The Science of Human Nature - William Henry Pyle (rocket ebook reader .TXT) 📗

inviolable. Instead of interfering with the child, the parents should do everything in their power to make this practice possible and efficient. In their relations with their children perhaps parents sin more in the matter of neglecting to plan for them than in any other way. They plan for everything else, but they let their children grow up, having taken no definite thought about helping them to form their life habits and to establish these habits by practice. When a child comes home from school, the mother should find out just what work is to be done before the next day and should plan the child’s play and work in such a way as to include all necessary practice. If all parents would do this, the value to the work of the school and to the life of the child would be incalculable.

(2) Just as one of the main purposes of the teacher is to help the child gain initiative, so it is one of the greatest of the parents’ duties. Parents must help the children to keep their purposes before them. Children forget, even when they wish to remember. Often, they do not want to remember. The parents’ duty is to get the child to want to remember, and to help him to remember, whether he wants to or not. One of the main differences between childhood and maturity is that the child lives in the present, his purposes are all immediate ones. Habits always look forward, they are for future good and use. Mature people have learned to look forward and to plan for the future. They must, therefore, perform this function for the children. They must look forward and see what the child should learn to do, and then see that he learns to do it.

(3) Parents must help children to plan their lives in general and in detail; i.e. in the sense of determining the ideals and habits that will be necessary for those lives. The parents must do this with the help of the child. The child must not be a blind follower, but as the child’s mind becomes mature enough, the parent must explain the matter of forming life habits, and must show the child that life is a structure that he himself is to build. Life will be what he makes it, and the time for forming character is during early years. The parent must not only tell the child this but must help him to realize the truth of it, must help him continually, consistently.

(4) Of course it is hardly necessary to say that the parent can help much, perhaps most, by example. The parent must not only tell the child what to do but must show him how it should be done.

(5) Parents can help in the ways mentioned above, but they can also help by coöperating among themselves in planning for the training of the children of the community. One parent cannot train his children independently of all the other people in the community. There must be a certain unity of ideals and aims. Therefore, not only is there need for coöperation between parents and teachers but among parents themselves. Although they coöperate in everything else, they seldom do in the training of their children. The people of a community should meet together occasionally to plan for this common work.

Importance of Habit in Education and Life. A man is the sum of his habits and ideals. He has language habits; he speaks German, or French, or English. He has writing habits, spelling habits, reading habits, arithmetic habits. He has political habits, religious habits. He has various social habits, habitual attitudes which he takes toward his fellows. He has moral habits—he is honest and truthful, or he is dishonest and untruthful. He always looks on the bright side, or else on the dark side of events. All these habits and many more, he has. They are structures which he has built. One’s life, then, is the sum of his tendencies, and these tendencies one establishes in early life.

This view gives an importance to the work of the school which is derived from no other view. The school is not a place where we get this little bit of information, or the other. It is the place where we are molded, formed, and shaped into the beings we are to be. The school has not risen to see the real importance of its work. Its aims have been low and its achievements much lower than its aims. Teachers should rise to the importance of their calling. Their work is that of gods. They are creators. They do not make the child. They do not give it memory or attention or imagination. But they are creators of tendencies, prejudices, religions, politics, and other habits unnumbered. So that in a very real sense, the school, with all the other educational influences, makes the man. We do not give a child the capacity to learn, but we can determine what he shall learn. We do not give him memory, but we can select what he shall remember. We do not make the child as he is at the beginning, but we can, in large measure, determine the world of influences which complete the task of making.

In the early part of life every day and every hour of the day establishes and strengthens tendencies. Every year these tendencies become stronger. Every year after maturity, we resist change. By twenty-five or thirty, “character has set like plaster.” The general attitude and view of the world which we have at maturity, we are to hold throughout life. Very few men fundamentally change after this. It takes a tremendous influence and an unusual situation to break one up and make him an essentially different man after maturity. Every year a “crank” becomes “crankier.”

It is well that this is so. Everything in the world costs its price. Rigidity is the price we pay for efficiency. In order to be efficient, we must make habitual the necessary movements. After they are habituated, they resist change. But habit makes for regularity and order. We could not live in society unless there were regularity, order, fixity. Habit makes for conservatism. But conservatism is necessary for order. In a sense, habit works against progress. But permanent improvement without habit would be impossible, for permanent progress depends upon holding what we gain. It is well for society that we are conservative. We could not live in the chaos that would exist without habit. Public opinion resists change. People refuse to accept a view that is different from the one they have held. We could get nowhere if we continually changed, and it is well for us that we continue to do the old way to which we have become accustomed, till a new and better one is shown beyond doubt. Even then, it is probably better for an old person to continue to use the accustomed methods of a lifetime. Although better methods are developed, they will not be so good for the old person as those modes of action that he is used to. The possibility of progress is through new methods which come in with each succeeding generation.

When we become old we are not willing to change, but the more reasonable of us are willing that our children should be taught a better way. Sometimes, of course, we find people who say that what was good enough for them is good enough for their children. Most of us think better, and wish to give our children a “better bringing up than ours has been.”

These considerations make clear the importance of habit in life. They should also make clear a very important corollary. If habits are important in life, then it is the duty of parents and teachers to make a careful selection of the habits that are to be formed by the children. The habits that will be necessary for the child to form in order to meet the various situations of his future life, should be determined. There should be no vagueness about it. Definite habits, social, moral, religious, intellectual, professional, etc., will be necessary for efficiency. We should know what these various habits are, and should then set about the work of establishing them with system and determination, just as we would the building of a house. Much school work and much home training is vague, indefinite, uncertain, done without a clear understanding of the needs or of the results. We therefore waste time, years of the child’s life, and the results are unsatisfactory.

Drill in School Subjects. In many school subjects, the main object is to acquire skill in certain processes. As previously explained, we can become skillful in an act only by repetition of the act. Therefore, in those subjects in which the main object is the acquiring of skill, there must be much repetition. This repetition is called drill. The matter of economical procedure in drill has already been considered, but there are certain problems connected with drill that must be further discussed.

Drill is usually the hardest part of school work. It becomes monotonous and tiresome. Moreover, drill is always a means. It is the means by which we become efficient. Take writing, for example. It is not an end in itself; it is the means by which we convey thoughts. Reading is a means by which we are able to get the thought of another. In acquiring a foreign language, we have first to master the elementary tools that will enable us to make the thought of the foreign language our own.

It seems that the hardest part of education always comes first, when we are least able to do it. It used to be that nearly all the work of the school was drill. There was little school work that was interesting in itself. In revolt against this kind of school, many modern educators have tried to plan a curriculum that would be interesting to the child. In schools that follow this idea, there is little or no drill, pure and simple. There is no work that is done for the sole purpose of acquiring skill. The work is so planned that, in pursuing it, the child will of necessity have to perform the necessary acts and will thereby gain efficiency. In arithmetic, there is no adding, subtracting, multiplying, or dividing, only as such things must be done in the performance of something else that is interesting in itself. For example, the child plays store and must add up the sales. The child plays bean bag and must add up the score. Practice gained in this indirect way is known as incidental drill. Direct drill consists in making a direct approach; we wish to be efficient at adding, so we practice adding as such and not merely as incidental to something else.

This plan of incidental drill is in harmony with the principle of interest previously explained. There are several things, however, that must be considered. The proper procedure would seem to be to look forward and find out in what directions the child will need to acquire skill and then to help him acquire it in the most economical way and at the proper time. Nature has so made us that we like to do a new trick. When we have taught a child how to add and subtract, he likes to perform these operations because the operations themselves give pleasure. Therefore much repetition can be allowed and much skill acquired by a direct approach to the practice. When interest drags, incidental drill can be fallen back upon to help out the interest. Children should be taught that certain things must be done, certain skill must be acquired. They should accept some things on the authority of elders. They should