It follows from the preceding that provision for individuality is a very positive factor in study, one requiring much time and energy and on which all the others that have been mentioned are dependent. A person must have the courage to assert his rights in intellectual matters, must believe in the worth of his own past, and must not allow his regard for others to weaken his trust in self. All this requires a high degree of self-respect, which can be attained only by careful cultivation.
As he comes more and more in contact with the ideas, desires, deeds, and examples of other persons, and the demand for conformity grows more pressing, he must reserve special time and energy for studying his own powers and tastes and for discovering his own thoughts about the many subjects of study in which he engages. In the study of many a poem, for example, more time will be required to determine his own attitude toward it, to find himself in regard to it, than to understand its meaning.
Remembering that one purpose of education is development of the self, he must ever be on his guard against being warped out of shape by others, and must therefore offer a certain normal resistance to everything that is presented to him. To preserve and develop one's self thus normally, it is safe to say that any student should have as much esteem for himself, intellectually, as for others, and should spend at least as much time and energy upon himself in finding out what he himself thinks and feels, as upon others.
PRACTICAL SUGGESTIONS FOB PRESERVING AND DEVELOPING INDIVIDUALITY
The value of tolerance on the part of teachers, as discussed in the preceding chapter, is plainly seen in this connection. Unless a teacher's manner toward a pupil indicates a high degree of respect, the pupil's respect for himself is in danger of being weakened. A sarcastic attitude is even worse than a dogmatic one; beyond doubt, the proper self-esteem of many a young person has been permanently undermined by his teacher's sharp tongue; sarcasm is the extreme of intolerance.
1. The relation between teachers and students.
There should be a clearer understanding, too, about the function of teachers in general. Many instructors give the impression that educational institutions exist for their benefit, rather than for the good of their students; and from the start the latter are forced into the position of suppliants. If questions are asked, impatience is shown; and if objections to statements are raised, impertinence is charged. Such treatment tends to cow the average student and thus to limit his power to react upon ideas.
While teachers may be real authorities in subject-matter, they can never be anything more than assistants in the self-development of their students. They should more openly assume this subordinate position, placing the primary responsibility upon the learner; they would then be less likely to subordinate the inner growth of the student, which it is their highest function to aid, to the mere acquisition of knowledge.
If, however, teachers practically compel subservience by an arrogant manner, or by the assignment of lessons much too long for one's normal rate of advance, or by the assignment of subject-matter that seems to have no possible value, what should the student do? Should he smother his own desires and opinions in the attempt to satisfy his teacher? Rarely, if ever; he will not grow inwardly by suppressing the self. On the contrary, when he feels himself in serious restraint, he should frankly state his grievances, and the teacher, even though a college professor, should receive and ponder such statements seriously, remembering that one reason he is paid a salary is that he shall exercise skill in adapting himself to the psychological condition of his students.
If these frank statements evoke no friendly response, then protest may be in place, and sometimes revolt, just as when political liberty is assailed. Of course, a good degree of patience and tolerance should always be exercised toward one's teacher; but there is need of more moral courage among young people to meet the disapproval of teachers and their punishments in the form of scoldings and low marks. Many a college student unresistingly submits to a sarcastic, dictatorial teacher when he ought to show resentment and stand on his rights. Resistance to teaching authority may be just as vital a part of study as the rejection of the conclusions of an author. Until such ideas are more generally practiced, a normal, vigorous self, which is the first factor in scholarship, is in danger. Intellectual liberty is not less important than political liberty, and often worth a fight. It is odd that much blood has been shed for the attainment of political and religious freedom, while the tyranny of mind over mind, which is exceedingly common in the class room, has scarcely been recognized as a serious evil. It can be accounted for only by the fact that both teachers and parents have been more interested in the quantity of knowledge acquired than in the inner growth of learners.