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SOME BOOKS FOR REFERENCE.

THE following five books are named because they are in English, and were written by men who knew Pestalozzi and his work. All except numbers I and 4 are out of print, but they are to be found in public and private libraries:

4.

1. Life of Pestalozzi, by Roger de Guimps. 2. On Early Education, letters to J. P. Greaves. 3. Henry Pestalozzi, by Dr. E. Biber. A B C of Sense-Perception, by Herbart. 5. Pestalozzi, by Dr. and Miss Mayo.

Some other books: 1. Esprit de la Méthode d'education de Pestalozzi, by M. A. Jullien. 2. Pestalozzi, by J. Guillaume. 3. Zur Biographie Pestalozzis, by H. Morf. 4. Pestalozzis Sammtliche Werke, edited by Seyffarth. 5. Pestalozzi and Swiss Pedagogy, edited by Henry Barnard.

SOME SUGGESTIONS FOR FURTHER READING.

The relation of Pestalozzi's theories on the development of knowledge, ideas and language, and on the laws of thought, should be compared with those of the great thinkers who preceded him, viz., Aristotle, Descartes, Hobbes, Locke, Leibnitz and Kant. Some idea of these may be obtained from the following :

1. Biographical History of Philosophy, by G. H. Lewes. 2. On Human Understanding, by Locke. 3. The Port-Royal Logic, translated by T. S. Baynes. 4. Laws of Thought, by Thomson. 5. Elementary Lessons in Logic, by Jevons.

The relation of Pestalozzi's ideas on these subjects to those of to-day may be seen by the study of the Manual of Psychology, by G. F. Stout; The Principles of Psychology, by William James; The Logical Bases of Education, by J. Welton; The Child's Mind, by W. E. Urwick.

INDEX.

Anschauung: nature of, 179-81.
Arithmetic: see number.
Atmosphere: the school, 256-61.

Biber, Dr.: on the Neuhof failure,
50-51; on the Yverdon Institute,
93-96; on P.'s assistants, 103-4.
Burgdorf: P.'s work at, 80-88.

Character of P., 121-41.

Gymnastics: nature and use of
161-64.

Helvetic Society, the, 13-14, 27,
143.

Herbart: on P., 177-78, 308-9, 311.
History: teaching of, 232-33:
How Gertrude Teaches: aim and
nature of, 83.

Child-study: P.'s work in, 33-38, Ideas: development of, 183-84,

43-44, 75-76, 144-48.

Christopher and Eliza, 59.
Clindy Poor School, 110-11.
Curriculum: at Yverdon, 100-2.

Der Erinnerer, 27, 149.
"Discover everything ": criticism
of, 300-2.

Drawing: beginnings of, 215; teach-
ing of, 215-18, 286-87.

Education:
168-78.
Fellenberg de, Emmanuel, 16-18, 59.
Form: in education, 185-86, 189-90;
teaching of, 215-22; criticism of
P.'s ideas on, 297-300.
Froebel: on P., 131-32, 311.

186-88, 191.

Intellectual education: process of,

178-90.

Intuition, or anschauung: nature of,

179-81; basis of all learning, 185,
192, 198; the basis of language,
100-1, 199-203, 205-6.
Investigation into the Course of
Nature: aim and scope of, 63-67.

Knowledge: development of, 182-90.

nature and aims of, Language, criticism of P.'s idea
of, 297-300; its function in edu-
cation, 185-86, 189-90; teaching
Latin: teaching of, 246-49.
of, 197-214, 281-88.
Leonard and Gertrude: origin and
substance of, 53-58; continued,
59, 63, 117.

Genetic education, 173-78, 186, 189,
193.

Genius: the nature and work of,
1-2, 148, 304-5.
Geography: teaching of, 230-32.
Girard Père, 15-16.

Guimps de: on the Yverdon In-
stitute, 97-99.

Letter of P.: to Swiss Minister of
Justice, 69; of Emperor to P.,
97-98.

Manual work, 242-46.
Mayo, Miss, 316-17.

Mayo, Rev. Dr., 314-16; on the
Yverdon Institute, 104-5; on P.'s
plan of teaching Latin, 247-48.

quence, 38, 157, 275; school,
274-82.

Morals: origin, nature and training Punishment : as natural conse-
in, 159-62; teaching of, 249-55.
Moral and religious development:
education a means of, 155-62,
169-70.

Mother, the: in education, 55, 153,
156-58, 181, 205-6, 208, 211-13,
260-61, 264-65.

Munchen Buchsee: P. at, 89.
Music: as moral training, 161-62;
teaching of, 237-42.

Mutual instruction, 269-70; criticism
of, 294-96.

Natural Schoolmaster, The, 252-54,
Nature, method of: to be followed
in education, 36, 60, 171-78, 179,

198, 211.

Neuhof industrial school, 39-48.
Number in education, 185-86,
189-90; teaching of, 34-35, 86, 97,
222-29, 258, 287; criticism of P.'s
method, etc., 296-97, 297-300.

Observation: first-hand best, 147-48;
training of, 184-89, 192, 205-6;
in geography, 230-32; in science,
233-35.

Pestalozzi: as a Deputy, 87-88; as
a practical teacher, 283; at school,
21-22; at college, 27-31; begins
to be famous, 69-70; begins as
writer, 50-55; failure at Neuhof,
44-49; leaves farming, 32-33; last
days and work, 113-19; studies
his child, 33-38; what he did for
education, 307-13.
Physical development: education as
means of, 162-66; training, 95,
242-46.

Popular Swiss News: aim and
nature of, 68.

Reading is secondary in education,
198; teaching of, 207-14, 257.
Reports on P.'s work: at Stanz,
76-77; at Burgdorf, 84-87;
Yverdon, 106-7.

at

Rousseau: his Contrat Social, 11-13;
influence on P., 28.

School-books: written by and for
P., 83-84, 101.

Science: teaching of, 233-37.
Schools: kind of in P.'s time, 23-26.
Simultaneous oral work, 266-68, 285;
Senses: training of, 164-65.
criticism of, 292-94.

Social development: education a
means of, 149-55, 168-69.
Spelling: teaching of, 203-8, 284.
Staff conferences, 270-73.
Stanz orphan school: history of,
71-79.

Summaries of P.'s theory, 194-96.
Swan's Song: purpose of, 113-14.
Swiss News: aim and contents of,
60-63.

Switzerland: political and social
changes in, 7-15, 68, 87-88.
Teacher, the: as educator, 190-96;
qualifications of, 161-66; criticism
of P.'s idea of, 302-6.
Time-table, 274.

Wanderer's evening prayer (hymn),

116.

Writing: is secondary in education,
198; teaching of, 146, 257, 219-21;
and composition, 221-22.

Yverdon: P.'s work at, 89-112.

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