Examples of Discipline and Freedom
It may be well to illustrate this abstract discussion of discipline and freedom with concrete examples. One of the most emphatic pronouncements in favor of the doctrine of freedom is that of Madam Montessori, an Italian physician whose system of education has been much heralded in this country as a substitute for the kindergarten. According to this writer’s views the pupil should have perfect freedom. The contrast with the kindergarten is described as follows by one of the observers of the two institutions:
A contrast between the Montessori school and the kindergarten of the more formal and traditional type may serve to give a clearer picture of the Montessori procedure, and consequently of the Montessori conception of liberty as it appears in practice. The most evident difference is seen in the function of the teacher. The kindergartner is clearly the center and arbiter of the activity in the room. The Montessori directress seems, on the contrary, to be at one side. The kindergartner contemplates at each moment the whole of her group; the directress is talking usually to one alone—possibly to two or three. The kindergarten children are engaged in some sort of directed group activity; each Montessori child is an isolated worker, though one or more comrades may look on and suggest. The arrangement of the room shows the same contrast. The kindergarten has a circle about which all may gather, and tables for group activity. The Montessori room is fitted, preferably, with individual tables, arranged as the children will. (In the writer’s observation, there has been little deviation, however, from arrangement in formal rows.) Montessori provides long periods, say of two or more hours, while the kindergarten period rarely goes beyond a half-hour. During the period assigned for that purpose practically all of the Montessori apparatus is available for any child (except for the very youngest or the newest comers), and the child makes his choice freely. The kindergartner, on the other hand, decides very nicely what specific apparatus shall be used during any one period. The Montessori child abides by his choice as long as he wishes, and changes as often as he likes; he may even do nothing if he prefers. The child in the traditional kindergarten uses the same apparatus throughout the period, and is frequently led or directed by the teacher as to what he shall do. At other times he may be at liberty to build or represent at will whatever may be suggested by the “gift” set for the period. The Montessori child, each at his own chosen task, works, as stated, in relative isolation, his nearest neighbors possibly looking on.[53]
At the other end of the educational system we find the example of “stiff” courses in college designed to “weed out” the slothful and incompetent. The “stiff” course is required mathematics, or a foreign language, or a course in English composition. Opposition to stiff courses expresses itself in the demand for an undiluted elective system in which the student may take whatever serves his purposes.