What Is and What Might Be: A Study of Education in General and Elementary Education in ParticularHolmes, Edmond
Philosophy
What Is and What Might Be: A Study of Education in General and Elementary Education in Particular
Holmes, Edmond
Education
These instincts manifest themselves in various ways, but chiefly in
the direction that they give to that very serious occupation of young
children which we call play. It is clear, then, that if these
instincts are to be duly cultivated, the work of the school must be
modelled, as far as possible, on the lines which children, when at
play, spontaneously follow. This Egeria, with her inspired sagacity,
has clearly seen; and she has taken her measures accordingly. In
Utopia the school life of the child is all play,--play taken very
seriously, play systematised, organised, provided with ample
materials and ample opportunities, encouraged and stimulated in
every possible way. Each of the fundamental instincts that manifest
themselves in the child's play, and in doing so give a clear
indication of Nature's aims in the child's life, and of the
directions in which she wishes him to grow, is duly ministered to in
this school, the current that wells up in and through it being
skilfully guided into a suitable channel, and every obstacle to its
free development being carefully removed. But the guidance which
Egeria gives tends, as we shall see, to foster rather than fetter the
freedom of the child. When the current has been led into a suitable
channel, it is expected to shape its own further course, and even to
impose on itself the limits--the containing walls--which are needed
if its depth and strength are to be maintained.
Let us now consider each of the six instincts in turn, and see what
special steps Egeria takes to foster its growth.
(1) _The Communicative Instinct_.
Through this instinct the child goes out of himself into the lives of
other persons and other living things. The desire is in its essence
one for intercourse, for communion, for the interchange of thoughts,
of feelings, of experiences. The normal child is, as we all know, an
inveterate chatterbox; but he is also a rapt listener. If he desires,
as he certainly does, to tell others about himself, he desires, in no
less a degree, to hear about others, either from themselves, or from
those who are best able to tell him about them. The balance between
the two desires is well maintained by Nature; and it should be
carefully maintained by those who train the young, if the
communicative instinct as a whole is to make healthy growth.
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