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30. Acceptance by the Government of his plan for a national poor-school, and the change of plan brought

about by the devastation of the Canton of Unterwalden.

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31. Opening of the Government orphanage at Stanz. 32. Prosperity of the undertaking in spite of many obstacles.

33. His work at Stanz brought to a close by the necessity for using the orphanage buildings as a military hospital.

34. Pestalozzi's own detailed account of his work at Stanz.

35. Summary of principles developed in the Stanz experi

ment.

Pages 173 to 250.

36. Pestalozzi's desire to become a schoolmaster at the age of fifty.

37. The many objections raised against his acceptance as a schoolmaster.

38. The single advantage that overbalanced all the deficiencies.

39. His attempt to teach in the school with the shoemaker

Dysli.

40. His successes and his failures in the second school at

Burgdorf.

41. Fortunate association with Hermann Krüsi.

42. Krüsi's introduction to the work of teaching.

43. Organization of the Institute in Burgdorf Castle, and its influence in attracting favorable attention to Pestalozzi's valuable ideas.

44. Provision for the normal instruction of teachers at

Burgdorf.

45. Transfer of the Institute to Yverdun.

46. Publication of the work, How Gertrude Teaches her

Children.

47. The pedagogical principles of this work as set forth
by Morf.

48. Other publications of Pestalozzi while at Burgdorf.

Pages 251 to 274.

49. Characteristics of Pestalozzi's helpers at the opening
of the Yverdun school.

50. Characteristics of the Yverdun school in its earlier
days.

51. Recognition by the Prussian Government of the value
of Pestalozzi's educational ideas.

52. Pestalozzi as the inspirer and initiator in the institute,
but incapable of carrying out his own ideas in prac-
tical instruction.

53. Ritter's obligation to the influence of Pestalozzi.
54. Influence of the Yverdun school carried abroad by
visiting students of its spirit and method.

55. Routine of the day at the Yverdun school.

56. Educational publications from the Yverdun press.
57. The attention devoted to manual work and to physical
training.

58. The observance of festivals and holidays.

Pages 275 to 320.

59. Pestalozzi's New-Year's address of 1808 expressive of
sad discouragement.

60. Dissimilarity of age and of earlier influences on the
part of pupils one cause of the failure at Yverdun.

61. Lack of the authoritative discipline necessary to so large an aggregation of children another cause.

62. Discord between the chief assistants a third cause of the failure.

63. Adverse report of the examining commission appointed by the Swiss Government.

64. Influence upon the school of prominent teachers who came at various times into its corps.

65. Incidental experiment by Pestalozzi in the teaching of Latin.

66. Pestalozzi's interviews with the Emperor of Russia and the King of Prussia.

67. Schmidt's supremacy in the administration of affairs and its consequences.

Pages 321 to 358.

68. Seven years in which Yverdun was entirely under the control of Schmidt.

69. Withdrawal of Pestalozzi's most helpful associates. 70. Pestalozzi's discourse in 1818 upon his seventy-second birthday.

71. The opening of the poor school near Yverdun.

72. Schmidt's action in brining about the transfer of the poor-school work to the Yverdun institution.

73. Conflict between Pestalozzi and the municipality of Yverdun brought on by Schmidt.

74. Conflicts between Schmidt and the earlier co-workers in Pestalozzi's enterprises.

75. Agreement entered into by the various persons concerned in these conflicts.

76. Expulsion of Schmidt from the Canton of Yverdun and the closing of the institute.

Pages 359 to 398.

77. Pestalozzi's return to Neuhof, the scene of his earliest

and now of his latest labors.

78. His writings during this last period of his life.

79. The attack upon Pestalozzi made by Biber, of Wür

temberg.

80. Death of Pestalozzi while striving to reply to Biber's attack.

81. Characteristic extracts from Pestalozzi's Song of the

Swan.

82. Unjust self-accusations and condemnations of his own labors in the Experiences.

83. His discussion in the Discourse before the Helvetian Society, his latest preserved writing, of social questions that are even to-day prominent.

84. Personal recollections of Pestalozzi by Roger De Guimps, the author of our book.

Pages 399 to 432.

85. Pestalozzi not a religious man until subjected to severe adversity.

86. His Christianity shown in his spirit and acts rather than in profession.

87. His acceptance of Christian truths more and more definite and complete in his later years.

88. Pestalozzi's philosophy consisting in a new conception of man's nature and powers.

89. In his view, man innately possessing all moral, physical, and intellectual powers in germ, to be developed by natural means.

90. This law of natural development by the action of inward forces determining all the work of education.

91. In moral development each individual faculty of the heart to be set in action and exercised, by arousing appropriate feelings and desires.

92. In physical development graduated gymnastic exercises to call into activity the various powers of the body.

93. Intellectual development to begin with sense-impression and to proceed by means of graded exercise. 94. The application of these principles of development in the several branches of study would constitute Pestalozzi's Elementary Method.

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