production
of hours of overtime, might well be the ordinary outcome of work both at
school and at home--and thus a motive for leisure is naturally supplied
and probably a hobby initiated.

It is profitable sometimes to group the subjects of experience in order
to preserve balance. All getting of experience is active, but some kinds
more obviously than others. Undoubtedly in hearing stories and poetry,
in watching a snail or a bee, in listening to music, the activity is
mental rather than physical and assimilation of ideas is more direct; in
discovering experiences by means of construction, expression, experiment
or imitation, assimilation is less direct but often more permanent and
secure. Froebel discriminates between impression and expression, or
taking in and giving out, and although he constantly emphasised that the
child takes in by giving, it is convenient to recognise this
distinction. Another helpful grouping is the more objective one. Some
subjects refer more particularly to human conduct, the enlargement of
experiences of human beings, and the building up of the ideal: these are
literature, music, history and geography; others refer to life other
than that of human beings, commonly known as nature study and science;
others to the properties of inanimate things, and to questions
throughout all life of measurement, size and force--this is known as
mathematics; others of the life behind the material and the spiritual
world--this is known as religion.

CHAPTER XX

GAINING EXPERIENCE THROUGH FREEDOM

"The atmosphere of freedom is the only atmosphere in which a
child can gain experiences that will help to develop
character."

The principle of Freedom underlies all the activities of the school and
does not refer to conduct simply; intellectual and emotional aspects of
discipline are too often ignored and we have as a product the
commonplace, narrow, imitative person, too timid or too indolent to
think a new thought, or to feel strongly enough to stand for a cause.
Self-control is the goal of discipline, but independent thinking,
enthusiasm and initiative are all included in the term.

It will be well to discriminate between the occasions, both in the
Nursery School and in the transition and junior classes, when a child
should be free to learn by experience and when he should be controlled
from without. We shall probably find occasions which partake of the
nature of each.

The Nursery