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Legion HANDBOOK D10944_1  26/02/2014  15:53  Page 267






                 CHAPTER 38           THE PATRICIANS              267
                 spirit. Individuals endeavour to keep up with a group to
                 which they belong, a fact which can work for good or for evil.
                 They cease to be purely passive. They share in the life of the
                 group. If they are at home in it, they will be a force in it.
                 Applied to the Patricians, this means that a quiet but
                 irresistible pressure exerts itself on all, including the most
                 backward, to assimilate what they hear and to keep up in
                 other ways. Of course, a group, while accomplishing that
                 much, can itself fail to advance. This is provided against in
                 the Patricians by having some high-minded members who
                 will ensure the flow of superior ideas. By the force of that
                 group psychology, these ideas will be absorbed by the
                 members, so that the body can be made to expand in quality
                 all the time.

                   2. The painful pauses. Long silences between contributions
                 may prove disconcerting. The chairperson is tempted to start
                 pressing the members to speak. This would be wrong policy. A
                 sense of strain would be created, rendering everyone the less
                 inclined to speak. The proper point of view here is that
                 families do not feel the need for non-stop talking and that
                 there is comfort in occasional pauses. So when that silence
                 occurs, let all sit placidly as they would at home. The silence
                 has to break. When it does, it will ordinarily be followed by an
                 atmosphere of ease in which tongues move freely.
                   3. Postponement of solution. There are two broad ways of
                 settling a problem. One is to get the answer straight away
                 from an expert. The other is to try to work it out for oneself.
                 The former seems the direct and simple way, and most
                 education is based upon it. Its defects are that the answer is
                 often only half-understood, and that the pupils’ resource and
                 sense of responsibility are not developed. The second method
                 is more laborious. It throws the problem on to the learners.
                 They must make their own effort. When they present their
                 rough product, expert guidance is given to them. Then again
                 they are thrown on their own to struggle a little higher. The
                 final result of this process of aided self-help is that they have
                 really learned. As the solution has emerged from their own
                 slow fashioning, they are at ease with it, will remember it,
                 and are made confident for the future. That is the Patrician
                 method. It further requires that when something inaccurate is
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