GENERAL REMARKS ON THE GIFTS

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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 of it. The child is as yet too young to command his mental powers and "drive himself on by his own self-determination," and if we enforce an attention which he gives through fear, we lose the motive power of interest which Froebel sought to utilize in the plays of the kindergarten.

Dr. George P. Brown in a late article on "Metaphysics and Pedagogics"[81] says, "Every one admits that there is much that must be done by the child in his elementary education which is a task, for the reason that his ideas of its worth to himself cannot be sufficiently appreciated to arouse a lively and impelling interest in the doing of it," and he adds, "Garfield once complained that he had done so long those things in which he was interested that he was losing his power to do that which did not interest him, which suggests the danger of relying entirely upon interest as an incentive to learn."

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 own purposes to these, she will find it easy to secure and hold the child's attention. Without this penetration and skill, all else is unavailing. She may sing and cajole herself into hoarseness, she may smile and gesticulate herself into a mild sort of tarantism, or freeze herself at one end of the table into a statue of Suppressed Reproach,—if the instruction or dictation has no natural connection with the purposes of the children, these will remain uninterested or bored victims of her ill-directed enthusiasm."

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."[82]

From the first the child should be led to voice his small observations on the gifts in clear language and in approximately complete sentences, brief though they be. He can as easily say, "I would like a blue ball, please," if asked what color he prefers, as to jerk out a monosyllabic "Blue!"

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.[83]

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 be the audience herself, or rather the chairman of the meeting, guiding the conversation, asking suggestive questions, and making wise comments.

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.[84] Familiar names are sometimes used in the kindergarten when the correct term would be quite as easy to pronounce. This practice often arises from a false conception of symbolism, and is continued with an idea that it is pleasing to the child. Sometimes the pseudonyms are absolutely misleading, as in the frequent speaking of squares as boxes, which must, of course, confuse the child as to the real nature of a plane. There are many cases where the geometrical name of a form can easily be taught if it is given after the object is clearly understood.[85]

There is a distinction here as to age, which should be noted. Though with babies of three years it is not only delightful, but necessary, to use objects symbolically, to give play-names to the lines they make, etc., with older children who are nearing the age of school instruction and therefore passing away from the "sense relations of things," it is just as essential to begin a more scientific nomenclature.

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.[86]

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 his parquetry work,—and all for what reasons? Primarily, to produce a better effect, it is probable, glorying in the consciousness that the work on every child's table is exactly right, and blind to the truth that uniformity must always be mechanical; and secondarily, to quiet her own feeling of impatience, which sometimes comes from nervous exhaustion and sometimes from an over-eagerness to get a quantity of work done regardless of the method by which it is obtained.

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 always crying out for help, and seem incapable of taking a step alone.

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 expressed in simple concrete form in the kindergarten by a complete interrelation of all the activities of the child; and the gifts as "outward representations of his internal mental world" may be trusted to furnish us with an absolute test as to how far we are carrying out this principle in our teaching.

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.[87] What the subjects should be, around which the child's mental, physical, and spiritual activities may crystallize, furnishes a fruitful field for discussion; but, above all, they should be vital ones, for, as Miss Blow says, "Serious injury may be done the mind by developing concentric exercises which belong not to the centre, but the circumference of thought."

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."[88]

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 pin-hole is abundantly proven by their effect on the kindergartner. Those of us who have seen successive groups of young women in training-classes approach the first few gifts have noted that interest is commonly mingled at first with a slight surprise that the objects should be considered worthy of so much study, while underneath lies a half-concealed amusement at the simple forms produced. Yet this attitude of mind endures but for a season, for as soon as the gifts are studied and used practically, it is seen that they contain possibilities of indefinite expansion. When they are looked at through the glasses of imagination, it is wonderful how large they appear, and when one has toiled long hours to invent some sequence with them, one wonders at the reality and fascination of the forms produced.

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 sees. Her imagination has been awakened, her literary instinct has been stirred, and she has come to look at things in the child way, which is always the poetic way.

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."[89] It is not that we regard the connected series of gifts as inspired, nor as incapable of improvement, for it may be that as our psychological observations of children grow wiser, more sympathetic, and more subtle, we shall see cause to make radical changes in the objects which are Froebel's legacy to the kindergarten. This we may do, but we can never improve upon the motherly tenderness of spirit with which they were devised by the great pioneer of child-study, nor upon the philosophic insight which based them on the universal instincts of childhood.


FOOTNOTES

[1] "The string unites the ball, symbol of the outer world, with the child, and is the means by which it can act upon his inner nature." (E. G. Seymour.)[2] "The Egyptians and the Greeks hung geometrical forms over their cradles, so as to strike the eyes of the child with lawful relations. Froebel introduces colored balls for the same purpose, which, considering the psychological and emotional condition of the child, leads to the joyful conception of motion, color, and life." (Emma Marwedel.)[3] "Suppose, e. g., that the child, by dint of repeated and varied playing with the blue ball of the first gift, has succeeded in getting a tolerably clear notion of the blue ball. If then you bring the yellow ball to his notice, his mind will be led to examine more closely and to compare the two playthings, resembling each other so fully in every respect, yet differing so widely in color. The other balls of the gift are introduced in judicious succession, offering new yet milder contrasts: these reconcile, combine, the contrasts first offered; they are aided in this by the colors of surrounding objects. The child begins to feel that these color impressions, however widely they differ, have a similar source; he is connecting the contrasts, and as he succeeds in this, he succeeds, too, in separating, abstracting, the ball from its color." (W. N. Hailmann.)[4]

"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."

Tennyson's In Memoriam.[5] Many suggestions for the use of the ball in the nursery may be found in Froebel's Pedagogics of the Kindergarten, translated by Josephine Jarvis.[6] See Kindergarten Chimes (Kate D. Wiggin), pages 22-32, Oliver Ditson Publishing Co.[7] "The infant begins to examine forms from the commencement of his existence; for without this knowledge it is doubtful if he could distinguish one object from another, or even be aware of an external world. Gradually he begins to know objects apart and to recognize them, and in time discerns resemblances which cause him to classify them."—W. W. Speer's Form Lessons.[8] Conrad Diehl's Elements of Ornamentation and Color.[9] Education, page 130.[10] "That priority of color to form which, as already pointed out, has a psychological basis, and in virtue of which psychological basis arises this strong preference in the child, should be recognized from the very beginning."—Spencer's Education.[11] "A person born blind, and suddenly enabled to see, would at first have no conception of in or out (of eye), and would be conscious of colors only, not of objects; when by his sense of touch he became acquainted with objects, and had time to associate mentally the objects he touched with the colors he saw, then, and not till then, would he begin to see objects."—Preyer's Mind of the Child, page 58.

"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.)[12] "Finding forms of the same general shape as those taken as types is of the highest importance. Unless this is done, pupils are not learning to pass from the particular to the general. They are not taught to see many things through the one, and the impression they gain is that the particular forms observed are the only forms of this kind. Unless that which the pupil observes aids him in interpreting something else, it is of no value to him. Certain things are taught that through them other things may be seen. Pupils should not be trained to see for the sake of the seeing, but that they may have the power to see." W. W. Speer, Lessons in Form.[13] Emma Marwedel, Childhood's Poetry and Studies, page 35.[14] Professor Earl Barnes, of Stanford University, reports that in his various color experiments on the Pacific Coast, 1000 children having been studied, a very large majority selected red as their favorite color.[15] "Care should be taken, in the selection of all materials for color lessons, to get as perfect foundation colors as possible; no faded or poor shades are allowable, as they lead the child astray."[16] "The resemblance of the symbol to the thing signified is a very important matter in education, especially in kindergarten education."—Geo. P. Brown, Essentials of Educational Psychology.[17] "If, therefore, genuine brotherliness, ... consideration and respect for playmates and fellow-men, are again to become prevalent, they can become so only by being connected with the feeling of community abiding in each man (however much or little of it may be found), and by fostering this feeling with the greatest care."—Friedrich Froebel, Education of Man, page 74.[18] "The wooden sphere has no string like the balls of the first gift, because the child no longer needs the outward connection; he now realizes the spiritual connection between himself and the outer world." (E. G. Seymour.)[19] Education, page 132.[20] E. Shirreff.[21] "We cannot evolve what has not first been involved."[22] "Nothing charms us more than the recognition of the old in the new. The man who hurries through a foreign city, indifferent and inattentive to the passing crowd, feels a quick thrill of pleasure when in the midst of all the strangers he recognizes a familiar face." (E. Minhinnick.)[23] "The infant mind is transparent to resemblance, but opaque to difference."—Susan E. Blow, Symbolic Education, page 83.[24] For second gift songs, see Kindergarten Chimes (Kate D. Wiggin), pages 32, 33, Oliver Ditson Publishing Co.[25] "The sound is a yet higher sign of life to the child, as he then, and also later, likes to lend speech to all dumb things; therefore he also desires to hear sound and speech from everything."—Froebel's Pedagogics, page 72.[26] "But each thing is recognized only when it is connected with the opposite of its kind, and when the union, accord, similitude with this object are found; and the connection with the opposite, and the discovery of the uniting, renders the recognition so much the more complete."—Froebel's Education of Man, page 26.[27] "But now as man both unites the single, which finds its limits in itself, and the manifold, which is constantly developing, and reconciles them within himself as opposites, there results also to the child from both, from sphere and cube outwardly united, the expression of the animate and active, especially as embodied in the doll."—Froebel's Pedagogics, page 106.[28] "On revolving the cylinder on an axis parallel to the circular faces, we find that it incloses a solid, opaque sphere; teaching us the lesson, not only that each member of the second gift contains each and all of the others, but that whatever is in the universe is in every individual part of it; that even the meanest holds the elements of the noblest; that the highest life is even in what in short-sighted conceit we call death."—W. N. Hailmann, Law of Childhood, page 35.[29] "The giving of a new play by no means precludes the further use of the preceding and earlier plays. But, on the contrary, the use of the preceding play for some time longer with the new play, and alternating with it, makes the application of the new play so much the easier and more widely significant."—Froebel's Pedagogics, page 145[30] W. N. Hailmann.[31] "In each construction the whole of the materials must be used; or at least each separate piece must be arranged so as to stand in some actual relation to the whole. While this awakens the thinking spirit, it also strengthens and elevates the imagination; because amidst so much variety, the underlying unity is made visibly apparent."—Froebel's Letters, tr. by Michaelis and Moore, page 72.[32] "The idea of separation gained here in concrete form becomes typical of that condition which must always exist in any growth—the seed breaks through its coverings, and seems to divide itself into distinct parts, each having its function in the growth of the whole plant." (Alice H. Putnam.)[33] "If we want to educate children, we must be children with them ourselves." (Martin Luther.)[34] "What must we furnish to the child after the self-contained ball, after the hard sphere, every part of which is similar, and after the single solid cube? It must be something firm which can be easily pulled apart by the child's strength, and just as easily put together again. Therefore it must also be something which is simple, yet multiform; and what should this be, after what we have perceived up to this point, and in view of what the surrounding world affords us, but the cube divided through the centre by three planes perpendicular to one another."—Froebel's Pedagogics.[35] "Unmaking is as important as making to the child. His destructive energy is as essential to him as his power of construction." (W. T. Harris.)

"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.[36] "An element which slumbers like a viper under roses is that which is now so frequently provided as a plaything for children; it is, in a word, the already too complex and ornate, too finished toy. The child can begin no new thing with it, cannot produce enough variety by means of it; his power of creative imagination, his power of giving outward form to his own idea, are thus actually deadened."—Froebel's Pedagogics.[37] "One of the greatest and most universal delights of children is to construct for themselves a habitation of some sort, either in the garden or indoors, where chairs have generally to serve their purpose. Instinct leads them, as it does all animals, to procure shelter and protection for their persons, individual outward self-existence and independence."—Bertha von Marenholtz-BÜlow, Child and Child Nature.[38] "The building or piling up is with the child, as with the development of the human race, and as with the fixed forms in Nature, the first."—Froebel's Education of Man.

"Towers, pyramids, up, up, connecting themselves with something high, voicing aspiration."[39] "The representation of facts and circumstances of history, of geography, and especially of every-day life, by means of building, I hold to be in the highest degree important for children, even if these representations are imperfect and fall far short of their originals. The eye is at all events aroused and stimulated to observe with greater precision than before the object that has been represented.... And thus, by means of perhaps a quite imperfect outward representation, the inner perception is made more perfect."—Froebel's Letters, tr. by Michaelis and Moore, page 99.[40] See Kindergarten Chimes (Kate D. Wiggin), Oliver Ditson Publishing Co.: "Building Song," pages 34, 35; "Trade Game," page 70; "The Carpenter," page 92.[41] "Probably the chief wish of children is to do things for themselves, instead of to have things done for them. They would gladly live in a Paradise of the Home-made. For example, when we read how the 'prentices of London used to skate on sharp bones of animals, which they bound about their feet, we also wished, at least, to try that plan, rather than to wear skates bought in shops." (Andrew Lang.)

"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."[42] "In order to furnish to the child at once clearly and definitely the impression of the whole, of the self-contained, the plaything before it is given to the child for his own free use must be opened as follows.... It will thus appear before the observing child as a cube closely united, yet easily separated and again restored."—Froebel's Pedagogics, pages 123, 124.[43] "A child trained for one year in a kindergarten would acquire a skillful use of his hands and a habit of accurate measurement of the eye which would be his possession through life." (W. T. Harris.)[44] "The three principal dimensions of space, which in the cube only make themselves known as differences of position, in the fourth gift become more prominent and manifest themselves as differences of size. These three relations of size are in the fourth gift as abiding and changeless as the position of the three principal directions was before and still is."—Froebel's Pedagogics, page 189.[45] "The child is allowed the greatest possible freedom of invention; the experience of the adult only accompanies and explains."—Froebel's Pedagogics, page 130.[46] Pedagogics, page 180.[47] "This procedure is by no means intended merely to make the withdrawal of the box easy for the child, but, on the contrary, brings to him much inner profit. It is well for him to receive his playthings in an orderly manner—not to have them tossed to him as fodder is tossed to animals. It is good for the child to begin his play with the perception of a whole, a simple self-contained unit, and from this unity to develop his representations. Finally, it is essential that the playing child should receive his material so arranged that its various elements are discernible, and that by seeing them his mind may unconsciously form plans for using them. Receiving his material thus arranged, the child will use it with ever-recurrent and increasing satisfaction, and his play will produce far more abiding results than the play of one whose material lies before him like a heap of cobblestones."—Froebel's Pedagogics, page 205.[48] "The child, in a word, follows the same path as the man, and advances from use to beauty and from beauty to truth."—Froebel's Pedagogics, page 219.[49] "The Conference recommends that the child's geometrical education should begin as early as possible; in the kindergarten, if he attends a kindergarten, or if not, in the primary school. He should at first gain familiarity through the senses with simple geometrical figures and forms, plane and solid; should handle, draw, measure, and model them; and should gradually learn some of their simpler properties and relations."—Report of Committee of Ten, page 110.[50] "The child's life moves from the house and its living-rooms, through kitchen and cellar, through yard and garden, to the wider space and activity of street and market, and this expansion of life is clearly reflected in the order and development of his productions."—Froebel's Pedagogics, page 221.[51] "In some German kindergartens large building-logs are supplied in one corner of the play garden. These logs are a foot or more in length, three inches wide, and one inch thick. Several hundred of these are kept neatly piled against the fence, and the children are expected to leave them in good order. This bit of voluntary discipline has its good uses on the playground, and the free building allowed with this larger material gives rise to individual effort, and tests the power of the children in a way which makes the later, more organized work at the tables far more full of meaning."—Kindergarten Magazine, November, 1894.[52] "As these building gifts afford a means of clearing the perceptions of the child, they give occasion for extending these perceptions, and for representing in their essential parts objects of which the child has only heard."—Froebel's Pedagogics, page 222.[53] "With these forms of beauty it is above all important that they be developed one from another. Each form in the series should be a modification or transformation of its predecessor. No form should be entirely destroyed. It is also essential that the series should be developed so that each step should show either an evolution into greater manifoldness and variety, or a return to greater simplicity."—Froebel's Pedagogics, page 225.[54] "This free activity ... is only possible when the law of free creativeness is known and applied; for that a free creativeness only can be a lawful one, we are taught by the smallest blade of grass, whose development takes place only according to immutable laws."—Reminiscences of Froebel, page 133.[55] "Whoever sacrifices health to wisdom has generally sacrificed wisdom, too." (Jean Paul.)[56] "Perceptions and recognitions which are with difficulty gained from words are easily gained from facts and deeds. Through actual experience the child gains in a trice a total concept, whereas the same concept expressed in words would be only grasped in a partial manner. The rare merit, the vivifying influence of this play-material is that, through the representations it makes possible, concepts are recognized at once in their wholeness and unity, whereas such an idea of a whole can only very gradually be gained from its verbal expression. It must, however, be added that later, through words, the concept can be brought into higher and clearer consciousness."—Froebel's Pedagogics, page 206.[57] "It is through frequent return to a subject and intense activity upon it for short periods, that it 'soaks in' and becomes influential in the building of character. Especially is this true if the principles of apperception and concentration are not forgotten by the teacher in working upon the disciplinary subjects." (Geo. P. Brown.)[58] "The sense of beauty must be awakened in the soul in childhood if in later life he is to create the beautiful."—Reminiscences of Froebel, page 158.[59] "As the gifts proceed from the first to the sixth, observation is demanded with increasing strictness, relativity more and more appreciated, and the opportunity afforded for endless manifestations of the constructive faculty, while all the time impressions are forming in the mind which in due time will bear rich fruits of mathematical and practical knowledge as well as Æsthetic culture, for the dawning sense of the beautiful as well as of the true is gaining consistency and power." (Karl Froebel.)[60] "What makes Froebel's gifts particularly instructive is, indeed, the fact that the most varied materials constantly lead to the same observations, but always under different conditions, so that we obtain the necessary repetitions without the dryness, the tiresomeness, the fatigue inseparable from constant unvaried iteration. But they also accustom the child to discover similarity in things that appear to differ, to find resemblance in contrasts, unity in diversity, connection in what appears unconnected."—H. Goldammer's The Kindergarten, page 109.[61] "If you would be pungent, be brief; for it is with words as with sunbeams,—the more they are condensed the deeper they burn."[62] Pamphlet on the Seventh Gift. (Milton Bradley Co.)[63] "The perception of the difference between a surface-extension and an extension in three dimensions begins late and is established slowly."—W. Preyer, The Mind of the Child, page 180.[64] "With this law I give children a guide for creating, and because it is the law according to which they, as creatures of God, have themselves been created, they can easily apply it. It is born with them."—Reminiscences of Froebel, page 73.[65] "The utility of this united action is not to be overlooked. The children all proceed according to one and the same law, they all work to produce one and the same result, the same purpose unites them all; in short, we see here in the children's play all that forms the base of every human society, all that renders it possible for men to act together in organized communities, such as are the family, the state, and the church. And to prepare for the future, to be mindful even amidst play of that which a child will afterwards require in order worthily to fill his place in the world, ought surely not to be among the least important ends of an education claiming to be in conformity with nature and reason."—H. Goldammer, The Kindergarten, page 135.[66] "The slats form, in some sort, the transition from the surface-pictures of the laying-tablets to the lineal representations of the laying-sticks, but have this advantage over both tablets and sticks, that the forms constructed with them are not bound down to the surface of the table, but possess sufficient solidity to bear being removed from it."—H. Goldammer, The Kindergarten, page 155.[67] "Just as we obtained the tablets from the cubes, of which they are the embodied faces, so now we obtain also the laying-sticks from the cube, whose edges they represent. But they are contained also in the laying-tablets, for one may regard the surface as produced by the progressive movement of a line, and this may be made clear to the child by slicing a square tablet into a number of sticks."—H. Goldammer, The Kindergarten, page 161.[68] "Each following generation and each following individual man is to pass through the whole earlier development and cultivation of the human race,—and he does pass it; otherwise he would not understand the world past and present,—but not by the dead way of imitation, of copying, but by the living way of individual, free, active development and cultivation."—Friedrich Froebel, Education of Man, page 11.[69] "Thus the child's sphere of knowledge, the world of his life, is again extended by the observation and recognition, by the development and cultivation, of the capacity of number; and an essential need of his inner nature, a certain yearning of his spirit, are thereby satisfied.... The knowledge of the relations of quantity extraordinarily heightens the life of the child."—Friedrich Froebel, Education of Man, page 45.[70] "These terse graphic descriptions of objects will be found very serviceable in sharpening and intensifying the powers of observation, as well as securing clearness, distinctness, accuracy, and life in verbal description. Here the pupil learns practically to give due prominence to essentials, and to appreciate the full value of accessories; to look for and discover the fundamental ideas of which things are the modified, adorned, garbled, or stunted expression; to seek and find the very soul of things."—W. N. Hailmann, Primary Helps, page 17.[71] "In this group work it is desirable that the common aims should be fully within the comprehension of each little worker, yet sufficiently beyond his powers of execution and endurance to make him sensible of the need of assistance. The former secures the possibility of individual enjoyment, and hence the only reliable incentive to persistence; the latter insures free subordination to the will of the whole, the essential condition of success."—W. N. Hailmann, Primary Helps, page 18.[72] "These forms are invaluable even as silent teachers of geometrical and numerical relations. Used judiciously in conversational lessons, leading to partial or complete analysis of the figures in spoken or written descriptions, their teaching power is inexhaustible."—W. N. Hailmann's Primary Helps, page 21.[73] "Whenever the early and persistent cultivation of the full use of both hands has been accomplished, the result is greater efficiency, without any corresponding awkwardness or defect. In certain arts and professions, both hands are necessarily called into play. The skillful surgeon finds an enormous advantage in being able to transfer his instrument from one hand to the other. The dentist has to multiply instruments to make up for the lack of such acquired power. The fencer who can transfer his weapon to the left hand places his adversary at a disadvantage. The lumberer finds it indispensable, in the operation of his woodcraft, to learn to chop timber right-and-left-handed; and the carpenter may be frequently seen using the saw and hammer in either hand, and thereby not only resting his arm, but greatly facilitating his work. In all the fine arts the mastery of both hands is advantageous. The sculptor, the carver, the draughtsman, the engraver, the cameo-cutter, each has recourse at times to the left hand for special manipulative dexterity; the pianist depends little less on the left hand than on the right; and as for the organist, with the numerous pedals and stops of the modern grand organ, a quadrumanous musician would still find reason to envy the ampler scope which a Briareus could command."—Dr. Daniel Wilson, Left-Handedness. A Hint for Educators.[74] Circulars of Information of the Bureau of Education, No. 4, 1882.[75] "The number of rings should only gradually be augmented. Satiety destroys every impulse of creation."—Emma Marwedel, Childhood's Poetry and Studies, page 15.[76] "It is true that the child produces forms of beauty with other material also, but it is the curved line which offers the strongest inducements to attempt such forms, since even the simplest combinations of a small number of semicircles and circles yield figures bearing the stamp of beauty."—H. Goldammer's The Kindergarten, page 177.[77] Circulars of Information of the Bureau of Education, No. 4, 1882.[78] "This coming-out of the child from the outer and superficial and his entrance into the inner view of things, which, because it is inner, leads to recognition, insight, and consciousness,—this coming-out of the child from the house-order to the higher world-order makes the boy a scholar."—Friedrich Froebel, Education of Man, page 79.[79] The development of motor-ability in children and its furtherance or arrest by the kindergarten materials concerns the occupations more particularly, and as such will receive full consideration in a later volume.[80] Marwedel's Materials for Child-Culture. D. C. Heath & Co.[81] Public School Journal, July, 1895.[82] Education of Man, page 145.[83] It is a difficult thing to find the via media between complete silence on the part of the children save when answering questions and a confusion of tongues like that at the building of Babel, but there is such a via media, and it can be found by those who seek it diligently.[84] "At all stages of learning the mother tongue, the purely verbal exercises are more or less accompanied with the occupation of the mind upon things. If we suppose the child to become acquainted, in the first instance, with a variety of objects, the imparting of the names is a welcome operation, and the mental fusion of each name and thing is rapidly brought about. If the objects are in any way interesting, if they arouse or excite attention, their names are eagerly embraced. On the other hand, if objects are but languidly cared for, or if they are inconspicuous or confused with other things, we are indifferent both to the things themselves and to their designations." (Alexander Bain.)[85] "Language is the necessary tool of thought used in the conduct of the analysis and synthesis of investigation." (W. T. Harris.)

"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.[86] "Of course, there is great difference between the disciplinary value of that study in which the pupil solves his own difficulties and that teaching in which the teacher accompanies the pupil, supplying the needed information or suggestion at every step of his progress. The latter is not worth much for character building for the reason that it is not apt to become a part of the organized self.... The school cannot afford to expend much energy in acquiring such knowledge." (Geo. P. Brown.) Report on Correlation of Studies by Committee of Fifteen. With annotations by Geo. P. Brown.[87] "In the broad view we are safe in affirming that all truth is congruous, and that truth in one department of human knowledge will always reinforce truth in any other department. There is a unity in all truth. While it is true, as Dr. Harris affirms in his Report on the Correlation of Studies, that the student does not come into the full consciousness of this fact before he attains the university, is it not also true that he can be so taught that he will feel this unity before he can think it, and that his feeling it will hasten the development of the power to think it?"—Geo. P. Brown, "Congruence in Teaching," Public School Journal, Sept., 1895.[88] W. T. Harris.[89] Froebel's Letters on the Kindergarten, page 145.


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