The Building Gifts meet two very strongly marked tendencies in the child. a. The tendency to investigate. b. The tendency to transform.

The first and second gifts consist of undivided units, each one of which stands in relation to a larger whole, or to a class of objects.

The third, fourth, fifth, and sixth gifts are divided units, and their significance lies in the relationship of the parts to one another, and to the whole of which they are the parts.

The effect of the Building Gifts is to develop the constructive powers of the child. Their secondary importance lies in the fact that they afford striking fundamental perceptions of Form, Size, Number, Relation, and Position.

The following rules should govern the dictation exercises:—

BUILDING RULES.

1. Use all material in order to keep the idea of relation of parts to a whole, and because all unused material is wasted material.[31] 2. Build on the squares of the table in order to develop accuracy and symmetry.

3. "Induce the child to form other wholes gradually and systematically from the various parts of the cube. In doing this the laws of contrast and development must be your guide."

Koehler.

4. Give names to each object constructed, thereby bringing it into relation with the child's experience; for the miniature model serves to interpret more clearly to him the object which it represents.

5. Connect with the child's life and sympathy in order to increase his interest and develop the tendency to view things in their right relations.

6. "The younger the child, the more you should talk about the thing which you intend to construct. You should intersperse passing observations or short songs. As the children gain intelligence, this conversation will be replaced by more formal descriptions of the things represented."

Koehler.

7. Begin with Life forms and proceed from these to forms of Beauty and Knowledge.

8. Allow no child to rely upon the blocks of his playmates in his building,—thus he will learn economy, self-reliance, and independence of action. This should not be carried too far, or rather the necessity and beauty of interdependence should also be taught. Herein, indeed, lies more than at first appears. To make the most out of little is the great work of life; to be contented with what one has, and to make the best of it with happiness and contentment is surely no small lesson, and one which is constantly, though indirectly, taught in the kindergarten work and plays and lessons.

9. Group work, or united building, should frequently be introduced. "Every direction given by the kindergartner should be followed by spontaneous work (either in word or deed) by the child. This must not only be individual, but synthesized for the community."

10. Often encourage the class to imitate some specially attractive form which has been produced by a child, and named according to his fancy.

11. Accustom the child to develop figures or forms by slight changes rather than by rudely destroying each single one preparatory to constructing another. From learning to be strictly methodical in his actions, he will become so in his later reasoning.

12. "Let the child, if possible, correct his own mistakes, and do not constantly interfere with his work. Whatever he is able to do for himself, no one should do for him."

Koehler.