This is the continuation of the essay from Study of Child Life (1907). To read from the beginning go to Part 1.
1. Freedom is the first essential, and here the child of poverty often has the advantage of the child of wealth. There are few things in the poverty-stricken home too good for him to play with; in its narrow quarters, he becomes, perforce, a part of all domestic activity. He learns the uses of household utensils, and his play merges by imperceptible degrees into true, healthful work.
In the home of wealth, however, there is no such freedom, no such richness of opportunity. The child of wealth has plenty of toys, but few real things to play with. He is shut out of the common activity of the family, and shut in to the imitation activity of his nursery.
Froebel insists upon the importance of the child’s dress being loose, serviceable, and inconspicuous, so that he may play as much as possible without consciousness of the restrictions of dress. The playing child should also have, as we have noticed in the first section, the freedom of the outside world. This does not mean merely that he should go out in his baby-buggy, or take a ride in the park, but that he should be able to play out-of-doors, to creep on the ground, to be a little open-air savage, and play with nature as he finds it.
2. Sympathy is much more likely to rise spontaneously in the mother’s breast for the child’s troubles than for the child’s joys. She will stop to take him up and pet him when he is hurt, no matter how busy she is, but she too often considers it waste of time to enter into his plays with him; yet he needs sympathy in joy as much as in sorrow. Her presence, her interest in what he is doing, doubles his delight in it and doubles its value to him. Moreover, it offers her opportunity for that touch and direction now and then, which may transform a rambling play, without much sequence or meaning, into a consciously useful performance, a dramatization, perhaps, of some of the child’s observations, or an investigation into the nature of things.
3. Right Material. Even given freedom and sympathy, the child needs something more in order to play well: he needs the right materials. The best materials are those that are common to him and to the rest of the world, far better than expensive toys that mark him apart from the world of less fortunate children. Such toys are not in any way desirable, and they may even be harmful. What he needs is various simple arrangements of the four elements—earth, air, fire and water.
Earth. The child has a noted affinity for it, and he is specially happy when he has plenty of it on hands, face, and clothes. The love of mud-pies is universal; children of all nationalities and of all degrees of civilization delight in it. No activity could be more wholesome.
Next to mud comes sand. It is cleaner in appearance and can be brought into the house. A tray of moistened sand, set upon a low table, should be in every nursery, and the sand pile in every yard.
Clay is more difficult to manage indoors, because it gets dry and sifts all about the house, but if a corner of the cellar, where there is a good light, can be given up for a strong table and a jar of clay mixed with some water, it will be found a great resource for rainy days. Clay-modeling is an excellent form of manual training, developing without forcing the delicate muscles of the fingers and wrists, and giving wide opportunity for the exercise of the imagination.
Earth may be played with in still another way. Children should dig in it; for all pass through the digging stage and this should be given free swing. It develops their muscles and keeps them busy at helpful and constructive work. They may dig a well, make a cave, or a pond, or burrow underground and make tunnels like a mole. Give them spades and a piece of ground they can do with as they like, dress them in overalls, and it will be long before you are asked to think of another amusement for them.
In still another way the earth may be utilized, for children may make gardens of it. Indeed, there are those who say that no child’s education is complete until he has had a garden of his own and grown in it all sorts of seeds from pansies to potatoes. But a garden is too much for a young child to care for all alone. He needs the help, advice, and companionship of some older person. You must be careful, however, to give help only when it is really desired; and careful also not to let him feel that the garden is a task to which he is driven daily, but a joy that draws him.
The Air. The next important plaything is the air. The kite and the balloon are only two instruments to help the child play with it. Little windmills made of colored paper and stuck by means of a pin at the end of a whittled stick, make satisfactory toys. One of their great advantages is that even a very young child can make them for himself. Blowing soap-bubbles is another means of playing with air. By giving the children woolen mittens the bubbles may be caught and tossed about as well as blown.
Water. Perhaps the very first thing he learns to play with is water. Almost before he knows the use of his hands and legs he plays with water in his bath, and sucks his sponge with joy, thus feeling the water with his chief organs of touch, his mouth and tongue. A few months later he will be glad to pour water out of a tin cup. Even when he is two or three years old, be may be amused by the hour, by dressing him in a woolen gown, with his sleeves rolled high, and setting him down before a big bowl or his own bath-tub half full of warm water. To this may be added a sponge, a tin cup, a few bits of wood, and some paper. When he is older—past the period of putting everything in his mouth—he may be given a few bits of bright ribbons, petals of artificial flowers, or any bright colored bits of cloth which can color the water.
Children love to sprinkle the grass with the hose or to water the flowers with the sprinkling can. They enjoy also the metal fishes, ducks, and boats which may be drawn about in the water by means of a magnet. Presently they reach the stage when they must have toy-boats, and next they long to go into real boats and go rowing and sailing. They want to fish, wade, swim, and skate.
Some of those pastimes are dangerous, but they are sure to be indulged in at some time or other, with or without permission. There never grew a child to sturdy manhood who was successfully kept away from water. The wise mother, then, will not forbid this play, but will do her best to regulate it, to make it safe. She will think out plans for permitting children to go swimming in a safe place with some older person. She will let them go wading, and at holiday time will take them boat-riding. If she permits as much activity in these respects as possible, her refusal when it does come will be respected; and the child will not, unless perhaps in the first bitterness of disappointment, think her unfriendly and fussy. Above all, he is not likely to try to deceive her, to run off and take a swim on the sly, and thus fall into true danger.
Fire is another inevitable plaything. Miss Shinn reports that the first act of her little niece that showed the dawn of voluntary control of the muscles was the clinging of her eyes to the flame of a candle, at the end of the second week. The sense of light and the pleasure derived from it is of the chief incentives to a baby’s intellectual development. But since fire is dangerous the child must be taught this fact as quickly and painlessly as possible. For instance, show that the lamp globe is hot. It is not hot enough to injure him, but quite hot enough to be unpleasant to his sensitive nerves. Put your own hand on the lamp and draw it away with a sharp cry, saying warningly, “Hot, hot!” Do not put his hand on the lamp, but let him put it there himself and then be very sympathetic over the result. Usually one such lesson is sufficient. Only do not permit yourself to call everything hot which you do not want him to touch. He will soon discover that you are untruthful and will never again trust you so fully.
Under proper regulations, however, fire may be played with safely. Bonfires with some older person in attendance are safe enough and prevent unlawful bonfires in dangerous places. The rule should be that none of the children may play with fire except with permission; and then that permission should be granted as often as possible that the children may be encouraged to ask for it. A stick smoldering at one end and waved about in circles and ellipses is not dangerous when elders are by, but it is dangerous if played with on the sly. Playing with fire on the sly is the most dangerous thing a child can do, and the only way to prevent it is to permit him to play with fire in the open. A beautiful game can be made from number of Christmas tree candles of various colors and a bowl of water. The candles are lighted and the wax dropped into the water, making little colored circles which float about. These can be linked together such a fashion as to form patterns which may be lifted out on sheets of paper.
The magic lantern is an innocent and comparatively cheap means of playing with light. If it is well taken care of and fresh slides added from time to time it can be made a source of pleasure for years. Jack-o’-lanterns are great fun, and when pumpkins are not available, oranges may be used instead.
Besides these elemental playthings the child gets much valuable pleasure out of the rhythmic use of his own muscles. All such plays Plato thought should be regulated by music, and with this Froebel agreed, but in the household this is often impossible. The children must indulge in many movements when there is no one about who has leisure to make music for them. Still, when they come to the quarrelsome age, a few minutes’ rhythmic play to the sound of music will be found to harmonize the whole group wonderfully. For this purpose the ordinary hippity-hop, fast or slow according to the music, is sufficient. It is as if the regulation of the body to the laws of harmony reacted upon minds and nerves. Such an exercise is particularly valuable just before bed-time. The children go to sleep then with their minds under the influence of harmony and wake in the morning inclined to be peaceful and happy.
A book of Kindergarten songs, such as Mrs. Gaynor’s “Songs of the Child World” and Eleanor Smith’s “Songs for the Children,” ought to be in every household, and the mother ought to familiarize herself with a dozen or so of these perfectly simple melodies. Of course the children must learn them with her. When once this has been done she has a valuable means of amusing them and bringing them within her control at any time. She may hum one of the songs or play it. The children must guess what it is and then act out their guess in pantomime, so that she can see what they mean. Perhaps it is a windmill song; their arms fly around and around in time to the music, now fast, now slow. Perhaps it is a Spring song; the children are birds building their nests. Other songs turn them into shoemakers, galloping horses, or soldiers.
Dramatic plays, whether simple, like this, or elaborate, are, as Goethe shows in Wilhelm Meister, of the greatest possible educational advantage. In them the child expresses his ideas of the world about him and becomes master of his own ideas. He acts out whatever he has heard or seen. He acts out also whatever he is puzzling about, and by making the terms of his problem clear to his consciousness usually solves it.
As for dancing, Richter exclaims:
“I know not whether I should most deprecate children’s balls or most praise children’s dances. For the harmony connected with it (dancing) imparts to the affections and the mind that material order which reveals the highest, and regulates the beat of the pulse, the step, and even the thought. Music is the meter of this poetic movement, and is an invisible dance, as dancing is a silent music. Finally, this also ranks among the advantages of his eye and heel pleasure; that children with children, by no harder canon than the musical, light as sound, may be joined in a rosebud feast without thorns or strife.”
The dances may be of the simplest kind, such as “Ring Around a Rosy,” “Here We Go, To and Fro,” “Old Dan Tucker” and the “Virginia Reel.” The old-fashioned singing plays, such as “London Bridge,” “Where Oats, Peas, Beans, and Barley Grow,” and “Pop Goes the Weasel” have their place and value. Several collections of them have been made and published, but usually quite enough material may be found for these plays in the memories of the people of any neighborhood.
All these plays, it will be noticed, call for very simple and inexpensive apparatus, in most cases for no apparatus at all. Nevertheless there is a place for toys. All children ought to have a few, both because of the innocent pleasure they afford and because they need to have certain possessions which are inalienably their own. A simple and inexpensive list of suitable toys adapted to various ages is given at the end of this section. Most of them are exactly the toys that parents usually buy. But it will be noticed that none of them are very elaborate or expensive.
List of Toys Suitable for Various Ages
- Ball, rubber ring, soft animals and rag dolls ……… Before 1 year
- Blocks and Bells ……………………………………… 1 year
- Small chair and table ………………………………1 1/2 years
- Noah’s Ark ………………………………………….. 2 years
- Picture books ……………………………………….. 2 years
- Materials and instruments ………………………… 2 to 3 years
- Carts, stick-horses, and reins ………………… 2 1/2 to 3 years
- Boats, ships, engines, tin or wooden animals, dolls, dishes, broom, spade, sand-pile, bucket, etc ……………. 3 years
- Hoop, games and story books …………………………… 5 years
Article by Aadel Bussinger
Aadel has been married to her career Army man for 13 years and they have 2 daughters and a freshly made son. She is a homeschooling mom, volunteer, and online college student. Her hobbies include cooking, organic gardening, sewing, and crocheting. She blogs about their military, unschooling life at These Temporary Tents.
Aadel has written 86 awesome articles for Natural Family Today.