Graves, _In Modern Times_ (Macmillan, 1913), chap. IV; Parker, _Modern Elementary Education_ (Ginn, 1912), chap. XII. A general, but not always accurate account of the period has been contributed by Mayo, A. D., to the Report of the U. S. Commissioner of Education, 1893-94, XVI; 1894-95, XXVIII; 1895-96, VI and VII; 1897-98, XI; and 1898-99, VIII. For the special states, see Adams, H. B., _Thomas Jefferson and the University of Virginia_ (United States Bureau of Education, Circular of Information, 1888, no. 1); Boone, R. G., _History of Education in Indiana_ (Appleton, 1892), chaps. I-III, and V-VII; Johnston, R. M., _Early Educational Life in Middle Georgia_ (Report of the U. S. Commissioner of Education, 1894-95, XVI, and 1895-96, VII); Martin, G. H., _Evolution of the Massachusetts Public School System_ (Appleton, 1894), lect. III; Palmer, A. E., _The New York Public School_ (Macmillan, 1905); Randall, S. S., _History of the Common School System of the State of New York_ (Ivison, Blakeman, Taylor, New York, 1871) Second Period; Smith, C. L., _History of Education in North Carolina_ (U. S. Bureau of Education, Circular of Information, no. 2, 1888); Smith, W. L., _Historical Sketch of Education in Michigan_ (Lansing, 1881), pp. 1-7, 39-49, and 57-78; Steiner, B. C., _History of Education in Connecticut_ (U. S. Bureau, Circular of Information, no. 2, 1893), and _History of Education in Maryland_ (U. S. Bureau, Circular of Information, no. 2, 1894), chaps. II-IV; Stockwell, T. B., _History of Public Education in Rhode Island_ (Providence Press Co., Providence, 1876), chaps. II-V; Updegraff, H., _The Origin of the Moving School in Massachusetts_ (Columbia University, Teachers College Contributions, no. 17, 1907), chaps. V-X; Wickersham, J. P., _History of Education in Pennsylvania_ (Lancaster, Pennsylvania, 1886), chaps. XIII-XVII. CHAPTER XXII OBSERVATION AND INDUSTRIAL TRAINING IN EDUCATION OUTLINE Pestalozzi was the first prominent educator to develop the negative naturalism of Rousseau into positive reforms. He desired to elevate the peasantry about him, and, failing in other expedients, undertook to accomplish this through a combination of industrial and intellectual training at Neuhof. This training he continued at Stanz, and began the development of his observational methods. In his work at Burgdorf, he was forced to suspend his industrial training, but he further developed his ‘A B C of observation,’ and at Yverdon the method reached its culmination. Like Rousseau, Pestalozzi conceived of education as a natural development of innate powers, and he extended its application to all children. In his method he held that clear ideas could be formed only by means of sense perceptions, and he undertook to analyze each subject into its simplest elements and develop it by graded exercises.