Guia Do Jardim Da Infância (Inglês)

The paradise of childhood: a manual for self-instruction in Friedrich
Froebel's educational principles, and a practical guide to kinder-gartners.

By Edward Wiebé ...
Wiebé, Edward.
Springfield, Mass. : M. Bradley & Company, [1869]
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PARADISE OF CHILDHOOD
A MANUAL FOR SELF-INSTRUCTION IN FRIEDRICH FROEBEL'S

EDUCATIONAL PRINCU'LES,
AXD A ntACTICAL
Glide to Kinder-Gartners.
EDWARD WIEBE.
WITH SEVENTY- FOUR PLATES OF ILLUSTRATIONS.

c/
MILTON BRADLEY & COMPANY,
SPRINGFIKLD, MASS.
Lbins
Entered according to Act of Congress, in the year 1869, by

MILTON BRADLEY & COMPANY,
the Clerk's Office of the District Court of the District of Massachusetts.
SAMUEL BOWLES AND COMPANY,

PRINTERS, ELECTKOTYPERS, AND BINDERS,
SPRINGFIELD, MASS.
ERRATA.
PI,ATE XI. Fir.. i6. — Upper row to consist of four whole cubes.
Fig 19.
— In the second row the 2nd and 4th square, on either side should be open, so as to repre-
sent windows.
Fig. 21.— The remaining whole cube is to be placed upon the center in the first row.
PLATE XIII, Fig. 30. — Eight quarter blocks should be connected here with the four outermost whole blocks as
in figures 28 and 29.
PLATE XIV, Fig — Six quarter cubes form star in center as in figure
51. 52.
PLATE XVII, Fig. 3.
— The blocks forming back wall should stand on those forming foundation.
PLATE XIX, Fig. 3. — The four corner pieces are to be like those in
figure 2
PLATE XX, Fig. 21 in the perspective should extend in front over six squares only.
Fig.
23.
—There should be an open space in the center of two squares, one above the other.
PLATE XXII, Fig. 117. — Left upper part should be shaded like the right lower one.
PLATE XLVI, Fig. 5.
— The two halves of the figure ought to connect as in figure 4.
INTRODUCTION.
Until a recent period, but little interest has been know in order to instruct the young successfully ac-
felt by people in this country, with regard to the cording to Froebel's principles. No book can ever
Kinder-Garten method of instruction, for the simple be written which is able to make a perfect Kinder-
reason that a correct knowledge of the system has Gartner ; this requires the training of an able teacher
never been fully promulgated here. However the lec- actively engaged in the work at the moment
tures of Miss E. P. Peabody of Cambridge, Mass., " Kinder-Garten Culture," says Miss Peabody, in the
have awakened some degree of enthusiasm upon the preface to her "Moral Culture of Infancy," "is the
subject in different localities, and the establishment adult mind entering into the child's world and ap-
of a few Kinder-Garten schools has served to call forth preciating nature's intention as displayed in every
a more general inquiry concerning its merits. impulse of spontaneous life, so directing it that the
We claim that every one who believes in rational joy of success may be ensured at every step, and
education, will become deeply interested in the pecu- artistic things be actually produced, which gives the
liar features of the work, after having become ac- selfreliance and conscious intelligence that ought to
quainted with Froebel's principles and plan ; and discriminate human power from blind force."
that all that is needed to enlist the popular sentiment With this thought constantly present in his mind,
in its favor is the establishment of institutions of this the reader will find, in this book, all that is indispens-
kind, in this country, upon the right basis. ably necessary for him to know, from the first estab-
With such an object in view, we propose to present lishment of the Kinder-Garten through all its various
an outline of the Kinder-Garten plan as developed by degrees of development, including the use of the mate-
its originator in Germany, and to a considerable ex- rials and the engagement in such occupations as are
tent by his followers in France and England. peculiar to the system. There is much more, how-
But as Froebel's is a system which must be carried ever, that can be learned only by individual obser-
out faithfully in all its important features, to insure vation. The fact, that here and there, persons, pre-
success, we must adopt his plan as a whole and carry suming upon the slight knowledge which they may
it out with such modifications of secondary minutia;

have gained of Froebel and his educational principles,
only, as the individual case may acquire without vio- from books, have established schools called Kinder-
lating its fundamental principles. If this cmnot be Gartens, which in reality had nothing in common with
accomplished, it were better not to attempt the task the legitimate Kinder-Garten but the name, has caused
at all. distrust and even opposition, in many minds towards
The present work is entitled a Manual for Self- everything that pertains to this method of instruc-
Instruction and a Practical Guide for Kinder-Gartners. tion. In discriminating between the spurious and the
Those who design to use it for either of these pur- real, as is the design of this work, the author would
poses, must not expect to find in it all that they ought to mention with special commendation, the Educational
IV INTRODUCTION.
Institute conducted by Mrs. and Miss Kriege in its inventor. A desire to promote the interests of true
Boston. It connects with the Kinder-Garten proper, education, has led him to undertake this work of inter-
a Training School for ladies, and any one who wishes pretation and explanation.
to be instructed in the correct method, will there be Withput claiming for it perfection, he believes that,
able to acquire the desired knowledge. as a guide, it will stand favorably in comparison with
Besides the Institute just mentioned, there is one any publication upon the subject in the English or the
in Springfield, Mass., under the supervision of the French language.
writer, designed not only for the instruction of classes The German of Marenholtz, Goldammer, Morgen-
of children in accordance with these principles, but stern and Froebel have been made use of in its prep-
also for imparting information to those who are de- aration, and though new features have, in rare cases
sirous to become Kinder-Gartners. From this source, only, been added to the original plan, several changes
the method has already been acquired in several in- have been made in minor details, so as to adapt this
stances, and as one result, it has been introduced into mode of instruction more readily to the American
two of the schools connected with the State Institu- mind. This has been done, however, without omit-
tion at Monson, Mass. ting aught of that German thoroughness, which char-
The writer was in early life acquainted with Froebel ; acterizes so strongly every feature of Froebel's system.
and his subsequent experience as a teacher has only The plates accompanying this work are reprints
served to confirm the favorable opinion of the system, from " Goldammer's Kinder-Garten," a book recently
which he then derived from a personal knowledge of published in Germany.

The Paradise of Childhood :
A GUIDE TO KINDER-GARTNERS.
ESTABLISHMENT OF A KINDER-GARTEN.
The requisites for the establishment of a The house should

be pleasantly located,
" Kinder-Garten
"
are the following : removed from bustle of a thoroughfare,
the
1. A house, containing at least one large and its rooms arranged with strict regard to
room, spacious enough to allow the children, hygienic principles. A garden should sur-
not only to engage in all their occupations, round or, at least, adjoin the building, for
both sitting and standing, but also to practice frequent out door exercises, and for gardening
their movement plays, which, during inclem- purposes. A .=niall plot is assigned to each
ent seasons, must be done in-dcors. child, in which he sows the seeds and culti-
2. Adjoining the large room, one or two- vates the plants, receiving, in due time, the
smaller rooms for sundry purposes. flowers or fruits, as the result of his industry
3. A number of tables,
according to the and care.
size of the school, each
table affording a When a Training School is connected with
smooth surface ten feet long and four feet the'Kinder-Garten, the children of the "Gar-^
"
wide, resting on movable frames from eighteen ten are divided into groups of five or ten —
to twenty-four inches high. The table should each group being assisted in its occupations
be divided into ten equal squares, to accom- by one of the lady pupils attending the Train-
modate as many pupils ; and each square ing School.
subdivided into smaller squares of one inch, Should there be a greater number of such
to guide the children in many of their occu- assistants than can be conveniently occupied
pations. On either side of the tables should in the Kinder Garten, they may take turns
be settees with folding seats, or small chairs with each other. In a Training School of
ten to fifteen inches high. The tables and this kind, under the charge of a competent
settees should not be fastened to the floor, as director, ladies are enabled to acquire a thor-
they will need to be removed at times to ough and practical knowledge of the system.
make room for occupations in which they are They should bind themselves, however, to
not used. remain connected with the institution a speci-
4. A piano-forte for gjmnastic and musical fied time, and to follow out the details of the
exercises — the latter being an important feat- method patiently, if they aim to fit themselves
ure of
the plan, since all the occupations are to conduct a Kinder-Garten with success.
interspersed with, and many of them accom- In any establishment of more than twenty
panied by, singing. children, a nurse should be in constant at-
5. Various closets for keeping the apparatus tendance. It should be her duty also to
and work of the children — a wardrobe, wash- preserve order and cleanliness in the rooms,
stand, chairs, teacher's table, &c. and to act as janitrix to the institution.
MEANS AND WAYS OF OCCUPATION
IN THE KINDER-GARTEN.
Before entering into a description of the For the reason that the various occupations,
various means of occupation in tlie Kinder- as previously stated, are so intimately con-
Garten, it will be proper to state that Fried- nected, growing, as it were, out of each other,
rich Froebel, the inventor of this system of they are introduced very gradually, so as to
education, calls all ocaipations in the Kinder- afford each child ample time to become suffi-
Garten '■^
plays" and the materials for occupa- ciently prepared for the next step, without
'■^
tion gifts." In these systematically-arranged interfering, however, with the rapid progress
plays, Froebel starts from the fundamental of such as are of a more advanced age, or
idea that all education should begin with a endowed with stronger or better developed
development of the desire for activity innate faculties.
in the child;
and he has been, as is universally The following is a list of the gifts or ma-
acknowledged, eminently successful in this "terial and means of occupation in the Kinder-
part of his important work. Each step in Garten, each of which will be specified and
the course of training is a logical sequence described separately hereafter.
of the preceding one ; and the various means There are altogether twenty gifts, according
of occupation are developed, one from another, to Froebel's general definition of the term, al-
in perfectly natural order, beginning with the
a though the first six only are usually designated
simplest and concluding with the most difficult by this name. We choose to follow the classi-
features in all the varieties of occupation. To- fication and nomenclature of the great inventor
gether, they satisfy all the demands of the child's of the system.
nature in respect both to mental and physical
culture, and lay the surest foundation for all LIST OF FROEBEL'S GIFTS.
subsequent education in school and in life. 1. Six rubber balls, covered with a net-work
Th& time of occupation in the Kinder-Garten of twine or worsted of various colors.
is three or four hours on each week day, usually 2. Sphere, cube, and cylinder, made of wood.
from 9 to 1 2 or I o'clock ; and the time allot- 3. Large cube, consisting of eight small
ted to each separate occupation, including the cubes.

changes from one to another, is from twenty to 4. Large cube, consisting of eight oblong
thirty minutes. Movement plays, so-called, in parts.
which the children imitate the flying of birds, 5. Large cube, consisting of whole, half,
swimming of fish, the motions of sowing, mow- and quarter tubes.
wing, threshing, &c., in connection with light 6. Large cube, consisting of doubly divided
gymnastics and vocal exercises, alternate with oblongs.
the plays performed in a sitting posture. All [The third, fourth, fifth and sixth gifts serve
occupations that can out of
be engaged in for building purposes.]
doors, are carried on in the garden whenever 7. Square and triangular tablets for laying
the season and weather permit. of figures.
GUIDE TO KINDER- GARTNERS.
8. Staffs for laying of figures. 14. Material for braiding.

9. Whole and half rings for laying of 15. Slats for interlacing.
figures. 16. The slat with many links.
10. Material for drawing. 17. Material for intertwining.
11. Material for perforating. 18. Material for paper folding.
Material for embroidering.
12.
19. Material for peas-work.
13. Material for cutting of paper and com- 20. Material for modeling.
bining pieces.
THE FIRST GIFT.
The First Gift, which consists of sLx rubber exchange ; so that in the end each child has
balls, over-wrought with worsted, for the pur- a ball of that color. The teacher then says :
" Each of
pose of representing the three fundamental you has now a blue, rubber ball,
and three mLxed colors, is introduced in this which is round, soft,znd light; and these balls
manner: will be your balls to play with. I will give
The children are made to stand in one or you another ball to-morrow, and the next day
two rows, with heads erect, and feet upon a another, and so on, until you have quite a
given line, or spots marked on tlie floor. number of balls, all of which will be of rub-
The teacher then gives directions like the ber, but no two of the same color."
following : The six differently colored balls are to be
" Lift used, one on each day of the week, which
up your right hands as high as you
can raise them." assists the children in recollecting the days of
" Take them down."
the week, and the colors. After distributing

" Lift " Down." the balls, the same questions may be asked as
up your left hands."
" Lift " Down." at the beginning, and the children taught to
up both your hands."
"
Stretch forward your right hands, that I raise and drop their hands with the balls in
may give each of you something tliat I have them ; and if there is time, they may make a
in my box." few attempts to Uirow and catch the balls.
The teacher then places a ball in the hand This is enough for the first lesson ; and it will
of each child, and asks — be sure to awaken enthusiasm and delight in
" Who can tell me the -name of what die children.
you
"
have received ? Questions may follow about The object of the first occupation is to teach
the color, material, shape, and other qualities the children to distinguish between the right
of the ball, which will call forth the replies, and the left hand, and to name the various
blue, yellow, rubber, round, light, soft, &c. colors. It
may serve also to develop their
The children are then required to repeat vocal organs, and instaict them in the rules
sentences pronounced by the teacher, as — of politeness. How the latter may be accom-
"The ball is round;" ^'
My ball is green;" plished, even with such simple occupation as
"All these balls are made of rubber," &c. playing with balls, may be seen from the fol-
They are then required to return all, except lowing :
the blue balls, those who give up theirs being In presenting the balls, pains should be
allowed to select from the box a blue ball in taken to make each child extend the right
GUIDE TO KINDER-GARTNERS.
hand, and do it gracefully. The teacher, in result of neglect. Opportunities for phonetic
putting the ball into the little outstretched and elocutionary practice are here afforded.
hand, says : Let no one consider the infant period as too
" Charles, I place this red (green, yellow, early for such exercises. If children learn to
&c.,) ball into your right hand." The child speak well before they learn to read, they
is taught to reply — never need
special instruction in the art of
" I thank reading with expression.
you, sir."
After the play is over, and the balls are to For a second play with the balls, the class
be replaced, each one says, in returning his forms a circle, after the children have received
ball— the balls in the usual manner. They need to
" I place this red (green, yellow, &c.,) ball, stand far enough apart, so that each, -with
with my right hand, into the box." arms extended, can just touch his neighbor's
When the children have acquired some hand. Standing in this position, and having
knowledge of the different colors, they may the balls in their right hands, the children
be asked at the commencement : pass them into the left hands of their neigh-
" With which ball would In this way, each one gives and re-
you like to play bors.
this morning — the green,, red, or blue one ?
"
ceives a ball at the same time, and the left
The child will reply : hands should, therefore, be held in such a
" With the blue one, if "
or one manner that the balls can be readily placed
you please ;
of such other color as may be preferred. in them. The arms are then raised over the
It may appear rather monotonous to some head, and the balls passed from, the left into
to have each child repeat the same phrase ; the right hand, and the arms again extended
but it is only by constant repetition and into the first position. This process is re-
patient drill
that anything can be learned peated until the balls make the complete
accurately and it is certainly important that
; circuit, and return into the right hands of the
these youthful minds, in their formative state, original owners. The balls are then passed
should be taught at once the beauty of order to the left in the same way, everything being
and the necessity of rules. So the left hand done in an opposite direction. This exercise
should never be employed when tlie right should be continued until it can be 3one
hand is required; and all mistakes should rapidly and, at the same time, gracefully.
be carefully noticed and corrected by the Simple as this performance may appear to
One important feature of this sys- those who have never tried
is,
teacher. neverthe-
it,
it
tem is the inculcation of habits of precision. less, not easily done by very young children
The children's knowledge of color may be without frequent mistakes and interruptions.
improved by asking them what other things It better that the children should not turn
is
are similar to the different balls, in respect to their heads, so as to watch their hands during
'
color. After naming several objects, they the changes, but be guided solely by the sense
may be made to repeat sentences like the fol- of touch and to accomplish this with more
;
lowing : certainty, they may be required to close their

"
My ball is green, like a leaf" " My ball It advisable not to introduce this
is
eyes.
is yellow, like a lemon." " And mine is red, or of the following, until expertness
play any
like blood," &c. acquired in the first and simpler form.
is
Whatever is pronounced in these conversa- In the third play, the children forrii in two
tional lessons should be articulated very dis- rows fronting each other. Those of one row
tinctly and accurately, so as to develop the only receive balls. These they toss to the
organs of speech, and to correct any defect opposite row first, one by one then two by
;
:
of utterance, whether constitutional or the two; finally, the whole row at once, always
to the counting of the teacher— "one, two, may be introduced whenever the balls are
throw." used, and will
always serv-e to interest the
Again, forming four rows, the children in children. Care should be taken to have every
the first row toss up and catch", tlien throw to. movement performed in perfect order, and that
the second row, then to the third, then to the every child take part in all the exercises in its
fourth, accompanying the exercise with count- turn.
ing as before, or with singing, as soon as this At the close of every ball play, the children
can be done. occupy their original places marked on the
For a further variety, the balls are thrown floor, the balls are collected by one or two of
upon the floor, and caught, as they rebound, the older pupils, and after this has been done,
with the rig/tt hand or the ic/t hand, or witli each child takes the hand of its opposite
the hand inverted, or they may be sent back
"
neighbor, and bowing, says, good morning,"
to the floor several times before catching. when they march by twos, accompanied by
Throwing the balls against the wall, tossing music, once or twice through the hall, and
them into the air, and many other exercises then to their seats for other occupation.
THE SECOND GIFT.
The Second Gift consists of a sphere, a the table than the ball. The ball rebounds
cube, and a cylinder. These the teacher places when it is thrown upon the floor ; the sphere
upon the table, together with a rubber ball, does not. All these answers are drawn out
and asks : from the pupils by suitable experiments and
" Which of these three
objects looks most questions, and every one is required to repeat
like theball?" each sentence when fully explained.

The children will certainly point out the The children then form a circle, and the
sphere, but, of course, without giving its name. teacher rolls the sphere to one of them, ask-
" Of what is it made ?•" the teacher asks, ing the child to stop it with both his feet.
placing it in the hand of some pupil, or rolling This child then takes his place in the center,
it across the table. and rolls the sphere to another one, who again
The answer will doubtless be, " Of wood." stops it with his feet, and so on, until all the
" So we children have in turn taken their place in the
might call the object a wooden ball.
But we will give it another name. We will center of the circle. At another time, the
call it a sphere." children may sit in two rows upon the floor,
Each child must taught to pro-
here be facing each other. A white and a black
nounce the word, enunciating each sound very sphere are then given to the heads of the
distinctly. The ball and sphere are then fur- rows, who exchange by rolling them across to
ther compared with each other, as to material, each other. Then the spheres are rolled
color, weight, &c., to find their similarities across obliquely to the second individuals in
and dissimilarities. Both are round; both the rows. These exchange as before, and
roll. The ball is soft; the sphere is hard. then roll the spheres to those who sit third,
The ball is light; is heaiiy.
the sphere The and so on, until they have passed throughout
sphere makes a louder noise when it falls from the lines and back again to the head. Both
spheres should be rolling at the same instant, The sphere, cube, and cylinder are placed
which can be effected only by counting or together as before, in the presence of the
when time is kept to accompanying music. children. They readily recognize and name
Another variety of play in the use of this the first two, but are in doubt about the third,
gift consists in placing the rubber ball at a whether barrel or wheel. They may
is
it
a
distance on the floor, and letting each child, be suffered to indulge their fancy for awhile
in turn, attempt to hit it with the sphere. in finding name for but are, at last, told
it,
a a
For the purpose of further instruction, the that cyHnda; and are taught to pro-
is
it
sphere, cube, and cylinder are again placed nounce the word distinctly and accurately.
" What do
upon the table, and the children are asked you see on the cylinder which
" " The
to discover and designate the points of re- you also see on the cube cylinder
?
" Are the sides square, like
semblance and difference in the first two. has two"sides."
those of the cube?" "
They will find, on examination, that both are They are not."
made of wood, and of the same color ; but But the cylinder can stand on these sides
the sphere can roll, while the cube cannot.. just as the cube can. Let us see cannot
if
it it
Inquire the cause for this difference, and the roll, too, as the sphere does. Yes rolls
;
" the but not like the- sphere, for can roll only
answer will, most likely, be either,
it
sphere
can roll any
is round," or "the cube has corners." _in two ways, while the sphere
" How " The So, you see, the sphere, cube, and
many corners has the cube ? way.
" cylinder are alike in some respects, and differ-
children count them, and reply, Eight."
" If I put my finger on one of these comers, ent in others. Can you tell me in what re-
let it glide down to the corner below spects they are just alike?"
it,
and
" made of wood are smooth
(thus,) my finger has passed along an edge They are
;
of the cube. How many such edges can we are of the same color; are heavy; make
a
count on this cube? let my finger will loud noise when they fall on the floor."
I
glide over the edges, one after the other, and These answers must be drawn out by ex-
you may count." periments with the objects, and by questions,
"One, two, three, 12." logically put, so as to lead to these results as

"Our cube, then, eight corners, and
has natural conclusions. The e.xercise may be
will now show you four cor- continued, desirable, by asking the children
if
twelve edges.
I
ners and four edges, and say that this part to name objects which look like the sphere,
of the cube, which contained between these cube, or cylinder. The edge of may
cube
a
is
four corners and four edges, called a side also be explained as representing straight
a
is
of the cube. Count how many sides the cube line. The point where two or three lines or
has." meet called corner; the inner
is
edges
a
" One point of corner an angle, of which each

is
two, three, four, five, si.x."

a
" Are these sides all alike, or one small side, or square, of the cube has four. To
is
and another large

" " all sum up what has already been taught The
They are alike."
:
?
" Then we our cube has six sides, or squares, all alike eight
may say that cube has six
;
sides, all alike, and that each side has four corners, and twelve edges and each side of
;
edges, all alike. Each of these sides of the the cube has four edges, all alike four cor-
;
cube called ners, and four angles.

is
square.^'
a
To explain the cylinder, conversation like The sphere, cube, and cylinder, when sus-
a
the following may take place. It will be ob- pended by double thread, can be made to
a
served that instruction here given mainly rotate around themselves, for the purpose of
is, is
by comparison, which in fact, tlie only showing that the sphere appears the same in
form in whatever manner we look at that
it
philosophical method.
;
the cube, when rotating, (suspended at the though the child may not be told, the teacher
center of one of its sides,) shows the form may think, in this connection, of the natural
of the cyhnder ; and that the cylinder, when law, according to which the fruit contained
is
rotating, (suspended at the center of its round in the flower, the flower hidden in the bud.
is
side,) presents the appearance of a sphere. Suspended at other points, cylinder and
Thus, there were, an inner triunity present other forms, all of which are
is,
as cube
it
in these three objects — sphere contained in interesting for the children to look at, and can
cyhnder, and cylinder in cube, the cylinder be made instructiveto their young minds,
if
forming the mediation between the two others, accompanied by apt conversation on the part
or the transition from one to the other. Al- of the teacher.
THE THIRD GIFT.
This consists of divided into eight of the eight parts precisely like the whole,
is
cube,
a
smaller one-inch except in point of size, and the child im-
is
cubes.
Aprominent desire in the mind of ever)' mediately struck with this quality of his first
child to divide things, in order to examine toy for building purposes. By simply looking
is
the parts of which they consist. This natural at this gift, the pupil receives the ideas of
instinct observable at
very early period. whole a.nd part — of form and cmnparative size
is
;
The little one tries to change its toy by break- and by dividing the cube, impressed with
is
desirous of looking at its inside, and the relation of one part to another in regard
it,
ing
is
sadly disappointed in finding itself incapable to position rfnd order of movements, thus
of reconstructing the fragments. Froebel's learning readily to comprehend the use of

Third Gift founded on this observation. such terms as above, below, before, behind, right,
is
In the child receives a whole, whose parts left, &c., &c.

it
he can easily separate, and put together again With this and all the following gifts, we
at pleasure. Thus he able to do that which produce what Froebel zaW^ forms
of
life, forms
is
he could not in the case of — restore

the toys of knotuledge, and forms of beauty.
to its original form that which was broken — The first are representations of objects which
making perfect whole. And not only this — actually exist, and which come under our com-
a
he can use the parts also for the construction mon observation, as the works of human skill
of other wholes. and art. The second are such as afford in-
The child's first plaything, or means of struction relative to number, order, proportion,
occupation, was the ball. Next came the &c. The third are figures representing only
sphere, similar to, yet so diflerent from, the ideal forms, yet so regularly constructed as to
ball. Then followed cube and cylinder, both, present perfect models of symmetry and order
in points, resembling the sphere, yet
some in the arrangement of the parts. Thus in the
each having its own peculiaritiqg, which dis- occupations connected with the use of these
tinguish from the and ball. The simple building blocks, the child led into
is
it
sphere
pupil, in receiving the cube, divisible into the living world — there first to take notice of
eight smaller cubes, meets with friends, and objects by comparison then to learn some-
is
delighted at the multiplicity of the gift. Each thing of their properties by induction, and
lastly, to gather into his soul a love and desire PREPARATION FOR CONSTRUCTING
for the beautiful by the contemplation of those FORMS.
forms which are regular and symmetrical. The surface of the tables is covered with a
net-work of lines, forming squares of One inch.
THE PRESENTATION OF THE THIRD GIFT. The spaces allotted to the pupils are separated
The children having taken their usual seats, from each other by heavy dark lines, and the
the teacher addresses them as follows : centers are marked by some different color.
" In these first conversational
To-day, we have something new to play lessons, the chil-
with." dren must be taught to point out the right
Opening the package and displaying the upper corner of their table space, the left
box, he does not at once gratify their curiosity upper, the right and left lower, the upper and
by showing them what it contains, but com- lower edges, the right and left edges, and the
mences by asking the question — center. With little staffs, or sticks cut at con-
" Which one of the three venient lengths,
objects we played they may indicate direction,
with yesterday does this box look like?" e. g., bylaying them upon the table in a line
" The cube." from left to right, covering the center of the
They answer readily,
" Describe the box as the cube has been space, or extending them from the right upper
described, with regard to its sides, edges, to the left lower corner covering the center ;
corners, &c." then from the middle of the upper edge to the
Ifthis is satisfactorily done, the cover may middle of the lower edge, and so on. The
then be removed, and the box placed inverted teacher must be careful to use terms that can
upon the table. If the box is made of wood, be easily comprehended, and avoid changing
it is placed upon its cover, wliich, when drawn them in such a way as to produce any ambigu-
out will allow the cubes to stand on the table. ity in the mind of the child.
Lifting it up carefully, so that the contents may Here, as in the more advanced exercises,
remain entire, the teacher asks : everj'thing should be done with a great deal
" What do of precision. The children must understand
you see now?"
The answer is as before, " A cube."
that order and regularity in all the perform-

One of the scholars is told to push it across ances are of the utmost importance. The
the table. In so doing, the parts will be likely following will serve as an illustration of the
to become separated, and that which was pre- method : The children having received the
viously whole will lie before them in fragments. boxes, they are required to place them exactly
The children are permitted to examine the in the center of their spaces, so as to cover
small cubes ; and after each one of them has four squares. They then take hold of the box
had one in his hand, the eight cubes are re- with the left hand, and remove the cover with
turned to the teacher, who remarks : the right, placing it by the right upper corner
" Children, as we have broken the of net-work on the table. They next
thing, we the
must try to mend it. Let us see if we can put place the left hand upon the open box, and
it together as it was before." reverse it with the right hand, so that the left
This having been done, the boxes are then is on the table. Drawing it carefully from
distributed among the children, and they are beneath, they let the inverted box rest on the
practiced in removing the covers, and taking squares in the center. The right hand is used
out the cube without destroying its unity. to raise the bpx carefully from its place, and,
They will find it difficult at first, and there if successful, eight small cubes will stand in
will be many failures. But let them continue the centerof the space, forming one large
to try until some, at least, have succeeded, cube. Lastly, the box is placed in the cover
and then proceed to another occupation. at the right Upper corner, and care should
be taken that all are arranged in exact posi- On Plates and II., number of these are
I.
a
tion. given. They are designated by Froebel as
(If the cubes are enclosed in wooden boxes follows
:
with covers to be drawn out at the side, these 1. Cube, or Kitchen Table.
manipulations are to be changed accordingly.) 2. Fire-Place.
At the close of any play, when the ma- Grandpa's Chair.
3.
terials are to be returned to the teacher, the 4. Grandpa's and Grandma's Chairs.
same minuteness of detail must be observed. A Castle, with two towers.
5.
Replacing the box over the cubes, placing 6. A Stronghold.
the left hand beneath, and lifting the box with A Wall.
7.
and placing A High Wall.
it,
the right, reversing again 8.

it
upon the center of the table, then covering 9. Two Columns.

— these are processes which must be re- A Large Column, with two memorial
it
10.
peated many times before the scholar can stones.

acquire such expertness as shall render Sign-Post.
it
11.
desirable to proceed to the real building occu- 12. Cross.
pation. 13. Two Crosses.
FORMS OF LIFE. 14. Cross, with pedestal.
The boxes being opened as directed, and 15. Monument.
the cubes upon the center squares — in each 16. Sentry-Box.
space — the question asked A Well.
is
17.
:
" How many little cubes are there " 18. City Gate.
?
" Eight." Triumphal Arch.

19.
" Count them, placing them in row from 20. City Gate, with Tower.
a
left to right," (or from right to left.) 21. Church.

" What " " A row
that.' of cubes." 22. City Hall.
is
It bear any appropriate name which

may 23. Castle.
— as "a train of cars," "a-
the children give A Locomotive.

it
24.
company of soldiers," " fence," &c. A Ruin.
a
25.
" Now count 26. Bridge, with Keeper's
your cubes once more, placing House.
them one upon another. What have you 27. Two Rows of Trees.
there " 28. Two Long Logs of Wood.
?
" An A
upright row of eight cubes." 29. Bole.
"Have you ever seen
anything standing 30. Two Small Logs of Wood.
like this upright row of cubes " 31. Four Garden Benches.
?
" A " A steeple." Stairs.

chimney." 32.
" Take down
your cubes, and build two 33. Double Ladder.
upright rows of them — one square apart. 34. Two Columns on Pedestals.
What have you now " 35. Well-Trough.
?
" Two little

steeples," or " two chimneys." 36. Bath.
Thus, with these eight cubes, many forms of 37. A Tunnel.
life can be built under the guidance of the 38. Easy Chair.
teacher. It an important rule in this occu- 39. Bench, with back.
is
pation, that nothing should be rudely destroyed 40. Cube.

which has been constructed, but each new form Several of the names this list represent
in
to be produced by slight change of objects which, being more specifically German,

is
the pre-
ceding one. will not be recognized by the children. Ruins,
14 GUIDE TO KINDER-GARTNERS.
castles,sentry-boxes, sign-posts, perhaps they blocks should be used in the building of each
have aeen ; but it is easy to tell them
never figure, in order to accustom the child to look
something about these objects which will in- upon things as mutually related. There is
terest They will listen with pleasure
them. nothing which has not its appointed place,
to short stories, narrated by way of explana- and each part is needed to constitute the
tion, and thus associating the story with the whole. For example, the well-trough (35)
form, be able, at another time, to reconstruct may be built of six cubes, but the remaining
the latter while they repeat the former in their two should represent two pails with which the
own words. It is not to be expected, how- water is conveyed to the trough.
ever, that teachers in this country should
FORMS OF KNOWLEDGE.
adhere closely to the list of Froebel. They
may, with advantage, vary the forms, and, if These do not represent objects, either real
they choose, affix other names to those given or ideal. They instruct the pupil concerning
upon the plates. It is well sometimes to the properties and relations of numbers, by
adopt such designations as are suggested by a particular grouping of the
arranging and
the children themselves. They will be found blocks. Strictly speaking, the first effort to
to be quite apt in tracing resemblances be- count, by laying them on the table one after
tween their structures and the objects with another, is to be classed under this head. .
which they are familiar. The form thus produced, though varied at
In order to make the occupation still more each trial, is one of the forms of knowledge,
useful, they should be required also to point and by it the child receives its first lesson in
out the dissimilarities existing between the arithmetic.
form and that which it represents. Proceedingfurther, he is taught to add,
It is proper to allow the child, at times, to always by using the cubes to illustrate the
invent forms, the teacher assisting the fantasy successive steps. Thus, having placed two
of the little builder in the work of construct- of the blocks at a little distance from each
ing, and in assigning names to the structure. other on the table, he is caused to repeat,
When a figure has been found, and named, " One and one are two." Then placing
the child should be required to take the blocks another upon the table, he repeats, " One
apart, and build the same several times in suc- and two are three," and so on, until all the
cession. Older and more advanced scholars blocks are added.
suggest to younger and less abler ones, and Subtraction is taught in a similar manner.
the latter will be found to appreciate such Having placed all the cubes upon the table,
help. the scholar commences taking them off, one
It is a common observation, that the younger at a time, repeating, as he does this,
" One
children in a family develop more rapidly than from eight leaves seven; "One from seven
the older ones, since the former are assisted leaves six," and so on.
in their mental growth by companionship with According to circumstances, of which the

the latter. This benefit of association is seen Kinder-Gartner, of course, will be the best
more fully in the Kinder-Garten, under the judge, these exercises may be continued fur-
judicious guidance of a teacher who knows ther, by adding and subtracting two, three,
how to encourage what is right, and check and so on ; but care should always be taken
what is wrong, in the disposition of the chil- that no new step be made until all that has
dren. j gone before is perfectly understood.
It
should be remarked, in connection with With the more advanced classes, exercises
these directions, that in the use of this and in multiplication and division may be tried,
the succeeding gift it is essential that all the by grouping the blocks.
GUIDE TO KINDER-GARTNERS. 15
The division of the large cube, to illustrate "Two quarters — one half."
the principles of proportion, is an interesting
"Two halves — one whole."
and instructive occupation ; and we will here After these processes are
fully explained,
proceed to give the method in detail. and the principles well
understood by the
The children have their cube of eight be- scholars, they are to try their hand at divid-
fore them on the table. The teacher is also ing of the cube — first, individually, then all
furnished with one, and lifting the upper half together. If they succeed, they may then be
in the manner shown on Plate III., No. 4, taught to separate it into eighths. It is not
asks: advisable, in all cases, to proceed thus far.
" Did I take the whole of my cube in my Children under four years of age should be
"
hand, or did I leave some of it on the table ? restricted, for the most part, to the use of the
" Yoii left some on the table." cubes for practical building purposes, and for
" Do I hold in my hand more of my cube simpler forms of knowledge.
than I left on the table, or are both parts
alike .'
" FORMS OF BEAUTY.
" Both are alike."
Starting with a few simple arrangements,
" If or positions, of the blocks, we are able to
things are alike, we call them equal.
So I divided my cube into two equal parts, develop the forms contained in this class by
and each of these equal parts I call a half. means of a fixed law, viz., that every change
"
Where are the two halves of my cube ? of position is to accompanied by a cor-
be
" One is in your hand ; the other is on the responding movement on the opposite side.
table." In this way symmetrical figures are construct-
" So I cubes. I will now ed in infinite variety, representing no real
have two half
place the half which I have in my hand upon objects, yet, by their regularity of outline,
the half standing on the table. What have I adapted to please the eye, and minister to a
"
now ? correct artistic taste. The love of the beau-
" A whole cube." tiful cannot fail to be awakened in the youth-
The teaclier, then separating the cube again ful mind by such an occupation as this, and
into halves, by drawing four of the smaller with this emotion will be associated, to some
cubes to the right and four to the left, as is extent, the love of the good, for they are in-
indicated on Plate III., No. 2, asks : separable.
" What have I now before me ? " The works of God are characterized by
" Two half cubes." perfect order and symmetry, and his good-
" Before, I had an upper and a lower half. ness is commensurate with the beauty mani-
Now, I have a right and a left half. Uniting fest everj-where in the fruits of his creative
the halves again I have once more a whole." power. The construction of forms of beauty
The scholars are taught to repeat as fol- with the building blocks will prepare the child
lows while the teacher divides and unites the to appreciate, by and by, the order that rules
cubes in both ways, and also as represented the universe.
by Form No. 3 : By Plates IV. and V. it will be seen that
" One whole — two halves." these forms are of only one block's height,
"Two halves — one whole." and, consequently, represent outlines of sur-
Again, each half is divided, as shown in faces. It is necessarj' that the children should
Forms No. 5, 6, and 7. and the children are be guided, in their construction, by an easily
required to repeat during these occupations : recognizable center. Around this visible point
" One whole — two halves." all the separate parts of the form to be created
"One half — two quarters (or fourths.)" must be arranged, just as in working out the
i6 GUIDE TO KINDER-GARTNERS.
highest destiny of man, all his thoughts and 8, edge touchesside midway. Another mode
acts need to be regulated by an invisible cen- of development is shown in Forms 9 — 15.
ter, around which he is to construct a har- The four outside cubes move toward the
monious and beautiful whole. right by a half cube's length, until the original
In order to produce the varied forms of form reappears in No. 15.
beauty with the simple material placed in the Now, the four outside cubes occupy the
hands of the scholar, he must first learn in' opposite position. Fig. 16, edges touch sides.
what ways two cubes may be brought in con- They are moved as before, by a half cube's
tact with each other. Four positions are length, until, in Form No. 22, the one with
shown on Plate IV. The blocks may be ar- which we started, is regained.
ranged either — side by side, as in Fig. i ; edge We now extract the inside cubes (^), Fig.
to edge, as in Fig. 2 ; or edge to side, and side 23, and each of them travels around its neigh-
to edge, as in Nos. 3 and 4. Nos. i and 3 are bor cube (a), until a standing, hollow square
the opposites to 2 and 4. Other changes of is developed, as in Fig. 29.
position may be made. For example, in Fig. i Now cube a again is set in motion. It
the block marked a may be placed above or to assumes aslanting direction to the remain-
the right or to the left of the block marked b. ing cubes. Fig. 30, and, pursuing its course
The cubes may also be placed in certain rela- around them, the Form, No. 29, reappears
tions to each other on the table, without being in No. 36.
in actual contact. These positions should be Next, b is drawn out. Fig. 37, and a pushed
practiced perseveringly at the outset, so as to in, until a standing cross is formed. Fig. 38,
furnish a foundation for the processes of con- b, constantly traveling on by a half cube's
struction which are to follow. It is one of the length, until. Fig. 43, all cubes are united in a
important features of Froebel's system, that it large square, and b again begins traveling, by
enables the child readily to discover, and a cube's length, turning side to side and edge
critically to observe, all relations which ob- to edge. In Fig. 48, b performs as a has
jects sustain to one another. Thoroughness, done.
therefore, is required in all the details of these
But with more developed children we may

occupations. proceed on other principles, Fig. 49, intro-
We start from any fundamental form that ducing changes only on two instead of four
may present itself to our mind. Take, for sides, and thus arriving successively at Forms
illustration, Form No. 5. Four cubes are 50
— 60.
here united side to side, constituting a square After each occupation, the scholars should
surface, and the outline is completed by plac- replace their cubes in the boxes, as heretofore
ing the four remaining cubes severally side to described, and the material should be re-
side with this middle square. In 6, edge turned to the closet where it is kept before
touches edge ; in 7, side touches edge, and in commencing any other play.
THE FOURTH GIFT.
The preceding gift consisted of cubical larities and the differences ; then, if they can
blocks, all of their three dimensions being the comprehend that notwithstanding they are so
same. In the Fourth Gift, we have greater unlike m /arm. their solid contents is the same,
variety for purposes of construction, since each sinceit takes just eight of each to make the
of the parts of the large cube is an oblong, same sized cube, an important lesson will
whose length is twice its width, and four times have been learned. If told to name objects
its thickness. The dimensions bear the same that resemble the oblong, they will readily
proportion to each other as those of an or- designate a brkk^ table, piano, closet, &c., and
dinary brick ; and hence these blocks are if allowed to invent forms of life, will, doubt-
sometimes called bricks.
They are useful in
. less, construct boxes, benches, &c.
teaching the child difference in regard to The same precision should be observed in
length, breadth, and height. This difference all the details of opening and closing the
enables them to construct a greater variety plays with this gift as in those previously de-
of forms than he could by means of the third scribed.
gift. By these he is made to understand,
FORMS OF LIFE.
more distinctl)', the meaningof the terms per-
The following is a list of Froebel's forms,
pendicular and horizontal. And if the teacher
which are represented on Plates VI. and VII.
sees fit to pursue the course of experiment
sufficiently far, many philosophical truths will
If the names do not appear quite striking, or
to the point, the teacher may try to substitute
be developed ; as. for instance, the law of
better ones :
equilibrium, shown by laying one block across
another, or the phenomenon of continuous

1. The Cube.
motion, exhibited in the movement of a row 2. Part of a Floor, or Top of a Table.
of the blocks, set on end, and gently pushed 3. Two Large Boards.
from one direction. 4. Four Small Boards.
5. Eight Building Blocks.
PREPARATION FOR CONSTRUCTING 6. A Long Garden Wall.
FORMS. 7. A City Gate.
This gift is introduced to the children in a 8. Another City Gate.
manner similar to the presentation of the third 9. A Bee Stand.
gift. The cover is removed, and the box is A Colonnade.
10.
reversed upon the table. Lifting the box 11. A Passage.

carefully, the cube remains entire. The chil- 12. Bell Tower.
dren are made to observe that, when whole, 13. Open Garden House.
its size is the same as that of the previous one. 14. Garden House, with Doors.
Its parts, however, are very different in form, 15. Shaft.
though their number is the same. There are 16. Shaft.
still eight blocks. Let the scholars compare 17. A Well, with Cover.
one of the small cubes of the third gift with 18. Fountain.
one of the oblongs in this gift ; note the simi- 19. Closed Garden Wall.
3
20. An Open Garden. The cube is first arranged so that one per-
21. An Open Garden. pendicular and three horizontal cuts appear,
22. Watering-Trough. aiid child is then requested to separate it into
a
23. Shooting-Stand. halves, these halves into quarters, and these
24. Village. quarters into eighths. Each of the latter will

25. Triumphal Arch. be found to be one of the oblong blocks, and
26. Caroussel. this for the time, may be made the subject of
27. Writing Desk. conversation.
28. Double Settee. " Of what material is this block made ? "
29. Sofa. "What is the color?"-

30. Large Garden Settee. "What objects resemble it in form?"
" How
31. Two Chairs. many sides has it?"
" Which is the "
32. Garden Table Chairs. largest side ?
33. Children's Table. "Which is the smallest side?"
" Is there a side
34. Tombstone. larger than the smallest
35. Tombstone. and smaller than the largest?"
36. Tombstone. In this way, the scholars learn that there
37. Monument. are three kinds of sides, symmetrically arrang-

38. Monument. ed in pairs. The upper and lower, the right
39. Winding Stairs. and left, the front and back, are respectively
40. Broader Stairs. equal to and like each other.
41. Stalls. By questions, or by direct explanation, facts
42. A Cross Road. like the following, may be made apparent to
43. Tunnel. the minds of children. "The upper and low-
44. Pyramid. er sides of the block are twice as large as the
45. Shooting-Stand. two long sides, or the front and back, as they
46. Front of a House. may be called. Again, the front and back are
47. Chair, with Footstool. twice as large as the right and left, or the two
48. A Throne. short sides of the block. Consequently, the
49. f Illustration of two largest sides are four times as large as
50. \
Continuous Motion. the two smallest sides." This can be demon-
Here, as in the use of tlie previous gift, strated in interesting way, by placing
a very
one form is produced from another by slight several of the blocks side by side, in a varie-
changes, accompanied by explanations on the ty of positions, and in all these operations
part of the teacher. Thus, Form 30 is easily the children should be allowed to experiment
changed to 31, 32, and ^3, and Form 34 may for themselves. The small cubes of the pre-
be changed to 35, 36, and 37. In every case, ceding gift may also with propriety be brought
all the blocks are to be employed in con- in comparison with the oblongs of this gift, and
structing a figure. the differences observed.
When the single block has been employed
FORMS OF KNOWLEDGE.
to advantage, through several lessons, the
This gift, like the
preceding, is used to whole cube may then be made use of, for the
communicate ideas of divisibility. Here, how- representation of forms of knowledge.
ever, on account of the particular form of Construct a tablet or plane as in Plate VIII.
the parts, the processes are adapted rather to a. In order to show the relations of dimen-
illustrate the division of a surface, than of a sion, divide this plane into halves, either by a
solid body. perpendicular or horizontal cut (b and c).
These two forms will give rise to instruct- the dimensions of the parts. Plate IX. shows
ive observations and remarks by asking : a number of of beauty
forms derivable from
" What was the form of the original tablet?" the original form, I. Each two blocks form
"
"What is the form of its halves? a separate group, which four groups touching
" How many times larger is their breadth in the center, form a large square. The out-
"
than their height ? side blocks (a) move in Figs, i — 9, around the
So with regard to the position of the oblong stationary middle.
halves ; the one at b may be said to be lying The inside blocks {b) are now drawn out
while that at c is statiding. (Fig. 10), then the blocks (a) united to form
" Change a lying to a standing oblong." In a hollow square (Fig. 11), around which b
order to do this, the child will move the first moves gradually (Figs. 12 and 13).
so as to describe a quarter of a circle to the Now is combined into a cross with open
b
right or left. center, a goes out (Fig. 14) and moves in an

"Unite two oblongs by joining their small opposite direction until Fig. 17 appears.
sides. You then have a large lying oblong "(f). By extricating b the eight-rayed star (Fig.
"Separate again (/) and divide each part 18) is formed. In Fig. 19 a revolves, b is
into halves, (;'). You have now four parts drawn out until edge touches edge, and thus
called quarters, and these are squares, in their the form of
a flower appears (Fig. 20).
surface form." Now turned (Fig. 21), and
b is in Fig. 22,
Each of these quarters may be subdivided, a wreath is shown. In Fig. 22, the inside
and the children taught the method of division edges touch each other; in Fig. 23, inside
by two. Other material may also be used in and outside ; in Fig. 24, edges with sides, and
connection with the blocks, such as apples, or b is united to a large hollow square, around
any small objects which serve to illustrate the which a commences a regular moving. In
properties of number. It is evident that these Fig. 29, a is finally united to a lying cross, and
operations should be conducted in the most thereby another starting-point gained for a
natural way, and never begun at too early a new series of developments.
stage of development of the little ones. In Each of these figures can be subjected to
figures e, g, h and k on Plate VIII. another a variety of changes by simply placing the
mode is indicated, for the purpose of illus- blocks on their long or short sides, or as the
trating further the conditions of form connect- children will say, by letting them stand up or
ed with this gift. Figs, i— 16 Plate VIII. lie down. The net-work of lines on the
show the manner in which exercises in addition table is to be the constant guide, in the con-
and subtraction may be introduced, as has al- struction of forms. In inventing a new series,
ready been alluded to in the description of the place a block above, below, at the right or
Third Gift. left of the center ; and a second opposite and
equidistant. A third and a fourth are placed
FORMS OF BEAUTY. at the right and left of these, but in the same
We first ascertain, as in the case of the position relative to the center. The remain-
cubes, the various modes in which the oblongs ing four are placed symmetrically about those
can be brought in relation to each other. first laid. By moving the a's or Vf, regularly
These are much more numerous than in the in either direction, a variety of figures may
Third Gift, because of the greater variety in be formed.
THE FIFTH GIFT.
CUBE, TWICE DIVIDED IN EACH DIRECTION.
(plates X. .TO XVI.)
All
gifts used as occupation material in the It is most convenient to pack them in the
Kinder-Garten develop, as previously stated, box, so as to have all half and quarter cubes
one from another. The Fifth Gift, like that and three whole cubes in the bottom row, (see
of the Third and Fourth Gifts, consists of a Plate XV., 1%) which only admits of separating
cube again, although larger than the previous the whole cube in the various ways required
ones. The cube of the Third Gift was divided hereafter, as it will also assist in placing the
mice in all directions. The natural progress cube upon the table, which is done in the
from I is to 2 ; hence the cube of the Fifth same manner as described with the previous
Gift is divided twict in all directions ; conse- Gifts.
quently, in three equal parts, each consisting The first practice with this Gift is like that
of 7iine smaller cubes of equal size. But as with others introduced thus far. Led by the
this division would only have multiplied, not question of the teacher, the pupils state that
diversified, the occupation material, it was this cube is larger than their other cubes;
necessary to introduce a new element, by and the manner in which it is divided will
subdividing some of the cubes in a slanting next attract their attention. They state how
direction. many times the cube is divided in each "direc-
We have heretofore introduced only perpen- tion, how many parts we have if we separate
dicular and horizontal lines. These opposites, it according to these various divisions, and
however, require their mediate element, and carrying out what we say, gives them the
this mediation was already indicated in the necessary assistance for answering these ques-
forms of life and of beauty of the Third and tions correcdy. In No. 3, Plate XV., the three
Fourth Gifts, when side and edge, or edge parts of the cube have been laid side by side
and side, were brought to touch each other. of each other.
The slanting direction appearing there trans- These three squares we can again divide
itionally — occasionally — here, becomes per- in three parts, and these latter again in three,
manent by introducing the slanting line, sepa- so that then we shall have twenty-seven parts,
rated by the division of the body, as a bodily which teaches the pupil that 3X3=9-3X9
reality. = 27.
Three of the part cubes of the Fifth Gift To some, the repetition of the apparently
are divided into half cubes, three others into simple e-xercises may appear superfluous ; but
quarter cubes, so that there are left twenty- repetition alone, in this simple manner, will
one whole cubes of the twenty-seven, produced assist children to remember, and it is always
by the division of the cube mentioned before, interesting, as they have not to deal with ab-
and the whole Gift consists of thirty-nine sin- stractions, but have real things to look at for
gle pieces. the formation of their conclusions.
4
But, again I say, do not continue these sufficiently to employ it for the production
occupations any longer than you can com- of the various forms of life and beauty now
mand the attention of your pupils by them. to be introduced.
As soon as signs of fatigue or lackof interest
become manifest, drop the subject at once, FORMS OF LIFE.
and leave the Gift to the pupils for their own (plates X. AND XI.)
amusement. If
you act according to this ad- The main condition here, as always, is
vice, your pupils never will over-e.xert them- that representation the whole of
for each
selves, and will always come with enlivened the occupation material be employed; not
interest to the same occupation whenever it that only one object should always be built,
is again taken up. but in such manner that remaining pieces
After the children have become acquainted be always used to represent accessory parts,
with the manner of division of their new although apart from, yet in a certain rela-
large cube, and have exercised with it in the tion to the main figure. The child should,
above-mentioned way, their attention is drawn again and again, be reminded that nothing
of the divided half and quarter belonging to a whole or could be, allowed
is,
to the shape
cubes. to be superfluous, but that each individual
They are divided by means of slanting lines, part destined to fill its position actively
is
which should be made particularly prominent, and effectively in its relation to some greater
and the pupils are then asked to point out, whole.
on the whole cubes, in what manner they Nor should be forgotten that nothing
it
were divided in order to form half and quar- should be destroyed, but everything produced
The pupils also point out hori- by re-building. It advisable always to start
is
ter cubes.
zontal, perpendicular and slanting lines which with the figure of the cube.
they observe in things in the room or other There are only the few following models on
near objects. our Plates lo and ii
:
Take thehalves of your cube apart,

two 1. Cube.
and say, " How many corners and angles you Flower-Stand.
2.
can count on the upper and lower sides of 3. Large Chair.

these two half cubes?" "Three." Three 4. Easy Chair, with Foot Bench.
corners and three angles, which latter, you A Bed. Lowesfrow, fifteen whole cubes
5.
;
recollect, are the insides of corners. We call, second row, six whole and six half cubes, com-
therefore, the upper and lower side of the posed of twelve quarter cubes; third row, six
half cube a triangle, which simply means a half cubes.
side or plane with three angles. The child Sofa. First row, sixteen whole and two
6.
has now enriched its knowledge of lines by half ground plan.

cubes 6°,
;
the introduction of
oblique or slanting
the A Well.
ground plan.7°,
8. 7.
line, in addition to the horizontal and perpen- House, with Yard. 8% ground plan
;
dicular lines, and of sides or planes by the twelve wTiole cubes, ground nine whole and
;
introduction of the triangle, in addition to six half cubes, second row roof, twelve quar-
;
the square and oblong previously introduced. ter cubes.

With the introduction of the triangle, a great 9. A Peasant's House. First row, ten
treasure for the development of forms is whole cubes second row, eight whole and
;
added, on account of its frequent occurrence two half cubes; roof, eight cubes, three
as elementary forms in all the many forma- halves and two halves, and eight quarters
tions of Tegular objects. and two halves and four quarters 9°, ground
;
The child is expected to know this Gift now plan.

10. School-House. Third row, three whole the child builds a house, in which it lives,
and six half cubes; fourth row, one whole speaking of kitchen, sleeping-room, parlor,
and four quarter cubes ; 10°, ground plan. and eating-room, when representing it. Soon
11. Church. Building itself. eighteen whole the realm of its ideas widens. It roves into
cubes roof, twelve quarter cubes ; steeple,
; garden, street, &c. It builds the church, the
four whole cubes and one half cube ; vestry, school-house, where the older brothers and
one whole and one half cube ; 1 1°, ground sisters are instructed factory, arsenal,
; the
plan of Church. from which, at nooii and after the day's work
12. Church, with Two Steeples. Building is over, so many laborers walk out to their
itself, twelve whole cubes ; roof, twelve quar- homes, to eat their dinner and supper, to
ter cubes ; steeples, twice five whole cubes rest from their work, and to play with their
and one half cube ; between steeples, one little children. The ideas which the children
whole cube ; 12", ground plan. receive of all these objects by this occupa-
13. Factory, with Chimney and Boiler- tion, grow more correct by studying them in
house. Factory, sixteen whole cubes; roof, their details, where they meet with them in
six half and four quarter cubes ; chimney, five reality. In all this they are, as a matter
whole and two quarter cubes ; boiler-house, of course, to be by the instructive
assisted
four quarter cubes ; roof, two quarter cubes ; conversation of the teacher. It is not to be
13", ground plan. forgotten that the teacher may influence the
14. Chapel, with Hermitage. minds of the children veiy favorably, by re-
15. Two Garden Houses, with Rows of lating short stories about things and persons
Trees. in connection with the
object represented.
16. A
Castle. 16", ground plan. Not their minds alone are to be -disciplined ;
17. Cloister in Ruins. 17°, ground plan. their hearts are to be developed, and each
18. City Gate, with Three Entrances. 18°, beautiful and noble feeling encouraged and
ground plan. strengthened.
19. Arsenal. ground plan. 19°, Be it remembered again that it is not neces-
20. City Gate, with Two Guard-Houses. sary that the teacher should always follow the
20°, ground plan. course of development shown in the pictures

21. A 21°, ground plan; first
Monument. on our plates. Every course is acceptable,
row, nine whole and four half cubes ; second if only destruction is prevented and re-build-
to fourth row, each, four whole cubes ; on ing adhered to. Some of the pictures may
either side, two quarter cubes, united to a not be familiar to some of the children. The
square column, and to unite the four columns, one- has never seen a castle or a city gate,
four quarter cubes. a well or a monument. Short descriptive
22. A Monument. ground plan; first
22°, stories about such objects will introduce the
row, nine whole and four quarter cubes ; sec- child into a new sphere of ideas, and stimu-
late the desire to see and hear more and
ond row, five whole and four half cubes ; third

row, four whole cubes ; fourth row, four half more, thus adding, daily and hourly, to the
cubes. stock of knowledge of which he is already
23. A Large Cross. 23°, ground plan ; first possessed. Thus, these plays will not only
row, nine whole and four times three quarter cultivate the manutil dexterity of the child,
cubes ; second row, four whole cubes ; third develop his eye, excite his fantasy, strengthen
row, four half cubes. his power of invention, but the accompanying
Tables, chairs, sofas, beds, arc the first oral illustrations will also instruct him, and
objects the child builds. They are the ob- create in him a love for the good, the noble,
jects with which it is most familiar. Then the beautiful.
The Fifth Gift is used with children from FORMS OF BEAUTY.

five to six years old, who are expected to be If we consider that the Fifth Gift put
is
in their third year in the Kinder-Garten. into the hands of pupils when they have
A box, with its contents, stands on the reached the fifth year, with whom, conse-
table before each child.
They empty the quently, they have been treated rationally,
if
box, as heretofore described, so that the bot- the external organs, the limbs, as well as the
tom row of the cube, containing the half and senses, and the bodily mediators of all men-
quarter cubes, is made the top row. tal activity, the nerves, and their central organ,
" What have "
you now ? the brain, have reached higher degree of
a
" A cube."
development, and their physical powers have
" We will build church. Take off all
a kept pace with such development, we may
quarter and half cubes, and place them on well expect somewhat more extensive activ-
a
the table before you in good order. Move ity of the pupils so prepared, and be justified
the three whole cubes of the upper row in presenting to them work requiring more
together, so that they are all to the left of skill and ingenuity than that of the previous
the other cubes. Take three more whole Gifts.
cubes from the right side, and put them be- And, in fact, the progress with these forms
side the three cubes which were left of the apparently much greater than with the
is
upper row. Take the three remaining cubes, forms of life because here the importance
;
which were on the right side, and add them of each of the thirty-nine parts of the cube
to the quarter and half cubes. What have can be made more prominent. He who
is
"
you now ? not stranger in mathematics knows that the
a
" A house without

roof, three cubes high, number of combinations and permutations of
three cubes long, and two cubes broad." thirty-nine different bodies does not count by
" We will now make the roof Place on hundreds, nor can be expressed by thousands;
each of the six upper cubes a quarter cube but that millions hardly suffice to exhaust all
with its largest side. Fill up the space be- possible combinations.
tween each two quarter cubes with another Limitations are, therefore, necessary here
;
quarter cube, and place another quarter cube and these limitations are presented to us in
on top of it. What have you now ? " tiie laws of beauty, according to which the
" A house with roof."
whole structure not only to be formed har-
is
" How "

many cubes are yet remaining .? moniously in itself, but each main part of
it
" Three whole and
six half cubes." mast also answer the claims of symmetry.
" Take the whole
cubes, and place them, In order to comply with these conditions, it
one on top of the other, before the house. sometimes necessary, during the process
is
Add another cube, made of two half cubes, of building Form of Beauty, perform
to
a
and cover the top with half a cube for a roof. certain movements with various parts simul-
"
What have you now In such cases advis-
taneously. appears
it
.''
" A steeple." able to divide the activity in its single parts,

'•
We will employ the remaining three half and allow the child's eye to rest on these
cubes to build the entrance. Take two of the transition figures, that may become perfectly
it
half cubes, form whole cube of them, and conscious of all changes and phases during
a
place on the other side of the house, op- the process of development of the form in
it
posite the steeple, and lay upon the last question. This will render more intelligible
it
half cube as roof. What have we built to the young mind, that real beauty can only
a
"
now be produced when one opposite balances
?
" A cliurch, with the proportions of all parts are

steeple and entrance." another,
if
equally regulated by uniting them with one nally, (Fig. 10,) the four cubes li do the same,
common center. (Fig. II,) cubes a move farther to the corner
Another limitation we find in the fact, that of the triangles, (Fig. 12,) cubes i move to
each fundamental form from which we start the places where cubes a were previously,
is divided in two main parts — the internal (Fig. 13.) If all eight cubes continue their
and theexternal— and that if we begin the way in the same manner, we ne.xt obtain a
changes or mutations with one of these oppo- form in which a and l> remain with their cor-
sites, they are to be continued with it until a ners on the half of the catheti ; then follows
certain aim be reached. By this process cer- a figure like 13,different only in so far as a
tain small series of building steps are created, and -i^ have exchanged positions; then, in
which enable the child — and, still more, the like manner, follow 12, 11, 10, and 9.
teacher — to control the method according to We, therefore, discontinue the course. The
which the perfect form is reached. internal cubes so far occupied positions that
" Each definite beginning conditions a cer- l> and iT turned corners, a and c sides towards
tain process of its own, and however much each other. In Fig. 14, the opposite appears,
liberty in regard to changes may be allowed, /> and t: show each other sides, a and £ cor-
they are always to be introduced within cer- ners. Thus, in Fig. 15, we reach a new
tain limils only." fundamental form. Here, not the cubes of
Thus, tlie fundamental form conditions all the internal, but those of the external tri-
the changes of the whole following series. angles furnish the material for changing the
All fundamental forms are distinct from each form.
other by their different centers, which may be It is not necessaiy the teacher, by
that
a square, (Plate XII.,
Fig. 9,) triangle,a strictly adhering to the law of development,
(Plate XIV., Fig. 37,) a he.xagon, octagon, or return to the adopted fundamental form. She
circle. may interrupt the course, as we have done,
Before the real formation of figures com- and continue according to new conditions.
mences, the child should become acquainted But however useful it may be to leave free
with the combinations in which the new forms scope to the child's own fantasy, we should
of the divided cubes can be brought with never lose sight of Froebel's principle, to lead
each other. It takes two half cubes, forms to Imnful action, to accustom to following a
of them a whole, and,
being guided by the definite rule. Nor should we ever forget that
law of opposites, arrives at the forms repre- the child can only derive benefit from its
sented on Plate XII. — i to 8, and perhaps at occupation, if we do not over-tax the measure
others of less significance. of its strength and
ability. The laws of for-
The scries of figures on Plates XIIL, XIV., mation should, therefore, always be as definite
XV., arc all developed, one from another, as and distinct as simple. As soon as the child
the careful observer will easily detect. As it cannot trace back the way in which you have
would lead too far to show the gradual grow- in developing any of the forms of life
it,
led
ing of one from another, and all from a com- or beauty cannot discover how arrived
if
it
it
;
mon fundamental form, we will show only the certain point, or how to proceed from
it,
at
a
course of development of Figures 9 to 14, on the moment has arrived when the occupation
Plate XII. not only ceases to be useful, but commences
The fundamental (Fig. 9) is a stand-
form to be hurtful, and we should always studiously
ing square, formed of nine cubes, and sur- avoid that moment.
rounded by four equilateral triangles. In order to facilitate the child's control of
The course of development starts from the his activity, well to give the cubes, which
is
it
center part. The four cubes a move exter- arc, so to say, the representatives of the law
of development, instead of the letters a, b, c, become the child's mental property, and this
names of some children present, or of friends is not to be done hurriedly, but during tlie
of the pupils.This enlivens the interest in last two years in the Kinder-Garten and
their movements, and the children follow them afterwards in the Primary Department.
with much more attention. The first seven forms of knowledge on
Plate XV. show the regular divisions of the
FORMS OF KNOWLEDGE. cube in three, nine and twentj'-seven parts,
(plates XV. AND XVI.) lu cither case, a whole cube
was employed,
The representations of the forms of knowl- and forms produced by division are
yet the
edge, to which the Fifth Gift offers oppor- different. This shows that the contents may
tunity, is of great advantage for the develop- be equal, when forms are different (Figs. 2, 3,
ment of the child. To superficial observers, 4, or 5 and 6).
it is true, it may appear as if Froebel not This difference becomes still more obvious
only ascribed too much importance to the if the parts of Fig. 2, are united to a
three
mathematical . element to the disadvantage standing oblong, or those of Fig. 3 to a lying
of others, but that mathematics necessarily oblong, or if a single long beam is formed of
require a greater maturity of understanding Fig. 4.
than could be found with children of the Take a cube, children, place it bc'fore you,
Kinder-Garten age. But who thinks of in- and also a cube divided in two halves, and
troducing mathematics as a science ? Many place the two halves with their triangular
a child, five or six years of age, has heard planes or sides, one upon another.
that the moon revolves around the earth, that These two halves united are just as large
a locomotive is propelled by steam, and that as the whole cube.
lightning is the effect of electricity. These But the two halves may be united, also, in
astronomical, dynamic and physical facts have other ways. They may touch each other with
been presented to him, as mathematical facts their quadratic and right angular planes.
are presented to his observation in Froebel's Represent these different ways of uniting
Gifts. Most assuredly it would be folly, if one the two halves of the cube simultaneously.
would introduce in the Kinder-Garten math- Notwithstanding the difference in the forms,
ematical problems in the usual abstract man- the contents of mass of matter remained the
ner. In the KinderGarten, the child beholds same.
the bodily representation of
expressedan In a still more multiform manner, this fact
truth, recognizes the same, receives it without may be illustrated with the cubes divided in
difficulty, without overtaxing its developing four parts. Similar exercises follow now with
mind in any manner whatsoever. Whatever the whole Gift, and the children are led to
would be difficult for the child to derive from find out all possible divisions in two, three,
the mere word, nay, which might under cer- four, five, nine and twelve equal parts (Figs.
tain circumstances be hurtful to the young 8 to 18).

mind, is taught naturally and in an easy man- After each such division
the equal parts
ner by the forms of knowledge, which thus are to be placed one upon another, for divid-
become the best means of e-xercising the ing and separating are always to be followed
child's power of observation, reasoning, and by a process of combining and re-uniting.
judging. Beware of all problems and ab- The child thus receives every time, a trans-
stractions. The child builds, forms, sees, formation of the whole cube, representing the
observes, compares, and then expresses the same amount of matter in various forms
truth it has ascertained. By repetition, these (Fig. 19-22). The child should also be al-
truths, acquired by the observation of facts. lowed to compare with each other the various
thirds, quarters, or sixths, into which whole be introducedin the Primary Department
cubes can be divided, as shown in Figs. 9, only, where it is combined with other inter-
10, II, 12, or 14, 15 and 16. esting but more complicated exercises. Sim-
It is understood that all these exercises ply to indicate how advantageously this Gift
should be accompanied by the living word may be used for instruction in geometiy in
of the teacher ; for thereby, only, will the later years, we have added the Figs. 30" and
child become perfectly conscious of the ideas 30'', the representation of which shows the
received from perception, and the opportunity child the visible proof of the well-known
is offered to perfect and multiply them. The Pythagorean axiom, by which the theoretical,
teacher should, however, be carefuF not to abstract solution of the same, certainly, can
speak too much, for it is only necessary to alone be facilitated.
keep the attention of the pupil to the object For the continuation of the exercises in
represented, and to render impressions more arithmetic, begun with the previous Gifts, the
vivid. cubes of the present one are of great use.
The divisions introduced heretofore, are Exercises in addition and subtraction are con-
followed by representations of regular mathe- tinued more extensively, and by the use of
matical figures, (planes,) as shown in Figs. these means, the child will be enabled to
23-26. The manner in which one is formed learn, what is usually called the multiplication
from the preceding one is easily seen from table, in a much shorter time and in a much
the figures themselves. more rational way than it could ever be ac-
As mentioned before, part of the occupa- complished by mere memorizing, without visi-
tion described in the preceding pages, is to ble objects.
THE SIXTH GIFT.

LARGE CUBE, CONSISTING OF DOUBLY DIVIDED OBLONGS.

(plates XVII. TO XX.)
As the Third and Fifth Gifts form an The children soon become acquainted with
especial sequence of development, so the this Gift, as the variety of forms much less
is
Fourth and Sixth are intimately connected than in the preceding one, where, by an ob-
with each other. The latter lique division of the cubes, an entirely new
is,
so to say,
a
higher potence of the former, permitting, the radical principle was introduced.
observation in greater clearness, of the quali- It here, therefore, mainly the proportions
is
ties, relations, and laws, introduced previously. of size of the oblongs, squares, and columns
The Gift contains twenty-seven oblong contained in this Gift and the number of each
blocks or bricks, of the same dimensions as kind of these bodies, about which the child
those of the Fourth Gift. Of these twenty- has to become enlightened, before engaging
seven blocks, eighteen are whole, six are in building — playing, creating — withthis new
divided breadthwise, each in two squares, material.
and three by lengthwise cut, each in t\vo The cube placed upon the table — all parts
is
a
columns altogether making thirty-six pieces. are disjoined — then

equal parts collected
;
2S GUIDE TO KINDER-GARTNERS.
into
groups, and the child is then asked, its work ; it is, therefore, a great mistake in
"How many blocks have you altogether?" education to neglect to enter fully into the
How many oblongs? how many squares? spirit of the pupil's sphere of thinking and
how many columns ? Compare the sides of acting; and if we ever should allow our-
the blocks with another — take an oblong — selves to go so far as to ridicule his pro-
how many squares do you need to cover it ? ductions, instead of assisting him to improve
how many columns ? on them, we would certainly commit a most
Place the oblong upon its long edge, now fatal error.
upon its shortest side — and state how many The selections of forms of life on Plates
squares or columns you need in order to XVII. and XVIII., nearly all of which are
reach its height, in either case. Exercises of in the meantime forms of art and knowledge,
this kind will instruct the child sufficiently, because of their architectural fundamental
to allow it to proceed, in a short time, to the forms, and the mathematical proportions of
individual creating, or producing occupation their single parts, can, therefore, not fail to
with this new Gift. give nourishment to various powers of the
mind.
FORMS OF LIFE. 1. House without roof; back wall has no
(PLATES XVri. AND XVIH.) door, i", ground plan.
It is the forms of life, particularly, for 2. Colonnade ; lowest row, five oblongs
which this Gift provides material, far better laid lengthwise, and back wall consisting of
fitted, than any previously used. The ob- ten standing oblongs, upon which ten squares.
longs admit of a much larger extension of 2', ground plan.
the plane, and allow the enclosure of a much 3. Hall, with columns.
more extensive hollow space, than was possi- 4. Summer House. 4% ground plan ; ves-
ble, for instance, with the cubes of the Fifth tibule formed by six columns.
Gift. Innumerable forms can therefore be 5. Memorial Column of the Three Friends.
produced with this Gift, and the attention and 5°, ground plan.
interest of the pupil will be constantly in- 6. Monument in Honor of "Some Fallen
creased. Hero. ground plan; lowest row, eight

6°,
This very variety, however, should induce oblongs ; second square of nine squares, par-
the careful teacher to
prevent the child's tially constructed of oblongs ; third, four sin-
purely accidental production of forms. It is gle squares ; then four columns, four single
always necessary to act according to certain squares, square of nine squares, square of
rules and laws, to reach a certain aim. The four squares, etc.
established principle, that one form should al- 7. Facade of a Large House. 7°, ground
ways be derived from another, can be carried plan.
out here only with great difficulty, owing to 8. The Columns of the Three Heroes.
the peculiarity of the material. It is therefore 8% ground plan.
frequently necessary, particularly with the 9. Entrance to Hall of Fame. 9°, ground
more complicated structures, to lay an entirely plan ; first row, sLx squares and six oblongs ;
new foundation for the building to be erected. second row, six oblongs ; third row, six
It is necessary, at all times, to follow the squares, etc.
child in his operations, — his questions should 10. Two Story House, with yard. io%
always be answered and suggestions made to ground plan. Io^ side view.
enlarge the circle of ideas. 11. Faqade. II^ ground plan.
It affords an abundance of pleasure to a 12. Covered Summer House. 12°, ground
child to observe that we understand it and plan.
13. Front View of a Factory. 13°, ground tions may be produced by using the oblongs
plan. I3^ side view. in lying or standing positions. By employing
14. Double Colonnade. 14°, ground plan. the four little columns in various ways, many
15. An Altar. 15°, ground plan. pleasant changes can be produced by them.
16. Monument. ground
16°, j^lan.
17. Columns of Concord. 17", ground FORMS OF KNOWLEDGE.

plan. (plate XX.)
The fantasy of the child is inexhaustibly These also appear in much smaller num-
rich in inventing new forms. It creates gar- bers compared with the richness and multi-
dens, yards, stables with horses and cattle, plicity of the Fifth Gift. By the absence of
household furniture of all kinds, beds with oblique (obtuse and acute) angles, they are
sleeping brothers and sisters in them, tables, limited to the square and oblong, and exer-
chairs, sofas, etc., etc. cises introduced with these previously, may
If several children combine their individual be repeated here with advantage.
building they produce large structures, perfect All Froebel's Gifts are remarkable for the
barn-yards with all out-buildings in them, nay, peculiar feature that they can be rendered ex-
whole villages and towns. The ideas that in ceedingly instructive by frequently introduc-
union there is strength, and that by co-oper- ing repetitions under varied conditions and
ation great things may be accomplished, will forms, by which means we are sure to avoid
thus early become manifest to the young that dry and fatiguing monotony which must
mind. needs result from repeating the same thing in
FORMS OF BEAUTY. the same manner and form. And still more,
(plates XIX. AND XX.) the child, thereby, becomes accustomed to
The forms of beauty of this Gift offer far less recognize like in unlike, similarity in dissimi-
diversity than those of Gift No. 5 ; owing, how- larity, oneness in multiplicit}', and connection
ever, to the peculiar proportions of the plane, in the apparently disconnected.
they present sufficient opportunity for charac- In Fig. 16-22, all squares that can be
teristic representations, not to be neglected. formed with the Sixth Gift are represented.
We give on the accompanying plates a sin- In Fig. 23 we see a transition from the forms
gle succession of development of such forms. of knowledge to those of beauty.
The progressive changes are easily recog- With the Sixth Gift we reach the end of
nized, as the oblong, which needs to be moved the two series of development given by
to produce the following figure, is always Froebel in the building blocks, whose aim
marked by a letter. The center-piece always is to acquaint the child with the general
consists of two of the little columns, standing qualities of the solid body by own observa-
one upon another, and important modification and occupation with the same.
THE SEVENTH GIFT.
SQUARE AND TRIANGULAR TABLETS FOR LAYING OF FIGURES.
(plates XXI. TO XXIX.)
All mental development begins with con- B. Right angular (equal sides). „ .
^
crete beings.The material world with its C. Right angular (unequal sides). .
I
multiplicity of manifestations first attracts D. Equilateral, and
{Tu^t
the senses and excites them to activitj', thus E. Obtuse angular (equal sides).
J
causing the rudimental operations of the The child was heretofore engaged with
mental powers. Gradually — only after many solid bodies, and in the representation of
processes, little defined and explained by any real things. It produced house, garden,
a
as yet, have taken place — man be- sofa, etc. It true the sofa was not sofa
is
science
a
comes enabled to proceed to higher mental as in reality the one built by the
seen
is
it
;
activity, from the original impressions made child was, therefore, so to say, an image al-
upon his senses by the various surroundings ready, but was bodily image, so much so
it
in the material world. that the child could place upon a little
it
'a
The earliest impressions, it is true, if often something representing its doll. The child
leave behind them a lasting trace considered real sofa, and so was to the
it
it
repeated,
a
on the m.ind. But between this attained pos- child, fulfilling, as did, in its little world,
it
of real sofa in real life.

sibility to recall once-made observations, to the purposes

a
represent the object perceived by our senses, With the tablets, the embodied planes, the
by mental image (imagination), and the child can not represent sofa, but form
a
a
real thinking or reasoning, the real pure ab- similar to an image of the sofa can be pro-
it
;
straction, there is a very long step, and duced by arranging the squares and triangles
nothing in our whole system of education is in certain order.
a
more worthy of consideration than the sud- We shall see, at some future time, how
den and abrupt transition from a life in the continues on this road, progressing
Froebel
concrete, to a life of more or less abstract from the plane to the line, from the line to
thinking to which our children are submitted the point, and finally enables the child to
when entering school from the parental draw the image of the object, with pencil or
house. pen in his own little hand.
*
Froebel, by a long series of occupation
material, has successfully bridged over this A. THE QUADRANGULAR LAYING TAB-
chasm, which the child has to traverse, and LETS (Squares).
the first place among the laying tablets of
it,
(PLATE XXI.)
various forms occupy. They are given the childfirst to the num-
The series of tablets contained in five ber of six. In similar way as was done
is
with the various building gifts, the child

is
boxes containing—
A. Quadrangular square tablets. led to an acquaintance with the various quali-
GUIDE TO KINDER GARTNERS.
ties of Ihe new material, and to compare dicular only in four positions of the tablet,
it,
with other things, possessing similar qualities. namely, those where the edges of the tablet
It advisable to let the child understand are placed in the same direction with the
is
the connection existing between this and the lines on the table before the child. This
previous gifts. The laying tablets are nothing will give occasion to lead the child to gen-
a
but the embodied planes, or separated sides eral perception of the standing or hanging of
of the cube. Cover all the sides of a cube objects according to the plummet.
with square tablets and after the child has But the tablet will force still another ob-
recognized the cube in the body thus formed, servation upon the child. The opposite sides
let separate the tablets one by one, from have an equal direction
it
they are the same
;
the cube hidden by them. distance from each other in all their points
;
The following, or similar questions are here they never meet, however many tablets the
to be introduced — What the form of this child may add to each other to form the lines.
is
:
tablet How many sides has How The child learns that such lines are called
it
?
many angles Look carefully at the sides. parallel lines. It has observed such lines
?
Are they alike or unlike each other? They frequently before this, but begins just now to
are all alike. Now look at the corners. These understand their real being and meaning.
also are all alike. Where have you seen sim- It looks now with much more interest than
ilar figures ever before at surrounding tables, chairs,
?
What are such figures called Can you closets, with their straight line orna-
houses,
?
show me angles somewhere else Where ments, for now the little cosmopolitan does
?
the two walls meet an angle. Here, there, not only receive the impressions made by the
is
and everywhere you find angles. surroundings upon his senses, but he already
But all angles are not alike, and they are looks for something in them, an idea of which
therefore differently named. All these dif- lives in his mind. Although unconscious of
ferent names you will learn successively, but the fact that with the
right angle and the
now let us turn to our tablet. Place right parallel line, h€< received the elements of
it
straight before you upon the table. Can you architecture, will pleasantly incite him to
it
tell me now what direction these two sides new observations whenever he finds them
have which form the angle The one again in another object which attracts his
is
?
horizontal, the other perpendicular. An attention.

angle which formed perpendicular The teacher in remembrance of oar oft-
is
if
a
meets horizontal line, called right an- hints, will proceed slowly, and care-
is
repeated
a
gle. How many of such angles can you fully, according to the desire and need of the
count on your tablet? Four. Show me such child. She repeats, explains, leads the child
right angles somewhere else. to make the same observations in the most
By the acquisition of this knowledge the different objects, and changing circumstances,
child has made an important step forward. or guides the child in laying other forms of
Looking for horizontal and perpendicular knowledge (lying or standing parallelograms
lines, and for right angles, led to investi- Fig. and of life, (steps. Fig.
is
8,
and
it
5)
6
4
gate more deeply the relations of form, which double steps. Fig. and 9, door, Fig. 10, sofa.
7
had heretofore observed only in regard to Fig. II, cross. Fig. 12), or forms of beauty.
it
the size conditioned by it. The number of these forms on the whole
is
The child's attention should be drawn to only very limited. It well now to augment
is
the fact that, however

tablet may bethe the number of tablets in the hands of the
placed the angles always remain right angles pupil, by two, when much larger munber of
a
though the lines are horizontal and perpen- forms can be produced. The various series
32 GUIDE TO KINDER GARTNERS.
of forms of beauty, introduced with the third right angle. Why? and what will you call
Gift, can be repeated here and enlarged upon, the other two angles How do the sides
?
according to the change in tlie material now run which form these two angles They run
?
at the disposal of the child. in such way as to form a very sharp point,
a
and these angles are, therefore, called acute
B, RIGHT-ANGLED TRIANGLES. angles, which means sharp-pointed angles.
(PLATE XXI.) Your triangle has then, how many different
As from the whole cube, the divided cube kinds of angles Two one right angle, and
;
was produced, so by division the triangle two acute angles.
springs from the
By dividing it It not necessary to mention that the
is
square.
diagonally in halves, we produce the rectan- above not to be taught in one lesson. It
is
gular triangle with equal sides. should be presented in various conversations,
Although the form of the triangle was pre- lest the acquired knowledge might not be
sented to the child in connection with the retained by even the brightest child. The
Fifth Gift, it here appears more independentl)-, attention of the pupil may also be led, in
and it is not only on that account necessary subsequent con\êrsations to the fact that the
to acquaint the child with the qualities and largest side opposite the largest angle, and
is
being of the new addition to its occupation that the angles are alike, etc.
two acute
material, but still more so as the forms of Sufficient opportunity for these and additional
the triangles with which, as a natural sequence remarks will offer itself during the represen-
it will have to do hereafter,
were entirely tations of forms of life, of knowledge, and of
unknown to the pupil. The child places two beauty, for which the child will employ its
triangles, joined to a square, upon the table. tablets,according to its own free will, and
What kind of a line divides your four-cor- which are not necessarily to be separated,
nered tablet.' An oblique or slanting line. neither here nor in any other part of these
In what direction does the line cut your occupations, although well to observe
it
is
a
square in two
From the right upper corner
? certain order at any time.
to the left lower corner. Such a line we call Whenever can be done, elementary knowl-
it
a diagonal. edge may well be imparted, together with the

Separate the two parts of the square, and representations of forms of life, and forms of
look at each one separately. What do you beauty.
call each of these parts ? What did you call In order to invent, the child must have
the whole ? A square. How many corners observed the various positions which trian-
a
or angles had the square ? Four. How many gle may occupy. It will find these acting
corners or angles has the half of the square according to the laws of opposites, already
you are looking at? Three. This half, familiar to the child.
therefore, is called a triangle, because, as I The right angle, to the right below, (Fig. 17)
have explained to you before, it has three will bring into the opposite direction to the
it
angles. How many sides has your tri- left above, (Fig. 18) then into the mediative
angle ? etc. positions to the left below, (Fig. 19) and to
Looking at the sides
attentively,more the right above, (Fig. 20). By turning,
it
what do you observe ? One side is long, the comes aboi'e\h& long side, (Hypothenuse, Fig.
other two are shorter, and, like each other. (Fig. 22) then to
it,
21) then opposite below

These latter are as large as the sides of the the right, (Fig. 23) and finally to the left of
square, all sides of which were alike. (Fig. 24).
it,
Now tell me what kind of angle it The various positions of two triangles are
is,
that
formed by these two equal sides It moving one of them around
by
easily found
is
is
a
?
the other. 26-31 are produced from

Fig. ditioned by the position of the right angle in
Fig. 25, by moving the triangle marked a, all these cases.
always keeping it in its original position, All
these exercises accustom the pupil to a
around the otlier triangle. methodic handling of all his material. They
In Figs. 32-37, the changes are produced, develop a correct use of his eye, because
alternating regularly between a turn and a regular figures will only be produced when
move of the triangle a. In Figs. 38-47, his tablets are placed correctly and exactly
simply turning takes place. in their places shown by the net-work on the
After the child has become acquainted with table. The precaution which must be exer-
the first elements from which its formations cised by the child not to disturb the easily
develop, it receives for a beginning four of movable tablets, and the care employed to
the triangled tablets. It then places the keep each in its place, are of the greatest
right angles together, and thereby forms a importance for future necessary dexterity of
standing full square, (Fig. 48.) hand. In a still greater degree than by these
By placing the tablets in an opposite posi- simple elementary forms just described, this
tion', turning the right angles from within to will be the case, when the pupil comes into
without, it produces a lying square with the possession of the following boxes, containing
hollow in the middle, (Fig. 49). This hollow a larger number — up to sixty-four — tablets for
space has the same shape and dimensions as the formation of more complicated figures,
Fig. 48. The child will fancy Fig. 48 into the according to the free exercise of his fantasy.
place of this hollow space, and will thereby
transfer the idea of a full square upon an FORMS OF LIFE.
(plate xxiii.)
empty or hollow one, and will consequently
make the first step from the perception of the All hints given in connection with the build-
concrete to its idea, the abstraction. ing blocks, are also to be followed here, with
The child will now easily find mediative this difference only, that we produce now .
forms between these two opposites. It places images of objects, whereas, heretofore, we
two right angles v.'ithin and two without, united the objects themselves.
(Fig. 58 and 59) two above, and two below, The child here begins —
(Fig. 50) two to the right, and two to the left,
A, WITH FOUR TABLETS.
(Fig. 50-
And forms witli them —
So far, two tablets always remained con-
with one another.
I. A flower-pot. 2. A little garden-house.
nected By separating
mediative 3. A pigeon-house.
them we produce the new forms,
52, 53, 54 and 55. in which again two and B, WITH EIGHT TABLETS.
two are opposites. But instead of the right. A A canoe or boat. 6.
4. cottage. 5.
the acute angles may meet in a point also,
A covered goblet. 7. A lighthouse. 8. A
and thus Figs. 56 and 57 are produced, clock.

which are called rotation forms, because the C, WITH SI.XTEEN TABLETS.
isolated position of the right angle suggests, A bridge with two spans. 10. A large
9.
as it were, an inclination to fall, or turn, or II. A church. A with bel-
gate. 12. gate
rotate. A fruit basket.
fry. 13.
The mediation between these two oppo-
site figures is given in Figs. 50 and 5 1— D, WITH THIRTY-TWO TABLETS.
between them and Figs. 49 and 50 in Figs. 14. A peasant's house. 15. A forge with
58 and 59 ; and it should be remarked in high chimney. coffee-mill. cof-
A
16.
.'\
17.
this connection, that these opposites are con- fee-pot without handle.
5
E, WITH SIXTY-FOUR TABLETS. actual experiences in tiie life of the child, are
i8. A two-Story house. 19. Entrance to a its most natural teachers in this important
railroad depot. 20. A steamboat. branch of education.
In No. 21, we see the result of combined
activity of many children. Although to some FORMS OF BEAUTY.
grown persons it may appear as if the images (PLATES XXI. AND XXII.)
produced do not bear much resemblance to Owing to the larger multiplicity of ele-
what they are intended to represent, it should mentary forms to be made with the triangles,
be remembered that iu most cases, the chil- the number of Forms of Beauty is a very large
dren themselves have given the names to one. Triangle, right angle, rhomb,
square,
the representations. Instructive conversation hexagon, octagon, all employed, and the
are
should also prevent this drmvmg with planes, great diversity and beauty of the forms pro-
as it were, from being a mere mechanical pas- duced lend a lasting charm to the child's
time ; theentertaining, living word must in- occupation. Its inventive power and desire,
fuse soul into the activity of the hand and its led by law, will find constant satisfaction, and
creations. Each representation, then, will to give satisfaction in the fullest measure
speak to the child and each object in the should be a prominent feature of all systems
world of nature and art will have a story to of education.
tell to the child in a language for which it
will be well prepared. FORMS TO BE BUILT WITH FOUR TABLETS
We need not indicate how these conversa- have already been mentioned on page 33, as
tions should be carried on, or what they contained on Plate XXI — D, 48-59. We find
should contain. Who would not think, in more satisfaction by employing
connection with the pigeon-house, of the
beautiful white birds themselves, and the nest EIGHT TABLETS.
they build ; the white eggs they lay, the ten- In working withthem, we can follow the
der young pigeons coming from them, and most various principles. Series E, 60-69, is
the care with which the old ones treat the formed by doubling the forms produced by
young ones, until they are able to take care four tablets ; series F, starting from the fun-
of themselves. An application of these re- damental form 70, making one half of the
lations to those between parents and children, tablets move from left to right, the length of
and, perhaps, those between God and man, one side, with each move. A new series
who, as his children enjoy his kindness and would be produced, if we move from right to
love every moment of their lives, may be left in a similar manner. In these figures,
made, according to circumstances — all de- sides always touch sides, and corners touch
pending on the development of the children. corners — consequendy, parts of the same kind.
However, care should always be taken not to The transition or mediation between these
present to them, what might be called ab- two opposites, the touching of corners and
stract morals, which the young mind is unable sides, would be produced by shortening the
to grasp, and which, if thus forced upon it movement of the traveling triangle one-half,
cannot fail to be injurious to moral develop- permitting it to proceed one-half side only.
ment. The aim of all education should be But let us return to fundamental form 70.
love of the good, beautiful, noble, and sub- In either large sides (hypothenuses) or
it,
lime ; but nothing is more apt to kill this small (catheti) constantly touch one
sides
very love, ere it is born, than the monotony another. The opposite — large side touching
of dry, dull preaching of morals to young —
small we have in Fig. 82, and by traveling
children. Words not so much as deeds — from right to left of half the triangles, series
G, 82 to 87, is produced. We would have example, we give Series L, the members of

produced a much larger number of forms, if which are produced by a four-fold junction
we had not interrupted progress by turning of the elements 68 and 69. no and iii are
the triangles produced by Fig. 86. opposites; 112 and 113 mediative forms.
In fundamental forms 70 and 82, the
the
sides touched one another. Fig. 88 shows WITH SIXTV-FOUR TABLETS.
that they may touch at the corners only. In Here, also, the combined activity of many
this figure, the right angles are without ; in children will result in forms interesting to be
89 and 90, they are within. Fig. 90 is the looked at, not only by little children. There
mediation between 70 and 89, for four tablets is another feature of this combined activity
touch with their sides (70) four with the cor- not to be forgotten. The children are busy
ners (89). No. 91 is the opposite of 90, full obeying the same law ; the same aim unites
center, (empty center.) and mediation between them — one helps the other. Thus the condi-
88 and 89 — (four right angles without, as in tions of human society — family, community,
88, and four within, as in
89.) It is already states, etc., — are already here shown in their
seen, from these indications, what a treasure effects. A system of education which, so to
of forms enfolds itself here, and how, with speak, by mere play, leads the child to appre-
ciate those requisites, by compliance with
SIXTEEN TABLETS, which it can successfully occupy its position
it again will be multiplied. as man in the future, certainly deserves the
It would be impossible to exhaust them. epithet of a natural and rational one.
Least of all, should it be the task of this Figures 114, 115, 116, are enlarged pro-
work to do this, when it is only intended to ductions from 96 and 97. They are planned
show how the productive selfoccupation of in such a way, as to admit of being continued
the pupil can fittingly be assisted. We be- in all directions, and thus serve to carry out
lieve, besides, that we have given a .suffi- the representation of a veiy large design.
cient number of ways on which fantasy may After having acted so far, according to in-
travel, perfectly sure of finding constantly dications made here, it is now advisable to
new, beautiful, eye and taste developing for- start from the fundamental forms presented
mations. We, therefore, simply add the series in the Fifth Gift, and to use them, with the
J and K, the first of which is produced by necessary modifications, in forther occupying
quadrupling some of the elementary forms the pupils with the tablets. Fig. 117 gives
given at D, 48 to 59, and the second of which a model, showing how the motives of the
indicates how new series of forms of beauty Fifth Gift can be used for this purpose.
may be developed from each of these forms.
It mustbe evident, even to the casual ob- FORMS OF KNOWLEDGE.
how here also the law of opposites,
ser\-er, (plate XXII.)
and their junction, was obsenêd. Opposites By joining two, four, and eight tablets, we
are 92 and 93 ; mediation, 94 and 95 :' oppo- have already become acquainted with the
sites, 96 and 97 ; mediation, 98, 99, and 100: regular figures which may be formed with
opposites, loi and 102 ; mediation, 103, etc. them, namely, triangle, quadrangle (square),
right angle, rhomboid, and trapezium (Plate
WITH THIRTY-TWO TABLETS. XXII., Figs. 1 18-123).
As
heretofore, we proceed here also in the The tablets are, however, especially quali-
same manner, by multiplying the given ele- fied to bring to the observation of the child
ments, or by means of further development, different sizes in equal forms (similar figures),
according to the law of opposites. As an and equal sizes in different forms.
36 GUIDE TO KINDER- GARTNERS.
Figures 124, 125, and 126 show triangles than a right angle, are acute angles and the
of wliich each is the half of the following, three sides are just alike,- hence the name —
and Nos. 129, 127, and 128, three squares equilateral — meaning "■
eqtcal sided" triangle.
of that kind. Figures 1 19-123, and 129- Joining two of these equilateral tablets the
131, show the former five,
the latter three child will discover that it cannot form any
times the same size in different forms. of the regular figures previously produced.
That the contemplation of these figures, No triangle, no square, no right angle, no
the occupation with them, mu'st tend to facili- rhomboid, can be produced, but only a form
of geometrical axioms
tate the understanding similar to the latter, a rhomboid with four
in future, who can doubt? And who can equal sides. To undertake to produce forms
gainsay that mathematical instruction, by of life with these tablets would prove very
means of Froebel's method, must needs be unsatisfactory. Of particular interest, how-
facilitated, and better results obtained ? That ever, because presenting entirely new forma-
such instruction, then, will be rendered more tions, are
fruitful for practical life, is a fact which will
be obvious to all, who simply glance at our THE FORMS OF BEAUTY.
figures, even without a thorough explanation. The child first receives three tablets and
They contain demonstratively the larger num- will find the various positions of the same
ber of the axioms in elementary geometry, towards one another according to the law of
which relate to the conditions of the plane in opposites and their combination. Vide Plate
regular figures. XXIV., 1-9.

For present purpose, it is sufficient if
the
SIX TABLETS.
the child learns to distinguish the various kinds
The child will unite his tablets around one
of angles, if it knows that the right angles
common center (Fig. 10), form the opposite
are all equally large, the acute angles smaller,
(Fig 11), and then arrive at the forms of me-
and the
obtuse angles larger than a right
diation 12, 13, 14, and 15, or it unites three
angle, which the child will easily understand
elementary forms each composed of two tab-
by putting one upon another. A deeper in-
lets as done in 16, and forms the opposite

sight in the matter must be reserved for the
17 and the mediations 18 and 19, or it starts
primary department of instruction.
from No. 10, turning first i, then 2, then 3
C. THE EQUILATERAL TRIANGLE.

tablets, outwardly. By turning one tablet,
21 and 22, by turning two tablets, 23, 24, 25,
(plates XXIV. AND X.XV.)
26, 27, 28 and 29, are produced from No. 20.
So far the right angle has predominated in
This may be continued with 3, 4, and 5 tab-
the occupations with the tablets, and the
lets. All forms thus received give us ele-
acute angle only appeared in subordinate
mentary forms which may be employed as
relations. Now it is the latter alone which
soon as a larger number of tablets are to be
governs the actions of the child in producing
used. ^
forms and figures.
The child will compare the equilateral NINE TABLETS.
triangle, which it receives in gifts of 3, 6, 9, As with the right-angled triangle, small
and 12, first with the isosceles, right-angled groups of tablets were combined to form
tablet already known to him. Both have three larger figures, so we also do here. The ele-
sides, both three angles, but on close observa- mentary forms under A give us in threefold
tion not only their similarities, but also their combination the series of forms under C, 30 —
dissimilarities will become apparent. The 40, which in course of the occupation may be
three angles of the new triangle are all smaller multiplied at will.
TWELVK TABLETS. In the same manner, the hexagon gives

(PLATE XXV.)
occasion for interesting and instructive ques-
Half of the tablets are painted brown, the

tions and answers. How many sides has it ?
How many are parallel ? How many angles
balance l)lue By this difterence in color, op-
are rendered more conspicuous, and does it contain ? What kind of angles are
positis
these twelve tablets thus aftbrd a splendid the)- ? How large are they as compared with
the angles of the equal sided triangle.' Twice
opportunity for illustrating more forcibly the
as large.
law of opposites and their combination.
Plate XXV. shows how, by combination of The power of observation and the reason-
opposites in the forms a and b, every time ing faculties are constantly developed by such
Entirely new series of conversation, and the results of such exer-
produced.
the star c is
forms may be produced by employing a larger cises are of more importance than all the
number of tablets, i8, 24 or 36. We are, knowledge that may be acquired in the mean-
however, obliged to leave these representa- time.
tions to the combined inventive powers of The greater part of this occupation, how-
•teacher and pupil. ever, is not within the Kinder-Garten proper,
but belongs to the realm of the
Primary'
FORMS OK RXOWl.EDGE. School Department. If
thej' are introduced
It has been mentioned before, that the in the former, they are intended only to swell
previously introduced regular mathematical the sum of general experience in regard to

tlgures do not appear here as a whole. How- the qualities of things, whereas in the latter,
ever, a triangle can be represented by four or they serve as a foundation for real knowledge
nine tablets, a rhomboid by four, six or eight in the department of mathematics.
tablets, trapezium l)y three, and manifold
a
instructive remarks can be made and experi-

D. THE OBTUSE-ANGLED TRIANGLE WITH
TWO SIDE.S ALIKE.
ences gathered in the construction of these
But above all, it is the rhombus (plates xxvl and xxvil)
figures.
and hexagon, with which the pupil is to be The child receives a box with sixty-four
made acquainted here. The child unites two obtuse-angled tablets. It examines one of
triangles by joining side to side, and thus them and compares it with the right-angled
produces a rhombus. triangle, with two sides alike. It has two
The child compares the sides — are they sides alike, has also two acute angles, but the
alike What is their direction ? Are they
? third angle is larger than the right angle ; it
parallel ? Two and two have the same di- is an obtuse angle, and the tablet
is,
there-
rection, and are therefore parallel. fore, an obtuse-angled triangle with two sides
The child now examines the angles and alike.
finds that two and two are of equal size. The pupil then unites two and two tablets
'I'hey are not right angles. Triangles, smaller by joining their sides, corners, sides and
than right angles, he knows, are called acute corners, and vice versa, as shown Figs. 1-8,
in
angles, and he hears now that the larger on Plate XXVI.

ones are called olMuse angles. The teacher The next preliminary exercise, the com-
is
may remark that the latter are twice the size bination, by fours, of elementary forms thus
of the former ones.
By these remarks the produced. Peculiarly beautiful, mosaic-like
pupil will gradually receive a correct idea of forms of beauty result from this process.
the rlionibus and of the qualities by which it The Pigs. 9-15 aftbrd examples which were
is distinguished
from the quadrangle, right produced by combination of two opposites,
angle, trapezium and rhomboid. a and or by mediative forms In
d.
and
b,
6
Figs. 16-22 we have finally some few sam- The variety of the forms of beaut)' to be laid
ples of forms of life. with these tablets, is especially founded on
The forms of knowledge which may be their combination in twos. Plate XXVIII.,
produced, afford opportunity to repeat what Figs. 1-6, shows the forms produced by join-
has been taught and learned previously about ing equal sides.
proportion of form and size. In the Primary In similar manner, the child has to find out
School the geometrical proportions are further the forms which will be the result of joining
introduced, by which irjeans the knowledge unlike sides, like corners, unlike corners, and
of the pupils, in
regard to angles, as to the finally, corners and sides.
position occupy in the triangle, can be
they By a fourfold combination of such element-
successfully developed by practical observa- ary forms the child receives the material,
tion, without the necessity of ever dealing in (Figs. 7-18,) to produce a large number of
mere abstractions. forms of beauty similar to those given under
19-22.
E. THE RIGHT-ANGLED TRIANGLE WITH For the purpose, also, of presenting to the
NO EQUAL SIDES.
child's observation, in a new shape, propor-
(PLATES XXVIII. AND XXIX.) tions of form and size, in the production of
The little box with fifty-six tablets of the forms of knowledge, these tablets are very
above description, each of which is half the serviceable.
size of the obtuse-angled triangle, enables the Like the previous tablets, these also, and a
child to represent a goodly number of forms following set of similar tablets, are used in
of life, as shown on Plate XXIX. the Primary Department for enlivening the
In producing them, sufficient opportunities instruction in Geometry. It is believed that
will present themselves, to let the child find out nothing has ever been invented to so facilitate,
the qualities of the new occupation material. and render interesting to teacher and pupil,
A
comparison with the right angled triangle the instruction in this so important branch of
with two equal sides will facilitate the matter education as the tablets forming the Seventh
greatly. Gift of Froebel's Occupation Material, the use

On the whole, howe^■er, the process of de- of which is commenced with the children when
velopment may be pursued, as repeatedly in- they have entered the second year of their
dicated on previous occasions. Kinder-Garten discipline.
THE EIGHTH GIFT.
STAFFS FOR LAYING OF FIGURES.
(PLATES XXX. TO XXXIII.)
As the tablets of the Seventh Gift are ous lengths. The child, holding the staff in
nothing but an embodiment of the planes sur- hand, is asked : What do you hold in your
rounding or limiting the cube, and as these hand.? How do you hold it? Perpendicu-
planes, limits of the cube, are nothing but larly. Can you hold it in any other way.'
the representations of the extension in length, Yes ! I
can hold it horizontally. Still in
breadth, and height, already contained in the another way? Slanting from left above, to
sphere and ball, so also the staffs are derived right below, or from right above to left
from the cube, forming as they do, and here below.
bodily representing its edges. But they are Lay your staff upon the table. How does
also contained in the tablets, because the it lie ? In what other direction can you place
plane is thought of, as consisting of a con- it? (Plate XXX. A.)
tinued or repeated line, and this may be The child receives a second staff. How
illustrated by placing a sufficient number of many staffs have you now ? Now try to form
one inch long staffs side by side, and close something. The child lays a standing cross,
together, until a square is formed (Fig. 4.) You certainly can lay many other
The staffs lead us another step farther, and more beautiful things ; but let us see
from the material, bodily, toward the realm what else we may produce of this cross, by
of abstractions. moving the horizontal staff, by half its lengfth,
By means of the tablets, we were enabled (Fig. Starting from a lying cross,
B. 4 to 14.)
to produce flat images of bodies ; the slats, (C. 15
— 23)
or from a pair of open tongs,
which, as previously mentioned, form a tran- (where two acute and two obtuse angles are
sition from plane to line, gave, it is true, the formed by the crossing staffs,) and proceeding
outlines of forms, but these outlines still re- similarly as w-ith B, we will produce all posi-
tained a certain degree of the plane about tions which two staffs can occupy, relative to
them ; in the staffs, however, we obtain the one another, except the parallel, and this will
material to draw the outlines of objects, by give ample opportunit}- to refresh, and more
bodily lines, as perfectly as it can possibly deeply impress upon the pupil's mind, all that
be done. has been introduced so far, concerning per-
The laying of staffs is a favorite occupa- pendicular, horizontal, and oblique lines, and
tion with all children. Their fantasy sees in of right, acute and obtuse angles. With two
them the most different objects, — stick, yard staffs, we can also form little figures, which
measure, candle ; in short, they are to them show some resemblance with things
slight
representatives of every thing straight. around us. By them we enliven the power of
Our staffs are of the thickness of a line recollection and imagination of the child, ex-
(one twelfth of an inch), and are cut in vari- ercise his abilit}' of comparison, increase his
7
treasureof ideas, and develop, in all these Fig. 56 A Steeple.

his power of perception and conception — the Fig. 57- A Funnel.
most indispensable requisites for disciplining Fig. 58. A Beer Bottle.
the mind. Fig. 59. A Bath Tub.
Our plates give representations of the fol- Fig. 60. A (broken) Plate.
lowing objects : Fig. 61. A Roof
Fig. 62. A Hat.
WITH TWO STAFFS. A Chair.
Fig. 63.
Fig. 24. A Playing Table. Fig. 64. A Lamp Shade.
Fig. 25. A Weather-vane. Fig. 65. A Wine-glass.
Fig. 26. A Pickax. Fig. 66. A Grate.
Fig. 27. An Angle measure. (Carpenter's
square.) WITH SIX STAFFS.
Fig. 28. A Candle stick. Fig. 67. A Large Frame.
Fig. 29. Two Candles. Fig. 68. A Flag.
Fig. 30. Rails. Fig. 69. A Barn.
Fig. 31. Roof Fig. 70. A Boat.
Fig. 71. A Reel.
WITH THREE STAFFS. Fig. 72. A Small Tree.
Fig. 32 A Kitchen Table. Fig 73. A Round Table.
Fig. 33. A Garden Rake.
Fig. 34 A Flail. WITH SEVEN STAFFS.
Fig. 35- An Umbrella. Fig. 74. A Window.
Fig. 36. A Hay Fork. Fig. 75. A Stretcher.
Fig. 37- A Small Flag. Fig. 76. A Dwelling-house.
Fig. 38. A Steamer. Fig. 77. Steeple with Lightning-rod.
Fig. 39- A Whorl. Fig. 78. A Balance.
Fig. 40. A Star. Fig. 79. Piano-forte.
Fig. 80. A Bridge with Three Spans

WITH FOUR STAFFS. Fig. 81. An Inn Sign.
Fig. 41- A Small Looking-glass. Fig. 82. Crucifix and Two Candles.
Fig. 42. A Wooden Chair. Fig. 83. Tombstone and Cross.
Fig. 43- A
Wash-bench. Fig. 84. Rail Fence.
Fig. 44- Kitchen Table with Candle. Fig. 85. Garret Window.
Fig. 45- A Crib. Fig. 86. Flower Spade.
Fig. 46. A Kennel. Fig. 87. A Star Flower.
Fig. 47- Sugar-loaf.
Fig. 48. Flower pot. WITH EIGHT STAFFS.

Fig. 49- . Signal-post. Fig. 88. Book-shelves.
Fig. 5°- Flower-stand. Fig. 89. Church, with Steeple.
Fig. 51- Crucifix. Fig. 90. Tombstone and Cross.
Fig 52- A Grate. Fig. 91. Gas Lantern.
Fig. 92. Windmill.
WITH FIVE STAFFS. Fig. 93. A Tower.
Fig. S3- Signal Flag of R. R. Guard. Fig. 94. An Umbrella.
Fig. 54. Chest of Drawers. Fig. 95. A Carrot.
Fig- 55- A Cottage. Fig. 96. A Flower-pot.
Fig. 97. A large Wash tub. child occasionally in another direction. The
Fig. 98. A large Rail Fence. pupils may all be called upon to lay tables,
Fig. 99. A large Kitchen Table. which can be produced from two to ten staffs, or
Fig 100. A Shoe. houses which can be laid with eighteen staffs.
Fig. 1 01. A Butterfly. Another change in this occupation can be
Fig. 102. A Kite. introduced by employing two, four, or eight
times,divided staffs. It is obvious that, in
WITH NINE STAFFS. this manner, the figures may often assume a
Fig. 103. Church with Two Steeples. greater similarity and better proportions than
Fig. 104. Dwelling-house. is possible if only staffs of the same length are
Fig. 105. Coffee-mill. employed.
Fig. 106. Kitchen Lamp. If a staff is not entirely broken through,
Fig. io7. Sail-boat. but only bent with a break on one side, an
Fig. loS. Balance. angle is produced. If a staff forms several
such angles, it can be used to represent a
WITH TEN STAFFS. curved or rounded line, and by so doing a new
Fig. 109. A Tower. feature is introduced to the class.
Fig. no. A Drum. Staffs are also employed for representing
Fig. III. Grave-yard Wall. forms of beauty. The previous, or simulta-
Fig. 112. A Hall. neous occupation with the building blocks,
Fig. 113. A Flowerpot. and tablets, will assist the child in producing
Fig. 114. A Street Lamp. the same in great variety. Figures 121 — 124
Fig. 115. A Satchel. on Plate XXXIII. belong to this class of repre-
Fig. 116. A Double Frame. 'sentations.
Fig. 117. A Bedstead. Combination of the occupation material of
Fig. 118. A row of Barns. several, or all children taking part in the ex-
Fig. 119. A Flag. ercises, will lead to the production of larger
forms of life, or beauty, which in the Primary

WITH ELEVEN STAFFS. Department, can even be extended to repre-
Fig. 1 20. A Kitchen Lamp. senting whole landscapes, in which the mate-
Fig. 121. A
Pigeon-house. rial is augmented by the introduction of saw-
Fig. 122. A Farm-house. dust to represent foliage, grass, land, moss,
Fig. 123. A Sail-boat. etc. Plate XXXIII. gives, un(3er Fig. 120, a
Fig. 124. A Student's Lamp. specimen of such a production-^-on a very re-
duced scale.
WITH TWELVE STAFFS. By means of combination, the children
Fig. 125. A Church. often produce forms which afford them great
Fig. 126. A Window. pleasure, and repay them for the careful per-
Fig. 127. Chair and Table. severance and skill employed. .They often
Fig. 128. A Well with Sweep. express the wish that they might be able to
show the production to father, or mother, or
These exercises are to be continued with a sister, or friend. But this they cannot do, as
larger number of staffs. The hints given the staffs will separate when taken up.
above, will enable the teacher to conduct the We should assist the little ones in carrying
laying of staffs in a manner interesting, as well out their desire, of giving pleasure to others,
as useful, for her pupils. by showing to, or presenting them with the
It is advisable to guide the activity of the result of their own industry, in portable form.
By wetting the ends of the staffs with mucil- The pupil, however, is much more decidedly
age, or binding them together with needle introduced into the elements of ciphering,
and thread, or placing them on substantial when the staffs are placed into his hands for
paper, we can grant their desire, and make this specific purpose. We do not hesitate to
them happy, and be sure of their thanks for make the assertion that there is no material
our efforts. better fitted to teach the rudiments in figures,
We employ the same means of rendering as also the more advanced steps in arithme-
permanent the production of staff-laying in tic, than Froebel's staffs, and that by their in-
our instruction in reading, where letters are troduction, all other material is rendered use-
fastened to paper by mucilage, thus impress- less. A few packages of the staffs in the
ing upon the child's mind more lastingly, the hands of the pupil is all that is needed in the
visible signs of the sounds he has learned. Kinder Garten proper, and the following De-
But we have still another means of render- partment of the Primary.
ing these representations permanent, and it is The children receive a package with ten
by drawing, which, on its own account, is to staffs each. Take staff and lay it per-
one
be practiced in the most elementary manner. pendicularly on the table. Lay another at
We begin the drawing, as will hereafter be the side of it. How many staffs are now be-
shown, as a special branch of occupation, as fore you ? Twice one makes two.
soon as the child has reached its third or Lay still another staff upon the table.
fourth year. How many are there now? One and one
The child is provided with a slate, upon and one — two and one are three.
whose surface, a net-work of horizontal and Still another, etc., etc., until all ten staffs
perpendicular lines is drawn. Instead of lay- are placed in a similar manner upon the
ing the staff upon the table, the child places table. Now take away one staff. How many
it upon the slate. Taking the staff from its remain ? Ten less one leaves nine. Take
place, he draws with the slate pencil, in its away another staff from these nine. How
stead, a line as long as the staff, in the same many are left.' Nine less one leaves eight
Take another; this leaves
direction. He draws the perpendicular staff. ? seven, etc.,
The horizontal, slantingly laid staff, is drawn etc., until all the staffs one by one
are taken
in all its variations in like manner, perpendic- from the table, and are in the child's hand
ular, and horizontal ; perpendicular and ob- again. Take two staffs and lay them upon
lique, or horizontal and oblique staffs are the table, and place two others at some dis-
brought in contact with one another, and tance from them. How many are now
||)
(||
these connections reproduced by drawing. on the table Two and two are four. Lay
?
The method of laying staffs is in general two more staffs beside these four staffs. How
the same, applied for drawing, the latter, how- many are there now Four and two are six.
?
ever, progresses less rapidly. It is advisable Two more. How many are there now Six
?
to combine staffs in regular figures,triangles and two are eight. And still another two.
and squares, and to find out in a small num- How many Eight and two are ten.
now
?
ber of such figures all possible combinations The child has learned to add staffs by twos.
according to the law of opposites. Plates If we do the opposite, he will also learn to
XXIV. and XXV. will furnish material for this subtract by twos. In similar manner we pro-
purpose. ceed with three, four, and_;?z.'^. After that, we
All these occupations depend on the larger alternate, with addition and subtraction For
or smaller number of staffs employed ; they instance, we lay three times two staffs upon the
therefore afford means for increasing and table and take away twice two, adding again
strengthening the knowledge of the child. four times two. Finally we give up the
GUIDE TO KINDER- GARTNERS. 43
equality of the number and alternate, by ad- To be taught addition and subtraction in
ding different numbers. We lay upon the this manner, is to acquire sound knowledge,
table 2 and 3 staffs=5, adding 2=7 adding
founded on self-activity and experience, and
This affords opportunity to intro- is far superior to any kind of mind-killing
3=10.
duce 6 and 9, as a whole, more frequently memorizing usually employed in this connec-
than was the case in previous exercises. In tion.
subtraction we observe the same method, and If addition and subtraction are each other's
introduce exercises in which subtraction and opposites, so addition and multiplication on
addition alternate with unequal numbers. the one hand, and subtraction and division
Lay upon the table, take 2 away, add
6 staffs on the other, are oppositionally equal, or,
4, take away i, add 3, and ask the child how rather, multiplication and division are short-
many staffs are on the table, after each of ened addition and subtraction.
these operations. In addition, when using equal numbers of
In like manner, as the child learned the staffs, the child finds that by adding 2 and 2
figures from one to ten, and added and sub- and 2 and 2 staffs it receives 8 staffs, and is
tracted with them as far as the number of 10 told that this may also be expressed by saying
staffs admitted, it will now learn to use the 4 times 2 staffs are 8 staffs. It will be easy
lo's up to 100. Packages of 10 staffs are to see how to proceed with division, after the
distributed. It package as it did
treats each hints given above.
before One is laid upon the
the single staff. It previously mentioned that for
has been
table, and the child says, "Once ten ;" add a the representation of forms of life and beauty,
second, " Twice ten
"
a third,
" Three times the staffs frequently need to be broken. This
;
ten," etc. Subsequently it is told, that it is provides material for teaching fractions, in the
not customary to say twice, or two times ten, meantime. The child learns by observtion
but twenty; not three times ten, but thirty, i staff, i, The proportion of the
i,
-J,
etc.
etc. This experience will take root so much part or of several equal parts to the whole,
the sooner, in his memory, and become becomes clear to him, and finally learns to
it
knowledge, as all this is the result of his own add and subtract equal fractions, in element-
activity. ary form, in the same rational manner.
As soon as the child has acquired sufficient Let none of our readers misunderstand us
ability in adding and subtracting by tens, the as intimating that all this should be accom-
combination of units and tens is introduced. plished in the Kinder-Garten proper.
The pupil receives two packages of ten Enough has been accomplished the child
if
staffs — places one of them upon the table, in the Kinder Garten, by means of staffs and
opens the second and adds its staffs one by other material of occupation, has been en-
one to the ten contained in the whole pack- abled to have clear understanding of figures
a
age. He learns 10 and i = ii, 10 and 2=12, in general.

10 and 3
= 13, until 10 and 10 = 20 staffs. This will be the basis for further develop-
Gathering the 10 loose staffs, the child re- ment in addition, subtraction, multiplication
ceives another package and places it beside and division in the Primaiy Department.
the first whole package. 10 and 10=20 It now remains to add the necessary advice
staffs.Then he adds one of the loose staffs, in regard to the introduction and representa-
and says 20 and 1=21,20 and 2 = 22, etc. tion with staffs of the nuvierah. In order to
Another package of 10 brings the number to make the children understand what nnmerals
31, etc., etc., up to 91 staffs. In this manner are, use the blackboard and show them that
he learns 22, 32, up to 92, 23 to 93, and 100, we wish to mark down how
if
many staffs,
and to add and subtract within this limit. blocks, or other things each of the children
44 ■ GUIDE TO KINDER-GARTNERS.
have, we might make one Hne for each staff, The second part of this Guide contains
block, etc. Write then
small perpendicu-
one systematically arranged material for instruc-
lar line on the blackboard, saying in writing, tion in reading, according to the phonetic
Charles has one staff; making hiw lines below method.
the first, continue by saying, Emma has two Suffice it to say, tliat it is begun in the
blocks; again, making three lines, Ernest has same manner in which numerals were intro-
three rubber balls, and so on until you have duced. As by means of numerals, I could
written ten lines, always giving the name of mark on the blackboard the number of things,
the child and stating how many objects it has. so I
can also mark on the board the names of
Then write opposite each row of lines to the things, their qualities and actions. In doing
right, the Arabic figure expressing the number this I write words, and zcords consist of let
of lines, and remark that instead of using so ters. Besides the words expressing names of
many lines, we can also use these figures, things, their qualities and actions, which are
which we call numerals. Then represent with the most important words in every language,
the little staff these Arabic figures, some of there are other words which are used for
which require bending of some of
the the other purposes. Such words are, for example,
staffs, on account of the curved lines. no, now, never. Should I ask you, is any one
After the children have learned that the of you asleep, what would you answer ? " No,
figures which we use for marking down the sir. We are all awake." I
will write the lit-
number of things are called numerals, exer- tle word
" no," on the blackboard, because it
cises of the following character may be intro- is the most important word in your answer.
duced : There it stands, " no." And now I will ask you :
How many hands has each of you .' Two. "Have you ever been in a Kinder-Garten?"
How " Yes, sir, we are now in a Kinder-Garten
The numeral 2 is written on the board.
many fingers on each hand ? Five. This is school." I
will write on the board the little
written also on the board — 5. How many wox^," now." There it stands, " w^w ;" and
walls has this room ? Four. Write this figure another question I will now ask you : " Should
also on the board. How many days in the we ever kill an animal for the mere pleasure
week are the children in the Kinder-Garten ? of hurting it ? " " No, sir, «67rr." I will also
Six days. The 6 is also written on the board. write the word " nex'er" on the board. There
Then repeat, and let the children repeat it is,'■'■never." I will now pronounce these
after you, as an exercise in speaking, and at three words for you, and each of you will
the same time, for the purpose of recollecting repeat them in the same manner in which I
the numerals : do. N o! N ow! N ever! Chil-
Each child has 2 hands, on each hand are dren, in repeating, always dwell on the n
5 fingers ; this room has 4 walls,
— always sound longer than on any other part of the
emphasizing the numerals, and pointing to word. They are then led to observe the
them when they are named. similarity of sound in pronouncing the three
The children may then count the objects in words, then to observe the similarity of the
the room, or elsewhere, and then lay, with first letter in all of them, and finally the dis-
their staffs, the numerals expressing the num- similarity of the remaining part of the words
ber they have found, speaking in tlie mean- in sound, and its representations — the letters.
time, a sentence asserting the fact which they I will now take away these words from
have stated. the blackboard, and write something else upon
" n" and the children
Afterhaving introduced the numerals in it. I again write the
this manner, the teacher, on some following will soon recognize it as the letter previously
day, may proceed to reading exercises. shown.
For the continuation of instruction in read- of the earliest in the Kinder Garten, and is em-
ing, we refer tlie reader to the second part of ployed in teaching numerals, and reading and
the " Guide," where all necessary information writing, and drawing also, it is evident how
on this important branch of instruction will important a material of occupation was sup-
be found. plied by Froebel, in introducing the staffs as
As the occupation with laying staffs, is one one of his Kinder-Garten Gifts.
THE NINTH GIFT.
WHOLE AND HALF RINGS FOR LAYING FIGURES.
Immediately connected with the staffs, or form one whole ring or circle, and the chil-
straight lines, Froebel representa-
gives the dren are asked to show this by experiment,
tives of the rounded, curved lines, in a box (Fig. I, Plate XXXIV). Various observations
containing twenty-four whole and fort}'-eight can be made by the children, accompanied by
half circles of two different sizes made of remarks on the part of the teacher. When-
wire. We have heretofore introduced the ever the child combined two cubes, two tablets,
curved line by bending the staff; this, how- staffs or slats with one another, in all cases
ever, was a rather imperfect representation. where corners and angles and ends were con-
The rings now introduced supply the means cerned in this combination, corners and angles
of representing a curved line perfectly, be- were again produced. The two half rings or
sides enabling us by their different sizes to half circles, however, do not form any angles.
"
show " the one within another more plainly Neither could closed space be produced by
than it could be done with the staffs, as the two bodies, planes, nor lines !— the two half
of each other, etc., could
above, upon, below, aside circles, however, close tightly up to each
"
well be represented, but not the " within in other, so that no opening remains.
a perfectly clear manner. The child now places the two half circles
This Gift is introduced in the same way as in opposite directions, (Fig. 2.) Before the
all other previous Gifts were introduced, and ends touched one another, now the middle of
the rules by which this occupation is carried the half circles ; previously a closed space
on must be clear to every one who has fol- was formed, now both half circles are open,
"
lowed us in our " Guide to this point. and where they touch one another, angles
The child receives one whole ring and two appear.
half rings of the larger size. Looking at the Mediation is formed in Fig. 3, where both
whole ring the children obser\'e that there is half circles touch each other at one end and
neither beginning nor end in the ring — that it remain open, or, as indicated by the dotted
represents the circle, in which there is neither line, join at end and middle, thereby enclosing
beginning nor end. With the half ring, they a small plane and forming angles in the mean-
have two half rings, like half circles
ends ; time.
and all other parts of the circle or curved Two more half circles are presented. The
lines, have two ends. Two of the half rings child forms Fig. 4, and develops by moving
the half circles in the direction from without, talents and disposition in human nature are
to within Fig 5, 6, 7, and 8. subject to the possibility of being developed
The number of circles is increased. Fig. in two opposite directions. It is this possi-
9, 10, and II show some forms built of 8 half bility, which conditions the necessity of edu-
circles. cation, the necessity of employing every
All these forms are, owing to the nature of means to give the dormant inclinations and
the circular line, forms of beauty, or beauti- tastes in the child, a direction toward the
ful forms of life, and, therefore, the occupa- true, and good, and beautiful, — in one word,
tion with these rings, is of such importance. toward the ideal. Among these means, stands
The child produces forms of beauty with pre-eminently a rational and timely develop-
other material, it is true, but the curved line ment of the sense of beauty, upon which
suggests to him in a higher degree than any- Froebel lays so much stress.
thing else, ideas of the
beautiful, and the Showing the young child objects of art which
simplest combinations of a small number of are far beyond the sphere of its appreciation
half and whole circles, also bear in themselves however, will assist
this development, much
the stamps of beauty. less than to carefully guard that its surround
If the fact cannot be refuted,
that merely ings contain, and show the fundamental req
looking at the beautiful, favorably impresses uisites of beauty, viz. : order, cleanliness, sim
the mind of the grown person, in regard to plicity, and harmony of form, and giving as^
direction of its development, enabling him to sistance to the child in the active representa
more fully appreciate the good, and true, and tion to the beautiful in a manner adapted to
noble, and sublime, this influence, upon the the state of development in the child himself.
tender and pliable soul of the child, must Like forms laid with staffs, those repre
needs be greater, and more lasting. Without sented with rings and half rings also, are
believing in the doctrine of two inimical imitated by the children by drawing them on
natures in man, said to be in constant con- slate or paper.
flict with each other, we do believe that the
THE TENTH GIFT.
THE MATERIAL FOR DRAWING.

(PLATES XXXV. TO •)
-
One of the earliest occupations of the child ing. The method advanced by Froebel, is in-
should be methodical
drawing. Froebel's vented by him, and perfected in accordance
opinion and conviction
on this subject, de- with his general educational principles.
viates from those of other educators, as much The pedagogical effect of the customary
as in other respects. Froebel, however, does method of instruction in drawing, rests in
not advocate drawing, as it is usually prac- many cases simply in the amount of trouble
ticed, which on the whole, is nothing else but caused the pupil in surmounting technical
a more or less thoughtless mechanical copy- difficulties. Just for that reason it should be
GUIDE TO KIXDER-GARTNERS. 47
abandoned entirely for the youngest pupils, imitate, but proceed, self-actingly, to perform
for the difficukics in many cases are too great work which enables him to reflect, reason,
for the child to cope with. It is a work of and finally to invent himself.
Sisyphus, labor without result, naturally tend- Both claims have been most ingeniously
ing to extirpate the pleasure of the child in its satisfied by Froebel. He gives the three
occupation, and the unavoidable consequence years' old child a slate, one side of w^hich is
is that the majority of people will never reach covered by a net-work of engraved lines (one-
the point where they can enjoy the fruits of fourth of an inch apart), and he gives him in
their endeavors. addition, thereto, the law of opposites and
If we acknowledge that Froebel's educa- their mediation as a rule for h's activity.
tional principles are correct, namely, that all The lines of the net-work guide the child in
manifestations of the child's life are manifes- moving the pencil, they assist it in measuring
tations of an innate instinctive desire for and comparing situation and position, size
development, and therefore should be fos. and relative center, and sides of objects.
tered and developed by a rational education, This facilitates the work greatly, and in con-
in accordance with the laws of nature. Draw- sequence of this important assistance the
ing should be commenced with the third year; childs' desire for work is materially increased ;
nay, its preparatory principles should be intro- whereas, obstacles in the earliest attempts at
duced at a still earlier period. all kinds of work must necessarily discourage
With all the gifts, hitherto introduced, the the beginner.
children were able to study and represent Drawing on the slate, with slate pencil is
forms and figures. Thus they have been followed by drawing on paper with lead
occupied, as it were, in drawing with bodies. pencil. The paper of the drawing books is
This developed their fantasy, and taste, giving ruled like the slates. It is advisable to begin
them in the meantime correct ideas of the and continue the exercises in drawing on
solid, plane, and the embodied line. paper, in like manner as those on the slate
A desire soon awakes in the child, to rep- were begun and continued, with this differ-
resent by drawing these lines and planes, ence only, that owing to the progress made
these forms and objects. He is desirous of and skill obtained by the child, less repeti-
representation when he requests the mother tions may be needed to bring the pupil to
to tell him a story, explain a picture. He is perfection here, as was necessary in the use
occupied in
representation when breathing of the slate.
against the window-pane, and scrawling on it It
has been repeatedly suggested, that
with its finger, or when trying to make figures whenever a new material for occupation is
in the sand with a little stick. Each child is introduced, the teacher should comment upon,
delighted to show what it can make, and or enter into conversation with the children,
should be assisted in every way to regulate about the same ; the difference between draw-
this desire. ing on the slate and on paper, and the mate-
Drawing not only develops the power of rial used for both may give rise to many
representing things the mind has perceived, remarks and instructive conversation.
but affords the best means for testing how far It may be mentioned that the slate is first
they have been perceived correctly. used, because the children can easily correct
It was Froebel's task to invent a method mistakes by wiping out what they have made,
adapted to the tender age of the child, and and that they should be much more careful in
its slight dexterity of hand, and in the mean- drawing on paper, as their productions can
time to satisfy the claim of all his occupa- not appear perfectly clean and neat if it
tions, i. €., that the child should not simply should be necessary to use the rublier often.
Slate and slate pencil are of the same mate- ally ask What are you doing or, what have
?
:
rial; paper and lead pencil are two very differ- you done? and the child should always an-
ent things. On the slate the lines and figures swer in complete sentence, showing that
it
a
drawn, appear white on darker ground. On works understandingly. Soon the lines may
the paper, lines and figures appear black on be drawn upwards also, and then they may
white ground. be made alternately up and down over the
Moreadvanced pupils use colored lead entire slate, until the child has acquired cer-
a
pencils instead of the common black lead tain degree of ability in handling the pencil.
pencils. This adds greatly to the appear- The child then required to draw per-
is
a
ance of the figures, and also enables the child pendicular line of two lengths, and advances
to combine colors tastefully and fittingly. For slowly to lines of three, four and five lengths,
the development of their sense of color, and (Plate XXXV., Figs. 2—5).
of taste, these colored mosaic like figures are With the number five Froebel stops on
excellent practice. this step.One to five are sufficiently known,
Drawing, as such, requires observation, at- even to the child three years old, by the
tention, conception of the whole and its parts, number of his fingers.
the recollection of all, power of invention and The productions thus far accompHshed are
combination of thought. Thus, by mind now combined. The child draws, side by
it,
and fantasy are enriched with clear ideas and side of one another, lines of one and two
true and beautiful pictures. For free and lengths (Fig. 6), of one, two and three lengths
a
active development of the senses, especially (Fig. 7), of one, two, three and four lengths
eye and feeling, drawing can be made of in- (Fig. 8), and finally lines of one, two, three,
calculable benefit to the child, when its natu- four and five lengths (Fig. 9.) It always forms
ral instinct for correctly guided at its by so doing right-angled triangle. We
is
it
very awakening. have noticed already, in using the tablets, that

Our Plates XXXV. to XLVI. show the sys- right-angled triangles can lie in many different
tematic course pursued in the drawing depart- ways. The triangle (Fig. and 10) can also
9
ment of the Kinder-Garten. The child first assume various positions. In Fig. 10 the
is
occupied by five lines stand on the baseline — the smallest

the first, the largest the last, the right an-
is
THE PERPENDICULAR LINE. gle to the right below. In Fig.

the op-
is
1
1
(PLATES XXXV. TO XXXVIII.)

posite found — the five lines hang on the
is
The teacher draws on the slate a perpen- base-line, the largest comes first, the smallest
dicular line of single length of an inch), last, and the right angle to the left above.
(^
is
a
saying while so doing, draw line of single Figs. 12 and are forms of mediation of 10
a
a
I
13
length downward. She then (leaving the line and II.
on the slate, or wiping out) requires the The child should be induced to find Figs.
it
child to do the same. She should show that IT to 13 himself Leading him to understand
the line she made commenced exactly at the the points of Fig. 10 exactly, he will have no
crossing point of two lines of the net-work, difficulty in representing the opposite. Instead
and also ended at such point. of drawing the smallest line first, he will draw
a
Care should be exercised that the child the longest instead of drawing downward,
it
;
hold the pencil properly, not press too much he will move his pencil upward, or at least
or too little on the slate, that the lines drawn begin to draw on the line which bounded
is
be as equally heavy as possible, and that each above, and thus reach 11. By continued re-
single line be produced by one single stroke flection, entirely within the limits of his capa-
of the pencil. The teacher should occasion- bilities, he will succeed in producing 12 and 13.
Thus, by a different way of combination of forms of mediation may be produced, but we

five perpendicular lines, four forms have been will work at present with our simple elements.
produced, consisting of equal parts, being, Owing to the similarity in the method of
however, unlike, and therefore oppositionally drawing to that employed in the laying of the
alike. right angled, isosceles triangle, it is natural
Each of these figures is a whole in itself. that we should here also arrive at the so-called
But as every thing is always part of a larger rotation figures, by grouping our triangles with
whole, so also these figures serve as elements their acute angles toward the middle (Figs.
for more extensive formations. 24 and 25), or arrange them around a hollow
In this feature of Froebel's drawing method, square (Figs. 26 and 27.)
in which we progress from the simple to the Figs. 28 and 29 are forms of mediation
more complicated in the most natural and between 24 and 25, and at the same time
logical manner, unite parts to a whole and between 14 and 15.
recognize the former as members of the latter, All these forms again serve as material for
discover the like in opposites, and the media- new inventions. As an example, we produce
tion of the latter,unquestionable guarantee Fig. 30, composed of Figs. 28 and 29.
is given that the delight of the child will be The number of positions in which our orig-
renewed and increased, throughout the whole inal elements (Figs. 10 — 13) can be placed
course of instruction. Let Figs. be lo — 13 by one another, is herewith not exhausted by
so united that the right angles connect in far, as the initiated will observê. Simple and
the center (Fig. 14), and again unite them so easy as this method is rendered by natural
that all right angles are on the outside (Fig. law^s,it is hardly necessary to refer to the tab-
15.) Figs. 14 and 15 are opposites. No. 14 lets (Plates XXI. to XXIX..) which will sug-
is a square with filled inside and standing on gest a sufficient number of new motives for
one corner; No. 15 one resting on its base, further combinations.
with hollow middle. In 14 the right angles As previously remarked, the slate is ex-
are just in the middle; in 15 they are the changed for a drawing-book as soon as the pro-
most outward corners. In the forms of medi- gress of the child warrants this change. It
ation (16 and 17), they are, it is true, on the aflfords a peculiar charm to the pupil to see his
middle line, but in the meantime on the out- productionsassume a certain durability and
lines of the figures formed. In the other permanency enabling him to measure, by thera,
forms of mediation, (Figs. 18, 19, etc) they the progress of growing strength and ability.
lie altogether on the middle line ; but two in So far the triangles produced by co arrange-
the middle, and two in the limits of the ment of our five lines, were right-angled.
figure. Other triangles, however, can be produced
Thus we have again, in Figs. 18 — 22, four also. This, however, requires more practice
forms consisting of exactly the same parts, and security in handling the pencil.
which therefore are equal and still have qual- Figs. 31 and 32 show an arrangement of
ities of opposites. In the meantime, they the 5 lines, of acute angled (equilateral) tri-
are fit to be used as simple elements of fol- angles ; Figs. 31 and 32 being opposites.
lowing formations. In Fig. 22, they are com- Their union gives the opposites 33 and 34 ;
bined into a star with filled middle ; in Fig. finally, the combination of these two. Fig. 35.
23, it is shown how a star with hollow middle In the last three figures we also meet now
may be formed of them. (The Fig. 23, on the obtuse angle. This finds its separate
Plate XXXVI., does not show the lower part; representation in the manner introduced in
on Plate XXII.,
Fig. 97, Gift Seventh, the Fig. 36 ; opposition according to position is
whole star is shown.) Here, too, numerous given in Fig. 37 ; mediation in Figs. 38 and
39, andthe combination of these four ele- the right angled triangle 12, its opposite 13,
ments in one rhomboid in Fig. 40. The four and forms of mediation 14 and 15. The
obtuse angles are turned inwardly. Fig. 42, pupil arranges the elements into square
a
the opposite of 40, is produced by arranging with filled middle, (Fig. 16) with hollow mid-
the triangles in such a manner that the obtuse dle, (Fig. 17) produces the forms of mediation,
angles are turned outwardly. Fig. 41 pre- cl dib
a
form of mediation. (Fig. 18, —— and — — and continues to
sents the Another one
)
b
c
j
might be produced by arranging the 4 obtuse
I
treat the horizontal line just as has been
it
angled triangles represented in Nos. 36, 37,
taught to do with the perpendicular. By turn-
38, and 39 in such a manner as to have 39
(
ing the Plates XXXV. to XXXVIII., the
left above, 37 right above, 36 left below, and
figures on them will serve as figures with hori-
39 I 37 zontal lines.) Rotation forms, larger figures,
38 right below. Thus : ~r\—^
36 I 38 acute and obtuse angled triangles can be
It is evident that with obtuse angled trian- formed forms of beauty, knowledge and life
;
gles, as with right angled triangles, combina- are also invented here, (Fig. 19, adjustable
tions can be produced. Indeed, the pupil lamp Fig. 20, key; Fig. 21, pigeon-house;)
J
who has grown into the systematic plan of and after the child has accomplished all this,
it
development and combination will soon be arrives finally, in most natural way, at the
a
enabled to unite given elements in manifold
ways ; he will produce stars with filled and COMBINATION OF PERPENDICULAR AND
hollow middle, rotation forms, etc., and his HORIZONTAL LINES.
mental and physical power and capacity will (plates XL. TO XLIL)
be developed and strengthened greatly by
First, lines of one single length are com-
such inventive exercise.
bined we already have four forms different
Side by side with invention of forms of
;
as to position, (Fig. i.) Then follow the

beauty and knowledge, the representation of
combination of 4, — fold lengths, (Figs.
2,
3,
forms of life, take place, in free individual ac-

5
— with each of which

opposites as to
5)
2
tivity. The child forms, of lines of one length, 4

position are possible. As previously, lines of
i
a plate, (Fig. 43,) or a star, (Fig. 44,) of lines — fold lengths are united to triangles, so
to
of one and two lengths a cross, (Fig. 45,) of
5
now the angles are united and Fig. pro-
is
lines up to 4 lengths, it represents a coffee-
forms of medi- 6
duced. Its opposite, and the
7
mill, (Fig. 46,) and employs the whole material

ation, can be easily found. A union of "these
of perpendicular lines at his command, in the
construction of a large building with part of a
four elements appears in the square, Fig. 8;
opposite Fig. 9. In Fig. the right angles are
8,
wall connected with it. (Fig. 47.) Equal

turned toward the middle, and the middle
is
consideration, however, is to be bestowed

full. In Fig. 9, the reverse the case. Forms
is
upon the opposite of the perpendicular,

of mediation easily found. We have in Figs.

THE HORIZONTAL LINE. bid
a
— — and — |----
1 i
and the combinations

8
(PLATE XXXIX.) dib

The child learns to draw lines of a single dib
Let the following be constructed
length below each other, then lines of
:
2, 3, 4,
and 5 lengths, (Figs, i — 5.) It arranges them alb die dl
also beside each other, (Figs. 6 — 8) unites
'
'
'
b|d d|b |d
d
a
b
d
i
b
lines of and 2 lengths, (Fig. 9,) of i, 2, and

I
i aid
b
(Fig. 10,) of
c
1,)
3 lengths, to 4 lengths, (Fig. 1

I
finally of to lengths, thereby producing

i
5
If perpendicular and horizontal lines can angled triangle would result, if the horizontal
be united only to form right angles, we have lines were all two net-squares distant from
previously seen that perpendicular as well as each other. Then, however, the perpendicular
horizontal lines may be combined to obtuse lines viould form an obtuse-angled triangle.
and acute angled triangles. The same is pos- Important progress is made, when we com-
sible, if they are united. Fig. lo gives us an bine horizontal and perpendicular lines in
e-xample. All perpendicular lines are so ar- such a way that by touching in two points
ranged as to form obtuse angled triangles. By they form closed figures, squares and oblongs.
their combination with the horizontal lines, First, the draws squares of one-
child
the element lo" is produced, its opposite lo'', length's dimension, then of two-lengths, of
and the forms of mediation io'= and lo'' whose three, four and five lines. These are combined
combination forms Fig. lo. then as perpendicular lines were combined
As in Fig. lo, the perpendicular also I- with 2-, the
i^,
lines form These
3^
2^ and etc.
an obtuse angled triangle, so the horizontal combinations can be carried out in
perpen-
a
lines, and finally both kinds of lines can at dicular direction, when the squares will stand
the same time be arranged into obtuse angled over or under each other; or in horizontal,
triangles. when the squares will stand side by side or,
;
Thus a series of new elements is produced, finally, these two opposites may be combined
whose systematic employment the teacher with one another.
should take care to facilitate. (The scheme Fig. 13° shows as an example combina-
a
given in the above may be used for this tion of four squares in horizontal direction
;
purpose.) the opposite and are forms of me-
d
is
c
13'' ;
So far we have only formed angles of lines diation.
equal in length ; but lines of unequal lengths In Fig. squares of the first, second and
14*,
may be combined for this purpose. Exactly third sizes are combined, perpendicularly and
in the same manner as lines of a single length horizontally, forming right angle to the
a
were treated, the child now combines the line right below theopposite, (angle left
is
b
;
of a single length with that of two lengths, above and are forms of mediation. The
d
;)
c
then, in the same way, the line of two lengths same rule followed here as with the right
is
with that of four lengths, that of three with angle formed by single lines. The simple
that of six, that of four with that of eight, and elements are combined with each other into a
finally, the line of five lengths with that of ten. square with full or hollow middle, etc. and
;
■
The combination of these angles affords new from the new elements thus produced larger
elements with which the pupil can continue figures are again created, as the example Fig.
to form interesting figures in the already well- 15, Plate XLL, illustrates. From the four
known manner. Figs, ii
and 12, on Plate elements 14"''"', the figure 15* and its opposite
XL., are such fundamental forms ; the de are constructed, (analogous to the manner
B
velopment of which to other figures will give employed with Fig. 28, Plate XXXVII.,) two-
a
rise to many instructive remarks. These fig- fold combination of which resulted in Fig. 15.
ures show us that for such formations the Squares of from one to five length lines of
horizontal as well as the perpendicular line course admit of being combined in similar
may have the double length. Fig. 11 shows manner. Each essentially new element should
the horizontal lines combined in such a way give rise to number of exercises, conditioned
a
as if to form an acute-angled triangle. They, only by the individual ability of the child. It
however, form a right-angled triangle, only the must be left to the faithful teacher, by an
right angle is not, as heretofore, at the end earnest observation and study of her pupils,
of the longest line, but where? An acute- to find the right extent, here as everywhere in
their occupations. Indiscriminate skipping unlimited numbers, within the boundaries of

is not allowed, neither to pupil nor teacher ; the laws laid down for this purpose.
each following production must, under all cir- But even without using these elements, the
cumstances be derived from the preceding one. child will be able, owing to continued practice,
As square was the result of angles
the to represent manifold forms of life and beauty,
formed of lines of equal length, so also with partly by its own free invention, partly by
the oblong. Here too the child begins with imitating the objects it has seen before. As
the simplest. It forms oblongs, the base of samples of the former, Plate XLIL, Fig. 27,
which is single line, the height of which is a
a shows a cross. Fig. 29, a triumphal gate. Fig.
line of double length. It reverses the case 30, a wind-mill, of the latter, Fig. 21 — 24, and
then. Base line 2, height single length. Re- 28, show samples of borders ; Fig. 25 and 26,
taining the same proportions, it progresses to show other simple embellishments. As the
larger oblongs, the height of which is double perpendicular line conditioned its opposite,
the size of its base, and vice versa, until it the horizontal line, both again condition their
has reached the numbers 5 and 10. mediation.
It is but natural that these oblongs, stand-
THE OBLIQUE LINE.
ing or lying, should also be united in perpen-
dicular, and horizontal directions. Each form (plates xliii. to xlv.)
thus produced again assumes four different Our remarks here can be brief as the ope-
positions, and the four elements are again rations are nothing but a repetition of those
united to new formations, according to the in connection with the perpendicular line.
rules previously explained. Fig. 16" shows an The child practices the drawing of lines
arrangement of standing oblongs, in horizontal from I to 5 lengths, (Plate XLIII., i to 5,)
directions. The opposite would contain the and combines these, receiving thereby 4 op-
right angle, at a to the right below — to the positionally equal right angled triangles, (Fig.
left above ; 16° would be one form of media- 6 — 9,) of which it produces a square, (Fig. 10,)
tion, a second one, (opposite of 16^) would its opposite, (Fig. 11,) forms of mediation, and
finally large figures.
have its right angle to the right above.

Fig. 17 shows a combination of lying ob- Then the lines are arranged into obtuse
longs, in a perpendicular direction. Fig. iS, angles, and the same process gone through
shows oblongs in perpendicular and horizon- with them.
tal directions. Fig. 19, a combination of stand- With these, as in Fig. 13, its opposite 16,
ing and lying oblongs, the former being ar- and its forms of mediation, 14 and 15, the
ranged perpendicularly, the latter, horizon- obtuse angles will be found at the perpendic-
tally. ular middle line, or as in 17, at the horizontal
In Fig. find standing oblongs so
20, we middle line. By a combination of 15 and 17,
combined that the form represents an acute we produce a star, 19. Finally we have also,
angled triangle ; a and b are the only possible reached here the formation of the acute
opposites in the same. angled triangle, (Fig. 18.) The oblique line
These few examples may suffice to indicate presents particular richness in forms, as it
the abundance of forms which may be con- may be a line of various degrees of inclina-
structed with such simple material as the tion. It is an oblique of the first degree
horizontal and perpendicular lines, from i to whenever it appears as the diagonal of a
5 lengths, (and double.) square, as in Figs, i — 19. When it appears
It is the task of the educator to lead the as the diagonal of an oblong, it is either an
learner to detect the elements, logically, in oblique of the 2d, 3d, 4th, or 5lh degree, ac-
order to produce with them, new forms in cording to the proportions of the base line.
and height of tlie oblong, i to 2, i to 3, i to ducing forms of life : Fig. 40, gate of a for-
4, I to 5. tress; 41, church with school-house and cem-
In Fig. obliques of the second degree
20°, etery wall, and forms of beauty: Figs. 30 — 39.
are united to a right-angled triangle. 20" is The task of the Kinder -Garten and the
the opposite, 20° and d form mediations. teacher has been accomplished, if the child
In Fig. 21, the same lines are united in an has learned to manage oblique lines of the
obtuse angled triangle. In Fig. 22, they finally first and second degree skillfully. All given
form an acute angle. instaiction which aimed at something beyond
In all these cases, the obliques were diag- this, was intended for the study of the teacher
onals of standing oblongs. They may just as and the Primary Department, which is still
well be diagonals of lying oblongs. Fig. 23, more the case in regard to —
in which obliques from the first to the fifth
THE CURVED LINE.
degree are united, will illustrate this. The
(plate -\LVI.)
obliques are arranged one above the
here
other. In Fig. 24, the members a and b show Simply to indicate the progress, and to give
a similar combination ; the obliques, however, Froebel's system of instruction in drawing
are arranged beside one another ; the mem- complete, we add the following, and Plate
bers, c and d, are formed of diagonals of stand- XLVI. in illustration of it.
ing oblongs. First, the child has to acquire the ability to
Obliques of various grades can be united draw a curved line. The simplest curved line
with one point, when the elements in Fig. 25, is the circle, from which all others may be
will be produced, which requires the other derived.
elements, and d, to form this figure, the
b, c, However, it is difficult to draw a circle, and
opposite of which would have to be formed the net on slate and paper do not afford suffi-
bid cient help and guide for so doing. But on
according to the formula, — — , beside which the other hand, the child has been enabled to
c Ia
draw squares, straight and oblique lines, and
c a
— I—
the forms of mediation would appear as with the assistance of these it is not difficult
b 1d to find a number of points which lie on the
dlb periphery of a circle of given size.
(Fig. 26) and
— —.
a 1c It is known that all corners of a quadrangle
As in this case, lying figures are produced, (square or oblong) lie in the periphery of a
standing ones can
produced
be likewise. circle whose diameter is the diagonal of the
Each two of the elements thus received may quadrangle. In the same manner all other
be united, so that all obliques issue from one right angles constructed over the diameter,
point, as in Fig. 27, and in its opposite. Fig. 28. are periphery angles, affording a point of the
An oppositional combination can also take desired circular line. It is therefore nec-
place, so that each two lines of the same essary to construct such right angles, and this
grade meet, (Fig. 29.) The combination of can be done very readily with the assistance
obliques with obliques to angles, to squares of obliques of various grades.
and oblongs now follow, analogous to the Suppose we draw from point a (Fig. i) an
method of combining oblongs, perpendicular oblique of the third degree, as the diagonal
and horizontal lines. Finally the combination of a standing oblong ; draw then, starting
of perpendicular and oblique, horizontal and from point oblique of the third degree, as
c, an
oblique lines to angles, rhombus and rhomboid diagonal of a lying oblong, and continue both
■is introduced. these lines. They will meet in point a, and
With these, the child tries his skill in pro- there form a right angle.
All obliques of the same degree, drawn Fig. 6 represents the combination of the
from opposite points, will do the same as elements a and (/ as a new element ; Fig. 7,
soon as the one approaches the perpendicular the combination of d and In
Fig. 8 the
c.
in the same proportion in which the other arrangement finally takes place in oblique
comes near the horizontal, or as soon as the direction, and all lines meet in one point.
one is the diagonal of a standing, the other The quarter circle is followed by the half
of alying oblong. circle 9, 10, 11 ; then the three-fourths circle
The lines Aa and Cc are obliques of the (Fig. 12), and the whole circle, as shown in
third, Ab and Cb of the second, Af and C/ Fig. 13-
of the third degree, In this manner
etc., etc. With the introduction of each new line, the
it is easy to find a number of points, all of same manner of proceeding is observed.
which are points in the circular line, intended Notwithstanding the brevity with which we
to be drawn. Two or three of them over have treated the subject, we nevertheless
each side, will suffice to facilitate the drawing believe we have presented the course of in-
of the ciRCUMscribing circle, (Fig. 2.) In like struction in drawing sufficiently clearly and
manner, the iNXERscribing circle will be ob- forcibly, and hope that by it we have made
tained by drawing the middle transversals of evident :
the square, (Fig. 3,) and constructing from 1. That the method described here is per-
their end-points angles in the previously de- fectly adapted to the child's abilities, and fit
scribed manner. to develop them in the most logical manner ;
After the pupil has obtained a correct idea 2. That the abundance of mathematical
of the size and form of the circle, whose ra- perceptions offered with and the constant
it,
dius may be of from one to five lengths, it necessity for combining according to certain
will divide the same in half and quarter cir- laws, can not fail to surely exert wholesome
a
cles, producing thereby the elements for its influence in the mental development of the
farther activity. pupil
;
The course of instruction is here again the 3. That the child thus prepared for future
same as that in connection with the perpen- instruction in drawing, will derive from such
dicular line. The pupil begins with quarter instruction more benefit than child prepared
a
circles, radius of which is of a single length. by any other method.

Then follow quarter circles with a radius of Whosoever acknowledges the importance
from two to five lengths. By arrangement of of drawing for the future life of the pupil —
these five quarter circles, four elements are may he be led therein by its significance for
produced, which are treated in the same man- industrialpurposes, or resthetic enjoyment,
ner as the triangles produced by arrangement which latter may afford even the poorest —
it
of five straight lines. The segments may be will be unanimous with us in advocating an
parallel, and the arrangement may take place early commencement of this branch of in-
in perpendicular and horizontal direction, (Fig. struction with the child.

4 and 5,) or they may, like the obliques of va- If there be any skeptics on this point, let
rious degrees, meet in one point, as in Fig. 8, them try the experiment, and we are sure they
of which Figs. 4 and 5 are examples. will be won over to our side of the question.
THE ELEVENTH AND TWELFTH GIFTS.
MATERIAL FOR PERFORATING AND EMBROIDERING.

(PLATES .\LVII. TO L.)
It is claimed by us that all occupation ma- needle and silk, or worsted, in the way em-
terial presented by Froebel, in the Gifts of the broidery is done, it is evident in vi'hat direc-
Kinder-Garten, are, in some respects, related tion the faculty of the pupil may be developed.
to each other, complementing one another. The method pursued with this occupation
What logical connection is there between the is analogous to that employed in the drawing
occupation of perforating and embroidering, department. Starting from the single point,
introduced with the present and the use of the child is led through all the
gradually
the previously introduced Gifts of the Kinder- various grades of difficulty ; and from step to
Garten ? This question may asked by
be step its interest in the work will
increase,
some superficial enquirer. Him we answer especially as the various colors of the em-
thus : In the first Gifts of the Kinder-Garten, broidered figures add much to their liveliness,
the solid mass of bodies prevailed ; in the fol- as do the colored pencils in the drawing
lowing ones the plane ; then the embodied line department.
was followed by the drawn line, and the occu- The child first pricks perpendicular lines
pation here introduced brings us down to the of two and three lengths, then of four and five
point. With the introduction of the per- lengths, (Figs. 2 and 3.) They are united to
forating paper and pricking needle, we have a triangle, opposites and forms of mediation
descended to the smallest part of the whole — are found, and these again are united into
the extreme limit of divisibility ;
mathc?natical squares with hollow and filled middle, (Figs.
and in a playing manner, the child followed 4 and 5.) The horizontal line follows, (Figs.
us unwittingly, on this, in an abstract sense, 6 — 8,) then the combination of perpendicu-
difficult journey. lar and horizontal to a right angle in its four

The material for these
occupations is a oppositionally equal positions, (Figs. 9 — 12.)
piece of net paper, which is placed upon The combination of the four elements present
some layers of soft blotting paper. The a vast number of small figures. If the exter-
pricking or perforating tool is a rather strong nal point of the angle of 9 and 10 touch one
sewing needle, fastened in a holder so as to another, the cross (Fig. 13) is produced; if
project about one-fourth of an inch. Aim of the end points of the legs of these figures
the occupation is the production of the beau- touch, the square (Fig. 14.)
is made, By
tiful, not only by the child's own activity, but repeatedly uniting 9 and 12 Fig. 15 is pro-
by its own invention. Steadiness of the eye duced, and by the combination of all four
and hand are the visible results of the occu- angles Figs. 16 and 17. According to the
pation which directly prepares the pupil for rules followed in laying figures with tab-
various kinds of manual labor. The per- lets of Gift Seven, and in drawing, or by a
forating, accompanied by the use of the simple application of the law of opposites, the
child will produce a large number of other pattern transferred by perforation upon this
figures. paper in various copies. Such little produc-
The combination of lines ofi and 2 lengths tions may be used for various purposes, and
is then introduced, and standing and lying be presented by the children to their friends
oblongs are formed, (Figs. 18 and ig,) etc. on many occasions. To assist the pupils in
The school of perforating, per se, has to con- this respect,it is recommended that simple
sider still simple squares and lying and drawings be placed in the hands of the pupils,
standing oblongs, consisting of lines of from which, owing to their little ability, they cer-
2 to 5 lengths.- In order not to repeat the tainly could not yet produce by drawing, but
same form too often, we introduce in Pigs. which they can well trace with their per-
2 1 — 3 1 a series of less simple ; containing, forating tool. These drawings should repre-
however, the fundamental forms, showing in sent objects from the animal and vegetable
the meantime the combination of lines of kingdoms, and may thus be. of great service
various dimensions. for the mental development of the children.
In a similar way, the oblique line is now The slowly and carefully perforated forms
introduced and employed. The child pricks and figures will undoubtedly be more last-
it in various directions, commencing with a ingly impressed upon the mind and longer
one length line, (Figs. 32 — 35,) combines it to retained by the memory, than if they were
angles, (Figs. 36 — 39,) the combination of only described or hurriedly looked at. Plate
which will again result
in many beautiful XLIX. presents a few of such pictures, which
forms. Then follows the perforating of ob- can easily be multiplied.
lique lines of from 2 to
5 lengths, (a single A particular explanation is required for
length containing up to seven points,) which Fig. 84, on Plate L. In this figure are con-
are employed for the representation of bor- tained shaded parts, indicating plastic forms,
ders, corner ornaments, etc., (Figs. 42
— 45, which so far have not been introduced, all
61.) The oblique of the second degree is previous figures presenting mere outlines to
also introduced, as shown in Figs. 46 and 47, be perforated. It is supposed to be known
and the peculiar formations in Figs. 48 — 51. that each prick of the needle causes some-
Finally, the combination of the oblique what of an elevation on the reverse (wrong
with the perpendicular line, (Figs. 52 and 54,) side) of the paper. If a number of very fine,
and with the horizontal, (Figs. 53 and 55,) or scarcely visible pricks are made around a
with both at the same time, (Figs. 56 — 60,) certain point, an elevated place will be the
takes place. The conclusion is arrived at in result, so much more observable, the larger
the circle (Fig. 62) and the half circle (Figs. the number of pricks concentrated on the
63-69.) spot. In this wise it is possible to represent

All these elements may be combined in certain parts of a design as standing out in
the most manifold manner, and the inventive relief It is understood that very young chil-
activity of the pupil will find a large field in dren could not well succeed in such kind of
producing samples of borders, corner-pieces, work. The older ones find material in Figs.
frames, reading marks, etc., etc. 72, 74 and 76 to try their skill in this direc-
When it is intended to produce amything of tion, and thereby prepare themselves for fig-
a more complicated nature, the pattern should ures like 84.
be drafted by pupil or teacher upon the net All figures of Plates XXXIX., XLIL, and
paper previous to pricking. In such cases, XLIX. may well be used for samples of per-
it is advisable and productive of pleasure to forating and embroidering.
the pupils, if beneath the perforating paper It should be mentioned that the embroider-
another one doubly folded is laid, to have the ing does not begin simultaneously with the
perforating, but only after the children have shown by these natural objects. Much can
acquired considerable skill in the last named be thereby accomplished toward an early de-
occupation. For purposes of velopment of appreciation and knowledge of
color, in which grown people, in all countries
EMBROIDERING, are often sadly deficient. It has appeared to
The same net paper which was used for e.xer- some, as if this occupation is less useful than
cises in perforating may be employed, by fill- pleasurable. Let them consider that the ordi-
ing out the intervals between the holes with nary seeing of objects already is a difficult
threads of colored silk or worsted. It will be matter, nay, really an art, needing long prac-
sufficient for this purpose to combine the tice. Much more difficult and requiring much
points of one net square only, because other- more careful exercise, is a true and correct
wise the stitches would become too short to perception of color.
be made wilh the embroideiy needle in the If the bcatttifid is introduced at all as a
hands of children yet unskilled. For work, to means of education — and in Froebel's institu-
be prepared for a special purpose, the perfor- tions it occupies a prominent place — it should
ated pattern should be transferred upon stiff approach the child in various ways ; not only
paper or bristol-board. mform, but in color, and tone also. To insure
Course of instruction just the same as with the desired result in this direction, we begin
perforating. in the Kinder-Garten, where we can much
Experience will show that of the figures more readily make impressions upon the
contained on our plates, some are more fit for blank minds of children, than at a later pe-
perforating, others better adapted for embroid- riod when other influences have polluted their
ering. Either occupation leads to peculiar tastes.
results. Figures in which strongly rounded For this reason, we go still another step
lines predominate may be easily perforated, farther, and give the more developed pupil a
but with difficulty, or not at all be embroid- box with the three fundamental colors, show-
ered, as Figs. 75 and 77. By the process of ing him their use, in covering the perforated
embroidering, however, plain forms, as stars, outlines of objects with the paint. Children
and rosettes, are easily produced, which could like to occupy themselves in this manner, and
hardly be represented, or, at best, very imper- show an increased interest, if they first pro-
fectly only, by the perforating needle. Figs. duce the drawing and are subsequently al-
87
— 92, and Fig. 39 on Plate XLII. are ex- lowed to use the brush for further beautifying
amples of this kind. their work.
To develop the sense of color in the chil- We only give three fundamental colors, in
dren, paper on which they embroider,
the order not to confound the beginner by need-
should be of all the various shades and hues, less multiplicity, as also to teach how the sec-
If the
through the whole scale of colors. ondary colors,may be produced by mixing the
paper is gray, blue, black, or green, let the primarj'.
worsted or silk be of a rose color, white, or- The perforating and embroidering are be-
ange or red, and if the pupil is far enough gun with the children in the Kinder-Garten,
advanced to represent objects of nature, as when they have become sufficiently prepared
fruit, leaves, plants, or animals, it will be very for the perception of forms by the use of their
proper to use in embroidering, the colors building-blocks and staffs.
THE THIRTEENTH GIFT.
MATERIAL FOR CUTTING PAPER AND MOUNTING PIECES TO PRODUCE

FIGURES AND FORMS.
(PLATES
The labor, or occupation alphabet, pre- teenth sheet, similar to the folding sheet.
sented by Froebel in his system of education, Such a sheet is broRen diagonally, (Plate
cannot spare the occupation, now introduced LXIX., Fig. 5,) the right acute angle placed
— the cutting of paper — the transmutation of upon the left, so as to produce four triangles
the material by division of its parts, notwith- resting one upon another. Repeating the same
standing the many apparently well-founded proceeding, so that by so doing the two upper
doubts, whether scissors should be placed into triangles will be folded
upwards, the lower
the hands of the child at such an early age. ones downwards halving line, eight
in the
It will be well for such doubters to consider : triangles resting one upon another, will be
Firstly, that the scissors which the children produced, which we use as our first funda-
use, have no sharp points, but are rounded at mental form. This fu7ida7nental form is held,
their ends, by which the possibilities of doing i?i all exercises, so that the open side, where no
harm with them are greatly reduced. Sec- plane connects with another is always turned
ondly, it is expected that the teacher employs toivard the left.
all possible means to watch and superintend In orderto accomplish a sufficient exact-
the children with the utmost care during their ness in cutting, the uppermost triangle con-.
occupation with the scissors. Thirdly, as it tains, (or if it does not, is to be provided with)
can never be prevented, that, at least, at times a kind of net as a guide in cutting. Dotted
scissors, knives and similar dangerous objects lines indicate on our plates this net-work.
may fall into the hands of children, it is of The activity itself is regulated according
great importance to accustom them to such, to the law of opposites. We commence with
by a regular course of instruction in their use, the perpendicular cut, come to its opposite,
which, it may be expected, will certainly do the horizontal and finally to the mediation of
something to prevent them from illegitimately both, the oblique.
— 53
applying them for mischievous purposes. Plates 51 indicate the abundance of

By placing material before them from which cuts which may be developed according to
the child produces, by cutting according to this method, and it is advisable to arrange for
certain laws, highly interesting and beautiful the child a selection of the simpler elements
forms, their desire of destroying with the scis- into a school of cutting.
sors will soon die out, and they, as well as The following selection presents, almost
their parents, will be spared many an unpleas- always, two opposites and their combination,
ant experience, incident upon this childish in- or leaves out one of the former, as is the case
stinct, if it were left entirely unguided. with the horizontal cut, wherever it does not
As material for the cutting, we employ a produce anything essentially new.
square piece of paper of the size of one-six- a. Perpendicular cuts, 2, 3, 4 — 5, 6, 7.
GUIDE TO KINDER- GARTNERS. 59
b. Horizontal cuts, 8, 9— (above ; above drawing, has become more familiar with the
and below). curved line. These exercises require great
c. Perpendicular and horizontal, 18, 19, facility in handling the scissors, besides, and
20 — 21, 22, 23. are, therefore, only to be introduced with
d. Oblique cuts, 34, 35—36, 37, 38. children, who have been occupied in this de-
e. Oblique and perpendicular, 51, 52, 53, partment quite a while. For such it is a cap-
—54, 56—58- 59. 60. ital employment, and they will find a rich
/
55-
Oblique and horizontal, 65, 66, 67. field for operation, and produce many an in-
g. Half oblique cuts, where the diagonals teresting and beautiful form in connection
of standing and lying oblongs, formed of two with it. The course of development is indi-
net squares, serve as guides — 117, 118, 119 — cated in figures 164 — 172.
121, 122, 123 — 125, 126, 127. After the child has been sufficiently intro-
Here ends the school of cutting, perse, for duced into the cutting school, in the manner
the first fundamental form, the right angled indicated in the above ; after his fantasy
triangle. The given elements may be com- has found a definite guidance in the ever-re-
bined in the most manifold manner, as this peated application of the law, which protects
has been sufficiently carried out in the forms him against unbounded option and choice, it
on our plates. will be an easy task to him, and a profitable
The fundamental form used for Plates LIV. one, to pass over to free invention, and to
and LV. is a six fold equilateml triangle. It find in it a fountain of enjoyment, ever new,
also is produced from the folding sheet, by and inexhaustibly overflowing. To let the
breaking it diagonally, halving the middle of child, entirely without a guide, be the master
the diagonal, dividing again in three equal of his own free will, and to keep all discipline
parts the angle situated on this point of halv- out of his way, is one of the most dangerous
ing. The angles thus produced will be an- and most foolish principles to which a misun-
gles of 60 degrees. The leaf is folded in the derstood love of children, alone, could bring
legs of these angles by bending the one acute us. This absolute freedom condemns the
angle of the original triangle, upwards, the children, too soon, to the most insupportable
other downwards. By cutting the protruding annoyance. All that is in the child should be
corners, we shall have the desired form of the brought out by means of external influence.
si.x fold equilateral triangle, in which the en- To limit this influence as much as possible is not
tirely open side serves as basis of the triangle. to suspend it. Froebel has limited most
it,
in
a
The net for guidance is formed by division of admirable way by placing this guidance into the
each side in four equal parts, uniting the points child itself, as early as possible that from one
;
of division of the base, by parallel lines with single incitement issues number of others,
a
the sides, and drawing of a perpendicular within the child, by accustoming to lawful
it
from the upper point of the triangle upon its and regulated activity from its earliest youth.
base. It is the oblique line, particularly which With the first perpendicular cut, which we
is introduced here. The designs and patterns
i,)
made into the sheet (Fig. the whole course

from 133
— 145, will suffice for this purpose. of development, as indicated in the series of
The same fundamental form is used for prac- figures up to No. 132 given, and all subse-
is
tising and performing the circular cuts, al- quent inventions are but simple, natural com-
though the right angular fundamental form binations of element presented in the
the
may be used for the same purpose. Both find '■^school." Thus logical connection prevails
a
their application subsequently, in a sphere of in these formations, as among all other means
development only, after the child by means of education, hardly any but mathematics
of the use of the half and whole rines, and may afford.
Whereas the activity of the cutting itself, complete and in accordance with the claims
the progress in it advances a most
logical of beauty in itself, itwould be foolish to spoil
beneficial influence upon the intellect of the
it,
by adding the same.
pupil, the results of it will awaken his sense This occupation,also, can be made sub-
of beauty, his taste for the symmetrical, his servient to influence the intellectual develop-
appreciation of harmony in no less degree. ment of the child by requiring to point
it
The simplest cut already yields an abundance out all manners in which these forms may
of various figures. If we make as in Fig. 5, Plate be arranged and put together. (Plate LVI.,
LI., two perpendicular cuts, and unfold all Fig- S-)
single parts, we shall have a square with In order to increase the interest of the chil-
hollow middle, a small square, and finally the dren, to give larger scope to their inventive
a
frame of a square. If we cut according to power, and at the same time, to satisfy their
Fig. 6, we produce a large octagon, four taste and sense of color, they may have paper
small triangles, four strips of paper of a trape of various colors and be allowed to e.xchange
zium form, nine figures altogether. their productions among one another.
All these parts are now symmetrically ar- Both these occupations, cutting and mount-
ranged according to the law: union of op- ing, are for Kinder Garten as well as higher
posites — here effected by the position or direc- grades of schools. For older pupils, the cut-
tion of the parts, relative to the center — ting out of animals, plants and other forms of
and after they have been arranged in this life will be of interest, and silhouettes even
manner, the pupils will often express the de- may be prepared by the most expert.
sire to preserve them in this arrangement. It evident that not only as 'simple
is
a
This natural desire finds its gratification by means of occupation for the children, during
their early life, but as preparation for many
a
MOUNTING THE FIGURES. an occupation in real life, the cutting of paper
As separation always requires its opposite, and mounting the parts to figures, as intro-
uniting, so the cutting requires mounting. duced here, are of undeniable benefit.
Plates LVI. to LVIII. present some examples The main object, however, here, as in all
from which the manner in which the results is
other occupations in the Kinder-Garten, de-
of the cutting may be applied, can be easily velopment of the sense of beauty, as prep-
a
derived. With the simpler cuts, the clippings aration for subsequent performance in and
are to be employed, but if a main figure is enjoyment of art.
THE FOURTEENTH GIFT.

MATERIAL FOR BRAIDING OR WEAVING.
(tlates lix. to lx>v.)

Braiding favorite occupation of chil- claim to accomplish both, better than the oc-
is
a
The child instinctively, as were, likes cupation now introduced. requires great
It
dren.
it
everything contributing to its mental and care, but the three year old child may already
bodily development, and few occupations may see the result of such care, whereas even from
GUIDE TO KINDER-GARTNERS. 6l
twelve to fourteen years old pupils often have combination formulas, however, are such as
to combine all their ingenuity and persever- contain a combination of two or more such
ance to perform certain more complicated simple formulas.
tasks in the braiding or weaving department. But with a single one of such formulas, no
It does not develop the right hand alone, the braid work can yet be constructed. If we
left also finds itself busy most of the time. It should, for instance, repeat with a second,
satisfies the of color,
taste because to each third, and fourth strip, i u, i d, the loose
piece of braiding, strips of at least two differ- strips would slip over one another at the
ent colors belong. It excites the sense of slightest handling, and the strips of the braid-
beauty because beautiful, /. e , symmetrical, ing sheet and the whole work, drop to pieces
forms are produced ; at least their production if we should cut from In do-
it,
the margin.
is the aim of this occupation. The sense and ing the latter, we have, even with the most
appreciation of number are constantly nour- perfect braidwork, to employ great care but
;
ished, nay, it may be asserted, that there is only then braid or weaving work exi^sts
is
it
a
hardly a better means of affording percep- — when all strips are joined to the whole by
tions of numerical conditions, so thorough, other strips, and none remain entirely de-
founded on individual experience and ren- tached.
dered more distinct by diversity in form and To produce braid work, we need at least
a
color, than '^braiding." The products of the two formulas, which are introduced alternately.
child's activity, besides, are readily m.ade use- Proceeding according to the same fundamen-
ful in practical life, affording thereby capital tal law which has led us thus far in all our
opportunities for expression of its love and work, we combine first with
d,
;/, its oppo-
i
i
gratitude, by presents prepared by its own site u.
d,
\
hand. combination of braiding formulas

Such
a
The material used for this occupation are by which not merely single strip, but the
a
sheets of paper prepared as shown on Plate whole braid work, governed, braiding
is
is
a
LIX., strips of paper, and the braiding needle, scheme.
also represented on Plate LIX. Braiding formulas, according to which the

A braid work is produced by drawing with single strip moves, are easily invented. Even
the needle a loose strip (white) through the one would limit one's self to take up or press
if
strips of the braiding sheet, (green) so that a down no more than five strips, (and such
a
number of the latter will appear over, another limitation because otherwise the
is
necessary,
under the loose strip. These numbers are braiding would become too loose,) the follow-
conditioned by the form the work is to as- ing thirty formulas M'ould be the result
:
sume. As are but two possible ways

there lu id 3u id lu
3, 2, 1,
17, 4u 2d
5d
9,
24,
in which to proceed, either lifting up, or pres- id lu 10, 3d lu 18, 4d 2u 25, 5u 2d
2u 2d n, 3u 2d 19, 4U 3d 26, 5d 2u
sing down, the strips of the braiding sheet,
4, 2d 2u 12, 3d 2u 20, 4d 3u 27, 5u 3d

the course to be taken by the loose strip is
2u id 13, 4u 4d 21, 5u 5d 28, 5d 3U
8, 7, 6, 5,
easily expressed in a simple formula. All 2d lu 14, 4d 4u 22, 5d 5u 29, 5U 4d

varieties of patterns are expressible in such 15, 4U id id
5d
3u 3d 23, 5u 30, 4U
formulas, and therefore easily preserved and 3d 3u 16, 4d lu
communicated. From these thirty formulas, among which are

The simplest formula of course, is when one always two oppositionally alike, as for in-
strip is raised and the next pressed down. stance, and 2, and 10, 25 and 26, hun-
I
We express this formula by i u (up), i d dreds of combined, or combination formulas

(down). All such formulas in which only two can be formed by simply uniting two of them.
figures occur, are called simple formulas In the beginning advisable to combine
is
;
it
such as contain equally named numbers either I and 3 by combining the simple formulas.
even or odd. The following are some ex- If we examine Fig. 5, the number 3 makes
amples : itself prominent in the strips running ob-
Formulas i and 3, lu id, 2u 2d. liquely. In Fig.

it occurs independently as
6
" III id, id. I and and then follows in Figs.
I and 5, 2u opposite to 2,
" I and III id,
7-15 a series of mediative forms all uniting
7, 3U 3d.
" I and 9, id, 3U id.
lu
" the opposites in regard to number. In all
I and II, id, 3U 2d.
lu
" I and 13, III id, 4U 4d.
these patterns the squares or oblongs pro-
" I and 15, lu id, 411 id. duced, are arranged perpendicularly under, or
" 17, lu id, 4U 2d. beside, one another. Except in
I and horizontally
" 19, lu id, 4U 3d.
I and
Fig. I, the oblique line appears already be-
" I and 21, lu id, 5U 5d.
" side the horizontal and perpendicular. Thus,
I and 23, lu id, 5U id.
this given opposite of form is prevailing on
I and 25, III Id, 511 2d.
" I and 27, lu id, Plate LXL, and we apply here the same for-
5U 3d.
" I and 29, lu id, 5u 4d. mulas as on Plate LX., with the difference,
If we also add the formulas under the even however, that we need only one formula,
numbers in the given thirty, we have to read which in the second, third strip, etc], always
them inversely. Thus : begins one strip later or earlier. Thus in
Formulas I and 6, lu id, lu 2d. Fig. 16, the formula 2U 2d (as in Fig. 2) is
" I and 10, lu id, lu 3d. carried out. The dark and light strips of the
" I and III id, 2u 3d.
12, pattern run here from right above to left be- •
" I and 16, lu id, lu 4d.
"
low. Opposite of positioji to Fig. 16, is
I and iS, lu id, 2u 4d.
" shown in Fig. 17, where both run the oppo-
I and 20, ui id, 3U 4d.
" I and 24, III id, lu 5d. site way. Fig. 18 shows combination, and
" I and 26, lu id, 2u Fig. 19 double combination. In opposition
5d.
I and 28, lu id, 3U 5d. to the connected oblique lines, the broken line
" I and lu id,
30, 4U 5d. appears in Fig. 20. As the formula 2U 2d
By a combination of one single formula has furnished us five patterns, so the formula
with the twenty-four others, we receive new of Fig. 3, lu 2d, furnishes the series 21 — 25.
combination formulas and see that inventing Nos. 21 and 22 are opposites as to direction.
formulas is a simple mathematical operation, Fig. 23 shows the combination of these op-
regulated by the laws of combination. posites. Figs. 24 and 25, opposites to one
Much more difficult it is to invent braiding another, are forms of mediation between 21
schemes. Not to dwell too long on this point, and 22. With them for the first time a mid-
we introduce the reader to the course shown dle presents itself.
in pictures on our plates, which is arranged so While in Figs. 21 — 26 the dark color is
systematically that either as a whole or with prevailing. Figs. 26 — 28 show us predom-
some omissions, it may be worked through inantly, the light strip, consequently the op-
with children from three to six years, as a posite in color. In 29 — 32, formulas from Figs.
braiding school. It begins with simple formu- 3
—5are employed. Fig. 29 requires an op-
las and by means of the law of oppbsites is posite of direction, a pattern in which the strips
carried out to the most beautiful figures. run from left above to right below. Fig. 30
Formula i, lu id, (Fig. i,) is first intro- gives the combination of both directions and
duced; opposite in regard to number is 2u Figs. 31 and 32 are at the same time op-
2d, (Fig. 2). In Fig. 3 the numbers i and 2 posites as to direction and color.
are combined ; Fig. 4 is a combination of It is obvious that each single formula can
Figs. I and 2 ; Fig. 5 a combination of Figs. be used for a whole series of divers patterns,
and the invention of these patterns is so easy It not unavoidably necessary that the
is
that it will suffice if we introduce each new school should be finished from beginning to
•
formula very briefly. end, as given here. Quite the reverse. The
Fig- 33 's a form of mediation for the for- pupil, after having successfully produced some
•
mula 3U 3d ; Fig. 34 shows a different appli- patterns, may be afforded an opportunity for
cation of the same formula. In Fig. 35 the developing his skill by his own invention, in
broken line appears again, but in opposition trying to form, by braiding cross, with hol-
a
to 20, it changes its direction with each break. low middle, (Fig. 41,) standing oblong, (42,)
a
In Figs. — 40 the formulas of Figs. 7, 8, long cross, (43,) small window, (45,) etc.
a
36
10, II, 13 are carried out.
and The braiding Plate LXIIL,
presents some patterns which
school, J>er se, is here concluded. Whoever may used for wall-baskets, lamp tidies,
be
may think it too extensive may select from it book-marks, etc., and which may easily be
Nos. I, 2, 3, 6, 7, 10, 16, 17, 18, 21, 26, 24, augmented by such as have acquired more
25, 33, and 34. than ordinary skill.
But if any one would like still to enlarge Finally, Plate LXIV. shows in figures — 3,
i
she may do so by working out, for obliquely intertwined strips, representing the
it,
upon
each single formula the forms or patterns so called free-braiding, the braiding without
16, 17, 18, 19, 24 and 25, and continue the braiding sheet. This done in the following
is
school to the number The number of pat- manner Cut two or more long strips (Fig.
4)
5.
terns will be made, ten times larger.

thereby, of quarter sheet of colored paper, (green,)
a
Another change, and enlargement of the and fold to half their length, (Fig. 5,) cut
school may be introduced by cutting the then, of differently colored paper, (white,)
braiding strips, as well as those of the braiding shorter strips, afso fold these to half their
sheet, of different widths. We can, thereby, length. Put the green strips side by side of
represent quite number of patterns after one another, as shown in Fig. so that the
7,
a
the same formula, which are, however, essen- closed end of the one strip lies above, and
tially different. This particularly to be that of the other below, Then take
is
(7^^.)
recommended with very small children, who the white strip, bend around strip and
i,
it
necessarily will have to be occupied longer lead through strip 2, (Fig. 8.) The second
it
with the simple formula lu id. But for more strip applied in an opposite way, laying
it
is
developed braiders, such change of interest, around 2, and leading through i. Em-
it
is
because great variety of forms may ploying four instead of two green strips, the
it
by
a
be produced which may be rendered still bookmark. Fig. 9, will be the result. The
more interesting and attractive, by variety protruding ends are either cut or scolloped.
a
of colors in the loose braiding strips. By introducing strips of different widths,

With patterns that have middle, as 24 variety of patterns can also here be pro-
a
and 28, advisable to let the braiding be- duced.

is
it
gin (especially with beginners,) with the mid- Instead of paper, glazed muslin, leather,
dle strip, and then to insert always one strip silk or woolen ribbon, straw and the like may
and one below be used as material for braiding.
it.
above,
THE FIFTEENTH GIFT.
THE INTERLACING SLATS.

(plates lxv. and lxvi.)
Froebel, in his Gifts of the Kinder-Garten, flexible, that
it,
amining perceives that
is
it
it
does not present anything perfectly new. All its length surpasses its breadth many times,
his means of occupation are the result of care- and again that its thickness many times
is
ful observation of the playing child. But he less than its breadth.
has united them in one corresponding whole ; Can the pupil name some objects between
he has invented a method, and by this method which and the slat, there any similarity
is
?
presented the possibility of producing an ex- The rafters under the roof of house, and
a
haustless treasure of formations which, each in the arms of wind-mill, and the laths of
a
influencing the mind of the pupil in its pecu- which fences, and certain kinds of gates, and
liar way, effect a development most harmoni- lattice work are made, are similar to the slat.
ous and thorough of all the mental faculties. The child ascertains that the slat has two
The use of slats for interlacing is an occupa- long plane sides and two ends. It finds its
tion already known to our ancestors, and who middle or center point, can indicate .the upper
has not practiced it to some extent in the and lower side of the. slat, its upper and lower
days of childhood ? But who has ever suc- end, and its right and left side. After these
ceeded in producing more than five or six preliminaries, second slat given the child.
is
a
figures with them ? Who has ever derived, On comparison the child finds them perfectly
from such occupation, the least degree of that alike, and then led to find the positions
is
it
manual dexterity and mental development, which the two slats may occupy to each other.
inventive power and talent of combination, They can be laid parallel with each other, so
which it affords the pupils of the Kinder-Gar- as to touch one another with the whole length
ten, since Froebel's method has been applied of their sides, or they may not touch at all.
to the material ? They can be placed in such positions that
Our slats, ten inches long, three-eighths of their ends touch in various ways, and can be
an inch broad and one-sixteenth of an inch laid crosswise, over or under one another.
thick, are made of birch or any tough wood, With an additional slat, the child now con-
and a dozen of them are sufficient to produce tinues these experiments. It can lay various
of figures.
a variety They form, as it figures with them, but there no binding or
is
quite
were the transition from the plane of the tab- connecting hold. Therefore as soon as at-
it
let to the line of the staffs, (Ninth Gift) differ- tempts to lift its work from the table, falls
it
ing, however, from both, in the fact that forms to pieces.

produced by them are not bound to the plane, By the use oifour slats, becomes enabled
it
but contain in themselves a sufficient hold to to produce something of connected whole,

a
be separated from it. but this only done, when each single slat
is
The child first receives one single slat. Ex- in contact with at least three other slats.
coines
Two of these should be on one side, the third which the acute angled triangle, Fig. 4, can
or middle one should rest on the other side again be easily formed. Each of these fig-
of the connecting slat, so that here again the ures present? abundant matter for* investiga-
law of opposites and their mediation is fol- tion and instructive conversation, as shown
lowed and practically demonstrated in every above in connection with Fig. i.
figure. The child now receives a fifth slat. Sup-
It is not easy to apply this law constantly pose we have Fig. 2, consisting of four slats
in the most appropriate manner. But this — ready before us — we can, by adding the
ver}' necessity of painstaking, and the reason- fifth slat, easily produce what appears on
ing, without which little success will be at- Plate LXV. as Fig. 8.
tained, is productive of rich fruit in the de- If the five slats are disconnected, the child
velopment of the pupil. may lay two, perpendicularly at some distance
The child now places the slat aa horizon- from each other, a third in a slanting position
tally upon the table. £b is placed across it over them from right above to left below, and
in a perpendicular direction ; cc in a. slanting a fourth in an opposite direction, v.heu the
direction under a and b, and eld is shoved under two latter will cross each other in their mid-
aa and over bb shown in Fig. i.
and under cc, as dle. By means of the fifth slat the interlac-
This gives a connected form, which will not ing then is carried out, by sliding it from
easily drop apart. The child investigates right to left under the perpendicular over the
how each single slat is held and supported — crossing two, and again under the other perpen-
it indicates the angles, which were created, dicular slat, and thereby the figure 5 made firm.
and the figures which are bounded by the va- By bending the perpendicular slats together.
rious parts of the slats. Fig. 6 is produced; when the horizontal slat
To show how rich and manifold the material assumes a higher position, a five angled fig-
for obse'rvation and instruction given in this ure appears — one of the slanting slats, how-
one figure is, we will mention that it contains ever, has to change its position also, as shown
twenty-four angles, of which 8 (i — 8) are in Fig. 7. In Fig. 8, the horizontal slat is
right, 8 (9
— 16)
acute, and 8 (17 — 24) obtuse moved downward. In Fig. 9, the original
— formed by one perpendicular slat, bb, one position of the crossing slats is changed ; in
horizontal, aa, one slanting from left above the triangle. Fig. lo, still more, and in Figs.
to right below, cc, and another slanting from II and 12, other changes of these slats are
right above to left below, dd. introduced.
Each single slat touches each other slat The addition of a sixth slat enables us still
once ; two of them, aa and bb, pass over two further to form other figures from the previous
and under one, and the others, cc and dd, pass ones — Fig. 17 can be produced from 9, 18
under two and over one of the other slats, by from 10 or 11, 22 from 12, and then a fol-
which interlacing, three small figures are lowing can be obtained by drawing
series
formed within the large figure, one of which apart and shoving together as heretofore.
is a figure with two right, one obtuse and one Let us begin thus : the child lays (Fig. 13)
acute angle, (3, 6, 22, 10), and four unequal two slats horizontally upon the table — two
sides, and two others, one of which is a right slats perpendicularly over them ; a large
angled triangle with two equal sides, and the square is produced. A fifth slat horizontally
other is a right angled triangle with no equal across the middle of the two perpendicular
sides. slats, gives two parallelograms, and by con-
By drawing the slats of Fig.apart. Fig. i necting the si.xth slat from above to below with
2, an acuteangled triangle is produced — by the three horizontal slats, so that the middle
drawing them together, Fig. 3 results, from one is under and the two outside slats over
it,
the child will have formed four small squares, The figures are not simply to be constructed
of equal size. and to be changed to others, but each of them
The figures 17 and 18, (triangles,) and 19 is to be submitted to a careful investigation
and particular atten-
23, (hexagons,) deserve by the child, as to its angles, its constituent
tion, because they afford valuable means for parts, and their qualities, and the service each
mathematical observations. individual slat performs in the figure as indi-
On Plate LXVI. we find some few ex- cated with Fig. I, on page LXV.
amples of seven intertwined slats, (Figs. 25
— The occupation with this material will fre-
28,) of eight slats, (Figs. 29 — 36,) of nine slats, quently prove perplexing and troublesome
(Figs. 37 — 40,) and often slats, (Figs. 41 — 43.) to the pupil ; oftentimes he will try in vain
All we have given in the above are mere to represent the object in his mind.
hints to enable the teacher and pupil to find Havingalmost successfully accomplished
more readily by individual application, the the task, one of the slats will glide out from
richness of figures to be formed with this oc- his structure, and the whole will be a mass
cupation material. of ruins. It was the one slat, which, owing to
It is particularly mathematical forms, reg- its dereliction in performing its duty, des-
ular polygons, (Figs. 28, 31, 40, 42,) contem- troyed the figure, and prevented all the others
plation of divisions, produced by diagonals, from performing theirs.
etc., planes and proportions of form, which, It will not be difficult for the thinking
informs of knowledge, are brought before the teacher to derive from such an occurrence,
eye of the pupil, with great clearness and dis- the opportunity to make an application to
tinctness, by the interlacing slats. other conditions in life, even within the sphere
In the meantime, it will afford pleasure to of the young child, and its companions in and
behold the forms of beauty, as given in Figs. out of school. The character of this occu-
3°) 33; 37; nor should \\i^ forms of life be pation does not admit of its introduction be-
forgotten, as they are easily produced by a fore the pupils have spent a considerable time
larger number of slats, (Fig. 39 — a fan ; 35 in the Kinder-Garten, in which it is only be-
and 36 — fences,) by combining the work of gun, and continued in the primary depart-
several pupils. ment.
THE SIXTEENTH GIFT.

THE SLAT WITH MANY LINKS.

This occupation material, which may be and mathematical figures, and that even forms
used at almost any grade of development in of life and beauty may be presented by it.
the Kinder Garten, the primary and higher We have slats with 4, 6, 8 and 16 links,
school departments, is so rich in its applica- which are introduced one after the other when
tions, that we cannot attempt to describe it opportunities offer. In placing the first. into
extensively, nor give illustrations of the vari- the hand of the child, we would ask him to
ous ways in which it can be rendered useful. unfold all the links of the slat, and to place
Suffice it to say, that it may be employed in it upon the table so as to represent a perpen-
representing all various kinds of lines, angles dicular, horizontal, and then an oblique line.
By bending two of the links perpendicularly, number and kinds of angles, which they con-
and the two others horizontally, we form a tain, as is done with the movable slats on
right angle. Bending one of the legs of the other occasions.
angle toward, or from the other, we receive The slats with 6, 8 and 16 links, to be
the acute and obtuse angles, which grow introduced one after the other, if used
smaller or larger, the nearer or farther the in the manner here indicated, can be ren-
legs are brought to, or from each other, until dered exceedingly interesting and instruct-
we reduce the angles to either a perpendicular ive to the pupils. Their ingenuity and in-
line of two links' length, or a horizontal line ventive power will find a large field in the
of the length of four links. occupation with this material at times,
if,
We may then form a square. Pushing two they are allowed to produce figures them-
opposite corners of it toward each other, and selves, of which the more advanced pupils
bending the first link so as to cover with may make drawings and give description
a
it the second, and, by then joining the of each orally.
end of the fourth link to where the first It would be needless to enlarge here upon
and second are united, we shall form an the richness of material afforded by this gift,
equilateral triangle. (Which other triangle as half an hour's study of and practice with
it
can be formed with this slat, and how ?) will convince each thinking teacher fully of
The capital letters V, W, N, M, Z, and the the treasure in her hand and certainly make
figure 4 can be easily produced by the chil- her admire on account of the simplicit)' of
it
dren, and many figures be constructed by the its application for educational purposes in
teacher in which the pupils may designate the school and family.
THE SEVENTEENTH GIFT.
MATERIAL FOR INTERTWINING.

(PLATES LXVII., LXVIII.)
Intertwining an occupation similar to by changing the material, which forms, how-

is
that of interlacing. Aim of both repre- ever, are forms of beauty.

is
sentation of plane — outlines. In the occupa- The paper strips, not used when preparing
tion with the interlacing slats we produced the folding-sheets, are used as material, adapted
forms, which were to be destroyed again, or for the present occupation. They are strips
whose peculiarities, at least, had to be changed of white or colored eight to ten
paper, from
to produce something new here, we produce inches long and varying in breadth. Each
;
permanent results. There, the material was strip subdivided in smaller strips of three-
is
in everj' respect ready one here, the pupil quarters of an inch wide, which by folding
a
has to prepare himself There, hard slats their long sides are transformed to threefold
it
of little flexibility here, soft paper, easily strips of eight to ten inches long and one-
;
changed. There, production of purely math- quarter of an inch wide.

The children will not succeed well,
in
ematical forms by carefully employing given form-

a
material here, production of similar forms ing regular figures from these strips at first.
;
As the main object of tliis occupation is to This occupation admits of still another and
accustom the child to a clean, neat and cor- very beautiful modification, by not only pinch-
rect performance of his task, some of the ing and pressing the strip where it forms
tablets of Gift Seven are given him as pat- angles, but by folding it to a rosette. This
terns to assist liim ; or the child is led to draw process is illustrated in Figs. 7 — 9. The strip
on his slate the three, four, or many cornered is first pinched toward the right, (Fig. 7,) then
forms, and to intertwine his paper strips ac- follows the second pinch downward, (Fig. 8,)
cording to these. then a third toward the left, when the one end
First, a right angled isosceles triangle is used of the strip is pushed through under the other,
for laying around it one of these strips so as (Fig- 9-)
to enclose it entirely. We begin with the left Here, also, simple triangles, squares, pen-
cathetus, put the tablet upon the strip, folding tagons hexagons are to be formed, then
and
it toward the right over the right angle. The two like figures combined, and finally more
break of the paper is well to be pressed down, complicated figures produced. (Compare ex-
and then the strip is again folded around the amples given in Figs. 10 — 15.)
acute angle toward the left. Where the hy- Whatever issues from the child's hand suffi-
potenuse (large side) touches the left cathetus ciently neat and clean and carefully wrought,
(small side), the strip is cut and the ends of may be mounted on stiff paper or bristol
the figure there closed by gluing them to- board, and disposed of in many ways.
gether by some clean adhesive matter. Care The occupation of intertwining shows
should be taken that the one end of each side plainly how by combination of simple mathe-
be under, the other over, that of the other. matical forms, forms of beauty may be pro-
Thus the various kinds of triangles, (Figs. duced. These latter should predominate in
I — 3,) squares, rhombus, rhomboids, etc., are the Kinder-Garten, and the mathematical are
produced. of importance as they present the elements for

Two like figures are combined, as shown in their construction. The mathematical ele-
Figs. 4 — 6. If strips prove to be too short, ment of all our occupations is in so far of
the child is shown how to glue them together, significance, as the child receives from it
to procure material for larger and more com- impressions of form ; but of much more im-
plicated forms. Thus, it produces, with one portance is the development of the child's
long strip. Figs. i6, i8, 19, 20; with two long taste for the beautiful, because with
it,
the
strips. Figs. 17, 21. Fig. 22 shows the natu- idea of the good developed in the mean-
is
ral size ; all others are drawn on a somewhat time.

reduced scale. It cannot be difficult to pro- As the various performances of this occu-
duce a great variety of similar figures, if one pation, cutting, folding and mounting, require
will act according to the motives obtained with somewhat skilled hand, introduced
is
it
a
and derived from the occupation with the in- in the upper section of the Kinder-Garten
terlacing slats. only.

THE EIGHTEENTH GIFT.
MATERIAL FOR PAPER- FOLDING.

(plates lxix. to lxxi.)
Froebel's sheet of paper for folding, the which two and two lie together, forming a
simplest and cheapest of all materials of oc- larger triangle. At the base lines of these
cupation, contains within it a great multitude larger triangles, the sheet is again folded, and
of instructive and interesting forms. Almost neatly and accurately cut, severing thereby
every feature of mathematical perceptions, ob- the two large double, lying triangles from the
tained by means of previous occupations, we single and oblong strips of paper.
again find in the occupation of paper-folding. Each of these triangles we cut through
It is indeed a compendium of elementary from where the sides of the small triangles
mathematics, and has, therefore, very justly touch each other, unfold the small triangles,
and judiciously been recommended as a use- and we now have four square pieces, and one
ful help in the teaching of this science in oblong piece of paper, (Fig. 4.) The former
public schools. wê employ for folding, the latter we keep for
Lines, angles, figures, and forms of all future use, in the occupations of intertwining,
varieties appear before us, after a few mo- braiding, or weaving.
ments' occupation with this material. The The child should be accustomed to ±e
multitude of impressions, however, should strictest care and cleanliness in the cutting as
not misguide us ; and we should always, and well as the folding.
more particularly in this work, be careful to This is necessary, because paper carelessly
accompany the work of the children with nec- folded and cut, will not only render more
essarj' conversation and pleasant entertain- difficult every following task, nay, make im-
ment, for the relief of their young minds. possible ever}' satisfactory result ; especially,
We prepare the paper for folding in the fol- should this be the case, because, we do
lowing manner : not intend simply to while away our own
Take half a sheet of letter paper, place it and the child's precious time, but are en-
upon the table in such a manner as to have gaged in an occupation whose final aim is
the longest sides extend from left to right. acquisition of ability to work, and to work
Then halve it by covering the upper corners well — one of the most important claims
with the lower ones, (Fig. i.) Then turn the hum.in society is entitled to make upon each
now left and right upper (previously lower) individual.
corners back, towards the center ; invert the The child prepares for himself, in the man-
paper ; turn also the two other corners toward ner described, a number of folding sheets,
the center, and then we have the form of a and submits them to a series of regular
trapezium, (Fig. 2.) Unfolding the sheet at changes, by bending and folding, in conse-
its base line, a hexagon, (Fig. 3,) will show quence of which the fundamental forms are
itself; in which we obsen'e four triangles, of produced, from w^hich sequels of forms of
ô GUIDE TO KINDER-GARTNERS.
life and beauty are subseqently developed, tions. Manual mentions, among
Froebel's
by means of the law of opposites. others, the
following objects A table-cloth
:
On the road to this goal, a surprising num- with four hanging corners, bird, sail boat,
a
a
ber of forms of knowledge present them- , double canoe, salt-cellar, flower, chemise,
a
a
selves. kite, wind-mill, table, cigar-holder, flower-pot,
The sheet is now folded once more, fol- looking glass, boat with seats, etc. Still richer
lowing the diagonal, (Fig. 5,) and will then become the forms of we bend the cor-
if
life,
present, when unfolded, the division of the ners of the described fundamental form, once
square, in two right-angled isosceles triangles. more toward the middle. In connection with
Folded once more according to the other this, the manual mentions the following forms
:
diagonal, (Fig. 6,) and again unfolded, we find the knitting-pouch, the chest of drawers, the
each of the large triangles, halved by a per- boots, the hat, the cross, the pantaloons, the
pendicular, (Fig. 7.) Now the lower corner frame, the gondola, etc. For the construction
is bent upon the left, and the right one upon of these forms, advisable to use larger
is
it
a
the upper, and the sheet is so folded, that it sheet of paper, perhaps half sheet of letter
a
is divided into equal oblong halves by a paper.
transversal. The same is done to the op- But the simple fundamental form, for the
posite transversal, and we have the Fig. 9, forms of life, also the fundamental form for
is
affording a multitude of mathematical object the forms of beauty, contained on Plate LXX.,
perceptions. (Fig. 16.) Unfold the fundamental form, do
If we now take the lower corner, (Fig. 9,) not press the corners but first the middle of
bend it exactly toward the center of the sheet the upper and lower side, then the two other
the pentagon, (Fig. 10,) will be the sides toward the middle of the sheet, and the
it,
and fold
result.We fold the opposite corner in like double canoe will be the result, (hexagon with
manner and produce the hexagon, (Fig. 11,) two long and four short sides.) If the over-
and finally with the two remaining corners, reaching triangles are now bent back toward
Fig. 12" formed containing four triangles, the middle. Fig. 17 appears, from which, up
is
touching one another with their free sides, to Fig. 21, the following forms are easily con-
each of them again showing line halving structed according to the law of opposites.
a
them in two equal triangles. From quite similar fundamental form, the
a
If we invert 12% we have 12'', connected series 22 — 27

originates.
a
square, in which the outlines of eight congru- If wefinally take the sheet as represented,
ent triangles appear. If 12° unfolded we in 12'' fold the lower right corner toward the
is
shall see beside multiplication of previous middle, also the left upper, (Fig. 13,) also the
a
forms, parallelograms also. If we start from two remaining corners, we shall have four
12°, fold the corners toward the middle, (Fig. triangles, consisting of double layer of pa-
a
15,) we shall receive form consisting of per which may be lifted up from the square
a
double layers of paper, and showing four tri- ground and which upper layer again divi-
is
angles, under which again, four separate ded in two triangles, (Fig. 14.)
squares are found. This the fundamental Invert this figure and you will have Fig. 28,
is
form for series of forms of life, (Fig. 16.) four single squares, the fundamental form of
a
It utterly impossible to give minute de- series of forms of beauty on Plate LXXI.
is
scription how forms of life may be produced the latter easily to be derived from this former,
from this fundamental form. Practical at- under the guidance of the well known law of
tempts and occasional observation in the opposites.
Kinder-Garten will be of more assistance tljan The hints given in the above might be aug-
the most detailed illustrations and descrip- mented to considerable extent and still not
a
exhaust the matter. They are given espe- pil such manual dexterity as scarcely any
cially to stimulate teacher and child to indi- other does, and prepares the way to various
vidual practical attempts in producing forms female occupations, besides being immediately
by folding. The best results of their activity preparatory to all plastic work. Early training
can be improved by cutting out or coloring, in cleanliness and care is also one of the re-
which adds a new and interesting change to sults of a protracted use of the folding sheet.
this occupation. A change of the fundamental It is evident that only those children who
form in three directions yields various series have been a good while in the Kinder-Garten,
of forms of beautj', which may be multi- can be employed in this department of occu-
plied ad infinitum. Thereby, not only the idea pation. The peculiar fitness of the folding
of sequel in representations is given, but also sheet for mathematical instruction beyond the
the understanding unlocked for the various Kinder-Garten, must be apparent after we
orders in nature. have shown how useful it can be made in this
Furthermore, this occupation gives the pu- institution.
THE NINETEENTH GIFT.
MATERIAL FOR PEAS-WORK.

(plates lxxii. and lxxiii.)
We have already tried, in connection with direction in high degree, the working with
a
the Ninth Gift, (the laying staffs,) to render peas eminently fitted, although considerable
is
permanent the productions of the pupils, by manual skill required for not to be ex-
it,
is
stitching or pasting them to stiff paper. We pected in any child before the fifth year. The
satisfied, by so doing, a desire of the child, material consists of pieces of wire of the thick-
which grows stronger, as the child grows ness of hair-pin, of various sizes in length,
a
older — the desire to produce by his own activ- and pointed at the ends. They again represent
ity certain lasting results. It is no longer the lines. As means of combination, as embodied
incipient instinct of activity which governs points of junction, peas are used, soaked about
the child, the instinct which prompted twelve hours in water and dried one hour pre-
it,
ap-
parently without aim, to destroy everything vious to being used. They are then just soft
and to reconstruct in order to again de- enough to allow the child to introduce the
stroy. A higher pleasure of production has points of the wires into them, and also hard
taken its place not satisfied by mere doing, enough to afford sufficient hold to the latter.
a
;
but requiring for its satisfaction also delight The first exercise to combine two wires,
is
in the created object — even unconsciously — by means of one pea, into straight line, an
if
the delight of progress, which manifests itself obtuse, right, and acute angle. What has been
in the production, and which can be observed said in regard to laying of staffs in connection
only in and by the permanency of the object with Fig. — 23 on Plate XXX. will sen'e
I
which enables us to compare with objects here also.

it
previously produced. Of three wires, longer line formed

is
a
To satisfy the claims of the pupil in this angles, with one long, and one short side.
The three wires are introduced into one pea, It is hardly possible that pupils of the
so that they meet in one point ; two parallel KinderGarten should make any further prog-
lines may be continued by a third ; finally the ress in the formation of these mathematical
equilateral triangle is produced. forms of crystallization, as the representation
Then follows the square, parallelogram, of the many-sided bodies, and especially the
rhomboid ; diagonals may be drawn and the development of one from another, requires
forms shown on Plate LXXIL, figures i — lo, greater care and skill than should be expected
be produced. The possibility of representing at such an early period of life. It will be re-
the most manifold forms of knowledge, of life served for the primary, and even a higher
and of beauty, is reached, and the forms pro- grade of school, to proceed farther on the
duced may be used for other purposes. The road indicated, and in this manner prepare
child may produce six triangles of equal size, the pupil for a clear understanding of regular
and repeat with them all the exercises, gone bodies. (Fig. 19 shows how the octahedron
through with the tablets, and may enlarge is contained in the cube.)
upon them. This, however, does not exclude the con-
Or the child may prepare 4, 8, 16 right an- struction by the more advanced pupils of the
gled triangles, or obtuse angled, or acute an- Kinder-Garten, of simple objects, in their
gled triangles and lay with them the figures surroundings, such as benches, (Fig. 21,)
given on Plate LXXIL, etc., for the course of chairs, (Fig. 23,) baskets, etc., or to try to
drawing, and carry them out still further. invent other objects.
After these hints it seems impossible not Whoever has himself tried peas-work, will
to occupy the child in an interesting and in- be convinced of Great care, much
its utility.
structive manner. patience, are needed to produce a somewhat
But the condition attached to each new Gift complicated object ; but a successful structure
of the Kinder-Garten is some special progress repays and per-
the child for all painstaking
in its course. severance. By this exercise, the pupils im-
We produced outlines of many objects with prove in readiness of construction, and this
the staffs ; all formations, however,

remained is an important preparation for organiza-
planes, whose sides were represented by staffs. tion.
In the working with peas, the wires represent More advanced pupils try also, successi.-
edges, the peas serve as corners, and these fully, to construct letters and numerals, with
skeleton bodies are so much more instructive of this Gift.
the material
as they allow the observation of the outer The bodies produced by peas-work may
forms in their outlines, and the inner structure be used as models in the modeling depart-
and being of the body at the same time. ment. The occupation is the comple-
one
The child unites two equilateral triangles ment of the other. The skeleton cube allows
by three equally long wires, and forms thereby the observation of the qualities of the solid
a prism, (Fig. 14;) four equilateral triangles, cube, in greater distinctness. The image of
give the three-sided pyramid ; eight of them, the body becomes in this manner more per-
the octahedron. (Figs. 15 and 16.) fect and clear, and above all, the child is
From two equal squares, united by four led upon the road, on which alone it is
wires of the length of the sides, the skele- enabled to come into possession of a true
ton cube. Fig. 17, is formed; if the uniting knowledge and correct estimate of things;
wires are longer than the sides of the square, the road on which it learns, not only to ob-
the four-sided column (Fig. 8); is one of the serve the external appearance of things, but
squares larger than the other, a topless pyra- in the meantime, and always, to look at their
mid will be produced, etc. internal being.
THE TWENTIETH GIFT.
MATERIAL FOR MODELING.

(plate lxxiv.)
Modeling, or working in clay, held in high occupation with the beautiful, even in its
estimation by Froebel, as an essential part of crudest beginnings, always bears good fruit,
the whole of his means of education
is,
strange because prepares the individual for true
it
a
to say, much neglected in the Kinder-Garten. appreciation and noble enjoyment of the
As the main objection to named that the same. Just in this the significance of Froebel's
is
it
children, even with the greatest care, can not educational idea partly rests, that strives to
it
prevent occasionally soiling their hands and open every human heart for the beautiful
their clothes. Others, again, believe that an and good — that particularly intended to
is
it
occupation, directly preparing for art, very elevate the social position of the laboring
rarely can be continued in life. They call classes, by means of education, not only in
it,
therefore, aimless pastime without favorable regard to knowledge and skill, but also, in
consequences, either for internal development regard to development of refinement and
a
or external happiness. feeling.

If must be admitted that the soiling of Representing, imitating, creating, or trans-
it
hands and clothing cannot always be forming in general, the child's greatest en-
is
the
avoided, we hold that for this very reason, joyment. Bread-crumbs are modeled by
it
this occupation capital one, for will into balls, or objects of more complicated
is
it
a
give an opportunity to accustom the children form, and even when biting bits from its
to care, order and cleanliness, provided the cooky, the child's desire to produce
is
it
teacher herself takes care to develop the sense for?n. If piece of wax, putty, or other plia-
a
of the pupils, for these virtues, in connection ble matter, falls into its hands, kneaded
is
it
with this occupation as on all other occasions, until assumes form, of which they may
it
a
;
she should strive to excite the sense of clean- assert that represents baby, — the dog
it
liness as well as purity. Certainly, parts of Roamer, or what not Wet sand, they press
the adhesive clay will stick to the little fingers into their little cooking utensils, when playing
and nails of the children, and their wooden "house-keeping," and pass off the forms as
knives but, pray, what harm can grow out of puddings, tarts, etc. in one word, most chil-
;
this? The child may learn even from this dren are born sculptors. Could this fact have
may be remarked in connection with Froebel's observation? He
It
fact. escaped keen

that the callous hand of the husbandman, provided the means to satisfy this
it,
has here
the dirty blouse of the mechanic, only show desire of the child, to develop also this talent,
the occupation, and cannot take aught from in its very awakening.
the inner worth of man. As regards the ob- According to Froebel's principle, the first
a
jection this occupation as aimless and

to exercises in modeling are the representation
without result, should be considered that of the fourteen stereometric fundamental forms
it
of crystallization, which
he presents in a box, bel's occupations that for the development
is
by themselves as models. Starting from the of regular forms of bodies. Fundamental
cube the cylinder follows — then the sphere form, of course, the sphere. The child
is
pyramid with 3, 4 and 6 sides, the. prism in its represents perhaps not exactly
if
easily,
it
various formations of planes, the octahcdro?t true.
or decahedron and cosahedron, or bodies with By pressing and assisted by his knife, the
8, 12 and 20 equal sides or faces, etc., etc. one plane of the sphere changed to several
is
However interesting and instructive this course planes, corners, edges, which produces the
may be, we prefer to begin with somewhat cube. If the child changes its corners to
simpler performances, leaving this branch of planes (indicated in Fig. 12,) form of four-
a
this department for future time. teen sides produced. this process If
is
is
The child receives a small quantity of clay, continued so that the planes of the cube are
(wa.x may also be used,) a wooden knife, a changed to corners, the octahedron the re-
is
small board, and a piece of oiled paper, on sult, (Fig. 13.) By continued change of edges
which it performs the work. If clay is used, to planes and of planes to corners, the most
this material should be kept in wet rags, in important regular forms of crystallization will
a cool place, and the object formed of be produced, which occupation, however, as
it,
dried in the sun, or in mildly-heated stove, mentioned before, belongs rather to higher
a
a
and then coated with gum arabic, or var- grade of school, and therefore better
is
nish, which gives them the appearance of postponed until after the Kinder-Garten
crockery. training.
First, the child forms sphere, from which Some regular bodies are more easily
it
a
produce many objects. If attaches formed from the cylinder, the mediation be-
it
may
a
adds depressions tween the sphere and cube. By a pressure of

if
it,
stem to a cherry
it
is
it
and elevations, which represent the dried calyx, the hand, or by means of his knife, the child
will look like an apple from the pear, nut, the one round plane to three or four
it
changes
it
;
potato, head, may be molded, etc. Many planes, and as many edges, producing thereby
a
small balls made to adhere to one another the prism and the four-sided column.
may produce a bunch of grapes, (Figs. If we change one of the planes of the cyl-
i-S.) inder to corner, by forming round plane
a
a
From the ball or sphere, cylindrical body from its center to the periphery of the plane,
a
may be formed, by rolling on the board, usu- we produce cone. If we change the sur-
a
ally called by the children loaf of bread, face of the cone to three or four planes, we
a
cigar, candle, loaf of sugar, etc. shall have three or four sided pyramid. If
a
a
A bottle, bag filled with flour or some- we act in the same manner with the other end
a
thing else, can also easily be produced. of the cylinder, we shall form double cone,
a
Very soon the child will present the cube, and from we may produce three or four-
it
and playmate. From sided double pyramid, etc. If we act in an

it,
an old acquaintance
produces house, a bo.x, coffee-mill and opposite manner, destroy the edges of the
it
similar things. Soon other forms of life will cylinder, we shall again have the sphere.
grow into existence, as plates, dishes, animals Well formed specimens may, to acquire
and human beings, houses, churches, birds' greater durability, be treated as indicated
nests, etc., etc. If this occupation intended previously. The production of forms and fig-
is
than mere entertainment, ures from material belongs,

soft and pliable
is
to be more
it
necessary to guide the activity of the child in undoubtedly, to the earliest and most natural
definite direction. occupations of the human race, and has served
a
The best direction to be followed in Froe- all plastic arts as starting-point. The occu-
a
pation of modeling, then, is eminently fit to

— synonymous in past centuries — is laid. For
carry into practice Froebel's idea that chil- ornamentation especially, all elements are
dren, in their occupations, have to pass through found in the occupations of the Kinder-Gar-
all the general grades of development of hu- ten. The forms of beauty in the paper-fold-
serve as series of rosettes and or-
/.,
man culture in a diminished scale. The ing,/.
natural talent of the future architect or sculp- naments in relief, as architecture might em-
tor, lying dormant in the child, must needs be ploy them, without change. The productions
called forth and developed by this occupation, in the braiding department contain all con-
as by a self-acting and inventing construction ditions of artistic weaving, nor does the cut-
and formation, all innate talents of the child ting of figures fail to afford richest material
are made to grow into visible reality. for ornamentation of various kinds.
For every talent in man, means of develop-
If we now cast a retrospective look upon ment are provided in the Kinder-Garten ma-
of occupation in the Kinder- terial, opportunity for practice constantly
is
the means
Garten, we find that the material progresses given, and each direction of the mind finds
form the solid and whole, in gradual steps to its starting-point in concrete things. No more
its parts, until it arrives at the image upon complete satisfaction, therefore, can be given
the plane, and its conditions as to line and to the claim of modern pedagogism, that all
point. For the heavy material, fit only to be ideas should be founded on previous percep-
placed upon the table in unchanged form, tion, derived from real objects, than done in
is
(the building blocks,) a more flexible one the genuine Kinder-Garten.
is substituted in the following occupations : Whosoever has acquired even a superfi-
7vood is replaced hy paper. The paper plane cial idea only of the significance of Froebel's
of the foldingoccupation, is replaced by the means of occupation in the Kinder-Garten,
paper strip of the weaving occupation, as line. will be ready to admit that the ordinary play-
The wooden staff, or very thin ivire, is then things of children can not, by any means, as
introduced for the purpose of executing per- regards their usefulness, be compared with
manent figures in connection with peas, repre- the occupation material in the Kinder-Gar-
senting the point. In place of this material ten. That the former may, in certain de-
a
the dratcn line then appears, to which colors gree, be made helpful in the development of
are Perforating and embroidering
added. children, not denied occasional good re-
is
introduces another addition to the material sults with them, however, mostly always will
to create the images of fantasy, which, in the be found to be owing to the child's own in-
paper cutting and mounting, again receive stinct rather than to the nature of the toy.
new elements. Planless playing, without guidance and super-
The modeling \n clay, or wax, affords the im- vision cannot prepare child for the earnest
a
mediate plastic artistic occupation, with the sides of life as well as for the enjoyment of
most pliable material for the hand of the its harmless amusements and pleasures.
child. Song introduces into the realm of Like the plant, which, in the wilderness even,
sound, when movement plays, gymnastics, and draws from the soil its nutrition, so the child's
dancing, help to educate the body, and insure mind draws from its surroundings and the
a harmoniousdevelopment of all its parts. means, placed at its command, its educational
In practicing the technical manual perform- food. But the rose-bush, nursed and cared
ances of the mechanic, such as boring, for in the garden by the skillful horticulturist
piercing, cutting, measuring, uniting, forming, produces flowers, far more perfect and beau-
drawings painting, and modeling, a foundation tiful than the wild growing sweet-briar. With-
of all future occupation of artisan and artist out care neither mind nor body of the child
can be expected to prosper. As the latter When the Kinder-Garten was first estab-
can not, for a healthful development, use all lished by him, it was prohibited in its original
kinds of food without careful selection, so form and its inventor driven from place to
the mind for its higher cultivation requires a place in his fatherland on account of his lib-
still more careful choice of the means for its eral educational principles, to be carried out
development. The child's free choice is lim- in the Kinder Garten. The keen eye of mo-
ited only in so far as it is necessary to limit narchial government officials quickly saw that
the amount of occupation material in order such institution could not turn out willing
to fit it for systematic application. The child subjects to tyrannical oppression, and the ru-
will find instinctively all that requisite for
is lers "-^by the grace of God,'' tolerated the
its mental growth, if the proper material only Kinder-Garten, only when public opinion de-
be presented, and a guiding mind indicate its clared too strongly in its favor.
most appropriate use in accordance with a In pleading the cause of the Kinder-Gar-
certain law. ten on the soil of republican America, is it
Froebel's genius has admirably succeeded asking too much that all may help in extend-
in inventing the proper material as well as in ing to the future generation the benefits which
pointing out its most successful application to may be derived from an institution so emi-
prepare the child for all situations in future nently fit to educate free citizens of a free
life, for all branches of occupation in the country ?
useful pursuits of mankind.

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P A- R T T .
PARADISE OF C!HlLDHOOD
A MAMAI. Kdli SKl.|--IXSTl!L-ClIo.\ l.V I'KIKDUICII KUOKIil- L';
KDrCATloNAl, I'UIXCll'I.KS.
(jiiide to Kinder-Gartners.
E I) W A R D E B E
W I .

.MILTON ]}KAULEY COMPANY.

>!c
SIMilN(il-lKLl). .MASS.
PART IV.
PARA DISE OF CHILDHOOD :
A MANUAL Fol! SKLF-TN'STRUCTIOX IX FRIEnRICII FliOEBEL'S

EDUCATIONAL PRINCIPLES,
AND A PRACTfCAr
(jiiide toKinder-Grartners.
E D WA D \V IE B PJ
Pv

MILTON BllADLKY & COMPANY

SPUINCI'IKLl). MASS.
GIFTS. OR OCCUPATION MATERIAL FOR THE
IK I H D Em«llA»1PS».
O0R high' estimation nl' llic tiiorits of tills system of education, lias iiuliicoil us to fit up tlic macliincr.v and
fixtures necessary for the |ir.idiutl(in of the Occiipatiox Matkkiai. in an economical and superior manner.
As the several (iifts have lneii prepared under the direction and liy tlie sii^'sestions of the most conipolent
teachers of Kinder-lJartcn in tliis country, we believe they will meet with universal favor; hut any sugiiestions
from Practical Kinder-Gartners, will be" thankfully received, and, if considered advantageous, will immediately
be embodied in our manufactures. Price Lists furnislied to Dealers and Teachers on application.
THE GREAT EDUCATIONAL CxAME OF
Wi: have purchased from the Inventor the entire Patent on the above Wii\-i)i;Rrt:i, ('o.miu
STROCTios AM) AJirsF.MF.NT, bv wliicli the jiriiiciples of
ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION

Are embodied in one of the most fascinating Games ever devised for Youth or Adults. There
this will ]irove the most popular I'arlor Amu.sement even invented. Price §0.(K).
THE NEW SCRIPTURE GAME OF
A Combination- op
CfniflOlli* Bible Qli®^1li#«|i

In a very pleasine; and Instructive Game.
-^JVIaqic ^quare^ and -ôâic âblet^,

Fon Recreation, Kntertainineiit and Instruction, presenting some curious puzzles in the iirojierties of numbers;
adapted for use in families and school>,
HY
EDWARn W. OII.MAM.
Prof. Lyman of Yale College says in a note to the author of this work :
"Your device of 'Magic T.tblets' strikes me as one well fitted to aflbrd instruction ,and entertainment for tlie
young, and to become popular as an evening amusement. If it shall give to the lovers of mathematical puzzles
half Tlie gratification which I received when a boy from Magic S(|uares as commonly exhibited, the young people
will have abundant reason tft thank you for your imjiroved method of presentation.
" The talili'ts and book of problems are put u)) in a neat box complete." Price each, .SLOO.
THE ZOETROPE,
TImt OPTICAL WOXOKR— always new, with New Pictures.
ritOF. BOVEJR'S
LATEST MANUAL OF CROQUET,
FOR THE FIELD OR THE PARLOR, ILLUSTRATED.
Send 10 CEN-TS for the CnOQiin .Maxuat, and complete I'rice List of Games, etc. : or a Stamji for the Price Lists.
MILTON BRADLKV k (().,

Spi'iDff/ield. Mass.
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005 796 533 2

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The paradise of childhood: a manual for self-instruction in Friedrich

Froebel's educational principles, and a practical guide to kinder-gartners.

We have determined this work to be in the public domain,

copyrights over these portions. Depending on the nature

'^% ,,/^ ^i^t> ^'if/^''

■^?^-r>' <V5 V'^^vNL^:

A MANUAL FOR SELF-INSTRUCTION IN FRIEDRICH FROEBEL'S

WITH SEVENTY- FOUR PLATES OF ILLUSTRATIONS.

Entered according to Act of Congress, in the year 1869, by

SAMUEL BOWLES AND COMPANY,

it out with such modifications of secondary minutia;

have gained of Froebel and his educational principles,

at all. distrust and even opposition, in many minds towards

in Springfield, Mass., under the supervision of the French language.

which he then derived from a personal knowledge of published in Germany.

The requisites for the establishment of a The house should

ted to each separate occupation, including the cubes.

8. Staffs for laying of figures. 14. Material for braiding.

THE FIRST GIFT.

the week, and the colors. After distributing

lowing : certainty, they may be required to close their

THE SECOND GIFT.

like theball?" each sentence when fully explained.

"One, two, three, 12." logically put, so as to lead to these results as

" One point of corner an angle, of which each

two, three, four, five, si.x."

and another large

cube called ners, and four angles.

THE THIRD GIFT.

smaller one-inch except in point of size, and the child im-

of reconstructing the fragments. Froebel's learning readily to comprehend the use of

In the child receives a whole, whose parts left, &c., &c.

he could not in the case of — restore

that order and regularity in all the perform-

(If the cubes are enclosed in wooden boxes follows

the right, reversing again 8.

upon the center of the table, then covering 9. Two Columns.

peated many times before the scholar can stones.

" Eight." Triumphal Arch.

left to right," (or from right to left.) 21. Church.

It bear any appropriate name which

the children give A Locomotive.

" A " A steeple." Stairs.

" Two little

pation, that nothing should be rudely destroyed 40. Cube.

to be produced by slight change of objects which, being more specifically German,

in their mental growth by companionship with According to circumstances, of which the

But with more developed children we may

another, or the phenomenon of continuous

reversed upon the table. Lifting the box 11. A Passage.

23. Shooting-Stand. halves, these halves into quarters, and these

24. Village. quarters into eighths. Each of the latter will

29. Sofa. "What is the color?"-

36. Tombstone. In this way, the scholars learn that there

37. Monument. are three kinds of sides, symmetrically arrang-

right or left. center, a goes out (Fig. 14) and moves in an

Take thehalves of your cube apart,

can count on the upper and lower sides of 3. Large Chair.

has now enriched its knowledge of lines by half ground plan.

the square and oblong previously introduced. ter cubes.

The child is expected to know this Gift now plan.

20°, ground plan. course of development shown in the pictures

ond row, five whole and four half cubes ; third

The Fifth Gift is used with children from FORMS OF BEAUTY.