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Excerpt from Instinct as Related to Education Fear is strongest in the child at about three or four years of age. This is due in part, perhaps, to the fact that his imagi nation is very active and his judgment immature. The child experiences many fears in the dark, due, no doubt, to the fact that his senses cannot contradict what his imagination con jures up. This does not argue against the instinctive nature of fear. Fear easily tends to become morbid in children. They should be guarded against sudden frights. While fear is one of nature's correctives and has much survival value, when functioning normally, yet it Should never be used as a moral corrective by parents and teachers. Children Should never be frightened into being good. Because of its effectiveness in getting immediate results, it has been used very much in the past, to the hurt of the child. If we should eliminate all fear from the human soul, much of the best in life would be lost. The child should be taught to fear aright. Too much fear leads to timidity and cowardice. A wholesome amount of fear tends to make the child cautious and prudent. In varying degrees, fear 1s a universal instinct in the lower animals as well as in man. One knows how easily a horse is frightened at a sudden noise or strange object. We have all watched the actions of the timorous mouse. Young chickens, without previous experience with such a danger, crouch or run to cover on the appearance of a hawk or other bird of prey. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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How we select, prepare, and support teachers has become a surprisingly common topic among journalists, politicians, and policymakers. Contemporary recommendations on teaching and teachers, whatever their intentions, fail to assess this deeply human activity from its historical roots. In The Teaching Instinct: Explorations Into What Makes Us Human, Kip Téllez invites us to reappraise teaching through a wide lens and argues that our capacity to teach is one part culture, two parts genetic. By rescuing the field of instinct psychology from the margins, this challenging book explores topics as diverse as teaching in other species, teaching across human cultures, and the development of teaching in young children, finally drawing readers into a discussion about how our teaching instinct influences modern teacher learning, selection, and preparation. Drawing on disciplines as diverse as comparative biology, evolutionary psychology, and teacher education policy, Téllez warns us that ignoring or contradicting our teaching instinct results in unhappy teachers and dysfunctional school systems.