playmate. If he is to share in fun and good things with his family and friends, he must behave so that they will want his company. This is a motive which a young child can understand, for he knows when his friends are agreeable or disagreeable to him. There is less in such a scheme of discipline that impels the child to shirk or conceal, to lie or to become too conscious of his acts, than in a discipline based on moral grounds, which seems to the child to be a mere excuse for forcing him to do something simply because some grown person wants it done.
Lack of self-consciousness is a positive gain on the side of happiness. Mrs. Johnson’s scheme of discipline contributes toward that love of school and work which all teaching aims to establish. When work is interesting, it is not necessary to hamper children in their performance of it by meaningless restrictions and petty prohibitions. When children work willingly they come to associate learning with the doing of what is congenial. This is undoubtedly of positive moral value. It helps develop a confident, cheerful attitude toward work; an ability to face a task without dislike or repulsion, which is of more real value in character building than doing hard, distasteful tasks, or forcing attention and obedience.
The division into age groups or “life classes” takes away that emphasis upon the pupils’ failures and shortcomings which is bound to be more or less evident where pupils are graded according to their proficiency in books. The child who is slow mentally is not made to feel that he is disgraced. Attention is not called to him and he is not prodded, scolded, or “flunked.” Unaware of his own weaknesses, he retains the moral support of confidence in himself; and his hand work and physical accomplishments frequently give him prestige among his fellows. Mrs. Johnson believes that the recitations and examination of the ordinary schoolroom are merely devices to make the work easier for the teacher; while the consciousness of what he does or does not “know,” resulting from marks and grades, is harmful to the child just as an emphasis of his failures is harmful.
Especially marked is the contrast of the classroom exercises at Fairhope with recitations where, sitting still with their books closed, the children are subject to a fire of questions from the teacher to find out how much they remember of a lesson they are supposed to have “studied” alone. To quote again from Rousseau: “He (the teacher) makes a point of showing that no time has been wasted; he provides his pupils with goods that can be readily displayed in the shop windows, accomplishments which can be shown off at will.... If the child is to be examined, he is set to display his wares; he spreads them out; satisfies those who behold them, packs up his bundle, and goes his way. Too many questions are tedious and revolting to most of us and especially to children. After a few minutes their attention flags; they cease to listen to your everlasting questions and they answer at random.” At Fairhope the children do the work, and the teacher is there to help them to know, not to have them give back what they have memorized. Tests are often conducted with books open, since they are not to show the teacher what the child can remember, but rather to discover his progress in ability to use books. Lessons are not assigned, but the books are open in the hands of the pupils and with the teacher they discuss the text, getting out of it all the joy and information possible. This stimulates a real love of books, so that these children who have never been assigned a lesson to study, voluntarily study the text after the class work. They are not tempted to cheat, for they are not put in the position of having to show off.
The result of this system of discipline and study over and above satisfactory progress in the “three R’s,” is freedom from self-consciousness on the mental and moral side; the ability of a child to put all his native initiative and enthusiasm into his work; the power to indulge his natural desire to learn; thus preserving joy in life and a confidence in himself which liberates all his energies for his work. He likes school and forgets that he is “learning”; for learning comes unconsciously as a by-product of experiences which he recognizes as worth while on their own account.
The following activities have been worked out at Fairhope as a substitute for the usual curriculum: physical exercise, nature study, music, hand work, field geography, story telling, sense culture, fundamental conceptions of number, dramatizations, and games. In the second class map drawing and descriptive geography are added, for reading is acquired, and the number work is modified by the knowledge of figures. Each lesson is planned as a concrete experience with a definite end in view, appealing to the child as desirable. As would be expected from the emphasis put upon following the development of the child, physical exercise plays an important part in the day’s work. It comes every day, during the regular school hours and usually in the first part of the morning while the children are fresh and energetic. For an hour the school is outdoors in a field the children call “the gym.” Bars, horses, etc., are scattered about, and there is some one there to help them try new things and see that the work is well balanced, but formal gymnastics in the accepted meaning of the term do not exist. Mrs. Johnson believes that the distaste of children is sufficient reason for doing away with them, and that, since the growing child is constantly seeking of his own accord opportunities to stretch and exercise his muscles, all the school needs to do is to supply the opportunity, seeing to it that this is not indulged to the point of harming the child. The children fall naturally into groups; those who want to swing on the bars and rings, those who want to climb, to jump, or run, or throw, etc. Running usually takes the form of races; a tree is used as a target in the stone throwing contests. The children themselves have invented games to use on the apparatus, and the hour in the “gym” is one of the busiest in the day. It leaves the children eager and stimulated for their mental work, since it has meant no overworking of one set of muscles, no dull repetition of meaningless movements at some one else’s command. Besides this regular time for exercise, the children may study outdoors, and many of the classes are conducted in the open air. Indoors there are games, handwork, and dramatizations, all of which contribute to the physical well-being of the children. There are no cramping desks, the pupil may sit where or how he pleases, or even move from place to place if he does not disturb his fellows. The classes go on in a room in which two groups, each of fifteen or more children, are working, and the necessary quiet and order exist.
(1) An hour a day spent in the “Gym.”
(2) The Gully is a favorite textbook.
(Fairhope, Ala.)
Nature study and field geography are conducted almost entirely out of doors. The children go into the fields and woods and look at the trees and flowers, ask questions about them, examine the differences in bark, leaves, and flowers, tell each other what they think, and use their books to answer questions that the trees and plants have suggested to them. They learn the meaning of the words pistils, stamens, and petals with flowers they have gathered, or watch a bee carrying pollen from plant to plant. Individual pupils are encouraged to tell the class what they may have learned at home, to bring flowers from their gardens, or to tell of things they have seen. The class visit a neighboring truck farm, recognize as many vegetables as they can, and learn the names and characteristics of the new ones. When they are back in the schoolroom those that can write make a list of all the vegetables they can remember, thus combining with their nature lesson a lesson in writing. There is a garden in the school grounds where the pupils learn to plow, rake, and plant, watch their seeds come up and grow and flower. In a little plot of ground that is their own, they observe all the phases in the cycle of plant life, and besides get the benefits of the moral training that comes from carrying through a piece of work that lasts several months and demands constant thought and care. This sort of work plays a large part in the curriculum of the younger children, for it seems to belong particularly to their world; to the world of definite concrete objects which they see about them every day, which they can handle and play with, and which consequently arouse their curiosity.
The field geography is conducted in much the same way. Even the very young children acquire a good idea of the different sorts of rock formations, of the action of the wind and rain, of river currents, by direct observation; if text-books
