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The School of the Future 273
the foundation for the knowledge of organic
nature, physics, and chemistry, should complete
the educational structure.
As in natural sciences we are beginning to
give up false methods, and make the student
return to the same subject, with a broader
point of view, in the same way the child should
at certain periods devote his attention to his-
tory and geography, and then leave them en-
tirely alone. The endless circle, the drudgery,
the repetitions, all looking to examinations as
the end, will with the examinations be abol-
ished. It is a matter of experience that the
small details of all subjects slip from the mem-
ory two months after examinations. Most
educated men have no recollection of the de-
tailed knowledge they acquired in school,
while the general impressions of that period
still influence soul, heart, character, and will.
This experience will be used, not as is done
now, simply recognised as a common one.
In my school the scholar interested in history
will apply himself to it in the winter months;
will read works about it, while others are de-
voting themselves to mathematics or geogra-
phy. In spring these two classes of students
can share in the excursions without active par-
ticipation in the studies, while those who are
18
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