Begriff der Arbeitsschule

In the early 1900s, a passionate educator revisits a speech he gave on the centenary of Pestalozzi, using it as a springboard to explore the still‑unrealized ideal of the “work school.” He observes how the term, as old as Pestalozzi’s own writings, has become a fashionable slogan, yet its meaning is often muddled—manual labor is confused with intellectual effort, and curricula are fragmented into arbitrary pieces. The author points out that these misunderstandings have threatened both primary and secondary education, turning a hopeful concept into a series of misguided experiments. His introduction sets the stage for a careful, historically grounded critique of contemporary school practices.

The work then follows his invitation to the 1911 Dresden conference of the School Reform Union, where he seeks to restore clarity to the notion of a work‑oriented school. Drawing on scientific methodology, he proposes a precise definition that can guide the organization of both elementary classes and higher schools. Detailed accounts of experimental “work‑school” classes in Munich illustrate how the principle can be applied in practice, offering educators concrete examples without sacrificing intellectual depth. The book promises a thoughtful roadmap for those who wish to align teaching with the original spirit of Pestalozzi’s educational vision.