Читать книгу Outlines of Educational Doctrine - Johann Friedrich Herbart - Страница 10

45. We assume at the outset the existence of all the care and nurture requisite for physical growth and well-being; a bringing up that shall be as free from pampering as from dangerous hardening. There must be no actual want to lead a child astray, nor undue indulgence to create unnecessary demands. How much hardening it is safe to risk will depend in each case on the child’s constitution.

46. The foundation of government consists in keeping children employed. No account is taken as yet of the prospective gain to mental culture; the time is to be fully occupied, at all events, even if the immediate purpose be merely the avoidance of disorder. This purpose, however, involves the requirement of ample provision, according to the ages of pupils, for the need of physical activity, that the cause of natural restlessness may be removed. This need is more urgent with some than with others; there are children that seem ungovernable because compelled to sit still.

47. Other things being equal, self-chosen occupations deserve the preference; but it rarely happens that children know how to keep themselves busy sufficiently and continuously. Specific tasks, not to be abandoned until completed, assure order much better than random playing, which is apt to end in ennui. It is desirable that adults possessing the requisite patience assist children, if not always, at least frequently, in their games; that they explain pictures, tell stories, have them retold, etc. With advancing maturity, a steadily increasing proportion of the occupations assumes the character of instruction or of exercises growing out of it; this work should be properly balanced by recreations.

48. Next in order comes supervision, and with it numerous commands and prohibitions. Under this head several things must be considered.

In the first place this: Whether under certain circumstances one might withdraw a command or permit what has once been forbidden. It is ill-advised to give an order more sweeping than the execution is meant to be; and it weakens government to yield to the entreaties, the tears, or, worse still, the impetuous insistence of children.

Also this question: Whether it is possible to make sure of obedience. Where children are not kept busy and are left without oversight, the issue becomes doubtful.

The difficulty grows at a rapid rate with an increase in numbers. This is true especially of larger educational institutions, but, on account of the coming and going of pupils, applies in a measure also to common day schools.

49. The usual solution is greater strictness of supervision. But this involves the risk of utter failure to receive voluntary obedience, and of inciting a match game in shrewdness.

As to voluntary obedience, much depends on the ratio of restraint to the freedom that still remains. Ordinarily, youth submits readily enough to many restrictions, provided such restrictions bear upon specific fixed points, and leave elbow room for independent action.

In the work of supervision the teacher will find it hard to rely on himself entirely, particularly if he has charge of classes only at stated times. Others must assist him; he himself will have to resort occasionally to surprises. Supervision is always an evil when coupled with unnecessary distrust. It is essential, therefore, to make those who do not merit distrust understand that the measures adopted are not directed against them.