The Montessori Method Part 12

_Fruits._ Among fruits there are excellent foods for children. They too, like milk and eggs, if freshly gathered, retain a _living_ quality which aids a.s.similation.

As this condition, however, is not easily attainable in cities, it is necessary to consider also the diet of fruits which are not perfectly fresh and which, therefore, should be prepared and cooked in various ways. All fruits are not to be advised for children; the chief properties to be considered are the degree of _ripeness_, the _tenderness_ and _sweetness_ of the pulp, and its _acidity_. Peaches, apricots, grapes, currants, oranges, and mandarins, in their natural state, can be given to little children with great advantage. Other fruits, such as pears, apples, plums, should be cooked or prepared in syrup.

Figs, pineapples, dates, melons, cherries, walnuts, almonds, hazelnuts, and chestnuts, are excluded for various reasons from the diet of early childhood.

The preparation of fruit must consist in removing from it all indigestible parts, such as the peel, and also such parts as the child inadvertently may absorb to his detriment, as, for example, the seed.

Children of four or five should be taught early how carefully the seeds must be thrown away and how the fruits are peeled. Afterwards, the child so educated may be promoted to the honour of receiving a fine fruit intact, and he will know how to eat it properly.

The culinary preparation of fruits consists essentially in two processes: cooking, and seasoning with sugar.

Besides simple cooking, fruits may be prepared as marmalades and jellies, which are excellent but are naturally within the reach of the wealthier cla.s.ses only. While jellies and marmalades may be allowed, candied fruits,--on the other hand,--_marrons glaces_, and the like, are absolutely excluded from the child's diet.

_Seasonings._ An important phase of the hygiene of child diet concerns seasonings--with a view to their rigorous limitation. As I have already indicated, sugar and some fat substances along with kitchen salt (sodium chloride) should const.i.tute the princ.i.p.al part of the seasonings.

To these may be added _organic acids_ (acetic acid, citric acid) that is, vinegar and lemon juice; this latter can be advantageously used on fish, on croquettes, on spinach, etc.

Other condiments suitable to little children are some aromatic vegetables like garlic and rue which disinfect the intestines and the lungs, and also have a direct anthelminthic action.

Spices, on the other hand, such as pepper, nutmeg, cinnamon, clove, and especially mustard, are to be absolutely abolished.

_Drinks._ The growing organism of the child is very rich in water, and, hence, needs a constant supply of moisture. Among the beverages, the best, and indeed the only one, to be unreservedly advised is pure fresh spring water. To rich children might be allowed the so-called table waters which are slightly alkaline, such as those of San Gemini, Acqua Claudia, etc., mixed with syrups, as, for example, syrup of black cherry.

It is now a matter of general knowledge that all fermented beverages, and those exciting to the nervous system, are injurious to children; hence, all alcoholic and caffeic beverages are absolutely eliminated from child diet. Not only liquors, but wine and beer, ought to be unknown to the child's taste, and coffee and tea should be inaccessible to childhood.

The deleterious action of alcohol on the child organism needs no ill.u.s.tration, but in a matter of such vital importance insistent repet.i.tion is never superfluous. Alcohol is a poison especially fatal to organisms in the process of formation. Not only does it arrest their total development (whence infantilism, idiocy), but also predisposes the child to nervous maladies (epilepsy, meningitis), and to maladies of the digestive organs, and metabolism (cirrhosis of the liver, dyspepsia, anaemia).

If the "Children's Houses" were to succeed in enlightening the people on such truths, they would be accomplishing a very lofty hygienic work for the new generations.

Instead of coffee, children may be given roasted and boiled barley, malt, and especially chocolate which is an excellent child food, particularly when mixed with milk.

DISTRIBUTION OF THE MEALS

Another chapter of child diet concerns the distribution of the meals.

Here, one principle must dominate, and must be diffused, among mothers, namely, that the children shall be kept to rigorous meal hours in order that they may enjoy good health and have excellent digestion. It is true that there prevails among the people (and it is one of the forms of maternal ignorance most fatal to children) the prejudice that children in order to grow well must be eating almost continuously, without regularity, nibbling almost habitually a crust of bread. On the contrary, the child, in view of the special delicacy of his digestive system, has more need of regular meals than the adult has. It seems to me that the "Children's Houses" with very prolonged programmes are, for this reason, suitable places for child culture, as they can direct the child's diet. _Outside of their regular meal hours, children should not eat._

In a "Children's House" with a long programme there ought to be two meals, a hearty one about noon, and a light one about four in the afternoon.

At the hearty meal, there should be soup, a meat dish, and bread, and, in the case of rich children, also fruits or custard, and b.u.t.ter on the bread.

At the four o'clock meal there should be prepared a light lunch, which from a simple piece of bread can range to b.u.t.tered bread, and to bread accompanied by a fruit marmalade, chocolate, honey, custard, etc. Crisp crackers, biscuits, and cooked fruits, etc., might also be usefully employed. Very suitably the lunch might consist of bread soaked in milk or an egg _a la coque_ with bread sticks, or else of a simple cup of milk in which is dissolved a spoonful of Mellin's Food. I recommend Mellin's Food very highly, not only in infancy, but also much later on account of its properties of digestibility and nutrition, and on account of its flavour, which is so pleasing to children.

Mellin's Food is a powder prepared from barley and wheat, and containing in a concentrated and pure state the nutritive substances proper to those cereals; the powder is slowly dissolved in hot water in the bottom of the same cup which is to be used for drinking the mixture, and very fresh milk is then poured on top.

The child would take the other two meals in his own home, that is, the morning breakfast and the supper, which latter must be _very light_ for children so that shortly after they may be ready to go to bed. On these meals it would be well to give advice to mothers, urging them to help complete the hygienic work of the "Children's Houses," to the profit of their children.

The morning breakfast for the rich might be milk and chocolate, or milk and extract of malt, with crackers, or, better, with toasted bread spread with b.u.t.ter or honey; for the poor, a cup of fresh milk, with bread.

For the evening meal, a soup is to be advised (children should eat soups twice a day), and an egg _a la coque_ or a cup of milk; or rice soup with a base of milk, and b.u.t.tered bread, with cooked fruits, etc.

As for the alimentary rations to be calculated, I refer the reader to the special treatises on hygiene: although practically such calculations are of no great utility.

In the "Children's Houses," especially in the case of the poor, I should make extensive use of the vegetable soups and I should have cultivated in the garden plots vegetables which can be used in the diet, in order to have them plucked in their freshness, cooked, and enjoyed. I should try, possibly, to do the same for the fruits, and, by the raising of animals, to have fresh eggs and pure milk. The milking of the goats could be done directly by the larger children, after they had scrupulously washed their hands. Another important educative application which school-refection in the "Children's Houses" has to offer, and which concerns "practical life," consists in the preparing of the table, arranging the table linen, learning its nomenclature, etc.

Later, I shall show how this exercise can gradually increase in difficulty and const.i.tute a most important didactic instrument.

It is sufficient to intimate here that it is very important to teach the children to eat with cleanliness, both with respect to themselves and with respect to their surroundings (not to soil the napkins, etc.), and to use the table implements (which, at least, for the little ones, are limited to the spoon, and for the larger children extended to the fork and knife).

CHAPTER IX

MUSCULAR EDUCATION--GYMNASTICS

The generally accepted idea of gymnastics is, I consider, very inadequate. In the common schools we are accustomed to describe as gymnastics a species of collective muscular discipline which has as its aim that children shall learn to follow definite ordered movements given in the form of commands. The guiding spirit in such gymnastics is coercion, and I feel that such exercises repress spontaneous movements and impose others in their place. I do not know what the psychological authority for the selection of these imposed movements is. Similar movements are used in medical gymnastics in order to restore a normal movement to a torpid muscle or to give back a normal movement to a paralysed muscle. A number of chest movements which are given in the school are advised, for example, in medicine for those who suffer from intestinal torpidity, but truly I do not well understand what office such exercises can fulfil when they are followed by squadrons of normal children. In addition to these formal gymnastics we have those which are carried on in a gymnasium, and which are very like the first steps in the training of an acrobat. However, this is not the place for criticism of the gymnastics used in our common schools. Certainly in our case we are not considering such gymnastics. Indeed, many who hear me speak of gymnastics for infant schools very plainly show disapprobation and they will disapprove more heartily when they hear me speak of a gymnasium for little children. Indeed, if the gymnastic exercises and the gymnasium were those of the common schools, no one would agree more heartily than I in the disapproval expressed by these critics.

We must understand by _gymnastics_ and in general by muscular education a series of exercises tending to _aid_ the normal development of physiological movements (such as walking, breathing, speech), to protect this development, when the child shows himself backward or abnormal in any way, and to encourage in the children those movements which are useful in the achievement of the most ordinary acts of life; such as dressing, undressing, b.u.t.toning their clothes and lacing their shoes, carrying such objects as b.a.l.l.s, cubes, etc. If there exists an age in which it is necessary to protect a child by means of a series of gymnastic exercises, between three and six years is undoubtedly the age.

The special gymnastics necessary, or, better still, hygienic, in this period of life, refer chiefly to walking. A child in the general morphological growth of his body is characterised by having a torso greatly developed in comparison with the lower limbs. In the new-born child the length of the torso, from the top of the head to the curve of the groin, is equal to 68 per cent of the total length of the body. The limbs then are barely 32 per cent of the stature. During growth these relative proportions change in a most noticeable way; thus, for example, in the adult the torso is fully half of the entire stature and, according to the individual, corresponds to 51 or 52 per cent of it.

This morphological difference between the new-born child and the adult is bridged so slowly during growth that in the first years of the child's life the torso still remains tremendously developed as compared with the limbs. In one year the height of the torso corresponds to 65 per cent of the total stature, in two years to 63, in three years to 62.

At the age when a child enters the infant school his limbs are still very short as compared with his torso; that is, the length of his limbs barely corresponds to 38 per cent of the stature. Between the years of six and seven the proportion of the torso to the stature is from 57 to 56 per cent In such a period therefore the child not only makes a noticeable growth in height, (he measures indeed at the age of three years about 0.85 metre and at six years 1.05 metres) but, changing so greatly the relative proportions between the torso and the limbs, the latter make a most decided growth. This growth is related to the layers of cartilage which still exist at the extremity of the long bones and is related in general to the still incomplete ossification of the entire skeleton. The tender bones of the limbs must therefore sustain the weight of the torso which is then disproportionately large. We cannot, if we consider all these things, judge the manner of walking in little children by the standard set for our own equilibrium. If a child is not strong, the erect posture and walking are really sources of fatigue for him, and the long bones of the lower limbs, yielding to the weight of the body, easily become deformed and usually bowed. This is particularly the case among the badly nourished children of the poor, or among those in whom the skeleton structure, while not actually showing the presence of rickets, still seems to be slow in attaining normal ossification.

We are wrong then if we consider little children from this physical point of view as _little men_. They have, instead, characteristics and proportions that are entirely special to their age. The tendency of the child to stretch out on his back and kick his legs in the air is an expression of physical needs related to the proportions of his body. The baby loves to walk on all fours just because, like the quadruped animals, his limbs are short in comparison with his body. Instead of this, we divert these natural manifestations by foolish habits which we impose on the child. We hinder him from throwing himself on the earth, from stretching, etc., and we oblige him to walk with grown people and to keep up with them; and excuse ourselves by saying that we don't want him to become capricious and think he can do as he pleases! It is indeed a fatal error and one which has made bow-legs common among little children. It is well to enlighten the mothers on these important particulars of infant hygiene. Now we, with the gymnastics, can, and, indeed, should, help the child in his development by making our exercises correspond to the movement which he _needs to make_, and in this way save his limbs from fatigue.

One very simple means for helping the child in his activity was suggested to me by my observation of the children themselves. The teacher was having the children march, leading them about the courtyard between the walls of the house and the central garden. This garden was protected by a little fence made of strong wires which were stretched in parallel lines, and were supported at intervals by wooden palings driven into the ground. Along the fence, ran a little ledge on which the children were in the habit of sitting down when they were tired of marching. In addition to this, I always brought out little chairs, which I placed against the wall. Every now and then, the little ones of two and one half and three years would drop out from the marching line, evidently being tired; but instead of sitting down on the ground or on the chairs, they would run to the little fence and catching hold of the upper line of wire they would walk along sideways, resting their feet on the wire which was nearest the ground. That this gave them a great deal of pleasure, was evident from the way in which they laughed as, with bright eyes, they watched their larger companions who were marching about. The truth was that these little ones had solved one of my problems in a very practical way. They moved themselves along on the wires, pulling their bodies sideways. In this way, they moved their limbs _without throwing upon them the weight of the body_. Such an apparatus placed in the gymnasium for little children, will enable them to fulfil the need which they feel of throwing themselves on the floor and kicking their legs in the air; for the movements they make on the little fence correspond even more correctly to the same physical needs.

Therefore, I advise the manufacture of this little fence for use in children's playrooms. It can be constructed of parallel bars supported by upright poles firmly fixed on to the heavy base. The children, while playing upon this little fence, will be able to look out and see with, great pleasure what the other children are doing in the room.

Other pieces of gymnasium apparatus can be constructed upon the same plan, that is, having as their aim the furnishing of the child with a proper outlet for his individual activities. One of the things invented by Seguin to develop the lower limbs, and especially to strengthen the articulation of the knee in weak children, is the trampolino.

This is a kind of swing, having a very wide seat, so wide, indeed, that the limbs of the child stretched out in front of him are entirely supported by this broad seat. This little chair is hung from strong cords and is left swinging. The wall in front of it is reinforced by a strong smooth board against which the children press their feet in pushing themselves back and forth in the swing. The child seated in this swing exercises his limbs, pressing his feet against the board each time that he swings toward the wall. The board against which he swings may be erected at some distance from the wall, and may be so low that the child can see over the top of it. As he swings in this chair, he strengthens his limbs through the species of gymnastics limited to the lower limbs, and this he does without resting the weight of his body upon his legs.

Other pieces of gymnastic apparatus, less important from the hygienic standpoint, but very amusing to the children, may be described briefly.

"The Pendulum," a game which may be played by one child or by several, consists of rubber b.a.l.l.s hung on a cord. The children seated in their little armchairs strike the ball, sending it from one to another. It is an exercise for the arms and for the spinal column, and is at the same time an exercise in which the eye gauges the distance of bodies in motion. Another game, called "The Cord," consists of a line, drawn on the earth with chalk, along which the children walk. This helps to order and to direct their free movements in a given direction. A game like this is very pretty, indeed, after a snowfall, when the little path made by the children shows the regularity of the line they have traced, and encourages a pleasant war among them in which each one tries to make his line in the snow the most regular.

The little round stair is another game, in which a little wooden stairway, built on the plan of the spiral, is used. This little stair is enclosed on one side by a bal.u.s.trade on which the children can rest their hands. The other side is open and circular. This serves to habituate the children to climbing and descending stairs without holding on to the bal.u.s.trade, and teaches them to move up and down with movements that are poised and self-controlled. The steps must be very low and very shallow. Going up and down on this little stair, the very smallest children can learn movements which they cannot follow properly in climbing ordinary stairways in their homes, in which the proportions are arranged for adults.

Another piece of gymnasium apparatus, adapted for the broad-jump, consists of a low wooden platform painted with various lines, by means of which the distance jumped may be gauged. There is a small flight of stairs which may be used in connection with this plane, making it possible to practise and to measure the high-jump.

I also believe that rope-ladders may be so adapted as to be suitable for use in schools for little children. Used in pairs, these would, it seems to me, help to perfect a great variety of movements, such as kneeling, rising, bending forward and backward, etc.; movements which the child, without the help of the ladder, could not make without losing his equilibrium. All of these movements are useful in that they help the child to acquire, first, equilibrium, then that co-ordination of the muscular movements necessary to him. They are, moreover, helpful in that they increase the chest expansion. Besides all this, such movements as I have described, reinforce the _hand_ in its most primitive and essential action, _prehension_;--the movement which necessarily precedes all the finer movements of the hand itself. Such apparatus was successfully used by Seguin to develop the general strength and the movement of prehension in his idiotic children.

The gymnasium, therefore, offers a field for the most varied exercises, tending to establish the co-ordination of the movements common in life, such as walking, throwing objects, going up and down stairs, kneeling, rising, jumping, etc.

FREE GYMNASTICS