Memory of unchecked or unclear generalizations of Tolstaya considered assimilation as the greatest evil breaking naturalness process of thinking. He resolutely opposed mechanical transferring of generalizations, abstract concepts to the heads of children. Children cannot understand and acquire the generalizations which are not endured and not understood by them, and dogmatically given teachers.
In activization of educational process the stories written by Tolstoy, or the works of other writers processed by it were of exclusively great importance. The children's stories of Tolstoy differing in simplicity and brightness of imagination and art perfection excite children, their heroes and problems are close to children and leave deep and indelible impression.
Describing activity of pupils, Tolstoy noted that everyone wanted to squeeze the word, everyone greedy watched the story-teller, without passing a uniform mistake. "Ask it, and he will tell passionately, and that he will tell, will forever be engraved in his memory" 1 (Pss 8-81) When the story came to an end, teachers and pupils, forming groups, often retold the contents each other. Listening corrected story-tellers when they missed something.
This principle however does not mean that educational process has to be most simplified. Demanding observance of the principle of availability of training, Tolstoy opposed those methodologists who tried to facilitate occupations of pupils excessively. Such approach, it fairly noticed, often leads to that pupils superficially acquire material and quite often get to the deadlock at the slightest change or complication of tasks.
The teacher, fairly noticed Tolstoy, acquaints pupils only with that presentation which gives the chance to develop at them new perceptions, to promote in the development. Otherwise children will not be active, and at a lesson the boredom will dominate.
Fairly considered durability of knowledge of Tolstaya as one of the most important results of the correct training, one of the practical purposes of education. Strong knowledge of pupils is a highest mark of work of the teacher, his pleasure and pride.
Use of means of presentation has to be carried out at observance of a measure, place, gradual complication and a variety of forms. Sense of proportion and places was understood by Tolstoy as inadmissibility of an overload of a lesson artificial forms of presentation, that is pictures, images of things and even the things which are pulled out from their natural situation. He sharply was negative to experience of foreign school where practically each word, the explanation at a lesson was followed by display of the corresponding picture, and did not undertake in attention, whether the child is familiar with a real subject, the phenomenon or not. Tolstoy considered necessary a condition for normal intellectual development of the child systematic appealing of the teacher to the impressions and images of reality which developed in the course of his life experience to so-called internal presentation. It is useless at a certain level of development of the child to show it images of a subject which it never met and has no relation.
Gradual complication of types and methods of application - one of indispensable conditions of the developing presentation. It first of all a combination of the representations of reality accumulated by the pupil to the word of the teacher and the speech, imagination of the pupil.
In "General comments for the teacher" Lev Nikolaevich recommended to supply to the pupil with as much as possible information and to create conditions for bigger number of supervision on all subjects; to seek to cause these supervision. Together with it he advised less to tell to the pupil of the general conclusions, definitions and any terms, that is to give out ready knowledge. The message of conclusions possibly only when the pupil, relying on the got knowledge, can check them itself. Only in this case conclusions and definitions do not complicate the doctrine, and, on the contrary, stimulate it. It is bad when the teacher too long and difficult explains that already clearly and is known to the pupil. Because of it the lesson becomes unpleasant and unentertaining, the motivation of pupils decreases.