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The purpose of the author is to discuss the psychological fundaments of the Herbart school and to point out its bearing on the modern pedagogical method. Starting from the statement that according to Herbart's opinion psychology is only applied metaphysics, he reviews the metaphysical principles on which Herbart bases his phylosophy and he especially insists on the study of his psychological conception. From that study he deduces those Herbart's ideas which are still living in contemporary didactics: the critical revisión of the ancient doctrine

One of the tests which is more used within the walls oy the primary school is that of the London school inspector Ballard's. Having account of the different Spanish versions and adaptations, Dr. Fernández Huerta has tried to determine not only the measurement corresponding to an actual group of primary school children but also sufficient datato reorganize and reduce the test so that its applicability and efficiency may be increased. To that end he has realized some experimental research considering the reliability of the test and the validity of

In this article Dr. García Hoz means, in a purely informative way, to answer the question: "how are those educators formed who are neither teachers nor parents considedered as such educators?" In order to facilitate the understanding of this problem he centers his study in three different aspects, politic, religious and undifferentiated one. The author poses the problem of the relationship between education and politics' and points out the politic concern on educational questions. He explains the service which education renders to politics and

The specific mission of the primary school inspection has been differently considered by the Administration. The XIXth. century had a very restricted idea on the inspection It was considered as a Government's instrument of control. This criterion prevailed during the first years of the XXth. century. It was in that time that there began the petition of statistical data on schools and teachers from the inspectors who were obligued to perform bureaucratic funtions. Later on the inspector's jurisdiction became wider and his social estimation rose,

Las ideas educativas de K. Jaspers, muy poco estudiadas, se centran en el tema, típicamente existencial, de a subjetividad irreductible del ser humano. Esta subjetividad conduce a Jaspers al planteamiento del problema de los límites que atañen al actuar humano sobre el mundo, los cuales se hacen especialmente patentes en los fenómenos del "cuidado" y la "educación", de una parte, y del "obrar político", de otra. La educación aparece en el sistema de Jaspers como una tarea esencialmente problemática por encontrarse instalada entre la mera