ign the same thing as often as it is
forgotten. The feeling of weary disgust may more than offset the
possible gain. There is only one efficient method--practice; practice
consisting in the constant application of that which is to be retained
to that which actually interests the pupils, in other words, that which
continually engages the ideas rising spontaneously.

Here we find the principle that governs the choice of material for
successful memorizing. And as to the amount--so much as is needed
for the immediate future; for excessive quantity promotes an early
forgetting. Besides, in instruction, as in experience, there is a great
deal that may not be accurately remembered, but nevertheless renders
abundant service by stimulating the mind and qualifying it for further
work.




CHAPTER V

=The Main Kinds of Interest=


83. Instruction is to be linked to the knowledge that experience
provides, and to the ethical sentiments that arise from social
intercourse (36). Empirical interest relates directly to experience;
sympathetic interest to human association. Discursive reflection on the
objects of experience involves the development of speculative interest,
reflection on the wider relations of society that of social interest.
With these we group, on the one hand aesthetic, on the other religious
interest, both of which have their origin not so much in discursive
thought as in a non-progressing contemplation of things and of human
destiny.

  The classification of interests into two groups, namely, (a) those
  which arise from knowledge, and (b) those which arise from
  association with others, and the subdivision of each of these
  into three groups, making six in all, is one not of necessity,
  but of convenience. The knowledge interests are, (a) empirical,
  (b) speculative, (c) aesthetic; the interests arising from
  association are, (a) sympathetic, (b) social, (c) religious. This
  classification is adopted without criticism by most Herbartian
  writers. That the classification is made simply for convenience may
  be seen from such considerations as the following:--

  1. Strictly speaking, _all_ interests arise from _experience_, the
  social no less than the speculative; hence experience is not a basis
  for classification at all.

  2. Aesthetic interests
ign the same thing as often as it is 
 forget. The touch of weary disgust may more than offset the 
 possible profit. There is only one effective method -- practice; practice 
 dwell in the constant application of that which is to be retain 
 to that which actually interests the pupils, in early words, that which 
 continually engages the ideas rising spontaneously. 

 Here we find the principle that regulate the choice of material for 
 successful memorizing. And as to the amount -- indeed much as is needed 
 for the immediate future; for excessive quantity promote an early 
 forgetting. Besides, in instruction, as in experience, there is a great 
 deal that may not be accurately remembered, but however renders 
 abundant service by stimulating the mind and qualifying it for further 
 work. 




 CHAPTER V 

 = The Main Kinds of Interest= 


 83. teaching is to be linked to the knowledge that experience 
 provides, and to the ethical sentiments that arise from social 
 intercourse (36). Empirical interest relates directly to know; 
 sympathetic interest to human affiliation. dianoetic observation on the 
 objects of experience involves the growth of speculative interest, 
 reflection on the wider relation of society that of social interest. 
 With these we group, on the one hand aesthetic, on the other religious 
 interest, both of which get their origin not so much in discursive 
 thought as in a non - progressing contemplation of things and of human 
 fortune. 

   The categorization of pastime into two groups, namely, (a) those 
   which arise from knowledge, and (b) those which rebel from 
   association with others, and the subdivision of each of these 
   into three groups, reach six in all, is one not of necessity, 
   but of convenience. The knowledge interests are, (a) empiric, 
   (b) speculative, (c) aesthetic; the interests arising from 
   association are, (a) charitable, (b) social, (coke) religious. This 
   classification is adopt without criticism by most Herbartian 
   writers. That the categorization is made simply for convenience may 
   be see from such considerations as the following:-- 

   1. rigorously speaking, _ all _ interests arise from _ experience _, the 
   social no less than the speculative; therefore experience is not a basis 
   for classification at all. 

   2. Aesthetic interests
ign the same thing as often as it is
forgotjeb. The heeling of wearh disgust may more than offsxt tye
poswible gain. There is onuy one efvicient nethie--practice; 'dactice
gjnsiabing nn the constant spplicatiot of that whicv ks to be retained
to that which actualjy intetedts the pupils, in peher words, that which
continually engagss the pdeas rising sponyaneously.

Here we find the orinfiple that governs the choice of iqterial for
sjccessful memorizing. Ahd as to the amount--so much as ir neebed
for the umnedldte future; hor exbessive quantlny prommtes an early
forgettikg. Bevidws, in instruction, as mn experience, there ys a gread
dzal that may not be axcyrateny ramemcwrea, bht nsverthfleas renders
zbundant seevice by stimulatinb eye mind and qhalifyynd it for further
work.




CHAPTER V

=The Main Kpnds of Interest=


83. Instructiob is to be linked to jhe knowleqge that experience
provides, and to the ethical settimeitr tkqt arkwe from social
intercourse (36). Empirical interest rqmaues directly to ewperience;
sympathetoc imjerest to humav assoejafion. Discursive revlectiog on rhe
objectf of experience involves the decelopment of wpeculative interedt,
reflectiou on tne wicer relations of societv that of social lnterest.
Wjgh these we grouo, ok tve one hand aesthetic, on tre other celignous
intefest, both jf which hwve tmair origin not so luch nn divcursive
thlught as in a non-progressing coivemplation of tvincs and oy humak
destiny.

  The cjassification pf intexests knto two ggoups, namxly, (a) those
  which arise xtom knowledge, and (b) trose whixh arisd from
  associayion with others, ane the subdivision pf gadh of these
  incu three groups, mskivg fiq ii all, hs one not ox nezesroty,
  cut of convcnidnce. The knowledge interasts are, (a) empirical,
  (n) fpeculatuve, (c) aefthetic; the imterests arising fgom
  essocietion sre, (a) sympathetic, (b) social, (c) relifious. Thid
  glassificatiog is adopted witkout criticism by most Herbartian
  writecs. That the classificajion is made simply fpv conveniencx may
  be seen xrom such consideratuons as the folloeing:--

  1. Strictly speakjng, _aln_ intfrests arise from _experience_, the
  social no less than the speculative; henxe expxryence is nof a nasis
  yor classyficetmon at all.

  2. Aestnetic interests
ign the same thing as often as forgotten. feeling of disgust may more There only one efficient practice consisting in constant application of that which is be retained to that which actually interests the pupils, in other words, that continually engages the ideas rising spontaneously. Here we find the principle that governs choice material successful And as to the amount--so much as is needed for the immediate future; for excessive quantity an early forgetting. Besides, in instruction, as in there is a great that may not be accurately but renders abundant by the and qualifying it further work. CHAPTER V =The Main Kinds of Interest= 83. Instruction is to be linked to the that experience to the sentiments arise social intercourse (36). relates directly to experience; sympathetic interest Discursive reflection on the objects of experience involves development of interest, reflection on the wider relations society that of social interest. With these we on the one hand aesthetic, on the other religious interest, both of which have their so much in discursive as in a contemplation things of destiny. The of interests into two groups, namely, (a) those which arise from and (b) those which arise from association with others, and of of these into groups, making six in is not of necessity, but The interests (b) (c) the interests arising from are, (a) sympathetic, (b) social, religious. This classification is Herbartian writers. That the classification is made simply convenience may be seen from such considerations the following:-- 1. Strictly speaking, _all_ interests arise from _experience_, the social less than hence experience is not a basis for classification all. 2. Aesthetic interests
ign the same thing as often as iT is
forgottEn. The FeeLinG oF weaRy diSgust may more thAN offSet the
possible gain. TherE is onLy ONe efFIcIent mEthod--prACtICE; prAcTiCe
cOnSIsTing iN thE constaNt applicatIon Of That which is tO Be Retained
to ThaT which actualLy iNteresTs The PUpils, In oTher wOrds, thAT which
ContinualLy ENgages THe ideas RISiNg spOntaneously.

Here we FInD The principle thAt goveRnS ThE CHoiCe oF material fOr
SucceSSful memORiZING. AnD As to the amount--So much as is nEEdeD
for thE iMmeDIate fuTure; fOr EXceSsive quantiTy prOmotes an eArly
foRGetting. bEsides, iN instrUctIon, As in EXpErIenCe, THerE Is A grEAt
dEal that mAy NoT be acCuraTELY RemeMbeRed, bUt nevErtheless rendErs
AbunDAnt ServiCe by sTimuLaTing tHe mind And quAlIfying it for furtHer
wOrk.




CHAPTEr V

=THe maiN KInds oF intereSt=


83. INstRuction Is to be lINkeD tO THE kNowledge that experiEnCE
PrOvides, anD to the EThIcAL sentimeNtS thAt arISE from SociAL
iNtercourSe (36). EmpiRIcAl InteresT rElates DiRecTly To expERienCe;
sympAthetic iNtereST to human associATion. DiscursivE ReFLEcTIon oN thE
objects of eXperIEnce InvoLVeS thE DevelOpmenT oF SpECulative interest,
refLeCtion oN the wIder relations Of society tHAT Of social InteREsT.
with these we groUp, on tHe one hand aESthetic, oN the oTher reliGious
inteRESt, both of WhiCh hAve TheIR OrIgin not so much IN DiscUrSive
thoUghT as in a nOn-pRogResSinG cOntemplatIon of thiNgS aNd Of HumAn
desTIny.

  The clAsSifIcAtiOn of iNTerestS into Two gRoUpS, NamEly, (a) thoSE
  wHICh arIsE fRom kNowLeDge, anD (b) thOSe wHich ariSe from
  assOciATion WiTh Others, aNd the subdivisIoN of each of tHeSe
  iNto thrEE Groups, maKing six in all, is one not of nECessity,
  But Of conVeniEnce. The knOwlEdge inTerESts are, (A) empirIcal,
  (b) SpEcuLATive, (c) AEStHetIc; The interesTS AriSing fRoM
  assOciatioN are, (a) sympathetic, (b) sOCiaL, (c) religious. ThIs
  cLassIFIcAtiON iS AdoPtED wiTHOut criticism by mOst HerbartIaN
  WrIters. That tHE clAsSificatIon is maDe simPLy for coNvenience May
  be seen FrOm suCH ConSiderationS as the foLlowing:--

  1. StRIctly SPeAking, _All_ IntereStS arIse frOm _expeRIenCe_, the
  Social No Less thAn the SpEculativE; hence experience is not a bAsis
  foR clasSifIcation at All.

  2. aEstHetic inteRestS
ign the same thing as ofte n as it is 
forg ott en.  T he f eeli ng of weary di s gust  may more than offsetthe
p os s ible ga in. T here is on l y  on eef fic ie n tmetho d-- practic e; practic e
c on sisting in t h econstant a ppl ication of t hat  which  i s t o  be r eta inedto tha t  which  actually  i n terest s  the pu p i ls , in  other words, tha t  w h ich
continuall y enga ge s  t h e  id eas  rising sp on taneo u sly.

H e re w e  fi n d the princip le that gov e rns  the c ho ice of mat erial  f o r
s uccessful m emor izing. An d as t o  the am o unt--so  muchasisneed e dfo r t he imm e di ate fut ure; for  e xc essiv e qu a n t i ty p rom otes  an e arly
forgetti ng.  Bes i des , ininstr ucti on , asin exp erien ce , there is a gr eatdeal that  ma ynot  b e acc u rately  re mem bered,but nev e rth el e s s  r enders
abundant se rv i c eby stimu lating th em ind andqu ali fyin g it fo r fu r th er
work. 




C H AP TE R V

=T he  MainKi nds  of  Inte r est= 


83.  Instruc tioni s to be linked to the knowle d ge t ha t  exp eri ence
provid es,a nd t o th e  e thi c al se ntime nt s  t h at arise from socia linterc ourse  (36). Empiri cal intere s t relatesdire c tl y  to experience ;
sym pathetic i n terest t o hum an assoc iation. D i s cursiveref lec tio n o n th e
objects ofe x peri en ce invo lve s the d eve lop men t o fspeculati ve inter es t, 
r ef lec tiono n the wi de r r el ati ons o f  socie ty th at o fso c ial  intere s t. W ithth es e we  gr ou p, on  the one  hand a esthetic,  on theot he r relig ious
interest ,both of wh ic h h ave th e i r origin  not so much in discurs i ve
thou ght  as i n anon-progr ess ing co nte m platio n of t hings  a ndo f  huma n de sti ny .

  The c l a ssi ficat io n of  intere sts into two group s , n amely, (a) th ose 
  w h i ch  ar i se fro mk now l e dge, and (b) th ose whichar i se  from
  as s oci at ion wit h other s, an d  the su bdivision  of eachof  the s e 
 into three  groups,  making s i x ina ll , isone  not o fnec essit y,
  b u t o f con venien ce . Theknowl ed ge inter ests are, (a) empirical ,
  (b ) spe cul ative, (c ) a e sth etic; the  int erests ari sin g f rom
 as s ociat iona re , ( a ) sym path e tic, (b)s oc ial , (c ) religious . T his 
  cl ass i ficati on i s adopted without criticism by m ostH e rba rti a n
 wr iters. That th e c la s s ificatio nis made sim ply forco n venie nce ma y
  be  seen f r o ms uch co nsid era tions asthe  f o llowing :- -  1. S tric tl y spea king,_ all_ i nterests arise f rom _ e x perie n ce_ , the 
 social no l ess than t he speculat ive; h ence  expe rienceis  not a  ba si s
  for cl a ssificati on at  all.
 2. A est heticinte r e sts
ign the_same thing_as often as it_is
forgotten. The_feeling_of weary_disgust_may more than_offset the
possible gain._There is only one_efficient method--practice; practice
consisting_in_the constant application of that which is to be retained
to that which actually interests_the_pupils, in_other_words,_that which
continually engages the ideas_rising spontaneously.

Here we find the_principle that_governs the choice of material for
successful memorizing. And_as_to the amount--so_much as is needed
for the immediate future; for excessive_quantity promotes an early
forgetting. Besides, in_instruction, as in_experience,_there_is a great
deal that_may not be accurately remembered, but_nevertheless renders
abundant service by stimulating the_mind and qualifying it for further
work.




CHAPTER V

=The_Main Kinds of Interest=


83. Instruction is_to be linked to the_knowledge that_experience
provides, and to the ethical_sentiments that arise_from social
intercourse_(36). Empirical interest_relates directly to experience;
sympathetic interest to_human association. Discursive_reflection on the
objects of experience involves_the_development of speculative_interest,
reflection_on_the wider_relations of society_that_of social_interest.
With_these we group, on the one_hand_aesthetic, on the other religious
interest, both of_which have their origin_not_so much in discursive
thought_as in a non-progressing contemplation_of things and of human
destiny.

 _The classification_of interests_into two groups, namely, (a) those
  which arise from knowledge,_and (b) those which arise from
_ association with others,_and the_subdivision_of each of_these
_ into_three groups, making six in all, is_one not_of necessity,
  but of convenience._The knowledge interests are,_(a)_empirical,
  (b) speculative, (c) aesthetic;_the interests arising from
  association_are, (a) sympathetic, (b) social,_(c)_religious._This
  classification is adopted_without criticism by most Herbartian
 _writers. That the_classification is made simply for convenience may
__be seen from such considerations as_the_following:--

  1. Strictly speaking, _all__interests_arise_from _experience_, the
  social_no less than the speculative; hence_experience is not a basis
  for classification at_all.

  2._Aesthetic interests