III. Answer the questions:

1. What did Ushinsky consider the main part of education?

2. Why is mother tongue so important in upbringing?

3. Why is a goal or a purpose necessary for the collective?

4. How did Makarenko prove that labour was important for upbringing?

5. What was the role of parents in Suhomlynsky’s pedagogics?

IV. True or false. If false, correct the mistake.

1. Makarenko followed Darwin’s theory of evolution.

2. The idea of nationality was not reflected in Ushinsky’s principles.

3. The main idea of Makarenko’s system was education and upbringing in a community.

4. “Family should pay much attention to a child”, said Makarenko.

5. Suhomlynsky singled out individual interests and social ones.

V. Find the English equivalents for:

педагогічні погляди, приймати до уваги, зрощувати любов, рідна мова, підпорядкування, продуктивна праця, творчість в праці, збагачувати знання,

самоосвіта, складні часи, керівництво, узгоджувати, трудова діяльність.

VI. Make up word combinations:

1) material a) demands

2) child’s b) development

3) labour c) participant

4) to do d) knowledge

5) to enlarge e) personality

6) individual f) aspects

7) all-round g) activity

8) active h) goal

9) common i) educator

10) famous j) self-education

VII. Translate into English:

1. Сухомлинський приділяв велику увагу праці, фізичному та інтелектуальному розвитку дитини.

2. Для Макаренка одним з основних принципів виховання були вимогливість та повага до дитини.

3. В основі педагогіки Ушинського була ідея патріотизму.

4. Сухомлинський вважав, що батьки повинні приймати активну участь у вихованні дітей.

5. Виховання у колективі було головним педагогічним методом Макаренка.

VIII. Make up sentences with the terms:

human development, the idea of nationality, community, common goal, productive work, upbringing process, principles of upbringing, to take into consideration, all-round development.

Text b

I. Read and remember the following words and word-combinations:

peasant family – селянська сім’я

approach – підхід, точка зору

to sensitize – робити чутливим

to take responsibility – узяти на себе відповідальність

to surround – оточувати

precious – дорогоцінний

honour – честь

to strive (strove, striven) – намагатися

to encompass – охоплювати, охопити

to seek (sought, sought) – намагатися; прагнути

to be worthwhile – мати сенс

direct application – пряме застосування

to appreciate – (високо) цінувати

to broaden the mind – розширювати кругозір

II. Read and translate the text using the dictionary:

Sukhomlynsky V. D.

Sukhomlynsky was born in a peasant family in the village of Vasylivka, in Ukraine. He graduated from Poltava Pedagogical Institute in 1939 and fought in World War II.

The main point of Sukhomlynsky’s system of education was his approach to moral education, which involved sensitizing his students to beauty in nature, in art, in human relations and encouraging students to take responsibility for the living environment, which surrounded them. Sukhomlynsky taught his students that the most precious thing in life is a human being and that there is no greater honour than to bring joy to other people. He taught them that they should bring joy to other people and especially to their families; they should strive to create beauty in themselves and in the environment. Thus there was a very close connection between moral and aesthetic education in Sukhomlynsky’s approach.

Another aspect of being truly human was the development of the intellect, so that the horizons of the mind grew ever wider, gradually encompassing the whole world and reaching into the depths of space. Sukhomlynsky could not agree with those, who sought to give education a purely practical focus, who thought that knowledge was worthwhile only if it found direct application in the work place. For him the study of foreign languages and astronomy were essential, in order for a person to appreciate the world of which they were a part and to broaden their minds.