Guide to the Kindergarten and Intermediate Class and Moral Culture of Infancy Part 16

This brought many to their feet, with a shouted "Yes."

"Any happiness?"

"Yes."

"Goodness?"

"Yes."

"Naughtiness?"

"Yes."

"Is truth in the mind, or outside of it where we can see it?"

"In the mind."

I then took Mrs. Barbauld's hymns, in the first of which occur the words _reason_, _kindness_, _heart_, _life_, beside the names of many objects of the senses, and made two columns on the black-board, in which I put down respectively, as they were mentioned, all the names of objects, both of the senses and of the mind. To the latter list I added the words _G.o.d_ and _soul_, by the direction of the children, upon asking them if they could think of any more such words.

I then made the same discrimination between actions of the body and actions of the mind, which they followed very well, sometimes confounding the two, as older philosophers do.

I endeavored to give them the idea that things which they see, hear, &c., exist both in the mind and out of it. This I could do by asking them if the person who made the first chair did not think of it first.

Was it not in his mind before he could make it? So everything in the world existed in G.o.d's mind before he made it.

I then asked, "Which column of words gives the names of real things?"

They all said the objects of the senses were the real things.

"Can they not be broken up, or burnt, or worn out?"

"Yes."

"Can the soul, or love, or goodness, or happiness, be broken, or burnt up, or worn out?"

"No."

"Which are the things that last forever, then,--these objects of your senses, or these objects of your mind?"

"The objects of the mind."

"Does your goodness always last?"

"No."

"Where does it go to when you are not good?"

n.o.body knew.

"Can you have it again when you wish to?"

"Yes."

"Who do you think keeps it for you?"

"G.o.d."

"That is what we mean when we pray to G.o.d to help us to be good."

All seemed to understand this.

"Then we find," I said, "that the real things that last forever are in the mind?"

"Yes."

"Do our bodies last forever?"

"No."

"Do we live forever?"

"Yes."

"Yes, our souls are the real things."

This was enough for one lesson. Another day I asked about the qualities of things, and added a column for such words as green, white, pretty, &c. These are the main cla.s.ses, and I shall go on by degrees to words expressive of relations, and to words that are subst.i.tuted for the names of persons and things which are p.r.o.nouns. The children are very fond of making lists of words of this sort, and often bring them to me, divided off into their respective columns.

I have put the whole school, except the babes, into this cla.s.s; and of those who know how to read well I have made a Latin cla.s.s. For this I use the interlined translation of "aesop's Fables," which Mr. G---- T---- first imported into this country. I began with a line of a fable committed to memory, with the English words beneath them. It is not only good for spelling to begin Latin early, but it gives precision to thinking, if used aright. After learning one fable, by degrees, I let the children vocabularize the words by putting the names of things into one column, the names of actions into another, as in the a.n.a.lysis of English; and this has given them quite a vocabulary of Latin, from which we often make lessons in derivation. Putting the nouns into a column soon showed the modifications of termination, and then I explained the difference between that language and ours in that respect, and showed them how few small words were used in Latin. They have also studied the indicative mode of the verb _amo_, and have learned to subst.i.tute other verbs in the various tenses. But I confine them at present chiefly to committing to memory the fables.

Dr. Follen thinks it well to teach German very early also, which gives the Teutonic element to our language; but I have not done this in my present school, because the difficulty of the German letter is such a puzzle to little brains.

French I only teach them colloquially as yet; for the sight of French words confuses spelling very much with little children. It is well to exercise their organs in p.r.o.nouncing the words; and all my children can say many things in French. By and by I shall show them the words, if they stay with me till they are ready for them. All these exercises of mind, if not made fatiguing by too long continuance at one time, are perennially interesting to children. The new life and vigor a little hard thinking imparts to them makes one almost a convert to a theory lately set forth by one of our contemporaries, that the scholar and thinker should be the longest lived man. I believe it will be found true, if the brain be healthily, not morbidly worked. I love to see the eye fixed in thought for a moment, even in a very young child: but I would have in the next moment a jump or a run, or a laugh; and these generally alternate with thinking, if nature is left free. I am jealous of one moment's weariness at this age. I speak particularly now of very young children, who are only too willing to think, not of the wilful, playful rogues whom it is hard to fix one moment, because they would have no work, but all play. There is a great difference, however, in children of all ages, and I would be careful of them all. Force and vigor are so essential to health of mind, as well as of body, that I would secure those first to every child.

I once had a very bright boy of four in my school, who had a very remarkable memory. He would learn a verse of poetry by my repeating it once, and learned to read with marvellous rapidity. It was almost alarming; but I took care not to stimulate him in any way. He was suddenly seized with a violent influenza, and did not return to school for two months. When he returned, he had not only forgotten all he had learned, but never showed the same apt.i.tude again. In a year afterwards he had not caught up with those first few months. This taught me never to urge a child to exertion while suffering from a cold; and my attention having thus been directed to the point, I have often observed how that malady dulls the action of the faculties.

I have one dear little scholar now, only too willing to exert her mind; and if I see that anything seems difficult to her earnest spirit, I advise her at once to put it aside; for the tearful eyes tell me plainly that there is no need of urgency on my part, and that the danger is in too great persistence of the will for duty's sake. If it is necessary to explain the matter to others, I do not hesitate to say that that little scholar studies too hard for her health, and I do not wish her to be fatigued. It is necessary for her peace of mind to say as much as this, and the others only see more clearly what I wish them to see, that I measure them by the effort they make, not by the results they achieve. The same persistence of will and earnestness of spirit sometimes produces a violent shock of feeling in this child, if she is arrested in any of her purposes, even of play; but a gentle steadiness on my part soon brings the repentant little head on my bosom.

I often wish I knew how much moral and mental effort I ought to require of children, to keep the soul in full play and never encroach upon nature, which adjusts the balances so happily in her own way, when not constrained. I have to fall back upon my instincts for this, as the mother undoubtedly does. This adjustment has been very happily and wisely made in the case of Laura Bridgeman, one proof of which is, that an obstacle in her path is only met as a joyful occasion for some new effort. If she finds a stumbling-block in her way, instead of falling over it, or being discouraged by it, she dances round it, and apparently hails it as a new proof of the power within her to conquer all things.

If her thread gets tangled when she is sewing, she laughs and adjusts it. Giant Despair would in vain tempt her, but would try again to hang himself, as when, in olden time, Truth and Holiness together escaped from his clutches. Principles, when known to her, seem to be imperative; and cut off as she is from the deceptive senses, she recognizes only the power within herself, which laughs at the defiance of insolent brute matter. It was the plan of her education that she should not be told of G.o.d's existence till she gave indication of some idea of Him; but in some way or other she became possessed of that name for the existence of absolute power and goodness (we do not know yet how far that embodiment of the idea was intuitive); and she already refers all things to His agency. One suggestion pointing towards that idea would necessarily fructify in such a mind as hers, and immediately she would have a name for the law within her which she obeys so wonderfully in conscience, and exemplifies so remarkably in her intellectual operations. She answers to me the question which I have heard asked, "Whence do the intuitions of the mind come?"

But I must go back to my little family once more. These children are quite expert printers, and have followed their fancies very much as to what they printed; as, favorite stories or sc.r.a.ps of poetry, for I did not wish the process to become tedious. One day I let each dictate to me a short story, which I wrote down as they dictated; and while they were full of delight I proposed that they should write stories themselves, instead of copying them. This they subsequently varied with writing what they could remember of my readings to them; so now I am overwhelmed with compositions of all sorts, and often very good ones. I have always thought it well for children to write a good deal, and I have never found any difficulty in making them like to do it. When I read or tell them anything I wish them to write, I often put leading words on the black-board, to suggest the order of the story, or the description; or, to spell difficult words. One child writes funny stories, and laughs herself as she writes; another gives descriptions of natural scenery, in the midst of which her characters find themselves. One writes about wolves and other horrors. I have a variety of pictures hanging on the walls, and I sometimes propose that they should write stories about them. These writings are all printed with lead pencil, or on the slate, because the mechanical difficulty of writing script with the pen makes it tedious to children.

I shall look impatiently for your account of your proceedings. I believe I have told you the princ.i.p.al things I endeavor to teach, but it is impossible to describe all the occasions on which one can minister to the inquiring minds of children. I suppose many persons would think I give too much time to playing and singing, but I do not often invite people into my school, for my ideas of order are different from the ordinary one of sitting still and not speaking. I am perfectly content as long as the lifting of my finger or the tinkling of my little bell will reduce my subjects to order.

I forgot to mention that one day in the week we resolve ourselves into a sculptor's studio. I seat the children around one of the long tables and let them model in clay. They make miniature vases, and even faces, and who knows but what some genius may be developed?[M] Paper cutting is also one of my arts. It teaches forms as well as drawing, and some of these children cut very decent birds and other animals. Sometimes I draw for them to cut, and I have shown them the properties of a circle by cutting one and dividing it up into angles, acute and obtuse, and teaching them to put them together again. I was much pleased myself when I first understood the relation of angles to a circle, and find that other children also enjoy it. I let them play with the Chinese puzzle also, which exercises their inventive faculties.[N]

If all teachers loved to play with children as well as I do, I think they would discover what I think I have; that children need superintendence in their plays to defend them against each other. The only danger is, that the older person may lead too much, and not sufficiently follow the leading of the children. When children do work at anything, they should be taught to do it accurately and well; but a concentrated effort should be very short. I hope everything, as I told you, from your discoveries in this charming science, of which I am never tired, I am never weary of talking about my little flock, and all the little flocks I have from time to time presided over. The last always seems to me the most interesting; especially the younger ones. A new little being just waking up to a consciousness of the world environing it, is a new study to me always, one of which I never tire, as I am very apt to do of older people. When you have taught a few years, we will compare notes again.

Very affectionately yours, M.