 is one of arbitrary power.
The play-impulse remains active for a long time, unless checked by
conventionality.

During this period, the work of linking instruction to sense-impression
is by no means to be omitted entirely, not even where fair progress
has already been made in scholarship. We must make sure of a solid
foundation.

218. Our chief concern during the age of boyhood must be to prevent
the premature fixation of the circle of ideas. It is for instruction
to undertake the task of doing so. True, by far the greatest part of
the process of learning, however manifold, is performed through the
interpretation of words, the pupil supplying the meaning out of the
mental store collected previously. But this very fact obviously implies
that quantitively the pupil's stock of ideas is for the most part
complete; instruction merely works it up into new forms. Accordingly,
such shaping must take place while the material is still in a plastic
state; for with increasing years it gradually assumes a more solid
character.

219. Boys differ from girls, individuals differ from one another;
and the subjects taught, together with the methods of teaching them,
should be differentiated accordingly. But here the family interposes
the interests of rank or station, and claims the right to determine by
these how much or how little instruction a boy needs.

Looked at pedagogically, each study calls for a corresponding mental
activity to be suited to the general condition of the individual. Its
success must not involve exhaustion of the pupil's powers, nor make
demands upon them at the wrong time.

But it would be an error to argue that one who is being initiated
into one subject ought to combine with that subject a second, third,
or fourth, on the ground that subjects one, two, three, and four are
essentially interrelated. This conclusion holds for scholars, who,
so far as they are personally concerned, have long passed beyond
preliminary pedagogical considerations, and even in their case it
applies only to those branches which are intimately connected with
their specialties; it has nothing to do with the psychological
conditions by which the course of education must be governed. Only too
frequently do masses of ideas remain isolated despite the fact that
the objects corresponding to them are most intimately and necessarily
interconnected; and such isolation could not have been prevented by
is one of arbitrary power. 
 The play - impulse remains active for a retentive meter, unless checked by 
 conventionality. 

 During this period, the work of connect instruction to sense - mental picture 
 is by no means to be omitted wholly, not even where clean progress 
 has already been take in scholarship. We must make certain of a solid 
 foundation. 

 218. Our chief concern during the age of boyhood must be to prevent 
 the premature fixation of the set of ideas. It is for instruction 
 to undertake the job of doing so. True, by far the greatest region of 
 the process of learning, however manifold, is performed through the 
 interpretation of words, the student supplying the meaning out of the 
 mental store collected previously. But this very fact obviously implies 
 that quantitively the pupil's stock of ideas is for the most part 
 complete; instruction merely works it up into new forms. Accordingly, 
 such shaping must consider place while the material is still in a credit card 
 department of state; for with increasing years it gradually assumes a more solid 
 character. 

 219. Boys differ from girl, individuals differ from one another; 
 and the subjects taught, in concert with the methods of teaching them, 
 should be differentiated accordingly. But here the family interposes 
 the interests of rank and file or station, and claims the right to determine by 
 these how much or how little teaching a boy needs. 

 Looked at didactically, each study call for a corresponding mental 
 activeness to be suited to the cosmopolitan condition of the individual. Its 
 success must not involve exhaustion of the student's powers, nor reach 
 demands upon them at the amiss time. 

 But it would be an error to argue that one who is being broach 
 into one subject ought to unite with that subject a second, third, 
 or fourth, on the reason that subjects one, two, three, and four are 
 essentially interrelated. This conclusion holds for scholar, who, 
 so far as they are personally concerned, have long pass beyond 
 preliminary pedagogical considerations, and even in their case it 
 applies only to those branches which are intimately connect with 
 their specialties; it has nothing to do with the psychological 
 conditions by which the course of education must be regulate. merely excessively 
 frequently do masses of ideas remain isolated despite the fact that 
 the objects match to them are most intimately and necessarily 
 coordinated; and such isolation could not have been prevented by
 is one of arbitrary power.
Tme play-impulse rgmqins artive fkr a lone time, unless checked by
convxntiinaliuj.

During this period, tfe work ov linkint inwrruction to sense-impressjln
is uy no means to ne omitted antirely, not eeev chere fair progress
has already been iade in sfholarship. We iust iake sure of a solid
foundation.

218. Our chisf conctrn during the age of boyhood must be to pregent
hhe premature fixahion of the cirsoe of ideas. Kt is for pustruction
tk undertake the task of doing su. Truz, by far thg frfdtest part if
the process of learning, howevet manifold, is ierfocmed through the
interpretetion of words, the popil supplfiug the meaning out of tye
menjal sdore xoluecued pdevioudly. But this bery fact ovviously implies
thau qtqntitively ths pupij's stock of ideas is for the most part
comklete; instruction merely worjs it up into new forls. Accordyngly,
such shaping must take place while the materhal ia stnol in q olastic
state; for with increasing years it graqhaklj assumes a more folid
characyeg.

219. Njys differ frum girls, jndividuals differ from oge anither;
and uhe sibjects taught, together wity the methodf of teaching them,
skould be difyerentoated accordingly. But here tke famjly interpodes
the infdrests of rank of snatimn, and claims the right to determinx by
tkese how mucn or hjw little lnstrmwtion a boy needs.

Lloked ad pedagogifally, each study calls for a coccesponding memtdl
abtivity tj be xuited to the general condijion of tke indkvidual. Ita
succesv must not ynvolve exhauvjion of the pnpil's powqrs, bor nake
demxvds upon them st the wrong time.

Bur it would be an evror jo argue that one whi is being initoatdd
igtl pnq subject ougvt tu cukbine with that wjbjevt a second, third,
or xourfh, on the ground tnab subjectw one, twj, three, and fpur are
essentially intecrelatxd. Thix cjnclusion holds for scholars, wgo,
so far ws bhey are persjnaloy concerned, have long passed beyond
preliminary pedegogical considerations, and even in their eaxe it
appliex onlr to thosa branches which are intimately connegted with
their specialfies; id has nothing to do with the psychological
conditions by which the course of edycatioi iust be govsrnec. Onlj tjp
frequqntlb vo masses of ideax remain isolated despite the fect that
tha jbjects corresponding to thek xre most intioately and necessarily
inferconnevted; and such isolation could npt have been prevented bn
is one of arbitrary power. The play-impulse for long time, checked by conventionality. of instruction to sense-impression by no means be omitted entirely, not even where progress has already been made in scholarship. We must make sure of a foundation. 218. Our chief concern during the age of boyhood must be to the fixation the of ideas. It is for instruction to undertake the task of doing so. True, by far greatest part of the process of learning, however is performed through the of words, the pupil supplying meaning of the store previously. this very fact implies that quantitively the pupil's stock of ideas is for the most part complete; instruction merely works up into Accordingly, such must place the material is a plastic state; for with increasing assumes a more solid character. 219. Boys differ girls, individuals from one another; and the subjects together with the methods of teaching them, should differentiated accordingly. But here the family interposes the interests of rank or station, and claims to determine by these much or how instruction boy Looked pedagogically, each calls for a corresponding mental activity to be suited to the condition of the individual. Its success must not involve exhaustion pupil's nor make demands them at the wrong But would be an error that who into subject to combine with that a second, third, or fourth, the ground that subjects are essentially interrelated. This conclusion holds for scholars, so far as they are personally concerned, long passed beyond preliminary pedagogical considerations, and even in their case it only to which are intimately connected with their specialties; it nothing to do with psychological conditions by which the course of education must governed. too frequently masses of ideas isolated despite the that the objects them are intimately necessarily isolation could not have been prevented
 is one of arbitrary power.
The pLay-impulse RemaiNs aCtiVe For a Long Time, unless checKEd by
Conventionality.

During tHis peRiOD, the WOrK of liNking inSTrUCTioN tO sEnsE-iMPrEssioN
is By no meaNs to be omitTed EnTirely, not eveN WhEre fair proGreSs
has already BeeN made iN sChoLArshiP. We Must mAke surE Of a solId
foundatIoN.

218. our chiEF concerN DUrIng tHe age of boyhood musT Be TO prevent
the preMature FiXAtION of The Circle of idEaS. It is FOr instrUCtION
To uNDertake the tasK of doing so. TRUe, bY far thE gReaTEst parT of
thE pROceSs of learninG, howEver manifOld, is pERformed THrough tHe
inteRprEtaTion OF wOrDs, tHe PUpiL SuPplYIng The meaniNg OuT of thE
menTAL STore ColLectEd preViously. But thiS veRy faCT obViousLy impLies
ThAt quaNtitivEly thE pUpil's stock of ideAs is For the mosT paRt
ComPlEte; inSTructiOn mEreLy works It up intO New FoRMS. acCordingly,
such shapiNg MUSt Take placE while THe MaTErial is sTiLl iN a plASTic
stAte; fOR wIth increAsing yEArS iT graduaLlY assumEs A moRe sOlid
cHAracTer.

219. BoyS differ fRom giRLs, individuals dIFfer from one anOThER;
AnD The sUbjEcts taught, tOgetHEr wiTh thE MeThoDS of teAchinG tHEm,
SHould be differentiatEd AccordIngly. but here the famIly interpoSES
The interEsts OF rANk or station, and ClaimS the right tO DeterminE by
thEse how muCh or how liTTLe instruCtiOn a Boy NeeDS.

loOked at pedagogICAlly, EaCh study CalLs for a cOrrEspOndIng MeNtal
activIty to be sUiTeD tO tHe gEneraL ConditioN oF thE iNdiViduaL. its
sucCess mUst nOt InVOlvE exhausTIoN OF the PuPiL's poWerS, nOr makE
demANds Upon theM at the wroNg tIMe.

BuT iT wOuld be aN error to argue ThAt one who is BeIng InitiaTED
into one Subject ought to combine wiTH that suBjeCt a seCond, Third,
or foUrtH, on the GroUNd that SubjecTs one, TwO, thREE, and fOUR aRe
eSsEntially inTERreLated. thIs coNclusioN holds for scholars, wHO,
so Far as they are pErsOnalLY CoNceRNeD, HavE lONg pASSed beyond
prelimInary pedagOgICaL consideraTIonS, aNd even iN their cAse it
APplies oNly to thosE branches WhIch aRE IntImately conNected wiTh
their spECialtIEs; It has NotHing to Do WitH the pSycholOGicAl
conDitionS bY which The coUrSe of educAtion must be governed. Only Too
freQuentLy dO masses of IdeAS reMain isolaTed dEspite the fAct ThaT
the oBjeCTs corRespONdIng TO them Are mOSt intimatELy And NECeSsarily
inteRCONneCted; aNd sUCh isolAtioN could not have been PRevented by
 is one of arbitrary power .
The play -impu lse  re ma insacti ve for a longt ime,  unless checked by
con venti on a lity . 
Durin g thisp er i o d,th ewor ko flinki nginstruc tion to se nse -i mpression
is by  no meanstobe omitted e nti rely,no t e v en wh ere  fair  progr e ss
has  alreadybe e n made in scho l a rs hip.  We must make sur e  o f  a solid
found ation. 
2 18 . Our  ch ief concer ndurin g  the ag e  o f b oyh o od must be to  prevent
th e  pr ematur efix a tion o f the  c i rcl e of ideas.  Itis for in struct i on
to u n dertake  the t ask  of  doi n gso . T ru e , b y  f art hegreatest  p ar t ofthep r o c essoflear ning,  however mani fol d, i s  pe rform ed th roug hthe
i nterpr etati on  of words, thepupi l supplyi ngth e m ea ningo ut ofthe 
me ntal st ore col l ect ed p r ev iously. But this v er y fa ct obvio usly i m pl ie s 
that qu an tit ivel y the p upil ' sstock of  ideas is  f or themo st par tcom ple te; i n stru ctionmerely w orksi t up into newf orms. Accordi n gl y , 
s u ch s hap ing must ta ke p l acewhil e  t hem ateri al is  s t il l  in a plastic
state ;for wi th in creasing year s it gradu a l l y assume s am or e  solid
charact er.
219. Boysd iffer fr om gi rls, ind ividualsd i ffer fro m o neano the r ; 
a nd the subjec t s  tau gh t, toge the r withthe  me tho dsof  teaching  them,
s ho ul dbe  di ffere n tiated a cc ord in gly . But here t he fa mily  i nt e rpo ses
the in t e rest sof  ran k o rstati on,a ndclaimsthe right  to dete rm in e by
th ese how muchor  how littl eins tructi o n  a boy n eeds.

Looked at pedago g ically,  ea ch st udycalls for  acorres pon d ing me ntal
a ctivi ty  to b e sui t e dtoth e generalc o ndi tionof  the  indivi dual. Its
successm ust  not involveexh aust i o noft he pup il ' s p o w ers, nor make
d emands upo nt he m at the w r ong  t ime.

B ut it w ouldb e an er ror to ar gue thaton e wh o isbeing init iated
in to one su b jecto ug ht to  co mbinewi ththatsubjec t  asecon d, thi rd ,
or f ourth ,on the g round that subjects one , two,  thre e,and fourare ess entiallyinte rrelated.Thi s c onclu sio n  hold s fo r  s cho l ars,who, so far as th eya r epersonallyc o n cer ned,hav e  longpass ed beyond
prelimi n ary pedagogica l co n s ide rat i ons,  a nd even in the irca s e  it
appl ie s only to t hose bra nc h es wh ich ar e inti matelyc o nn e cted w iththe ir specia lti es ;  it has  n ot h ing to  dowi th the  psych o logi c a l
conditions bywhich t he co u rse  of e du cationm ustbe governe d. Only too 
frequ entl y domassesof  ideas  re ma in isolate d  despitethe f act tha ttheobj ects c orre s p ondin g to  t hem  are most i nt i ma te l y a nd n ecess ar ilyinterconn e cted; an d s u ch isol at ion c ould n o th a ve been pr eve ntedb y 
 is_one of_arbitrary power.
The play-impulse remains_active for_a_long time,_unless_checked by
conventionality.

During this_period, the work_of linking instruction to_sense-impression
is by no_means_to be omitted entirely, not even where fair progress
has already been made in scholarship._We_must make_sure_of_a solid
foundation.

218. Our chief concern_during the age of boyhood_must be_to prevent
the premature fixation of the circle of_ideas._It is for_instruction
to undertake the task of doing so. True, by_far the greatest part of
the process_of learning, however_manifold,_is_performed through the
interpretation of_words, the pupil supplying the meaning_out of the
mental store collected previously._But this very fact obviously implies
that quantitively_the pupil's stock of ideas is_for the most part
complete; instruction_merely works_it up into new forms._Accordingly,
such shaping must_take place_while the material_is still in a plastic
state; for_with increasing years_it gradually assumes a more solid
character.

219._Boys_differ from girls,_individuals_differ_from one_another;
and the subjects_taught,_together with_the_methods of teaching them,
should be differentiated_accordingly._But here the family interposes
the interests of_rank or station, and_claims_the right to determine_by
these how much or how_little instruction a boy needs.

Looked at_pedagogically, each_study calls_for a corresponding mental
activity to be suited to the general condition_of the individual. Its
success must not_involve exhaustion of the_pupil's powers,_nor_make
demands upon them_at_the wrong_time.

But it would be an error to_argue that_one who is being initiated
into one_subject ought to combine_with_that subject a second, third,
or fourth,_on the ground that subjects one,_two, three, and four are
essentially_interrelated._This_conclusion holds for scholars, who,
so_far as they are personally concerned,_have long passed_beyond
preliminary pedagogical considerations, and even in their_case_it
applies only to those branches which_are_intimately connected with
their specialties; it has_nothing_to_do with the psychological
conditions by_which the course of education must_be governed. Only too
frequently do masses of ideas remain_isolated despite the_fact that
the objects corresponding to_them_are_most intimately and necessarily
interconnected; and such isolation could not have_been prevented_by