Introduction to the scientific study of education

by Charles Hubbard Judd

If the statement here quoted is accepted, it still remains an open question whether the pronunciation of a foreign language is worth acquiring and whether pronunciation is to be sought as an important element of the study, for if it is, there is little doubt that young children acquire it more easily and more accurately than do older persons.

The example is introduced not for the purpose of attempting a settlement of the question but for the purpose of showing that the organization of the curriculum raises questions which are now answered for the most part on the basis of mere prejudice, but should be answered in the light of a body of broad, scientific evidence. Certainly the problem of the distribution of a pupil’s studies through the various periods of his mental development is one of the most important of these problems.

SUMMARY

The doctrine of discipline holds that it is desirable by training to transform in some measure the natural tendencies of the child’s mind.

The general doctrine of natural education emphasizes the importance of following the lines of natural development in education. Often this doctrine is so formulated as to be opposed to the doctrine of discipline.

When dealing with the intellectual side of the pupil’s nature the doctrine of discipline takes the form of a demand for cultivation of concentration. Natural education asserts the right of the child to his personal interests and is liberal in making concessions to these interests.

The form of the doctrine of natural education most directly opposed to the doctrine of discipline is the doctrine of freedom. According to this view the pupil should be left to follow his natural impulses.

Another form of the doctrine of natural education recognizes the differences between individuals as important considerations in governing their training.

Training for practical life is a very common basis for the organization of the curriculum and has been amply illustrated in earlier chapters.

Training in the methods or tools of knowledge is in some measure opposed to the demand for practical training.