As we close the series of talks upon Froebel's gifts and look back over the ground that has been covered, we see that a number of important subjects have been only lightly touched upon, while we have been altogether silent regarding others equally as vital. This is doubtless inevitable in any work upon the kindergarten which does not aim to be encyclopÆdic in character, but a few of the more serious omissions may be supplied before we close our consideration of the gifts and enter upon that of the occupations. First, then, a word on the subject of attention. Difficulty of holding Child's Attention. It is not uncommon, when discussing any exercises with kindergarten materials which require dictation or guidance, to hear complaints of the difficulty of holding the children's attention. It may generally be said, doubtless, that when little children fail to give attention it is because they are not interested, and if the teacher finds the majority of her pupils listless, indifferent, and vagrant-minded, she may reasonably conclude that something is amiss either with the subject or with her presentation Dr. George P. Brown in a late article on "Metaphysics and Pedagogics" That there is a danger here cannot be denied, but it is one which need hardly be considered at the kindergarten age, when that interest which comes from continued agreement between the work in hand and the child's inner wants is absolutely essential to the gaining of knowledge. Mr. W. N. Hailmann puts the whole matter in a nutshell when he says: "If the kindergartner has the penetration to discover these inner wants, and the skill to adapt the circumstances and her Language Teaching. The plays with the gifts open wide avenues for language teaching if conducted as Froebel intended. He says many wise things on this subject in his "Education of Man," and the following is of absolute application. "Our children will attain," he says, "to a far more fundamental insight into language, if we, when teaching them, connect the words more with the actual perception of the thing and the object.... Our language would then again become a true language of life, that is, born of life and producing life; while it threatens otherwise, by merely outward consideration, to become more and more dead." From the first the child should be led to voice his small observations on the gifts in clear language and in approximately complete sentences, After a little practice he will use a short sentence when comparing two objects, for instance, but as he naturally moves along the line of least resistance it is hardly to be expected that he will take the trouble to form complete sentences unless gently stimulated to do so. The stimulus must be gentle, however, and given at the right time, for any feeling that his words are criticised will lead him to self-repression, not expression. In gift work, too, he explains to the kindergartner what he is inventing, and for what purpose; he weaves gossamer threads of fancy about the objects constructed, or describes the forms of beauty and knowledge he has built by dictation. There is and should be constant interchange of conversation during the gift plays, and the kindergartner who directs them like a drill-sergeant, requiring her recruits only to be silent and obey, has entirely misconceived Froebel's idea. It is undeniably much easier for the teacher to do all the talking, the children serving as audience, but the ideal to be reached is that she shall Our language teaching, however, is not confined to the cultivation of greater powers of expression, for there is a direct gain in the child's vocabulary consequent upon his kindergarten experience. He absorbs many new words from his teachers, but many others he learns through his daily work and play, and these are his absolute possession,—the thing and the word together. An interesting series of experiments was once made in the San Francisco free kindergartens relative to the number of new words which the child had mastered and used easily and freely after three years in the child-garden. These included terms of dictation, geometrical terms, names of tools, colors, materials, plants, animals, buildings, and places, new and poetic words of songs, games, and stories, etc., and the experiments established the fact that the child's vocabulary was fully as great as that of his parents and decidedly more choice. Relation of Word to Object. It should be said here that there is great value to the child in learning to name things correctly from the very beginning. If the new word is a simple one, he can learn it with perfect ease, and then the object is properly labeled, so to speak, for future use. There is a distinction here as to age, which should be noted. Though with babies of three Value of Knowledge Gained by Individual Effort. One of the commonest errors in the kindergarten, as well as one of the most pernicious, is that of assisting the child too much in all his work. This is perhaps more universally true of the plays with the occupations than with the gifts, but even in the latter direction the practice is far too widespread. The kindergartner often forms his sentences for the child, over-directs him when he is matching colors, gives names to the objects he constructs without waiting for him to do so, moves his blocks, sticks, tablets, rings into more accurate position, changes his spacing when incorrect, rearranges his inventions, selects the colors for There is a thirdly, too, which is that the inaccurate work, the awkward designs, the unfortunate blending of colors which the little one inevitably makes at first, so offend her artistic eye that she trembles with eagerness to set them right, forgetting that by so doing she is imposing her superior taste upon the child and thereby failing to develop his. We shall never see this matter clearly, nor know how to bear with the crudity of the child's work, until we learn that the crudity is natural and therefore to be respected, and that it is in a sense beautiful after all, for it is a stage of being. This vice, for it is a vice, of assisting the child too much causes him to lose his own power of bravely and persistently overcoming difficulties, and makes him weak and dependent. It gives occasion for teachers to say, and apparently with justice, that kindergarten children need constant assistance in their school work, that they are That this is not true of all kindergarten children we know, but that it should be true of any is a disgrace to our interpretation of Froebel's system, which is, in reality, a very treasure-house of self-reliance, of self-development, and of independence of thought and action. Value of Interrelation in Kindergarten Work. One of the highest essentials of gift work is that it should not be isolated from other experiences of the child and concern itself merely with first principles of mathematics, with elements of construction, reproduction, and design, and with unrelated bits of knowledge. Froebel says in the motto to one of the poems in the "Mutter-Spiel und Kose-Lieder,"— "Whatever singly with a child you've played, Weave it together till a whole you've made. . . . . . . . . . . . . . . . . . . . . . . . . . . . "Thus it will dawn upon his childish soul: The smallest thing belongs to some great whole." And again,— "Silently cherish your Baby's dim thought, That Life in itself is as unity wrought." Nothing is more evident in all his writings, in his more formal works as well as in his autobiography, his volumes of letters and his reminiscences, than that his lifelong struggle was for unity in all things. He would have this unity Whether or not the necessity of correlation decreases as age increases we need not discuss here, but that there is absolute need of it in the kindergarten probably no one will deny. If a single aim does not unify the kindergarten day, (or month, or season), it will be a succession of scrappy experiences, of surface impressions, no one of which can be permanent, because it was slight by itself and received no reinforcement from others. Such instruction only serves to dissipate the mind, to blot out the dim feeling of unity inscribed there by its maker, and to render the child incapable and undesirous of binding his thoughts into a whole. It would be fruitless to suggest suitable subjects here, for if they do not, on the one hand, conform to the growing mind of the particular child or class of children, they may either arrest or overtax development, and if, on the other hand, they do not proceed from the kindergartner's insight into principle, it would be but "superstitious imitation" for her to follow them out. No manual, no guide-book, no treatise, no lecture, can supply the want of fine intelligence and judgment in all these matters, and not until the teacher "comprehends the genesis of any principle from deeper principles can she emancipate herself from even the hypnotic suggestion of the principle itself, and convert external authority into inward freedom." Effect of Froebel's Gifts on the Kindergartner. Although uninterested and uninitiated persons doubtless regard the various gifts of Froebel as very ordinary objects, made from commonplace materials, yet that this view of the matter is only a peep through a The outsider who glanced at the materials hastily would undoubtedly suppose them capable of only a limited number of changes and combinations, but the fact remains that every year kindergarten students invent hundreds of new forms with these simple, insignificant blocks and sticks and beans. How, then, does this change come about? How is it that the same student who once half-scorned the gifts, now, upon the completion of her course of training, looks upon them with affection, admiration, and respect? It is that her eyes have been opened, and whereas she was blind, now she Effect of Froebel's Gifts upon the Child. The effect of Froebel's gifts upon the child has been shown directly and indirectly through the entire series of talks, and need not now be recapitulated. If they are wisely presented and wisely conducted, "inward and outward, the limits of their influence and scope lie in infinity." Froebel says in one of his letters: "No one would believe, without seeing it, how the child-soul—the child-life—develops when treated as a whole, and in the sense of forming a part of the great connected life of the world, by some skilled kindergartner,—nay, even by one who is only simple-hearted, thoughtful, and attentive; nor how it blooms into delicious harmonies like a beautifully tinted flower. Oh, if I could only shout aloud with ten thousand lung-power the truth that I now tell you in silence. Then would I make the ears of a hundred thousand men ring with it! What keenness of sensation, what a soul, what a mind, what force of will and active energy, what dexterity and skill of muscular movement and of perception, and what calm and patience will not all these things call out in the children." FOOTNOTES"But as he grows he gathers much, And learns the use of 'I' and 'me,' And finds 'I am not that I see, And other than the things I touch.' "So rounds he to a separate mind From whence clear memory may begin, As through the frame that binds him in His isolation grows defined." "Color cannot be abstracted from that which gives it vitality,—i. e., Form,—from which it cannot be abstracted without rendering the color flat and meaningless." (Geo. L. Schreiber.) "The child wishes to discover the inside of the thing, being urged to this by an impulse he has not given to himself,—the impulse which, rightly recognized and rightly guided, seeks to know God in all his works.... Where can the child seek for satisfaction of his impulse to research but from the thing itself?"—Friedrich Froebel, Education of Man. "Towers, pyramids, up, up, connecting themselves with something high, voicing aspiration." "Complete toys hinder the activity of children, encourage laziness and thoughtlessness, and do them more harm than can be told. The active tendency in them turns to the distortion of what is complete, and so becomes destructive." "Any fusing together of lessons, work, and play, is possible only when the objects with which the child plays allow room for independent mental and bodily activity, i. e., when they are not themselves complete in the child's hand. Had man found everything in the world fixed and prepared for use; had all means of culture, of satisfaction for the spiritual and material wants of his nature, been ready to his hand, there would have been no development, no civilization of the human race." "What we are really seeking is the meaning and the word. One is of no value without the other in the education of the child. There is no such thing as a valuable observation and investigation of natural objects without language in which to embody the results at every step." (Geo. P. Brown.) Report on Correlation of Studies by Committee of Fifteen. With annotations by Geo. P. Brown. THE BIRDS' CHRISTMAS CAROL. Illustrated. Square 12mo, boards, 50 cents. THE STORY OF PATSY. Illustrated. Square 12mo, boards, 60 cents. A SUMMER IN A CAÑON. A California Story. Illustrated. 16mo, $1.25. TIMOTHY'S QUEST. A Story for Anybody, Young or Old, who cares to read it. 16mo, $1.00. The Same. New Holiday Edition. Illustrated. Crown 8vo, $1.50. THE STORY HOUR. A Book for the Home and Kindergarten. By Mrs. Wiggin and Nora A. Smith. Illustrated. 16mo, $1.00. CHILDREN'S RIGHTS. By Mrs. Wiggin and Nora A. Smith. A Book of Nursery Logic. 16mo, $1.00. A CATHEDRAL COURTSHIP AND PENELOPE'S ENGLISH EXPERIENCES. Illustrated. 16mo, $1.00. POLLY OLIVER'S PROBLEM. Illustrated. 16mo, $1.00. THE VILLAGE WATCH-TOWER. 16mo, $1.00. FROEBEL'S GIFTS. By Mrs. Wiggin and Nora A. Smith. 16mo. HOUGHTON, MIFFLIN & CO. |