But I must go back to my little family once more. These children are quite expert printers, and have followed their fancies very much as to what they printed; as, favorite stories or scraps of poetry, for I did not wish the process to become tedious. One day I let each dictate to me a short story, which I wrote down as they dictated; and while they were full of delight I proposed that they should write stories themselves, instead of copying them. This they subsequently varied with writing what they could remember of my readings to them; so now I am overwhelmed with compositions of all sorts, and often very good ones. I have always thought it well for children to write a good deal, and I have never found any difficulty in making them like to do it. When I read or tell them anything I wish them to write, I often put leading words on the black-board, to suggest the order of the story, or the description; or, to spell difficult words. One child writes funny stories, and laughs herself as she writes; another gives descriptions of natural scenery, in the midst of which her characters find themselves. One writes about wolves and other horrors. I have a variety of pictures hanging on the walls, and I sometimes propose that they should write stories about them. These writings are all printed with lead pencil, or on the slate, because the mechanical difficulty of writing script with the pen makes it tedious to children.
I shall look impatiently for your account of your proceedings. I believe I have told you the principal things I endeavor to teach, but it is impossible to describe all the occasions on which one can minister to the inquiring minds of children. I suppose many persons would think I give too much time to playing and singing, but I do not often invite people into my school, for my ideas of order are different from the ordinary one of sitting still and not speaking. I am perfectly content as long as the lifting of my finger or the tinkling of my little bell will reduce my subjects to order.
I forgot to mention that one day in the week we resolve ourselves into a sculptor's studio. I seat the children around one of the long tables and let them model in clay. They make miniature vases, and even faces, and who knows but what some genius may be developed?[M] Paper cutting is also one of my arts. It teaches forms as well as drawing, and some of these children cut very decent birds and other animals. Sometimes I draw for them to cut, and I have shown them the properties of a circle by cutting one and dividing it up into angles, acute and obtuse, and teaching them to put them together again. I was much pleased myself when I first understood the relation of angles to a circle, and find that other children also enjoy it. I let them play with the Chinese puzzle also, which exercises their inventive faculties.[N]
If all teachers loved to play with children as well as I do, I think they would discover what I think I have; that children need superintendence in their plays to defend them against each other. The only danger is, that the older person may lead too much, and not sufficiently follow the leading of the children. When children do work at anything, they should be taught to do it accurately and well; but a concentrated effort should be very short. I hope everything, as I told you, from your discoveries in this charming science, of which I am never tired, I am never weary of talking about my little flock, and all the little flocks I have from time to time presided over. The last always seems to me the most interesting; especially the younger ones. A new little being just waking up to a consciousness of the world environing it, is a new study to me always, one of which I never tire, as I am very apt to do of older people. When you have taught a few years, we will compare notes again.
Very affectionately yours,
M.
SONGS.
Transcriber's Note: You can hear a midi version of the songs following by clicking on the word "midi" under each sheet of music.