Notes on Vol. 6 Ch. 4: Authority and Docility, part 2

We must supply a well-ordered table of varied subjects in order to let children teach themselves. To focus on crafts or math or singing without offering an entire education or to “bring things to a child’s level” disrupts a teacher’s authority.

The sense of must should be present without children; our mistake is to act in such a way that they, only, seem to be law-compelled while their elders do as they please.

Two conditions secure all docility and obedience. The first is that the teacher isn’t arbitrary but is acting as one under authority. The second is to allow some freedom in how the children are learning.

All schoolwork should be conducted in such a manner that children are aware of the responsibility of learning; it is their business to know that which has been taught.


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