Mably and Berne

The Swiss Cantons had no greater admirer in the eighteenth-century than the French political thinker Gabriel Bonnot de Mably. The feeling was mutual, at least to some extent, since the Bernese Patriotic Society awarded its first prize in 1763 to Mably, for his dialogue Entretiens de Phocion. The prize then led to an exchange of letters, stretching across some two decades, with Daniel Fellenberg, founder of the Patriotic society—the most important block of Mably's correspondence to have survived. This essay considers the 1763 prize and the correspondence with Fellenberg for the light they cast both on Mably and on Bernese participation in the wider currents of eighteenth-century thought.     

L'Age de l'Eloquence. Rhétorique et “res literaria” de la Renaissance au seuil de l'époque classique

The Swiss Cantons had no greater admirer in the eighteenth-century than the French political thinker Gabriel Bonnot de Mably. The feeling was mutual, at least to some extent, since the Bernese Patriotic Society awarded its first prize in 1763 to Mably, for his dialogue Entretiens de Phocion. The prize then led to an exchange of letters, stretching across some two decades, with Daniel Fellenberg, founder of the Patriotic society—the most important block of Mably's correspondence to have survived. This essay considers the 1763 prize and the correspondence with Fellenberg for the light they cast both on Mably and on Bernese participation in the wider currents of eighteenth-century thought.     

Pestalozzi, Fellenberg and British nineteenth-century geographical education

The impact that Johann Heinrich Pestalozzi (1746–1827) and Philipp Emanuel Fellenberg (1771–1844) had upon nineteenth-century European geographical education and ideas has long been recognised. Their influence upon British geography teaching has, however, been little explored, despite the work already done on the general impact of Pestalozzianism and Fellenbergianism on British education. Using the arguments of nineteenth-century educational theorists such as Compayre and Spencer, this study argues that Pestalozzian educationists such as Phillip Pullen and Charles Mayo in England helped to change the way that geography was taught to middle-class children. A case study of teaching practices at a Pestalozzian institution in Worksop, Nottinghamshire shows how changes in geographical education were encouraged by Pestalozzian ideas on the teaching of geography and the relationship of the subject to other disciplines including topography, natural history and geology.