Different attitudes towards pedagogics as a science of education have been observed. In some cases pedagogics has become underestimated among schoolteachers and higher school teachers. S. Salkauskis’s (the Lithuanian philosopher and pedagogue, 1886-1941 ) treatment of pedagogics is of considerable interest

Įsitikinęs, kad pedagogika apima ne tik žmogaus „mokslinimų", bet visų psichofizinių funkcijų ugdymų ir žmogaus dorovinimų, jo kultūrinimų ir visašališko darbingumo didinimų" J. Vabalas-Gudaitis teigė, kad bent trumpas supažindinimas su pedagogikos mokslu būtų „privalomas kiekvienam subrendusiam žmogui, nes kiekvienas susiduriame su vaikais ir jaunimu, nes kiekvienas turime, kur tik galime, prisidėti prie mūsų tautos dorovinimo bei kultūrinimo" . Baigiamojoje klasėje jis siūlė įvesti privalomų 2 valandų per savaitę propedeutinės pedagogikos kursų, kurį dėstytų „ne paprastas kurio nors dalyko mokytojas, o pedagogas specialistas", žinantis „kūno ir sielos kultūros pagrindus, eugenikos elementus, šeimyninio auklėjimo pradmenis"

Due to his articles related to language teaching, the famous Lithuanian educationalist and psychologist of the first half of the 20th century J. Vabalas-Gudaitis can be regarded as a pioneer of the bilingual psychology of the theory of language teaching in. Lithuania. The paper deals with some considerations, test data and recommendations given by J. Vabalas-Gudaitis. They could contribute to the improvement of language teaching in our republic.

The article presents a review of teaching the Lithuanian language and literature in the secondary schools of Lithuania. The main trends and problems for perfecting the teaching process of the Lithuanian language and literature in the national school are analysed. Practical and scientific solutions concerning the teaching problems of the subject are indicated.

The article deals with the main lifelong learning models which are described in the European Round Table of Industrialists and the Standing Conference of Rectors, Presidents and vice-chancellors of the European Universities. The author analyses Memorandum on Higher Education in the European Community and other European documents, concerning the development of lifelong learning in West Europe.

D. Beresnevičienė concludes that the main focus of the mentioned above documents is laid upon the following factors: 1) the establishment of institutions, organizing lifelong learning, 2) the co-operation among universities and industry, 3) the flexibility of educational system itself and openness of the knowledge, skills and psychological attitudes of the manpower, fit for work in the 21-st century.

When analysing the epoch of the second half of the 19th and the beginning of the 20th century, the features of the evolution of national education have been revealed, e. g. the nonofficial system of education based on the activities of the daraktorius (a teacher at a secret school in Lithuania during the period of Tsarist oppression). Julija Žymantienė Žemaitė’s educational activities and literary works, reflecting the folk wisdom and educational ideas of the time, however, have hardly been investigated. The analysis of Zemaite’s social activities as a Lithuanian folk educator is the most important in this paper. Her activities as a writer when teaching children at home and the secret school, her exclusive duty to enlighten the nation are described.