Vormleer ‐ An Innovation that failed. Geometry in Dutch Primary Education during the 19th Century

Abstract

"Vormleer” (in German “Formenlehre") was a brainchild of Pestalozzi, emanating from his theories on “Anschauung”. It was intended as a subject for developing nursery and primary school children's abilities of observation, reasoning and speech. Practically, its content was taken from the basic concepts of elementary geometry. During the first half of the 19th century, a firm belief in the formal value of “Vormleer” prevailed, and Pestalozzi's ideas had great impact in Germany as well as in The Netherlands. The Dutch government supported the new Pestalozzian attempts toward educational and pedagogical improvements and “Vormleer” also received a modest place in the Dutch schools. In 1857, it was even made compulsory, in spite of teachers’ resistance to the subject. Thanks to Diesterweg's work on “Formenlehre”, the meaning and content of “Vormleer” altered during the second half of the 19th century. From then on the subject was regarded as a kind of informal, visual and practical geometry. Jan Versluys, a well‐known Dutch educator, finally succeeded in providing a clear description of the objectives and content of “Vormleer”. Nevertheless, the subject was removed from the official curriculum in 1889 and replaced by drawing. This article gives a short overview of the development of “Vormleer” in The Netherlands and discusses some possible causes for the failure of its innovation.