[211.] To the union of kindness with the necessary degree of severity, we must add friendliness, lest the heart of the child become chilled, and the germs of good-will perish. During the period under consideration, the child’s frame of mind is still determined directly by the treatment he receives. Continued unfriendliness of manner produces dull indifference. The twofold problem of lifting the idea of good-will into adequate prominence and of actually awakening sentiments of good-will can, it is true, not be solved as early as childhood. But much has been gained if sympathy, supported by sociable cheerfulness, unites with a belief in the good-will of those on whom the child feels dependent, as if they were higher beings. The soil is ready now for religious culture and its furthering influences.
[212.] The idea of perfection in its universal aspect is indeed as foreign to the child’s mind as that of good-will; nevertheless, the rudiments of what this idea implies can be imparted with far greater assurance of success. As the child grows and thrives, his strength and accomplishments increase likewise, and he takes pleasure in his own progress. But here innumerable differences in kind and in degree demand our observation, particularly in view of the purpose of linking instruction to the stage of growth. For it is during this period that synthetic as well as analytic instruction begins, although it does not as yet normally constitute the chief occupation of the child.
[213.] As the child’s sphere of free activity widens and his own attempts create a growing store of experiences, which the teacher will often find it very necessary to augment by purposely showing him about, the earlier fancies are gradually being overbalanced by experiential knowledge, although different individuals may exhibit great variations of ratio. From this impulse to appropriate the new, spring the numerous questions children put to the teacher, on the tacit assumption that he is omniscient. They are the outcome of the mood of the moment, they are purposeless, and most of them do not recur if not answered then and there. Many of them concern words alone, and cease on mention of some suitable designation of the object in question. Others relate to the connection of events, especially to motives underlying the actions of human beings, fictitious and real alike. Now, although many questions cannot, while others must not, be answered, the tendency to ask questions should, generally speaking, receive constant encouragement as a sign of native interest, of the absence of which the teacher often becomes painfully aware later on without being able by any skill on his part to revive it. Here an opportunity is presented for preparing the ground in many directions for future instruction. Only, the teacher has to refrain, in answering questions, from the prolixity of untimely thoroughness; what he ought to do is to sail on the waves of childish fancy. And this does not usually lend itself to experiments; its movements are, on the contrary, often inconveniently capricious.
[214.] So long as there can be no fixed time for the analytic lessons woven into answers to the questions of children, analytic instruction is coincident with the guidance of the child’s attention, with his social intercourse, with his occupations and the consequent cultivation of habits, with hardening exercises, ethical judgments, and the earliest religious impressions; in some measure also with reading exercises.
[215.] To the latter portion of this period belong the first steps in synthetic instruction, reading, writing, ciphering, the simplest modes of arrangement, and the first observation exercises. If the child is as yet incapable of uniform attention during a whole hour, the teacher will be satisfied with smaller divisions of time; the degree of attention is more important than its duration.
Note that the subjects enumerated fall into different groups. Counting, arranging, observing, are different phases of the natural development of the mind. Instruction does not create these activities; its business is merely to accelerate them. At the beginning, therefore, our mode of procedure must be as much as possible analytic. On the other hand, reading and writing can be taught only synthetically, although on the basis of an antecedent analysis of speech sounds.
(1) Arranging—commonly neglected, though wrongly so—is an exceedingly easy exercise in itself, and facilitates the performance of many other tasks. It is therefore appropriate for children. That three objects may change places from right to left (from front to rear, from above to below) and vice versa—this is the beginning. The next step is to show that three objects admit of six permutations in a straight line. To find how many pairs can be formed out of a given number of objects, is one of the easiest problems. How far to go, is a matter to be determined by circumstances. Not letters, however, but objects,—the children themselves,—should be changed about, permuted, and varied in position. The teaching of a subject like this must in a measure have the semblance of play.
(2) The first observation exercises begin with straight lines drawn vertically or cross-wise. Use may be made also of knitting needles variously placed, side by side or across each other, of domino checks, and of similar objects. Next comes the circle, subdivided and presented in manifold ways.
(3) For arithmetic, likewise, concrete objects are needed,—coins, for example, which are counted and arranged in different groups to illustrate sums, differences, and products. At first the highest number employed should not exceed, say, twelve or twenty.
(4) For work in reading we may avail ourselves of letters and numbers printed on cards, which lend themselves to a variety of arrangements. If children are slow about learning to read, the blunder must not be made of neglecting their mental culture in other directions, as though reading were its necessary prerequisite. Reading often demands a large amount of patience, and should never be allowed to produce a feeling of aversion to teachers and books.