Spontaneous Activity in Education Part 8

Miss Dufresne says: "After the Christmas holidays, when school began again, there was a great change in the cla.s.s. It seemed that discipline was establis.h.i.+ng itself, without any effort on my part. The children appeared to be too much absorbed in their work to indulge in any of the disorderly actions which had marked their conduct in the beginning. They went spontaneously to the cupboards to choose the objects which had bored them formerly. They took the geometrical insets, the graduated cylinders, and began to touch the outlines of the wooden forms with their fingers; the younger children showed a preference for the b.u.t.toning and lacing frames; they took one after the other without any signs of fatigue, and seemed delighted with the new objects. An atmosphere of industry pervaded the schoolroom. The children who had hitherto chosen objects on the impulse of the moment, henceforth manifested a desire for some sort of rule, a personal and internal rule; they concentrated their efforts on their task, working accurately and methodically, and showing real satisfaction in surmounting difficulties. This precision in work produced an immediate effect on their characters. They became capable of controlling their nerves."

The instance which struck Miss Dufresne most was that of a little boy of four and a half, who at first had seemed very nervous and excitable and had disturbed the whole cla.s.s: "The imagination of this child had been developed in an extraordinary manner, so that when an object was given to him, he took no notice of the actual form of the object, but personified it, and further personified himself, talking perpetually, pretending to be some one else, and seeming incapable of fixing his attention upon the objects. While his mind was in this chaotic state he was unable to perform any precise action; he could not, for instance, b.u.t.ton a single b.u.t.ton.... All at once a miracle seemed to take place within him. I noted the great change in him with astonishment. He took one of the exercises as his favorite task, then went on to choose all the others in succession, and thus calmed his nerves."

I will choose from various individual studies made by two mistresses of a Children's House at Rome for well-to-do children, those of two children of very different characters. One of these children came to the school too late, when he was too old, and had already developed in another environment. The other is a little creature of the normal age for entrance to the Children's Houses. The older child (a boy of five) had already been to a Froebelian Kindergarten, where he was considered very troublesome because of his restlessness. "For the first few days he was a torment to us, because he wanted to work, but could not settle to any occupation. He said of everything: 'This is a game,' and ran about the cla.s.s-room, or annoyed his companions. At last he began to take an interest in drawing." Although normally drawing comes _after_ the sensory exercises, he was left at liberty to do what he wished; the teachers rightly thought that it would be useless to insist that the child should apply himself to a different task.

Indeed, this child, having pa.s.sed the age when the primary materials answer to the psychical needs of childhood, was for the first time attracted by an exercise of a higher order, that of drawing. "Whereas at first the child had pa.s.sed from one occupation to another, and had even taken up the letters of the alphabet, but had never settled to work with any one of the objects, now suddenly discipline was established. We do not know exactly at what moment the change took place, but discipline was maintained and perfected, and reached a higher level in proportion to the growing interest of the child in every kind of occupation. Interest having been primarily aroused by drawing, the child spontaneously went on to the rods used in the teaching of length, then to placing the plane geometric insets, and so gradually worked through all the earlier sensory stimuli which the teacher had pa.s.sed over." Thus we see that the older child chooses the objects in inverse order, proceeding almost methodically from the most difficult to the elementary.

The other child of three was also quite undisciplined. The teachers were beginning to despair of producing order in this case, when the child began to take an interest in the solid insets and in one of the frames. Thereupon he worked steadily and ceased to disturb his companions.

In our "Children's Houses" for poor children in Rome, directed by Signorina Maccheroni, it was possible to make more methodical observations, and these were represented by diagrams, in order to demonstrate the course of the phenomena more clearly.

The transverse line A B represents the quiescent state; the phenomena of order (work) are represented above; those of disorder below. When a child has become calm after the first strong attraction to a task, a permanent state of order may be established in him. At this stage the conditions most favorable to work may be studied.

PRIMITIVE CURVE OF ORDERED WORK

This is the manner in which it develops; individual type of a morning of disciplined work.

[Ill.u.s.tration: Primitive Curve of Ordered Work]

The child keeps still for a while, and then chooses some task he finds easy, such as arranging the colors in gradation; he continues working at this for a time, but not for very long; he pa.s.ses on to some more complicated task, such as that of composing words with the movable letters, and perseveres with this for a long time (about half an hour). At this stage he ceases working, walks about the room, and appears less calm; to a superficial observer he would seem to show signs of fatigue. But after a few minutes he undertakes some much more difficult work, and becomes so deeply absorbed in this, that he shows us he has reached the acme of his activity (additions and writing down the results). When this work is finished, his activity comes to an end in all serenity; he contemplates his handiwork for a long time, then approaches the teacher, and begins to confide in her.

The appearance of the child is that of a person who is rested, satisfied, and uplifted.

The apparent fatigue of the child between the first and second period of work is interesting; at that moment the aspect of the child is not calm and happy as at the end of the curve; indeed, he shows signs of agitation, moves about, and walks, but does not disturb the others. It may be said that he is in search of the maximum satisfaction for his interest, and is preparing for his "great work."

But, on the other hand, when _the cycle is completed_, the child detaches himself from his internal concentration; refreshed and satisfied, he experiences the higher social impulses, such as desiring to make confidences and to hold intimate communion with other souls.

A similar process became in time the general process in a cla.s.s of disciplined children. Signorina Maccheroni sums up this complex phenomenon as follows:

[Ill.u.s.tration: Whole Cla.s.s at Work]

In the first period of the morning, up to about 10 a.m., the occupation chosen is generally an easy and familiar task.

At 10 o'clock there is a great commotion; the children are restless, they neither work nor go in quest of materials. The onlooker gets an impression of a _tired_ cla.s.s, about to become disorderly. After a few minutes the most perfect order reigns once more; the children are promptly absorbed in work again; they have chosen new and more difficult occupations.

When this work ceases, the children are gentle, calm, and happy.

If in the period of "false fatigue" at 10 a.m. an inexperienced teacher, interpreting the phenomenon of suspension or preparation for the culminating work as disorder, intervenes, calling the children to her, and making them rest, etc., their restlessness persists, and the subsequent work is not undertaken. The children do not become calm: they remain in an abnormal state. In other words, if they are interrupted in their cycle, they lose all the characteristics connected with _an internal process regularly and completely carried out_.

The single curve of individual orderly work is not general, nor strictly constant in the type described. But it may be considered as the average type of work in the level of order achieved. It will be interesting, first of all, to consider the curve of children in whom _order has not yet been established_. Poor children hardly ever show themselves to be in such a state of utter confusion as rich ones; they are _always_ more or less attracted by the objects, and respond to them with a certain interest from the very first moment. Such interest, however, is at first superficial. They are attracted mainly by curiosity, by a desire to handle "pretty things." They amuse themselves for some time, it is true, with single objects, changing and selecting them, but without developing any deep interest. The characteristic of this period, which may be altogether lacking in a cla.s.s of well-to-do children, is that of _alternations of disorder_.

The following diagram represents this period.

INDIVIDUAL DIFFERENCES

STAGE PRECEDING THE EVOLUTION OF ORDER

[Ill.u.s.tration: _Individual curve of a poor child_]

The various curves of work are to be found below the line of quiescence, in state of disorder. It was only when the children were called to order collectively that this child was still, unless it was rising towards work; in this case, however, it did not persevere, and the curve drops suddenly below. It should be noted that in the irregular course of this diagram we may trace a period of easy work preceding a period of difficult work (frame, plane insets) and between these two the maximum decline into disorder.

CURVE OF WORK

OF A VERY POOR CHILD, ALMOST ENTIRELY NEGLECTED BY ITS PARENTS, AND VERY TURBULENT

[Ill.u.s.tration: _Period of Disorder_]

The child in question (O) seemed to have a tendency to learn from others; he ran away from work or was attracted by it only for a brief moment; and seemed incapable of receiving direct teaching. If any attempt was made to teach him something, he grimaced and ran away. He wandered about, disturbing his companions, and seemed quite intractable; but he listened attentively to the lessons the teacher gave to the other children.

[Ill.u.s.tration: _Advance towards Order_]

When he began to work, after having learned how to do so, he persevered, and the normal process is apparent in the diagram; that is to say, preliminary work, a pause (during which the child relapsed slightly and momentarily into his habit of disturbing his companions), then the curve of great application, and of final repose (during which, however, he again relapsed into his characteristic defect). The summits of the diagram show not only interest in the work, but a marked kindliness; the child was not only calm, but seemed full of beat.i.tude and gentleness; when at the height of his labors he frequently looked round at his companions, and blew little kisses to them on his fingers, but without relaxing his attention. It seemed as if a fount of love were gus.h.i.+ng up from the fulness of his internal satisfaction, from the depths of a soul that had appeared at first so rough and uncouth.

[Ill.u.s.tration: CURVE OF WORK OF A WEAKLY CHILD]

The diagram is made up of curves that fall upon the line of quiescence; unity of curve is lacking, hence unity of effort. The culminating point of work is reached after a preliminary task of an easier kind; and the supreme task (color) is briefly resumed, after the great impetus has been exhausted. The phase of rest is not clearly defined; the child turns to a very easy task (solid insets). A certain feebleness of character seems to manifest itself in the half-hearted mental processes. The child makes many successive efforts to rise; but he can neither make the decisive, vigorous effort, nor come to a definite decision to cease working. The child is calm, but his state of calm has no variations; he is neither lively, nor serene, nor does he show strong affectionate impulses.

COURSE OF PROGRESS

When the whole cla.s.s is disciplined, the course of development of the internal activities may be observed.

It must be remembered that the material of development affords graduated exercises pa.s.sing from the most rudimentary sensory exercises to exercises in writing, calculating, and reading. The children are free to choose the exercises they prefer; but of course, as the teacher initiates them in each exercise, they only choose the objects they know how to use. The teacher, observing them, sees when the child is sufficiently matured for more advanced exercises, and introduces them to him, or perhaps the child begins them for himself, after watching other children more advanced.

We must bear such conditions in mind in order to follow "progress" in work.

[Ill.u.s.tration: Course of Progress]

The two curves represent stages of greatest development as compared with the primary curve of orderly work. The stage of unrest between the easy and the more difficult work tends to disappear; the child seems more _sure of himself_; he goes more directly and readily to the choice of his culminating exercise.

Consequently, two successive phases of uninterrupted work are left; one may be called the _phase of preparation_, the other the _phase of serious work_. The phase of preparation lasts a very short time, the _serious work_ is of much longer duration; it is noteworthy that the period of _rest_, with its characteristic air of _comfort_ and _serenity_, sets in after the _maximum effort has spontaneously spent itself_. On the other hand, it happens invariably that any external interruption of the effort causes the child to show signs of fatigue (restlessness), or to become inattentive.

In the first curve, the initial work consists of two easy tasks, carried on for a short time, and from these the child pa.s.ses directly to the serious work. The finale is a spell of rest full of thought; the child ceases to work, but contemplates his finished task for a long time in silence; before preparing to put it away, or, after having contemplated his own work, he goes quietly to watch that of the others.

In the second curve there is a very noticeable parallelism with the line of repose; the child pursues his labors almost uniformly, and the sole difference between the initial work and the serious work is in their different duration. The contemplative period becomes henceforth an obvious "period of internal work," almost a period of "a.s.similation" or "internal maturation." Observation of the work of others becomes increasingly frequent, as if it were a spontaneous "comparative" study between the child himself and his companions; or as if an active interest in the contemplation of the external surroundings were developing: the period of discovery. We may say that _the child studies himself in his own productions and puts himself into communion with his companions and his environment_.

At this stage the completion of an entire cycle will exercise an influence more and more far-reaching on the personality of the child.

Not only is he spurred on to a work of intimate concentration immediately after his culminating effort; he preserves a permanent att.i.tude of thought, of internal equilibrium, of sustained interest in his environment. He becomes a personality who has reached a higher degree of evolution. This is the period when the child begins to be "master of himself" and enters upon that characteristic phenomenon I have called the "phenomenon of obedience." He _can obey_, that is, he can control his actions, and therefore can direct them in accordance with the desires of another person. He can break off a piece of work when interrupted, without becoming disorderly or showing symptoms of fatigue. Moreover, work has become his habitual att.i.tude, and the child can no longer bear to be idle. When, for instance, we call some of the children who are in this stage to the lessons for teachers, in which they are to serve as the "subjects of study," they lend themselves with ready docility to that which we ask of them, they submit to the measurements of height, heads, etc., and they perform the exercises we suggest, responding always with _interest_, and not merely with resignation, as if they were conscious of collaborating with us. But when they have to _wait_, seated on one side till they are called forward, they cannot sit idle; they work at something.

Inactivity has become intolerable to them. Very often, while I am giving the lesson, the children take the lacing or tying frames, or cover the floor with words made with the movable letters; and where this is feasible, some of the children will draw or paint in these moments of waiting.

All these things have now become expressions of intelligent activity, which form part of their psychical organism.

But to ensure the continuance of this att.i.tude and of the development of personality it is essential that _some real task_ should be performed each day; for it is from the completed cycle of an activity, from methodical concentration, that the child develops equilibrium, elasticity, adaptability, and the resulting power to perform the higher actions, such as those which are termed acts of obedience. This makes one think of the method prescribed by the Catholic religion for the preservation of the forces of spiritual life: that is, a period of "spiritual concentration," which opens up the possibility of acquiring "moral powers." It is from methodical "meditation" that moral personality must draw its powers of solidification, without which the "inner man," incoherent and unbalanced, fails to possess itself and dispose of itself for n.o.ble ends.

Children have always need of the period of concentration, and serious work from which they derive the capacity for final development.