to follow its own bent.[1] Froebel claimed that from its earliest days the child should be given every opportunity to develop spontaneously its own individuality. For Froebel, the child's individuality is a sort of divine spark which should be allowed to conform to its own inner law.[2] And more recently Montessori has urged that the child's personality possesses a mysterious sanctity, which should never be invaded by the teacher. The teacher should beware of marring or stifling the mysterious powers which are latent in the self.[3]
(2) But while it is right that the child's individuality should be respected, it is well to remember that the individuality of the child is a growing thing. The child's individuality grows by what it feeds on. And it has to be recognised that it does not always desire what is best for it to feed on. The natural impulses of the child are not always worthy. Its tendencies may be perverted. The development of personality cannot always be allowed to proceed spontaneously. While the teacher must always respect the child's self, that self needs to be advised, to be guided, to be influenced, and to be directed.
(3) In this process of influencing and being influenced, the personalities of teacher and child come into contact. We sometimes forget that the teacher has an individuality as well as the child. As an influence on character, the teacher's personality may be of immense importance. What has been said with regard to respecting the child's individuality is
- ↑ Cf. Science of Education, bk. i. ch. ii.
- ↑ Cf . The Education of Man, §§ 7 and 8.
- ↑ Cf . The Montessori Method, ch. v.
