How to apply his principles to industrial education was always a preoccupation of Pestalozzi. The reason for this preoccupation lay in its fusion of his educational interests on the one hand with his social concern for the poor on the other. His methods of teaching, while developed in middle-class institutions, were applicable to the education of the poor. Their aim was to develop the whole human being - an aim equally beneficial to all classes of society. Again and again PestaIozzi attempted to set up a pioneer institute for poor children which would elaborate the activities and exercises necessary to equip the poor child for his adult life in a manual job. At the beginning of his own life Pestalozzi had tried to set up a poor-school in the Neuho£ When fmally in Burgdorf and Yverdon his educational ideas were attracting widespread attention, he again sought support for an institute for the poor. Although he received plenty of moral support, the necessary financial support was not forthcoming. While he did manage to subsidize a few poor children in the Yverdon institute he never succeeded in firmly establishing the institute specifically for the poor upon which he had set his heart. However, in the Autunm of 1818, after the departure of Niederer and so many of the most faithful teachers, Pestalozzi did open a poor institute at Clindy, which was but a short distance from Yverdon. It flourished for a short time, but the expense of running it finally made Pestalozzi combine the two institutes in the Yverdon castle. By this time Pestalozzi was already too old to maintain the discipline necessary in a co-educational school of children coming from very different home backgrounds, and, as we
have already noted, the organization of the Yverdon institute gradually disintegrated, and with it Pestalozzi' s hopes of radically changing the system of educating the poor.