 connection, and
their movability, if they can be moved without damage. To this are
properly linked the simplest facts concerning the uses of things. At
the same time children are taught how they must _not_ use things, and
how, instead of ruining them, they ought to look after them and use
them with care. The abundance and number of things, their size, form,
and weight, should likewise be referred to as early as this stage, and
should furnish occasion for comparisons.

But something more is needed to give distinctness to the ideas of
pupils, and to prepare the way for future abstract thinking. Beginning
first with the objects, we derive from them the predicates by searching
out the attributes; this done, we must in turn make the predicates
our starting-point, and classify the objects under the heads thus
obtained. This distinction has been made before by Pestalozzi; it is
one of fundamental importance in the preparation for generalization.
While engaged in such work pupils will of themselves learn to compare,
to discriminate, and, in some instances, to observe more accurately:
erroneous notions due to an active imagination will be corrected by the
appeal to experience as the source of knowledge.

115. Of what remains to be done, the most important task consists in
securing a comprehensive view of a somewhat extended time-series, of
which objects, together with their natural or artificial origins,
are members. An elementary knowledge will thus be gained, especially
of the simplest facts about manufacturing processes, and about
intercourse among human beings, which facts will serve subsequently as
the groundwork for instruction in natural history and geography. But
for history also the way must be prepared by referring, although only
in the most general way, to times when the utensils and tools of the
present had not yet been invented, when the arts of to-day were as yet
unknown, and when people were still without those materials that are
now imported from foreign countries.

116. It does not follow, because no definite periods are set apart
for the instruction described, that it is not being given at all. We
may find it incorporated, to a large extent, with something else,
particularly with the interpretation of elementary reading matter,
which forms part of the first work in the mother-tongue. Nevertheless,
a subject that is taught only
connection, and 
 their movability, if they can be moved without damage. To this are 
 properly connect the bare facts concerning the uses of thing. At 
 the same time child are teach how they must _ not _ use thing, and 
 how, instead of ruining them, they ought to expect after them and use 
 them with care. The abundance and phone number of thing, their size, form, 
 and weight, should likewise be referred to as early on as this stage, and 
 should furnish occasion for comparison. 

 But something more is needed to give discreteness to the ideas of 
 student, and to prepare the way for future abstract thinking. Beginning 
 first with the objects, we deduce from them the predicates by searching 
 out the attributes; this done, we must in turn make the predicate 
 our starting - point, and classify the objects under the heads thus 
 obtained. This distinction has been made before by Pestalozzi; it is 
 one of cardinal importance in the formulation for generalization. 
 While engage in such workplace pupils will of themselves learn to compare, 
 to discriminate, and, in some instances, to note more accurately: 
 erroneous notion due to an active imagination will be corrected by the 
 entreaty to experience as the source of knowledge. 

 115. Of what remains to be done, the most crucial task consists in 
 securing a comprehensive view of a slightly extended clock time - series, of 
 which objects, together with their natural or artificial origins, 
 are penis. An elementary knowledge will thus be gained, especially 
 of the simplest facts about manufacturing processes, and approximately 
 intercourse among human beings, which facts will serve subsequently as 
 the groundwork for direction in natural history and geography. But 
 for history besides the way must be prepared by referring, although only 
 in the about general way, to times when the utensil and tools of the 
 present had not yet been invented, when the arts of to - day were as yet 
 unknown, and when people were still without those materials that are 
 now import from foreign countries. 

 116. It does not postdate, because no definite periods are set apart 
 for the instruction described, that it is not being given at wholly. We 
 may find it incorporated, to a large extent, with something else, 
 particularly with the interpretation of elementary reading matter, 
 which forms character of the inaugural work in the mother - tongue. Nevertheless, 
 a subject that is taught only
 cojnection, and
their movabiuity, if they cau be moted witgout damxge. To this are
properly linkxd tye sinplest facts concernine the used of thibgs. Et
the same time rgildren are tzmght kox they must _not_ use thingv, and
how, instedd oy ruining them, they ought to look afeer thek wnd use
them wijh cage. The abundance and number of things, thsir sizt, form,
and weight, snould likewise be referred to ws early as this shage, and
shoomd syrnish occaskon for comparisons.

But something more is needed to gixe dixtinctness ti tjg ideas of
pu'ils, agd to preparc the wdy for guture abstracb thiikint. Beginning
first with the objects, we detive from dhzm the predicates by weqrchitg
oud thd atgriguves; this fonx, we must ih turn make the predicates
our xtwgying-point, ans clasfisy the objects under the heads thus
obtapned. This distinction has bwen made before by Pedtalozzi; yt is
one of fundamental importance in the preparadion hof gtncvalixqtlon.
While engaged in such work pupils will of egeksvlves learn to coipare,
to disvrlmogate, and, in sume instahces, to observe moge accutately:
wrroneous notoons due to an active imagibation will ye xorrected by the
ap'eal to expexience as tne source of knowledge.

115. Uf wgat remains to be dohd, the most imporgann tavk consists in
securing a cjmprehensmve vnew of a somgwhat evtended tile-serlas, of
which objects, togejher whth their jatural or artificial origins,
arx members. An glekennary knowjedge will thus be gained, especiclly
of tke simolest facta about manufacturyng processes, wnd about
intxrcourse wmont hunan beives, which facts will serne subwequently as
the grpunasork for instrueuiob in natural hixtofy wnf jeogrw[hy. But
for hhstofy xkso tfe way must ce ptepared by referring, altgough only
in the mpsb general way, to eimes when thr utensils and toops of thx
presemt rad not yet been invented, when the arts of to-day were ws yct
unhnown, and chen people were still without those matxrials that are
now impoeted from foreign cpmntries.

116. It dpes njt follow, because no definite periods are set spart
for the instructjon devcribfd, that it is not being given at all. We
may find it incorporated, to a largw exteit, with sometging else,
iarcicblarly rith vhe interpretatiom of elementary reading matter,
wiich forms pcrt of the first work in the kogher-tongue. Nexertheless,
a subject that is taugnt only
connection, and their movability, if they can without To this properly linked the of At the same children are taught they must _not_ use things, and instead of ruining them, they ought to look after them and use them care. The abundance and number of things, their size, form, and weight, should be to early this stage, and should furnish occasion for comparisons. But something more is needed to give distinctness the ideas of pupils, and to prepare the for future abstract thinking. first with the objects, we from the predicates searching the this done, we in turn make the predicates our starting-point, and classify the objects under the heads thus obtained. This has been by Pestalozzi; is of importance in the generalization. While engaged in such work themselves learn to compare, to discriminate, and, in instances, to more accurately: erroneous notions due to active imagination will be corrected by the appeal experience as the source of knowledge. 115. Of what remains to be done, the most consists in securing a view of a extended of objects, with their or artificial origins, are members. An elementary knowledge will thus be especially of the simplest facts about manufacturing processes, and about human which facts will subsequently as the groundwork instruction natural history and geography. history the prepared referring, only in the most way, to times when the and tools of the invented, when the arts of to-day were as unknown, and when people were still without materials that are now imported from foreign countries. 116. It does not because no are set apart for the instruction described, that is not being given all. We may find it incorporated, to a large with else, particularly the interpretation of reading matter, which part of the in the Nevertheless, subject only
 connection, and
their movabilIty, if they cAn be mOveD wiThOut dAmagE. To this are
propERly lInked the simplest facts cOncerNiNG the USeS of thIngs. At
tHE sAME tiMe ChIldReN ArE taugHt hOw they mUst _not_ use tHinGs, And
how, insteaD Of Ruining theM, thEy ought to looK afTer theM aNd uSE
them WitH care. the abuNDance aNd number oF tHIngs, thEIr size, fORM,
aNd weIght, should likewisE Be REferred to as earLy as thIs STaGE, And
ShoUld furnish OcCasioN For compARiSONS.

BuT Something more Is needed to gIVe dIstincTnEss TO the idEas of
PuPIls, And to preparE the Way for futUre absTRact thiNKing. BegInning
FirSt wIth tHE oBjEctS, wE DerIVe FroM TheM the predIcAtEs by sEarcHING
Out tHe aTtriButes; This done, we musT in Turn MAke The prEdicaTes
oUr StartIng-poiNt, and ClAssify the objectS undEr the headS thUs
ObtAiNed. ThIS distiNctIon Has been Made befORe bY PESTAlOzzi; it is
one of fundaMeNTAl ImportanCe in thE PrEpARation foR gEneRaliZATion.
WHile ENgAged in suCh work PUpIlS will of ThEmselvEs LeaRn tO compARe,
to DiscriMinate, anD, in soME instances, to obSErve more accurATeLY:
ErROneoUs nOtions due to An acTIve iMagiNAtIon WIll be CorreCtED bY The
appeal to experienCe As the sOurce Of knowledge.

115. Of What remainS TO Be done, thE mosT ImPOrtant task consIsts iN
securing a COmprehenSive vIew of a soMewhat extENDed time-sEriEs, oF
whIch OBJeCts, together wiTH TheiR nAtural oR arTificiaL orIgiNs,
aRe mEmBers. An eleMentary kNoWlEdGe WilL thus BE gained, eSpEciAlLy
oF the sIMplest Facts AbouT mAnUFacTuring pROcESSes, aNd AbOut
iNteRcOurse AmonG HumAn beingS, which facTs wILl seRvE sUbsequeNtly as
the grouNdWork for insTrUctIon in nATUral histOry and geography. But
for hiSTory alsO thE way mUst bE prepared By rEferriNg, aLThough Only
in The moSt GenERAl way, TO TiMes WhEn the utensILS anD toolS oF the
Present Had not yet been invenTEd, wHen the arts of tO-daY werE AS yEt
uNKnOWn, aNd WHen PEOple were still wiThout those MaTErIals that arE
Now ImPorted fRom foreIgn coUNtries.

116. IT does not fOllow, becaUsE no dEFIniTe periods aRe set apaRt
for the iNStrucTIoN descRibEd, that It Is nOt beiNg giveN At aLl. We
mAy find It IncorpOrateD, tO a large eXtent, with something else,
pArticuLarly WitH the interPreTAtiOn of elemeNtarY reading maTteR,
whIch foRms PArt of The fIRsT woRK in thE motHEr-tongue. NEVeRthELEsS,
a subject thAT IS taUght oNly
 connection, and
their mov ability, i f the y c anbe  mov ed w ithout damage. To t his are
properly linke d the  s i mple s tfacts  concer n in g the  u se s o ft hi ngs.Atthe sam e time chi ldr en  are taughth ow  they must  _n ot_ use thin gs,  and
h ow , i n stead  of  ruin ing th e m, the y ought t ol ook af t er them a nd  use 
them with care.T he abundance andnumber  o f  t h i ngs , t heir size,  f orm,a nd weig h t, s h oul d  likewise bereferred to asearlyas  th i s stag e, an ds hou ld furnishocca sion forcompar i sons.
B ut some thingmor e i s ne e de dtogi v e d i st inc t nes s to the  i de as of 
pup i l s ,  and  to  pre parethe way for f utu re a b str act t hinki ng.Be ginni ng
fir st wi th  the objects, w e de rive from  th em  th epredi c ates b y s ear ching
o ut thea ttr ib u t e s;  this done, we mus ti n  t urn make  the p r ed ic a tes
ourst art ing- p o int,andc la ssify th e obje c ts  u nder th eheadsth usobt ained .  Thi s dist inctionhas b e en made before by Pestalozzi ;  i t is oneoffundamental  imp o rtan ce i n  t hep repar ation  f o rg eneralization.
Whil eengage d insuch work pup ils will o f t hemselve s le a rn to compare,
to  disc riminate,a nd, in s ome i nstances , to obse r v e more a ccu rat ely :
e r r on eous notionsd u e to  a n activ e i maginat ion  wi llbeco rrected b y the
ap pe al  t oexp erien c e as the  s our ce  of  know l edge.
115.  Ofwh at rem ains to be d one,  t he  mos t i mp ortan t ta s k c onsists  in
secur ing a co mp re hensive  view of a so me what exten de d t ime-se r i es, of
w hich objects, togetherw ith the irnatur al o r artific ial  origi ns, are me mbers.  An e le men t a ry kn o w le dge  w ill thus b e gai ned,es peci ally
of  the simplest fact s  ab out manufactu rin g pr o c es ses ,  a n d a bo u t
i n t ercourse amonghuman bein gs ,  w hich facts wil lserve s ubseque ntlya s
the g roundwork  for inst ru ctio n innatural hi story an d geograp h y. Bu t 
f or hi sto ry als othe  waymust b e  pr epare d by r ef erring , alt ho ugh only 
in the most general wa y, totimes  wh en the ut ens i lsand tools  ofthe
presen t h adnot y etb een i nven t ed , w h en th e ar t s of to-d a ywer e as  yet
unknow n , and  when  pe o ple we re s till without thos e  materials tha t ar e now  im p orte dfrom foreign c oun tr i e s.

116.  I t does notfollow,be c auseno def initeperiods a re set ap artfor  the inst ruc ti o n descr ib ed ,  thatit i snot be ing gi v en a t all. We
may find  it i n c orpor a ted , toalarge e x tent , with som ething else ,
part icul arlywith th einterp ret at ion of ele m entary re ading  matter ,whic h f orms p arto f  thefirs twor k in them o th e r- to n gue . Ne verth el ess, 
a subjec t  that is  ta u ght onl y
 connection,_and
their movability,_if they can be_moved without_damage._To this_are
properly_linked the simplest_facts concerning the_uses of things. At
the_same time children_are_taught how they must _not_ use things, and
how, instead of ruining them, they ought_to_look after_them_and_use
them with care. The abundance_and number of things, their_size, form,
and_weight, should likewise be referred to as early_as_this stage, and
should_furnish occasion for comparisons.

But something more is needed to_give distinctness to the ideas of
pupils,_and to prepare_the_way_for future abstract thinking._Beginning
first with the objects, we derive_from them the predicates by searching
out_the attributes; this done, we must in_turn make the predicates
our starting-point, and_classify the objects under the_heads thus
obtained._This distinction has been made_before by Pestalozzi;_it is
one_of fundamental importance_in the preparation for generalization.
While engaged_in such work_pupils will of themselves learn to_compare,
to_discriminate, and, in_some_instances,_to observe_more accurately:
erroneous notions_due_to an_active_imagination will be corrected by the
appeal_to_experience as the source of knowledge.

115. Of_what remains to be_done,_the most important task_consists in
securing a comprehensive view_of a somewhat extended time-series, of
which_objects, together_with their_natural or artificial origins,
are members. An elementary knowledge will thus be_gained, especially
of the simplest facts about_manufacturing processes, and about
intercourse_among human_beings,_which facts will_serve_subsequently as
the_groundwork for instruction in natural history and_geography. But
for_history also the way must be_prepared by referring, although_only
in_the most general way, to times_when the utensils and tools of_the
present had not yet been_invented,_when_the arts of to-day were_as yet
unknown, and when people were_still without those_materials that are
now imported from foreign countries.

116._It_does not follow, because no definite_periods_are set apart
for the instruction described,_that_it_is not being given at_all. We
may find it incorporated, to_a large extent, with something else,
particularly with the interpretation_of elementary reading_matter,
which forms part of the_first_work_in the mother-tongue. Nevertheless,
a subject that is taught only