Scientific Methods As Applied To Child Education In "the Children's Houses"

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prepare his scholars one by one in order to draw from their collective work great and beautiful harmony; and each artist must perfect himself as an individual before he can be ready to follow the voiceless commands of the master's baton.
How different is the method which we follow in the pub­lic schools! It is as if a concert-master taught the same monotonous and sometimes discordant rhythm contem­poraneously to the most diverse instruments and voices.
Thus we find that the most disciplined members of society are the men who are best trained, who have most thoroughly perfected themselves, but this is the training or the perfection acquired through contact with other peo­ple. The perfection of the collectivity cannot be that material and brutal solidarity which comes from mechan­ical organisation alone.
In regard to infant psychology, we are more richly endowed with prejudices than with actual knowledge bear­ing upon the subject. We have, until the present day, wished to dominate the child through force, by the im­position of external laws, instead of making an interior conquest of the child, in order to direct him as a human soul. In this way, the children have lived beside us without being able to make us know them. But if we cut away the artificiality with which we have enwrapped them, and the violence through which we have foolishly thought to discipline them, they will reveal themselves to us in all the truth of child nature.
Their gentleness is so absolute, so sweet, that we recog­nise in it the infancy of that humanity which can remain oppresed by every form of yoke, by every injustice; and the child's love of knowledge is such that it surpasses every
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