Poetry Kindness to Animals.

Paper Cutting The Bell of Atri.

Paper Folding A Trough.

Free-arm Drawing A Horseshoe.

Clay Modelling A Carrot for the Horse.

Brushwork A Turnip for the Horse.

Brown Paper Drawing A Stable.

Underneath it all the truth was growing, namely, the need of making a.s.sociations and so unifying the children's lines. But the process of finding the truth was slow and c.u.mbersome.

A fourth phase of the early Infant School was the strong belief of both teachers and inspectors in uniformity of work and of results. It is difficult to disentangle this from the paralysing influences of payment by results and large cla.s.ses: it was probably the teachers' unconscious expression of the instinct of self-preservation, when working against the heaviest odds. But it was constantly evident to the teacher that any attempt on a child's part to be an individual, either in work or in conduct, had to be arrested: and the theory of individual development was regarded as so Utopian that the idea itself was lost. Goodness was synonymous with uniform obedience and silence; naughtiness with individuality, spontaneity and desire to investigate. A frequently-heard admonition on the part of the teacher was, "Teacher didn't tell you to do it that way--that's a naughty way"; but such an att.i.tude of mind was doubtless generated by the report of the inspector when he commended a cla.s.s by saying: "The work of the cla.s.s showed a satisfactory uniformity."

To obtain uniform results practice had to come before actual performance, and many weary hours were spent over drill in reading, drill in number, drill in handwork, drill in needlework. The extreme point was reached when babies of three had thimble and needle drill long before they began needlework. There were also conduct drills; Miss Grant, of Devons Road School, remembers a school where the babies "practised" their conduct before the visit of the "spectre," as they called him, he being represented as a stick set up on a chair. There is a curious symbolism in the whole occasion.

It is difficult to see the good underlying this phase, but it was there. There is undoubtedly a place for practice, though not before performance, and uniformity was undoubtedly the germ of an ideal.

All these phases stand for both progress and arrest. The average person is readier to accept methods than investigate principles; but we must recognise that all struggles and searchings after truth have made the road of progress shorter for us by many a mile.

Perhaps the chief cause of stumbling lay in the fact that there was no clearly realised aim or policy except that of material results. There were many fine-sounding principles in the air, but they were unrelated to each other; and the conditions of teaching were likely to crush the finest endeavours, and to make impossible a teaching that could be called educative.

CHAPTER XV

THE INFANT SCHOOL OF TO-DAY

Taking neither the best nor the worst, but the average school of to-day, it will be profitable to review shortly where it stands, to consider how far it has learnt the lessons of experience, and what kind of ideal it has set before itself.

In externals there have been many improvements. Modern buildings are better in many ways; there is more s.p.a.ce and light, and the surroundings are more attractive. Most of the galleries have disappeared, but the furniture consists chiefly of dual desks, fixed and heavy, so that the arrangement of the room cannot be changed. The impression given to a visitor is that it is planned for listening and answering, except in the Baby Room, where there are generally light tables and chairs, and consequently no monotonous rows of children, unless a teacher arranges them thus from sheer habit. In each room is a high narrow cupboard about one quarter of the necessary size for all that education demands; most education authorities provide some good pictures, but the best are usually hung on the cla.s.s-room wall behind the children, and all are above the children's eye level. "Oh, teacher, my neck do ache!" was the only appreciative remark made by a child after a tour made of the school pictures, which were really beautiful.

As a rule the windows are too high for the children to see from, and the lower part is generally frosted. In a new school which had a view up one of the loveliest valleys in Great Britain, the windows were of this description; the head of the school explained that it was a precaution in case the children might see what was outside; in other words, they might make the mistake of seeing a real river valley instead of listening to a description of it.

In country schools of the older type the accommodation is not so good, but the newer ones are often very attractive in appearance, and have both s.p.a.ce and light. The school garden is a common feature in the country, and it is to be regretted so few even of the plot description are to be found in town schools.

Of late years the apparatus has improved, though there is still much to be done in this direction. Instead of the original tiny boxes of gifts we have frequently real nursery bricks of a larger and more varied character, and many other nursery toys. One of the best signs of a progressive policy is that large numbers of _little_ toys have taken the place of the big expensive ones that only an occasional child could use.

It is a pity that the use of toys comes to so sudden an end, and that learning by this method does not follow the babies after they have officially ceased to be babies, as is the custom in real life.

One of the most striking changes for the better is the evidence of care of the children's health, of which some of the external signs are doctor, nurse and care committee. A sense of responsibility in this respect is gradually growing in the schools; a fair number provide for sleep, a few try to train the children to eat lunch slowly and carefully, and some try to arrange for milk or cod-liver oil in the case of very delicate children. Though these instances are very much in the minority, they represent a change of spirit. This is one of the striking characteristics of the new Education Bill. A legacy from the old formalism lies in the fact that every room has a highly organised time-table, except perhaps in the Babies' Room, where the children's actual needs are sometimes considered first. The morning in most cla.s.ses is occupied with Scripture, Reading, Arithmetic, Writing, and some less formal work, such as Nature lesson or Recitation; some form of Physical Exercise is always taken. The afternoons are mostly devoted to Games, Stories, Handwork and Singing: this order is not universal, but the general principle holds, of taking the more difficult and formal subjects in the morning. In the Babies' Room some preparation for reading is still too frequent. The lessons are short and the order varied, but in one single morning or afternoon there is a bewildering number of changes. Some years ago the unfortunate principle was laid down in the Code, that fifteen minutes was sufficient time for a lesson in an Infant School, and though this is not strictly followed the lessons are short and numerous, giving an unsettled character to the work; children appear to be swung at a moment's notice from topic to topic without an apparent link or reason: for example, the day's work may begin with the story of a little boy sent by train to the country, settled at a farm and taken out to see the _cow_ and the _sow_: soon this is found to be a reading lesson on words ending in "ow," but after a short time the whole cla.s.s is told quite suddenly, that one shilling is to be spent at a shop in town, and while they are still interested in calculating the change, paints are distributed, and the children are painting the bluebell. The whole day is apt to be of this broken character, which certainly does not make for training in mental concentration, or for a realisation of the unity of life. Some teachers still aim at correlation, but in a rather half-hearted way: others have entirely discarded it because of its strained applications, but nothing very definite has taken its place.

The curriculum which has been given is varied in character, and sometimes includes a "free period." Except in the Babies' Cla.s.s the three R's occupy a prominent place, and children under six spend relatively a great deal of time in formal subjects, while children between six and seven, if they are still in the Infant School, are taught to put down sums on paper, which they could nearly always calculate without such help. As soon as a child can read well, and work a fair number of sums on paper, he is considered fit for promotion, and the question of whether he understands the method of working such sums, is not considered so important as accuracy and quickness. The test of so-called intelligence for promotion is reading and number, but it is really the test of convenience, so that large numbers of children may be taught together and brought, against the laws of nature, to a uniform standard.

This poison of the promotion and uniformity test works down through the Infant School: it can be seen when the babies are diverted from their natural activities to learn reading, or when they are "examined": it can be seen when a teacher yields up her "bright" children to fill a few empty desks, it can be seen in the grind at reading and formal arithmetic of the children under six, when weary and useless hours are spent in working against nature, and precious time is wasted that will never come back. Yet we _say_ we believe that "Children have their youth that they may play," and that "Play is the purest, most spiritual activity of man at this stage" [childhood].

The lack of any clear aim shows itself in the fluid nature of the term "results"; to some teachers it signifies readiness for promotion, or a piece of work that presents a satisfactory external appearance, such as good writing, neat handwork, an orderly game, fluent reading. To others it means something deeper, which they discover in some chance remark of a child's that marks the growth of the spirit, or the awakening of the interest of a child whose development is late, or the quickened power of a child to express; or evidence of independent thought and the power to use it, in some piece of handwork, or appreciation of music or literature. According to the meaning attached to the term "results" so the method of the teacher must vary; but one gets the general impression that in this respect matters are in a transitional state; the first kind of teacher is always a little uncertain of her ground and a little fearful that she is not quite "up-to-date," while the second cla.s.s of teacher is sometimes a little timid, and not quite sure that she is prepared to account for the rather subtle and intangible outcome of her work.

The same transitional character holds in the case of discipline: while what is known as "military" discipline still prevails in many schools, there are a very fair number with whom the grip has relaxed; but it is a courageous teacher that will admit the term "free discipline" which has nearly as bad a reputation as "free thought" used to have, and few are prepared to go all the way. Probably the reason lies in the vagueness of the meaning of the term, and the fact that its value is not clearly realised because it is not clearly understood. Teachers have not faced the question squarely: "What am I aiming at in promoting free discipline."

Taking a general view of the present school, one gets the impression of a constant change of activity on the part of the children, but very little change of position, a good deal of provision for general cla.s.s interest, but little for individual interest; of less demand than formerly for uniformity of results, but the existence of a good deal of uniformity of method, arresting the teacher's own initiative; of very constant teaching on the part of the teacher and a good deal of listening and oral expression on the part of the children, of many lessons and little independent individual work. Below all this there is evident a very friendly relationship between the teacher and the children, a good deal of personal knowledge of the children on the part of the teacher, and a good deal of affection on both sides. There is less fear and more love than in the earlier days, less government and more training, less restraint and more freedom. And the children are greatly attached to their school.

From consideration of the foregoing summary it will be seen that education in the Infant School is a thing of curious patches, of strength and weakness, of light and shade; perhaps the greatest weakness is its lack of cohesion, of unification: on the one hand we find much provision for the children's real needs, much singleness of purpose in the teacher's work, such a genuine spirit of whole-hearted desire for their education: on the other hand, an unreasoning sense of haste, of pushing on, of introducing prematurely work for which the children admittedly are unready; an acceptance of new things on popular report, without scientific basis, and a lack of courage to maintain the truth for its own sake, in the face of so-called authority, and a craving to be modern. At the root of all this inconsistency and possibly its cause, is the lack of a guiding policy or aim, the lack of belief in the scientific or psychological basis of education, and consequently the want of that strong belief in absolute truth which helps the teacher to pa.s.s all barriers.

CHAPTER XVI

SOME VITAL PRINCIPLES

If it be true that the Infant School of to-day suffers from lack of a clear basis for its general policy, it will be profitable to have clearly before us such principles as great educators have found to be most vital to the education of young children.

We all believe that we have an aim and a high aim before us: it has been variously expressed by past educationalists, but in the main they all agree that the aim of education is conduct.

In actual practice, however, we act too often as if we only cared for economic values. If we are to live up to our educational profession, we must look our aim in the face and honestly practise what we believe.

While training of character and conduct is the accepted aim for education in general, to make this useful and practical each teacher must fix her attention on how this ultimate aim affects her own special part of the whole work. By watching the free child she will discover how best she can help him: he knows his own business, and when unfettered by advice or command shows plainly that he is chiefly concerned with _gaining experience_. He finds himself in what is to him a new and complex world of people and things; actual experience is the foundation for complete living, and the stronger the foundation the better the result of later building. _The first vital principle then is that the teacher of young children must provide life in miniature; that is, she must provide abundant raw material and opportunities for experience_.

The next question is that of the best method of gaining this actual experience. The child is unaware that he is laying foundations, he is only vaguely conscious that he finds great pleasure in certain activities, and that something impels him in certain directions. He realises no definite future, he is content with the present; he cannot work for a purpose other than the pleasure of the moment; without this stimulus concentration is impossible. In the activities of this stage he probably a.s.similates more actual matter than at any other period of his life, and it is the same with his acquirements of skill. In happy unconsciousness he gains knowledge of his own body and of its power, of the external world, of his mother tongue and of his relations to other people: he makes mistakes and commits faults, but these do not necessarily cripple or incriminate him. He is not considered a social outcast because he once kicked or bit, or because he threw his milk over the table; he learns to balance and adjust his muscles on a seesaw, when a fall on soft gra.s.s is a matter of little importance, and this is better than waiting till he is compelled hastily to cross a river on a narrow plank. It is all a kind of joyous rehearsal of life which we call Play. We can force a child to pa.s.sivity, to formal repet.i.tions of second-hand knowledge, to the acquisition of that for which he has no apparent need, but we can never _educate_ him by these things. "Children do not play because they are young, they have their youth that they may play," as surely as they have their legs that they may walk.

_The second principle is therefore that the method of gaining experience lies through Play, and that by this road we can best reach work_.

The third principle is the nature of the experience that a child seeks to gain--the life he desires to live. How can we he sure that the surroundings we provide and the activities we encourage are in accord with children's needs?

Let us imagine a child of about five to six years of age, one of a family, living in a small house to which a garden is attached; inside he has the run of the house, but keeps his own toys, picture books and collections of treasures. We will suppose that not being at school he is free to arrange his own day, sometimes alone, and sometimes with other children, or with his parents. What does he do?

He is interested in inanimate things, especially in using them, and so he plays with his toys. He builds bricks, runs engines, solves simple puzzle pictures, asks to work with his father's gardening tools, or his mother's cooking utensils. He is interested in the life of the garden, in the growing things, in the snail or spider he finds, in the cat, dog or rabbit of the family; he wants to dig, water and feed these various things, but he declines regular responsibility; his interest is in spurts.

He is interested in sounds, both in those he can produce and in those produced by others: soon he is interested in music, he will listen to it for considerable periods, and may join in it: at first more especially on the rhythmical side. So, too, he likes the rhythm of poetry and the melody sounds of words. He is interested in making things; on a wet day he will ask for scissors and paste, or bring out his paint box or chalks; on a fine day he mixes sand or mud with water, or builds a shelter with poles and shawls; at any time when he has an opportunity he shuts himself into the bathroom and experiments with the taps, sails boats, colours water, blows bubbles, tries to mix things, wet and dry.

He is interested in the doings of other people, in their conduct and in his own; he is more interested in their badness than in their goodness: "Tell me more of the bad things your children do," said a little boy to his teacher aunt, and the request is significant and general; we learn so little by mere uncontrasted goodness. He is interested in the words that clothe narrations and in their style, he is impatient of a change in form of an accepted piece of prose or poetry. He is hungry for the sounds of telling words and phrases.

He is interested in reproducing the doings of other people so that he may experience them more fully, and this involves minute observation, careful and intelligent imitation, and vivid imagination. His own word for it is pretence.

There are other things that he grasps at more vaguely and later; he is dimly aware that people have lived before, and he is less dimly aware that people live in places different from his own surroundings. He realises that some of the stories, such as the fairy stories, are true in one sense, a sense that responds to something within himself; that some are true in another more material, and external sense, one concerned with things that really happen. He hears of "black men," and of "ships that carry people across the sea," and of "things that come back in those ships."

He is interested in the immaterial world suggested by the mysteries of woods and gardens, he has a dim conception that there is some life beyond the visible, he feels a power behind life and he reveals this in his early questions. He is keenly interested in questions of birth and death, and sometimes comes into close contact with them. He feels that other wonders must be accounted for--the snow, thunder and lightning, the colours of summer, the changeful sea. At first the world of fairy lore may satisfy him, later comes the life of the undying spirit, but the two are continuous. He may attend "religious observances," and these may help or they may hinder.

He is keenly interested in games, whether they are games of physical skill, of mental skill, or games of pretence. Here most especially he comes into contact with other people, and here he realises some of the experiences of social life.

Such are the most usual sides of life sought by the ordinary child, and on such must we base the surroundings we provide for our children in school, and the aspects of life to which we introduce them, commonly called subjects of the curriculum.

_Our third principle is therefore, evident: we find, in the child's spontaneous choice, the nature of the surroundings and of the activities that he craves for; in other words, he makes his own curriculum and selects his own subject matter_.

The next consideration is the atmosphere in which a child can best develop character by means of these experiences. A young child is a stranger in an unknown, untried country: he has many strange promptings that seek for satisfaction; he has strong emotions arising from his instincts, he feels crudely and fiercely and he must act without delay, as a result of these emotions. He is like a tourist in a new strange country, fresh and eager, and with a similar holiday spirit of adventure: the stimulation of the new arouses a desire to interpret, to investigate and to ask questions: it arouses strong emotions to like or dislike, to fear, to be curious; it leads to certain modes of conduct, as a result of these emotions. Picture such a young tourist b.u.t.tonholed by a blase guide, who had forgotten what first impressions meant, who insisted on accompanying him wherever he went, regulating his procedure by telling him just what should be observed and how to do so, pouring out information so premature as to be obnoxious, correcting his taste, subduing his enthusiasm, and modifying even his behaviour. The tourist would presumably pay off the unwelcome guide, but the children cannot pay off the teacher: they can and do rebel, but docility and adaptability seem to play a large part in self-preservation. For the young child freedom must precede docility, because the only reasonable and profitable docility is one that comes after initiative and experiment have been satisfied, and when the child feels that he needs help.

The world that the free child chooses represents every side of life that he is ready to a.s.similate, and his freedom must be intellectual, emotional and moral freedom. In the school with the rigidly organised time-table, where the remarks of the children provoke the constantly repeated reproach: "We are not talking of that just now," where the apparatus is formal and the method of using it prescribed, where home life and street life are ignored, where there are neither garden nor picture books, where childish questions are pa.s.sed over or hastily answered, where the room is full of desks and the normal att.i.tude is sitting, where the teacher is teaching more often than the children are doing, there is no intellectual freedom.

Where pa.s.sion and excitement are instantly arrested, where appreciation for strong colours, fierce punishments, loud noises, is killed, where fear is ridiculed, where primitive likes and dislikes are interpreted as coa.r.s.eness, there is no emotional freedom. A child must have these experiences if he is to come to his own later: this is not the time to stamp out but only to deflect and guide; otherwise he becomes a weak and pale reflection of his elders, with little resource or enthusiasm.