While everyone was admiring the progress of my idiots, I was searching for the reasons which could keep the happy healthy children of the common schools on so low a plane that they could be equalled in tests of intelligence by my unfortunate pupils!
But the love of man for man is a far more tender thing, and so simple that it is universal. To love in this way is not the privilege of any especially prepared intellectual class, but lies within the reach of all men.
We wish the old things because we cannot understand the new, and we are always seeking after that gorgeousness which belongs to things already on the decline, without recognising in the humble simplicity of new ideas the germ which shall develop in the future.
For a man is not only a biological but a social product, and the social environment of individuals in the process of education, is the home. Scientific pedagogy will seek in vain to better the new generation if it does not succeed in influencing also the environment within which this new generation grows! I.
What is generally known as discipline in traditional schools is not activity, but immobility and silence. It is not discipline, but something that festers inside a child, arousing his rebellious feelings.
The little fellow had been about to feel himself a conqueror, and he found himself held within two imprisoning arms, impotent. The expression of joy, anxiety, and hope, which had interested me so much faded from his face and left on it the stupid expression of the child who knows that others will act for him.
The school must permit the free, natural manifestations of the child if in the school scientific pedagogy is to be born. This is the essential reform. No one may affirm that such a.
As a rule, however, we do not respect our children. We try to force them to follow us without regard to their special needs. We are overbearing with them, and above all, rude; and then we expect them to be submissive and well-behaved, knowing all the time how strong is their instinct of imitation and how touching their faith in and admiration of us.
If the child shows through its conversation that the educational work of the school is being undermined by the attitude taken in his home, he will be sent back to his parents, to teach them thus how to take advantage of their good opportunities.
We call an individual disciplined when he is master of himself, and can, therefore, regulate his own conduct when it shall be necessary to follow some rule of life. Such.
In our system, she must become a passive, much more than an active, influence, and her passivity shall be composed of anxious scientific curiosity, and of absolute respect for the phenomenon which she wishes to observe. The.
I succeeded in teaching a number of the idiots from the asylums both to read and to write so well that I was able to present them at a public school for an examination together with normal children. And they passed the examination successfully.
From the child itself he will learn how to perfect himself as an educator.
Others, after having studied children carefully, have come to the conclusion that the first two years are the most important of life. Education during this period must be intended as a help to the development of the psychic powers inherent in the human individual.
We serve the future by protecting the present.
A teacher simply assists him at the beginning to get his bearings among so many different things and teaches him the precise use of each of them; that is to say, she introduces him to the ordered and active life of the environment. But then she leaves him free in the choice and execution of his work.
The purpose of life is to obey the hidden command which ensures harmony among all and creates an ever better world. We are not created only to enjoy the world, we are created in order to evolve the cosmos.
The moral degradation of the slave is, above all things, the weight that opposes the progress of humanity – humanity striving to rise and held back by this great burden. The cry of redemption speaks far more clearly for the souls of men than for their bodies.
The true basis of the imagination is reality.
Don’t you begin to see in this behavior that animals sacrifice themselves for the welfare of other types of life, instead of trying to eat as much as possible merely for their own existence or upkeep? The more one studies the behavior of animals and of plants, the more clearly one sees that they have a task to perform for the welfare of the whole.