The Schools of Utopia & Schools of To-morrow (Illustrated). Джон Дьюи
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in the ordinary school. They exercise their instincts to learn naturally, without that self-consciousness which comes from having been forced to keep their minds on examinations and promotions.
Bright and intelligent children often acquire a distaste for the schoolroom and what comes out of it, which they not only never wholly outgrow but which is a real handicap to them as they grow up, often preventing them from taking their college work seriously, and making them suspicious of all ideas not actually deduced from their own experience outside the classroom. Perhaps they grow so docile they acquiesce in all authoritative statements whatsoever, and lose their sense of reality. We tell our children that books are the storehouses of the world, and that they contain the heritage of the past without which we would be savages; then we teach them so that they hate books of information and discount what a teacher tells them. Incompetency is general not because people are not instructed enough as children, but because they cannot and do not make any use of what they learn. The extent to which this is due to an early mistrust of school and the learning associated with it cannot be overstated.
The students at Fairhope will never have this handicap to contend with. They are uniformly happy in school, and enthusiastically proclaim their “love” for it. Not only is the work interesting to the group as a whole, but no individual child is forced to a task that does not appeal; each pupil may do as he pleases as long as he does not interfere with any one else. The children are not freed, however, from all discipline. They must keep at work while they are in school, and learn not to bother their neighbors, as well as to help them when necessary. Caprice or laziness does not excuse a child from following a healthy or useful régime.
Mrs. Johnson feels that children in their early years are neither moral nor immoral, but simply unmoral; their sense of right and wrong has not yet begun to develop. Therefore, they should be allowed as much freedom as possible; prohibitions and commands, the result of which either upon themselves or their companions they cannot understand, are bound to be meaningless; their tendency is to make the child secretive and deceitful. Give a child plenty of healthy activity. When he must be disciplined, do not appeal to a sense which he has not got, but show him by a little pain if necessary what his naughty act meant to his playmate. If he is to share in fun and good things with his family and friends, he must behave so that they will want his company. This is a motive which a young child can understand, for he knows when his friends are agreeable or disagreeable to him. There is less in such a scheme of discipline that impels the child to shirk or conceal, to lie or to become too conscious of his acts, than in a discipline based on moral grounds, which seems to the child to be a mere excuse for forcing him to do something simply because some grown person wants it done.
Lack of self-consciousness is a positive gain on the side of happiness. Mrs. Johnson’s scheme of discipline contributes toward that love of school and work which all teaching aims to establish. When work is interesting, it is not necessary to hamper children in their performance of it by meaningless restrictions and petty prohibitions. When children work willingly they come to associate learning with the doing of what is congenial. This is undoubtedly of positive moral value. It helps develop a confident, cheerful attitude toward work; an ability to face a task without dislike or repulsion, which is of more real value in character building than doing hard, distasteful tasks, or forcing attention and obedience.
The division into age groups or “life classes” takes away that emphasis upon the pupils’ failures and shortcomings which is bound to be more or less evident where pupils are graded according to their proficiency in books. The child who is slow mentally is not made to feel that he is disgraced. Attention is not called to him and he is not prodded, scolded, or “flunked.” Unaware of his own weaknesses, he retains the moral support of confidence in himself; and his hand work and physical accomplishments frequently give him prestige among his fellows. Mrs. Johnson believes that the recitations and examination of the ordinary schoolroom are merely devices to make the work easier for the teacher; while the consciousness of what he does or does not “know,” resulting from marks and grades, is harmful to the child just as an emphasis of his failures is harmful.
Especially marked is the contrast of the classroom exercises at Fairhope with recitations where, sitting still with their books closed, the children are subject to a fire of questions from the teacher to find out how much they remember of a lesson they are supposed to have “studied” alone. To quote again from Rousseau: “He (the teacher) makes a point of showing that no time has been wasted; he provides his pupils with goods that can be readily displayed in the shop windows, accomplishments which can be shown off at will.... If the child is to be examined, he is set to display his wares; he spreads them out; satisfies those who behold them, packs up his bundle, and goes his way. Too many questions are tedious and revolting to most of us and especially to children. After a few minutes their attention flags; they cease to listen to your everlasting questions and they answer at random.” At Fairhope the children do the work, and the teacher is there to help them to know, not to have them give back what they have memorized. Tests are often conducted with books open, since they are not to show the teacher what the child can remember, but rather to discover his progress in ability to use books. Lessons are not assigned, but the books are open in the hands of the pupils and with the teacher they discuss the text, getting out of it all the joy and information possible. This stimulates a real love of books, so that these children who have never been assigned a lesson to study, voluntarily study the text after the class work. They are not tempted to cheat, for they are not put in the position of having to show off.
The result of this system of discipline and study over and above satisfactory progress in the “three R’s,” is freedom from self-consciousness on the mental and moral side; the ability of a child to put all his native initiative and enthusiasm into his work; the power to indulge his natural desire to learn; thus preserving joy in life and a confidence in himself which liberates all his energies for his work. He likes school and forgets that he is “learning”; for learning comes unconsciously as a by-product of experiences which he recognizes as worth while on their own account.
The following activities have been worked out at Fairhope as a substitute for the usual curriculum: physical exercise, nature study, music, hand work, field geography, story telling, sense culture, fundamental conceptions of number, dramatizations, and games. In the second class map drawing and descriptive geography are added, for reading is acquired, and the number work is modified by the knowledge of figures. Each lesson is planned as a concrete experience with a definite end in view, appealing to the child as desirable. As would be expected from the emphasis put upon following the development of the child, physical exercise plays an important part in the day’s work. It comes every day, during the regular school hours and usually in the first part of the morning while the children are fresh and energetic. For an hour the school is outdoors in a field the children call “the gym.” Bars, horses, etc., are scattered about, and there is some one there to help them try new things and see that the work is well balanced, but formal gymnastics in the accepted meaning of the term do not exist. Mrs. Johnson believes that the distaste of children is sufficient reason for doing away with them, and that, since the growing child is constantly seeking of his own accord opportunities to stretch and exercise his muscles, all the school needs to do is to supply the opportunity, seeing to it that this is not indulged to the point of harming the child. The children fall naturally into groups; those who want to swing on the bars and rings, those who want to climb, to jump, or run, or throw, etc. Running usually takes the form of races; a tree is used as a target in the stone throwing contests. The children themselves have invented games to use on the apparatus, and the hour in the “gym” is one of the busiest in the day. It leaves the children eager and stimulated for their mental work, since it has meant no overworking of one set of muscles, no dull repetition of meaningless movements at some one else’s command. Besides this regular time for exercise, the children may study outdoors, and many of the classes are conducted in the open air. Indoors there are games, handwork, and dramatizations, all of which contribute to the physical well-being of the children. There are no cramping desks, the pupil may sit where or how he pleases, or even move from place to place if he does not disturb his fellows. The classes go on in a room in which two groups, each of fifteen or more children, are working, and the necessary quiet and order exist.