bluuebunny/crossref_metadata_2025 huggingface dataset:
Teaching drawing as a basis of imaging a creative idea
Authors: Morkytė J.
Published: January 2019

Perception and depiction in the creation of a realistic image are two sides of the same process that direct us towards a fuller understanding of the reality of the phenomenon. The unified management direction of these processes provides training and educational importance of drawing. The basics graphic drawing must be seriously taught in elementary school so that a small child's arm muscles develop in this period of life, as well as forming accurate eye and hand coordination. The exact drawing development must be based on a physiological basis, psychological characteristics, and pedagogical training principles. a graphic skill mastery level when the child can more or less consciously express their thoughts and wishes drawing understandable forms is achieved gradually, when the child begins to look at his own drawing as a way of thinking and a way of communicating with others. This drawing takes on a social, increasingly more creative nature.
Mentally retarded children's training to plan their own work during handicrafts lessons
Authors: Karvelis V.
Published: January 2019

The Soviet auxiliary school, when preparing their wards for independent life and societal work, organizes all the work so as to eliminate the retarded child's mental and physical handicap. Work training performs a great role solving the auxiliary school students' comprehensive development task and correcting their existing shortcomings. Auxiliary school experience shows that particularly good measures to raise the effectiveness of training by adjusting the mentally retarded child's intellectual development is pedagogically correctly organized work-linked training at all educational stages, including the lower grades.

Handicrafts play a major adjusting role in the auxiliary school lower grades (1-3). These activities generate favorable conditions not so much for physically- but rather for mentally-abnormal children to express themselves and develop.

Therefore, it is important to organize the lessons of this subject in a way that mentally retarded children's thinking is activated and developed, while at the same time corrected (do not be satisfied with merely mechanical work performance, as sometimes happens in practice).

Analysis of observed handicrafts lessons and experimental activities shows that circumstances which are crucial for the correct development of mentally-abnormal children arise when they're doing their practical work. The necessity to plan work is one of the circumstances of workflow. Individual operations are performed gradually in the production of each item. This is the result of a complex thinking process, i.e. when producing an object a child has to first know how to divide it into different parts in his imagination, review their interconnection methods, and provide the consistency with which to do the job. This stage of the workflow process is particularly difficult for a mentally retarded child. Therefore, it is important to teach a retarded child to plan work. The main condition for teaching children to plan their work is students' ability to consistently perform separate workflow operations. This article and is aimed at in depth analysis of this issue.
Lithuanian bourgeois reactionary educational policy influenced the contents of primary school reading books
Authors: Karčiauskienė M.
Published: January 2019

The bourgeois Lithuanian government began to actively fight the progressive movement in Lithuania from the early days of the Soviet withdrawal of government (1919). In the first year, when the bourgeois government did not feel strong and when the events 1918-1919 were still well remembered the government disguised its true aspirations. After the 1926 coup the fascist government in Lithuania began to operate openly. This was reflected in education. If The Lithuanian bourgeoisie declared political disengagement of schools before the fascist period, then after the fascist coup, it began to openly pursue their objectives of reactionary education. The clergy was a loyal assistant to the fascists. Children's civic and religious education was emphasized. The school policy was clearly reflected in reading books. This article shows how educational policy was reflected in reading books in elementary school. Nationalism was required from books until the Fascist period. They included excerpts from Valančius, Šatrijos Ragana, Kudirka, Žemaitė, Biliūnas, and Vincas Krėvė. Any number of recommended authors (such as Biliūnas and Žemaitė) were valuable works from both a literary and ideological perspective. But reading books already did not just foster national feeling in this period, but also developed humility and expressed class contradictions; the reality is often portrayed in a distorted. After the fascist coup a direct task was assigned to reading books: to educate children in a narrow nationalist and clericalist spirit. Since 1927 every textbook has been checked by the Ministry of Education Commission before its release. Clergymen's influence on the books particularly intensified. Having experienced the fascist's and clergymen's pressure, a number of authors reinforced the clerical and fascist spirit in their books. The books of Vasiliauskas-Gerutis and Murka were in particular changed in this light. The reactionary Rinkūnas reading book appeared. Fascists and clerics strongly attacked the author who insufficiently adapted to the requirements of reactionaries. However the books were not popular among progressive teachers and the reactionaries of Lithuanian society. Progressive books by Esmaitis and Jakučiūnas increasingly spread in teaching practice. Such reactionary books as Rinkūnas's "Aukuras" (Alter) and Murka's "Naujas Darbas" (New Work) did not spread in teaching practice, and Vasiliauskas-Gerutis's reading book "Rūtelė" was even derided in the educational press. In this way reactionary bourgeois public policy in schools received resistance from progressive educators and Lithuanian society.
Some vocational guidance issues in general education schools of the Soviet Social Republic of Lithuania
Authors: Kregždė S.
Published: January 2019

According to the experimental material collected during the survey of fourteen rural and urban schools, with participation of 467 students of 9th, 10th, and 11th grades by using a questionnaire, lesson monitoring, conversations with students and teachers, and other methods, an insufficient determination on the future profession choice becomes obvious among the students of senior grades.

Most (68.52%) students point out that they scarcely know the chosen profession. Nevertheless, the majority of seniors (91.22%) intend to enter higher education and specialized secondary education institutions.

The majority of just a small group of students who intend after graduation to go straight to work in production (8.78%), explain their choice anything but the significance of their chosen profession to the society. They seek not a deeper understanding of life, but to accumulate the experience required for entrance to a higher education institution. The motives of the majority willing to study further are of a public character.

Experimental materials show that up till now this issue has not been solved in vocational classes either. Just a small part of students studying in these classes are planning to work according to the profession acquired at school or enter a relevant higher education school.

Based on that, the article suggests the ways to improve vocational guidance which should both correspond to the needs of national economy and consider the individual inclinations of students and their other personal qualities.

For systematic and scheduled vocational guidance, certain coordination should be performed by schools, soviet districts and party organizations. Management and directive centers are necessary to implement not only practical but research work as well.
Usage of some visual aids to activate students in physics lessons
Authors: Niaura A.
Published: January 2019

Resourceful use of visual aids in Physics lessons always actives students.

Students often tend to pay little attention to the practical side of Physics, because practical and graphical surveys are rarely carried out in schools. The study analyses various forms of practical and graphical surveys, their approximation with individual works of students.

The author demonstrates how students are activated by using the class blackboard, inscriptions about Physics and analogies, comparisons of individual phenomena with similar phenomena. Description of universal device designed to demonstrate the variable current, electromagnetic fluctuation and contour phenomena is presented.

The study also includes the analysis of application of frontal experiment and various sets of natural parts. Descriptions of sets “Amorphous and crystal solids” and “Ways of deformation” are presented.

Students work actively when turning tables are used. A description of the “structure of the atom” table is provided.
From the history of Lithuanian pedagogy (K. Nezabitauskas’ primer “The New Reading…”)
Authors: Auryla V. , Žukas V.
Published: January 2019

At the beginning of 19th century, in the age of the collapse of feudalism and formation of capitalist relations, enlightenment activity in Lithuania became more intense. The important role in this area was played by Vilnius University: the professors of this university studied the history of Lithuania, collected records, Lithuanian students paid much attention to language matters, literary studies and enlightenment of the Lithuanian nation. One of the most prominent activists of Lithuanian publishing was K. Nezabitauskas (1800 – 1876). In 1824 his primer “The New Reading for Small Children” was published. Following the new basics of pedagogy, the primer contained readings with text illustrations which were a novelty, and Lithuanian proverbs and bibliography list of Lithuanian publications. K. Nezabitauskas sought to attract children’s attention and make learning an easy and vivid occupation. In the introduction to the primer, he spoke against scholastic learning. In his primer K. Nezabitauskas provided practical guidance and popular scientific information. The short articles included in the primer can be considered the first manifestations of the Lithuanian secular literature for children. Proverbs and, especially the bibliography list, witness that the primer was also intended to further education of the readers, mostly the youth. This primer was appraised by its contemporary Lithuanian writer D. Poška, Russian scientist P. Kepen, active culture character L. Rogalskis, Polish newspaper “Kurjer Litewski“, etc. In the second half of 19th century, M. Akelaitis intended to republish it; he was planning to skip the religious part and include folklore songs (the handwriting of this work has preserved).

Though this primer by K. Nezabitauskas had certain ideological setbacks, its historical value is still very significant. K. Nezabitauskas was the first who started writing secular reading texts to Lithuanian children, who directed children’s education in a practical direction and utilized new principles of book compilation.
Effect of work activity on students’ learning motives at schools for working youth
Authors: Jakavičius V.
Published: January 2019

One or other motives, being the main stimulus in multifaceted human activities, also play an important role when attending school.  

The research by Soviet psychologists demonstrated that a student learning is stimulated by twofold motives at general education schools – directly incentive and indirectly sense-bearing; the content of one or other motives essentially consists of a student’s endeavor to prepare for life and take a particular place in the socialist society, as well as interest in one or another educational subject.

Our research demonstrated that students at schools for working youth differ in the majority of cases in terms of learning motives from students of the larger general education schools.

The main factor forming student learning motives at schools for working youth is their daily work in different sectors of the national economy.

As a result of work, both direct incentive and indirect sense-bearing learning motives of students at schools for working youth are broader content-wise as compared with those at mass schools.

If students at mass schools most often understand the necessity of knowledge as a condition to ensure their future, students at schools for working youth see it already today, in their daily work. The majority of this type of students seek knowledge because they understand that this is the only one condition enabling them to master contemporary sophisticated technique and technology processes.

Thus, apart from the motives which are common to students of both type schools, the most important motives of students at schools for working youth is the perception that knowledge is necessary for successful work. In our opinion, here lies the main difference between the learning motives of students at schools for working youth and those at larger general education schools.

However, when investigating learning motives of students at schools for working youth some diversity has been noticed. The following groups of students may be distinguished.

a) Working students have essentially made up their minds about their place in life and have one or other goal. The essence of content of learning motives of these students lies in the knowledge being necessary for them in their direct work and for attaining the goal set.

b) Students for whom knowledge is necessary for further studies. Unlike the first group students, the latter do not feel a huge impact of work that directly prompts their learning motives; this group mostly consists of students who come to school for working youth willing to acquire a job record necessary for entering a higher education school.

c) Students forming a relatively small group who do not have clearly formulated learning motives.
On the issue of efficiency of demonstrating a physics experiment at school
Authors: Jakutis S. , Valentinavičius V.
Published: January 2019

When improving the content and methods of the school course used when teaching physics, it is necessary to develop demonstration experiment. It is expedient to abandon a special schematic illustration of devices. Their structure must meet the equipment used in practice to a particular extent. A demonstration experiment must also reflect the newest achievement in technology.

The demonstration experiment must be used not only for teaching new material, but also in other stages of a lesson. The involvement of students into preparation for the demonstration experiment and conduction thereof has a positive effect on the quality of their knowledge, as well as the development of practical faculties and skills.
About some most often occurring mistakes in investigating mechanical phenomena in the accelerating reference systems
Authors: Kulviecas L.
Published: January 2019

When investigating the movement of material bodies that are fixed to springs, threads suspended in one point, etc. taking place in the accelerating reference systems, consideration is usually made only to the change in position of the balance of bodies and it is claimed that bodies take this changed position of balance at the very beginning of acceleration. Elastic or positional forces in general caused by the effect of springs, threads or other relations are unreasonably disregarded. This way a serious mistake is made, as the latter forces, by accelerating the bodies, do not stop them in their new position of balance but make them swing around this position of balance. The amplitude of such swings, depending on initial conditions, may be rather big.

Due to this reason some allegations concerning phenomena taking place in the accelerating systems and solutions of the majority of respective problems are wrong. This is shown in the article by examining specific places in physics textbooks and some widely prevalent problems.
On peculiarities of distinguishing similar grammatical concepts
Authors: Garbačiauskienė M.
Published: January 2019

1. Individual peculiarities of thinking are often explained by exceptionally nervous activity. However, the latter does not disclose the specifics of thinking capabilities. It is also necessary to consider the degree of assimilation of the laws of logical thinking.

2. Based on the assumption that human social experience, stated in the laws of logic, is assimilated differently by each child depending on his/her outer and inner conditions, the article aims at establishing individual ways of differentiation by comparing them with the logically correct way. The main criterion of righteous differentiation (and generally, comparison) is, firstly, considered as the constant ratio between the differentiation and the operation opposite to it—superposition, because determination of the identity of the compared objects limits and at the same time controls the differentiation process (the difference is determined only inside a certain sameness). Moreover, the degree of assimilation of the laws of logic is also attempted to consider.

3. Individual ways of differentiation have been investigated by performing different variants of the declarative experiment, involving 32 students of 6th-8th grades. Each participant of the experiment was given more than 20 tasks—to differentiate similar grammatical concepts. Furthermore, the investigated students were asked by the experiment leader to assess various (mostly wrong) examples of established differences.

4. Several ways of differentiation as the most uniform and characteristic to individual members of experiment may be distinguished:

a) Placement, i.e. determination of the difference without resorting to objects’ identity

b) Stating of the outer difference

c) Differentiation based on initial superposition (discerning a common feature)

d) Establishing the difference within an essential sameness

5. Individual differentiation is presumably anchored when a student’s thought often travels the incorrect path or stops in some earlier, more simplistic stage and, therefore, the action stage of the differentiation process takes place—premature generalization and automation is made.
Development of critical thinking in drawing lessons
Authors: Morkytė J.
Published: January 2019

Systematic perception of reality and development of the very action of drawing facilitate the critical view and evaluation of own drawings. An ability to compare a picture to the reality cultivates further perception of the reality and fosters drawing skills. Therefore, in comprehensive schools, to improve drawing as a creative action to express own thoughts, it is necessary to teach children to see own and classmates’ pictures, feel the relation of the picture and the represented object.

Perception of pictures is cultivated by special systematic training. Based on natural attraction of children to compare pictures to reality, it is necessary to train a child to achieve firstly general and later professional and individual semblance, as well as conscious expression of the essence of an object.

Initially, the analyzed perception and images preserved in mind are systematized in an imaginary drawing. To achieve this, a concrete purpose is necessary, clarification of the consistency of the whole drawing, technical instructions. In organizing experience, the main role in primary grades is played by a teacher. S/he may show and finish a concrete drawing, especially when drawing from nature; it is advisable that children themselves can express verbally or mentally their prospective pictures.

It is necessary to strive that the form and individual semblance of the drawing is not obscured by superficial and easily achieved finding of similar details. Children must make sure that a picture with many details is not a good one. Only by conscious understanding which details are essential and by accordingly highlighting them, a child will learn to convey the reality things and understand the relation of own picture and the thing.

Seeing the picture in a new perspective, as if by the eyes of a spectator, is easier by making breaks, looking from far, in a mirror. Great role is played by mistake correction, analysis of drawings of the class students, assessment of pictures. Perception of pictures is educated by organizing small exhibitions, album compilation, systemized attending to art exhibitions.

Cultivated critical assessment of own and other children’s pictures deepen emotional experiences of children and increase their creative potential.
The problem of the formation of the complete image of object
Authors: Lapė J.
Published: January 2019

The article briefly discusses the main ways of solution of the problem of complete image formation of an object and analyzes the newest studies of Soviet psychologists on this matter. The ideas of the representatives of the Association and Gestalt are discussed. More attention is paid to the works of Soviet psychologists I. Pavlov, I. Sechenov, B. Ananjev, A. Leontjev, and others.
Social and pedagogical factors influencing the formation of Lithuanian children literature at the end of the 19th century
Authors: Auryla V.
Published: January 2019

The article analyses the social and pedagogical factors which conditioned the formation of Lithuanian children literature at the end of 19th century. Most attention is paid to the fight of progressive people of that time for the democratization of education, education of the growing generation, preparation of Soviet-content reading books for children, preparation of realistic books for children in conditions of prohibition of Lithuanian writing.

According to the documents, it is revealed how catholic clergy spoke against Soviet-content books for children, cursed and burned some of the publications. V. Kudirka, J. Šliūpas, S. Matulaitis, J. Jablonskis, and P. Mašiotas fought against clericalism in children literature. In their battle they resorted to the ideas of Russian pedagogues V. Vodovozov and K. Ušinsky who maintained the idea that children must be taught in their mother tongues. These educators revealed the anti-pedagogical character of the scholastic education and showed the damage of religious didactic reading to children and thus laid foundations to the appearance of realistic children literature and its criticism.

The article discusses the literary works for children published in readers of that time and also written by J. Malinauskaitė-Eglė, J. Šliūpas, A. Kriščiukaitis-Aišbė.

A separate unit discusses the articles by P. Mašiotas about the theory of Lithuanian children literature and also the reviews by J. Jablonskis, S. Matulaitis, and J. Tumas-Vaižgantas on individual creative works of children literature and books for children.

The article concludes that catholic clergy, defending own and the governing class’ interests, was leading a ferocious battle against budding realist Lithuanian soviet-content children literature. This battle inferred much damage to Lithuanian children literature not only due to the Czarist prohibition of Lithuanian print, but also due to the fact that clergy adversely reacted to the progressive Lithuanian literature not containing religious content.
Creating a teenager's imagination
Authors: Dzikarienė V.
Published: January 2019

This article examines certain features of school-aged children's imagination.

Based on the creative writings tasks of kids in 5th-8th grade, collected throughout the experiment, teen imagination dependence on the general characteristics of this period of development are revealed.

Imagination activity largely focuses on "unusual events" in which the author of the work itself actively participates.

The material shows that teenagers, unlike younger students, are able to not only recreate a given text, but also operate using their imaginative experience in a given situation.  They often create dynamic, living, decorated, immediate, emotional experiences and synthetic images. It speaks of sufficient mental potential for creative imagination development during adolescence.

The analysis of creative writing also found that teen imagination is underdeveloped, ala diagrammatic manifestation, one-sided stories, failure to combine separate images into a single synthetic image. The native language and literature program are not running sufficiently at eight year schools along these lines, and also teachers do not make use of all opportunities to help develop creative imagination papers
Issues in the second year of teaching vocabulary
Authors: Zapereckaitė M.
Published: January 2019

This article addresses the relationship between grammar and translation as well as direct methods of teaching vocabulary in the second year of study, i.e., cross-training and structural models for teaching. The author concludes that the basic precondition for teaching is a structural model, and teaching these models is the main tool for developing language skills. The article proposes some working methods to develop written and spoken language skills.
Lithuanian primers at the end of the nineteenth century to the beginning of the twentieth century
Authors: Simaška K.
Published: January 2019

The history of primers is connected to schools and developments in educational, pedagogical, methodological, and psychological thought, and with children's literature, literary language, and development issues for writing rules.

This article provides only a general overview of the primer analysis period in order to show how the primers were improved together the social/cultural conditions.

At the end of the nineteenth century in the most difficult conditions of cultural life (a lack of native language books in schools) there were primers created on the basis of syllabication for purposes of the clergy; they were printed abroad. The first Antanas Kriščiukaitis primer consisting of the synthetic acoustic-based approach, which was not religious, was only released in 1895 thanks to the advanced efforts of intellectuals.

After the 1905 revolution, there was some noticeable recovery of pedagogical thought following certain cultural improvement. A wide range of primers was published at that time, mostly those of P. Višinskis (1905) and K. Skabeikis (1909), which helped the analytical/synthetic sound method of teaching reading basics. Their content, these primers best complied with the requirements raised by the 1905 Revolution: separate the school and the church, introduce general free education in the native language, etc. These primers were designed for folk schools; they thought neither prayers nor any religious material.

The authors of the primers (A. Kriščiukaitis, P. Višinskis, and G. Skabeikis) were heavily influenced in terms of methodological tools by Russian educators, especially L.N. Tolstoy, K.D. Usinsk, V.A. Flerov, and others. These educators' experience was creatively adapted to the conditions of Lithuanian schools.
Solid geometry classes at an eight-year school
Authors: Drėgūnas V.
Published: January 2019

Under the new math curricula some solid geometry course issues (simple geometric body surface and volume calculation, straight lines and planes between positions) already dealt eight-year school. Teaching solid geometry material to students at eight-year school is of great importance in terms of polytechnic education and, therefore, consideration of this material must be appropriately addressed.

There are substantial differences between the RSFSR and our national programs regarding this question. RYSFR eight-year schools focus on solid geometry in the geometry classes of grades 7-8; meanwhile, the schools of our republic teach solid geometry in the arithmetic classes of grades 5-7 and geometry in 8th grade. Our schools pay much less attention to this material than they do in the RTFSR; certain topics are completely absent from the curricula, e.g. cones and spheres.

Because of the differences in teaching solid geometry our local math teachers are unable to fully utilize the solid geometry text books written in Russian. Our own methodical and pedagogical publishers do not cover this material at all.  Because solid geometry has to be taught inductively at eight-year schools, a method that not all math teachers are used to, some things may be unclear to them. Teaching these topics is further complicated because the only textbook available is a translations of Nikitinas's Russian language solid geometry book, which is not adapted to our schools.

The main purpose of this article is to familiarize the reader with the principles at play in our Republic regarding math teachers explaining solid geometry, as well as to examine the most suitable methods of proving geometric body surface and volume formulas in this stage of education. Based on experience acquired teaching solid geometry in certain Leningrad schools as well as Lithuanian ones, we came to the conclusion some parts of Nikitinas's textbook must be rejected; the examination of spatial body surface and volume formulas is based on evidence collected using the limits theorem which is not addressed in eight-year school because of its complexity. We would suggest replacing this evidence with experimentation verified by demonstration. The experimental method requires much time to convince the students of the correctness of formulas, but it enables them to memorize solid geometry matters better and more consciously. The article describes various formula verification techniques that we use in practice.
An examination of verbal adverbs teaching Lithuanians the Russian language
Authors: Drotvinas L.
Published: January 2019

We use the method of collation to review the main verbal adverbs in the Russian language and the usage cases. Furthermore, an indication of some of the Lithuanian language usage features: verbal adverbs in indirect narrative speech and compound present perfect and present perfect continuous tenses, as well as some verbal adverbs word groups, etc. In these cases, other (participial) verb and noun forms or constructions are generally used in Russian. Thus the various Lithuanian tenses, verb categories, and modalities have other means of expression in Russian: changing verb gender or infinitive, modal words, prepositional construction, composite sentence structure, etc.
The first steps in professional training in Soviet Lithuania in 1919
Authors: Mikėnas V.
Published: January 2019

Researching the issues has revealed that proletarian revolution, the establishment of the Soviet government, and the general organization of teaching in Lithuania were a direct consequence of the Great October Revolution.

The Darbo Lietuva Newspaper (Labor Lithuania), headed by the Communist Party, took advantage of the experience of Soviet Russia and declared that training is related to employment and there is a principle of training unified professional school in Lithuania.

Vocational training tasks were formulated in the spirit of the proletarian revolution, closely related to the political, economic, and cultural construction of socialism.

Vocational training was regarded as part of the revolutionary struggle, an essential element of a holistic education of the younger generation.

However, short-term existence the Soviet regime did not allow the implementation of these things.
The establishment and activities and the pioneers organization in bourgeois Lithuania (1923–1940)
Authors: Savickytė V.
Published: January 2019

The first children's communist groups, called Spartacus, began in bourgeois Lithuania as early as 1923. On December 20, 1923, the Lithuanian Komsomol Central Bureau discussed the activities of these groups. Because both children and youth belonged to these groups the CB decided to single out children's group, which was for those under 14. Therefore, December 20, 1923, is considered to be the pioneer organization's founding day in the Lithuanian SSR.

Since 1924 the pioneer organization began to use all legal means of action. In August 1926 it held its first general Lithuanian pioneers conference, which elected a central leadership.

After the fascist coup of pioneers organization had to go underground. The 1932 Lithuanian Communist Party Central Committee plenum recommended the Communist Youth League organizations use all possible legal ways of working with children. As part of the instructions of the Party, Komsomol organizations improved work with children, because as early as in 1937 Komsomol organized activities attended by 600-700 children.
History material for Lithuanian schools. About the first departmental school
Authors: Raulinaitis A.
Published: January 2019

This article briefly discusses historical accounts of the first departmental school in Lithuania. Herein are the works of other historians, as well as sources associated with the school.
The formation of certain course concepts of ancient history in fifth grade
Authors: Vaitkevičius J.
Published: January 2019

One of the most important tasks assigned to a Soviet school is scientific outlook formation. The basis of this outlook is knowledge of our environment and patterns of social life. These patterns are revealed to a person only upon mastering deep and solid knowledge of patterns. Thus, each subject in school must provide sufficient knowledge.

We analyzed the quality and quantity of fifth grade students' knowledge about ancient history. It turned out that knowledge is soon forgotten and sometimes even distorted over time. This, of course, complicates learning about the evolution of society, the emergence of classes, the formation of states, etc.

The cause of forgetfulness, first of all, is the structure of the curriculum, textbooks, and teaching aids. Textbooks are stuffed with knowledge, so-called knowledge elements; besides, even though all the facts are closely linked, they are presented individually, without a system, in isolation. Curricula and teaching aids also do not form systematic knowledge for students.

Therefore, teachers frequently give themselves the objective of merely providing new knowledge and do not base it on the old. As a result, a systematic scientific worldview does not form, and students retain merely the breadcrumbs of knowledge. Formerly acquired knowledge becomes soon forgotten when not included in an overall analysis.
Verbal memory productiveness in a two-language system
Authors: Jacikevičius A.
Published: January 2019

Verbal memory productivity in a single-language system has been studied in many dimensions in the works of H. Ebinhauzas, A. Nečiajevas, A. Smirnovas, P. Zinčenka, and other Soviet and foreign psychologists. However, the research does not reveal bilingual people's verbal memory patterns. This article summarizes the experimental results obtained investigating verbal memory in a two-language system (Lithuanian and Russian). Here are some results of available data based on eighth grade students of Lithuanian schools under identical conditions of perception: they remember 24.6% less verbal material in a second language (Russian) than their native Lithuanian; a first year remembers 22% less material in his second language than in his first, but Lithuanians studying Russian language and literature remember 0.7% more of what they learn in Russian by the fifth year of study. This shows that the measures of verbal memory of a second language are less productive for as long as a given language is not finally learned. Research has shown that learning a new language is not detrimental to the productivity of verbal memory. People who command two languages well can equally remember and reproduce a wide range of oral information in either language. Intraverbal communications in both languages are necessary for the successful transfer of remembered material from one language to another.
The reactionary bourgeoisie in Lithuanian education policy in terms of professional training issues in elementary school (1919-1940 curricula analysis)
Authors: Mikėnas V.
Published: January 2019

An analysis of the bourgeois Lithuanian primary school curriculum professional training issues reaffirmed that the bourgeoisie has neglected its management during professional training, and rather tried to use it to maintain class inequality.

While the bourgeois government diverted the full government apparatus and nationalist ideology against the Marxist-Leninist ideas of professional training, persecuted and tried to distort them in every way, they remained alive and functioned for the school and students.

The Lithuanian Communist Party-led revolutionary movement and the united professional schools in the USSR experience promoted professional training progressive movement in Lithuania. Professional training elements were formulated on this basis: introduction to the world of work, working people's activities, and rudimentary work skills positively acted upon training process as well as being a positive source of scientific outlook in bourgeois Lithuania. Thus the ruling bourgeoisie attempts to suppress the ideas of progressive professional training were fruitless, and when the anti-fascist movement intensified and Lithuania was ripe for revolution, fascist leaders lost their balance and in order to distract the attention of progressive teachers from the analysis of the Soviet school and scientific work and teaching, they began to feverishly change programs (1936, 1939, 1940). This testifies to the weakening of the position of the bourgeoisie, the workers fighting for their rights are gaining strength, which led to the overthrow of the bourgeois government and the restoration of Soviet power in Lithuania, so all the conditions emerged for deployment of science-based professional education in schools.
Pedagogical trends in the contents of Lithuanian primers (the end of the 19th century to the beginning of the 20th century)
Authors: Simaška K.
Published: January 2019

This is about the Lithuanian nation's struggle for democratic schools, teaching in their native language created the conditions for the recovery of educational thought, which in turn gave a positive impetus to the renewal of primers. Several dichotomies existed between educator publicists (J. Adomaitis-Šernas, J. Šliūpas, P. Višinskis, et al.) and others opposed to church obscurantism; anti-human morality opposed to secular, experience-based morality; and the dogmatic training process understanding opposed to active and conscious learning. They proved that the scientific, perceptual-based instruction allows the formation of the correct approach to the world around them and has extensive educational value.

Representatives of the petty bourgeoisie free education (A. Jakučionis, K. Skabeika, S. Matijošaitis, etc.), despite repeating the errors inherent in this approach, expressed democratic views on school tasks and debated about the clerical bourgeois education.

A new approach to the tasks, content, and the learning process in elementary school also had an impact upon primers. Initial training in reading tasks are mixed up with initial world studies tasks in order to prepare students for further systematic training; it was used in a variety of languages and ways of thinking. This allowed for easy, fair, and deliberate reading to develop.

Many of the primers had a positive educational value. They spread the word about a materialistic approach to life and irreligious morals, condemned czarist oppression, and in some cases social injustice, too.
Some of the features of mastering word semantics while learning the second language
Authors: Jacikevičius A.
Published: January 2019

This article summarizes the research on memory of word semantics of the second language (Russian) in Lithuanian university and secondary school students. Experimental results show that subjective word semantics recorded in memory does not match the objective word semantics of the same words. Two-language “vocabularies” in students’ memory differs significantly from usual printed modelled vocabularies. Semantic formation peculiarities in second language show that in the process of learning the new language it is important to devote more effort in establishing the relations between signs and meanings.
On relationship abstraction and concretization in assimilation of grammar
Authors: Garbačiauskienė M. , Pajarskaitė J.
Published: January 2019

Many authors who study the psychological features of grammar assimilation state that lexical and specific word meaning impedes the assimilation of grammatical meaning. The article attempts to show that this happens only when the first meaning is assimilated inaccurately and too narrowly. Correctly assimilated objective word meaning and primary lexical abstractions are necessary for secondary grammatical abstractions.

This conclusion is made based on the study of assimilation of noun meaning. The results of experiment showed that it is possible to distinguish two stages of abstraction, based on concretization, in assimilation of noun meaning. In the first stage, the concrete feature of a noun is abstracted and notes the object features that are recognized by sensory organs. In the second stage, the subject begins to understand that one an object is all that includes the system of some features, and thus the noun term includes also abstract nouns.

Since difficulties that arise in assimilation of abstract nouns are related with understanding the meaning of nouns, it is important to go deeper into their meaning, which can help more than just focusing on formal features.
On using students’ experiences in the classroom
Authors: Grabauskienė A.
Published: January 2019

The use of students’ experiences in the classroom is relates teaching to life. It also enables the students to use acquired knowledge in practice. Pedagogical research showed that knowledge and skills that were acquired in life experience are not assimilated by itself in the system of knowledge acquired in the classroom. Students apply in practice either knowledge acquired in learning process or they use their own life experience depending on the situation. Only engaging their experience in the knowledge system acquired in the classroom, a complex and overall knowledge system is formed. Different forms exist in the use of student experience in classroom: students give short presentations-stories during lessons about own observations, activities, etc., students compare learning material with experience, etc.
The question of primary school social purpose in the beginning of 19th century in Lithuania
Authors: Lukšienė M.
Published: January 2019

The article is written based mostly on the archive materials and reviews one of the major episodes in educational history in the beginning of 19th century in Lithuania: feudal cast seeks to restrict and to steer into desired direction a growing need for education in the period of development of mass consciousness.

In the beginning of 19th century Lithuanian people shows much initiative in the field of education: the number of village schools in mother tongue and the number of students is growing, and the number of peasant children in some schools account for about a half of the students, for example in the western part of Lithuania.

Despite the difficult social conditions in feudal period, the cast of intelligentsia form gradually. Eventually, it becomes the major participant of creative process of Lithuanian democratic culture.

The desire of mass education sets three directions of education. The extreme reactional groups in feudal cast view peasants exceptionally as a work force which needs religious teachings without elementary basic knowledge. The liberal aristocracy places focus on greater work efficacy that is reached by educated worker. Thus the representatives of this approach proposed the implementation of professional education in peasant elementary schools. Representatives of the third approach believed that masses need free admission to all schools without any restrictions.
Some issues on the observance of continuity and interdisciplinary relations in teaching humanities subjects
Authors: Rajeckas V.
Published: January 2019

Application of continuity principle and interdisciplinary relations facilitates fuller, deeper and more versatile understanding of taught subjects and bears considerable significance in development of communist awareness. N. Krupskaya paid major attention to interdisciplinary subjects.

The article contains concrete examples specifying how writers’ lives and creative work should be analyzed, how Russian literature should be studied in Lithuanian school and provides generalized conclusions. Major attention is also paid to inclusion of the fiction works in History lessons and possibilities of application of such means are revealed.

Some results of the experimental work enable to maintain that application of the principles of continuity and interdisciplinary relations is a vital condition to increase the effectiveness of a lesson.
Issues of public education in East Prussia
Authors: Endzinas A.
Published: January 2019

Even before 18th century East Prussia was attempting to expand the network of schools and elevate the level of education. Attempts were made to introduce compulsory education. Schools operating at parish centers (parish schools) and small rural schools included the Lithuanian language lessons in their curricula. The majority of East Prussia rural residents were Lithuanian, and in cities-German; therefore, mainstream teaching in cities was in the German language. In rural schools children were taught to read and sing, later-to write and calculate. Books used for teaching to read were the Bible, Catechism and songbook published in Lithuanian.

At the beginning of 18th century, plague exterminated a great number of residents in East Prussia. Its rulers started extensive colonization of the country by Germans. In the first half of 18th century a large number of German colonists were settled in East Prussia. At that period, a network of rural schools designed to teach colonist children expanded. Colonists were not able to adapt to the local conditions and a major part of them left. Therefore, in rural schools the number of local residents’ children increased and their teaching was conducted in Lithuania; furthermore, the East Prussian authority, disappointed in colonists, concentrated on taking better care of local inhabitants of the country. In the second half of 18th century, the colonization proceeded in lesser degree but in a more compact way; therefore, German schools were opened in those places, though they were not numerous. The majority of rural schools were intended to teach local residents-Lithuanian peasants. Lithuanian peasants in East Prussia were called “žemininkai” (“land plot keepers”) and the schools were called accordingly-“žemininkų mokyklos” (“schools for land plot keepers”). Teaching in these schools was conducted in the Lithuanian language and most of their teachers even did not know German. At the end of 18th century and at the beginning of 19th in “land plot keepers’ schools” the transit to the secular content took place which complied to the interests of the rural residents. For that purpose relevant course-books were published in the Lithuanian language.