Page:American Journal of Sociology Volume 11.djvu/667

 EDUCATION FOR SOCIAL EFFICIENCY 651

pathies to interfere too greatly with the natural course of events in group-life. If we hold back those richly endowed by nature, we do them a greater injustice than could possibly be done the weak child by permitting him to occupy the position for which his talents fit him. We adults are liable anyway to project our own feelings into the lives of those children who stand at the foot of the class ; and in this we are almost certain to commit an error. It is probable that nature does not usually combine in the same individual very mediocre talents with very lively ambitions, and a keen sense of humiliation when he cannot attain to the first place in the group.

Again, the group can very effectually discipline ill-behaved, refractory members better than the teacher working alone can do it. The individual cannot endure the reproaches of his own kind; his deepest instinct is to keep on good terms with his fellows. So, if we would reform the individual, we must work through the group. It will avail little to try to cure a boy of some fault, when it is freely practiced by his set. For this reason the community and the school should be organized so that chil- dren can be dealt with uniformly as a whole; the isolated home or school cannot accomplish a great deal, if it works in opposition to the sentiment and custom of the community.

Locke, Rosseau, Spencer, and their disciples have taught us that the most effective way to dissuade a child from wrong-doing is to cause him to suffer the consequences thereof. He must discover in this way that it is worth while to do right. With- out doubt this method is capable of accomplishing great good. For one thing, it trains the individual in the way of noting the outcome of his actions, and being guided accordingly, than which there can be nothing of greater importance in human life. But the method of natural consequences has marked limitations. Very young children cannot discern the connection between wrong action and natural penalty, unless the latter follows the former very directly. Punishment by natural consequences is more appropiate for, and will be more effective with, the youth than the child. Besides, a child should have some experience in obeying authority because this authority is