The name is absent

facilitate the study of European culture was
revolutionary. His works were translated into sixteen
languages .

(17) Profile No. 100

(18) Froebel, F. (1893) op. cit.,  (p.217)

(19) Dewey, J. (1916, 1944, 1966) op. cit., (p.198)

(20) Profile Nos. 318-339

(21) Profile Nos. 391.

(22) Rusk, R. and Scotland, J. (1979) op. cit., (p.191)

(23) Montessori, M.  (1918) op. cit. ,  (p.219)

(24) Montessori, M.  (1918) op. cit., PART III

(25) Montessori, M.  (1918) op. cit., PART III

(26) Herbart, J.F. (1898) op. cit., (pp.108-110)

(27) Piaget, J. and Inhelder, B. (1969) op. cit., (p.6);
see also, Piaget, J. (1972) op. cit., (p.117)

(28) The Nature Ramble Class, Self-Defence Class and the
Combined Arts Class were observed during the field study.
These classroom observations were discussed in Ch.7

(29) Rogers, C.R. (1969) Freedom to Learn Columbus, Ohio:
Merrill (p.104). Rogers, C. provided a systematic
psychological foundation for what is known as Humanistic
Education.

(30) Rousseau, J. (1911) Emile Trans. B. Foxley. London:
Everyman; see also, Rusk, R.R. and Scotland, J. (1979)
op.cit., (p.123); see also, Boyd, W. (1970) Emile for
Today: The Emile of Jean Jacques Rousseau Selected,
Translated and Interpreted by W. Boyd. London: Heinemann
(p.62). Rousseau's pedagogical intention was to
concentrate the student's attention on those matters in
which he may be expected to show interest and knowledge.
Rousseau advocated learning by doing, (p.144)

(31) Pestalozzi, J.H. (1894, 1938) How Gertrude Teaches
Her Children: An Attempt to help mothers to teach their
own children and an account of the Method Trans. by L.E.
Holland and F.C. Turner. Edited with Introduction and
Notes by E. Cooke. London: George Allen & Unwin Ltd.
Pestalozzi, J.H. published How Gertrude Teaches Her
Children in October 1801. The education he proposed was
divided into practical skill and theoretical knowledge
based on observation.

346

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