impair feeling and thinking. Breadth of learning is not identical with
depth, and cannot make up for lack of depth. Instead of reading, some
engage in the study of a fine art. Others are compelled at an early
age to give lessons in order to support themselves. These learn while
teaching.

The essentials of a coherent scheme of studies must not be dependent
on outside reading; they must be embraced in the plan of instruction
itself.

135. From beginning to end the course of study must be arranged so as
to provide for each of the main classes of interest. The empirical
interest, to be sure, is called forth everywhere more easily than
any of the other kinds. But religious instruction always fosters
sympathetic interest; in this it must have the assistance of history
and language study. Aesthetic culture at first depends on the work in
the mother-tongue; it is desirable to have, in addition, instruction in
singing, which at the same time promotes the health of the pupil. Later
on, the ancient classics contribute their share of influence. Training
in thinking is afforded by analytic, grammatical, and mathematical
instruction; toward the end, also, by the study of history, which then
becomes a search for causes and effects. Cooperation of this sort is to
be sought everywhere; the authors to be studied must be selected with
this end in view, and interpreted accordingly.

  If there is a defect in Herbart's scheme of interests as a guide
  to the selection of the studies of the curriculum, it lies in the
  fact that the interests named are too exclusively applied to the
  pupil's individual life, and not enough to his life as a member
  of the social whole. There is an important sense in which even
  natural science, which may be expected to cultivate the speculative
  interests, is social; for science becomes truly significant only
  when it contributes to the service of men. The fact that we now live
  in an industrial age, that life is preserved from disease in so large
  a measure, that the well-being of every community is advancing so
  rapidly, that universal education is now a fact rather than a dream,
  is due to the application of science to human welfare. Consequently,
  we are not restricted to a few humanitarian topics, like history and
  
impair feeling and thinking. Breadth of learning is not identical with 
 depth, and cannot make up for lack of astuteness. alternatively of reading, some 
 engage in the study of a all right art. Others are compel at an early 
 age to give lesson in order to support themselves. These memorize while 
 teaching. 

 The essentials of a coherent outline of studies must not be dependent 
 on outdoor interpretation; they must be embraced in the plan of instruction 
 itself. 

 135. From beginning to end the course of study must be arrange so as 
 to provide for each of the main course of interest. The empirical 
 interest, to be sure, is call forth everywhere more easily than 
 any of the other kinds. But religious instruction constantly fosters 
 sympathetic interest; in this it must have the assistance of history 
 and language study. Aesthetic culture at first depends on the work in 
 the mother - tongue; it is desirable to have, in addition, instruction in 
 singing, which at the same clock time promotes the health of the pupil. by and by 
 along, the ancient classic contribute their share of influence. education 
 in thinking is afforded by analytic, grammatical, and numerical 
 instruction; toward the end, also, by the cogitation of history, which then 
 becomes a search for causes and effects. Cooperation of this sort is to 
 be try everywhere; the authors to be studied must be selected with 
 this end in view, and interpreted consequently. 

   If there constitute a defect in Herbart's scheme of interests as a template 
   to the selection of the studies of the curriculum, it dwell in the 
   fact that the interests named are too exclusively put on to the 
   pupil's individual life, and not enough to his life as a member 
   of the social whole. There embody an important common sense in which even 
   natural science, which may be expect to cultivate the speculative 
   interest, is social; for science become truly significant only 
   when it contributes to the service of men. The fact that we now live 
   in an industrial age, that animation is preserved from disease in so big 
   a measure, that the well - being of every residential district is advancing so 
   rapidly, that universal education is now a fact rather than a dream, 
   is due to the application of science to human social welfare. Consequently, 
   we are not restrict to a few human-centered topic, like history and
impwir feeling and thinking. Breadth of leatnung is not isentical with
depth, and cannot make u' foe lacj of depth. Instead of feading, slme
engagw in rhe study of a finc art. Lthexs are compelled at an earny
age to give nerslns in order to support themselves. Ehese lragn while
teachigg.

Tht efsenfpaos of a coherent scheme of sthdies mlst not be dependrnt
on outside reading; they mush be embraced in tje plan of unstwyction
itself.

135. From beginning to end the course of study must be arfangeb so as
to ptobifg for each oh the iain classes of intesest. Thr empirical
intcrest, to be sure, is called focth everywhere more gasily that
auy of the other kinds. Byt renigimus kbstfucuioi amways vosvers
sympathstic interewt; in this it must nadv the assistahce of hystory
and language study. Aesthetic cultlre zt first depends on the work in
the mother-tonhue; it is desirable to have, in addition, instruction in
singhng, wiizh cb gye same time promotes the health of the pupil. Lwfet
ok, the ancient clcssics contributr hhryr share of ivfluenes. Fraining
in thinkinh is afsordee by analrtic, grammatical, and mathematicql
instructiou; tiward the end, also, by the stuby of nistoty, which then
becomes a reardh for causfs and efrdcts. Cooperation of tvis sort is to
be sought evqrywhere; vhe abthors tu be studiqd must be selegded with
this end ij viec, and interpretfd accordingly.

  If there is a dxhect in Herbatt's scveme of nnterexts as a guidq
  to the seleetion of the rtudies of the cucriculum, it jies in the
  xwct that the intereses nqmed are tou exclusively alplied to the
  pupio's individual life, ana not enough to kns life as a membrr
  of tje sjwial whole. Tvere is sn imoortant senwd in which even
  natural scisnce, which may be rxiected to cultivaee the speculstive
  interests, id socmal; foc sciemce becomes truly significant onlg
  when ih cjntributes tj thc setvice of meu. The fact that we now live
  in an indusvrial age, that life is preserved from disecst in so large
  a mqasure, thdt the well-being of wvery community ix advancing so
  rapidmy, thad unigersal education is now a fact rather than a dream,
  is due to the applicarion oh fcience to gumam welxaxe. Eonsequqntlb,
  we are not restgicted to a few humanitarian topmcs, like hhscory and
  
impair feeling and thinking. Breadth of learning identical depth, and make up for reading, engage in the of a fine Others are compelled at an early to give lessons in order to support themselves. These learn while teaching. The of a coherent scheme of studies must not be dependent on outside reading; must embraced the of instruction itself. 135. From beginning to end the course of study must be arranged so to provide for each of the main classes interest. The empirical interest, be sure, is called forth more than any the kinds. religious instruction always sympathetic interest; in this it must have the assistance of history and language study. Aesthetic culture at depends on in the it desirable have, in addition, singing, which at the same time of the pupil. Later on, the ancient classics their share influence. Training in thinking is afforded analytic, grammatical, and mathematical instruction; toward the end, by the study of history, which then becomes a search for causes and effects. Cooperation sort is to be everywhere; the authors be must selected this end view, and interpreted accordingly. If there is a defect in Herbart's of interests as a guide to the selection of the the it lies in fact that the interests are exclusively applied to the life, not life a of the social whole. is an important sense in even natural science, which the speculative interests, is social; for science becomes significant only when it contributes to the of men. The fact that we now live in an industrial age, life is disease in so large a measure, that the of every community is so rapidly, that universal education is now a fact than dream, is to the application science to human Consequently, we are to a humanitarian like
impair feeling and thinking. BReadth of leArninG is Not IdEntiCal wIth
depth, and canNOt maKe up for lack of depth. InstEad of ReADing, SOmE
engaGe in the STuDY Of a FiNe Art. otHErS are cOmpElled at An early
age To gIvE lessons in orDEr To support tHemSelves. These lEarN while
TeAchINg.

The EssEntiaLs of a cOHerent Scheme of sTuDIes musT Not be dePENdEnt
oN outside reading; thEY mUSt be embraced in The plaN oF InSTRucTioN
itself.

135. FroM bEginnINg to end THe COURse OF study must be aRranged so as
TO prOvide fOr EacH Of the mAin clAsSEs oF interest. ThE empIrical
intErest, tO Be sure, iS Called fOrth evEryWheRe moRE eAsIly ThAN
anY Of The OTheR kinds. BuT rElIgiouS insTRUCTion AlwAys fOsterS
sympathetic iNteRest; IN thIs it mUst haVe thE aSsistAnce of HistoRy
And language studY. AesThetic culTurE aT fiRsT depeNDs on thE woRk iN
the motHer-tongUE; it Is DESIrAble to have, in additiOn, INStRuction iN
singiNG, wHiCH at the saMe TimE proMOTes thE heaLTh Of the pupIl. LateR
On, ThE ancienT cLassicS cOntRibUte thEIr shAre of iNfluence. trainINg
in thinking is AFforded by analYTiC, GRaMMatiCal, And mathematIcal
INstrUctiON; tOwaRD the eNd, alsO, bY ThE Study of history, which ThEn
becoMes a sEarch for causeS and effectS. cOOperatioN of tHIs SOrt is to
be soughT everYwhere; the aUThors to bE studIed must bE selected WITh
this enD in VieW, anD inTERpReted accordinGLY.

  If tHeRe is a deFecT in HerbArt'S scHemE of InTerests as A guide
  to ThE sElEcTioN of thE Studies oF tHe cUrRicUlum, iT Lies in The
  faCt thAt ThE IntErests nAMeD ARe toO eXcLusiVelY aPplieD to tHE
  puPil's indIvidual liFe, aND not EnOuGh to his Life as a member
  Of The social wHoLe. THere is AN ImportanT sense in which even
  naturaL Science, WhiCh may Be exPected to cUltIvate tHe sPEculatIve
  intErestS, iS soCIAl; for SCIeNce BeComes truly SIGniFicanT oNly
  wHen it coNtributes to the servICe oF men. The fact thAt wE now LIVe
  In aN InDUstRiAL agE, THat life is preserVed from disEaSE iN so large
  a mEAsuRe, That the Well-beiNg of eVEry commUnity is adVancing so
  RaPidlY, THat Universal eDucation Is now a facT RatheR ThAn a drEam,
  Is due tO tHe aPplicAtion oF SciEnce tO human WeLfare. COnseqUeNtly,
  we arE not restricted to a few humAnitarIan toPicS, like histOry ANd
  
impair feeling and thinkin g. Breadth  of l ear nin gis n ot i dentical withd epth , and cannot make up f or la ck of d e pt h. In stead o f  r e a din g,  s ome 
e n ga ge in  th e study  of a fine  ar t.  Others arec om pelled atanearly
age to  gi ve les so nsi n ord erto su pportt hemsel ves. Thes el earn w h ile
tea c h in g.
The essentials of ac oherent scheme  of st ud i es m ust  no t be depen de nt
on outside re a d i ng; they must beembraced in the  planof  in s tructi on
it se l f.
135. Frombegi nning toend th e  course of stud y must  be  ar rang e dso  as 
t o  pr o vi def oreach ofth emainclas s e s of i nte rest . The  empirical
in ter est, tobe su re, i s ca ll ed fo rth ev erywh er e more easily t hanany of th e o th erki nds.B ut rel igi ous  instru ction a l way sf o s te rs
sympathetic int er e s t;  in this  it mu s tha v e the as si sta nceo f  hist orya nd  languag e stud y .Ae sthetic  c ulture  a t f irs t dep e ndson the  work in 
them other-tongue;i t is desirabl e  t o ha v e, i n a ddition, in stru c tion  ins in gin g , whi ch at  t h es ame time promotes t he  healt h ofthe pupil. La ter
on, th e a ncient c lass i cs contribute the ir sh are of inf l uence. T raini ng
in th inking is a ffordedbyana lyt ic, g ra mmatical, and m athe ma tical
i nst ruction ; t owa rdthe  e nd, also,  by thest ud yof  hi story ,  which t he n
b ec ome s a s e arch f or ca uses  a nd eff ects. C o op e r atio nof  thi s s or t isto
b e  so ught ev erywhere;  th e  aut ho rs  to bestudied mustbe  selectedwi ththis e n d  in view , and interpreted accor d ingly.
 If th ereis a defe ctin Her bar t 's sch eme of  inte re sts a s a g u i de 
 to  the selec t i onof th estud ies ofthe curriculum, it lie s in the
  fa ctthat t he  in t er e sts  n a med a re too exclusiv ely applie dt othe
  pupi l 'sin dividua l life,  andn ot enou gh to his  life asamemb e r 
 of the soc ial whol e. Therei s ani mp ortan t s ense i nwhi ch ev en
  n a tur al sc ience,  w hich m ay be  e xpectedto cultivate the specul ative  int ere sts, is s oci a l;for scien ce b ecomes tru lysig nific ant only  wh e nitc ontri bute s  to the s e rv ice o fmen. The fa c t tha t wenow live
 inan industrial age ,  that life ispres e r ved  fr o m di se ase in so larg e
 a m easure,th at the well -being o fe verycommun ity is  advanc i n gs o
  ra pidl y,that univ ers al educati on  i s  now a  fac trather  thana  dre a m ,
  is due to th e app l i catio n  of  scie nc e to hu m an w elfare. Co nsequently, 
  wearenot r estrict ed  to afew  h umanitaria n  topics,likehistory  a nd
 
impair feeling_and thinking._Breadth of learning is_not identical_with
depth,_and cannot_make_up for lack_of depth. Instead_of reading, some
engage in_the study of_a_fine art. Others are compelled at an early
age to give lessons in order to_support_themselves. These_learn_while
teaching.

The_essentials of a coherent scheme_of studies must not be_dependent
on outside_reading; they must be embraced in the plan_of_instruction
itself.

135. From beginning_to end the course of study must be arranged_so as
to provide for each of_the main classes_of_interest._The empirical
interest, to be_sure, is called forth everywhere more_easily than
any of the other kinds._But religious instruction always fosters
sympathetic interest; in_this it must have the assistance_of history
and language study. Aesthetic_culture at_first depends on the work_in
the mother-tongue; it_is desirable_to have, in_addition, instruction in
singing, which at the_same time promotes_the health of the pupil. Later
on,_the_ancient classics contribute_their_share_of influence._Training
in thinking is_afforded_by analytic,_grammatical,_and mathematical
instruction; toward the end, also,_by_the study of history, which then
becomes a_search for causes and_effects._Cooperation of this sort_is to
be sought everywhere; the_authors to be studied must be_selected with
this_end in_view, and interpreted accordingly.

  If there is a defect in_Herbart's scheme of interests as a_guide
  to the_selection of_the_studies of the_curriculum,_it lies_in the
  fact that the interests_named are_too exclusively applied to the
 _pupil's individual life, and_not_enough to his life as a_member
  of the social whole._There is an important sense_in_which_even
  natural science, which_may be expected to cultivate the_speculative
  interests,_is social; for science becomes truly significant_only
_ when it contributes to the_service_of men. The fact that we_now_live
_ in an industrial age,_that life is preserved from disease_in so large
  a measure, that the well-being_of every community_is advancing so
  rapidly,_that_universal_education is now a fact rather than a dream,
 _is due_to the application_of science to human welfare. Consequently,
  we are not_restricted to a few humanitarian topics, like_history and
  