In United States
history we are beginning to adopt a similar plan of repetitions, and
the frequent reviews in arithmetic are designed to make good the lack
of thoroughness and mastery which should characterize each successive
grade of work. The course of religious instruction given in European
schools is based upon the same reiteration year by year of essential
religious ideas. The whole plan, as illustrated by different studies,
is based upon a successive enlargement of a subject in concentric
circles with the implied constant repetition and strengthening of
leading ideas. A framework of important notions in each branch is kept
before the mind year after year, repeated, explained, enlarged, with
faith in a constantly increasing depth of meaning. There is no doubt
that under good teaching the principle of the concentric circles
produces some excellent fruits, a mastery of the subject, and a
concentration of ideas within the limits of a single study.
The disciples of Herbart, while admitting the merits of the concentric
circles, have subjected the plan to a severe _criticism_. They say it
begins with general and abstract notions and puts off the interesting
details to the later years, while any correct method with children will
take the interesting particulars first, will collect abundant concrete
materials, and by a gradual process of comparison and induction reach
the general principles and concepts at the close.
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