EXPRESSION by Frederick Griggs

Pacific Press Publishing Company · Oakland, California · Oct 16, 1901

FromSigns of the Times, Vol. 27, No. 42.

EXPRESSION

By Frederick Griggs

“Whatsoever thy hand findeth to do, do it with thy might.”

KNOWLEDGE is of very little value unless one can give it expression or tell what he knows. Indeed, it may be questioned, and rightfully too, whether a child really knows a thing unless he can tell it. It certainly is not stating it too strongly to say that knowledge is greatly enhanced by a clear and concise statement of what is known. This statement tends at once to deepen the impression already made. Expression and impression are complements of each other. To recognize this, one has only to recall some argument in which, when he began to talk, he was not certain as to the tenability of the position which he was maintaining; but before he had discussed it very long, he was certain of the right of his position in the argument.

Now expression does not consist alone of oral and written language. While these modes may be considered as, perhaps, the most important, yet gesture, making and modeling, painting, drawing, and music have far more value than is ordinarily attached to them.

There are three methods of studying an object; namely, the study of the object itself, the study of the object by some means which partially symbolizes it, as pictures and objects illustrating it, or words having sounds imitating those made by the object; and third, the study of the object by symbols only, as hearing and reading language. These methods of studying an object, result in forming a mental picture or concept which is more or less complete.

Expression in the broadest sense is producing externally a thing which corresponds to the internal object or concept. There are two reasons for this expression: first, to make the mental picture clearer and more vivid; and second, to give this picture to others. It naturally follows that the clearer the concept, the more fully can it be given to others; and thus it becomes of more value to the individual possessing it, and to others.

Making is the most definite and thorough mode of expression. It involves the use of all senses, and is therefore of great value in the education of a child. The power to do, to work, and to accomplish an undertaking, is one of the most important in the character of an individual. This mode of expression, involving the use of all the senses as it does, is of great value in an ethical sense, tending to develop a strong character in giving an individual the power to accomplish an undertaking. This mode can be employed to great advantage in the study of nature. Throughout many subjects, the benefit derived from their study is greatly increased by having many pieces of apparatus made to be used in the study. Little children have a natural desire to make. This should never be repressed. Encourage it continually by assisting the child in a judicious manner in what he is making. Making is greatly hindered by the peculiar and various properties of the materials employed, such as stone, glass, iron, and wood. The difficulties in this direction are so great that most children lose their God-given power to make, because they can not overcome them. Here is where the help of the parent and teacher are necessary. A little assistance given at the right time and in the proper manner, will often turn the child in the direction of acquiring ability in this means of expression, and thus give him the active element of character.

Modeling is most closely related to making, differing largely and perhaps wholly in the matter of size. An object may be modeled many times larger or smaller than the object itself. It involves, however, the use of sand, clay, and other substances which are capable of being molded into definite shapes. The material used in modeling may be of such a character as to reduce the difficulties experienced in wood, iron, etc., though it often involves them. Here, as in making, however, the same difficulties exist in the formation of curved and plane surfaces. But modeling is of greater value in nature study than making, because it can be used in representing irregular forms, such as roots in botany, and surfaces as in geography. I have spoken of these two modes of expression thus fully because I regard them as particularly adapted to develop the love for work. Something is wrought out, accomplished, that the child can see and feel. The making of a snow-man shows the love of the child in the direction of making and modeling.

Drawing is a mode of expression which tends to give the child a good concept of form. Painting differs from it most largely in involving the idea of color. Form and color are involved in every object. We live in a world of beauty, and love for this beauty should be given the child. Give him the pencil, the paint and brush, and continually encourage him in using them. Water paints are very inexpensive. God has given us so much of beauty in the world, when He might have made it of one leaden color; and we can but honor this gift of His by learning to love and enjoy it. Great assistance can be given the little child even tho the parent or teacher feels, and perhaps is, very incompetent in this matter. Point out the varieties of form and color, and study with him as to their reproduction. By doing this, the Word of God in saying that children are a blessing will be proved; for a deeper love for God’s beautiful works can not but be felt by the instructor.

There yet remains of the modes of expression, oral and written language, and gesture. It is, perhaps, not necessary to speak of these farther than to call attention to their importance in nature study. Very much of the work which children ordinarily do in these modes of expression is meaningless to them, because it is not connected with their life experiences. They read selections, the meaning of which they do not understand. They declaim or recite selections of much the same character. As for using gesture in their reading work, that is a thing quite unthought of; and such gesture as is used, is used in recitation, and then only in an automatic manner. If the child is encouraged to tell what he has seen in nature, and when he comes to a proper age, to write about his observations, and not only encouraged but assisted, it follows naturally that gesture will result, and that it will be natural gesture. As these three modes of expression depend upon freedom, it is always wise not to correct so much that all spontaneity is repressed. Let the child tell his story in his own way, and let such suggestions as are necessary, be nearly always introduced incidentally. This can be done very easily, by asking some questions, or repeating what the child has said, in a way to introduce correctly the sentences that have been used improperly, and to give force to those parts of the story that are weak.

In articles which may follow, I desire to consider some of the various fields of nature study very briefly. Not simply from the point of instructing or entertaining in the articles themselves, but to assist in creating a love for the study of God’s works, so that these may be of permanent benefit in giving to the student an increased power to do a useful work. To accomplish this, I believe these principles to be of great assistance.

FREDERICK GRIGGS.

So. Lancaster, Mass.