Pedagogy forgotten sources

The purpose of this Website is to make available texts related to pedagogy that have been long forgotten.

These are texts that were published before psychology as we know it today: before Thorndike’s connectivism, Skinnerian behaviorism, and cognitivist-constructivism —provided the paradigms for understanding learning and education. Ironically, it is precisely because they have been forgotten and neglected that they can be made freely available here: with one exception have not since been reprinted since the 1920's; and consequently, they have entered into the public domain and are no longer restricted by copyright.

All in high resolution scans; these texts are:


 * Orbis Sensualium Pictus (English & Latin; translated by Charles Hoole)
 * Wilhelm Meister's Apprenticeship (translation by Thomas Carlyle)
 * Frobel and Education by Self-Activity (by H. Courthope Bowen)
 * Anton Reiser: A Psychological Novel (by Carl Phillipp Moritz; translated by P. E. Matheson)
 * Psychology (by John Dewey)
 * Herbart and the Herbartians (by Charles De Garmo)
 * Letters and Lectures on Education (by Johann Friedrich Herbart; Translated by Henry M. and Emmie Felkin)
 * The Science of Education, Its General Principles Deduced from its Aim and The Aesthetic Revelation of the World (by Johann Friedrich Herbart; Translated by Henry M. and Emmie Felkin)
 * Herbart and Education by Instruction by Gabriel Compayre
 * Frobel Mother Play and Nursery Rhymes
 * Education by Edward L. Thorndike
 * More texts by Herbart, Froebel and Dewey coming soon...

This site can consequently be retrieved in both the antiquated and contemporary senses of the term: They can be accessed much more easily than the crumbling acidic pages and library storage facilities allow. They can also be "retrieved" to memory as some of the sources for ways of thinking that are otherwise relegated to the realm of “unscientific” pedagogy. They understand pedagogy as more than simply at the service of “natural” learning and developmental processes. It instead occurs holistically, as a relational process between pupil and teacher, student and mentor, self and other, in terms of a biographical narrative of up-bringing, growing up and maturing.