Part 32 (2/2)
There results from the observation of this fact a criticism of what is done to-day in many schools. Often, for instance when the pupils are questioned, the teacher says to someone who is eager to answer, ”No, not you, because you know it” and puts her question specially to the pupils who she thinks are uncertain of the answer. Those who do not know are made to speak, those who do know to be silent. This happens because of the general habit of considering the act of knowing something as final.
And yet how many times it happens to us in ordinary life to _repeat_ the very thing we know best, the thing we care most for, the thing to which some living force in us responds. We love to sing musical phrases very familiar, hence enjoyed and become a part of the fabric of our lives. We love to repeat stories of things which please us, which we know very well, even though we are quite aware that we are saying nothing new. No matter how many times we repeat the Lord's Prayer, it is always new. No two persons could be more convinced of mutual love than sweethearts and yet they are the very ones who repeat endlessly that they love each other.
But in order to repeat in this manner, there must first exist the idea to be repeated. A mental grasp of the idea, is indispensable to the beginning of _repet.i.tion_. The exercise which develops life, consists _in the repet.i.tion, not in the mere grasp of the idea_. When a child has attained this stage, of repeating an exercise, he is on the way to self-development, and the external sign of this condition is his self-discipline.
This phenomenon does not always occur. The same exercises are not repeated by children of all ages. In fact, repet.i.tion corresponds to a _need_. Here steps in the experimental method of education. It is necessary to offer those exercises which correspond to the need of development felt by an organism, and if the child's age has carried him past a certain need, it is never possible to obtain, in its fulness, a development which missed its proper moment. Hence children grow up, often fatally and irrevocably, imperfectly developed.
Another very interesting observation is that which relates to the length of time needed for the execution of actions. Children, who are undertaking something for the first time are extremely slow. Their life is governed in this respect by laws especially different from ours.
Little children accomplish slowly and perseveringly, various complicated operations agreeable to them, such as dressing, undressing, cleaning the room, was.h.i.+ng themselves, setting the table, eating, etc. In all this they are extremely patient, overcoming all the difficulties presented by an organism still in process of formation. But we, on the other hand, noticing that they are ”tiring themselves out” or ”wasting time” in accomplis.h.i.+ng something which we would do in a moment and without the least effort, put ourselves in the child's place and do it ourselves.
Always with the same erroneous idea, that the end to be obtained is the completion of the action, we dress and wash the child, we s.n.a.t.c.h out of his hands objects which he loves to handle, we pour the soup into his bowl, we feed him, we set the table for him. And after such services, we consider him with that injustice always practised by those who domineer over others even with benevolent intentions, to be incapable and inept.
We often speak of him as ”impatient” simply because we are not patient enough to allow his actions to follow laws of time differing from our own; we call him ”tyrannical” exactly because we employ tyranny towards him. This stain, this false imputation, this calumny on childhood has become an integral part of the theories concerning childhood, in reality so patient and gentle.
The child, like every strong creature fighting for the right to live, rebels against whatever offends that occult impulse within him which is the voice of nature, and which he ought to obey; and he shows by violent actions, by screaming and weeping that he has been overborne and forced away from his mission in life. He shows himself to be a rebel, a revolutionist, an iconoclast, against those who do not understand him and who, fancying that they are helping him, are really pus.h.i.+ng him backward in the highway of life. Thus even the adult who loves him, rivets about his neck another calumny, confusing his defence of his molested life with a form of innate naughtiness characteristic of little children.
What would become of us if we fell into the midst of a population of jugglers, or of lightning-change impersonators of the variety-hall? What should we do if, as we continued to act in our usual way, we saw ourselves a.s.sailed by these sleight-of-hand performers, hustled into our clothes, fed so rapidly that we could scarcely swallow, if everything we tried to do was s.n.a.t.c.hed from our hands and completed in a twinkling and we ourselves reduced to impotence and to a humiliating inertia? Not knowing how else to express our confusion we would defend ourselves with blows and yells from these madmen, and they having only the best will in the world to serve us, would call us haughty, rebellious, and incapable of doing anything. We, who know our own _milieu_, would say to those people, ”Come into our countries and you will see the splendid civilisation we have established, you will see our wonderful achievements.” These jugglers would admire us infinitely, hardly able to believe their eyes, as they observed our world, so full of beauty and activity, so well regulated, so peaceful, so kindly, but all so much slower than theirs.
Something of this sort occurs between children and adults.
It is exactly in the repet.i.tion of the exercises that the education of the senses consists; their aim is not that the child shall _know_ colours, forms and the different qualities of objects, but that he refine his senses through an exercise of attention, of comparison, of judgment. These exercises are true intellectual gymnastics. Such gymnastics, reasonably directed by means of various devices, aid in the formation of the intellect, just as physical exercises fortify the general health and quicken the growth of the body. The child who trains his various senses separately, by means of external stimuli, concentrates his attention and develops, piece by piece, his mental activities, just as with separately prepared movements he trains his muscular activities. These mental gymnastics are not merely psycho-sensory, but they prepare the way for spontaneous a.s.sociation of ideas, for ratiocination developing out of definite knowledge, for a harmoniously balanced intellect. They are the powder-trains that bring about those mental explosions which delight the child so intensely when he makes discoveries in the world about him, when he, at the same time, ponders over and glories in the new things which are revealed to him in the outside world, and in the exquisite emotions of his own growing consciousness; and finally when there spring up within him, almost by a process of spontaneous ripening, like the internal phenomena of growth, the external products of learning--writing and reading.
I happened once to see a two-year-old child, son of a medical colleague of mine, who, fairly fleeing away from his mother who had brought him to me, threw himself on the litter of things covering his father's desk, the rectangular writing-pad, the round cover of the ink-well. I was touched to see the intelligent little creature trying his best to go through the exercises which our children repeat with such endless pleasure till they have fully committed them to memory. The father and the mother pulled the child away, reproving him, and explaining that there was no use trying to keep that child from handling his father's desk-furniture, ”The child is restless and naughty.” How often we see all children reproved because, though they are told not to, they will ”take hold of everything.” Now, it is precisely by means of guiding and developing this natural instinct ”to take hold of everything,” and to recognise the relations of geometrical figures, that we prepare our little four-year-old men for the joy and triumph they experience later over the phenomenon of spontaneous writing.
The child who throws himself on the writing-pad, the cover to the ink-well, and such objects, always struggling in vain to attain his desire, always hindered and thwarted by people stronger than he, always excited and weeping over the failure of his desperate efforts, _is wasting_ nervous force. His parents are mistaken if they think that such a child ever gets any real rest, just as they are mistaken when they call ”naughty” the little man longing for the foundations of his intellectual edifice. The children in our schools are the ones who are really at rest, ardently and blessedly free to take out and put back in their right places or grooves, the geometric figures offered to their instinct for higher self-development; and they, rejoicing in the most entire spiritual calm, have no notion that their eyes and hands are initiating them into the mysteries of a new language.
The majority of our children become calm as they go through such exercises, because their nervous system is at rest. Then we say that such children are quiet and good; external discipline, so eagerly sought after in ordinary schools is more than achieved.
However, as a calm man and a self-disciplined man are not one and the same, so here the fact which manifests itself externally by the calm of the children is in reality a phenomenon merely physical and partial compared to the real _self-discipline_ which is being developed in them.
Often (and this is another misconception) we think all we need to do, to obtain a voluntary action from a child, is to order him to do it. We pretend that this phenomenon of a forced voluntary action exists, and we call this pretext, ”the obedience of the child.” We find little children specially disobedient, or rather their resistance, by the time they are four or five years old, has become so great that we are in despair and are almost tempted to give up trying to make them obey. We force ourselves to praise to little children ”the virtue of obedience” a virtue which, according to our accepted prejudices, should belong specially to infancy, should be the ”infantile virtue” yet we fail to learn anything from the fact that we are led to emphasize it so strongly because we can only with the greatest difficulty make children practise it.
It is a very common mistake, this of trying to obtain by means of prayers, or orders, or violence, what is difficult, or impossible to get. Thus, for instance, we ask little children to be obedient, and little children in their turn ask for the moon.
We need only reflect that this ”obedience” which we treat so lightly, occurs later, as a natural tendency in older children, and then as an instinct in the adult to realise that it springs spontaneously into being, and that it is one of the strongest instincts of humanity. We find that society rests on a foundation of marvellous obedience, and that civilisation goes forward on a road made by obedience. Human organisations are often founded on an abuse of obedience, a.s.sociations of criminals have obedience as their key-stone.
How many times social problems centre about the necessity of rousing man from a state of ”obedience” which has led him to be exploited and brutalised!
Obedience naturally is _sacrifice_. We are so accustomed to an infinity of obedience in the world, to a condition of self-sacrifice, to a readiness for renunciation, that we call matrimony the ”blessed condition,” although it is made up of obedience and self-sacrifice. The soldier, whose lot in life is to obey if it kills him is envied by the common people, while we consider anyone who tries to escape from obedience as a malefactor or a madman. Besides, how many people have had the deeply spiritual experience of an ardent desire to obey something or some person leading them along the path of life--more than this, a desire to sacrifice something for the sake of this obedience.
It is therefore entirely natural that, loving the child, we should point out to him that obedience is the law of life, and there is nothing surprising in the anxiety felt by nearly everyone who is confronted with the characteristic disobedience of little children. But obedience can only be reached through a complex formation of the psychic personality.
To obey, it is necessary not only to wish to obey, but also to know how to. Since, when a command to do a certain thing is given, we presuppose a corresponding active or inhibitive power of the child, it is plain that obedience must follow the formation of the will and of the mind. To prepare, in detail, this formation by means of detached exercises is therefore indirectly, to urge the child towards obedience. The method which is the subject of this book contains in every part an exercise for the will-power, when the child completes co-ordinated actions directed towards a given end, when he achieves something he set out to do, when he repeats patiently his exercises, he is training his positive will-power. Similarly, in a very complicated series of exercises he is establis.h.i.+ng through activity his powers of inhibition; for instance in the ”lesson of silence,” which calls for a long continued inhibition of many actions, while the child is waiting to be called and later for a rigorous self-control when he is called and would like to answer joyously and run to his teacher, but instead is perfectly silent, moves very carefully, taking the greatest pains not to knock against chair or table or to make a noise.
Other inhibitive exercises are the arithmetical ones, when the child having drawn a number by lot, must take from the great ma.s.s of objects before him, apparently entirely at his disposition, only the quant.i.ty corresponding to the number in his hand, whereas (as experience has proved) he would _like_ to take the greatest number possible.
Furthermore if he chances to draw the zero he sits patiently with empty hands. Still another training for the inhibitive will-power is in ”the lesson of zero” when the child, called upon to come up zero times and give zero kisses, stands quiet, conquering with a visible effort the instinct which would lead him to ”obey” the call. The child at our school dinners who carries the big tureen full of hot soup, isolates himself from every external stimulant which might disturb him, resists his childish impulse to run and jump, does not yield to the temptation to brush away the fly on his face, and is entirely concentrated on the great responsibility of not dropping or tipping the tureen. A little thing of four and a half, every time he set the tureen down on a table so that the little guests might help themselves, gave a hop and a skip, then took up the tureen again to carry it to another table, repressing himself to a sober walk. In spite of his desire to play he never left his task before he had pa.s.sed soup to the twenty tables, and he never forgot the vigilance necessary to control his actions.
Will-power, like all other activities is invigorated and developed through methodical exercises, and all our exercises for will-power are also mental and practical. To the casual onlooker the child seems to be learning exact.i.tude and grace of action, to be refining his senses, to be learning how to read and write; but much more profoundly he is learning how to become his own master, how to be a man of prompt and resolute will.
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