[Footnote A: Pestalozzi, Educator, Philosopher, and Reformer. Author of "How Gertrude Teaches Her Children."]
[Footnote B: "What a Young Girl Ought to Know" and "What a Young Woman Ought to Know" by Dr. Mary Wood Allen. "What a Young Boy Ought to Know," "What a Young Man Ought to Know," by Rev. Sylva.n.u.s Stall.]
PLAY
Although Froebel is best known as the educator who first took advantage of play as a means of education, he was not, in reality, the first to recognize the high value of this spontaneous activity. He was indeed the first to put this recognition into practice and to use the force generated during play to help the child to a higher state of knowledge.
But before him Plato said that the plays of children have the mightiest influence on the maintenance or the non-maintenance of laws; that during the first three years the child should be made "cheerful"
and "kind" by having sorrow and fear and pain kept away from him and by soothing him with music and rhythmic movements.
[Sidenote: Aristotle]
Aristotle held that children until they were five years old "should be taught nothing, not even necessary labor, lest it hinder growth, but should be accustomed to use much motion as to avoid a indolent habit of body, and this," he added, "can he acquired by various means, among others by play, which ought to be neither illiberal, nor laborious, or lazy."
[Sidenote: Luther]
Luther rebukes those who despise the plays of children and says that Solomon did not prohibit scholars from play at the proper time.
Fenelon, Locke, Schiller, and Richter all admit the deep significance of this universal instinct of youth.
Preyer, speaking not as a philosopher or educator, but as a scientist, mentions "the new kinds of pleasurable sensations with some admixture of intellectual elements," which are gained when the child gradually begins to play. Much that is called play he considers true experimenting, especially when the child is seen to be studying the changes produced by his own activity, as when he tears paper into small bits, shakes a bunch of keys, opens and shuts a box, plays with sand, and empties bottles, and throws stones into the water. "The zeal with which these seemingly aimless movements are executed is remarkable. The sense of gratification must be very great, and is princ.i.p.ally due to the feeling of his own power, and of being the cause of the various changes."
[Sidenote: Educational Value of Play]
All these authorities are quoted here in order to show that the practical recognition of play which obtains among the advanced educators to-day is not a piece of sentimentalism, as stern critics sometimes declare, but the united opinion of some of the wisest minds of this and former ages. As Froebel says, "Play and speech const.i.tute the element in which the child lives. At this stage (the first three years of childhood) he imparts to everything the virtues of sight, feeling, and speech. He feels the unity between himself and the whole external world." And Froebel conceives it to be of the profoundest importance that this sense of unity should not be disturbed. He finds that play is the most spiritual activity of man at this age, "and at the same time typical of human life as a whole--of the inner, hidden, natural life of man and all things; it gives, therefore, joy, freedom, contentment, inner and outer rest, peace with the world: it holds the sources of all that is good. The child that plays thoroughly until physical fatigue forbids will surely be a thorough, determined man, capable of self-sacrifice for the promotion and welfare of himself and others."
But all play does not deserve this high praise. It fits only the play under right conditions. Fortunately these are such that every mother can command them. There are three essentials: (1) Freedom, (2) Sympathy, (3) Right materials.
[Sidenote: Freedom]
(1) Freedom is the first essential, and here the child of poverty often has the advantage of the child of wealth. There are few things in the poverty-stricken home too good for him to play with; in its narrow quarters, he becomes, perforce, a part of all domestic activity. He learns the uses of household utensils, and his play merges by imperceptible degrees into true, healthful work.
In the home of wealth, however, there is no such freedom, no such richness of opportunity. The child of wealth has plenty of toys, but few real things to play with. He is shut out of the common activity of the family, and shut in to the imitation activity of his nursery. He never gets his small hands on realities, but in his elegant clothes is confined to the narrow conventional round that is falsely supposed to be good for him.
Froebel insists upon the importance of the child"s dress being loose, serviceable, and inconspicuous, so that he may play as much as possible without consciousness of the restrictions of dress.
The playing child should also have, as we have noticed in the first section, the freedom of the outside world. This does not mean merely that he should go out in his baby-buggy, or take a ride in the park, but that he should be able to play out-of-doors, to creep on the ground, to be a little open-air savage, and play with nature as he finds it.
[Sidenote: Sympathy]
(2) Sympathy is much more likely to rise spontaneously in the mother"s breast for the child"s troubles than for the child"s joys. She will stop to take him up and pet him when he is hurt, no matter how busy she is, but she too often considers it waste of time to enter into his plays with him; yet he needs sympathy in joy as much as in sorrow. Her presence, her interest in what he is doing, doubles his delight in it and doubles its value to him. Moreover, it offers her opportunity for that touch and direction now and then, which may transform a rambling play, without much sequence or meaning, into a consciously useful performance, a dramatization, perhaps, of some of the child"s observations, or an investigation into the nature of things.
(3) Right Material. Even given freedom and sympathy, the child needs something more in order to play well: he needs the right materials.
The best materials are those that are common to him and to the rest of the world, far better than expensive toys that mark him apart from the world of less fortunate children. Such toys are not in any way desirable, and they may even be harmful. What he needs are various simple arrangements of the four elements--earth, air, fire and water.
[Sidenote: Mud-pies]
(1) _Earth_. The child has a noted affinity for it, and he is specially happy when he has plenty of it on hands, face, and clothes.
The love of mud-pies is universal; children of all nationalities and of all degrees of civilization delight in it. No activity could be more wholesome.
[Sidenote: Sand]
Next to mud comes sand. It is cleaner in appearance and can be brought into the house. A tray of moistened sand, set upon a low table, should be in every nursery, and the sand pile in every yard.
[Sidenote: Clay]
Clay is more difficult to manage indoors, because it gets dry and sifts all about the house, but if a corner of the cellar, where there is a good light, can be given up for a strong table and a jar of clay mixed with some water, it will be found a great resource for rainy days. If modeling ap.r.o.ns of strong material, b.u.t.toned with one b.u.t.ton at the neck, be hung near the jar of clay, the children may work in this material without spoiling their clothes. Clay-modeling is an excellent form of manual training, developing without forcing the delicate muscles of the fingers and wrists, and giving wide opportunity for the exercise of the imagination.
[Sidenote: Digging]
Earth may be played with in still another way. Children should dig in it; for all pa.s.s through the digging stage and this should be given free swing. It develops their muscles and keeps them busy at helpful and constructive work. They may dig a well, make a cave, or a pond, or burrow underground and make tunnels like a mole. Give them spades and a piece of ground they can do with as they like, dress them in overalls, and it will be long before you are asked to think of another amus.e.m.e.nt for them.
[Ill.u.s.tration: Pattern of a modelling ap.r.o.n]
[Sidenote: Gardens]
In still another way the earth may be utilized, for children may make gardens of it. Indeed, there are those who say that no child"s education is complete until he has had a garden of his own and grown in it all sorts of seeds from pansies to potatoes. But a garden is too much for a young child to care for all alone. He needs the help, advice, and companionship of some older person. You must be careful, however, to give help only when it is really desired; and careful also not to let him feel that the garden is a task to which he is driven daily, but a joy that draws him.
[Sidenote: Kites Windmills Soap-bubbles]
(2) _The Air_. The next important plaything is the air. The kite and the balloon are only two instruments to help the child play with it.
Little windmills made of colored paper and stuck by means of a pin at the end of a whittled stick, make satisfactory toys. One of their great advantages is that even a very young child can make them for himself. Blowing soap-bubbles is another means of playing with air.
By giving the children woolen mittens the bubbles may be caught and tossed about as well as blown.
(3) _Water_. Perhaps the very first thing he learns to play with is water. Almost before he knows the use of his hands and legs he plays with water in his bath, and sucks his sponge with joy, thus feeling the water with his chief organs of touch, his mouth and tongue. A few months later he will be glad to pour water out of a tin cup. Even when he is two or three years old, be may be amused by the hour, by dressing him in a woolen gown, with his sleeves rolled high, and setting him down before a big bowl or his own bath-tub half full of warm water. To this may be added a sponge, a tin cup, a few bits of wood, and some paper. They should not be given all at once, but one at a time, the child allowed to exhaust the possibilities of each before another is added. Still later he may be given the bits of soap left after a cake of soap is used up. Give him also a few empty bottles or bowls and let him put them away with a solid ma.s.s of soap-suds in them and see what will happen. When he is older--past the period of putting everything in his mouth--he may be given a few bits of bright ribbons, petals of artificial flowers, or any bright colored bits of cloth which can color the water.
Children love to sprinkle the gra.s.s with the hose or to water the flowers with the sprinkling can. They enjoy also the metal fishes, ducks, and boats which may be drawn about in the water by means of a magnet. Presently they reach the stage when they must have toy-boats, and next they long to go into real boats and go rowing and sailing.
They want to fish, wade, swim, and skate.
[Sidenote: Dangerous Pastimes]
Some of those pastimes are dangerous, but they are sure to be indulged in at some time or other, with or without permission. There never grew a child to st.u.r.dy manhood who was successfully kept away from water.
The wise mother, then, will not forbid this play, but will do her best to regulate it, to make it safe. She will think out plans for permitting children to go swimming in a safe place with some older person. She will let them go wading, and at holiday time will take them boat-riding. If she permits as much activity in these respects as possible, her refusal when it does come will be respected; and the child will not, unless perhaps in the first bitterness of disappointment, think her unfriendly and fussy. Above all, he is not likely to try to deceive her, to run off and take a swim on the sly, and thus fall into true danger.
[Sidenote: Precaution with Fire]
(4) _Fire_ is another inevitable plaything. Miss Shinn reports that the first act of her little niece that showed the dawn of voluntary control of the muscles was the clinging of her eyes to the flame of a candle, at the end of the second week. The sense of light and the pleasure derived from it is of the chief incentives to a baby"s intellectual development. But since fire is dangerous the child must be taught this fact as quickly and painlessly as possible. He will probably have to be burned once before he really understands it, but by watching you can make this pain very small and slight, barely sufficient to give the child a wholesome fear of playing with unguarded fire. For instance, show that the lamp globe is hot. It is not hot enough to injure him, but quite hot enough to be unpleasant to his sensitive nerves. Put your own hand on the lamp and draw it away with a sharp cry, saying warningly, "Hot, hot!" Do not put his hand on the lamp, but let him put it there himself and then be very sympathetic over the result. Usually one such lesson is sufficient.
Only do not permit yourself to call everything hot which you do not want him to touch. He will soon discover that you are untruthful and will never again trust you so fully.
[Sidenote: Bonfires]
Under _proper regulations_, however, fire may be played with safely.
Bonfires with some older person in attendance are safe enough and prevent unlawful bonfires in dangerous places. The rule should be that none of the children may play with fire except with permission; and then that permission should be granted as often as possible that the children may be encouraged to ask for it. A stick smouldering at one end and waved about in circles and ellipses is not dangerous when elders are by, but it is dangerous if played with on the sly. Playing with fire on the sly is the most dangerous thing a child can do, and the only way to prevent it is to permit him to play with fire in the open. A beautiful game can be made from number of Christmas tree candles of various colors and a bowl of water. The candles are lighted and the wax dropped into the water, making little colored circles which float about. These can be linked together such a fashion as to form patterns which may be lifted out on sheets of paper.
[Sidenote: Magic Lantern]
The magic lantern is an innocent and comparatively cheap means of playing with light. If it is well taken care of and fresh slides added from time to time it can be made a source of pleasure for years.