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 fashioned 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.

The success which has attended the practical operation of the scheme, has made them very happy. Towards this success, Fern Fenwick has been able to contribute largely, on account of her early Alaska training, and her thorough knowledge of the improved methods, growing out of the important discoveries made by Prof. Gates.

In applying the system to the cla.s.s work of the regular schools, the long experience, trained skill and natural apt.i.tude as teachers, of George and Gertrude Gerrish, has proved wonderfully effective.

By supplementing the system, with a very complete course of manual training in the use of tools, and in acquiring a competent knowledge of the industrial arts, Fillmore Flagg has been equally successful, in educating the muscular children, and in arming them most effectively, both mentally and physically, for the practical work of life.

Altogether, the complete course, results in an all-round development of brain power, more than five times greater than that offered by any other system. A result, which marks the beginning of a new educational era. A result, which promises to give to the world, a dominant race of thinkers, whose ability to bless mankind, is to be so great, that it cannot now be estimated.

CHAPTER x.x.xIX.

AN UNEXPECTED VISITOR.

In the month of August, 1911, six years after our first introduction to him, we find our hero, Fillmore Flagg, seated in his private office at Solaris. This office was located in a building on the public square, near the store, which has been especially designed and constructed, for use as the central office for the general co-operative, farm movement.

Here, Fillmore Flagg, has been busily engaged for more than two months, in planning the preliminary work for eight new farms. For the moment, he seems absorbed in a dreamy reverie. From this, he was sharply aroused by the entrance of a messenger, who announced a visitor. The visitor proved to be none other, than our old acquaintance, George g.a.y.l.o.r.d. The greetings, exchanged between these re-united college chums, were cordial indeed! In the conversations which are to follow, the reader will find a continuation of the story of Solaris Farm.

"Shades of venus! How well you are looking, Fillmore! I need not ask how you have fared since last we met! One look at your face, tells the whole story! The G.o.ddess of good fortune, must have smiled on you right royally! I congratulate you most heartily! The fame of your exploits here at Solaris, has reached New England! What a lovely village you have made! And the farm too, is just delightful! To behold it, is well worth the price of a long journey! Of course, at some convenient time, you are to show me the farm, and tell me all about it."

"Thank you George, for your congratulations; You have surmised correctly! I have been prospered, far beyond my most sanguine expectations! At the proper time, I shall take pleasure in relating the whole story for your benefit. Now, I am anxious to hear something regarding yourself. Tell me, my dear fellow! To what piece of good fortune, do I owe this unexpected visit? And, may I hope, that the G.o.ddess you just mentioned, has been equally gracious with her smiles for you!"

"It is a long story, Fillmore, and I can a.s.sure you it is not a pleasant one. It seems a pity to mar your peace of mind by relating such a miserable tale of woe! During the past five years, the unkind fates have frowned upon me, and I have suffered much! In order to give you an intelligent reason for my visit to Solaris, I must tell you of some good, and many bitter things which have transpired, since we parted at the hotel on Mount Meenahga."

"Really! George, I am sorry for your misfortunes! But surmising so much from your preparatory statement, I now wish to know all that you can consistently tell me. For the bitterness and suffering, you have my sympathy in advance."

"Thank you Fillmore! I knew that I could rely on your sympathy and friendship, under all circ.u.mstances. Please pardon any lack of coherence or orderly arrangement of details, in what I am about to relate.

"Late in the month of November, which followed our parting in the mountains, in accordance with previous arrangements, I took charge of the church in the New England city, where my uncle George resided. My relations with the members of the congregation, proved as pleasant as could be desired. I became acquainted with Martha Merritt, my uncle's niece by marriage. She was a beautiful girl! Very winning, sweet and amiable. I soon became fond of her company. This seemed to please both my uncle and my mother. I could see that they had set their hearts on a marriage between Martha and myself.

"About the middle of the following January, acting on a suggestion from uncle George, I asked Martha for her hand in marriage. After taking a whole week for consideration, she finally consented and we were engaged.

Some days later, I urged her to name an early day for our wedding. Very much to my surprise, she said 'You must not hurry me, George! You must give me time!' I hastened to a.s.sure her that I did not wish to be inconsiderate, and begged her to take another week, in which to fix the date. During this time, I saw very little of Martha. In the brief interviews that followed, she was pale and agitated. At the end of the week, again her old-time self, she came to me with the news that our wedding day had been fixed for the fifteenth of June, five months distant.

"Early in February, the clouds of disaster began to gather. My mother was confined to her bed with what proved to be a serious illness. After four months of almost constant suffering, which she bore with the patience and fort.i.tude of a martyr, she was borne across the dark water, to join that vast majority, that silent, mysterious, ever increasing host of the buried dead.

"My mother was buried on the fifteenth of June. Overwhelmed with grief, I readily a.s.sented to Martha's suggestion, that our wedding should be postponed until the first of October. Recovering slowly from the shock of my bereavement, I turned eagerly to Martha, for loving consolation. I was horrified, to find that her affection for me had turned to ill-concealed aversion! There was a terror-stricken, haunted look in her eyes, as she strove in every possible way, to avoid being left alone with me even for a moment, which frightened and almost crushed me with grief. I knew that something dreadful, must have happened! She was so pitiful to behold, that I could not be angry or jealous! But, I resolved to know the truth. At the first opportunity, I demanded an explanation.

Bursting into tears, she told me the story of her bitter experience.

"Falling on her knees beside my chair, Martha implored me to be merciful. 'George,' she said, 'I know that I am the most wretched, and the most desperately wicked girl on the face of the earth! You have been so kind, and I have treated you so shamefully! How, can you ever forgive me? The only reparation that I can now make, is to tell you the whole truth, without reservation. Ten months before I saw you, while I was at school near Boston, I met Phillip Plato. The fates would have it, that we should fall desperately in love with each other, at our first meeting. In a short time we were engaged. In entering into this engagement, I did so without the knowledge of my uncle, or any friend. I did not stop for a moment, to consider my duty to uncle George, who had always been so good to me. I could think of no one but Phillip, and of my love for him. In the delirium of love's first dream, the weeks pa.s.sed as days! Alas! The dream was pa.s.sing brief! Somehow, Phillip's parents became aware of our engagement. They were very wealthy, and exceedingly ambitious to have Phillip marry more wealth. Angry with him, they came to me and cruelly declared, that they would never allow him to wed such a fortuneless girl! With look and gesture of scorn, they told me that they were just on the eve of going abroad, taking Phillip for two years of travel, in which they should strive to cure him completely of his insane infatuation. This, then was the end of my romance. My cruelly wounded pride, rose up in rebellion. I was furious! I returned scorn for scorn! I bade them begone!

"'I returned to my uncle's home, my heart hot with the indignation of an outraged pride, and filled with a determination, to show to the world no sign, but to use all my strength of will, to cast Phillip out of my life; to utterly forget him and his selfish, greedy, heartless parents.

When you came, George, I was more anxious than ever before, to please my uncle in every possible way. I foolishly imagined, that in encouraging your attentions as a lover, I was helping myself, to forget my love for Phillip. Oh! What a terrible, cruel mistake! How terrible, how cruel, I was soon to realize. You will remember, George, how strangely I behaved at that interview, in which you asked me to fix the day for our wedding. Let me explain. A few hours previous, while I was lost in one of my occasional fits of melancholy moping, the voice of Phillip came to my ears with startling distinctness. The voice said Martha, you must remain true to me! I love you as devotedly as ever! I am determined, never to give you up! I am coming home to wed you! I am surely coming!

Wait for me! These words kept ringing in my ears, like the tolling of a funeral bell. They thrilled me through and through! The barriers of my pride gave way. The returning tide of my love for Phillip, swept in upon me with such force, that my heart almost ceased to beat! I was faint, deadly faint! When I recovered consciousness and afterwards, at our interview, I was absolutely wretched! Your request, added to my anguish.

I was powerless to answer, I could only beg for more time. All through that dreadful week, I strove to convince myself that my ears had deceived me, that the voice was not real, only a phasma, a hallucination, born of my fits of melancholy. Unfortunately, I finally succeeded!

"'Now, George, you shall hear the sequel, the climax of my wretchedness.

The day before your mother died, I received a long letter from Phillip.

It was written at Rome. Every line of that letter, was eloquent with Phillip's steadfast devotion, and love for me. In brief, a complete verification of what the warning voice had told me. His parents had relented. He was coming home to make me his bride. He had planned to arrive at Boston, in time to celebrate the New Year. He spoke of a long letter, which he had written to me, just on the eve of his going abroad.

In that letter he had a.s.sured me of his undying love, of his determination never to give me up. In closing, he had begged me to wait for him, to remain true to him. He had repeated its contents, because he had been constantly haunted with the idea that the letter in question, had failed to reach me. And so it had.