| 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