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2i6 The Century of the Child
remain away from school, or, finally, the hours
used by gifted scholars for individual study
beyond the requirements of the common course
could be devoted by these to work, under the
teacher’s supervision, in the course common
to the whole class.
To carry out this plan, there is need of such
concentration of subjects as I have men-
tioned; there should be never more than one
or at most two main subjects—history, geo-
graphy, natural science—studied at once.
Moreover no more than one language should
be studied at the same time; practice in those
already learnt is to be acquired by literary
readings, written resumes, and conversation.
Another kind of concentration is necessary.
Not every subject should be split up into
subdivisions but history should be made to in-
clude literary history, church historj^ etc. In
geography at the early stage, a part of natu-
ral science should be included, and the history
of art combined with both. Another not less
important method implied in concentration is
in all general courses to direct one’s attention
to the main questions, and to sacrifice the mass
of details. Detailed work should not have
been incorporated, as indispensable for general
culture (from generation to generation), dur-
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