While not original, practical, or scientific, Pestalozzi made education the remedy for corruption in society, and started the modern methods in the elementary studies. Pestalozzian schools and methods spread rapidly through Europe and the United States. The attempt to combine industrial training with intellectual, which Pestalozzi had to give up, was continued by his friend, Fellenberg, in his institutions at Hofwyl. Similar training was developed throughout Europe. In the United States it stimulated the ‘manual labor’ movement, and was later utilized as a solution for racial and other peculiar problems in education. [Sidenote: Development of naturalism of Rousseau by Pestalozzi.] =Pestalozzi as the Successor of Rousseau.=--Having outlined the various phases of philanthropic education and surveyed the development of the common school in America, we may now turn again to the more immediate development of the movements that found their roots in Rousseau. It has been noted how Rousseau’s ‘naturalistic’ doctrines logically pointed to a complete demolition of the artificial society and education of the times. A pause at this point would have led to anarchy. If civilization is not to disappear, social destruction must be followed by reconstruction. Of course the negative attitude of the _Emile_ was itself accompanied by considerable positive advance in its suggestions for a natural training, but this advice was often unpractical and extreme and its main emphasis was upon the destruction of existing education. Hence the happiest educational results of Rousseau’s work came through Pestalozzi, who especially supplemented that reformer’s work upon the constructive side. Pestalozzi became the first prominent educator to develop the negative and somewhat inconsistent ‘naturalism’ of Rousseau into a more positive attempt to reform corrupt society by proper education and a new method of teaching. [Sidenote: Example of mother and grandfather,] [Sidenote: and early attempts to elevate the peasantry.]