=Pestalozzianism in the United States.=--Pestalozzianism began to appear in the United States as early as the first decade of the nineteenth century. It was introduced not only from the original centers in Switzerland, but indirectly in the form it had assumed in Germany, France, England, and other countries. The instances of its appearance were sporadic and seem to have been but little connected at any time. The earliest presentation was that made from the treatise of Chavannes in 1805 by William McClure. By this and other articles, McClure did much to make the new principles known in the United States, and in 1806 he induced Joseph Neef, a former assistant of Pestalozzi, to come to America and become his “master’s apostle in the New World.” Neef maintained an institution at Philadelphia for three years and afterward founded and taught schools in other parts of the country. But his imperfect acquaintance with English and with American character and his frequent migrations prevented his personal influence from being greatly felt, and the two excellent works that he published upon applications of the Pestalozzian methods were given scant attention. [Sidenote: Griscom,] [Sidenote: Brooks,] [Sidenote: the Alcotts,] [Sidenote: Colburn,] [Sidenote: Guyot,] [Sidenote: Parker,] [Sidenote: and Lowell Mason.] A large variety of literature, describing the new education, and translating the accounts of Chavannes, Jullien, Cousin, and a number of the German educationalists, was also published in educational journals, which were just beginning to appear in the United States (see p. 304). Returned travelers, like Professor John Griscom (see p. 305) published accounts of their visits and experiences at Yverdon and Burgdorf, such lecturers as the Reverend Charles Brooks began to suggest the new principles as a remedy for our educational deficiencies, and educational reformers, like the Alcotts, began to show the Pestalozzian spirit in their schools. Pestalozzi’s objective methods and the oral instruction resulting from them were used in various subjects by a number of educators. For example, the methods advocated in arithmetic were introduced into America by Warren Colburn. He spread ‘mental arithmetic’ throughout the country, and in his famous _First Lessons in Arithmetic on the Plan of Pestalozzi_, published first in 1821, he even printed the ‘table of units’ (Fig. 34). The Pestalozzi-Ritter method in geography was early presented in the United States through the institute lectures and text-books of Arnold Guyot, who had been a pupil of Ritter and came to America from Switzerland in 1848. The promotion of geographic method along the same lines was later more successfully performed by Francis Wayland Parker, who had studied with Guyot, in his training of teachers and his work on _How to Teach Geography_. Colonel Parker has also had several successful pupils, who are to-day largely continuing the Pestalozzian tradition.