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

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developed through methodical exercises, and all our exer­cises for will-power are also mental and practical. To the casual onlooker the child seems to be learning exactitude and grace of action, to be refining his senses, to be learn­ing how to read and write; but much more profoundly he is learning how to become his own master, how to be a man of prompt and resolute will.
We often hear it said that a child's will should be " broken" that the best education for the will of the child is to learn to give it up to the will of adults. Leav­ing out of the question the injustice which is at the root of every act of tyranny, this idea is irrational because the child cannot give up what he does not possess. We pre­vent him in this way from forming his own will-power, and we commit the greatest and most blameworthy mis­take. He never has time or opportunity to test himself, to estimate his own force and his own limitations because he is always interrupted and subjected to our tyranny, and languishes in injustice because he is always being bitterly reproached for not having what adults are per­petually destroying.
There springs up as a consequence of this, childish timidity, which is a moral malady acquired by a will which could not develop, and which with the usual cal­umny with which the tyrant consciously or not, covers up his own mistakes, we consider as an inherent trait of childhood. The children in our schools are never timid. One of their most fascinating qualities is the frankness with which they treat people, with which they go on work­ing in the presence of others, and showing their work frankly, calling for sympathy. That moral monstrosity, a repressed and timid child, who is at his ease nowhere ex­cept alone with his playmates, or with street urchins,
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