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Theory of development.

memory; development will be a perfecting of the structure of the mind itself, an increase of power and skill and variety in dealing with knowledge, and in putting knowledge to all its natural uses. The next thing to consider is how this development is produced. How can we aid in promoting this change from germ to complete organism, from partially developed thing to more highly developed thing? The answer comes from every part of creation with ever-increasing clearness and emphasis-development is produced by exercise of function, use of faculty. Neglect or disuse of any part of an organism leads to the dwindling, and sometimes even to the disappearance, of that part. And this applies not only to individuals, but stretches also from parent to child, from generation to generation, constituting then what we call heredity, or what Froebel calls the connectedness of humanity. Slowly through successive generations a faculty or organ may dwindle and decay, or may be brought to greater and greater perfection. As Froebel puts it, humanity past, present, and future is one continuous whole. The amount of development, then, possible in any particular case plainly depends partly on the original outfit, and partly (and as a rule in a greater measure) on the opportunities there have been for exercise, and the use made of those opportunities. If we wish to develop the hand, we must exercise the hand. If we wish to develop the body, we must exercise the body. If we wish to develop the mind, we must exercise the mind. If we wish to develop the whole human being, we must exercise the whole human being. But will any exercise suffice? Again the answer is clear. Only that exercise which is always in harmony with the nature of the thing, and which

is always proportioned to the strength of the thing, produces

Development thro' self-activity.

true development. All other exercise is partially or wholly hurtful. And another condition, evident in every case, becomes still more evident when we apply these laws to the mind. To produce development most truly and effectively, the exercise must arise from and be sustained by the thing's own activity-its own natural powers, and all of them (as far as these are in any sense connected with the activity proposed) should be awakened and become naturally active. If, for instance, we desire to further the development of a plant, what we have to do is to induce the plant (and the whole of it) to become active in its own natural way, and to help it to sustain that activity. We may abridge the time; we may modify the result; but we must act through and by the plant's own activity. This activity of a thing's own self we call self-activity (E. of. M., § 9). We generally consider the mind in the light of its three activities of knowing, feeling, and willing. The exercise which aims at producing mental development must be in harmony with the nature of knowing, feeling, and willing, and continually in proportion to their strength. And, further, it is found that the more the activity is that of the whole mind, the more it is the mind's own activity—self-produced, and self-maintained, and self-directed-the better is the result. In other words, knowing, feeling, and willing must all take their rightful share in the exercise; and, in particular, feeling and willing-the mind's powers of prompting and nourishing, of maintaining and directing its own activitiesmust never be neglected" (H. C. Bowen on Ed. of M.).

§ 18. "A divine message or eternal regulation of the Universe there verily is, in regard to every conceivable procedure and affair of man; faithfully following this, said procedure or affair will prosper not following

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True idea found in Nature.

destruction and wreck are certain for every

These words of Carlyle's express Froebel's thought about education. Before attempting to educate we must do all we can to ascertain the divine message and must then direct our proceedings by it. The divine message must be learnt according to Froebel by studying the nature of the organism we have to assist in developing. Each human being must "develop from within, self-active and free, in accordance with the eternal law. This is the problem and the aim of all education in instruction and training; there can be and should be no other" (Ed. of M., 13). For "all has come forth from the Divine, from God, and is through God alone conditioned. To this it is that all things owe their existence-to the Divine working in them. The Divine element that works in each thing is the true idea (das Wesen) of the thing." Therefore "the destiny and calling of all things is to develop their true idea, and in so doing to reveal God in outward and through passing forms."

S 19. What we must think of then is the "true idea" which each child should develop. How is this idea to be ascertained? In other words, how are we to learn the Divine Message about the bringing up of children? This Message is given us through the works of God. "In the creation, in nature and the order of the material world, and in the progress of mankind, God has given us the true type (Urbild) of education."

educators lay to heart philosophy: We comThey are to be very education they give is

§ 20. So Froebel would have all the great principle of the Baconian mand Nature only by obeying her. cautious how they interfere, and the to be "passive, following." Even in teaching they must

God acts and man acts.

bear in mind, that "the purpose of teaching is to bring ever more out of man rather than to put more and more into him." (Ed. of M., 279.) Froebel in fact taught the Pestalozzian doctrine that the function of the educator was that of "benevolent superintendence."*

§ 21. But if Froebel would thus limit the action of the educator he would greatly extend the action of those educated; and here we see the great principle with which the name of Froebel is likely to be permanently associated. "The starting-point of all that appears, of all that exists, and therefore of all intellectual conception, is act, action. From the act, from action, must therefore start true human education, the developing education of the man; in action, in acting, it must be rooted and must spring up.

Living, acting, conceiving,-these must form a triple chord within every child of man, though the sound now of this string, now of that, may preponderate, and then again of two together."

§ 22. Many thinkers before Froebel had seen the transcendent importance of action; but Froebel not only based everything upon it, but he based it upon God. "God creates and works productively in uninterrupted continuity. Each thought of God is a work, a deed" (Ed. of M., § 23). As Jesus has said: "My Father worketh hitherto and I

The educator as teacher has his activity limited, according to D DeGarmo to these two things; "(1) The preparation of the child's mind for a rapid and effective assimilation of new knowledge; (2) The presentation of the matter of instruction in such order and manner as will best conduce to the most effective assimilation" (Essentials of Method by Chas. DeGarmo, Boston, U.S., D. C. Heath, 1889). Besides this he must make his pupils use their knowledge both new and old, and reproduce it in fresh connexions.

The formative and creative instinct.

work" (St. John v, 17).

From this it follows that, since

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God created man in his own image, man should create and bring forth like God" (Ed. of M., ib.). "He who will early learn to recognise the Creator must early exercise his own power of action with the consciousness that he is bringing about what is good; for the doing good is the link between the creature and the Creator, and the conscious doing of it the conscious connexion, the true living union. of the man with God, of the individual man as of the human race, and is therefore at once the starting point and the eternal aim of all education." Elsewhere he says: "We become truly God-like in diligence and industry, in working and doing, which are accompanied by the clear perception or even by the vaguest feeling that thereby we represent the inner in the outer; that we give body to spirit, and form to thought; that we render visible the invisible; that we impart an outward, finite, transient being to life in the spirit. Through this God-likeness we rise more and more to a true knowledge of God, to insight into His Spirit; and thus, inwardly and outwardly, God comes ever nearer to us. Therefore Jesus says of the poor, 'Theirs is the kingdom of heaven,' if they could but see and know it and practice it in diligence and industry, in productive and creative work. Of children too is the kingdom of heaven; for unchecked by the presumption and conceit of .. adults they yield themselves in child-like trust and cheerfulness to their formative and creative instinct” (Ed. of M., § 23, p. 31).

§ 23. This "formative and creative instinct" which as we must suppose has existed in all children in all nations and in all ages of the world, Froebel was the first to take duly into account for education. Pestalozzi saw the im

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