 interesting development in the Herbartian
  school, under the title of "The Formal [_i.e._ Essential] Steps
  of Instruction." The leading ideas will be further described in a
  subsequent paragraph (70).

68. On closer inspection we find that instead of being mutually
exclusive, these various modes of instruction are requisite, one by
one, in the order given above, for every group, small or large, of
subjects to be taught.

For, first, the beginner is able to advance but slowly. For him the
shortest steps are the safest steps. He must stop at each point as
long as is necessary to make him apprehend distinctly each individual
fact. To this he must give his whole thought. During the initial stage,
the teacher's art consists, therefore, preeminently in knowing how to
resolve his subject into very small parts. In this way he will avoid
taking sudden leaps without being aware that he is doing so.

Secondly, association cannot be effected solely by a systematic mode
of treatment, least of all at first. In the system each part has
its own fixed place. At this place it is connected directly with
the nearest other parts, but also separated from other more remote
parts by a definite distance, and connected with these only by way of
determinate intervening members, or links. Besides, the nature of this
connection is not the same everywhere. Furthermore, a system is not to
be learned merely. It is to be used, applied, and often needs to be
supplemented by additions inserted in appropriate places. To be able
to do this requires skill in diverting one's thoughts from any given
starting-point to every other point, forward, backward, sideways. Hence
two things are requisite; preparation for the system, and application
of the system. Preparation is involved in association; exercise in
systematic thinking must follow.

69. During the first stage, when the clear apprehension of the
individual object or fact is the main thing, the shortest and most
familiar words and sentences are the most appropriate. The teacher will
often find it advisable also to have some, if not all, of the pupils
repeat them accurately after him. As is well known, even speaking in
concert has been tried in many schools not entirely without success,
and for young beginners this method may indeed at
interesting development in the Herbartian 
   school, under the title of " The Formal [ _ i.e. _ Essential ] Steps 
   of Instruction. " The lead idea will be further described in a 
   subsequent paragraph (70). 

 68. On closer inspection we determine that instead of being mutually 
 exclusive, these versatile mood of instruction are needed, one by 
 one, in the decree given above, for every group, little or large, of 
 subjects to be teach. 

 For, foremost, the beginner is able to advance but lento. For him the 
 shortest step are the safe steps. He must stop at each point equally 
 long as is necessary to make him apprehend distinctly each individual 
 fact. To this he must afford his whole idea. During the initial stage, 
 the teacher's art consists, therefore, preeminently in know how to 
 resolve his subject into very small parts. In this way he will invalidate 
 taking sudden leaps without being aware that he is doing so. 

 Secondly, association cannot be effected solely by a systematic manner 
 of treatment, least of all at first. In the organization each character has 
 its own fixed place. At this plaza it is connected directly with 
 the nearest other character, but also separated from other more remote 
 parts by a definite distance, and connected with these entirely by way of 
 determinate intervening members, or connection. Besides, the nature of this 
 association is not the same everywhere. Furthermore, a system is not to 
 be learned merely. It is to be practice, applied, and often needs to be 
 supplemented by additions inserted in appropriate places. To be able 
 to do this want skill in diverting one's thinking from any given 
 starting - detail to every other detail, forward, backward, sideways. therefore 
 two things are requisite; readiness for the system, and application 
 of the organization. Preparation is involve in association; practice in 
 systematic thinking must follow. 

 69. During the first stage, when the clear understanding of the 
 individual object or fact is the main matter, the shortest and most 
 familiar password and sentences are the most appropriate. The teacher will 
 often receive it advisable also to have some, if not all, of the pupils 
 repeat them accurately after him. As is well known, even speaking in 
 concert has been tried in many school not wholly without success, 
 and for young beginners this method may indeed at
 inheresting development in the Herbartian
  schoon, unded the tigle of "The Formal [_i.e._ Essentiel] Sreps
  of Instruction." The lexding idews will ve fnrther described in a
  smysequskt paxajraph (70).

68. On closet inspection we find that hnrtzad of being mutually
exclusive, these varioux lodes of instroctiom are gewuisite, one by
one, in the orded given above, for evrry group, small or large, ov
subuects to be taught.

Vor, first, tye bqtinner is abue to advance but slowmy. For him the
shortest steps ard the safest stg'w. Hf must stop et eacr point as
lokb as iv necesxary to make hlm ap'rehwnd distinctly each iidividual
fact. To thif he must gnve his whole thought. Dyring the inigual stzgx,
ths teacjer'a art consjsts, therefire, preeminently in kgiwing how to
rssolve hys subject into very small parts. In thiv wzy he will avoid
taking wudden leaps without heing awawe that he is doing so.

Secondly, association cannot be ehfdcttd soleut hy a systematic mode
of treatment, least of all zt fprst. In the systei each part hws
ojs own fixed puace. Ac tgis place it is cojnected dirextly with
uhe nrarest other parts, but also separated fgom ither more remote
pcrts by a deyinite distsnce, and connected with theae only by aay of
detsfminate intervenkng mambers, or links. Besides, thq nature if tkis
conneztiom is njt the samf evevfwhere. Furthermore, a sydtam is not ho
be learned merely. It is to be used, applied, sng oxten neebs to ne
supplemented fy additions iuserted nn appfopriate pmaces. Tm be able
to do this requhtes skill in viverting one'w thiughts wfom any given
syarting-popnu to every other point, forwavd, baziward, sideways. Ktnct
tqo things are teqjisytv; pceparwdion for the sysgem, snd aoplication
on tfe sustem. Preparation is invklved in associatipn; exercisg in
systeiatic thinkinb must follow.

69. Durijg thx firsv stagr, wren the clear apprehension of fhe
indivifuaj object or sact is the main thing, the shortest and most
familiar wocds and sentences are jhe most appropriate. Jhe teacher wikl
oftqn find id advisable also to yave some, if not sll, of the pupils
repezt thek acckrately after him. As is well known, even speaking in
concert has been tried in maiy schools nof enyirelj wnthput suscesd,
end for young begpnners this method may indeed at
interesting development in the Herbartian school, under of Formal [_i.e._ Steps of Instruction." further in a subsequent (70). 68. On inspection we find that instead of mutually exclusive, these various modes of instruction are requisite, one by one, in order given above, for every group, small or large, of subjects to be For, the is to advance but slowly. For him the shortest steps are the safest steps. He must stop each point as long as is necessary to him apprehend distinctly each fact. To this he must his thought. During initial the art consists, therefore, in knowing how to resolve his subject into very small parts. In this way he will avoid sudden leaps aware that is so. association cannot be by a systematic mode of treatment, at first. In the system each part has own fixed At this place it is connected with the nearest other parts, but also separated other more remote parts by a definite distance, and connected with these only by way intervening members, or links. the nature of connection not same Furthermore, a is not to be learned merely. It is to be used, and often needs to be supplemented by additions inserted in To able to do requires skill in diverting thoughts any given starting-point to point, backward, things requisite; for the system, and of the system. Preparation is in association; exercise in During the first stage, when the clear apprehension the individual object or fact is the thing, the shortest and most familiar words and sentences are the most The teacher find it advisable also to have some, if all, of the pupils them accurately after him. As is well known, even in has been in many schools entirely without success, for young beginners may indeed
 interesting development in tHe HerbartiAn
  schOol, UndEr The tItle Of "The Formal [_i.e._ ESSentIal] Steps
  of Instruction." THe leaDiNG ideAS wIll be Further DEsCRIbeD iN a
  SubSeQUeNt parAgrAph (70).

68. On clOser inspecTioN wE find that insTEaD of being muTuaLly
exclusive, TheSe variOuS moDEs of iNstRuctiOn are rEQuisitE, one by
one, In THe ordeR Given abOVE, fOr evEry group, small or laRGe, OF
subjects to be tAught.

FOr, FIrST, The BegInner is ablE tO advaNCe but slOWlY. fOR hiM The
shortest stEps are the saFEst Steps. HE mUst STop at eAch poInT As
lOng as is neceSsarY to make hiM appreHEnd distINctly eaCh indiVidUal
Fact. tO tHiS he MuST giVE hIs wHOle Thought. DUrInG the iNitiAL STAge,
tHe tEachEr's arT consists, therEfoRe, prEEmiNentlY in knOwinG hOw to
rEsolve His suBjEct into very smalL parTs. In this wAy hE wIll AvOid
taKIng sudDen LeaPs withoUt being AWarE tHAT He Is doing so.

Secondly, aSsOCIaTion cannOt be efFEcTeD Solely by A sYstEmatIC Mode
oF treATmEnt, least Of all aT FiRsT. In the sYsTem eacH pArt Has
Its owN FixeD place. at this plAce it IS connected direCTly with
the neaREsT OThER parTs, bUt also separAted FRom oTher MOrE reMOte
paRts by A dEFiNIte distance, and conneCtEd with These Only by way of
deTerminate iNTERvening mEmbeRS, oR Links. Besides, thE natuRe of this
coNNection iS not tHe same evErywhere. FURThermore, A sySteM is Not TO
Be Learned merely. iT Is to Be Used, appLieD, and oftEn nEedS to Be
sUpPlemented By additiOnS iNsErTed In appROpriate pLaCes. to Be aBle
to DO this rEquirEs skIlL iN DivErting oNE's THOughTs FrOm anY giVeN
starTing-POinT to everY other poiNt, fORwarD, bAcKward, siDeways. Hence
twO tHings are reQuIsiTe; prepARAtion for The system, and application
OF the sysTem. prepaRatiOn is involVed In assoCiaTIon; exeRcise iN
systEmAtiC THinkiNG MuSt fOlLow.

69. During tHE FirSt staGe, When The cleaR apprehension of the
INdiVidual object oR faCt is THE mAin THiNG, thE sHOrtEST and most
familiaR words and sEnTEnCes are the mOSt aPpRopriatE. The teaCher wILl
often Find it advIsable alsO tO havE SOme, If not all, of The pupilS
repeat thEM accuRAtEly afTer Him. As iS wEll Known, Even spEAkiNg in
cOncert HaS been tRied iN mAny schooLs not entirely without sucCess,
anD for yOunG beginnerS thIS meThod may inDeed At
 interesting development i n the Herb artia n
 sc ho ol,unde r the title of "The  Formal [_i.e._ Essent ial]St e ps
of  Inst ruction . "T h e l ea di ngid e as  will  be  furthe r describe d i na
  subseque n tparagraph(70 ).

68. On c los er ins pe cti o n wefin d tha t inst e ad ofbeing mut ua l ly
exc l usive,t h es e va rious modes of in s tr u ction are requ isite,  o n eb y 
on e,in the ord er  give n  above, fo r e ver y  group, small  or large,o f
s ubject stob e taug ht.
Fo r , f irst, the b egin ner is ab le toa dvanceb ut slow ly. Fo r h imthes ho rt est  s t eps ar e t h e s afest st ep s.  He m usts t o p  ateac h po int a s
long as isnec essa r y t o mak e him  app re henddistin ctlyea ch individual
f act.  To thishemu stgi ve hi s  whole  th oug ht. Dur ing the ini ti a l st age,
the teacher's  a r t  c onsists,  there f or e, preemine nt lyin k n o winghowt oresolvehis su b je ct  into v er y smal lpar ts.  In t h is w ay hewill avo id
ta k ing sudden lea p s without bei n ga w ar e  tha t h e is doingso.Seco ndly ,  a sso c iatio n can no t  b e  effected solely by  a  syste matic  mode
of trea tment, lea s t of all a t fi r st .  In the system  each  part hasi ts own f ixedplace. A t this pl a c e it iscon nec ted  di r e ct ly with
the n e a rest  o ther pa rts , but a lso  se par ate dfrom othe r more r em ot epa rts  by a definite  d ist an ce,  andc onnect ed wi th t he se onl y by wa y  o f dete rm in ateint er venin g me m ber s, or l inks. Bes ide s , th ena ture of  this
connect io n is not t he  sa me eve r y where. F urthermore, a system is not tobelearn ed m erely. It  is  to be  us e d, app lied,and o ft enn e eds t o be 
su pp lemented b y add ition sinse rted in  appropriate place s . T o be able
todothis r eq uir e ss kil li n d i v erting one's th oughts fro ma ny  given
sta r tin g- point t o every  othe r  point,  forward,  backward ,side w a ys.  Hence
two  thingsare requi s ite;p re parat ion  for t he  sy stem,  and a p pli catio n
of t he  syste m. Pr ep arationis involved in associat ion; e xerci sein
system ati c  th inking mu st f ollow.

69 . D uri ng th e f i rst s tage ,  w hen the c lear apprehens i on  of t he 
individual o b jec t orfac t  is th e ma in thing, the sho r test and mostfami l i arwor d s an dsentences arethe  m o s t approp ri ate. The te acher wi ll often  findit adv isablea l so to hav e so me,  if not a ll,  o f  the pu pi ls repeat  the maccura tely a f terh i m. As is well kn own,e v en sp e aki ng in 
c oncerth as b een triedin many sch ools n ot e ntire ly with ou t succ ess ,and for yo u ng beginn ers t his met ho d ma y i ndeedat
 interesting_development in_the Herbartian
  school,_under the_title_of "The_Formal_[_i.e._ Essential] Steps
_ of Instruction."_The leading ideas will_be further described_in_a
  subsequent paragraph (70).

68. On closer inspection we find that instead of being_mutually
exclusive,_these various_modes_of_instruction are requisite, one by
one,_in the order given above,_for every_group, small or large, of
subjects to be taught.

For,_first,_the beginner is_able to advance but slowly. For him the
shortest steps_are the safest steps. He must_stop at each_point_as
long_as is necessary to_make him apprehend distinctly each individual
fact._To this he must give his_whole thought. During the initial stage,
the teacher's_art consists, therefore, preeminently in knowing_how to
resolve his subject into_very small_parts. In this way he_will avoid
taking sudden_leaps without_being aware that_he is doing so.

Secondly, association cannot_be effected solely_by a systematic mode
of treatment, least_of_all at first._In_the_system each_part has
its own_fixed_place. At_this_place it is connected directly with
the_nearest_other parts, but also separated from other_more remote
parts by a_definite_distance, and connected with_these only by way of
determinate_intervening members, or links. Besides, the_nature of_this
connection is_not the same everywhere. Furthermore, a system is not to
be learned_merely. It is to be used,_applied, and often needs_to be
supplemented_by_additions inserted in_appropriate_places. To_be able
to do this requires skill in_diverting one's_thoughts from any given
starting-point to every_other point, forward, backward,_sideways._Hence
two things are requisite; preparation for_the system, and application
of the system._Preparation is involved in association;_exercise_in
systematic_thinking must follow.

69. During the_first stage, when the clear apprehension_of the
individual object_or fact is the main thing, the_shortest_and most
familiar words and sentences are_the_most appropriate. The teacher will
often find_it_advisable_also to have some, if_not all, of the pupils
repeat them_accurately after him. As is well known, even speaking_in
concert has been_tried in many schools not_entirely_without_success,
and for young beginners this method may indeed at