C.M. Fleming - The Social Psychology of Education

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The International Library of Sociology

THE SOCIAL PSYCHOLOGY OF EDUCATION

Founded by KARL MANNHEIM

The International Library of Sociology

THE SOCIOLOGY OF EDUCATION

In 28 Volumes

I	Adolescent Girls in Approved Schools	Richardson
II	Adult Education	Peers
III	Down Stream	Dale and Griffith
IV	Education After School	Stimson
V	Education and Society	Ottaway
VI	Education and Society in Modern France	Fraser
VII	Education and Society in Modem Germany	Samuel and Thomas
VIII	Education and the Handicapped: 17601960	Pritchard
IX	Education in Israel	Bentwich
X	Education in Transition	Dent
XI	The Education of the Countryman	Burton
XII	The Educational Thought and Influence of Matthew Arnold	Connell
XIII	English Primary Education (Part One): Schools	Blythe
XIV	English Primary Education (Part Two): Background	Blythe
XV	From School to University	Dale
XVI	Helvetius	Cumming
XVII	Mission of the University	Ortega y G asset
(The above title is not available through Routledge in North America)
XVIII	Parity and Prestige in English Secondary Education	Banks
XIX	Problems in Education	Holmes
XX	The School Inspector	Edmonds
XXI	The Sixth Form and College Entrance	Morris
XXII	Social Class and the Comprehensive School	Ford
XXIII	The Social Psychology of Education	Fleming
XXIV	The Social Purposes of Education	Collier
XXV	Social Relations in a Secondary School	Hargreaves
XXVI	Total Education	Jacks
XXVII	Values and Involvement in a Grammar School	King
XXVIII	Who Shall Be Educated?	Warner, Havighurst and Loeb
(The above title is not available through Routledge in North America)

THE SOCIAL PSYCHOLOGY OF EDUCATION

An Introduction and Guide to its Study

by

C. M. FLEMING

First published in 1944 by

Routledge, Trench, Trubner and Co., Ltd

Reprinted 1998, 2000, 2001, 2002

by Routledge

2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN

Transferred to Digital Printing 2007

Routledge is an imprint of the Taylor & Francis Group

1944 C. M. Fleming

All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

The publishers have made every effort to contact authors/copyright holders of the works reprinted in The International Library of Sociology.
This has not been possible in every case, however, and we would welcome correspondence from those individuals/companies we have been unable to trace.

British Library Cataloguing in Publication Data

A CIP catalogue record for this book is available from the British Library

The Social Psychology of Education

ISBN 0415177731

The Sociology of Education: 28 Volumes

ISBN 0415178339

The International Library of Sociology: 274 Volumes

ISBN 041517838-X

Publishers Note

The publisher has gone to great lengths to ensure the quality of this reprint but points out that some imperfections in the original may be apparent

CONTENTS

CHAP.

To the Reader

THE ability to educate is possessed by you. The desire to educate has been experienced by you. In the pages which follow an attempt is made to describe certain of the conditions under which educating is effected and some of the reasons for its incomplete successes. The words teacher and pupil are employed freely since these conveniently express the relationship between an educator and one whose behaviour he desires to modify. Their use does not imply that the description is relevant only to educative processes as these are carried out in schools. The problems involved are the same whether their solution is attempted in workshops, in factories, in homes, in schools, in camps or in clubs.

The subject is an important one. Upon the manner in which educating is carried out, and upon the interpretation of human nature on which it is based, depend the issues of ultimate war or peace, of neurotic distresses or mental health, of tyranny or co-operative living in homes, in schools and in workshopsas well as in the larger communities of states or continents.

The author has pleasure in acknowledging indebtedness to Professor Sir Fred Clarke, Professor H. R. Hamley, Dr. J. W. Jenkins and Dr. M. M. Lewis for stimulating discussion, suggestive criticism and help in preparing the manuscript for the press.

L ONDON , 1944.

Part I

Teachers and the Pupils they Teach

Chapter I

The Class Looks at the Teacher: An Assessment of Personality

THERES the new teacher. We had him this morning.

Whats he like ?

Not bad.

I couldnt hear what he said.

He looked decent.

He laughed a lot.

He didnt see the paper dart I was making.

He talked too much.

Im glad were to have him.

Anythings better than the last one.

Oh, no. Hes not so good. Im not going to work for him.

He cant write on the blackboard.

He cant mark a register.

Perhaps hes a studentnot a teacher !

And so the talk went on as the boys and girls walked out of school. The same sort of talk might have been heard later that same evening when older girls and boys went home from the club and students returned from college. A new teacher is an object of supreme interest to any community of young people; but adults do not always notice the extent of the attentive scrutiny they receive, and rarely do they realise the degree to which youngsters are judges of character and engaged upon the diagnosis of personality.

What means do pupils employ to discover whether the new member of the school group is to be accepted, admired and followed, or rejected, despised and persecuted (in so far as persecution may prove worth while) ?

The first method they use is observation of externals physical characteristics, dress, manner and speech. Pupils prefer teachers to be of their own typeto fall within the limits of the normal as they know it. What those limits are will depend upon their past experiencestheir home life and social background. There are no absolute standards. A certain accent may prove a handicap in one district and a social asset in another. Certain mannerisms may irritate some pupils and pass unnoticed by others. Certain physical qualities may excite admiration in one group and attract no particular attention in another. There are also differences in the preferences and expectations of individual pupils. Some will, therefore, admire ; some will criticise and many will suspend judgment while they investigate further the qualities of the newcomer.

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