We are against the use of certain books like textbooks, technical manuals require precisely that all students of the same class have the same book they have to follow at the same pace page to page.

Good students that were educators found themselves almost naturally integrated in the scholastic machine that they often have suffered little. But this assessment is valid for 5, 10 or 20% of the school population.

But it is the mass of other questions should be: those who know by heart the summary starting from the house and forgot to entering school; those for whom the abstract content of textbooks is like a puzzle they fail to break through, as those who are attracted to other activities, less abstract, but are not necessarily worthless and feel disoriented in School. Textbooks are not made for them.

These various reasons are in any case that our critics often risk not being understood by educators; they will find the sectarian, biased, exaggerated; they tell us they use them intelligently and manuals that no one in their class complains; as against the manual has clear benefits for order and discipline. And our criticism will fall false. *** Let’s first – but that’s for me repeat that ehomework.ca
I make in 40 years, since the day I wrote my first book: More textbooks! – we are not against the books.

Instead, we have always deplored the poverty of the traditional school actually valuable books for children. We are against the use of certain books like textbooks, technical manuals require precisely that all students of the same class have the same book they have to follow at the same pace page to page.

We believe on the contrary that a certain individualization is essential, and that besides the technical manual is a real economic and financial waste. -With this technique will be used in a Class 10 textbook example. It’s been 30 x 10 = 300 books to buy, but in fact, this class has only 10 pounds. It would suffice to change the technical work that we can, with the same expense buy 300 different books, which we would soon extreme wealth.

It is not we who are against the book but the traditional school textbooks. Our rich library work is the expression of our fundamental concern to make the best use of books, essential tools of Modern School. *** “As for textbooks, written Puynege our comrade, consider the shape of a hand, and also the content, and there is the problem of culture.

I will say that there are first the easy part, comic even, we can cite, and the majority of whose comrades laugh (whether traditional or modern, although I do not like that terminology, a another cleavage can and should be considered). It will be easy to accumulate examples, especially in learning books of the reading and spelling grammar. It is basically the spectacular and easy part of the job, so do not neglect it, far from it. But this is still the cat among the pigeons.

Serious people, those that deepen problems, does not satisfy this basic criticism. It is indispensable for the general public, but the real problem lies elsewhere; and I come to the second part in the criticism of the content. The manuals as they are, are the expression and the result of a certain idea we have on the school and the learning method.

While this design has not changed, textbooks remain what they are. we replace the same by sheets and strips that real progress would be insignificant if was the same spirit. There is a misconception of the manual.

Instead of putting the child in the face of facts, texts, etc … as much as possible, it was determined that the child was incapable of this kind of work, and also that it would take too much time, and we wanted to explain everything in our way, endless spiel, resulting, not always obvious at first: the removal, destruction of the spirit of observation which is essential … “our comrade Columbus (Loire), we also wrote: “I had a 6th in the hands of history textbook in Hatier collection. It is a small presentation of wonder: the modern techniques of typography, layout are very well used.

Numerous photographs, most of which are in color enliven the book and enhance its value. The photographic documents are remarkable in educational use perspective. Only, and this is where I think the difference between pedagogy and bookish modern pedagogy: how we use it, how can we use a manual?

It is of course the use of textbooks that we should attack. I take an example: Egypt (FE). Manual History Bonifacio-Mareclial (Hachette); Text: a page; Photos: three pages. With us: 1 BT, SBT 1 text, 1 SBT models, plus many special points in BT (History of fishing, etc …) The manual provides definitions (?): “Egyptian society included many priests and respected (?).

There were in the cities of skilled craftsmen (?) “The B T provide immediately usable documents and understood by children. On the manual: 6 photos or prints. BT: 50 or 40. In the manual, there is no possibility of exploitation by students, artisans example: 1 line, 0 photos. Nothing is attached to prehistory.

With the manual, the class is obliged to follow the lesson and to comply with the group learning, group, the teacher’s questions (active methods!) Who can not receive an answer: one, the truth is not never complex in these cases! And we know that all that is collective is already halved in efficiency. This is the IP Modern School to tell us how to practice the lessons “traditional”. It is they alone who can make us a truthful report.

Everything else is only a hypothesis. I note a chapter that is close to my heart and which must take particularly to heart all socialists, all progressive: it is the image of colonization. The example that I take is in the manual (CM) of Pradel and Vincent, edited by Sudel, so by the NIS.

It is said donations rather clever words, but clear enough. Pages 155 and 156 (Third Republic): “France, like all great colonial powers, seeks to showcase the wealth of the countries it occupies. It built roads, railways, ports. In Morocco, for example, a small fishing village became the great port of Casablanca, which today has 700 000 inhabitants.

France is maintaining order and peace. It prevents wars between tribes, she sends doctors, built hospitals, schools founded. The result of this action is the transformation of the areas under its influence.

The civilization penetrates the same time the population increases significantly (!) “What cautious and ambiguous terms are saying these things! (Tries …) It would have been so simple to tell the truth (the crumbs of civilization, the hygiene crumbs, roads for the natives … walk, etc …) I think also another considerable advantage, these are the numbers SBT- manual labor. A traditional school, the school bookish, hands are only used to write.

I think the human body Pierron (82000 AF!) It costs so much, that certainly, only the master must have the right to touch it! Publishing houses come or will come to the point: they not already making relief maps that do not interest the kids because it’s not the kids who built them. With the manual of the traditional school, it is always the child who suffers, he never did, he never makes. This is probably the main difference between the two pedagogies.

To be usable in rigorous, manual can never do without the master. While our BT with a band may well be assimilated and especially induce labor and student reflection. I defy anyone well to validly program a chapter in a history book! “J. COLOMB As a result of these reflections, I think we should cut in Congress instead we expect for criticism of textbooks to focus immediately on working techniques.

In my book on invariants (BEM No. 25), I tried to distinguish: the deliberately reprehensible practices on which we place a red light; mixed practices, sometimes condemned, but may, according to the masters, not being excessively harmful, and we give them the orange light.