CHAPTER XXXVII
MODERN EDUCATORS (Continued)
BASEDOW[128] (1723-1790)
The name of Basedow is connected with what is known as the Philanthropinic experiment. He was born at Hamburg, his father being a wigmaker. Not being appreciated in his home, the son ran away and bound himself out as servant in the household of a gentleman. Through the influence of this man, who discovered his extraordinary abilities, he was reconciled with his father, and returned home. He was sent to the Gymnasium at Hamburg, and afterward, through the assistance of friends, went to the university of Leipsic, where he studied theology. Here he lived a rather wild life, and upon the completion of his studies was found too unorthodox to take orders. Accordingly, he became tutor (Hauslehrer) to the children of Herr von Quaalen. In this position he showed great aptitude and originality in the instruction of children. His method of teaching included conversation, adaptation of play, and use of the woods, fields, plants, birds, and other works of nature.
"Owing to his original manner of teaching, Basedow obtained the best results. In teaching Latin, for instance, he began by pointing to objects and giving their Latin names. His pupils, in a very short time, learned to speak Latin almost as well as their native language. Basedow himself learned French, after the same manner, of the governess of the house."[129]
He next became Professor of Morals and Polite Literature at Soröe, Denmark, where his unorthodox writings again led him into trouble. He was removed to the Gymnasium at Altona. Rousseau's "Émile" produced a profound impression upon him, as it had done upon many other thinkers in Europe, and many of his theories are probably traceable to that book. Basedow was convinced of the need of a radical reform in the schools of Germany, and set himself the task of effecting it. Bernsdorf, the Danish minister of education, became interested in his writings, and, together with several of the crowned heads of Europe, assisted him in bringing out his "Elementary Book" (Elementarbuch), which foreshadowed his plans. It was modeled after the "Orbis Pictus" of Comenius. The interest of these distinguished patrons shows how urgent was the need of an educational reform. Basedow also made the acquaintance of the great literary men of the time, chief among whom was Goethe. In temperament he was misanthropic and peevish, owing in part, doubtless, to ill health brought on by overwork and worry.
The Philanthropin.—Indirectly through Goethe, Prince Leopold of Dessau was attracted to Basedow. The prince determined to found an institute in which the plans of the great educator could be carried out. The institute, called the Philanthropin, was established, and became celebrated throughout Europe. Quick says: "Then, for the first and probably for the last time, a school was started in which use and wont were entirely set aside, and everything done on 'improved principles.' Such a bold enterprise attracted the attention of all interested in education, far and near; but it would seem that few parents considered their own children vilia corpora (vile bodies), on whom experiments might be made for the public good. When, in May, 1776, a number of schoolmasters and others collected from different parts of Germany, and even from beyond Germany, to be present by Basedow's invitation at an examination of the children, they found only thirteen pupils in the Philanthropin, including Basedow's own son and daughter."[130]