in themselves and in the environment. There was thus a very close connection between moral and aesthetic education in Sukhomlynsky's approach. Another aspect of being truly human was the development of the intellect, so that the horizons of the mind grew ever wider, gradually encompassing the whole world and reaching into the depths of space. Sukhomlynsky could not agree with those who sought to give education a purely utilitarian focus, who thought that knowledge was worthwhile only if it found direct application in the workplace. For him, the study of foreign languages and of astronomy were essential in order for a person to appreciate the world of which they were a part, and to broaden their minds. The foundation of all personal growth is health, and Sukhomlynsky gave a great deal of his attention to ensuring that children enjoyed optimum health, especially in early childhood, when character is formed. He took children out into nature often, combining physical exercise with lessons in thought and in the appreciation of beauty. Especially in the primary school, he thought it important that children's thought be associated with vivid images, such as were to be found in the fields, forests and waterways within walking distance of the school. If thought were divorced from the children's direct experiences, it would exhaust them. It was also important that children's learning, the work of their intellects, be associated with practical works which put their knowledge to use. Only if children's knowledge was used to improve their environment and the lives of people around them, would it lead to the formation of an active philosophy of life, to a practical moral stance. Sukhomlynsky's holistic educational philosophy thus rested on five pillars: health education, moral education, aesthetic education, intellectual education, and work education. Educating the heart Sukhomlynsky sought to prolong children's childhood, to keep them optimistic and open to the world, to preserve the freshness of their emotional responses to the world. He showed them that although they were small, they could do a lot to care for the environment in which they lived and to bring happiness to the people they met. He sought to refine their sense of beauty, being very selective in the impressions he fed to their young minds. He took them to the most beautiful natural settings he could find. He taught them to listen to the music of nature, the rustle of grasses