810:Christoph Meiners
2705:Gottlieb Hufeland
2554:Rudolf Eickemeyer
2317:French Revolution
2216:
2215:
2185:Cognitive science
2169:Waldorf education
2088:Popular education
2058:Critical thinking
2048:Critical pedagogy
1784:978-3-8228-6312-1
1506:on 1 January 2015
1441:, p. 115â32.
1429:, pp. 67â68.
1070:Jan Amos KomenskĂœ
968:seismic isolation
694:Johannes Niederer
683:The Mother's Book
622:] (in French)
458:Pestalozzi wrote
195:in his approach.
152:
151:
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3150:Augustin Barruel
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1625:"Pestalozzianum"
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1085:Maria Montessori
965:
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894:Friedrich Fröbel
855:Bless his name!
692:(1785â1851) and
663:Heinrich Gessner
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1416:
1411:
1405:, p. 70.
1404:
1403:Pinloche 1901
1399:
1393:, p. 57.
1392:
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1368:
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1249:
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1242:
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1204:, p. 15.
1203:
1202:Pinloche 1901
1198:
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1179:
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1167:
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1122:
1121:Isaacson 2007
1117:
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629:Hermann KrĂŒsi
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140:Notable ideas
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97:, Switzerland
96:
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29:
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3190:
3163:John Robison
3153:
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2712:Isaak Iselin
1998:
1973:
1936:Philosophers
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1654:22 September
1652:. Retrieved
1641:
1631:22 September
1629:. Retrieved
1618:
1599:
1585:
1579:
1567:
1555:. Retrieved
1542:
1530:. Retrieved
1520:
1508:, retrieved
1504:the original
1499:Hadow Report
1498:
1492:
1482:17 September
1480:. Retrieved
1470:
1458:
1446:
1434:
1422:
1410:
1398:
1386:
1374:
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1350:
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1248:
1236:
1224:
1219:, p. 1.
1197:
1192:, p. 1.
1185:
1173:
1161:
1149:. Retrieved
1142:the original
1128:
1046:
1044:
1030:
1021:
1016:
1012:
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1005:
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991:
979:
972:
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902:Charles Mayo
898:kindergarten
892:
888:
875:human nature
872:
863:
832:
828:
819:
817:
811:
810:Memorial at
796:
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519:Grob, Konrad
509:Stans â 1799
503:
498:
476:
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457:
451:
447:
438:
430:
425:
422:
416:
409:
404:a series of
401:
399:
393:
381:
374:Isaak Iselin
366:
348:
333:
324:
319:
305:
299:
297:
281:
272:
261:
246:
226:
197:
154:
153:
89:(1827-02-17)
37:Portrait by
18:
3262:1827 deaths
3257:1746 births
3106:Josephinism
2582:Junius Frey
2291:Freemasonry
2284:Rationalism
2164:Unschooling
1891:(in German)
1777:, Taschen,
1451:Schmid 1997
1439:Dieter 1990
960: [
957:Alfred Roth
945:Puerto Rico
193:Romanticism
54: 1806
3221:Categories
2321:Jacobinism
2310:Secularism
2272:Liberalism
2208:Discussion
2190:Psychology
2093:Pragmatism
2038:Classicism
1974:Pestalozzi
1969:Montessori
1727:, WB Clive
1680:References
1427:Green 1905
1415:Green 1905
1391:Green 1905
1367:Green 1905
1355:Green 1905
1343:Green 1905
1328:Green 1905
1313:Green 1905
1301:Green 1905
1267:, Preface.
1031:Kinderdorf
999:Today the
917:Macedonian
714:deputation
201:illiteracy
68:1746-01-12
2803:Beda Mayr
1744:(1787) ,
1510:1 January
408:entitled
406:aphorisms
268:Catechism
249:Gymnasium
241:WĂ€denswil
185:pedagogue
3192:Category
3084:See also
2203:Category
2083:Idealism
2010:Concepts
1994:Vygotsky
1984:Rousseau
1959:Humboldt
1607:Archived
1557:19 March
1532:20 March
1059:See also
941:Aibonito
784:Swansong
710:Napoleon
607:Burgdorf
583:Gurnigel
561:â
450:and the
286:â
176:Italian:
2346:Members
2257:History
2178:Related
2103:Realism
2000:more...
1989:Steiner
1954:Herbart
1151:28 June
743:Yverdon
535:serfdom
479:Leipzig
237:Locarno
233:oculist
159:German:
3184:
2113:Theism
1979:Piaget
1949:Fröbel
1781:
1526:"Home"
1027:Trogen
953:Skopje
925:Skopje
885:Legacy
775:canker
735:Hofwil
653:â 1801
473:â 1797
454:â 1782
396:â 1780
336:farmer
229:ZĂŒrich
222:ZĂŒrich
128:School
117:Region
76:ZĂŒrich
47:Madrid
1964:Locke
1944:Dewey
1893:(PDF)
1590:(PDF)
1145:(PDF)
1138:(PDF)
1091:Notes
1039:Tibet
984:that
964:]
860:Ideas
824:Brugg
802:Death
667:Berne
618:[
550:Stans
525:Stans
441:Paris
378:Basel
301:Emile
264:Höngg
95:Brugg
1779:ISBN
1656:2015
1633:2015
1559:2013
1534:2017
1512:2015
1484:2021
1153:2015
973:The
681:and
642:and
597:The
489:and
304:and
207:Life
187:and
84:Died
62:Born
3152:'s
2876:NâZ
2613:GâM
2357:AâF
1586:SEC
1025:in
376:of
107:Era
3223::
1871:.
1842:.
1806:24
1804:,
1552:PE
1335:^
1320:^
1209:^
1113:^
1098:^
962:de
943:,
931:,
927:,
919::
762:.
745:.
685:.
677:,
485:,
346:.
322:.
174:,
51:c.
45:,
41:,
2323:)
2319:(
2297:)
2293:(
2278:)
2274:(
2242:e
2235:t
2228:v
1920:e
1913:t
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