II.-SOCIETY, SCHOOL AND TEACHER: What would be the probable result if a highly-civilized community were to have no schools nor teachers of any kind for one hundred years? Point out ways in which an educated person can be more helpful to society than an uneducated one. Why is it in the best interests of both the individual and the state that everyone should receive a good education? Can the child receive such education without the aid of society? Why is the education of nature, of the tribe, or of the home, insufficient? Why is the school necessary? Why is the teacher necessary? Why is it important that there be adequate schools and teachers? Why is it the duty of society to provide these? Consider the following: It is probable that always in life, waking or sleeping, there is constant change of body and mind. This change is the result of a reconstructive process by which the former condition breaks down and a new condition is built up. At times (e.g., during sleep) this reconstructive process is scarcely perceptible; at other times (e.g., during the solution of a difficult problem or during violent physical exercise) there is rapid change of mental or physical make-up, accompanied by a feeling of effort on our part and a consciousness that we are overcoming obstacles and achieving the end we have in view. Further, the possibilities of change are very great. The period of extended infancy, that is, of special adaptability to rapid change, is much longer in the case of a child than in the lower animals, and the capacity for acquiring knowledge (c) In a civilized community, without school or teacher? (d) In a civilized community, with school and teacher? How would his methods of gaining knowledge differ in each of these respective situations? Why is it difficult to educate a child who is deaf and blind ? A child pays attention to only a few of the objects surrounding him. Upon what basis does he make his selection? D.-Imitation.-Give examples from your observation to show that the child is an imitative being, having a natural tendency to copy those about him. Give examples to show that he is a social being, desirous of mingling with his fellows. To what extent do these imitative and social tendencies affect his education? E.-Self-expression. Is the usual condition of a little child, when awake, active or passive? Consider how much he learns during the first year. Is it necessary to urge him to learn? Would it be impossible to keep him from learning? Why does he move about so much? One exercise, e.g., drawing a straight line, is assigned the child by the teacher. Another, e.g., drawing some object in which he is interested, is undertaken as a result of his natural self-activity. Which of these exercises is the more pleasing to the child? Would it be possible to interest him in activities naturally uninteresting to him? Would it be wise to do so? Compare the relative values of imitation and self-expression as factors in education. In what sense is the statement true that "all education must be self-education ?" In what sense is it false? Compare the desires of an infant three days old with those of a child ten years of age. Is there any reason for, or advantage in, this change of interest? II.-SOCIETY, SCHOOL AND TEACHER: What would be the probable result if a highly-civilized community were to have no schools nor teachers of any kind for one hundred years? Point out ways in which an educated person can be more helpful to society than an uneducated one. Why is it in the best interests of both the individual and the state that everyone should receive a good education? Can the child receive such education without the aid of society? Why is the education of nature, of the tribe, or of the home, insufficient? Why is the school necessary? Why is the teacher necessary? Why is it important that there be adequate schools and teachers? Why is it the duty of society to provide these? Consider the following: It is probable that always in life, waking or sleeping, there is constant change of body and mind. This change is the result of a reconstructive process by which the former condition breaks down and a new condition is built up. At times (e.g., during sleep) this reconstructive process is scarcely perceptible; at other times (e.g., during the solution of a difficult problem or during violent physical exercise) there is rapid change of mental or physical make-up, accompanied by a feeling of effort on our part and a consciousness that we are overcoming obstacles and achieving the end we have in view. Further, the possibilities of change are very great. The period of extended infancy, that is, of special adaptability to rapid change, is much longer in the case of a child than in the lower animals, and the capacity for acquiring knowledge and forming habits is almost infinite. The child is essentially a self-active being. He possesses natural aptitudes, interests, impulses and desires which seek for satisfaction, and which, under natural conditions, impel him to constant activity. In this activity he finds his greatest happiness in overcoming obstacles which interfere with his highest development. He is not a passive recipient of knowledge and a blind imitator of the activities of others, but a discriminating and self-expressive personality, constantly on the alert, living in a selective and reconstructive attitude, with desires of his own, which he constantly strives to realize. It is of vital importance to the child that he should receive the very best education possible, and that at every step of his development his energies should be directed upon the proper material, in the best way. His development is greatly influenced by his surroundings. At birth he is the most helpless of animals. For years he is dependent upon society for the necessities of life, and his advance from barbarism will depend very largely upon the educational material furnished him by society, the opportunities afforded him of gaining a mastery of this material, and the social guidance which will stimulate him to the highest form of self-activity. The human being is thus more dependent upon other members of its species than any other animal; and, without a high degree of sympathy, co-operation and self-sacrifice on the part of society, the child could neither live nor gain an education. The Individual and Society.-The advantages of education are not confined to the individual who receives the education. It is also in the interests of society that the child be educated. Society possesses a vast heritage of literature, art, science. |