The Child under Eight

ters and a re

lass abraded

or seven

vity most prominent of all in the case of young children, viz. the impulse to investigate. For his crest, the lit

"didactic apparatus." Froebel's ideas seem wider; he realises that the sword with which the child opens his oyster is a two-edged sword, that he uses not only his sense organs as tools for

nst what resists them." His first experiments are with his body, "his first toys are his own limbs," and his first play is the use of "body,

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the worl

let his

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the re

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proceed by his own effort." He is not to be hindered by swaddling bands-such as are in use in Continental countries-nor, later on, to be "spoiled by too much assistance," words which every mother and teacher should write upon he

n being is a constant function of his environment." We adults, who are so ready with our "Don't touch," must endeavour to remember how ever

he Freudian Wis

s island, at least an explorer in a strange country, and a scientist in his laboratory. But there is nothing narrow in his ou

he either goes around to see if it be an island, or whose coast he follows to discover if it be a continent. Each new phenomenon is a discovery in the

e also observe that it gives him pleasure to touch, to feel, to grasp, and perhaps also-which is a new phase of activity-to be able to move it…. The chair is hard or soft; the seat is smooth; the corner

stock his laboratory with

greatest care-he sees a twig, a bit of straw; painfully he secures it, and like the bird carries it to his nest. See him again, laboriously stooping and slowly going forward on the ground, under the eaves of the roof (the deep eaves of the Thuringian peasant house)

s-these are the stimuli which, according to the biologist educator, must be supplied if the activities appropriate to each stage

ome dead into the little world, nor lie dead therein, lest it obscure the small horizon and crush the little world. Therefore the child would know why he loves this thing, he would know all its properties. For this reason he e

is is and ought to be self found, and where the child can find his own toys he asks for little more. The seaside supplies him with sand and water, stones, shells

half afraid; even nurse forgets to sniff and to call "come here" as she s

t that his investigations interfere with adult purposes. Even in very primitive times the child probably experimented upon the revol

hand, and it was clear that when the child could crawl about he was ready for something which he could roll on the floor and pursue on all fours. As early as two years old he loves to take things out of boxes and to move objects about, so boxes of bricks were supplied, graded in number and in variety of form. Not for a moment did Froebel suggest that the child was to be limited to these selected playthings, he expressly stated the contrary, and he frequently said that spontaneity was not to be checked. But from what has followed, from the way in which these little toys have been misused, we are tempted to speculate on whether these "Gifts" supplied that definite foundation without which, in these days, no notice would have been taken of the new ideas, or whether they have proved the sunken rock on which m

e makes something or which he makes into something. In order to lead the child to the handling of material we give him the ball, the cub

views of Peter as expressed by Mr. Wells in r

t and manageable. Real things were troublesome, uncontrollable, over-complicated and largely irrelevant. A Real Train, for example, was a poor, big, clumsy, limited thing that was obliged to go to Redhill, or Croydon, or London, that was full

: Joan and P

f education from the medical side, the curative. Froebel, with his belief in human instinct, naturally went to what he called the mother's room, which we should call the nursery, and to the garden where the child finds his "bright round smooth pebble" and his "brilliant quaint leaf." No one would seek to under-value the importance of sense discrimination, but it can be exercised without formalism, and it need not be mere discrimination. It is in connection with the Taste a

nt, lavender, sage, marjoram, thyme, rosemary, herb gerrard and rue. And over and above these pungently smelling things there are little fields of mignonette. We have balm, indeed, everywhere in our garden. The toddlers go round the beds of herbs, pinching the leaves with their tiny fingers and then putting their fingers

best suited to bring about right development. Let us now visit one or two actual Kinder

, with their vigorous but as yet uncontrolled movements would splash the water and scatter the sand with dire effects as to the floor, which the theorist fondly imagines would always be clean enough to sit upon. But there is a sand-tray big enough and deep enough for six to eight children to use individu

motors, engines and anything else may be built large enough for the children themselves to be shopkeepers or drivers, and there are also pieces of wood to use for various purposes of construction. There is no cooking stove, but simple cooking can be carried out on an open fire, and when a baking oven is required, an eager

hemselves can find and reach everything, are the sawdust, bran and oats for the guinea pigs, with a few carrots and a knife to cut them, some tiny sc

things form the children's art gems, showing beauty of construction and of colour. Children as well as grown-ups have their bad days, when something out of the usual is very welcome. "Do you know there's nothing in this world that I'm not tired of?" was said one day by a boy of six usually quite contented. "Give me something out of the cupboard that I've never seen before," said another whose digestion was troublesome. The open shelves contain pencils and paper, crayons, paint-boxes, boxes of building blocks, interlocking blocks, wooden animals, jigsaw and other puzzles, coloured tablets for pattern laying, toy scales, beads to thread, dominoes, etc., the only rule be

e 16: Se

on which the children are sitting, standing, kneeling and lying, according to their occupation. One is building with large blocks, and must stand up to complete her erection; another is lying flat putting together a jigsaw; another, a boy, is threading beads; while another has built railway arches, and with much whistling and the greatest carefulness is guiding his train through the tunnels. The play is almost entirely individual, but very often you hear,

d the furnishing in some ways is much the same. But here we see what we have not seen before, for here is a large room filled

incipally because the poor little boots are often a painfully inadequate protection from wet pavements. The children are trained to tidy ways and to independence. They cannot read, but by picture cards they recognise their o

ow wooden framework, and having a pole across the middle so that it resembles a cucu

patterns and pictures; and such little sticks and laths as children living in a forest region find for themselves. Considered in themselves, apart from the traditions of formality, these are quite good play material or stimuli, and Froebel meant the time to come

e, "our teachers were the children themselves." They were so supremely happy running up and down the plank roads laid by the builders for their wheel-barrows, seesawing or balancing and sliding on others, that we could not face the desolation of emptiness which would come when the workmen removed their things. So, for a few pounds, all that the children needed was secured, ordinary planks for seesawing, narrowe

l as her clothes; some little tea-things and pots and pans. A doll's house is not necessary, and can only be used by two or three children, but will be welcomed if provided, and its appointments give pr

k of sample wall-papers is most useful; old match-boxes and used matches, paste and brushes and some old magazines to cut. Blackboard chalks and crayons, paint-boxes with four to six important colours, some Kindergarten folding papers, all these supply colour. Certain toys seem specially suited to give hand control, e.g. a Noah's Ark, where the small animals are to be set out carefully, tops or teetotums and tiddlywinks

bits of smooth and shining coloured silk give the pleasure of sense discrimination without the formality of the Montessori graded boxes, and are easier to replace. Some substitute for "mother's button box," a box of shells or coloured seeds, a box of feathers, all these things will be played with, which means observation and discrimination, comparison and contrast, and in addition, where co

ns or follow the passage even of a light), and through touching many things he begins his education. If he is the nursling of wealthy parents, it is possible that his first exercises are rather restricted. He touches silk, ivory, muslin and fine linen. That is all, and that is not much. But the child of the cottager is often better off, for his mother gives him a great variety of objects to keep him quiet. The rid

ildhood: Swan Sonnensc

make rainbows, a tiny mirror to make "light-birds" on the wall and ceiling, and a magnet with the time-honoured ducks

carefully. The pictures on the walls ought to be changed, sometimes with the children's help, sometimes as a surprise and discovery. For that purpose it is convenient to have series of pictures in frames with movable backs

oo much within the range of their attention at one time. Individual teachers will make their own selections, but in all cases there