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University of Oklahoma Graduate College UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE PESTALOZZIAN INFLUENCES ON FEMALE EDUCATION: THE WORK OF PESTALOZZI’S FEMALE ASSOCIATES IN SWITZERLAND, GERMANY, AND THE UNITED STATES DURING THE EARLY NINETEENTH CENTURY A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By MARIA ALEKSANDROVNA LAUBACH Norman, Oklahoma 2012 PESTALOZZIAN INFLUENCES ON FEMALE EDUCATION: THE WORK OF PESTALOZZI’S FEMALE ASSOCIATES IN SWITZERLAND, GERMANY, AND THE UNITED STATES DURING THE EARLY NINETEENTH CENTURY A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY ______________________________ Dr. Joan Smith, Chair ______________________________ Dr. Grayson Noley ______________________________ Dr. Courtney Vaughn ______________________________ Dr. Neil Houser ______________________________ Dr. Karin Schutjer © Copyright by MARIA ALEKSANDROVNA LAUBACH 2012 All Rights Reserved. ACKNOWLEDGEMENTS Completion of this dissertation would never have been possible without the guidance and support of my committee members, help from my friends, and support of my family. I would like to express my deepest gratitude to my advisor, Dr. Joan Smith for her skilled guidance, caring, patience, and providing me with an excellent atmosphere for doing research. She was always readily available for me, read and responded to the drafts of each chapter of my work more quickly than I could have hoped. Her oral and written comments are always extremely perceptive, helpful, and appropriate. My thanks go out to my committee members Dr. Smith, Dr. Noley, Dr. Vaughn, Dr. Houser, and Dr. Schutjer who have been very helpful with their suggestions and their insights regarding my research. I am fortunate to have a group who collectively helped lead me into the depth of the primary fields of my research such as the history of education, women’s studies, global and multicultural education, and the German studies. I am also grateful for their cooperation in regards to scheduling our meetings. Many people on the faculty and staff of the University of Oklahoma Jeannine Rainbolt College of Education assisted and encouraged me in various ways during my course of studies. I am especially grateful to the Educational Studies faculty in Educational Leadership and Policy Studies department at the University of Oklahoma. I could not thank enough Dr. Smith, Dr. Laird, Dr. Vaughn, Dr. Noley and Dr. Covaleskie whose expertise and skillful teaching made my doctoral studies iv challenging and interesting at the same time. I am also thankful to Dr. Houser from the Instructional Leadership and Academic Curriculum department whose course curricula along with his teaching approach broadened my knowledge of philosophy and my perspective in multicultural issues. My graduate studies would not have been the same without the academic challenges and diversifications provided by the professors in Modern Languages Literatures & Linguistics, Dr. Schutjer, Dr. Sullivan, Dr. Lemon, and Dr. Baer. I was fortunate to earn a Master’s Degree in German under their guidance which provided the foundation to my entrance of my doctoral program in education. Special thanks to Dr. Sullivan for referring me to College of Education. I am very grateful to my friends whom I have encountered during my graduate studies. They have provided ongoing encouragement and support. I would also like to thank the staff at Berlin State Library and the Institute for Women’s Studies Library in the Netherlands for providing me with copies of rare archived materials. My research for this dissertation was made more efficient and is much more extensive because of the use of these sources. Finally, I would like to thank my husband, Paul Laubach. He has been very supportive throughout the years of my graduate studies and very helpful during the revision stage of my research project. v TABLE OF CONTENTS ACKNOWLEDGMENTS ........................................................................................................................ IV TABLE OF CONTENTS ......................................................................................................................... VI PREFACE ................................................................................................................................................ VIII DESIGN AND METHOD ................................................................................................................... XVII ABSTRACT ............................................................................................................................................... XX CHAPTER I: PESTALOZZI’S BIOGRAPHY: FROM A SENSITIVE BEGINNING TO PUBLIC RECOGNITION ......................................................................................................................... 1 Early Years .................................................................................................................................. 1 College Years .............................................................................................................................. 6 Marriage and Life in Neuhof ............................................................................................. 10 The Novel Leonard and Gertrude: Woman’s Domestic and Public Roles ...... 21 CHAPTER II: STANS, BURGDORF, AND YVERDON: PESTALOZZI’S ESTABLISHMENTS AND THE DEVELOPMENT OF HIS METHOD ................................... 29 Orphanage in Stans .............................................................................................................. 29 Work in Burgdorf .................................................................................................................. 32 Years in Yverdon ................................................................................................................... 47 CHAPTER III: WOMEN PESTALOZZIANS IN SWITZERLAND AND GERMANY .......... 55 Early Influences and Developments in Female Education .................................. 55 Pestalozzi’s Views of Women .......................................................................................... 58 vi Pestalozzi’s First Female Assistant Rosette Kasthofer at the Yverdon Töchterinstitut ............................................................................................................................ 60 Kasthofer’s Educational Treatise Insights into Female Education .................... 67 Kasthofer’s Student Josephine Stadlin ......................................................................... 74 Betty Gleim: A German Female Pestalozzian ............................................................ 77 CHAPTER IV: PESTALOZZIANISM IN PRUSSIA, GERMANY, AND THE UNITED STATES ..................................................................................................................................................... 81 Preconditions for the Adaptation of Pestalozzi’s Method in Prussia and Germany .................................................................................................................................... 81 Spread of Peastollizi’s Methodology in Prussia and Germany .......................... 86 Pestalozzianism in the United States ........................................................................... 94 CHAPTER V: SPREAD OF PESTALOZZIANISM THROUGH FEMALE TEACHING PRACTICES IN THE UNITED STATES ........................................................................................ 106 Women Pioneers of Female Education in the United States: Restoring Links to Pestalozzianism ................................................................................................. 106 Spread of Pestalozzianism to the Western Territories through Female Seminaries ............................................................................................................................. 119 Early Pestalozzian Influences in America ................................................................ 122 CONCLUSION ....................................................................................................................................... 127 BIBLIOGRAPHY ................................................................................................................................... 133 vii PREFACE The idea to start researching Johann Heinrich Pestalozzi must be credited to my first professor in Educational Studies, Dr. Susan Laird. I had asked her to help me select a subject that would employ my understanding of German or Russian. When Dr. Laird suggested researching Pestalozzi—the Swiss reformer—I vaguely remembered studying about him in the courses I completed for my Bachelor’s in Education in my native Russia. My memory could not recall the many connections to Pestalozzi’s merits except for one that kept coming to mind—philanthropist. I began my research on Pestalozzi in the fall of 2007—my first semester in the Educational Studies program. At the beginning, my goal of digging into history was not completely clear to me. I started by reading English sources written about Pestalozzi and immediately discovered that most English‐speaking authors did not use the German sources, including primary sources, to conduct their research. Moreover, the historical texts written by American authors used abridged versions of the translated Pestalozzi’s works. His most popular writings such as Leonard and Gertrude was abridged to 150 pages from the original 1000. I did at last discover
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