3
" This idea that children won't learn without outside rewards and penalties, or in the debased jargon of the behaviorists, "positive and negative reinforcements," usually becomes a self-fulfilling prophecy. If we treat children long enough as if that were true, they will come to believe it is true. So many people have said to me, "If we didn't make children do things, they wouldn't do anything." Even worse, they say, "If I weren't made to do things, I wouldn't do anything."
It is the creed of a slave. "
― John C. Holt , How Children Fail
4
" For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them.
What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner. "
― John C. Holt , How Children Fail
5
" The idea of painless, nonthreatening coercion is an illusion. Fear is the inseparable companion of coercion, and its inescapable consequence. If you think it your duty to make children do what you want, whether they will or not, then it follows inexorably that you must make them afraid of what will happen to them if they don’t do what you want. You can do this in the old-fashioned way, openly and avowedly, with the threat of harsh words, infringement of liberty, or physical punishment. Or you can do it in the modern way, subtly, smoothly, quietly, by withholding the acceptance and approval which you and others have trained the children to depend on; or by making them feel that some retribution awaits them in the future, too vague to imagine but too implacable to escape. "
― John C. Holt , How Children Fail
8
" Someone asked the other day, "Why do we go to school?" Pat, with vigor
unusual in her, said, "So when we grow up we won't be stupid." These
children equate stupidity with ignorance. Is this what they mean when they
call themselves stupid? Is this one of the reasons why they are so ashamed of
not knowing something? If so, have we, perhaps un-knowingly, taught them
to feel this way? We should clear up this distinction, show them that it is
possible to know very few facts, but make very good use of them.
Conversely, one can know many facts and still act stupidly. The learned fool
is by no means rare in this country. "
― John C. Holt , How Children Fail
16
" Do children really need so much praise? When a child, after a long struggle, finally does the cube puzzle, does he need to be told that he has done well? Doesn't he know, without being told, that he has accomplished something? In fact, when we praise him, are we not perhaps horning in on his accomplishment, stealing a little of his glory, edging our way into the limelight, praising ourselves for having helped to turn out such a smart child? Is not most adult praise of children a kind of self-praise? I think of that marvelous composition that Nat wrote about the dining room in his house. I find now, to my horror, that in thinking with satisfaction about that comp, I am really congratulating myself for my part in it. What a clever boy this is! And what a clever man am I for helping to make him so! "
― John C. Holt , How Children Fail