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Updated: May 19, 2025


If the mental process of Herbart's four periods is to come naturally, it would be essential that great interest in the object should exist; it is interest which would keep the mind amused, or, as the famous pedagogist would say, plunged in the idea, and would maintain it in a system nevertheless embracing multilateral ideas; and hence it is necessary that "interest" should be awakened and should persist in all instruction.

The ideal of the average pedagogist is not a complete, well-rounded, original being; rather does he seek that the result of his art of pedagogy shall be automatons of flesh and blood, to best fit into the treadmill of society and the emptiness and dulness of our lives.

As a pendant to this old-fashioned lesson witnessed by Tolstoy in an elementary school in Germany, we may cite the following lesson recently set forth by a distinguished French pedagogist and philosopher, whose text-books are classics in the schools of his own country and in those of many foreign lands, and are also in use in the teachers' training colleges in Italy.

It was perhaps this error which caused a famous Italian pedagogist to say to me: "Liberty a new thing? Pray read Comenius you will find that it was already discussed in his times." I replied: "Yes, many talk of it, but the liberty I mean is a form of liberty actually realized." He seemed not to understand the difference.

Does this ultra-Spartan system of "drilling the nerves" strike the modern pedagogist with horror and doubt doubt whether the tendency would not be brutalizing, nipping in the bud the tender emotions of the heart? Let us see what other concepts Bushido had of Valor. The spiritual aspect of valor is evidenced by composure calm presence of mind. Tranquillity is courage in repose.

Modern methods of instruction recommend the teacher to conclude every lesson with a moral, like the classic fables. Whether the lesson treats of birds, butter, or triangles, it must always end by pointing a moral. "The teacher must miss no opportunity," says the pedagogist; "moralization is the true aim of the school."

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