As I always discussed everything important with my brother, I wrote to
him on this occasion as usual, telling him of my plans and of my
resolve. But for this time, at least, my nature was able to work out its
difficulty without his help. I soon came to see that I had failed to
appreciate my position, and had misunderstood myself; and, therefore,
before I had time to get an answer from my brother to my first letter I
wrote to him again, telling him that my university plans had been given
up, and that my fixed resolve now was to remain at my post. He rejoiced
doubly at my decision, because this time he would have been unable to
agree with me.[59]
No sooner had I firmly come to my decision than I began to apply my
thoughts vigorously to the subjects of education and instruction. The
first thing that absorbed me was the clear conviction that to educate
properly one must share the life of one's pupil. Then came the
questions, "What is elementary education? and of what value are the
educational methods advocated by Pestalozzi? Above all, what is the
purpose of education?"
In answering the question, "What is the purpose of education?" I relied
at that time upon the following observations: Man lives in a world of
objects, which influence him, and which he desires to influence;
therefore he ought to know these objects in their nature, in their
conditions, and in their relations with each other and with mankind.
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