LITMIR.BIZ

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for the child on his moral side. The program is comparatively unambitious compared with that of many kindergartens, but it may be questioned whether there are not certain positive advantages in this limitation of the subject-matter. When much ground is covered (the work going over, say, industrial society, army, church, state, etc.), there is a tendency for the work to become oversymbolic. So much of this material lies beyond the experience and capacities of the child of four and five that practically all he gets out of it is the physical and emotional reflex—he does not get any real penetration into the material itself. Moreover, there is danger, in these ambitious programs, of an unfavorable reaction upon the child’s own intellectual attitude. Having covered pretty much the whole universe in a purely make-believe fashion, he becomes blasé, loses his natural hunger for the simple things of direct experience, and approaches the material of the first grades of the primary school with a feeling that he has had all that already. The later years of a child’s life have their own rights, and a superficial, merely emotional anticipation is likely to do the child serious injury.

      Moreover, there is danger that a mental habit of jumping rapidly from one topic to another be induced. The little child has a good deal of patience and endurance of a certain type. It is true that he has a liking for novelty and variety; that he soon wearies of an activity that does not lead out into new fields and open up new paths for exploration. My plea, however, is not for monotony. There is sufficient variety in the activities, furnishings, and instrumentalities of the homes from which the children come to give continual diversity. It touches the civic and the industrial life at this and that point; these concerns can be brought in, when desirable, without going beyond the unity of the main topic. Thus there is an opportunity to foster that sense which is at the basis of attention and of all intellectual growth—a sense of continuity.

      This continuity is often interfered with by the very methods that aim at securing it. From the child’s standpoint unity lies in the subject-matter—in the present case, in the fact that he is always dealing with one thing: home life. Emphasis is continually passing from one phase of this life to another; one occupation after another, one piece of furniture after another, one relation after another, etc., receive attention; but they all fall into building up one and the same mode of living, although bringing now this feature, now that, into prominence. The child is working all the time within a unity, giving different phases of its clearness and definiteness, and bringing them into coherent connection with each other. When there is a great diversity of subject-matter, continuity is apt to be sought simply on the formal side; that is, in schemes of sequence, “schools of work,” a rigid program of development followed with every topic, a “thought for the day” from which the work is not supposed to stray. As a rule such sequence is purely intellectual, hence is grasped only by the teacher, quite passing over the head of the child. Hence the program for the year, term, month, week, etc., should be made out on the basis of estimating how much of the common subject-matter can be covered in that time, not on the basis of intellectual or ethical principles. This will give both definiteness and elasticity.

      METHOD

      The peculiar problem of the early grades is, of course, to get hold of the child’s natural impulses and instincts, and to utilize them so that the child is carried on to a higher plane of perception and judgment, and equipped with more efficient habits; so that he has an enlarged and deepened consciousness and increased control of powers of action. Wherever this result is not reached, play results in mere amusement and not in educative growth.

      Upon the whole, constructive or “built up” work (with, of course, the proper alternation of story, song, and game which may be connected, so far as is desirable, with the ideas involved in the construction) seems better fitted than anything else to secure these two factors—initiation in the child’s own impulse and termination upon a higher plane. It brings the child in contact with a great variety of material: wood, tin, leather, yarn, etc.; it supplies a motive for using these materials in real ways instead of going through exercises having no meaning except a remote symbolic one; it calls into play alertness of the senses and acuteness of observation; it demands clear-cut imagery of the ends to be accomplished, and requires ingenuity and invention in planning; it makes necessary concentrated attention and personal responsibility in execution, while the results are in such tangible form that the child may be led to judge his own work and improve his standards.

      A word should be said regarding the psychology of imitation and suggestion in relation to kindergarten work. There is no doubt that the little child is highly imitative and open to suggestions; there is no doubt that his crude powers and immature consciousness need to be continually enriched and directed through these channels. But on this account it is imperative to discriminate between a use of imitation and suggestion which is so external as to be thoroughly non-psychological, and a use which is justified through its organic relation to the child’s own activities. As a general principle no activity should be originated by imitation. The start must come from the child; the model or copy may then be supplied in order to assist the child in imaging more definitely what it is that he really wants—in bringing him to consciousness. Its value is not as model to copy in action, but as guide to clearness and adequacy of conception. Unless the child can get away from it to his own imagery when it comes to execution, he is rendered servile and dependent, not developed. Imitation comes in to reinforce and help out, not to initiate.

      There is no ground for holding that the teacher should not suggest anything to the child until he has consciously expressed a want in that direction. A sympathetic teacher is quite likely to know more clearly than the child himself what his own instincts are and mean. But the suggestion must fit in with the dominant mode of growth in the child; it must serve simply as stimulus to bring forth more adequately what the child is already blindly striving to do. Only by watching the child and seeing the attitude that he assumes toward suggestions can we tell whether they are operating as factors in furthering the child’s growth, or whether they are external, arbitrary impositions interfering with normal growth.

      The same principle applies even more strongly to so-called dictation work. Nothing is more absurd than to suppose that there is no middle term between leaving a child to his own unguided fancies and likes or controlling his activities by a formal* succession of dictated directions. As just intimated, it is the teacher’s business to know what powers are striving for utterance at a given period in the child’s development, and what sorts of activity will bring these to helpful expression, in order then to supply the requisite stimuli and needed materials. The suggestion, for instance, of a playhouse, the suggestion that comes from seeing objects that have already been made to furnish it, from seeing other children at work, is quite sufficient definitely to direct the activities of a normal child of five. Imitation and suggestion come in naturally and inevitably, but only as instruments to help him carry out his own wishes and ideas. They serve to make him realize, to bring to consciousness, what he already is striving for in a vague, confused, and therefore ineffective way. From the psychological standpoint it may safely be said that when a teacher has to rely upon a series of dictated directions, it is just because the child has no image of his own of what is to be done or why it is to be done. Instead, therefore, of gaining power of control by conforming to directions, he is really losing it—made dependent upon an external source.

      In conclusion, it may be pointed out that such subject-matter and the method connect directly with the work of the six-year-old children (corresponding to the first grade of primary work). The play reproduction of the home life passes naturally on into a more extended and serious study of the larger social occupations upon which the home is dependent; while the continually increasing demands made upon the child’s own ability to plan and execute carry him over into more controlled use of attention upon more distinctively intellectual topics. It must not be forgotten that the readjustment needed to secure continuity between “kindergarten” and “first-grade” work cannot be brought about wholly from the side of the latter. The school change must be as gradual and insensible as that in the growth of the child. This is impossible unless the subprimary work surrenders whatever isolates it, and hospitably welcomes whatever materials and resources will keep pace with the full development of the child’s powers, and thus keep him always prepared, ready, for the next work he has to do.

      VI

      The

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