come afterwards, to explain or amplify something the pupils have seen. The soil about the school is clay and after a rain the smallest stream furnishes excellent examples of the ways of rivers, erosions, watersheds, floods, or changing currents, while an explanation of tides or the Gulf Stream is made vital by a little trip to the Bay. A gully near the school building not only furnishes a splendid place for play but serves as a text-book in mountain ranges, valleys, and soil and rock formation. All this serves as an excellent foundation and illustration for the descriptive geography which comes later. The more advanced geography is principally commercial geography; and with the scientific background that the pupils have already obtained, the real significance of the relations between climates and crops, industries, exports and imports, and social conditions is much more likely to be understood.
The value of handwork is strongly emphasized at Fairhope, consistently with the emphasis put on physical growth. The little child must go on learning to coördinate with more and more skill his muscular movements if his body is to be developed to the highest standards of health and efficiency, and nothing contributes to this better than the controlled and rather delicate motions necessary for making things with the hands. The fact that he is making things gives just the stimulus the child needs to enable him to keep on at the task, to repeat over and over the same efforts of mind, hand, and eye, to give him real control of himself in the process. The benefits of handwork on the utilitarian side are just as great. The child learns how to use the ordinary tools of life, the scissors, knife, needle, plane, and saw, and gets an appreciation of the artists’ tools, paint and clays, which lasts the rest of his life. If he is a child with initiative and inventiveness he finds a natural and pleasant outlet for his energies. If he is dreamy or unpractical, he learns a respect for manual work, and gains something toward becoming a well-rounded human being. Boys and girls alike do cooking and carpentry work, for the object of the work is not to train them for any trade or profession, but to train them to be capable, happy members of society. Painting or clay modeling play quite as large a rôle, even with the little ones, as carpentry or sewing, providing they serve a purpose or are sufficiently connected with other work to hold the pupil’s interest. A sense of the beautiful is not consciously present in small children and must be developed through their handling of every-day objects if it is to become a real force in their lives. Therefore “art” is taught as part of the handwork, the story telling, the dramatization, or the nature study. The youngest children in clay modeling, painting, weaving paper mats, making paper or wooden toys, etc., are asked as much as possible to suggest things they want to make. With the acquisition of skill, they go on making more and more difficult objects; pupils of nine or ten make raffia baskets, boats, and dolls’ furniture.
The story telling and dramatization are very closely connected and (up to the age of about ten) take the place of the usual bookwork. Stories of literary value, suited in subject matter to the age of the pupils, are told or read to them, and they in turn are asked to tell stories they have heard outside of school. After the ninth or tenth year, when the children have learned to read, they read stories from books, either to themselves or aloud, and then the whole class discuss them. The Greek myths, the Iliad, and the Odyssey are favorites at this age, and very frequently without directions from the teacher, a class will act out a whole story, such as the Fall of Troy, or any tale that has appealed especially to their dramatic imagination. The school believes that this is the true way for young people to approach literature, if they are to learn to love and appreciate it, not simply to study the text for strange words and figures of speech. The pupils are not allowed to use books until the eighth or ninth year, and by this time they have realized so keenly their need, they beg for help in learning. The long, tiresome drill necessary for six-year-old children is eliminated. Each child is anxious to read some particular book, so there is little or no need to trap his attention, or to insist on an endless repetition. Mrs. Johnson believes also that it is better for the natural physical and mental development of the child, if learning to write and figure is put off as late as possible. Then pupils approach it with a consciousness of their real need for it, of the help it will be to them in their daily life. Their background of knowledge of things and skill acquired through handwork renders the actual processes of learning comparatively simple. Mrs. Johnson is convinced that a child who does not learn to read and write in her school until he is ten years old, is as well read at fourteen, and writes and spells as well as a child of fourteen in a school where the usual curriculum is followed.
The fundamental conception of number is taught orally. The smallest children begin by counting one another or the things about them. Then perhaps at the blackboard they will divide a line in half, then into three parts, then quarters. By means of objects or lines on the blackboard they next begin to add, to subtract, to take three-fourths, even to divide. The oral drill in this kind of work is constant, and the children become thoroughly familiar with the fundamental processes of arithmetic, before they can write a number or know the meaning of the addition or multiplication sign. Then when the time comes, at about the age of nine, to learn to write numbers, the drill is repeated by using the conventional signs instead of lines or objects. The school has found that this method does away with the usual struggles, especially in learning fractions and their handling. Long division and the other complicated processes are taught after the pupils can write well and easily, and no emphasis is put on formal analysis until repeated drill has made the children fairly familiar with, and proficient in, the process. Games and contests of all sorts invented by the individual teacher are used to make this drill interesting to the pupils.
Sense culture means the specific training of the child’s body and muscles to respond accurately to the desire to perform definite muscular or other sense acts; or more technically it means motor-sensory coördination. Besides the general training coming from handwork and physical exercise, special games are arranged to exercise the different senses. The youngest class does relatively most of this sense gymnastic. The whole class sits motionless and in absolute silence; some child tiptoes from his seat to another part of the room, and then with his eyes shut every other child tries to tell where he is; or one child says something and the others try to guess who it was, by the voice. To train the sense of touch, a blindfolded child is given some ordinary objects, and by touching them tries to recognize them. One of the favorite games of the whole school was invented to train muscular accuracy. Children of different ages, divided into groups, throw stones at a large tree in the yard. This game has all the zest of competition, while teaching the eye and hand to work together, and exercising the whole body. The unusual physical control of the Fairhope pupils is seen best in the carpenter shop, where even the youngest children work and handle full-sized tools, hammers, saws, and planes and do not hurt themselves. There is a foot power jig-saw in the shop and it is an instructive sight to see a child of seven, too small to work the pedal, holding his piece of wood, turning and shaping it in the saw without hurting himself.
The Fairhope pupils compare favorably with pupils in the ordinary public schools. When for any reason they make a change, they have always been able to work with other children of their age without extra effort; they are apt to be stronger physically and are much more capable with their hands, while they have a real love of books and study that makes them equally strong on the purely cultural side of their work. The organic curriculum has been worked out in detail and in use longest for the younger children, but Mrs. Johnson is convinced the principle of her work will apply equally well to high school pupils and is beginning an experiment with high school children. Under her direction the school has proved a decided success. Time and larger opportunities will undoubtedly correct the weak spots and discrepancies that are bound to appear while any school is in the experimental stage. The school has provided conditions for wholesome, natural growth in small enough groups for the teacher (as a leader rather than an instructor) to become acquainted with the weaknesses of each child individually and then to adapt the work to the individual needs. It has demonstrated that it is possible for children to lead the same natural lives in school that they lead in good homes outside of school hours; to progress bodily, mentally, and morally in school without factitious pressure, rewards, examinations, grades, or promotions, while they acquire sufficient control of the conventional tools of learning and of study of books—reading, writing, and figuring—to be able to use them independently.
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