=The Spread of Pestalozzian Schools and Methods through Europe.=--The ‘observational’ methods of Pestalozzi and institutions similar to his were soon spread by his assistants and others throughout Europe. Strange to say, as a result of their familiarity with his weaknesses and the conservatism resulting from isolation, the Swiss were, as a whole, rather slow to incorporate the Pestalozzian improvements. In Zurich, however, Zeller of Würtemberg, who had visited Burgdorf and had helped conduct a Pestalozzian training school, was early invited to give three courses of lectures in aid of the establishment of a teachers’ seminary based upon the principles of Pestalozzi. Krüsi, after leaving the institute at Yverdon, also founded a number of schools and carried Pestalozzianism into various parts of Switzerland. And other disciples eventually started or reorganized schools in various parts of Switzerland. [Sidenote: Prussia] But the Pestalozzian reforms in method secured their best hold upon Germany. The innovations were most remarkable in Prussia, and the elementary education there has come to be referred to as the ‘Prussian-Pestalozzian school system.’ By the opening of the nineteenth century Pestalozzianism began to find its way into that state. In 1801 the appeal of Pestalozzi for a public subscription in behalf of his project at Burgdorf was warmly supported. In 1802 Herbart’s account of _Pestalozzi’s Idea of an A B C of Observation_ (see p. 337) attracted much attention. A representative was sent from Prussia to Burgdorf to report upon the new system in 1803. Meanwhile the Pestalozzian missionaries were fast converting the land. Plamann, who had visited Burgdorf, in 1805 established a Pestalozzian school in Berlin, and published several books applying the new methods to language, geography, and natural history. Zeller lectured to large audiences at Königsberg, and organized a Pestalozzian orphanage there. A similar institution for educating orphans was opened at Potsdam by Türck. In 1808, two of Pestalozzi’s pupils, Nicolovius and Süvern, were made directors of public instruction in Prussia, and sent seventeen brilliant young men to Yverdon to study for three years. Upon their return these vigorous youthful educators zealously advanced the cause. The greatest impulse, however, was given the movement by the philosopher, Fichte, who was ardently supported by King Frederick William III, and even more by the noble queen, Louise. They held that only through these advanced educational principles could a restoration of the territory and prestige lost to Napoleon at Jena be effected. [Sidenote: and the rest of Germany,]