The education of the movements is very complex, as it must correspond
to all the coordinated movements which the child has to establish in
his physiological organism. The child, if left without guidance, is
disorderly in his movements, and these disorderly movements are the
_special characteristic of the little child._ In fact, he "never keeps
still," and "touches everything." This is what forms the child's
so-called "unruliness" and "naughtiness."
The adult would deal with him by checking these movements, with the
monotonous and useless repetition "keep still." As a matter of fact,
in these movements the little one is seeking the very exercise which
will organize and coordinate the movements useful to man. We must,
therefore, desist from the useless attempt to reduce the child to a
state of immobility. We should rather give "order" to his movements,
leading them to those actions towards which his efforts are actually
tending. This is the aim of muscular education at this age. Once a
direction is given to them, the child's movements are made towards a
definite end, so that he himself grows quiet and contented, and
becomes an active worker, a being calm and full of joy. This education
of the movements is one of the principal factors in producing that
outward appearance of "discipline" to be found in the "Children's
Houses." I have already spoken at length on this subject in my other
books.
Muscular education has reference to:
The primary movements of everyday life (walking, rising, sitting,
handling objects).
The care of the person.
Management of the household.
Gardening.
Manual work.
Gymnastic exercises.
Rhythmic movements.
[Illustration: FIG. 3.--FRAMES FOR LACING AND BUTTONING.]
In the care of the person the first step is that of dressing and
undressing. For this end there is in my didactic material a collection
of frames to which are attached pieces of stuff, leather, etc. These
can be buttoned, hooked, tied together--in fact, joined in all the
different ways which our civilization has invented for fastening our
clothing, shoes, etc. (Fig. 3.) The teacher, sitting by the child's
side, performs the necessary movements of the fingers very slowly and
deliberately, separating the movements themselves into their different
parts, and letting them be seen clearly and minutely.
For example, one of the first actions will be the adjustment of the
two pieces of stuff in such a way that the edges to be fastened
together touch one another from top to bottom. Then, if it is a
buttoning-frame, the teacher will show the child the different stages
of the action. She will take hold of the button, set it opposite the
buttonhole, make it enter the buttonhole completely, and adjust it
carefully in its place above. In the same way, to teach a child to tie
a bow, she will separate the stage in which he ties the ribbons
together from that in which he makes the bows.
In the cinematograph film there is a picture which shows an entire
lesson in the tying of the bows with the ribbons. These lessons are
not necessary for all the children, as they learn from one another,
and of their own accord come with great patience to analyze the
movements, performing them separately very slowly and carefully. The
child can sit in a comfortable position and hold his frame on the
table. (Fig. 4.) As he fastens and unfastens the same frame many times
over with great interest, he acquires an unusual deftness of hand, and
becomes possessed with the desire to fasten real clothes whenever he
has the opportunity. We see the smallest children _wanting_ to dress
themselves and their companions. They go in search of amusement of
this kind, and defend themselves with all their might against the
adult who would try to help them.
[Illustration: FIG. 4.--CHILD BUTTONING ON FRAME. (PHOTO TAKEN AT MR.
HAWKER'S SCHOOL AT RUNTON.)]
In the same way for the teaching of the other and larger movements,
such as washing, setting the table, etc., the directress must at the
beginning intervene, teaching the child with few or no words at all,
but with very precise actions. She teaches all the movements: how to
sit, to rise from one's seat, to take up and lay down objects, and to
offer them gracefully to others. In the same way she teaches the
children to set the plates one upon the other and lay them on the
table without making any noise.
The children learn easily and show an interest and surprising care in
the performance of these actions. In classes where there are many
children it is necessary to arrange for the children to take turns in
the various household duties, such as housework, serving at table, and
washing dishes. The children readily respect such a system of turns.
There is no need to ask them to do this work, for they come
spontaneously--even little ones of two and a half years old--to offer
to do their share, and it is frequently most touching to watch their
efforts to imitate, to remember, and, finally, to conquer their
difficulty. Professor Jacoby, of New York, was once much moved as he
watched a child, who was little more than two years old and not at all
intelligent in appearance, standing perplexed, because he could not
remember whether the fork should be set at the right hand or the left.
He remained a long while meditating and evidently using all the powers
of his mind. The other children older than he watched him with
admiration, marveling, like ourselves, at the life developing under
our eyes.
The instructions of the teacher consist then merely in a hint, a
touch--enough to give a start to the child. The rest develops of
itself. The children learn from one another and throw themselves into
the work with enthusiasm and delight. This atmosphere of quiet
activity develops a fellow-feeling, an attitude of mutual aid, and,
most wonderful of all, an intelligent interest on the part of the
older children in the progress of their little companions. It is
enough just to set a child in these peaceful surroundings for him to
feel perfectly at home. In the cinematograph pictures the actual work
in a "Children's House" may be seen. The children are moving about,
each one fulfilling his own task, whilst the teacher is in a corner
watching. Pictures were taken also of the children engaged in the care
of the house, that is, in the care both of their persons and of their
surroundings. They can be seen washing their faces, polishing their
shoes, washing the furniture, polishing the metal indicators of the
pedometer, brushing the carpets, etc. In the work of laying the table
the children are seen quite by themselves, dividing the work among
themselves, carrying the plates, spoons, knives and forks, etc., and,
finally, sitting down at the tables where the little waitresses serve
the hot soup.
Again, gardening and manual work are a great pleasure to our children.
Gardening is already well known as a feature of infant education, and
it is recognized by all that plants and animals attract the children's
care and attention. The ideal of the "Children's Houses" in this
respect is to imitate the best in the present usage of those schools
which owe their inspiration more or less to Mrs. Latter.
For manual instruction we have chosen clay work, consisting of the
construction of little tiles, vases and bricks. These may be made with
the help of simple instruments, such as molds. The completion of the
work should be the aim always kept in view, and, finally, all the
little objects made by the children should be glazed and baked in the
furnace. The children themselves learn to line a wall with shining
white or colored tiles wrought in various designs, or, with the help
of mortar and a trowel, to cover the floor with little bricks. They
also dig out foundations and then use their bricks to build division
walls, or entire little houses for the chickens.
Among the gymnastic exercises that which must be considered the most
important is that of the "line." A line is described in chalk or
paint upon a large space of floor. Instead of one line, there may also
be two concentric lines, elliptical in form. The children are taught
to walk upon these lines like tight-rope walkers, placing their feet
one in front of the other. To keep their balance they make efforts
exactly similar to those of real tight-rope walkers, except that they
have no danger with which to reckon, as the lines are only _drawn_
upon the floor. The teacher herself performs the exercise, showing
clearly how she sets her feet, and the children imitate her without
any necessity for her to speak. At first it is only certain children
who follow her, and when she has shown them how to do it, she
withdraws, leaving the phenomenon to develop of itself.
The children for the most part continue to walk, adapting their feet
with great care to the movement they have seen, and making efforts to
keep their balance so as not to fall. Gradually the other children
draw near and watch and also make an attempt. Very little time elapses
before the whole of the two ellipses or the one line is covered with
children balancing themselves, and continuing to walk round, watching
their feet with an expression of deep attention on their faces.
Music may then be used. It should be a very simple march, the rhythm
of which is not obvious at first, but which accompanies and enlivens
the spontaneous efforts of the children.
When they have learned in this way to master their balance the
children have brought the act of walking to a remarkable standard of
perfection, and have acquired, in addition to security and composure
in their natural gait, an unusually graceful carriage of the body. The
exercise on the line can afterwards be made more complicated in
various ways. The first application is that of calling forth rhythmic
exercise by the sound of a march upon the piano. When the same march
is repeated during several days, the children end by feeling the
rhythm and by following it with movements of their arms and feet. They
also accompany the exercises on the line with songs.
Little by little the music is _understood_ by the children. They
finish, as in Miss George's school at Washington, by singing over
their daily work with the didactic material. The "Children's House,"
then, resembles a hive of bees humming as they work.
As to the little gymnasium, of which I speak in my book on the
"Method," one piece of apparatus is particularly practical. This is
the "fence," from which the children hang by their arms, freeing their
legs from the heavy weight of the body and strengthening the arms.
This fence has also the advantage of being useful in a garden for the
purpose of dividing one part from another, as, for example, the
flower-beds from the garden walks, and it does not detract in any way
from the appearance of the garden.