Solaris Farm Part 21

In working over the formidable heap of tailings, which had acc.u.mulated from the soap-stone experiments, the second prize was quickly found. It proved even more important than the first! This ma.s.s of rejected clay was found to be exceedingly rich in aluminum. Better still! It was just in the proper condition, to be most cheaply and easily extracted! It was a great find! The cla.s.s members were crowned with laurels! Of course, they were jubilant. But they were not puffed up with pride! That, was not their style!

During the fifth year of the reign of the co-operative farm at Solaris, the following mining industries, were added to its resources. Valuable mines of mica, lead and zinc, were opened and successfully worked.

Electric car lines, connected these mines with the freight depot at Solaris Station. There, the lead and zinc, high grade ores, found a ready market at good prices. The mica was prepared for use at Solaris.

It was then sold at a fine profit, in connection with orders for soap-stone.

For two years, the canning factory, had furnished another avenue for profitably marketing large crops of sweet-corn, green peas, asparagus, tomatoes, peaches, and many kinds of perishable fruits and berries.

The demand for Solaris Vegetable Concentrates, and for Solaris Mixture Concentrates, has more than doubled. The same is true of the Solaris breakfast foods, and of the material for delicious breakfast dishes, prepared from mixtures of parched, sweet, and pop-corn.

The vineyards and the quince, peach, plum and cherry orchards, have reached the stage of full bearing. Improved methods, careful culture and the constant use of better chemical agents, for the destruction of insect enemies, have made the heavy crops of fruits from these vineyards and orchards, even more desirable and more salable than ever before. The farm income from grapes and quinces alone amounting to over one hundred thousand dollars per annum.

The quant.i.ty of jellies, jams, preserves and marmalades, made from small fruits, has more than doubled. The excellence of quality, and established reputation for absolute purity, has rapidly increased the demand for them at fancy prices.

Altogether, the rapid and continuous growth of the farm income, from its allied agricultural and manufacturing industries, has largely increased the wages of the co-operators. The purchases at the store have been correspondingly augmented. The sale of goods by the store, to surrounding communities, has been greatly extended. The result has been a constantly increasing volume of the seven and one-half per cent profits, steadily pouring into the insurance fund. Both the general service fund and the fund for purposes of education and amus.e.m.e.nt, have been equally benefited. Fifty thousand dollars, have been added to the stock of goods, in the store. The store building, has been enlarged and improved. A large hotel for the accommodation of the constantly increasing number of visitors, has been erected and equipped. At all times, plenty of money has been at hand, with which to push forward all necessary farm or village improvements. The fame of such general prosperity, has gone abroad, in the land; placing the financial standing of the Solaris Farm Company, on a firm basis with the commercial world.

Five years of co-operative work, have convinced the people of Solaris, that successful agriculture, demands the determined effort, the best thought, the scientific work and the combined energy of a well organized force of earnest, unselfish, steadfast workers. They are very enthusiastic over the wonderful results achieved. Freed from the shackles and sins of a selfish life, they bear the unmistakable stamp of progress, socially, industrially, intellectually and ethically. Having cast aside the burden of care and worry about the future, both for themselves and their children, they have had a chance to grow and expand in the real sunshine of life. They have become dignified, self-poised, well dressed, educated, refined, cultured and polished men and women.

Good citizens, of which, any commonwealth might well be proud! Vitally, and vastly more important! They have become dominant thinkers, who are capable of wisely and unselfishly, thinking and planning for the benefit of the Republic!

In the remarkable success achieved by Solaris Farm, our hero, Fillmore Flagg, has realized his highest ambition, his brightest hopes. Relieved from further responsibility, as general manager, by the last annual election of the Solaris Farm Company, he has had an opportunity to turn his attention to organizing companies, for the eight remaining farm sites. In this work, he has had valuable a.s.sistance from the officers and members of the company. With a view of making Solaris the present headquarters of the general movement; acting on advice of Fillmore Flagg, the Solaris Farm Company, has amended its charter, to increase the membership of the company to one thousand; doubling the capital stock. Five thousand acres of adjoining lands have been secured, the farmers from whom they were purchased, coming into the company as stock-holders. This course seemed necessary and wise, in order to properly balance the growing industrial and commercial importance of Solaris. With such a large increase in the number of co-operators, a surplus of capable young men and women, would be available, from which to select volunteers, as the nucleus of a corps of experienced officers for the newly organized farm companies. In this way, Solaris, as the parent farm, would become very important as the training school, for teachers that were to supply the wants of such new farms as might grow out of the general movement.

CHAPTER x.x.xVIII.

THE KINDERGARTEN AT SOLARIS.

Among the important buildings at Solaris, we must consider the large, well appointed nursery, kindergarten and mothers' club combined. The mothers' club occupying a handsome wing to the main building. Located just in the rear of the long row of palace homes, and connected with them by a long, wide, many-windowed hall, it has proved admirably adapted to the purpose for which it was built. This beautiful structure, is environed by a lovely lawn, charmingly variegated with flowers and shrubbery. It is surrounded on three sides, by a wide, low veranda, only one step above the lawn. This veranda, except where a broad step connects it with the lawn, is shut in by a tall bal.u.s.trade. By this means unguarded children are prevented from falling. A broad, overhanging roof, of picturesque design, covers the entire building.

From the interior, many windows coming down to the floor, open on to the veranda.

The entire floor s.p.a.ce, the full size of the main building, sixty by two hundred feet, is un.o.bstructed by a part.i.tion. That portion devoted to the nursery, is only separated from the kindergarten by a low bal.u.s.trade. A large skylight, in the central roof, floods this extraordinary room with an abundance of light. Screens of thin, white, silky cloth are so arranged, that this light may be regulated and softened to any desired extent. The lofty ceiling is arched, groined and decorated, very like a cathedral. The high walls are modestly tinted a pale green. A broad, beautifully designed, exquisitely colored border, in perfect harmony with the splendor of the ceiling, runs uniformly around the upper walls of this delightful room, adding immensely to the general artistic effect.

One peculiarity in connection with the floor, marks a wide departure from the ordinary arrangements of a nursery or kindergarten school. Six feet distant from the washboard, a depressed railway track, equipped with long platform cars, ten feet in width, having their surfaces just level with the main floor, describes a circuit of the room. Except at the places of entrance or exit, this circular train or section of floor on wheels, is guarded on either side by a low railing. These railings also extend across the cars, far enough from the ends to allow a four foot pa.s.sage between each one. In material and finish, the floor of the train is uniform with that of the room. The railings are all of polished oak. Two cute little gates on each car open to the pa.s.sage way at the ends.

The machinery which propels this exaggerated perambulator, is run by electric power. It is so adjusted, as to be perfectly under the control of the nurses and teachers in charge of the room. The iron frames from which fifty swinging cribs are hung, occupy considerable s.p.a.ce on several cars. These cribs are for the exclusive use of infants, too young or too weak to sit up. The remaining s.p.a.ce on the cars of this infantile merry-go-round, which the mothers' club members have named the Cargosita, is furnished with a remarkable variety of single and double seats, made low enough to be comfortable for children from eight to thirty months old. These seats are as artistic as they are unique! They represent on a small scale, ostriches, swans, geese, dogs, goats, horses, mules, zebras, camels, elephants, tigers, and lions; wagons, phaetons, cycles, cars and a great variety of pleasure boats. The seating capacity of the cargosita is about three hundred, the number of children in the nursery and kindergarten, who are under four years of age. Older children become inmates of the regular schools.

The cargosita, when ornamented with a profusion of silk flags, resplendent with gaily colored ribbon streamers, handsome mats and a choice collection of small potted plants, palms and flowers; becomes a thing of beauty, well calculated to capture and fascinate the childish heart. When the train is in motion, gaily spinning around this five-hundred-foot oval; the cribs and seats filled with bright happy children, smiling and crowing, their chubby little hands clapping in unison with the measure of such exquisite music as is discoursed by a giant orchestrion, or the electric piano, the vision becomes the loveliest and most inspiring one of a life time!

When we consider the cargosita as an instrument for education, we find that it is even more potent as such, than as a thing for amus.e.m.e.nt. For the purpose of educating the senses, thus laying a sure foundation, for a broad, healthy, harmonious, development of the mind, it is invaluable!

A child is the repository of infinite possibilities! Education, is the process of unfolding these possibilities, in harmony with natural law.

To discover, and to apply this law, is the important work of the educator!

To Prof. Elmer Gates, and to his remarkable discoveries in Psychology and Psychurgy, the modern educator owes a heavy debt of grat.i.tude! From the teachings of Prof. Gates, we deduce; that in brain building, that primary step in education, psychologic functioning creates organic structure, and that organic structure is a manifestation in the concrete, of the activities of the mind. In other words, that planted, watered and nourished, by the emotions of the individual, the thoughts, ideas, concepts and images which arise, create a corresponding growth of cell structure in the brain. That these brain cells become the working tools of the mind.

It follows then, that we cannot have thoughts, without first having sensations to form images and concepts, the soil out of which all thoughts naturally grow. Therefore, if in a practical way, all possibilities in the way of sensations, which may come through the avenue of each one of the child's senses, are fully developed; a sure foundation has been laid, for the largest possible development of brain and the corresponding growth of thought.

In the natural order of the growth of thought, nature prescribes the following sequence: A union of sensations, produces images; a grouping of images, produces concepts; a relationing of concepts, produces ideas; a generalizing of ideas, produces thoughts of the first order; a generalization of thoughts of the first order, produces thoughts of the second order: a still wider generalization of thoughts of the second order, produces thoughts of the third order; progressing in like manner, to the highest ladder of the mental scale.

In considering this order, we observe that sensations, form the base of the educational pyramid. All knowledge which comes to the ego, the seat of consciousness, must come through sensations produced by contact with material things in the domain of nature. Hence, as a primary step in educational work, a careful training of the senses, becomes a matter of the greatest importance. This training cannot be commenced, without first ascertaining what these senses are, and the natural order of their evolution.

Commencing with the lowest, we have muscle feelings, or the sense of musculation; the sense of touch, the sense of pressure, the sense of warmth, the sense of cold, the sense of smell, the sense of taste, the sense of hearing and the sense of seeing. Altogether, we have nine important avenues, through which the inner man may gain a correct knowledge of the outer world.

Professor Gates has discovered a system of sense training, which may be successfully applied to kindergarten children. In application, only a few minutes daily practice by each child, is required. By this training, in extending the upper and lower thresholds of sensation, the capacity of each sense, may be doubled from five to eight times. To the inexperienced, this proposition is so stupendous, that it seems almost unthinkable! However, we may state parenthetically, that an application of this system, to children in the Solaris kindergarten, has shown such marvelous results, that its efficacy and excellence have been well established. It has proved fully equal to the demands of twentieth century progress!

Turning again to the teachings of Prof. Gates, we learn that mind is the key-stone and the arch of life, the all-containing attribute, which combines all forms of its expression: that to properly cultivate the mind, is to extend the scope and usefulness of life. Hence, that in choosing a system of education, which will be in harmony with planetary evolution, therefore, the easiest and most natural. We must never lose sight of one great, central, primal fact. It is this. The mind of the child, which is to be unfolded, is the production of the cosmic universe; therefore, cannot be in fundamental antagonism with it. It follows, then, that if children gather their sensations, images, concepts, ideas, and thoughts, directly from the phenomena of that universe, they will acquire a kind of knowledge, so real, so superior, that it will stand the test of an eternity. It is actual knowledge!

There is no theory, no speculation, no guesswork about it!

The sciences, are facts regarding the phenomena of the universe, cla.s.sified and arranged in an orderly manner. All facts of every kind, naturally fall into the domain of some one of the sciences.

Man, as the highest expression of the planet, in his three-fold nature, becomes the gleaner, the cla.s.sifier, and the repository of these facts.

A beautiful exposition of the clever handiwork, of the law of action and re-action. As a cosmic unit of the larger cosmos, the more perfect his knowledge of the universe, the more complete, is his store of knowledge in relation to himself.

Children, in order to become properly equipped students, must, when ready to take up the sciences, be prepared to determine what the actual sensations are, out of which the different possible images of the sciences are composed. To achieve the most thorough education possible, they must know the actual number of concepts in each science, and precisely the images out of which they have arisen! They will then be prepared, to collect and cla.s.sify, the mentative data of the sciences.

That is, they will be able to determine for themselves, experimentally, the sensations, images, concepts, ideas and thoughts, which belong to each one.

Practice in this useful training, will lead the pupil, to the higher, wider generalizations of thought, which belong to the domain of pure reason. In the work of cla.s.sification, by detecting differences, a knowledge of the inductive process is gained. Similarly, by detecting likenesses, a knowledge of deductive reasoning is acquired.

The body, like the brain, being composed of a co-operative colony of more or less intelligent cells, is an important part of the mind, which responds to educational training. True education, then is a development of both mind and body, in accord with the law of natural evolution, that embraces all there is in the domain of morals, pertaining to right thinking, right living and right doing. In other words, the action of the mind comprehends the physical, intellectual, moral and spiritual expression of the individual. Therefore, by the rightly conducted processes of a higher education, we may form an evenly developed character of the highest order. A character, unfolded physically, intellectually and spiritually, in harmony with the requirements of cosmic law. Hence, the imperative necessity, in the early training of children, of introducing the first steps of this system of true education.

From these premises we must conclude, that the first four years of a child's life, should be devoted to some systematic method, for acquiring a most complete equipment of exact images, which will afford the basis for typical sensations, emotions, ideas and thoughts, regarding things in the domain of nature, about which, later in life, the child must know in order to become educated. To this end, children must have opportunities during these important years of image building, to experience all the sensations, and to form all the true images, that can come to them through the senses of seeing, hearing, tasting, smelling, touching, feeling and sensations of temperature, such as heat and cold.

It is of the utmost importance, that these early images, which are to become the standard of the mind, in all judgments of future years; should be made as complete and as perfect as possible.

A child is primarily and instinctively imitative. From the first dawn of intelligence, children strive to emulate the acts of their brighter, older and better-taught a.s.sociates. Hence, the necessity for a nursery and kindergarten training, such as the one inst.i.tuted at Solaris.

Practical work, in this novel and magnificently equipped inst.i.tution, has proved conclusively, that, even in early infancy, a.s.sociated together in happy groups, children acquire intellectual, moral and physical training, much more easily and swiftly, than is possible under any other circ.u.mstances. This affords another demonstration, of the efficacy of co-operative group work, in the primary steps of education.

The cargosita, is well calculated to offer children the most perfect conditions, for acc.u.mulating a well selected store of sensations and images, through the avenues of the different senses. A teacher or nurse, usually some member of the mothers' club, is seated on each car as the center of its group. It becomes her pleasure, to direct attention to the various objects. Let us follow the cargosita with its precious freight, as it slowly moves around the oval.

Images produced by the sense of seeing, are first in order. Large sheets of thick, heavy paper mounted on cloth, seven in number, displaying the different colors of the rainbow, are hung at uniform intervals around the room. They can be raised or lowered, to reach an easy angle of vision from the cars. After each primary color, appear half-width sheets of the same height, displaying the various hues, tints and shades of that particular color. Printed across each sheet in large white letters, is the name of the color, hue, tint or shade. Altogether, this color scheme forms a combination of great length, of such remarkable variety, that it becomes for the little ones, a well nigh inexhaustable source of fascinating amus.e.m.e.nt.

Red, with its various hues, tints and shades, is the first color to be exhibited. Three days later, another color series is subst.i.tuted. This course is continued until the entire series is finished. The children have experienced in a regular sequence, the sensations and images, produced by the entire scale of color. These mental pictures have been repeated so often, in connection with the muscular sense of exhilarating motion, that they have become permanently enregistered in brain-cell formation. A review every few months, serves to fix these images more firmly in the brain.

This primary course of educative work is continued, by taking up consecutively, in regular order; on a separate series of sheets, life size, naturally colored photographs, of fishes, reptiles, insects, birds, animals, and people. Later, geological specimens, gla.s.s, rocks and minerals. To be followed by pictures of life in the vegetable kingdom, flowers, fruits, plants and trees. Again, with photographs of works of art, paintings and statuary.

Interspersed with this general course, are short lessons, offered to produce true images, in the hearing, smelling and tasting areas of the brain.

First, by repeating at different times, while the cargosita is in motion, with its cargo of infantile pa.s.sengers, all of the best musical compositions, executed vocally, and on the electric piano, the giant orchestrion, the violin, and a great variety of other musical instruments. These lessons in hearing, are repeated and varied, until the children have become familiar with most of the sounds in the tone scale. The mental sound images produced, have been a.s.sociated with the happy scenes of this merry kindergarten life. By this interweaving of pleasant sensations, they have become more firmly fixed in a healthy group of brain cells, thus planted and established in the hearing areas of the brain.

Second: In a similar manner, the taste sensations and images, are produced and registered. Day after day, one by one, tiny packages of confections, beautifully wrapped in brilliantly colored papers, are given to the children while on their cargosita excursions. These interesting lessons are continued, until the entire range of savors has been exhausted. The curiosity, excitement, pleasure and eagerness exhibited by children, in these tasting investigations, is something surprising.

Third: Flowers, beautiful flowers of all kinds, are largely used in producing sensations and images, to be registered in the brain areas of the sense of smell. The essence of odors which cannot be gotten from flowers, are used to saturate small sachet bags, of charming color and artistic design. These bags make attractive play-things for the children. While using them they soon, unconsciously, become very skillful in detecting the slightest differences between the various odors. Brain areas usually left barren, are now filled and developed.

Later in life, when children come to study the different sciences, this ability to detect the presence of the slightest odor, becomes invaluable, in the difficult work of cla.s.sification. With such an unusual equipment, they will be far in advance of those pupils, who have not wisely, left uncultivated this important sense of smelling.

In connection with the regular course of exercises, prescribed for third- and fourth-year children, there is introduced in the play and work rooms of the kindergarten, a special training, designed to develop the various sensations of heat and cold: changes in temperature, from one extreme to the other: sensitiveness to touch: to recognize any degree of pressure, from zero to the violence of pain: ability to detect size, length, breadth, and thickness: degrees of smoothness, elasticity, and hardness: all through the senses of touch, pressure, and muscular feeling.

Interesting plays are invented for the children, into which, these exercises are skillfully introduced. These plays, have a peculiar fascination. They excite an intense interest, which seems to always attract and hold the child's attention, until there is enregistered, in regular sequence, in the touch areas of the brain, all the sensations and images, which can be produced by many weeks of training, in this systematic course.