Spontaneous Activity in Education Part 7

Now take the case of other children in whom the same primitive phenomenon is taking place, but who are surrounded by too great a profusion of objects. At the moment of maturity they are seen to be caught, obstructed, almost palpably entangled in the toils that bind them to earth. A diminution of the absorbed attention bestowed upon the new objects, instability, and consequently fatigue, manifest themselves in an obvious extinction of internal activity. The child's bearing deteriorates, he indulges in loud, empty laughter, rude actions, and indolence. He demands "other objects," and then again other objects, because he has remained imprisoned "in the vicious circle of vanities," and is no longer sensible to anything but the desire to alleviate his weariness. Like the adult who during a chaotic life commits kindred errors, he becomes undisciplined, feeble, and "in peril of perdition." If some one does not help him by wresting from him the futile objects, and pointing out his heaven to him, he will hardly have the energy to save himself.

These two extreme types will give an idea of the criteria by which we experimentally determine the quant.i.ty of the material necessary for development.

Over-abundance debilitates and r.e.t.a.r.ds progress; this has been proved again and again by my collaborators.

If, on the other hand, the material be insufficient, and the primary auto-exercise incapable of leading the child on to that _maturity_ which causes him to ascend, there will be no explosion of that spontaneous phenomenon of abstraction which is the second stage of an auto-education advancing in infinite progression. The same fundamental phenomenon of absorbed and prolonged attention which leads to repet.i.tion of the acts, guides us in determining the stimuli suitable to the _age_ of the child. A stimulus which will cause a child of three years old to repeat an act forty times in succession, may only be repeated ten times by a child of six; the object which arouses the interest of a child of three no longer interests a child of six.

Nevertheless the child of six is capable of fixing his attention for a much longer period than a child of three, when the stimulus is suited to his activities; if, indeed, a little child of three may achieve as his maximum the repet.i.tion of an act forty times in succession, the child of six is capable of repeating two hundred times an act which interests him. If the maximum period of continuous work on the same object may be half an hour for the child of three, it may be over two hours for the child of six.

Hence, to establish systematic tests for a certain purpose, such as that of preparing children to write, without taking their ages into account, is valueless. For example, my system of writing is based upon the direct preparation of the movements which physiologically concur to produce writing: _i.e._ manipulation of the instrument of writing and the tracing of the letters of the alphabet. The children, filling in the contours of the insets with innumerable parallel strokes in the one case, and touching the sand-paper letters in the other, fix the two muscular mechanisms so perfectly, that the final result is an "explosion" of "spontaneous writing" extraordinarily uniform in all the children--because, as if all molded to a common form, they have fixed the necessary movements by touching the same alphabet, and therefore reproduce its forms faithfully. To bring this about, to establish a real motor-mechanism, it is essential that the exercise should be repeated over and over again. Now the children who take most interest in filling in the figures with parallel strokes, and, above all, in touching the letters, are, at most, between four and five years old. If we offer the same material to a child of six he will not touch the letters often enough, and he will always write imperfectly, in comparison with the child who has begun the exercise at a suitable age. This applies also to all the other details of the system. It is therefore possible to determine experimentally, with, I believe, a precision not hitherto attained, what is the mental att.i.tude of the child at various ages, and hence, if the fitting material for development be offered, what will be the average level of intellectual development according to age.

Here we have an indication of the possibility of _determining_ the means of development so exactly as to establish a true correspondence between internal needs and external stimuli, just as actual as the correspondence which exists between the insect and the flower.

He who has all this material ready to his hand has an easy task in bringing about the natural development of the psychic life of the child. With such objects at his disposal, every teacher may realize the ideal of _liberty in the school_.

This long, occult experiment--suggested to me, as I have already said, by Itard and Seguin--is, in fact, my initial contribution to education.

All this preparatory work has served for the determination of the method now well known, but it is also the key to its continuation.

=The material of development is necessary only as a starting point=.--In the organization of the external means of development, there remains a material impress of the internal development, and of that which the soul needs in its progress, during its course, and in its flights. The material part does not contain the impress of the whole soul, any more than the impress of the foot is the impress of the whole body; the aviation-ground is not the sphere of action proper to the aeroplane, but it is the part of _terra-firma_ necessary for flight, and it is also the resting-place, the refuge, the _hangar_ to which the aeroplane must always return. Thus in psychical formation there is a necessary material part from which the spirit rises, and where it should find repose, refuge, and a point of support, Without this it could not grow and rise "freely."

In order that it may be a true support it ought "to reproduce its forms" and contain them in the part corresponding to the peculiar functions of the material aid. Thus, for instance, in the first period of the psychical life, the material corresponds to the primitive exercises of the senses--it is in quality and quant.i.ty determined by the sensory needs given by nature--and permits an exercise of the activities sufficient to _mature_ a superior psychical state of observation and abstraction. _Vice versa_, nothing corresponds in the material to the subsequent career which the childish spirit accomplishes with such delight and with so much acquisition of knowledge. But we then see the spirit eager for higher kinds of exercise--and now we witness the same primitive phenomenon of attention, which will exercise itself henceforth upon the alphabet and arithmetical material, repeating in a more complex form methodical exercises of the intelligence by linking auditory images with the visible and motor images of the spoken and written word; and in the positive study of quant.i.ties, proportions, and number. The same concomitant phenomena of "patience" and "perseverance" then manifest themselves, together with those of vivacity, activity, and joy, characteristic of the spirit when the internal energies have found their _keyboard_, the gymnasium in which they exercise themselves freely and tranquilly.

And the spirit, organized in this manner under the guidance of an order which corresponds to its natural order, becomes _fortified_, grows _vigorously_, and manifests itself in the _equilibrium_, the _serenity_, the self-control which produce the wonderful _discipline_ characteristic of the behavior of our children.

The external material, then, should present itself to the psychical requirements of the child as a staircase which helps him to ascend, step by step, and on the steps of this staircase there will of necessity be disposed the means of _culture_, and of the higher _formation_. Therefore the psychical exercises require new material, and this, if it is to fulfil its purpose, must contain new and more complex forms of objects capable of fixing the attention, of making the intelligence ripen in the continual exercise of its own energies, and of producing those phenomena of persistence in application and of patience to which will be added elasticity, psychical equilibrium, and the capacity for abstraction and spontaneous creation. Thus, in the subsequent development of the children, we see them applying themselves to those exercises of the memory which seem to us most arid, because a desire has been born in them, not only to retain the images they encounter in the world, but also to "acquire knowledge rapidly" by a determined effort. An example of this is seen in the surprising yet common phenomenon of committing the multiplication table to memory, whereas the memorizing of poems and prose extracts, although this is sometimes a pa.s.sion, causes us no surprise.

Very interesting again, is the _detachment_ the child shows at a certain point from the aids to arithmetical calculation; at a certain stage of maturity he desires to "reason in the abstract" and make "abstract calculations with numbers," as if obeying an internal impulse which seeks to liberate the soul from every material bond and at the same time to effect an economy of time. Hereupon we see children of eight years old become eager and precocious calculators.

Children thus launched upon the enterprises of self-education acquire a remarkable "sensibility" as to their own internal needs. Just as the new-born infant whose food is rationally regulated, is silent and tranquil during the two hours of digestion and a.s.similation, and cries out the moment the hour for a fresh meal has struck, so do these children "ask for help," ask for "new materials," new "forms of work,"

as soon as they have accomplished their mysterious phenomena of internal maturation, and ask for them _determinately_, indicating _their most immediate need_, just as one in physical want would be able to state distinctly whether he were hungry, thirsty, or sleepy. A child, in like manner, asks for reading, or grammatical exercises, or means for observing Nature. His sensibility manifests itself in a lucid and intense desire, to which the teacher has only to respond.

It is evident that some _external_ basis is necessary in the progressive development of such phenomena, and that the teacher, who is to respond to the requests of the child in conscious evolution, cannot do so adequately by haphazard means; he must be guided by conditions previously determined by experience. In other words, those external means already alluded to several times, that _staircase_, the steps of which lead the soul upwards, must have been already _established by experience_, just as all the preceding means of the first development of the infant were established.

The construction of the ascending stairway, of the external means of support for the soul in process of evolution, is gradually amplified, like an inverted cone, the apex of which touches the very beginnings of psychical life, resting upon that primitive impulse which attracts the child of two and a half to the sensory stimuli, just as hunger leads the new-born infant to perform the wonderful complex action of sucking. And as these external means multiply, they are complicated more and more by the growing psychical needs of the child, and comprise within themselves the principles of culture.

The highest external organization is not based solely upon psychological necessities, but also upon those factors which take into account the cultural aspect itself. Each subject of study, as, for instance, arithmetic, grammar, geometry, natural science, music, literature, should be presented by means of external objects upon a well-defined systematic plan. The essentially psychological character of the preliminary work must now be supplemented by the collaboration of specialists in each subject, in order to ensure the establishment of that aggregate of means necessary and sufficient to incite to auto-education.

This is the experimental preparatory work, which establishes those means of development, those external _impressions_, necessary to unfold the inner life, and an _exact_ correspondence to the psychical needs of _formation_ is essential in their construction.

Up to a certain point, they might correspond with the so-called didactic or objective material of the old methods. Their significance, however, is profoundly different. The objective material of the old schools was an aid to the teacher, in making his explanations comprehensible to a collective cla.s.s listening pa.s.sively to him. The objects were related solely _to the things to be explained_, and these were chosen at random, that is to say, without any scientific criterion of their relation to the psychical needs of the child.

Here, on the other hand, _the means of development_ are experimentally determined with reference to the psychical evolution of the child; and their aim is not to give mere instruction; they represent the means which induce a spontaneous interpretation of the internal energies.

The external material is then offered, and _left freely_ to the natural individual energies of the children. They choose the objects they prefer; and such preference is dictated by the internal needs of "psychical growth." Each child occupies himself with each object chosen for as long as he wishes; and this desire corresponds to the needs of the intimate maturation of the spirit, a process which demands persevering and prolonged exercise. No guide, no teacher can divine the intimate need of each pupil, and the time of maturation necessary to each; but only leave the child _free_, and all this will be revealed to us under the guidance of nature.

=Psychical truths=.--It is necessary to adopt a scientific point of view in order to interpret the facts that reveal themselves in children when they are developed upon this system, and to divest oneself completely of the old scholastic conception according to which the progress of the child is a.s.sessed according to his proficiency in the various subjects of study. Here, almost like the naturalist, it is essential to observe the development of certain phenomena of life. It is true that we prepare special "external conditions"; but the psychical effects are directly bound up with the spontaneous development of the internal activity of the child.

Hence there is no direct correspondence between teacher and child; instruction is certainly not a cause of the effects observed. It is the objects of the method which, as "re-agents," provoke special psychical reactions; these may be summed up as an awakening, as an organization of the personality. Discipline, as the first result of an order establishing itself within, is the princ.i.p.al phenomenon to be looked for as the "external sign" of an internal process that has been initiated.

During the first days when a new school is opened, we may consider a certain initial disorder as characteristic, especially if the teacher is making her first experiment, and consequently is handicapped by her over-sanguine expectations. The immediate response of the child to the material does not take place; the teacher is perhaps discomfited by the fact that the children do not throw themselves, as she had hoped, upon the objects, choosing them according to their individual taste.

If, indeed, the pupils are very poor children, this phenomenon does nearly always happen at once; but if they are well-to-do children, already sated by the variety of their possessions, and by the most costly toys, they are very rarely attracted at first by the stimuli presented to them. This naturally leads to disorder when the mistress makes a kind of chain of that "liberty" she is to respect, and a dogma of the correlation existing between the stimulus and the childish soul. Experienced teachers, on the other hand, understand better that _liberty_ begins when the _life_ that must be developed in the child is initiated, and they possess a tact which greatly facilitates orientation in the initial period.

However, an experience under the most difficult conditions, as between a teacher making her first experiment, and a cla.s.s of wealthy children, is more instructive, and gives us a clearer picture of the fundamental psychical phenomenon, which may be compared to the order which springs up out of chaos.

I quote, in this connection, various descriptions, some of which already have been published, among them that given by Miss George, of her first school in the United States, and that of Mlle. Dufresne in England.

The initial disorder is eloquently set forth by Miss George: "They (the children) at first s.n.a.t.c.hed the objects out of each other's hands; if I tried to show an object to any particular pupil, the others dropped what they themselves were holding and gathered aimlessly and noisily round us. When I had finished explaining the nature of an object, all the children s.n.a.t.c.hed at it and quarreled for its possession. The children showed no interest in the material: they pa.s.sed from one object to another without persevering in the use of any.... One of the children was so incapable of keeping still that he could not remain seated long enough to run his fingers round one of the little circular objects we give the children. In many cases, the movements of the children were quite aimless, they ran round the room without any apparent object. During these movements, they made no attempt to respect the objects about them; indeed, they stumbled against the table, upset the chairs and stepped upon the material; sometimes they began an occupation at one spot, and then ran off in another direction; they took up the objects and cast them aside capriciously."

Miss Dufresne describes the initial disorder of her first attempt as follows: "I must confess that the first four weeks were disheartening; the children could not settle to a task for more than a few moments; they showed no perseverance, no initiative; at times they followed one another like a flock of lambs; when one child took up an object, all the others wanted to imitate him, sometimes they rolled on the floor and overturned the chairs."

From an experiment with rich children here in Rome, we get the following laconic description: "The greatest difficulty was the question of discipline. The children showed a complete lack of attraction to their work, and seemed disinclined to begin upon it."

These persons, who were all working independently, are all agreed later in their accounts of the initiation of order: the phenomenon is identical; at a given moment, a child begins to show an intense interest in one of the exercises. It is by no means necessary that it should be that exercise pertaining to the object determined as the first series; it may be any other object that fixes the attention of the child so deeply; the important factor is not the external object, but the internal action of the soul, responding to a stimulus, and arrested by it.

Now when a child once shows this deep interest in any one of the objects we present to him as something answering to his psychical needs, he goes on to show a like interest in all the objects, and begins to develop activities as by a natural phenomenon. When once the initiation has taken place, it leads to progression which goes on steadily, and develops of its own accord. Moreover, the phenomenon is not that of the slow and gradual progression that might be produced by a measured and systematic external action; rather it has the "explosive" character of unsuspected facts that establish themselves suddenly, and make us think of the crises of physiological life, so characteristic in the period of growth. Thus it is from one day to another that the baby cuts a tooth, from one day to another that he utters his first word, from one day to another that he takes his first step; and when the first tooth has been cut, the whole set of teeth will come; when the first word has been uttered, language will be developed; when the first step has been taken, the power of walking has been established once for all.

Similar crises occur in the first achievement of psychic order, which is the beginning of progressive evolution in the inner life.

I quote the following sentences from Miss George's description of the advent of discipline:

"In a few days that nebulous ma.s.s of whirling particles--the disorderly children--began to take definite form. The children seemed to begin to find their own way; in many of the objects they had at first despised as silly playthings, they began to discover a novel interest, and, as a result of this new interest, they began to act as independent individuals." Miss George's subsequent expression is: "They became extremely individual." "Thus it came to pa.s.s that an object of absorbing interest to one child had not the slightest attraction for another; the children were strongly differentiated in their manifestations of attention...." "The battle is only definitively won, when the child discovers some particular object which spontaneously excites great interest in him. Sometimes this enthusiasm awakens unexpectedly, or with curious rapidity."

"On one occasion I had tried a child with nearly all the objects of the series without exciting the smallest spark of interest; then I casually showed him the two tablets of red and blue colors, and called his attention to the difference of tint. He seized them at once with a kind of thirstiness, and learned five different colors in a single lesson; during the following days he took nearly all the objects of the series which he had at first despised, and little by little mastered them all.

"A child who at first had very little power of concentrating his attention, found an outlet from this state of chaos by means of one of the most complex objects of the material, the so-called length-rods; he played with these continually for a whole week and learned to count and make simple additions. He then began to turn to the cylinders and the insets, the simpler objects, and showed interest in every part of the system.

"Directly the children find their objects interesting, their disorderliness disappears at once; their mental restlessness is at an end, and they amuse themselves with the blocks, the colors, etc."

It is very interesting to follow Miss George again in her description of the special qualities that develop after such a phenomenon. She ill.u.s.trates the birth of individuality by a pretty anecdote:

"There were two sisters, one of three years old, the other of five. The child of three could hardly be said to exist as an individual, so minutely did she imitate her elder sister; for example, the elder child had a blue pencil and the little one was not happy till she too had a blue pencil; when the elder sister ate bread and b.u.t.ter, whatever the little one had of a different kind, she would touch nothing but bread and b.u.t.ter, and so on. This child took no interest in anything in the school, but merely followed her sister, imitating everything she did. One day the little one became interested in the pink cubes, built up the tower with the liveliest interest, repeated the exercise several times, and completely forgot her sister. The older girl was so astonished at this, that she called her little sister and said to her: 'How is it that while I am filling in a circle you are building the tower?' From that day the younger child became a personality; she began to develop independently, and was no longer merely the shadow or reflection of her sister."

These interesting facts concerning the spontaneous development of qualities which hitherto were non-existent in the individual, and which exploded _after_ the fundamental phenomenon--of intense and prolonged interest in a task--had manifested itself, have been confirmed by repeated experiments in a great variety of places made by persons who had had no sort of communication one with another.

Thus, for instance, Miss Dufresne speaks of a little girl of four years old, who seemed quite incapable of carrying a gla.s.s of water even only half full, without spilling it; so much so that she turned away from such a task, knowing she could not accomplish it. One day she became absorbed in work with one or other of the objects, and after this, she began to carry gla.s.ses of water with the greatest ease; and as some of her companions were now painting with water-colors, it became her great delight to carry water to them all without spilling a single drop.

Another most significant fact is related by Miss Barton, an Australian teacher. Among her pupils was a little girl who had not yet developed articulate speech, and only gave utterance to inarticulate sounds; her parents had had her examined by a doctor to find out if she were normal; the doctor declared the child to be perfectly normal, and considered that though she had not as yet developed speech, she would do so in time. This child became interested in the solid insets, and amused herself for a long time taking the cylinders out of the cavities and putting them back in their places; and after repeating the work with intense interest, she ran to the teacher, saying: "Come and see!"

A phenomenon of constant occurrence when the children begin to be interested in the work and to develop themselves is the lively joy which seems to possess them. Certain psychologists would say, it is the "sentimental note" corresponding to the intellectual acquisition; a physiologist, making an exact comparison, might affirm that joy is the indication of internal growth, just as an increase in weight is the indication of bodily growth.

The children themselves seem to have the "sensation" of their spiritual growth, a consciousness of the acquisitions they are making by thus amplifying their own personalities; they demonstrate with joyous effusion the higher process which is beginning within them.

"All the children," says Miss George, "show that pride we ourselves experience when we have really produced something novel. They skip round me, and throw their arms about my neck, when they have learned to do some simple thing, saying: 'I did it all alone, you did not think I could have done that; I did it better to-day than yesterday,'"

It is after these manifestations that a true discipline is established, the most obvious results of which are closely related to what we will call "respect for the work of others and consideration for the rights of others." Henceforward a child no longer attempts to take away another's work; even if he covet it, he waits patiently until the object is free; and very often a child becomes interested in watching a companion at work on some object he would like to use himself. Afterwards, when discipline has been established by these internal processes, it will happen all at once that a child will work quite independently of the others, almost as if to develop his own personality; but no "moral isolation" results from such work; on the contrary, there is a mutual respect and affection between the children, a sentiment which unites instead of separating; and hence is born that complex discipline which, moreover, contains within itself the sentiment that must accompany the order of a community.