| 5 | Sukhomlinsky’s Paradox |
| I | |
| EDUCATION AND THE EDUCATOR | |
| 50 |
I Am a Firm Believer in the Great Power
of Education |
| 62 |
The Need to Understand the Workings
of the Child’s Heart |
| 70 | Fostering a Sense of Involvement in Work |
| 80 |
One of the Most Difficult Tests
for the Teacher |
| 98 |
We Try to Make Even the Walls
of the School Speak to the Children |
| 110 | Half Our Work Is Devoted to Health Care |
| 120 |
Teaching Must Become a Science
for Everyone |
| II | |
| STUDY | |
| 126 |
Knowledge Is Vital to Man, Precisely
Because He Is Human |
| 130 |
All Our Plans Are Reduced to Naught,
if Our Pupils Have No Desire to Learn |
| 144 |
Children Should Live in a World
of Creativity |
| 164 |
A True School Is a Kingdom
of Active Thought |
| 173 |
To Give Pupils a Spark of Knowledge,
the Teacher Must Imbibe a Whole Sea of Light |
| III | |
| WORK | |
| 188 |
Love of Work Is Essential for the
Development of Our Characters and Intellectual Ability |
| 194 |
Joy from Work which Enhances
Everyday Life |
| 207 |
From Technical ABC’s
to Advanced Working Skills |
| IV | |
| BEAUTY | |
| 219 |
To the Humane by Way
of the Beautiful |
| 232 |
The Fairy-Tale Cannot
Exist Without Beauty |
| 240 | Music Keeps the Heart Straight |
| 248 | School Means First and Foremost Books |
| 258 |
Looking at Pictures Is an Introduction
to the World of Feelings |
| V | |
| THE COLLECTIVE | |
| 265 | Rallying Pupils Together |
| 273 |
The Collective: an Infinitely Complex Sphere
of Emotional and Cultural Interaction |
| 281 |
What Can Be Expected
of a Children’s Collective? |
| VI | |
| MORALS AND CONVICTIONS | |
| 287 | Man’s Sacred Duty |
| 293 |
Devotion to an Ideal Is Impossible Unless
Man Feels a Deep Need for His Fellows |
| 309 | Compatibility of Convictions and Actions |
| 319 |
The World of Ideas Unfolds to Children
after They Enter Their Teens |
| 337 |
Nothing in This World Is More Interesting
|
| 343 | Guidance in Self-Education |
| 347 | SOURCES |
* * *
Notes