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Many eighteenth-century projectors believed in the potential of pedagogy, including its ability to improve lives and to radically reconfigure the structure of society. Despite an obvious inability to predict how effective their projects would be if implemented, those who managed to gain the support of state leaders very frequently peddled educational reform schemes they expected would generate real improvements, including heightened abilities to apprehend the quality of usefulness. This paper considers the relationship between pedagogy and expectations in a three-part reform project put forward by an early commercial advisor and projector named Paul Jacob Marperger (1656–1730). Keenly aware of the pedagogical dimensions of ongoing efforts to both generate useful knowledge and to cultivate skilled observers and makers of it, Marperger used his project to showcase his commitment to the incremental improvement of society via the creation of new training regimens for young people and adults. The paper studies how he linked his expectations to existing institutions, technologies and ongoing reform efforts, including new teaching methods and materials.

Projects and pedagogical expectations: Inside P. J. Marperger's ‘golden clover leaf’ ( Trifolium ), 1700–1730