Part 3 – Shatsky (1922) ‘Which comes first: the children or the school?’

Extracts from Stanislav Shatsky, A Teacher’s Experience (Progress Publishers, 1981)

(p. 203) The main question which should serve to get rid of the blurred ideas of present-day educationists is not what is the kind of school we need today, but what is a child’s life, what are its characteristic features and in what way are they of value in relation to the work of the school.

(p. 209) The enormous task facing any reasonable state lies not in moulding people of monotonous uniformity to carry out the functions required within the state, but in creating conditions as favourable as possible to the structuring of children’s lives at any given time. To live now, this very minute, to master the art of living in such a way that the needs which each age brings to the surface might be satisfied, that is the best way to prepare someone through a series of imperceptible transitions for the form of vital activity peculiar t the mature adult. In this and only in this endeavour does the main task of the state lie when it comes to education.

(p. 212) One of main focuses which I would recommend for work in school … is that of the “child-explorer” or “child-researcher”

(p. 215) These three forms of experience – personal, structured and pre-processed – exert a somewhat intermittent spasmodic influence upon children. Our target with regard to method should be to link together in a single process and to analyse carefully the interdependence of these three types of experiential activity peculiar to the child, school and life itself…. The crux of the matter lies, as I see it, in the fact that this process of comparison [of different types of experiences] is only accomplished in real life with tremendous difficulties. School in providing a favourable environment for working on that comparison serves to remove many of those difficulties.

(p. 216) We must be able to identify the material drawn from personal experience, analyse it and then on the basis of the conclusions drawn from such analysis organise our lessons in school so that these serve to fill out gaps in the child’s personal activities to date, checking, refuting or affirming the correctness of observations made by children (whatever these might consist of), and then to establish analogies with ready-made experience of human activity (in art, work and science).

(p. 218) School, in its work to lend shape to children’s lives should be concerned with study of the elements (activities) which constitute that life. In order to carry out this task we need to turn our attention to the detailed aspects  of children’s lives as these unfold within the natural conditions of the child’s environment.

(p. 223) The sole goal for schools and teachers should be to organize varied activities for children and to study them as they engage in these all the time. The curriculum needs to be organised not round ‘subjects’ but round activities for the children.

(p. 228) Thus school represents the leaven, and the environment in which it causes leavening to take place is children’s life in the broad sense…. [S]chool should exist for children and not the other way round.

(p. 229) We create for them artificial, allegedly suitable conditions in which to foster learning, yet in practice we do not guarantee children conditions that are even tolerable as far as hygiene is concerned, with regard either to their physical health (all too often schools can be a rich source of infantile diseases), mental health (apathy, boredom, fatigue) or moral health (deception, fighting, rivalry, cunning, fears to which the community of children in a school is subject). All these shortcomings stem from the fact that the school is cut off from the main stream of children’s lives. In this case in their most extreme, i.e. consistently applied methods, such schools become the setting for a distorted life meted out to the children.


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