CHAPTER XXXVIII.
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 balustrade. 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 space, the full size of the main building, sixty by two hundred feet, is unobstructed by a partition. That portion devoted to the nursery, is only separated from the kindergarten by a low balustrade. 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 passage 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 passage 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 space on several cars. These cribs are for the exclusive use of infants, too young or too weak to sit up. The remaining space 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 amusement. 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 gratitude! 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, classified 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 classifier, 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 classify, 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 classification, 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 associates. Hence, the necessity for a nursery and kindergarten training, such as the one instituted at Solaris. Practical work, in this novel and magnificently equipped institution, has proved conclusively, that, even in early infancy, associated together in happy groups, children acquire intellectual, moral and physical training, much more easily and swiftly, than is possible under any other circumstances. 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 accumulating 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 amusement.
Red, with its various hues, tints and shades, is the first color to be exhibited. Three days later, another color series is substituted. 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, glass, 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 passengers, 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 associated 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 classification. 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.
The training of the senses, is also carried forward through the medium of such plays as are calculated to bring out the child's capacity to distinguish the least noticeable difference, in pitches of color, degrees of light, pitches of sound, with its degrees of volume and loudness; together, with ability to discover the least noticeable difference, in resistance to pressure, or the slightest increase or decrease of rythmical motion, etc. The lines of least noticeable difference, in the capacity of the various senses, having been well established, the training commences along those lines. Very soon, in the brain areas of the senses under training, there comes an increased cell growth, which gives added sharpness and capacity. The line of least noticeable difference, is moved one step nearer the limit. This process is continued with each sense separately, until the limit for all has been reached. As a general result of this training, we find that the child has acquired an extraordinary reinforcement of brain power and intellectual acuteness.
Regular kindergarten work, for children at Solaris, between two and four years of age; is again reinforced, by adding to the list of exercises, a large number of plays, which introduce the variously colored, lettered blocks, so successfully used in Fern Fenwick's early training, during her seven years of Alaska life.
The collection of blocks, is a very large one. It is calculated to furnish a series of new combinations, which cannot be exhausted, in the plays of one whole year. These blocks are made and colored with the greatest care. The groups or families, are distinguished, by size, shape and color. The Alphabet blocks, are large cubes, painted white, with the letter showing in black on every side. All other blocks, have a uniform thickness of one-half inch. They are as large as can be fashioned from blocks two inches square. The names appear in white letters, on all alike.
The astronomy blocks are star shaped, painted blue. The geology blocks are diamond shaped, painted brown. The chemistry blocks are hexagonal in shape, painted red. The geography blocks are globular in shape, painted gray. The blocks representing physics, are octagon shaped, painted yellow. The botany blocks are oblong, painted green. The physiology blocks are triangular in shape, painted pink. The history blocks are square, painted black. A large number of the key-words of the sciences, are painted on blocks, which, in size, shape and color, are counterparts of those that represent the heads of families to which they belong.
This scheme of blocks, furnishes the ground work for the construction of a great number of games, for the amusement and edification of the children. Games of word-building, such as spelling out the names of fishes, insects, reptiles, birds and animals. Also of building the names of familiar things, houses, stables, light-houses, factories and mills; rivers, ponds, lakes, mountains, trees and fields; hats, shoes, coats, cloaks and other articles of clothing; common household utensils in every day use, such as pots, kettles, pans, pails, cups, knives, forks and spoons; stove, shovel, tongs, mop and broom; toys, dolls, balls, kites, tops, etc.
By the use of many such ingenious games, the children unconsciously become familiar with the names of the sciences, and with all the principal words, which belong to each one. For example: Names of heavenly bodies in the domain of astronomy. The sun, the moon, the milky way, the planets, the constellations, the polar star, and the names of twenty stars of the greatest magnitude: In the domain of geology, fossils, shells, minerals, rocks, shales, clays, gravels, and the names of geological periods: In the domain of chemistry, the names of acids, gases, metals, crucibles, retorts, mortars, and the names of a great variety of chemical combinations: In the domain of geography, globes, hemispheres, continents, islands, oceans, gulfs, bays, and straits; equator, tropics, circles, longitude, latitude, etc. These examples, will furnish an approximate idea of the wide scope in scientific names, covered by these key-words, when applied to all of the sciences.
In such plays of science grouping, the interest and pleasure of the children is intensified, by applying a system of personification, to the families of the different sciences: For instance, Mr. Astronomy Blue; Mrs. Geology Brown; Mr. Chemistry Red; Mrs. Geography Gray, etc.
In the greatest and most useful of all games, the game of classification: Groups of children, spend hours with their teachers or directors, in separating and classifying, heaps of miscellaneous blocks, bearing the names of the sciences and the key-words belonging thereto. They are silent, absorbed, contented, thoroughly interested and happy. So intense is the interest displayed, that after the fourth or fifth game, every child can correctly classify the blocks, by quickly placing them in the groups to which they belong. They rapidly learn to call the name at sight, which is printed on any block they may happen to pick up. Those who have not learned to read by playing word-building games with the alphabet blocks, only need to have an unfamiliar name, repeated to them three or four times by the director, and it is fixed. Size, shape and color of block, with length of name and shape of its letters, soon serves to make the little ones, perfect masters of the most difficult names.
These children have learned the value of time. They have learned to appreciate the joyousness of useful amusement. They have no desire to clog their minds, with the untruthful trash of fairy tales and Mother Goose stories, which played such an important part in nineteenth century methods. They no longer need such silly things, as a source of amusement. They seem to realize, that they only have mind-room, for the truthful, the useful and the practical.
The value and significance of figures, is taught by the game of forming the pyramid. On badges of broad, blue ribbon, are printed large gold figures, from one to ten. Inside the oval, in the center of the large room, ten rows of seats are arranged: with one seat in the first, and ten in the last row. That is, one seat is added to each succeeding row.
At the commencement of the game, when number one is called by the director, the little boy or girl, who is decorated with the badge bearing that number, takes the first seat, which forms the apex of the pyramid. The two children who wear number two badges; when called take seats in the second row. Observing this order, the calling is continued until the seats are filled, and the pyramid of fifty-five children is complete.
The director, having taken a position a short distance in front of the apex of the pyramid, proceeds to call the children to their feet. Calling by number, commencing with the tens, the rows rise in succession, from the base to the apex. Each row is called upon to perform some part of a short series of graceful gymnastics. Then, the whole group in unison. Later, these exercises are made more interesting, by giving each child a small silk flag. In this part of the game, the children are at their best. The picture they make, is just lovely!
In the closing part of the game, the children are seated and the mathematical exercises are introduced. The director says: "Each child has one nose. How many noses, have the number tens? Again, each child has one body. How many bodies, have the number nines? Each child has two eyes. How many eyes, have the number eights? Each child has two ears. How many ears, have the number sevens? Each child has one mouth. How many mouths, have the number sixes? Each child has two arms. How many arms, have the number fives? Each child has two hands. How many hands, have the number fours? Each child has two legs. How many legs, have the number threes? Each child has two feet. How many feet, have the number twos? Each child has ten fingers and ten toes. How many fingers and toes, has number one?" These questions are varied and repeated, day after day, until every child in the pyramid, can answer any one of the questions, correctly and promptly. To be chosen as a member of this game, is a coveted honor, it is conferred as a reward for good conduct. Consequently, the pride and pleasure exhibited by these decorated and selected children, is commensurate with the importance of this very primitive class in mathematics and physiology.
This very brief outline, of the plays, exercises and studies, which form the nursery and kindergarten course, for children at Solaris, who are under four years of age, will serve to show how much important knowledge, a child can accumulate during those fruitful image-bearing years, while pleasantly and zealously engaged, day after day, in a series of wisely directed games.
In playing these games, the children have become interested in, and have learned a very large number of useful words. These words in the mind of the child, are as familiar and as easily remembered, as are the names of favorite toys, such as balls, bats, kites and dolls. This wide vocabulary of key-words which has become the mental property of the child, has planted in the mind the necessary images, which in future years of study, will serve as a sure foundation, for the quick and easy mastery of all branches of useful knowledge. Many a man of the world has gone through life, without acquiring such a vocabulary.
Considering this primary course of study from another point of view, we have an illustration of the value of a method for cultivating the faculty of memory, which differs widely from any thing known to ordinary systems of education. From this illustration, we perceive that the perfectness and permanency of memory, is dependent on the foundations which have been laid for it, by the quantity and quality of sensations and images, regarding the things to be remembered, which have been registered or planted in brain-cell formation. These living images, fixed on the sensitive plate of the brain by the law of vibration, in a manner somewhat analogous to etching on the cylinders of a phonograph, are capable of being reproduced by the will-force of the individual. From these premises, we have gained a new definition for the word memory. It is a process of refunctioning or reregistering, any sensation, image, concept, idea, or thought, which at any time has become a part of the growth of the brain.
In the child's mind, memories regarding objects or words which have become familiar, are as a rule, closely connected with memories of keen enjoyment, resulting from participation in some childish sport. These memories are many times repeated. A few small groups of brain cells have become dominant in growth, because they have received the full force of the entire stimulating power of the brain. Hence, the memories of childhood, are much more enduring than those of after life. Hence, it becomes a matter of the utmost importance, that these early images, should be connected with the greatest possible number of natural objects, their names, and the key-words of the sciences, which are used to describe them.
In these restless years for the little ones, it becomes a matter of great moment, to keep their minds busily employed, at what appeals to their self-consciousness, as some useful work. In this respect, the popular science games, gratify and completely satisfy the pride and dignity of these embryo men and women. The mind is naturally unfolded. The brain areas, are all evenly and harmoniously developed. The children, when so usefully employed, are kept amiable. They do not become nervous, irritable, cross, or vicious. They are taught, as soon as they can walk and talk, that the self-respect and innate dignity, which belongs to them as little men and little women, demands that they should always treat each other lovingly, politely, kindly, unselfishly. It is continually urged upon them, that they must learn to obey the nurse or teacher, without delay, without a murmur; that they must not cry or be fretful; that in these things, they must always strive to imitate the good acts of older comrades or playmates. In this way, the moral unfoldment and education of the child, keeps pace with the intellectual and the physical. Altogether, the effect is most excellent! Thousands of children have gone to ruin, for the want of just such training, in the first four years of life!
The planning and final organization, of this novel scheme for nursery and kindergarten training, has been the joint work of Fern Fenwick, Fillmore Flagg, Gertrude and George Gerrish. In striving for the best results, this quartet of co-operative educators, have been ambitious to perfect a system, which would satisfy the demand for a natural, harmonious unfoldment of the well-born babies, which were to represent the highest product of Solaris Farm.
The success which has attended the practical operation of the scheme, has made them very happy. Towards this success, Fern Fenwick has been able to contribute largely, on account of her early Alaska training, and her thorough knowledge of the improved methods, growing out of the important discoveries made by Prof. Gates.
In applying the system to the class work of the regular schools, the long experience, trained skill and natural aptitude as teachers, of George and Gertrude Gerrish, has proved wonderfully effective.
By supplementing the system, with a very complete course of manual training in the use of tools, and in acquiring a competent knowledge of the industrial arts, Fillmore Flagg has been equally successful, in educating the muscular children, and in arming them most effectively, both mentally and physically, for the practical work of life.
Altogether, the complete course, results in an all-round development of brain power, more than five times greater than that offered by any other system. A result, which marks the beginning of a new educational era. A result, which promises to give to the world, a dominant race of thinkers, whose ability to bless mankind, is to be so great, that it cannot now be estimated.