The Science of Education in Its Sociological and Historical Aspects

the interconnections of the sciences. Philosophy is well adapted to
unite the sciences. Geography as the chief associative science. His-
tory as an associative science. 3. Philology: connection between ma-
terial knowledge and language expression. The philological circle.
Terminological appendices. 4. Peculiar position of mathematics. As-
tronomy as the capstore of mathematical instruction. Form study
fits the mind for systematic geometry. Making use of the history of
mathematics and physics. Mathematics and physics as related to the
fine arts. 5. Units of instruction.

Chapter XXXVII.

The Psychological Principle of Grading..

1. Plato's views on the position of mathematics are in keeping with his

idealism and are recognized in the system of the seven liberal arts.

2. Mathematics occupies a middle position in the series: philology-

mathematics-philosophy. 3. The series of the accessory subjects:

general and Fcme geography-history-natural philosophy. Grading

in religious instruction and in the arts. 4. The so-called continuous

instruction may be employed in the accessory subjects. Grouping

the schcol subjects in series of four steps.

Chapter XXXVIII.

The Historical Principle of Grading.

1. Scope of the historical principle. The historical principle limited in its

practical application. 2. Herbart's application of the principle. The

series: Biblical antiquity and national myths-heroic tales from national

and classical antiquity-epics and histories-lyrics, dramas, orations,

philosophical writings. 3. Greek should not be taught before Latin.

Chapter XXXIX.

The Educative Process and the Age Periods...

1. Necessity of this viewpoint. Six age periods from birth till physical

maturity. 2. Early childhood. Early boyhood. 3. Mature boyhood.

4. Youth. 5. Completing the work of general education. Results of

the inquiry into the organization of the content of education represented

PRINCIPLES OF DIDACTIC FORMATION AND TECHNIQUE.

Chapter XL.

The Psychological Factor in the Assimilation of Knowledge: The Stages of

the Assimilation-The Formal Steps....

1. The didactic formation of an educational content. Sciences that will
assist in the study of the problem. 2. The assimilation of an intellectual
content: receptive and active elements. Reception, understanding,
and application. Presentation, explanation, and fixing of the knowl-

210

edge. 3. Older arrangements of the stages in the assimilation of

knowledge. 4. The triad of Aristotle. Its relation to the formal

steps of Herbart and the Herbartians. 5. Different kinds of recep-

tion and presentation, understanding and explanation. Nominal and

real comprehension. 6. The heart and the feelings co-operate in the

proper assimilation of knowledge. Memorizing and exercises. Diagram

of the factors belonging to the assimilation of knowledge and to the

forms of instruction. 7. The stages of assimilation in the different

school subjects.

Chapter XLI.

The Logical Factor in the Assimilation of Knowledge: Analysis

and Synthesis..

1. The content of learning directs us to logic. 2. Analysis and synthesis

as used in logic. 3. The elements of knowledge and of presentation in

their relation to the realistic world-view. 4. Analytical instruction,

5. The relation of analysis and synthesis to the forms of instruction.

Combining analysis and synthesis. Examples taken from Plato, Euclid,

and the Schoolmen. 6. Analysis and synthesis in the history of in-

struction. Pestalozzi. 7. The meaning of method. Cult of method

and horror of method.

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III.

DIDACTIC FORMATION: COURSES OF STUDY.

Chapter XLII.

The Organico-Genetic Course of Study.

1. Difference between the didactico-technical and the organico-genetic

viewpoint. The organic world-view. 2. Organic units and genetic

series. Natural and social organisms. Organisms of art. Organic

character of language. 3. The organism of the system of concepts.

Genesis of the comprehension. 4. Organico-genetic elements in natural

history. 5. Organico-genetic elements in history and religious instruc-

tion. 6. Organico-genetic elements in art and literature. 7. Appli-

cation of the scientifico-genetic method to astronomy.

Chapter XLIII.

On the Organico-Genetic Treatment of the Science of Language.

1. Our grammar is the very reverse of an organic system. Mager quoted.

2. Logical and psychological factors in language. Stages in the struc-

ture of language and groups of language forms. 3. The genetic view-

point in grammar. Semasiology. Etymology. The logical element

and modern philology. 4. The classics are the core of language studies.

Rules for the explanation of the content. 5. Two kinds of translation.

Memorizing of choice selections. 6. Correlating the study of grammar

with the reading of the classics. The technical and the exegetical

viewpoint in grammar. 7. Elementary Latin.

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243

Chapter XLIV.

On the Organico-Genetic Treatment of Mathematics

1. The Euclidean method. Criticisms of the method by Herbart, Hegel,

and Trendelenburg. 2. The method as connected with the middle

position of mathematics. The logical and the technical element. Eu-

clid's defect. 3. On arithmetic. Origin of number. Calculation.

Relations between the operations. Importance of the series. 4. On

algebra. 5. On geometry: extension, position, and form. Pestalozzi's

and Herbart's A B C of sense-perception. Series of viewpoints for

studying forms. 6. The theorem of Pythagoras as an example.

Chapter XLV.

On the Organico-Genetic Treatment of Philosophy

1. Logic should be connected with natural thinking. The study of logic

should proceed from psychological data. Forms, laws, and operations

of thought. 2. Empirical psychology as a supplement to logic. Ter-

minological and historical viewpoint. The moral character as the end.

3. Elements of metaphysics. Startingpoints in seeking an explanation

of the world. The problem of unit and plurality. The problem of

the middle members. The science of the first principles and dialectic.

The parting of the ways of thinking. Diels on the typical character

of ancient philosophy.

Chapter XLVI.

Correlation of the Materials of Instruction with the Mental Horizon of the

1. Genetic and heuristic method. The heuristic method as employed by

Socrates and Plato. Aristotle's method is analytic and heuristic.

2. Reviving the Socratic method. 3. Herbart's analytical instruction.

The subjective side of the problem. 4. The objective side. The logico-

heuristic method. 5. All exercises are, in a measure, forms of heuristic

instruction. Correlating the materials of instruction with the pupil's

circle of thought. 6. The heuristic method in teaching the mother-
tongue. 7. The heuristic method in form study. 8. In geography.
The map as a source of knowledge.

IV.

DIDACTIC TECHNIQUE.

Chapter XLVII.

The Educative Process of the Individual..

1. Our plan for treating the subject. 2. Three conditions essential to learn-

ing: natural talent, diligence, and appreciation of the value of edu-

cational efforts. Love and interest. 3. Corresponding duties of the

teacher. Herbart and Aristotle on interest. Correlating the materials

of instruction with the pupil's circle of thought and interest.
4. Habit-

uating the pupil to mental labor. Strength and work belong together.

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The Science of Education in Its Sociological and Historical Aspects, Volume 2