The body, like the brain, being composed of a co-operative colony of more or less intelligent cells, is an important part of the mind, which responds to educational training. True education, then is a development of both mind and body, in accord with the law of natural evolution, that embraces all there is in the domain of morals, pertaining to right thinking, right living and right doing. In other words, the action of the mind comprehends the physical, intellectual, moral and spiritual expression of the individual. Therefore, by the rightly conducted processes of a higher education, we may form an evenly developed character of the highest order. A character, unfolded physically, intellectually and spiritually, in harmony with the requirements of cosmic law. Hence, the imperative necessity, in the early training of children, of introducing the first steps of this system of true education.
From these premises we must conclude, that the first four years of a child's life, should be devoted to some systematic method, for acquiring a most complete equipment of exact images, which will afford the basis for typical sensations, emotions, ideas and thoughts, regarding things in the domain of nature, about which, later in life, the child must know in order to become educated. To this end, children must have opportunities during these important years of image building, to experience all the sensations, and to form all the true images, that can come to them through the senses of seeing, hearing, tasting, smelling, touching, feeling and sensations of temperature, such as heat and cold.
It is of the utmost importance, that these early images, which are to become the standard of the mind, in all judgments of future years; should be made as complete and as perfect as possible.
A child is primarily and instinctively imitative. From the first dawn of intelligence, children strive to emulate the acts of their brighter, older and better-taught associates. Hence, the necessity for a nursery and kindergarten training, such as the one instituted at Solaris. Practical work, in this novel and magnificently equipped institution, has proved conclusively, that, even in early infancy, associated together in happy groups, children acquire intellectual, moral and physical training, much more easily and swiftly, than is possible under any other circumstances. This affords another demonstration, of the efficacy of co-operative group work, in the primary steps of education.
The cargosita, is well calculated to offer children the most perfect conditions, for accumulating a well selected store of sensations and images, through the avenues of the different senses. A teacher or nurse, usually some member of the mothers' club, is seated on each car as the center of its group. It becomes her pleasure, to direct attention to the various objects. Let us follow the cargosita with its precious freight, as it slowly moves around the oval.
Images produced by the sense of seeing, are first in order. Large sheets of thick, heavy paper mounted on cloth, seven in number, displaying the different colors of the rainbow, are hung at uniform intervals around the room. They can be raised or lowered, to reach an easy angle of vision from the cars. After each primary color, appear half-width sheets of the same height, displaying the various hues, tints and shades of that particular color. Printed across each sheet in large white letters, is the name of the color, hue, tint or shade. Altogether, this color scheme forms a combination of great length, of such remarkable variety, that it becomes for the little ones, a well nigh inexhaustable source of fascinating amusement.
Red, with its various hues, tints and shades, is the first color to be exhibited. Three days later, another color series is substituted. This course is continued until the entire series is finished. The children have experienced in a regular sequence, the sensations and images, produced by the entire scale of color. These mental pictures have been repeated so often, in connection with the muscular sense of exhilarating motion, that they have become permanently enregistered in brain-cell formation. A review every few months, serves to fix these images more firmly in the brain.
This primary course of educative work is continued, by taking up consecutively, in regular order; on a separate series of sheets, life size, naturally colored photographs, of fishes, reptiles, insects, birds, animals, and people. Later, geological specimens, glass, rocks and minerals. To be followed by pictures of life in the vegetable kingdom, flowers, fruits, plants and trees. Again, with photographs of works of art, paintings and statuary.
Interspersed with this general course, are short lessons, offered to produce true images, in the hearing, smelling and tasting areas of the brain.