The Pedagogical Principles of Saint Peter Fourier
he pedagogical principles of Peter Fourier (1565-1640), a French master in the field of education, are based on a very optimistic view of childhood. The educator focuses on the receptiveness and malleability of early childhood, which are so favourable for rapid learning. At the time, teaching referred to the etymological sense of developing the child’s personality and not simply transmitting knowledge. In this way, according to Fourier, the child’s enormous desires must not be obliterated, but rather guided.The educational programme proposed by Fourier reflects the standards of the Catholic Reform that were intended to give the child the skills he/she needed to earn his/her living and salvation. The school supported the primary role of the parents by teaching children how to maintain harmonious relationships with God and with others. The development of skills specific to school (reading, writing and arithmetic) as well as practical skills (embroidery, sewing, drawing up a receipt...) help the children make their way honestly through life.
Fourier’s instructions were of particular concern to teachers, who were not viewed as isolated contributors. Teachers and administrators share the same objectives and meet frequently to discuss both their work experiences and the progress made by the students. Individual initiatives must be endorsed by the administration. At the same time, since the child’s ability to imitate is a powerful learning tool, the individual in the position of authority must behave in a dignified manner without, however, being austere. Good humour, not familiarity or frivolity, is essential.Fourier was a pioneer in group teaching where a lesson is given to several students at the same time. He even invented the individualization of group teaching which classifies students at a certain number of levels, from beginners to the more advanced. Group teaching does not exclude individual teaching. The more advanced students can provide valuable assistance to the beginners, during which time the teacher provides individual support. Moreover, having students at the same level ask one another questions is a form of mutual teaching.
Numerous examples demonstrate that pleasure and balance are part of Fourier’s educational principles. Question and answer sessions encourage students to take part. The "victory bench", invented by Peter Fourier, focused on healthy emulation. Recess periods were included in the schedule to allow the students to take part in "joyful" recreational periods. Beginning seamstresses started with easy work. The use of images, sketches and songs made it easy for children to absorb the abstract concepts of the catechism. Piety was present in the classroom, but in a timely and moderate manner.
Discipline was imbued with a certain sense of balance. Fourier asked teachers to be patient with the children and to discipline them constantly. He required punctuality, silence and application. He insisted on a graduated system of mistakes and punishments: dialogue, warning, time out on a bench and, as a final resort, physical discipline administered outside the classroom by someone other than the teacher. Moreover, touching children in the classroom was prohibited: no caresses, no brutality. Finally, students were expelled when justified. Fourier set educational limits for the child.
Should you require additional information, we invite you to read the book by Marie-Claire Tihon, Un maître en éducation, Saint Peter Fourier, published by Éditions Don Bosco, of Paris, in 2002.
Peter Fourier made an important contribution to the "small schools". The next chronicle will provide a more detailed picture of these small schools under the Ancien Régime in France. To be continued... On February 11, 2003.