If they are
seen and fixed with a clear insight into these connections, by touching
the chain of associations at any point one may easily bring the whole
matter to remembrance.
Concentration, however, is chiefly concerned with the _relation of
different studies_ to each other. In this larger sense of an intimate
binding together of all studies and experience into a close network of
interwoven parts, concentration is now generally ignored by the
schools. In fact it would almost seem as if the purpose of teachers
were to make a clear separation of the different studies from one
another and to seal up each one in a separate bottle, as it were. The
_problem_ appears in two phases: 1. Taking the school studies as they
now are, is it desirable to pay more attention to the natural
connections between such studies as reading, geography, history, and
language, to open up frequent communicating avenues between the various
branches of educational work? 2. Or if concentration is regarded as
still more important, shall the subject matter of school studies be
rearranged and the lessons in different branches so adjusted to each
other that the number of close relations between them may be greatly
increased? Then with the intentional increase of such connecting links
would follow a more particular care in fixing them.
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