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Adolf Spiess: Johann Heinrich Pestalozz

The document discusses several important figures in the development of physical education: - Johann Heinrich Pestalozzi developed the "Pestalozzi Method" of learning through activity and experience rather than just words. - Catherine Beecher advocated for daily physical education programs in schools, including calisthenics performed to music. - Jean-Jacques Rousseau's novel Emile influenced education with its focus on "natural education" tailored to each individual student. - Franz Nachtegall and Adolf Spiess contributed to developing school gymnastics programs in Germany and Switzerland. - Per Henrik Ling founded the Royal Gymnastic Central Institute in Stockholm and developed exercises and apparatus for

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657 views5 pages

Adolf Spiess: Johann Heinrich Pestalozz

The document discusses several important figures in the development of physical education: - Johann Heinrich Pestalozzi developed the "Pestalozzi Method" of learning through activity and experience rather than just words. - Catherine Beecher advocated for daily physical education programs in schools, including calisthenics performed to music. - Jean-Jacques Rousseau's novel Emile influenced education with its focus on "natural education" tailored to each individual student. - Franz Nachtegall and Adolf Spiess contributed to developing school gymnastics programs in Germany and Switzerland. - Per Henrik Ling founded the Royal Gymnastic Central Institute in Stockholm and developed exercises and apparatus for

Uploaded by

Peter Handayan
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ADOLF SPIESS
Karl Adolf Spieß (3 February 1810
in Lauterbach, Hesse – 9 May 1858), German gymnast
and educator, contributed to the development of school
gymnastics for children of both sexes in Switzerland and
Germany.Founded

JOHANN HEINRICH PESTALOZZ


Johann Heinrich
Pestalozzi: pedagogy, education and social justice. His commitment to social
justice, interest in everyday forms and the innovations he made in schooling
practice make Pestalozzi a fascinating focus for study.

Johann Heinrich Pestalozzi (1746 – 1827). Born in Zurich,


Pestalozzi took up Rousseau’s ideas and explored how they might be
developed and implemented. His early experiments in education (at
Neuhof) ran into difficulties but he persisted and what became known
as the ‘Pestalozzi Method’ came to fruition in his school at Yverdon
(established in 1805). Instead of dealing with words, he argued,
children should learn through activity and through things. They should
be free to pursue their own interests and draw their own conclusions
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CATHERINE BEECHER
Catherine Beecher recognized public schools responsibility to teach
moral,physical ,and intellectual development of teaching programs,
deducting that teaching was more important society than buyers of doctors.
Beecher was a strong advocate of the inclusion of physical education daily
and developed a program of calisthenics that was performed to music. She
also firmly believe in the benefits of reading aloud.

JEAN JACQUES ROSSEAU

Jean-Jacques Rousseau on nature, wholeness and education. His novel Émile


was the most significant book on education after Plato’s Republic, and his other
work had a profound impact on political theory and practice, romanticism and
the development of the novel. We explore Jean-Jacques Rousseau’s life and
contribution.The focus of Émile is upon the individual tuition of a
boy/young man in line with the principles of ‘natural education’. This focus
tends to be what is taken up by later commentators, yet Rousseau’s concern
with the individual is balanced in some of his other writing with the need
for public or national education. In A Discourse on Political Economy and Considerations for the
Government of Poland we get a picture of public education undertaken in the interests of the community
as a whole.From the first moment of life, men ought to begin learning to deserve to live; and, as at the
instant of birth we partake of the rights of citizenship, that instant ought to be the beginning of the
exercise of our duty. If there are laws for the age of maturity, there ought to be laws for infancy, teaching
obedience to others: and as the reason of each man is not left to be the sole arbiter of his duties,
government ought the less indiscriminately to abandon to the intelligence and prejudices of fathers the
education of their children, as that education is of still greater importance to the State than to the fathers:
for, according to the course of nature, the death of the father often deprives him of the final fruits of
education; but his country sooner or later perceives its effects. Families dissolve but the State remains.
(Rousseau 1755: 148-9)
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FRANZ NATCHTALL
He read Johann Christoph Friedrich GutsMuths'
book Gymnastics for the Youth, and participated in the gymnastic
exercises of the originator of Danish gymnastics, Franz
Nachtegall He returned to Sweden 1804 in order to establish a
gymnastic institute.[2]
It is possible that Ling's gymnastics were inspired by Chinese
body exercises.[4]
Back in Sweden, Ling began a routine of daily exercise, including
fencing, and in 1805 was appointed as a master of fencing at
Lund University. Having discovered that his daily exercises had
restored his health, Ling decided to apply this experience for the
benefit of others. He saw the potential of adapting these
techniques to promote better health in many situations and thus
attended classes in anatomy and physiology, and went through
the entire curriculum for the training of a medical doctor. He then
outlined a system of gymnastics, exercises, and maneuvers
divided into four branches: pedagogical, medical, military, and
aesthetic, which carried out his theories and demonstrated the
scientific rigor to be integrated or approved by established medical practitioners. Ling was the gymnastics
instructor in the Military Academy at Carlsberg.[2]
After several attempts to interest the Swedish government, Ling at last obtained government cooperation
in 1813,[5] and founded the Royal Gymnastic Central Institute for the training of gymnastic instructors was
opened in Stockholm,[6] with Ling appointed as principal. Ling invented physical education apparatus
including the box horse, wall bars, and beams.[6] He is also credited with developing calisthenics and free
calisthenics.[6] Orthodox medical practitioners were opposed to the claims made by Ling and his disciples.
However, by 1831, Ling was elected a member of the Swedish General Medical Association(Svenska
läkaresällskapet), which demonstrated that his methods were regarded as worthy of professional
recognition. He was elected a member of the Swedish Academy in 1835[7] and became a
titular professor the same year.

DIOCLETIAN DIO LEWIS


One of the greatest misconceptions about physical culture
in the modern era was that it was meant for men only.
Early efforts to incorporate European gymnastics into a
liberal education were instigated by Catharine Beecher,
scion of a New England family that had a tremendous
impact on American mores in the 19th century. At the girls’
school she established in 1823 in Hartford, Connecticut,
and later at others in Ohio, Illinois, Wisconsin, and Iowa,
Beecher taught the “movement cure” (calisthenics) and
fresh-air living. Later reformers, such as Dio Lewis, a
Boston educator, sought to liberate women from corsets
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and other restrictive garments. Lewis introduced a system of stretching exercises that utilized
rubber balls, beanbags, hoops, and rings to develop eye-hand coordination. His “New
Gymnastics” also employed poles to loosen stiff joints, wooden dumbbells for flexibility, Indian
clubs for limb coordination, and the cast-iron crown to develop neck and back muscles.
Underlying Lewis’s system was an ideological agenda for women’s rights. Colleges such as
Smith, Mount Holyoke, and Hood led the way in promoting collegiate sports for women,
although only on the intramural level. Arguably the healthiest and most liberating experience for
women came from the introduction of the safety bicycle in the 1890s, which also encouraged
dress reform and greater self-confidence.
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