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How to Teach by George Drayton Strayer;Naomi Norsworthy
page 19 of 326 (05%)
has left almost untouched the inborn capacities that are more peculiarly
human. Even the treatment of instincts has been misleading. For
instance, instincts have been discussed under such heads as the
"self-preservative instincts," "the social instincts," just as if the
child had an inborn, mystical something that told him how to preserve
his life, or become a social king. Original nature does not work in that
way; it is only as the experience of the individual modifies the blind
instinctive responses through learning that these results can just as
easily come about unless the care of parents provides the right sort of
surroundings. There is nothing in the child's natural makeup that warns
him against eating pins and buttons and poisonous berries, or encourages
him to eat milk and eggs and cereal instead of cake and sweets. He will
do one sort of thing just as easily as the other. All nature provides
him with is a blind tendency to put all objects that attract his
attention into his mouth. This response may preserve his life or destroy
it, depending on the conditions in which he lives. The same thing is
true of the "social instinct"--the child may become the most selfish
egotist imaginable or the most self-sacrificing of men, according as his
surroundings and training influence the original tendencies towards
behavior to other people in one way or the other. Of course it is very
evident that no one has ever consistently lived up to the idea indicated
by such a treatment of original nature, but certain tendencies in
education are traceable to such psychology. What the child has by nature
is neither good nor bad, right nor wrong--it may become either according
to the habits which grow out of these tendencies. A child's inborn
nature cannot determine the goal of his education. His nature has
remained practically the same from the days of primitive man, while the
goals of education have changed. What nature does provide is an immense
number of definite responses to definite situations. These provide the
capital which education and training may use as it will.
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