Let the teacher always take for granted that the law of love is quick within, whatever are appearances, and the better self will generally respond. In proportion as the child is young and unsophisticated, will be the certainty of the response to a teacher of simple faith:
"There are who ask not if thine eye
Be on them,—who, in love and truth,
Where no misgiving is, rely
Upon the genial sense of youth.
"And blest are they who in the main
This faith even now do entertain,
Live in the spirit of this creed,
Yet find another strength, according to their
need."
Such are the natural Kindergartners, who prevent disorder by employing and entertaining children, so that they are kept in an accommodating and loving mood by never being thrown on self-defence,—and when selfishness is aroused, who check it by an appeal to sympathy, or Conscience, which is the presentiment of reason, a fore-feeling of moral order, for whose culture material order is indispensable.
But order must be kept by the child, not only unconsciously, but intentionally. Order is the child of reason, and in turn cultivates the intellectual principle. To bring out order on the physical plane, the Kindergarten makes it a serious purpose to organize romping, and set it to music, which cultivates the physical nature also. Romping is the ecstasy of the body, and we shall find that in proportion as children tend to be violent they are vigorous in body. There is always morbid weakness of some kind where there is no instinct for hard play; and it begins to be the common sense that energetic physical activity must not be repressed, but favored. Some plan of play prevents the little creatures from hurting each other, and fancy naturally furnishes the plan,—the mind unfolding itself in fancies, which are easily quickened and led in harmless directions by an adult of any resource. Those who have not imagination themselves must seek the aid of the Kindergarten guides, where will be found arranged to music the labors of the peasant, and cooper, and sawyer, the wind-mill, the watermill, the weather-vane, the clock, the pigeon-house, the hares, the bees, and the cuckoo. Children delight to personate animals, and a fine genius could not better employ itself than in inventing a great many more plays, setting them to rhythmical words, describing what is to be done. Every variety of bodily exercise might be made and kept within the bounds of order and beauty by plays involving the motions of different animals and machines of industry. Kindergarten plays are easy intellectual exercises; for to do anything whatever with a thought beforehand develops the mind or quickens the intelligence; and thought of this kind does not try intellect, or check physical development, which last must never be sacrificed in the process of education.
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 afford to wait for the maturing of the body, for it survives the body; while the body cannot afford to wait for the mind, but is irretrievably stunted, if the nervous energy is not free to stimulate its special organs at least equally with those of the mind.
It is not, however, necessary 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.
Doctor Dio Lewis's "Free Exercises" are also suitable to the Kindergarten, and may be taken in short lessons of a quarter of an hour, or even of ten minutes. Children are fond of precision also, and it will be found that they like the teaching best, when they are made to do the exercises exactly right, and in perfect time to the music.
But the regular gymnastics and the romping plays must be alternated with quiet employments, of course, but still active. They will sing at their plays by rote; and also should be taught other songs by rote. But there can be introduced a regular drill on the scale, which should never last more than ten minutes at a time. This, if well managed, will cultivate their ears and voices, so that in the course of a year they will become very expert in telling any note struck, if not in striking it. The ear is cultivated sooner than the voice, and they may be taught to name the octave as 1, 2, 3, 4, 5, 6, 7, 8, and their imaginations impressed by drawing a ladder of eight rounds on the blackboard, to signify that the voice rises by regular gradation. This will fix their attention, and their interest will not flag, if the teacher has any tact.
Slates and pencils are indispensable in a Kindergarten from the first. One side of a slate can be ruled with a sharp point in small squares, and if their fancy is interested by telling them to make a fish-net, they will carefully make their pencils follow these lines,—which makes a first exercise in drawing. Their little fingers are so unmanageable that at first they will not be able to make straight lines even with this help. For variety, little patterns can be given them, drawn on the blackboard, (or on paper similarly ruled,) of picture-frames and patterns for carpets. When they can make squares well, they can be shown how to cross them with diagonals, and make circles inside of the squares, and outside of them, and encouraged to draw on the other side of the slate, from their own fancy, or from objects. Entire sympathy and no destructive criticism should meet every effort. Self-confidence is the first requisite for success. If they think they have had success, it is indispensable that it should be echoed from without. Of course there will be poor perspective; and even Schmidt's method of perspective cannot be introduced to very young children. A natural talent for perspective sometimes shows itself, which by-and-by can be perfected by Schmidt's method.[B]