narration of book 1, chapter 4
Authority and docility are two essential elements in our lives: when balanced properly, they keep us in a healthy social orbit and provide structure and stability to our lives and relationships.
These tools—authority and docility—are necessary for our survival in human society, and we have each been equipped with both of them from birth. Yet, while they are natural to the human state, they must be developed and nourished or they can be warped into an unhealthy form. Tyrants abuse authority by unjustly commanding what ought to be the freedoms and choices of others. Many people, through laziness or irresponsibility, refuse to take authority over their own lives and rely solely on the assistance and input of others. Obedience is twisted out of shape when we refuse to submit to those placed above us, becoming slaves to our own desires rather than docile to the authorities in our lives.
Our lives must reflect balanced roles of authority and docility. We must know when to command, and when to obey.
This balance of authority and docility is vital in creating a thriving classroom environment. Teachers are, by nature of their role, placed in a position of authority. They have this ability, and it is their responsibility to act in an authoritative manner. However, they are also under authority. They do not make rules at their own caprice, materials are not assigned to satisfy their personal sense of achievement. They themselves are under authority: they must provide the banquet of ideas for their pupils. Their role as an authority is a God-given task, and it is their responsibility to submit to the requirements of it. Children respond with docility when they see the adults in their lives responding in like manner. Therefore, the role of a teacher is one which balances graceful authority and respectful submission.
The role of a child is similar; he too must cultivate both docility and authority. Firstly, he must obey his teacher or parent. This obedience is not subservient or slavish, but respectful submission. His ability to obey ought to be seen as a merit, a badge of honor. The dignity of the child must always be respected in the things asked of him, and he must be expected to listen and promptly obey. His doing so is a matter of honor, and he learns that it is honorable to obey through the examples his parents and teachers show him of dignified submission in their own lives. Secondly, the child must be an authority over his own learning. It is his business and his duty to know the materials covered in class. It is his responsibility to command his own attention and to focus on the materials presented. Oftentimes, teachers feel the need to repeat materials. However, this is harmful to the child. He needs to be aware that it is his duty to remember, not the duty of the teacher to remind him. Having this responsibility stimulates the child, and gives him an opportunity to develop a proper sense of authority through commanding his own attention and learning skills.
When each individual in the classroom is encouraged to develop their own balance of authority and docility as appropriate to their roles, the classroom environment thrives. The teacher is able to provide a structure that is both authoritative and respectful of the dignity and abilities of the students. The students respond with docility to the teacher, and are in authority over their own learning. In this way, the entire concept of “capturing attention” becomes obsolete. As it is the student’s responsibility to command their own attention, the teacher does not have to concern themselves with “getting the class to pay attention”. In many ways, this equalizes the playing field. Both the adult and the child are on the same path of learning. They are journeying together towards a wonderful goal: knowledge. They have different roles in this journey, but the roles are equal. They are each seeking to balance their own attitudes of authority and docility in their relationships towards others. This equality is wonderful and inspiring to both. It cultivates a sense of dignity, respect, and honor in the relationship and naturally high attention levels in all parties.
quotes
“There must be submission, but it must be proud, worn as a distinction, an order of merit.”
“Docility implies equality; there is no great gulf fixed between teacher and taught; both are pursuing the same ends, engaged on the same theme, enriched by mutual interests; and probably the quite delightful pursuit of knowledge affords the only intrinsic liberty for both teacher and taught.”
“This sense of must should be present with children; our mistake is to act in such a way that they, only, seem to be law-compelled while their elders do as they please.”
“The teacher, or other head, may not be arbitrary but must act so evidently as one under authority that the children, quick to discern, see that he too must do the things he ought; and therefore that regulations are not made for his convenience.”
“All schoolwork should be conducted in such a manner that children are aware of the responsibility of learning; it is their business to know that which has been taught.”
“The more the man is as a person, the more valuable will be his work and the more dependable his conduct.”
“In this way of learning the child comes to his own; he makes use of the authority which is in him in its highest function as a self-commanding, self-compelling power.”