this? Let's follow a recipe in a cook-book." The teacher asked the children where the recipe came from, and the conversation showed that if they simply followed this they would not understand the reasons for what they were doing. They were then quite willing to go on with the experimental work. To follow that work will, indeed, give an illustration of just the point in question. Their occupation happened that day to be the cooking of eggs, as making a transition from the cooking of vegetables to that of meats. In order to get a basis of comparison they first summarized the constituent food elements in the vegetables and made a preliminary comparison with those found in meat. Thus they found that the woody fiber or cellulose in vegetables corresponded to the connective tissue in meat, giving the element of form and structure. They found that starch and starchy products were characteristic of the vegetables, that mineral salts were found in both alike, and that there was fat in both -- a small quantity in vegetable food and a large amount in animal. They were prepared then to take up the study of albumen as the characteristic feature of animal food, corresponding to starch in the vegetables, and were ready to consider the conditions requisite for the proper treatment of albumen -- the eggs serving as the material of experiment
They experimented first by taking water at various temperatures, finding out when it was scalding, simmering, and boiling hot, and ascertained the effect of the various degrees of temperature on the white of the egg. That worked out, they were prepared, not simply to cook eggs, but to understand the principle involved in the cooking of eggs. I do not wish to lose sight of the universal in the particular incident. For the child simply to desire to cook an egg, and accordingly drop it in water for three minutes, and take it out when he is told, is not educative. But for the child to realize his own impulse by recognizing the facts, materials and conditions involved, and then to regulate his impulse through that recognition, is educative. This is the difference, upon which I wish to insist, between exciting or indulging an interest and realizing it through its direction.
Another instinct of the child is the use of pencil and paper. All children like to express themselves through the medium of form and color. If you simply indulge this interest by letting the child go on indefinitely, there is no growth that is more than accidental. But let the child first express his impulse, and then through criticism, question, and suggestion bring him to consciousness of what he has done, and what he needs to do, and the result is quite different. Here, for example, is the work of a seven-year-old child. It is not average work, it is the best work done among the little children, but it illustrates the particular principle of which I have been speaking. They had been talking about the primitive conditions of social life when people lived in caves. The child's idea of that found expression in this way: the cave is neatly set up on the hill side in an impossible way. You see the conventional tree of childhood; a vertical line with horizontal branches on each side. If the child had be-en allowed to go on repeating this sort of thing day by day, he would be indulging his instinct rather than exercising it. But the child was now asked to look closely at trees, to compare those seen with the one drawn, to examine more closely and consciously into the conditions of his work. Then he drew trees from observation.
Finally he drew again from combined observation, memory, and imagination. He made again a free illustration, expressing his own imaginative thought, but controlled by detailed study of actual trees. The result was a scene representing a bit of forest; so far as it goes, it seems to me to have as much poetic feeling as the work of an adult, while at the same time its trees are, in their proportions possible ones, not mere symbols.
If we roughly classify the impulses which are available in the school, we may group them under four heads. There is the social instinct of the children as shown in conversation, personal intercourse, and communication. We all know how self-centered the little child is at the age of four or five If any new subject is brought up, if he says anything at all, it is: "I have seen that;" or, "My papa or mamma told me about that." His horizon is not large; an experience must come immediately home to him, if he is to be sufficiently interested to relate it to others and seer; theirs in return. And yet the egoistic and limited interest of little children is in this manner capable of infinite expansion. The language instinct is the simplest form of the social expression of the child. Hence it is a great, perhaps the greatest of all educational resources.
Then there is the instinct of making -- the constructive impulse. The child's impulse to do finds expression first in play, in movement, gesture, and make-believe, becomes more definite, and seeks outlet in shaping materials into tangible forms and permanent embodiment. The child has not much instinct for abstract inquiry. The instinct of investigation seems to grow out of the combination of the constructive impulse with the conversational. There is no distinction between experimental science for little children and the work done in the carpenter shop. Such work as they can do in physics or chemistry is not for the purpose of making technical generalizations or even arriving at abstract truths. Children simply like to do things, and watch to see what will happen. But this can be taken advantage of, can be directed into ways where it gives results of value, as well as be allowed to go on at random.
And so the expressive impulse of the children, the art instinct, grows also out of the communicating and constructive instincts. It is their refinement and full manifestation. Make the construction adequate, make it full, free, and flexible, give it a social motive, something to tell, and you have a work of art. Take one illustration of this in connection with the textile work -- sewing and weaving. The children made a primitive loom in the shop; here the constructive instinct was appealed to. Then they wished to do something with this loom, to make something. It was the type of the Indian loom, and they were shown blankets woven by the Indians. Each child made a design kindred in idea to those of the Navajo blankets, and the one which seemed best adapted to the work in hand was selected. The technical resources were limited, but the coloring and form were worked out by the children. The example shown was made by the twelve-year-old children. Examination shows that it took patience, thoroughness, and perseverance to do the work. It involved not merely discipline and information of both a historical sort and the elements of technical design, but also something of the spirit of art in adequately conveying an idea.
One more instance of the connection of the art side with the constructive side. The children had been studying primitive spinning and carding, when one of them, twelve years of age, made a picture of one of the older children spinning. Here is another piece of work which is not quite average; it is better than the average. It is an illustration of two hands and the drawing out of the wool to get it ready for spinning. This was done by a child eleven years of age. But, upon the whole, with the younger children especially, the art impulse is connected mainly with the social instinct -- the desire to tell, to represent. Now, keeping in mind these fourfold interests -- the interest in conversation or communication; in inquiry, or finding out things; in making things, or construction; and in artistic expression -- we may say they are the natural resources, the uninvested capital, upon the exercise of which depends the active growth of the child. I wish to give one or two illustrations, the first from the work of children seven years of age. It illustrates in a way the dominant desire of the children to talk, particularly about folks end of things in relation to folks. If you observe little children, you will find they are interested in the world of things mainly in its connection with people, as a background and medium of human concerns. Many anthropologists have told us there are certain identities in the child interests with those of primitive life. There is a sort or natural recurrence of the child mind to the typical activities of primitive peoples; witness the hut which the boy likes to build in the yard, playing hunt, with bows, arrows, spears, and so on. Again the question comes: What are we to do with this interest -- are we to ignore it, or just excite and draw it out? Or shall we get hold of it and direct it to something ahead, something better? Some of the work that has been planned for our seven-year-old children has the latter end in view -- to utilize this interest so that it shall become a n. ens of seeing the progress of the human race. The children begin by imagining present conditions taken away until they are in contact with nature at first hand. That takes them back to a hunting people, to a people living in caves or trees and getting a precarious subsistence by hunting and fishing. They imagine as far as possible the various natural physical conditions adapted to that sort of life; say, a hilly, woody slope, near mountains and a river
