GENERAL REMARKS ON THE GIFTS
As we close the series of talks upon Froebel"s gifts and look back over the ground that has been covered, we see that a number of important subjects have been only lightly touched upon, while we have been altogether silent regarding others equally as vital. This is doubtless inevitable in any work upon the kindergarten which does not aim to be encyclopaedic in character, but a few of the more serious omissions may be supplied before we close our consideration of the gifts and enter upon that of the occupations.
First, then, a word on the subject of attention.
Difficulty of holding Child"s Attention.
It is not uncommon, when discussing any exercises with kindergarten materials which require dictation or guidance, to hear complaints of the difficulty of holding the children"s attention. It may generally be said, doubtless, that when little children fail to give attention it is because they are not interested, and if the teacher finds the majority of her pupils listless, indifferent, and vagrant-minded, she may reasonably conclude that something is amiss either with the subject or with her presentation of it. The child is as yet too young to command his mental powers and "drive himself on by his own self-determination," and if we enforce an attention which he gives through fear, we lose the motive power of interest which Froebel sought to utilize in the plays of the kindergarten.
Dr. George P. Brown in a late article on "Metaphysics and Pedagogics"[81] says, "Every one admits that there is much that must be done by the child in his elementary education which is a task, for the reason that his ideas of its worth to himself cannot be sufficiently appreciated to arouse a lively and impelling interest in the doing of it," and he adds, "Garfield once complained that he had done so long those things in which he was interested that he was losing his power to do that which did not interest him, which suggests the danger of relying entirely upon interest as an incentive to learn."
[81] _Public School Journal_, July, 1895.
That there is a danger here cannot be denied, but it is one which need hardly be considered at the kindergarten age, when that interest which comes from continued agreement between the work in hand and the child"s inner wants is absolutely essential to the gaining of knowledge. Mr. W. N. Hailmann puts the whole matter in a nutsh.e.l.l when he says: "If the kindergartner has the penetration to discover these inner wants, and the skill to adapt the circ.u.mstances and her own purposes to these, she will find it easy to secure and hold the child"s attention. Without this penetration and skill, all else is unavailing. She may sing and cajole herself into hoa.r.s.eness, she may smile and gesticulate herself into a mild sort of tarantism, or freeze herself at one end of the table into a statue of Suppressed Reproach,--if the instruction or dictation has no natural connection with the purposes of the children, these will remain uninterested or bored victims of her ill-directed enthusiasm."
Language Teaching.
The plays with the gifts open wide avenues for language teaching if conducted as Froebel intended. He says many wise things on this subject in his "Education of Man," and the following is of absolute application.
"Our children will attain," he says, "to a far more fundamental insight into language, if we, when teaching them, connect the words more with the actual perception of the thing and the object.... Our language would then again become a true language of life, that is, born of life and producing life; while it threatens otherwise, by merely outward consideration, to become more and more dead."[82]
[82] _Education of Man_, page 145.
From the first the child should be led to voice his small observations on the gifts in clear language and in approximately complete sentences, brief though they be. He can as easily say, "I would like a blue ball, please," if asked what color he prefers, as to jerk out a monosyllabic "Blue!"
After a little practice he will use a short sentence when comparing two objects, for instance, but as he naturally moves along the line of least resistance it is hardly to be expected that he will take the trouble to form complete sentences unless gently stimulated to do so.
The stimulus must be gentle, however, and given at the right time, for any feeling that his words are criticised will lead him to self-repression, not expression.
In gift work, too, he explains to the kindergartner what he is inventing, and for what purpose; he weaves gossamer threads of fancy about the objects constructed, or describes the forms of beauty and knowledge he has built by dictation.
There is and should be constant interchange of conversation during the gift plays, and the kindergartner who directs them like a drill-sergeant, requiring her recruits only to be silent and obey, has entirely misconceived Froebel"s idea.[83]
[83] It is a difficult thing to find the _via media_ between complete silence on the part of the children save when answering questions and a confusion of tongues like that at the building of Babel, but there is such a _via media_, and it can be found by those who seek it diligently.
It is undeniably much easier for the teacher to do all the talking, the children serving as audience, but the ideal to be reached is that she shall be the audience herself, or rather the chairman of the meeting, guiding the conversation, asking suggestive questions, and making wise comments.
Our language teaching, however, is not confined to the cultivation of greater powers of expression, for there is a direct gain in the child"s vocabulary consequent upon his kindergarten experience. He absorbs many new words from his teachers, but many others he learns through his daily work and play, and these are his absolute possession,--the thing and the word together. An interesting series of experiments was once made in the San Francisco free kindergartens relative to the number of new words which the child had mastered and used easily and freely after three years in the child-garden. These included terms of dictation, geometrical terms, names of tools, colors, materials, plants, animals, buildings, and places, new and poetic words of songs, games, and stories, etc., and the experiments established the fact that the child"s vocabulary was fully as great as that of his parents and decidedly more choice.
Relation of Word to Object.
It should be said here that there is great value to the child in learning to name things correctly from the very beginning. If the new word is a simple one, he can learn it with perfect ease, and then the object is properly labeled, so to speak, for future use.[84] Familiar names are sometimes used in the kindergarten when the correct term would be quite as easy to p.r.o.nounce. This practice often arises from a false conception of symbolism, and is continued with an idea that it is pleasing to the child. Sometimes the pseudonyms are absolutely misleading, as in the frequent speaking of squares as _boxes_, which must, of course, confuse the child as to the real nature of a plane.
There are many cases where the geometrical name of a form can easily be taught if it is given _after_ the object is clearly understood.[85]
[84] "At all stages of learning the mother tongue, the purely verbal exercises are more or less accompanied with the occupation of the mind upon things. If we suppose the child to become acquainted, in the first instance, with a variety of objects, the imparting of the names is a welcome operation, and the mental fusion of each name and thing is rapidly brought about. If the objects are in any way interesting, if they arouse or excite attention, their names are eagerly embraced. On the other hand, if objects are but languidly cared for, or if they are inconspicuous or confused with other things, we are indifferent both to the things themselves and to their designations." (Alexander Bain.)
[85] "Language is the necessary tool of thought used in the conduct of the a.n.a.lysis and synthesis of investigation." (W.
T. Harris.)
"What we are really seeking is the meaning _and_ the word.
One is of no value without the other in the education of the child. There is no such thing as a valuable observation and investigation of natural objects without language in which to embody the results at every step." (Geo. P. Brown.) _Report on Correlation of Studies by Committee of Fifteen_. With annotations by Geo. P. Brown.
There is a distinction here as to age, which should be noted. Though with babies of three years it is not only delightful, but necessary, to use objects symbolically, to give play-names to the lines they make, etc., with older children who are nearing the age of school instruction and therefore pa.s.sing away from the "sense relations of things," it is just as essential to begin a more scientific nomenclature.
Value of Knowledge Gained by Individual Effort.
One of the commonest errors in the kindergarten, as well as one of the most pernicious, is that of a.s.sisting the child too much in all his work. This is perhaps more universally true of the plays with the occupations than with the gifts, but even in the latter direction the practice is far too widespread.[86]
[86] "Of course, there is great difference between the disciplinary value of that study in which the pupil solves his own difficulties and that teaching in which the teacher accompanies the pupil, supplying the needed information or suggestion at every step of his progress. The latter is not worth much for character building for the reason that it is not apt to become a part of the organized self.... The school cannot afford to expend much energy in acquiring such knowledge." (Geo. P. Brown.) _Report on Correlation of Studies by Committee of Fifteen_. With annotations by Geo. P.
Brown.
The kindergartner often forms his sentences for the child, over-directs him when he is matching colors, gives names to the objects he constructs without waiting for him to do so, moves his blocks, sticks, tablets, rings into more accurate position, changes his s.p.a.cing when incorrect, rearranges his inventions, selects the colors for his parquetry work,--and all for what reasons? Primarily, to produce a better effect, it is probable, glorying in the consciousness that the work on every child"s table is exactly right, and blind to the truth that uniformity must always be mechanical; and secondarily, to quiet her own feeling of impatience, which sometimes comes from nervous exhaustion and sometimes from an over-eagerness to get a quant.i.ty of work done regardless of the method by which it is obtained.
There is a thirdly, too, which is that the inaccurate work, the awkward designs, the unfortunate blending of colors which the little one inevitably makes at first, so offend her artistic eye that she trembles with eagerness to set them right, forgetting that by so doing she is imposing her superior taste upon the child and thereby failing to develop his. We shall never see this matter clearly, nor know how to bear with the crudity of the child"s work, until we learn that the crudity is natural and therefore to be respected, and that it is in a sense beautiful after all, for it is a stage of being.
This vice, for it is a vice, of a.s.sisting the child too much causes him to lose his own power of bravely and persistently overcoming difficulties, and makes him weak and dependent. It gives occasion for teachers to say, and apparently with justice, that kindergarten children need constant a.s.sistance in their school work, that they are always crying out for help, and seem incapable of taking a step alone.
That this is not true of all kindergarten children we know, but that it should be true of any is a disgrace to our interpretation of Froebel"s system, which is, in reality, a very treasure-house of self-reliance, of self-development, and of independence of thought and action.
Value of Interrelation in Kindergarten Work.
One of the highest essentials of gift work is that it should not be isolated from other experiences of the child and concern itself merely with first principles of mathematics, with elements of construction, reproduction, and design, and with unrelated bits of knowledge.
Froebel says in the motto to one of the poems in the "Mutter-Spiel und Kose-Lieder,"--
"Whatever singly with a child you"ve played, Weave it together till a whole you"ve made.
"Thus it will dawn upon his childish soul: The smallest thing belongs to some great whole."
And again,--
"Silently cherish your Baby"s dim thought, That Life in itself is as unity wrought."
Nothing is more evident in all his writings, in his more formal works as well as in his autobiography, his volumes of letters and his reminiscences, than that his lifelong struggle was for unity in all things. He would have this unity expressed in simple concrete form in the kindergarten by a complete interrelation of all the activities of the child; and the gifts as "outward representations of his internal mental world" may be trusted to furnish us with an absolute test as to how far we are carrying out this principle in our teaching.
Whether or not the necessity of correlation decreases as age increases we need not discuss here, but that there is absolute need of it in the kindergarten probably no one will deny. If a single aim does not unify the kindergarten day, (or month, or season), it will be a succession of sc.r.a.ppy experiences, of surface impressions, no one of which can be permanent, because it was slight by itself and received no reinforcement from others. Such instruction only serves to dissipate the mind, to blot out the dim feeling of unity inscribed there by its maker, and to render the child incapable and undesirous of binding his thoughts into a whole.[87]
[87] "In the broad view we are safe in affirming that all truth is congruous, and that truth in one department of human knowledge will always reinforce truth in any other department. There is a unity in all truth. While it is true, as Dr. Harris affirms in his Report on the Correlation of Studies, that the student does not come into the full consciousness of this fact before he attains the university, is it not also true that he can be so taught that he will _feel_ this unity before he can think it, and that his feeling it will hasten the development of the power to think it?"--Geo. P. Brown, "Congruence in Teaching," _Public School Journal_, Sept., 1895.
What the subjects should be, around which the child"s mental, physical, and spiritual activities may crystallize, furnishes a fruitful field for discussion; but, above all, they should be vital ones, for, as Miss Blow says, "Serious injury may be done the mind by developing concentric exercises which belong not to the centre, but the circ.u.mference of thought."
It would be fruitless to suggest suitable subjects here, for if they do not, on the one hand, conform to the growing mind of the particular child or cla.s.s of children, they may either arrest or overtax development, and if, on the other hand, they do not proceed from the kindergartner"s insight into principle, it would be but "superst.i.tious imitation" for her to follow them out. No manual, no guide-book, no treatise, no lecture, can supply the want of fine intelligence and judgment in all these matters, and not until the teacher "comprehends the genesis of any principle from deeper principles can she emanc.i.p.ate herself from even the hypnotic suggestion of the principle itself, and convert external authority into inward freedom."[88]
[88] W. T. Harris.