There are enough instances of marvellous acquisition in infancy, to show that imbibing with the mind is as natural as with the body, if suitable beverage is put to the lips; but in most cases the mind's power is balanced by instincts of body, which should have priority, if they cannot certainly be in full harmony. The mind can better afford to wait for the maturing of the body, for it survives the body, than the body can afford to wait for the mind; for it is irretrievably stunted, if the nervous energy is not free to stimulate its special organs, at least equally with those of the mind.
There is not, however, any need to sacrifice the culture of either mind or body, but to harmonize them. They can and ought to grow together. They mutually help each other.
CHAPTER V.
THE KINDERGARTNER.
The first requisite to a Kindergarten is, of course, the Kindergartner, fully intelligent of childhood, and thoroughly trained herself in everything that the child is to do.
The first Kindergartner was Froebel himself; who, in the course of a long life, studied into the science of childhood, and worked out a series of artistical exercises, which aim to educate—that is, draw forth—-the powers of children from a more profound depth than ordinary education respects. But instead of beginning with putting checks upon childish play, he took the hint of his method from this spontaneous activity; and began with genially directing it to a more certainly beautiful effect than it can attain when left to itself. A large part of the art of primary school-teaching hitherto, has consisted in keeping children still, and preventing them from playing.
It was Froebel's wisdom to accept the natural activity of childhood as a hint of the Divine Providence, and to utilize its spontaneous play for education. And it is this which takes away from his system that element of baneful antagonism which school discipline is so apt to excite, and which it is such a misfortune should ever be excited between the young and old. Nothing is worse for the soul, at any period of life, than to be put upon self-defence; for humility is the condition of the growth of mind as well as morals, and ensures that natural self-respect shall not degenerate into a petty wilfulness and self-assertion. The divine impulse of activity in children should not be directly opposed, but accepted and guided into beautiful production, according to the laws of creative order, which the adult has studied out in nature, and genially presents in playing with the child.
But such playing is a great art, and founded on the deepest science of nature, within and without; and therefore Froebel never established a Kindergarten without previously preparing Kindergartners by a normal training, which his faithful disciples have scrupulously kept up. And if only genius and love like his own could in one lifetime have discovered the science and worked out the processes of this culture, yet hundreds of pupils of these normal classes have proved, that any fairly gifted, well-educated, genial-tempered young woman, who will devote a reasonable time to training for it, can become a competent Kindergartner.