ABSTRACT
Just as the comprehensive factions are now split between traditionalists and non-streamers, so ‘progressive’ educationists are split in their attitudes to child-learning. Intelligent progressives rightly believe in the value of discovery methods, creative activity, new techniques of learning. So do we,
when these methods are applied with common sense. But intelligent concern for new methods shades off quickly into the belief that children must find out everything for themselves, must never be told, never be made to do anything, that they are naturally good, must be free of all constraints of authority. Parents know how often the teachers in a progressive school do not properly understand the sophisticated techniques of ‘progressivism,’ and slip into easy acceptance of this permissive ethos. A teacher is an authority, a person specially trained to develop the potentiality of his pupils and in the disciplines of study. It is his duty to pass on skills and wisdom to children, and to ensure that they are trained in civilised manners and ways of thought. If he abdicates these reponsibilities he is guilty of the most serious neglect. This training must include helping children to evaluate the teacher’s own opinions critically, to look objectively at all dogmas. But the duty of parents and teachers is to direct, not to remain passive and uncommitted to high standards of behaviour and learning.
