Several children rose, and came slowly forward on tiptoe, bending toward the baby. Great silence. "None of you can breathe so silently as she." The children looked about amazed, they had never thought that even when sitting quietly they were making noises, and that the silence of a little babe is more profound than the silence of grown people. They almost ceased to breathe. I rose. "Go out quietly, quietly," I said, "walk on the tips of your toes and make no noise." Following them I said, "And yet I still hear some sounds, but she, the baby, walks with me and makes no sound. She goes out silently!" The children smiled. They understood the truth and the jest of my words. I went to the open window, and placed the baby in the arms of the mother who stood watching us.
The little one seemed to have left behind her a subtle charm which enveloped the souls of the children. Indeed, there is in nature nothing more sweet than the silent breathing of a new-born babe. There is an indescribable majesty about this human life which in repose and silence gathers strength and newness of life. Compared to this, Wordsworth's description of the silent peace of nature seems to lose its force. "What calm, what quiet! The one sound the drip of the suspended oar." The children, too, felt the poetry and beauty in the peaceful silence of a new-born human life.
[12] Here and elsewhere throughout the book the word "touch" is used not only to express contact between the fingers and an object, but the moving of fingers or hand over an object or its outline.
CHAPTER XIV
General Notes on the Education of the Senses
I do not claim to have brought to perfection the method of sense training as applied to young children. I do believe, however, that it opens a new field for psychological research, promising rich and valuable results.
Experimental psychology has so far devoted its attention to perfecting the instruments by which the sensations are measured. No one has attempted the methodical preparation of the individual for the sensations. It is my belief that the development of psychometry will owe more to the attention given to the preparation of the individual than to the perfecting of the instrument.
But putting aside this purely scientific side of the question, the education of the senses must be of the greatest pedagogical interest.