. During the last decades, however, a demand
    has arisen for greater activity on the part of schools, primarily
    the higher schools. Humanistic studies are to bestow humanity, or
    culture. It has come to be understood that the human being is more
    easily approached from the side of knowledge than from the side of
    moral sentiments and disposition. Furthermore, examinations might
    be set on the former, but not on the latter. Now the time for
    instruction was found to be too limited--a want that the old Latin
    schools had felt but little. This led to discussions as to the
    relative amount due each branch of study. We shall treat chiefly
    of the correlation of studies, for whatever remains isolated is of
    little significance.

59. In educative teaching, the mental activity incited by it is all
important. This activity instruction is to increase, not to lessen; to
ennoble, not to debase.

    =Note.=--A diminution of mental activity ensues, when, because
    of much study and of sitting--especially at all sorts of written
    work, often useless--physical growth is interfered with in a way
    sooner or later to the injury of health. Hence the encouragement
    given in recent years to gymnastic exercises, which may, however,
    become too violent. Deterioration sets in when knowledge is
    made subservient to ostentation and external advantages--the
    objectionable feature of many public examinations. Schools ought
    not to be called upon to display all they accomplish. By such
    methods instruction not only works against its own true end, but
    also conflicts with training, whose aim for the whole future of the
    pupil is--_mens sana in corpore sano_.

60. If all mental activity were of only one kind, the subject-matter
of instruction would be of no consequence. But we need not go beyond
experience to see that the opposite is true, that there is a great
diversity of intellectual endowment. Yet while instruction must thus be
differentiated, it should not be made so special as to cultivate only
the more prominent gifts; otherwise the pupil's less vigorous mental
functions would be wholly neglected and perhaps suppressed. Instruction
must rather be manifold, and its manifoldness being the same for
. During the last decades, however, a demand 
     has arisen for great natural process on the part of schools, primarily 
     the high schools. Humanistic study are to bestow humanity, or 
     acculturation. It has come to be understood that the human organism is more 
     easily approached from the side of knowledge than from the slope of 
     moral sentiments and disposition. Furthermore, examinations might 
     be set on the former, but not on the latter. nowadays the time for 
     instruction was found to be besides limited -- a want that the old Latin 
     schools had feel but little. This led to discussions as to the 
     relative amount ascribable each branch of study. We shall treat chiefly 
     of the correlation of studies, for whatever remains apart is of 
     little significance. 

 59. In educative teaching, the mental activity incited by it is all 
 important. This activity instruction is to increase, not to decrease; to 
 ennoble, not to debase. 

     = Note.=--A diminution of genial natural process ensues, when, because 
     of much discipline and of sitting -- especially at all sorts of written 
     work, often useless -- physical increase is interfered with in a way 
     sooner or later to the injury of health. Hence the boost 
     given in recent years to gymnastic exercises, which may, however, 
     become too violent. Deterioration set in when knowledge is 
     made subservient to ostentation and external advantages -- the 
     objectionable feature of speech of many public examinations. Schools ought 
     not to be called upon to display all they accomplish. By such 
     methods instruction not only works against its own on-key end, but 
     besides conflicts with training, whose aim for the whole future of the 
     pupil is--_mens sana in corpore sano _. 

 60. If all genial activity were of only one kind, the subject - matter 
 of teaching would be of no consequence. But we need not go beyond 
 experience to see that the inverse is true, that there be a great 
 diversity of intellectual endowment. Yet while instruction must thus be 
 differentiated, it should not be made so particular as to cultivate only 
 the more big gifts; otherwise the schoolchild's less vigorous mental 
 functions would be wholly neglected and possibly suppressed. Instruction 
 must rather be manifold, and its manifoldness being the same for
. Duging the last decades, hodever, a demand
    has erisen ror greager activity on the part of dcyools, primarily
    the highdr schoold. Humaniwtic wtudies arx to besbjw hhlanicy, or
    culture. It has coke to be undervtuob that the human being is more
    eafily aplrlached from thg sidt os knkwledge than from the side of
    mkral seitiments and dixposition. Furthermore, examlnatlons might
    be sft on the firmew, but not on ghe latter. Now the timg for
    instruction was found tu be coo limited--q qanh that the ood Lanin
    schools had fent but kittle. This lec tm duscussions as to the
    relative amount due each bxanch of study. We shaol treaj chiafly
    uf uhe ckrrelahioi of studiea, for whatecer remains isolatec yw of
    littls signyfycance.

59. In educative teaching, the mental acfivity incited by it is all
important. This acjivity inseruction is to increase, not to lessen; to
ennoble, nmt to aebcwe.

    =Bohe.=--A diminution of mental activity ensues, when, gevalse
    of much stmdy and of sitting--rsoevyally at all rorts of sritten
    work, ofhen usejess--pyysical gwowtn is interfered with in a wqy
    sooner ir later to the inlury of healch. Henve thr encouragement
    giveu in rscent years to gymnaagic exercises, whkch mdy, howevtf,
    become too vyolent. Deverioxation sdts on wheg knowledgf is
    made subservient to odtantation ajd external advantages--the
    oboxctionable festgre of many publlc examinations. Schools ought
    not to bd called uion to divplay all trey accomplisv. By such
    kethods ynsteuctuon not unly works agaonst its own true ebd, but
    also connlictr with training, ckowe aim for the ehoue sunurx of eve
    pupil hs--_mevs rsna iv corpore scnu_.

60. If all mental activity wers of only one kind, tme subjecj-matter
of instruction eould be of no condequeice. Buv we nred not go beyond
experience to ses that thf oiposite is trte, tmat jhere is a yreat
diversity of intellectual endowment. Yet while instrucrion must thus be
diyftrentiated, it shoujd not be made so special as ro cultivate only
uhe more prominent gifta; otheswise the pupil's less vigorous mental
functions would be wholly neglected and pwrhaps suppressed. Jnsttuctimn
ibst ratrer ue manifold, and itx manifoldness being the same fur
. During the last decades, however, a arisen greater activity the part of Humanistic are to bestow or culture. It come to be understood that the being is more easily approached from the side of knowledge than from the of moral sentiments and disposition. Furthermore, examinations might be set on the former, not the Now time for instruction was found to be too limited--a want that the old Latin schools had but little. This led to discussions as to relative amount due each of study. We shall treat of correlation of for remains is of little 59. In educative teaching, the mental activity incited by it is all important. This activity instruction is increase, not to ennoble, to =Note.=--A of mental activity because of much study and of sorts of written work, often useless--physical growth is with in way sooner or later to the of health. Hence the encouragement given in recent to gymnastic exercises, which may, however, become too violent. Deterioration sets in when knowledge is to ostentation and external objectionable feature of public Schools not be called to display all they accomplish. By such methods instruction not only against its own true end, but also conflicts with training, for whole future of pupil is--_mens sana in sano_. If all mental activity only kind, instruction be no consequence. But we not go beyond experience to that the opposite is great diversity of intellectual endowment. Yet while instruction thus be differentiated, it should not be so special as to cultivate only the more prominent gifts; otherwise the less vigorous would be wholly neglected and perhaps suppressed. Instruction rather be manifold, and manifoldness being the same for
. During the last decades, howevEr, a demand
    hAs ariSen For GrEateR actIvity on the part OF schOols, primarily
    the higher SchooLs. hUmanIStIc stuDies are TO bESTow HuMaNitY, oR
    CuLture. it hAs come tO be understOod ThAt the human beINg Is more
    easiLy aPproached froM thE side oF kNowLEdge tHan From tHe side OF
    moral SentimentS aND dispoSItion. FuRTHeRmorE, examinations mighT
    Be SEt on the former, bUt not oN tHE lATTer. now The time for
    InStrucTIon was fOUnD TO Be tOO limited--a want That the old LATin
    SchoolS hAd fELt but lIttle. thIS leD to discussiOns aS to the
    relAtive aMOunt due EAch branCh of stUdy. we sHall TReAt ChiEfLY
    of THe CorRElaTion of stUdIeS, for wHateVER REmaiNs iSolaTed is Of
    little signiFicAnce.

59. iN edUcatiVe teaChinG, tHe menTal actIvity InCited by it is all
iMporTant. This aCtiViTy iNsTructIOn is to IncReaSe, not to Lessen; tO
EnnObLE, NOt To debase.

    =Note.=--A diminUtION oF mental aCtivitY EnSuES, when, becAuSe
    oF mucH STudy aNd of SItTing--espeCially AT aLl Sorts of WrItten
    wOrK, ofTen UseleSS--phySical gRowth is iNterfERed with in a way
    sOOner or later to THe INJuRY of hEalTh. Hence the eNcouRAgemEnt
    gIVeN in REcent Years To GYmNAstic exercises, which MaY, howevEr,
    becOme too violent. deterioratION Sets in whEn knOWlEDge is
    made subseRvienT to ostentaTIon and exTernaL advantaGes--the
    objECTionable FeaTurE of ManY PUbLic examinatioNS. schoOlS ought
    nOt tO be callEd uPon To dIspLaY all they aCcomplisH. BY sUcH
    mEthOds inSTruction NoT onLy WorKs agaINst its Own trUe enD, bUt
    ALso ConflicTS wITH traInInG, whoSe aIm For thE whoLE fuTure of tHe
    pupil is--_MenS Sana In CoRpore saNo_.

60. If all mental AcTivity were Of OnlY one kiND, The subjeCt-matter
of instruction woULd be of nO coNsequEnce. but we need Not Go beyoNd
eXPerienCe to seE that ThE opPOSite iS TRuE, thAt There is a grEAT
diVersiTy Of inTellectUal endowment. Yet whiLE inStruction must ThuS be
dIFFeRenTIaTEd, iT sHOulD NOt be made so speciAl as to cultIvATe Only
the morE ProMiNent gifTs; otherWise tHE pupil's Less vigorOus mental
FuNctiONS woUld be whollY neglectEd and perhAPs supPReSsed. INstRuctioN
mUst RatheR be manIFolD, and iTs maniFoLdness Being ThE same for
. During the last decades,  however,a dem and 
  hasaris en for greater acti vity on the part of sc hools ,p rima r il y
   the hi g he r sch oo ls . H um a ni sticstu dies ar e to besto w h um anity, or
  c ulture. It  ha s come to be  un dersto od  th a t the  hu man b eing i s  more    easil ya pproac h ed from t he  sid e of knowledge th a nf rom the side o f
   mo r al s ent ime nts and di sp ositi o n. Furt h er m o r e,e xaminations m ight
    be set  on th efor m er, bu t not  o n  th e latter. N ow t he time f or
  instruc t ion was  found  to  be  too li mi ted -- a  wa n ttha t  th e old La ti n    s choo l s h ad f elt  but  litt le. This ledtodisc u ssi ons a s tothe   rel ativeamoun tdue each branch  ofstudy. We  sh al l t re at ch i efly
  ofthe cor relatio n  of  s t u d ie s, for whatever re ma i n sisolated  is of   l ittle si gn ifi canc e . 

59.  Ine du cative t eachin g ,th e menta lactivi ty  in cit ed by it i s allimportan t. Th i s activity ins t ruction is to in c r ea s e, n otto lessen;to
e n nobl e, n o ttod ebase .

  = No t e.=--A diminution o fmental  acti vity ensues,when, beca u s e 
    ofmuch st u dy and of sitt ing-- especially at all s ortsof writt en
    wo r k , oftenuse les s-- phy s i ca l growth is i n t erfe re d withina way
  soo ner  or  l ater to t he injur yof  h ea lth . Hen c e the en co ura ge men t
  givenin re cent  y ea r s t o gymna s ti c exer ci se s, w hic hmay,howe v er, 
    be come toovio l ent.  D et eriorat ion sets in w he n knowledg eis    ma d e  subserv ient to ostentation and externa l a dvant ages --the
   ob jectio nab l e feat ure of  many  p ubl i c  exam i n at ion s.  Schools o u g ht    n ot  tobe call ed upon to display all  they accompl ish . By s uc h
 m eth od s  in s t ruction not onl y works ag ai n st  its own t r ueen d, but    als o con f licts w ith train ing, whos eaimf o r t he whole f uture of  the
   p upili s- -_men s s ana in  c orp ore s ano_.60.  If a ll men ta l acti vitywe re of on ly one kind, the subjec t-matt er
of  in struction  wo u ldbe of nocons equence. B utweneednot go be yond ex per i enceto s e e that th e  o ppo s i te  is true, t h a t  th ere i s a greatdive rsity of intellec t ual endowment.  Yet w hil e i n stru ct ion must thusbedi f f erentiat ed , it should  not bema d e sospecia l as t o culti v a te only
t he m ore  prominen t g if t s; othe rw is e  the p upil 's  lessvigoro u s me n t al
functions wou ld be w holly neg lecte dand per h apssuppressed . Instructi on
mus t ra therbe mani fo ld, an d i ts  manifoldn e ss beingthe s ame for 
. During_the last_decades, however, a demand
_ __has arisen_for_greater activity on_the part of_schools, primarily
  _ the higher_schools._Humanistic studies are to bestow humanity, or
    culture. It has come_to_be understood_that_the_human being is more
 _  easily approached from_the side_of knowledge than from the side of
 __ moral sentiments_and disposition. Furthermore, examinations might
    be_set on the former, but not_on the latter._Now_the_time for
  _ instruction was found to be_too limited--a want that the old_Latin
    schools had felt_but little. This led to discussions_as to the
  _ relative_amount due each branch of_study. We shall_treat chiefly
_  _of the correlation of studies, for_whatever remains isolated_is of
    little_significance.

59._In educative teaching,_the_mental_activity incited_by it is_all
important._This activity_instruction_is to increase, not to lessen;_to
ennoble,_not to debase.

    =Note.=--A_diminution of mental activity_ensues,_when, because
  _ of much study and_of sitting--especially at all sorts of_written
 _ _work, often useless--physical growth is interfered with in a way
 _  sooner or later to_the injury of health._Hence the_encouragement
_  _given_in recent_years to gymnastic exercises, which may, however,
_ _ become too violent. Deterioration sets_in when knowledge is
__  made subservient to ostentation_and external advantages--the
   _objectionable feature of many public_examinations._Schools_ought
    not_to be called upon to display_all they accomplish._By such
    methods instruction_not_only works against its own true_end,_but
    also conflicts_with_training,_whose aim for the whole_future of the
   _pupil is--_mens sana in corpore sano_.

60. If all mental_activity were of_only one kind, the subject-matter
of_instruction_would_be of no consequence. But we need not go beyond
experience_to see_that the opposite_is true, that there is a great
diversity of intellectual endowment._Yet while instruction must thus be
differentiated, it_should not be made so special as to cultivate only
the more_prominent gifts; otherwise the pupil's less vigorous mental
functions_would be wholly neglected and perhaps suppressed._Instruction
must rather be manifold,_and_its manifoldness being the same for