Concentration on a large scale and with consistent thoroughness has
been attempted in recent years by the scholars and teachers of the
_Herbart school_. It is based upon moral character as the highest aim,
and upon a correlation of studies which attributes a high moral value
to historical knowledge and consequently places a series of historical
materials in the center of the school course. The ability of the
school to affect moral character is not limited to the personal
influence of the teacher and to the discipline and daily conduct of the
children; but instruction itself, by illustrating and implanting moral
ideas, and by closely relating all other kinds of knowledge to the
historical series, can powerfully affect moral tendency and strength.
If historical matter of the most interesting and valuable kind be
selected for the central series, and the natural sciences and formal
studies be closely associated with it, there will be harmony and union
between the culture elements of the school course.
THE CULTURE EPOCHS.
The problem that confronts us at the outset, when preparing a plan of
concentration, is _how to select_ the best historical (moral educative)
materials, which are to serve as the central series of the course.
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