Part 22 (1/2)
The training of the senses, is also carried forward through the medium of such plays as are calculated to bring out the child's capacity to distinguish the least noticeable difference, in pitches of color, degrees of light, pitches of sound, with its degrees of volume and loudness; together, with ability to discover the least noticeable difference, in resistance to pressure, or the slightest increase or decrease of rythmical motion, etc. The lines of least noticeable difference, in the capacity of the various senses, having been well established, the training commences along those lines. Very soon, in the brain areas of the senses under training, there comes an increased cell growth, which gives added sharpness and capacity. The line of least noticeable difference, is moved one step nearer the limit. This process is continued with each sense separately, until the limit for all has been reached. As a general result of this training, we find that the child has acquired an extraordinary reinforcement of brain power and intellectual acuteness.
Regular kindergarten work, for children at Solaris, between two and four years of age; is again reinforced, by adding to the list of exercises, a large number of plays, which introduce the variously colored, lettered blocks, so successfully used in Fern Fenwick's early training, during her seven years of Alaska life.
The collection of blocks, is a very large one. It is calculated to furnish a series of new combinations, which cannot be exhausted, in the plays of one whole year. These blocks are made and colored with the greatest care. The groups or families, are distinguished, by size, shape and color. The Alphabet blocks, are large cubes, painted white, with the letter showing in black on every side. All other blocks, have a uniform thickness of one-half inch. They are as large as can be fas.h.i.+oned from blocks two inches square. The names appear in white letters, on all alike.
The astronomy blocks are star shaped, painted blue. The geology blocks are diamond shaped, painted brown. The chemistry blocks are hexagonal in shape, painted red. The geography blocks are globular in shape, painted gray. The blocks representing physics, are octagon shaped, painted yellow. The botany blocks are oblong, painted green. The physiology blocks are triangular in shape, painted pink. The history blocks are square, painted black. A large number of the key-words of the sciences, are painted on blocks, which, in size, shape and color, are counterparts of those that represent the heads of families to which they belong.
This scheme of blocks, furnishes the ground work for the construction of a great number of games, for the amus.e.m.e.nt and edification of the children. Games of word-building, such as spelling out the names of fishes, insects, reptiles, birds and animals. Also of building the names of familiar things, houses, stables, light-houses, factories and mills; rivers, ponds, lakes, mountains, trees and fields; hats, shoes, coats, cloaks and other articles of clothing; common household utensils in every day use, such as pots, kettles, pans, pails, cups, knives, forks and spoons; stove, shovel, tongs, mop and broom; toys, dolls, b.a.l.l.s, kites, tops, etc.
By the use of many such ingenious games, the children unconsciously become familiar with the names of the sciences, and with all the princ.i.p.al words, which belong to each one. For example: Names of heavenly bodies in the domain of astronomy. The sun, the moon, the milky way, the planets, the constellations, the polar star, and the names of twenty stars of the greatest magnitude: In the domain of geology, fossils, sh.e.l.ls, minerals, rocks, shales, clays, gravels, and the names of geological periods: In the domain of chemistry, the names of acids, gases, metals, crucibles, retorts, mortars, and the names of a great variety of chemical combinations: In the domain of geography, globes, hemispheres, continents, islands, oceans, gulfs, bays, and straits; equator, tropics, circles, longitude, lat.i.tude, etc. These examples, will furnish an approximate idea of the wide scope in scientific names, covered by these key-words, when applied to all of the sciences.
In such plays of science grouping, the interest and pleasure of the children is intensified, by applying a system of personification, to the families of the different sciences: For instance, Mr. Astronomy Blue; Mrs. Geology Brown; Mr. Chemistry Red; Mrs. Geography Gray, etc.
In the greatest and most useful of all games, the game of cla.s.sification: Groups of children, spend hours with their teachers or directors, in separating and cla.s.sifying, heaps of miscellaneous blocks, bearing the names of the sciences and the key-words belonging thereto.
They are silent, absorbed, contented, thoroughly interested and happy.
So intense is the interest displayed, that after the fourth or fifth game, every child can correctly cla.s.sify the blocks, by quickly placing them in the groups to which they belong. They rapidly learn to call the name at sight, which is printed on any block they may happen to pick up.
Those who have not learned to read by playing word-building games with the alphabet blocks, only need to have an unfamiliar name, repeated to them three or four times by the director, and it is fixed. Size, shape and color of block, with length of name and shape of its letters, soon serves to make the little ones, perfect masters of the most difficult names.
These children have learned the value of time. They have learned to appreciate the joyousness of useful amus.e.m.e.nt. They have no desire to clog their minds, with the untruthful trash of fairy tales and Mother Goose stories, which played such an important part in nineteenth century methods. They no longer need such silly things, as a source of amus.e.m.e.nt. They seem to realize, that they only have mind-room, for the truthful, the useful and the practical.
The value and significance of figures, is taught by the game of forming the pyramid. On badges of broad, blue ribbon, are printed large gold figures, from one to ten. Inside the oval, in the center of the large room, ten rows of seats are arranged: with one seat in the first, and ten in the last row. That is, one seat is added to each succeeding row.
At the commencement of the game, when number one is called by the director, the little boy or girl, who is decorated with the badge bearing that number, takes the first seat, which forms the apex of the pyramid. The two children who wear number two badges; when called take seats in the second row. Observing this order, the calling is continued until the seats are filled, and the pyramid of fifty-five children is complete.
The director, having taken a position a short distance in front of the apex of the pyramid, proceeds to call the children to their feet.
Calling by number, commencing with the tens, the rows rise in succession, from the base to the apex. Each row is called upon to perform some part of a short series of graceful gymnastics. Then, the whole group in unison. Later, these exercises are made more interesting, by giving each child a small silk flag. In this part of the game, the children are at their best. The picture they make, is just lovely!
In the closing part of the game, the children are seated and the mathematical exercises are introduced. The director says: ”Each child has one nose. How many noses, have the number tens? Again, each child has one body. How many bodies, have the number nines? Each child has two eyes. How many eyes, have the number eights? Each child has two ears.
How many ears, have the number sevens? Each child has one mouth. How many mouths, have the number sixes? Each child has two arms. How many arms, have the number fives? Each child has two hands. How many hands, have the number fours? Each child has two legs. How many legs, have the number threes? Each child has two feet. How many feet, have the number twos? Each child has ten fingers and ten toes. How many fingers and toes, has number one?” These questions are varied and repeated, day after day, until every child in the pyramid, can answer any one of the questions, correctly and promptly. To be chosen as a member of this game, is a coveted honor, it is conferred as a reward for good conduct.
Consequently, the pride and pleasure exhibited by these decorated and selected children, is commensurate with the importance of this very primitive cla.s.s in mathematics and physiology.
This very brief outline, of the plays, exercises and studies, which form the nursery and kindergarten course, for children at Solaris, who are under four years of age, will serve to show how much important knowledge, a child can acc.u.mulate during those fruitful image-bearing years, while pleasantly and zealously engaged, day after day, in a series of wisely directed games.
In playing these games, the children have become interested in, and have learned a very large number of useful words. These words in the mind of the child, are as familiar and as easily remembered, as are the names of favorite toys, such as b.a.l.l.s, bats, kites and dolls. This wide vocabulary of key-words which has become the mental property of the child, has planted in the mind the necessary images, which in future years of study, will serve as a sure foundation, for the quick and easy mastery of all branches of useful knowledge. Many a man of the world has gone through life, without acquiring such a vocabulary.
Considering this primary course of study from another point of view, we have an ill.u.s.tration of the value of a method for cultivating the faculty of memory, which differs widely from any thing known to ordinary systems of education. From this ill.u.s.tration, we perceive that the perfectness and permanency of memory, is dependent on the foundations which have been laid for it, by the quant.i.ty and quality of sensations and images, regarding the things to be remembered, which have been registered or planted in brain-cell formation. These living images, fixed on the sensitive plate of the brain by the law of vibration, in a manner somewhat a.n.a.logous to etching on the cylinders of a phonograph, are capable of being reproduced by the will-force of the individual.
From these premises, we have gained a new definition for the word memory. It is a process of refunctioning or reregistering, any sensation, image, concept, idea, or thought, which at any time has become a part of the growth of the brain.
In the child's mind, memories regarding objects or words which have become familiar, are as a rule, closely connected with memories of keen enjoyment, resulting from partic.i.p.ation in some childish sport. These memories are many times repeated. A few small groups of brain cells have become dominant in growth, because they have received the full force of the entire stimulating power of the brain. Hence, the memories of childhood, are much more enduring than those of after life. Hence, it becomes a matter of the utmost importance, that these early images, should be connected with the greatest possible number of natural objects, their names, and the key-words of the sciences, which are used to describe them.
In these restless years for the little ones, it becomes a matter of great moment, to keep their minds busily employed, at what appeals to their self-consciousness, as some useful work. In this respect, the popular science games, gratify and completely satisfy the pride and dignity of these embryo men and women. The mind is naturally unfolded.
The brain areas, are all evenly and harmoniously developed. The children, when so usefully employed, are kept amiable. They do not become nervous, irritable, cross, or vicious. They are taught, as soon as they can walk and talk, that the self-respect and innate dignity, which belongs to them as little men and little women, demands that they should always treat each other lovingly, politely, kindly, unselfishly.
It is continually urged upon them, that they must learn to obey the nurse or teacher, without delay, without a murmur; that they must not cry or be fretful; that in these things, they must always strive to imitate the good acts of older comrades or playmates. In this way, the moral unfoldment and education of the child, keeps pace with the intellectual and the physical. Altogether, the effect is most excellent!
Thousands of children have gone to ruin, for the want of just such training, in the first four years of life!
The planning and final organization, of this novel scheme for nursery and kindergarten training, has been the joint work of Fern Fenwick, Fillmore Flagg, Gertrude and George Gerrish. In striving for the best results, this quartet of co-operative educators, have been ambitious to perfect a system, which would satisfy the demand for a natural, harmonious unfoldment of the well-born babies, which were to represent the highest product of Solaris Farm.