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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1892 edition. Excerpt: ... the more complete the apperception will be. § 33. If the present view is correct, there must be constant progress from the individual to the general at all stages of school life. There must also be a constant progress in the character of the general, from those primary stages when types more or less individual in character represent the universal, and when accidental characteristics form the basis of classification, up to the complete, scientifically perfect general notion, which is the ripe final product of properly conducted education. To discover these various stages towards logical completeness in the general notion for all ages of childhood and youth, and in all school studies, would be to solve one of our most important pedagogical problems. So far as the child is concerned, this would imply a power on the teacher's part to discover at all stages the limit of the child's power to generalize; or, in other words, to unify common characteristics in whatever realm of school study; to make valid generalizations. Too many of our authors talk as if there were a long period of the child's life in which he can do little but observe, when the perceptive powers absorb the whole energy of the mind; and that, consequently, the sole duty of the teacher is to cram the mind with facts, making little or no effort, conscious or unconscious, to enable the child to see the universal which underlies the particular. This is certainly an erroneous and injurious view. That what has thus far been said is in full accord with the true spirit of the reform inaugurated by Pestalozzi, may be seen from the following quotation: " When I considered the whole of instruction, or, rather, instruction as a whole and in connection with the actual condition of the masses...
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