Читать книгу Children's Rights: A Book of Nursery Logic - Wiggin Kate Douglas Smith - Страница 4

"Books cannot teach what toys inculcate."

In the preceding chapter we discussed Froebel's plays, and found that the playful spirit which pervades all the kindergarten exercises must not be regarded as trivial, since it has a philosophic motive and a definite, earnest purpose.

We discussed the meaning of childish play, and deplored the lack of good and worthy national nursery plays. Passing then to Froebel's "Mother-Play," we found that the very heart of his educational idea lies in the book, and that it serves as a guide for mothers whose babies are yet in their arms, as well as for those who have little children of four or five years under their care.

We found that in Froebel's plays the mirror is held up to universal life; that the child in playing them grows into unconscious sympathy with the natural, the human, the divine; that by "playing at" the life he longs to understand, he grows at last into a conscious realization of its mysteries—its truth, its meaning, its dignity, its purpose.

We found that symbolic play leads the child from the symbol to the truth symbolized.

We discovered that the carefully chosen words of the kindergarten songs and games suggest thought to the child, the thought suggests gesture, the melody begets spiritual feeling.

We discussed the relation of body and mind; the effect of bodily attitudes on feeling and thought, as well as the moulding of the body by the indwelling mind.

Froebel's playthings are as significant as his plays. If you examine the materials he offers children in his "gifts and occupations," you cannot help seeing that they meet the child's natural wants in a truly wonderful manner, and that used in connection with conversations and stories and games they address and develop his love of movement and his love of rhythm; his desire to touch and handle, to play and work (to be busy), and his curiosity to know; his instincts of construction and comparison, his fondness for gardening and digging in the earth; his social impulse, and finally his religious feeling.

Froebel himself says if his educational materials are found useful, it cannot be because of their exterior, which is as simple as possible, and contains nothing new; but their worth is to be found exclusively in their application. If you can work out his principles (or better ones still when we find better ones) by other means, pray do it if you prefer; since the object of the kindergartner is not to make Froebel an idol, but an ideal. He seems to have found type-forms admirable for awaking the higher senses of the child, and unlike the usual scheme of object lessons, they tell a continued story. When the object-method first burst upon the enraptured sight of the teacher, this list of subjects appeared in a printed catalogue, showing the ground of study in a certain school for six months:—

"Tea, spiders, apple, hippopotamus, cow, cotton, duck, sugar, rabbits, rice, lighthouse, candle, lead-pencil, pins, tiger, clothing, silver, butter-making, giraffe, onion, soda!"

Such reckless heterogeneity as this is impossible with Froebel's educational materials, for even if they are given to the child without a single word, they carry something of their own logic with them.

They emphasize the gospel of doing, for Froebel believes in positives in teaching, not negatives; in stimulants, not deterrents. How inexpressibly tiresome is the everlasting "Don't!" in some households. Don't get in the fire, don't play in the water, don't tease the kitty, don't trouble the doggy, don't bother the lady, don't interrupt, don't contradict, don't fidget with your brother, and don't worry me now; while perhaps in this whole tirade, not a word has been said of something to do.

Let sleeping faults lie as long as possible while we quietly oust them, little by little, by developing the good qualities. Surely the less we use deterrents the better, since they are often the child's first introduction to what is undesirable or wrong. I am quite sure they have something of that effect on grown people. The telling us not to do, and that we cannot, must not, do a certain thing surrounds it with a momentary fascination. If your enemy suggests that there is a pot of Paris green on the piazza, but you must not take a spoonful and dissolve it in a cup of honey and give it to your maiden aunt who has made her will in your favor, your innocent mind hovers for an instant over the murderous idea.

Froebel's play-materials come to the child when he has entered upon the war-path of getting "something to do." If legitimate means fail, then "let the portcullis fall;" the child must be busy.

The fly on the window-pane will be crushed, the kettle tied to the dog's tail, the curtains cut into snips, the baby's hair shingled,– anything that his untiring hands may not pause an instant,—anything that his chubby legs may take his restless body over a circuit of a hundred miles or so before he is immured in his crib for the night.

The child of four or five years is still interested in objects, in the concrete. He wants to see and to hear, to examine and to work with his hands. How absurd then for us to make him fold his arms and keep his active fingers still; or strive to stupefy him with such an opiate as the alphabet. If we can possess our souls and primers in patience for a while, and feed his senses; if we will let him take in living facts and await the result; that result will be that when he has learned to perceive, compare, and construct, he will desire to learn words, for they tell him what others have seen, thought, and done. This reading and writing, what is it, after all, but the signs for things and thoughts? Logically we must first know things, then thoughts, then their records. The law of human progress is from physical activity to mental power, from a Hercules to a Shakespeare, and it is as true for each unit of humanity as it is for the race.

Everything in Froebel's playthings trains the child to quick, accurate observation. They help children to a fuller vision, they lead them to see. Did you ever think how many people there are who "having eyes, see not"?

Ruskin says, "Hundreds of people can talk for one who can think, but thousands can think for one who can see. To see clearly is poetry, prophecy, religion, all in one."

A gentleman who is trying to write the biography of a great man complained to me lately, that in consulting a dozen of his friends—men and women who had known him as preacher, orator, reformer, and poet—so few of them had anything characteristic and fine to relate. "What," he said "is the use of trying to write biography with such mummies for witnesses! They would have seen just as much if they had had nothing but glass eyes in their heads."

What is education good for that does not teach the mind to observe accurately and define picturesquely? To get at the essence of an object and clear away the accompanying rubbish, this is the only training that fits men and women to live with any profit to themselves or pleasure to others. What a biographer, for example, or at least what a witness for some other biographer, was latent in the little boy who, when told by his teacher to define a bat, said: "He's a nasty little mouse, with injy-rubber wings and shoe-string tail, and bites like the devil." There was an eye worth having! Agassiz himself could not have hit off better the salient characteristics of the little creature in question. Had that remarkable boy been brought into contact, for five minutes only, with Julius Caesar, who can doubt that the telling description he would have given of him would have come down through all the ages?

I do not mean to urge the adoption of any ultra-utilitarian standpoint in regard to playthings, or advise you rudely to enter the realm of early infancy and interfere with the baby's legitimate desires by any meddlesome pedagogic reasoning. Choose his toys wisely and then leave him alone with them. Leave him to the throng of emotional impressions they will call into being. Remember that they speak to his feelings when his mind is not yet open to reason. The toy at this period is surrounded with a halo of poetry and mystery, and lays hold of the imagination and the heart without awaking vulgar curiosity. Thrice happy age when one can hug one's white woolly lamb to one's bibbed breast, kiss its pink bead eyes in irrational ecstasy, and manipulate the squeak in its foreground without desire to explore the cause thereof!

At this period the well-beloved toy, the dumb sharer of the child's joys and sorrows, becomes the nucleus of a thousand enterprises, each rendered more fascinating by its presence and sympathy. If the toy be a horse, they take imaginary journeys together, and the road is doubly delightful because never traveled alone. If it be a house, the child lives therein a different life for every day in the week; for no monarch alive is so all-powerful as he whose throne is the imagination. Little tin soldier, Shem, Ham, and Japhet from the Noah's Ark, the hornless cow, the tailless dog, and the elephant that won't stand up, these play their allotted parts in his innocent comedies, and meanwhile he grows steadily in sympathy and in comprehension of the ever-widening circle of human relationships. "When we have restored playthings to their place in education—a place which assigns them the principal part in the development of human sympathies, we can later on put in the hands of children objects whose impressions will reach their minds more particularly."

Dr. E. Seguin, our Commissioner of Education to the Universal Exhibition at Vienna, philosophizes most charmingly on children's toys in his Report (chapter on the Training of Special Senses). He says the vast array of playthings (separated by nationalities) left at first sight an impression of silly sameness; but that a second look "discovered in them particular characters, as of national idiosyncrasies; and a closer examination showed that these puerilities had sense enough in them, not only to disclose the movements of the mind, but to predict what is to follow."