Scientific Methods As Applied To Child Education In "the Children's Houses"

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lingering over the syllables as if I were calling from across the mountains. This voice, almost occult, seems to reach the heart and to call to the soul of the child. Each one as he is called, lifts his head, opens his eyes as if altogether happy, then rises, silently seeking not to move the chair, and walks on the tips of his toes, so quietly that he is scarcely heard. Nevertheless his step resounds in the silence, and amid the immobility which persists.
Having reached the door, with a joyous face, he leaps into the room, choking back soft outbursts of laughter. Another child may come to hide his face against my dress, another, turning, will watch his companions sitting like statues silent and waiting. The one who is called feels that he is privileged, that he has received a gift, a prize. And yet they know that all will be called, " beginning with the most silent one in all the room." So each one tries to merit by his perfect silence the certain call. I once saw a little one of three years try to suffocate a sneeze, and suc­ceed! She held her breath in her little breast, and re­sisted, coming out victorious. A most surprising effort!
This game delights the little ones beyond measure. Their intent faces, their patient immobility, reveal the enjoyment of a great pleasure. In the beginning, when the soul of the child was unknown to me, I had thought of showing them sweetmeats and little toys, promising to give them to the ones who were called, supposing that the gifts would be necessary to persuade the child to make the necessary effort. But I soon found that this was unneces­sary.
The children, after they had made the effort necessary to maintain silence, enjoyed the sensation, took pleasure in the silence itself. They were like ships safe in a tran­quil harbour, happy in having experienced something new,
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