The magic of "Together" has thus far reached, and who can tell what Happy Valley, what fair Land of Beulah, it may summon into existence in the future?
The incalculable value of coöperation, the solemn truth that we are members one of another, that we cannot labor for ourselves without laboring for others, nor injure ourselves without injuring others,—all this is intellectually appreciated by most men to-day, all this is doubtless acknowledged; yet I cannot find that it has obtained much recognition in education, nor is especially insisted upon in the training of children.
But surely, if children have any social tendencies,—and the fact needs no proof,—these tendencies should be given direction from the beginning toward benevolence, toward harmonious working together for some common aim. This would be comparatively easy even in a nursery containing three or four little people; and how much simpler when school life begins, and when the powers of children are greatly increased, while they are in hourly contact with a large number of equals!
"Society," as Dr. Hale says, "is the great charm and only value of school life;" but this charm and this value are reduced to a minimum in many schools. "Emulation, that devil-shadow of aspiration," so often used as a stimulus in education, must forever separate the child from his fellows.
How can I have any Christian fellowship with a man when I am envying him his successes and grudging him his honors? Am I not tempted to withhold my help from my weak brother across the way, lest my assistance place him on an equality with me?
Again, the "monitor" system, as sometimes carried out, tends to separation and engenders dislike and distrust. I am not likely to desire close communion, except in the way of fisticuffs, with a boy who has been spying upon me all day, or who has very likely "reported" me as having committed divers venial offenses.
It is the idea of some teachers that discipline is furthered if children are trained to have as little as possible to do with each other, and there is no question that this method does facilitate a toe-the-line kind of government. It would probably be more satisfactory to such a teacher if each child could be brought to school in a sedan-chair, with only one window and that in front, and could be kept in it during the whole session.
As such a plan, however, is scarcely feasible; as children, with or against our wills, have a natural and God-given instinct for each other's company; as they keenly enjoy banding themselves together for whatever purpose, should not education follow the suggestions which an earnest study of child-nature can but give?
Froebel, with those divinely curious eyes of his, saw deeper into the child's mind and heart than any of his predecessors, and for every faint stirring of life which he perceived provided adequate conditions of development. True prophet of the coming day, his philosophy is rich with suggestions for the cultivation of the social powers of the child. No one ever felt more keenly than he the inseparable, the organic connection of all life; and with deep spiritual insight he provides nursery plays and songs by which the babe, even in his mother's arms, may be led faintly to recognize in his being one of the links of the great chain which girdles the universe.
Later, when as a child of three or four years he makes his first step into the world, and loosing his mother's hand, enters a larger family of children of his own age, he is still led to feel himself a part of a vast union, each member of which has ministered to him, and numberless ways are opened by which he can join with others to give back to the world some of the benefits he has enjoyed. Stories are told and games are played which lead him to thank the kindly hands which have furnished his daily bread, his warm clothing, and his sweet, white bed at night.