A similar spirit animated the other states of Germany, and Bavaria, Detmold, and other states early undertook to introduce the new principles. Everywhere in Germany the greatest enthusiasm prevailed among teachers, state officials, and princes. Thus in place of the reading, singing, and memorizing of texts, songs, and catechism, under the direction of incompetent choristers and sextons, with unsanitary buildings and brutal punishment, all Germany has come to have in each village an institution for training real men and women. Each school is under the guidance of a devoted, humane, and trained teacher, and the methods in religion, reading, arithmetic, history, geography, and elementary science are vitalized and interesting. [Sidenote: France,] In France the spread of Pestalozzianism was at first prevented by the military spirit of the time and by the apathy in education, and later, when the reaction occurred, the schools came under ecclesiastical control and had little influence upon the people. Nevertheless, there were evidences of interest in the new doctrines. General Jullien came to Yverdon to study the methods, and issued two commendatory reports, which induced some thirty French pupils to go to Pestalozzi’s institute. Chavannes also published a treatise upon the Pestalozzian methods in 1805. These efforts, however, had little effect upon education, and the Pestalozzian principles did not make much headway in France up to the revolution of 1830. After that time they rapidly became popular, especially through Victor Cousin. This famous professor, who was later minister of public instruction, issued in 1835 a _Report on the State of Public Instruction in Prussia_, which showed the great merit of Pestalozzianism in the elementary schools of that country. [Sidenote: and England.] In England the influence of Pestalozzi was large, but the use made of his methods was not altogether happy. The private school opened by Mayo after his return from Yverdon employed object teaching in several subjects, and a popular text-book, entitled _Lessons on Objects_, was written by his sister. This book of Elizabeth Mayo consisted of encyclopædic lessons on the arts and sciences arranged in a definite series, and much beyond the comprehension of children from six to eight years old, for whom it was intended. Together with several texts of a similar sort, it had a wide influence in formalizing object teaching and spreading it rapidly. The Mayos were also interested in infant schools, and when they helped organize ‘The Home and Colonial School Society’ in 1836, they combined the Pestalozzian methods with those of the infant school (see p. 246). Through the model and training schools of this society, formalized Pestalozzianism was extended through England and America. [Sidenote: McClure and Neef.]