LIBRARY OF CONGRESS. Chap. Copyright No. Shelf_..KiJ.:( UNITED STATES OF AMERICA. Rr%^ j?a€. '^^Ut^^yCy. QUARTER CENTURY EDITION OF THE Paradise of Childhood. A PRACTICAL GUIDE TO KINDERGARTNERS, EDVV/^RD WIKBE. EDITED BY rvIII^XON BRADLEY. INCLUDING A LIFE OF FRIEDRICH FROEBEL, I!V HENRY W^ BLAKE, A. M. ^r^^^^. SPRINGFIELD, MASS.: jVIILTON BRADLEY CO MBA NY 1896. Entered according to Act of Congress, in llie year i8g6, HV Milton Bradley Comtany, In the Office of the Librarian of Congress, at Washington. All rights reserved. Registered at Stationers' Hall, London, iMigland. A\\ rights .reserved. ,W7 Kntered according to Act of Congress, in the j-ear iS6y, n\ Milton Bkadlicy tt Company, In the Clerk's < Ittiee of the District Conrt of the District of Massachusetts. Contents. Editor's Preface, .... Introduction to the Life of Frrebel, . INIap of Central Germany, The Life of Frcebel, . In His Father's House, AVith His Guardian, The Forester's Apprentice, A Student at Jena, Becomes a Teacher, Eelations witli Pestalozzi, Final LTniversity Studies, A Soldier of the Legion, Curator at Berlin, Principal at Keilhau, In Switzerland, Blanlvcnhurg, .... Wanderings About (ierniany, ]\Iarienthal, .... Since Fra?bers Death, The Paradise uf Ciiieihiood, Author's Preface, Kindergarten Culture, Establishment of a Kindergarten, 3Ieans and Wa^-s of Occupation, The First Gift, .... Editor's Notes : General Impression — ( The Second Gift. Editor's Notes : 'I'lie SpliLTi — The Cubt The Third Gift, .... The Presentation of the; Third Gift — Prepai Forms of Life — Forms of Knowledge — Forms of Beauty Tile P\)urth Gift, Preparation for Constructing Foinis — Forms of Life — Forms of Knowledge- Forms of Beauty. Editor's Notes : Furniture Sequence — Baker Sequence House Building and Ftu-nishing Secpience. olor- -The Form — Moti Cylinder itiou for Constructing Forms Editor's Notes. Page. 5 9 12 13-63 13 17 19 21 23 26 28 29 31 33 38 40 42 46 55 05-274 67 69 77 78 79-.S5 86-93 94-100 107-1 LS 4 CONTENTS. 'Hie Kiflh (iiri, 11 '.(-135 Cube, Tvvk'o Divided in l<;;uli Direction — Forms of Life — Forms ot Kiiowi- odge — l'\)rms()f I5('iiiil\ . Kditt)r"s Notes : First Seciuencc — Second Secjuence — 'I'liird Sc(jucnt'c. 'IMic Fifth (; if t B, I.SC.-I.IH l''oi'nis of Lite — Forms of Synunclry. 'i'lic Sixlii (;ift 1;3<)-MH Liirgc Ciilic, ("onsistinji; of l)ouI)ie Divided ()l)iong Bioclvs — Forms of Life — Forms of Knowledj;"*; — Forms of Beiiuty. Editor's Notes : A Life Se(iuence — A Beauty Se(iuence. Tlic Seventh (Jift, 14«.i_l(;,S S(|u;ii'(' and 'I'riangnlai' 'Tahlcls foi' Layinj^ of l'"i^iires — Tiie <^)uadranj;ular Lay- ing Tablets (Squares). Iviglit-Angied liianglcs — Forms of Life — Forms of Knowledge — Forms of Beauty. 'I'iie K(|niiaterai Triangle — Forms of Knowl- edge — Forms of Beauty. Tlie Obtuse-Angled Triangle witli Two Sides Alike — 'i'h(^ llight-Angled Ti-iangle with No Fijual Sides. Editor's Notes. Tile iM-iiitJi (;ift, KI'.l-lTO Stit'ks for Layint; ot l"'igures. Editor's Notes. The Ninth (iift, 177-1S2 \Vliole and Halt Kings loi- l.jiyiiig i'igurcs. lulitor's Notes. The Tenth (i iff, I.s;l--_>11 MatcM'ial for Drawing — 'I'lic NCitica! I.iiie — i'lic Horizontal lane — Combina- tion of N'crtical ami Ilori/.oiilal i/iiics — ()bli(|iic lanes The ('ui'\'ed Line. Editor's Notes. The Eleventh and'i'welflh (;ifts, •2\-2~22-[ Material for rerforat ing and F^nbroiderim;'. Editor's Notes: Elementary Color Teaching. Tlie Thirteentli (iift 22.'>-2;34 ^latciial for Cutting I'apers and Mounting I'ieces to I'roduce Figures and Forms — Mounting the Figures. Editor's Notes. The Fourteenth (iift 2;5;")-241 Material for Braiding or Weaving. Editor's Notes. 'I'he Fifteenth (iift, , . . 242-241; 4'he Interlacing Slats. The Sixteenth (iift 247-253 Tbe Slat with Many Links. The Seventeentii (iift, ' 2r)4-2r)(; >hiterial for Intertwining. Editor's Notes. The Figliteeiith (iift 2.")7-26;> Material for Fai)er I'olding. Ivlitor's Notes. The Nineteentli (lift 2(;4-2(;7 Material for IVas-Work. Editoi-'s Notes. The Twentieth (iift, 2r.,S-274 Material for Modeling, j'.dilor's Notes, '{'be Kiriileri>arten (iames. 1{I)ITC)R'S PREFACf:. In Uk; yvivv l-Sd.s tlic editor of tlic present edition w:is perKiiaded to puhlisli "The Para- dise ol" Cliildliood," by one of liis neinhhors, Mr. Kdwiml Wiehe, and also to l)egin tlie inan- nfaetnre of kindergarten material for nse in Ameriea. Mr. Weibe, who cainc to Springfield a few years jnior to that time, was a very intelligent and well edncated man and was then en- gaged in teaching nuisio, l)nt had gained a knowledge of the kindergarten system through his association with the widow of Frrebel before leaving (lermany. He was anxious to introduce it in this country, and as soon as he became acquainted with tlie editor, who was at the head of a factory for making ciiildi'en's games and home auuisements, began to urge his co-opera- tion, both from an educational and a conunercial standpoint. The editor knew nothing ahout the kindei-garten and did not take any interest in it so long as Mr, Wiebe was its only advocate. Not many months later, however, he attended an exposition of kindergarten prin- ciples and aims l)y Miss Elizabeth P. Peabody, who had recently returned from acarefid study of them in (lermany and undertaken to convert America to tlui cause. 'I'o that single even- ing talk, given in a school-house near his honu', the editor attri])utes whatever he has done in the name of the kindergarten during the last twenty-nve years, and as an immediate result he yiehU'd to Mr. Wiebe's entreatii'S to juiblish tlu; manuscript of "The Paradise of Childhood," which had been prepared for a long time, and also began making the kindergarten material. In those days all the kindergarten literature that had been published in this country was confined to a few newsi)aper and magazine articles. The first edition of "The T'ai'adise of Childhood" contained what is here inserted as the Author's Preface, but was then called the in- troduction, a few preliminary explanations about establishing a kindergarten and the author's text on the twenty gifts and occupations. The illustrations were reprints from "(Joldam- mer's Kindergarten," being lithographed on sepaiate plates, in the back part of the book. In sul)se(}uent editions the i)aper entitled "KincU'rgarten Culture," was added, and in 1878 the plates of " The Paradise of Ciiildhood " were prefaced with a bi'ief text and published in separate form as "A Hand- Hook for the Kindergarten," the contents of which were after- wards incorporated with the "Paradise" during many editions. For a (piarter of a century this work has been accepted as the only single l)Ook furnishing in l)rief an outline of both the theory and practice of the kindergarten. Jn l.STC it received honoralile mention at the Philadeli)hia Centennial Exhibition as being the first illustrated guide to the kindergarten ever published in the P^nglish language. At tiie end of twenty-five years the editoi' felt that tiie time had come to preptii-e an edition of the book which should in some I'cspects differ radically from any yet i)ublished. It was, therefore, resolved to pi'int again ;Mi-. Wiebe's original text, with the i)apcr on "Kindergarten Culture" as an introduction, putting the illustrations in the body of the book, instead of group- ing them at the end, and adding such notes as the kindergarten knowledge of to-day Avould naturally ai)prove. These notes include some suggestions i-egarding the nse of color in the kindergarten, a matter to which tlic editor has given much s])ecial study, and a bi-ief paper at the end of the book about tlu; games. As a pro{)ei' ])rehidc to the study of the kindei-garten G EDITOR'S PlIEFACE. system a Life of F'njL'bcI has been made a part of this book, witli a concluduio- chapter about the movement since liis death, whicli will, it is hoped, prove helpful to such students as have not had the Itenelit of other biographical works relating to the founder of the kinder- garten. This life is illustrated with jiictures taken in (lerniany for that purpose and also a nia[) of till' section where Fncbel lived and labored. Tii(» editor is, of course, awai'e tliat some leading kindergarten training teachers object to the use of all ''guide books" by either the pu- pils or teachers of the svfitem. He believes, however, that they still have their place in the education:d world, although they may not be as essential as they were twenty-five yeai's ago. When the lirst edition of "• Paradise" was published, argument was in order to convince the public not only that the kindergarten was necessai-y l)ut that it was possible. It now is usually acknowledged to be a good thing, but it is thought by some of those who manage the affairs of nations, stati's, cities and school districts, to be too expensive. Doubtless good things are usually' more costly than those which ai'e inferior, but it is not by any means cer- tain that they are always most expensive in tlie long run, either to individuals or communities. The exi)erimental stages of the kindergailen are now passed so far as the proof is necessary to determine the value to the world of the general truths first set forth l)y Froebel. It now remains for tlie friends of the work to devise the best means for fully carrying those principles to the masses. They must put forth every effort to rightly direct those who are to determine the nature of the education which is to be provided for the children of llie coming generation. While it is readily atlmitted that no single book nor even a library can furnish the instruc- tion necessary to equip a kindergartner in the best sense, and that only ]>ersonal contact Avith experienced kindergartners and [)ractical experience with children can make a kindergartner, it is still maintained that thei-e is a demand for the i)ublication of a fairly full but concise statement of the theory and i»ractice of the system of education Avliich was evolved by the labors of Fncbel, for the benelit of a large class in the community. For instance, those i)ri- mary teachei'S who are to i-eceive pupils from the kindergarten should have instruction in the details of the kindergarten S3'stem sullicient at least to enable them to go on with the instruc- tion in sucli lines as to connect logically with the education alread}' received. For this puri)ose there must come a connecting school between the kindergarten system and the ])rimary school in which the teacher shall be fully informed as to the kindergarten course from which the child has graduated, and hence able to gradually and without friction induct liim into the school system. If a child of average ability spends the years from four to six in a kinder- garten, and then one year in iv connecting school, he should afterwards require practically no more of the concrete than is always necessary in all education which relates to the more prac- tical matters of life. It is evident that in all scientific and mathematical education the concrete illustrations nnist be continued in the form of ex[)eriments, and the kindergarten education enal)les the i)upil to make the best use of them as they are required, but under the condi- tions named all the counting of blocks, folding of ]nii)ers, cutting and pastiug of mathematical and artistic forms will have merely prei)ared the way for clear mathematical thinking and artistic designing and drawing. Under such a condition of things each ])iimary school teacher should at least have as much familiarity with the kindergarten methods as can be gained by a very careful study of this book, and such knowledge is fully as desirable on the part of everv mother with young children. EDITOR'S PREFACE. 7 At this point tiic etlitor desires a word of explaiuitiou I'egardiiig the papei' which has so long been published under the name of "Kindergarten Culture." Tiiis resunid of the kinder- garten system was originally prepared by Mv. Wiebe to be used as an address befoi-e some educational meetings in this country previous to tlie publication of " The Paradise of Cliild- hood," and was at a much latei- date first printed as a pamphlet for advancing the kinder- garten cause in America, with the title " Kindergarten Culture," and still later, long after Mr. Wieljc had k-ft this country, was made a part of "The Paradise of Childhood," without any knowledge by the publishers of the source from which it was originally prepared, or any assertion I)y Mr. Wiebe that it was or was not original. Since its puiilication in connection with" The Paradise of Childhood." it has been criticised as being a translation of an article by Baroness von Marenholtz-Pulow, with the added inference that in presenting " The Para- dise of Cliildhood " to the American public, Mr. Wiebe was guilty of plagarism or deceit. In the light of subsequent research " Kindergarten Culture" proves to have l>een a paraphrase or a very free translation of an article written by the Baroness but wliich Imd never at that time l)een translated into English. When the work on this new edition was Ijegun the hope was entertained that it might be completed within twenty-five years of the first appearance of the book, but certain unavoidable delays have made the task a longer one than was at first anticipated. Doubtless some critics will feel that in the attempt to remodel the book too much has been done, while others will regret that too little is undertaken. The editor can but hope, however, that this edition, taken as a whole, will prove a help to many earnest students of Froebel and the kindergarten system. In conclusion he desires to return sincere thanks to all his co-laborers in the kindergarten field who by counsel and suggestions have done so nuicii to help him iji his work. Spriru/JieJfJ. Jfnss.. Jnininr)/ J. JS'OfJ. INTRODUCTION TO THE LIFE OF FROEBEL. One of the i)nncii)al ob joets of studying any subject is to gain the power of thinking ana- lytically about it. To do this it may be nec- essary to acquire many facts pertaining to that subject, but after all this preliminary work has been done the knowledge of those facts will prove of but comparatively little conse- quence unless we understand and appreciate their co-relation. Consequently the argument for a careful study of Frteliel's life as essen- tial to the understanding of the kindergarten system, both in its theory and practice, is based on the broad proposition that whoever aspires to understand any system of philoso- phy, ethics or education must be able to think analytically about it. While all earnest students of Froebel's system realize the more thoroughly they pursue it that they have a life work in hand, there are unquestionably certain methods of stud}^ that will become esi)ecially helpful when applied to this subject, just as there are in all lines of mental inves- tigation. And now we come to the general principle that one cannot understand the })hilosophy of -any man who is really great without becoming familiar with his career, with the procession of events which, taken together, have made up his life. The author once had the pleasure of listening to an address by a distinguished judge regard- ing the aims and methods of l)il)le study in which he maintained that primary investigation of historical facts is essential to the successful comprehension of any principles, doctrines, or theories which pertain to those facts. If we witoh to put ourselves in touch with the teach- ings of Christ so that they shall become a lamp to our feet and a guide to our path, w'e must make ourselves familiai- with His life, so that, as far as is possible, we may live as He lived, and feel as He felt. And the same may be said of other great men for whom no claim of di- vinity has ever been made, but who have been pioneers in the fields of spiritual, mental or material activity. It would seem, however, that this principle of facts before theories has not been the prev- alent one on the part of students and teachers. The judge just quoted admitted that it took him many years in his private study of the Bible to discover that this method is the nat- ural one, and there is reason to fear that the average teacher is very apt to give his pupils principles and theories without being careful to present to them the biographicnl facts which so often lie behind those princii)les and theo- ries. In other words, we are encouraged and compelled to read Ciesar's commentaries, re- gardless of our previous acquaintance with Caesar. Coming to the particular application of the argument, are we not forced to admit that the accurate acquaintance with the events of Frwbel's life among students of the kinder- garten system has been left somewhat to acci- dent, such study being taken u[) at any time in the course when it was most convenient for the teacher, and not alwaj'S with the system- atic application which alone insures the best results ? Friedrich Froebel lived a peculiar life and inaugurated a peculiar educational system, and it is pre-eminently true that we must study that life in order to comprehend that system, to say nothing of acquiring the ability to teach it. If we admit the ti'uth of this statement, it follows that the study of Frcebel's life should begin at the opening of the kindergarten course. If we are to undertake such stud}-, the question arises. Into what periods does the life of Frff bel naturally divide itself ? Speak- ing in a general w^ay, the answer is : Into three periods, P^rcebel as a Student, as a Teacher, as a Kindergartner. Of course these periods overlap each other in various ways. He was always a student, from the earliest hours of his conscious existence in the lonely parson- age of Oberweisbach to his dying claj's at Marienthal. He became a teacher long before his professional studies ended and continued 10 (,)Uartp:r century edition teaching till liis latest breath. Tiie genu of tlie kindergarten idea came to him with the prattling speech of babyhood and to perfect it was the loving labor of the rest of his days. l)Ut for purposes of classification we may re- gard him as a student from his birth in 1782 to 181 G ; a teacher fi'om 181G to 1837 ; and a kindergartner from lm the training class, and was loaned by her to the publishers. The map used to illustrate the theater of Frcebel's life has ])een redi-awn to fit the limits of this book from German maps, which can Ik'. relied on for their accuracy. So far as the author is aware this is the first biography of Fra?bel undertaking to cover his whole life, single newspaper articles ex- cepted, which has l)een pul)lished from the pen of an American. It is the outcome of a course of lectures delivered in the winter and spring of 1H95, to the kindergarten depart- ments of the Springfield (Mass). Industrial Institute and the State Normal School at New Britain, Conn. The author has aimed to tell the story as clearly as possible, so that the student can get a distinct idea of Avlsat Fra'bel was doing during each 3'ear of his life, without any attempt to explain or inculcate the philosophy of the kindergarten. In putting to- gether the record free use has been made of every authority within reach that could throv,' any possible light on the story as a whole, or in its details. Now that the work is supposed to be done no one has a keener sense of its defects than the author, nor can any other person ap- preciate how much better it could be accom- plished were it to be done over again. Doubtless the comprehensive, erudite, and enlightening Ifiography of Frci'bel for Ameri- can readers, which they can thoroughly under- stand and delight in, is yet to be Avritten. When it is published the world will have a story of al)sorbing interest and convincing power. 12 PARADISE OF CHILDHOOD. i J ^Hf Berlin 1 y/ \v Magdeburg *Kfv f i ^^"-"^ i__Y -^ — """"^^'^^^^^^ — •S^i::; I .^^ \ / \ \ r^ Y^ ^-^-W^^'P"'^ R.es^ \ V i/^ ^"^^•^^^ /^^umbiir^ / i ^•. \ \^ \ / Suiza*/ W / N ^•Dresden L \ NErfurr ^^ ]j [ 7 — -^^iiS!!j:i^~^^ V jGera ^ ""^ \ !Schwdr)H j »StadtIlm JJ 1 ^ ^ ^ 7 yMarionlhal / •Gnoshiem TSy \ yl Keilhau* ^RtiSolsladt ^^^^^'''^ \ \ -1 N. y/^ ^\Blankenburg« CSaalfeld \ "Y^ \/4(mlGehrenq \ WV / Brietenbac)(« •oberwe'i^ach U] ^ — ( Neuhaus# /^ r^ \ Lausoha' 1 > A/ / ^ N&snneber^l / ^^KSTCHil^^ \ /S [•Coborg Central Germany COMPILED FOR PARADISE OF CHILDHOOD • Bamberg Baireuth • i Milfon Bradley Go., / Scale of Miles. t ] Nuremberg' THE LIFE OF FROEBEL. 1782-1792-IN HIS FATHER'S HOUSE. 'I'liE story of Friedrich Froebel's life begins :it tlie viilaoe of Obenveisbach in Central Ger- many, where he was born, April 21, 17H2. It is located in what is eonnnonly called the Thnringian Forest, a section of country which is triangular in sJiape, nearly one hundred miles on its longest side and from twenty-five to eighty in breadth. This region is not wholly a forest, as the name implies, but is a mountainous district within the borders of which there are many charming and romantic places; so lovely that the tourist is fully re- paid for the trouble it takes to reach them. One such visitoi' tells us that the forest, al- though penetrated at various points by rail- roads, is for the most [)art accessilile oidy liy carriage I'oads and foot[)atlis. The places are still picturesque, the ruins primitive and the life of the people simple and unspoiled. Within the "Forest" are mountains, some bare or tilled in patches, others covered with trees which form deep forests in which are found deer, wild boar and many other kinds of game. Again there are valleys large and small, villages and towns, castles and ruins, and all sorts and conditions of men. Within the limits of this territory FrcelK'l spent most of his seventy years. Obei'weisbach is located in the southern l)art of this district, three thousand feet above the sea level, ten miles north of Lauscha, the nearest railroad station on the main line running through the Forest to Schwartzburg. It is a delightful place for a sunnner sojourn, liut the winter weathei- is exceedingly cold :iud the neighl)oring mountain roads are often lilockaded for weeks by suoav. It has a popu- lation of nineteen hundred, and the history • )f the settlement runs back to 1540. The house where Fni'bol was boin is situ- ated on the main sti-eet of the village, next to the "Golden Anchor," which is the principal hotel, and neai'ly opi)osite the church. It is of genei'otis proportions, both the main structure- and the L being two stories high, while the former is surmounted with a high gainlnvl roof containing a double row of dormer win- doAvs. Over the front door is a tablet giving the date of Fra'l)ers biiih and death. The house is still occupied by the village pastor, as it was a hundred years ago, who is jnvsi- dent of the local Fr(ebel society and who takes pleasure in showing to American visitors the room where the great educator was born, together with various Fi"(jebel relics. To our minds the photograph of this house shows a substantial, cheei-ful home, with the gai'dens, village guide-board, watering-trough, telegraph poles, and lamp-post in the fore- gi'ound. But Fnebel's remembrance of it was very different. He describes it as being close- ly surrounded b\^ other buildings, walls, hedges and fences, and also enclosed by a courtyard and by grass and vegetable gar- dens, his entrance to which was severely punished. The dwelling had no otiier outlook than right and left on houses, in front on a large church, and 1)ehindon the grassy base of a high mountain. Another writer describes Fra^bel's youthful envii-onment in this way : "There was nothing in the dark lower ))art of the house, surrounded with buildings and walls, to captivate a child, and outside there was quite as little. There was no free prospect, which is so salutary for a child. In close proximity before the house stood the church, and Iiehind the house the view over the little kitchen garden Avas obstructed by the steej) rocky wall of a high hill. Only beyond the hill was a free outlook, and the boy did not fail to fre- quently raise his eyes to the blue heavens, which in the mountain regions are so clear and serene ; and this sight and the rushing wind from the hills through the little high-walled garden sometimes caused in him a kind of ecstasy which he remembered through life." 14 QUARTER CENTURY EDITION Fra'bel's father was the village pastor, a leai-ned, resolute, preoccupied, Lutheran clcroyman. His mother, judging from the little tliat Ave can learn of her by inference, possessed a very mild and lovely character, i-are insight, and sound, liberal views of life. He believed that he inherited from her his imaginative and artistic ■ spirit. To these ])arents were born five sons, the eldest dying in infancy and the others growing to man's t^tate. Friedrich was the youngest, and after nursing him for nine months his invalid mother died. Writing of that event long after, the son says : "In that moment, when my dying mother kissed her highest benediction on brow and lips, the world took my tender being, so easily accessible to all intluences, to lead me into the warfare of life, with all its misery, its corruption and its deformity ; but the blessing of my dying mother remained with me, and the ])i'otecting angel who heard hei- last prayer walked l»y and with me." It is a i)athetic story of those infantile yeai's, which F)-tel)el tells himself, almost as much so as the early chajjters of David Copjjer- lield, in which Dickens is supposed to recount the tale of his early life. Shut up in tlie gloomy i)arsonage most of the time 'and left to the care of the single housemaid and his own devices, he seems to have lacked not only playfellows but also play-things. Thus was his life in its beginning set to the strains of a minor key, and the refrain of its after years contained l)ut few livelier notes. But tiie solitude and want of companionship which fell to his lot during the time that he lived in his father's house developed and con- firmed in Jiim a habit of self -inspection and a yearuing after better things which su])sequently bo)'e wonderful fi'uit. He tells us that at one time during this period of his life he became greatly intereste<^l in watching some workmen who were rej)airing the neighl>()i'ing church, and that a strong desire took hold of him to undertaks often away from home for long periods, when the pupil was left entirely to himself with ample time to study the library of books belonging to the house. Fra'hel was not slow to improve this opportunit}', giving nuich attention to works on geometry and forest affairs and the collect- ing and di'vingof })lants. as well as the drawing of maps of the district. lie also made tlu- acquaintance of a i)hysician in the neighbor- ing market town who loaned him additional I)ooks on botany. During these years we are told tliat hv lived in peace and (piiet. protected from evil, in an ideal world which he himself had created and that he obtained a closer knowledge of Held, meadow and forest, for he saw nothing else but field, meadow and forest, through which he wandered by day and night. "He felt that in nature there must be a higher interest than to supply us with certain nuiterial advantages and facilities, and he began also to perceive that in order to re[)i-esent the ideal farmer something else was necessary than merely the ])roper management of the various objects of husband- ry. How greatly heAvished that all men who thus lived from, with and in nature could look on her with other eyes, and not make her tribu- tary as their slave — but accept her also as their friend, in a pure, l)eautiful and elevated, (iod- glorifying life." We are further told that in those days ho was always dressed in green, the color of the fields, Avith yellow toi)-b()ots and a feather in his liat, and that no one Avhosaw him wandering about the country could })ossibly have suspected the depth and earnestness of soul, thirsting for light and truth, which dwelt in this fantastic boy. During the latter part of his stay at Neuhaus a company of strolling actors gave a series of plays in a neighboring castle. Frcebel at- tended their first presentation and was so much moved l)y it that he came again and again to see and hear them. These dramas seemed to offer to his fancy the long dei)rived element of poetry, and touched his susceptible mind all the more deeply because he recalled and lived over again the scenes of each play during the long walk home, beneath the starry heavens, Avhich followed every i)erformance. He vividly remembered, in later years, the enthusiasm- which was awakened in his breast by the rendering of such plays as "The Huntsmen" by Iffland. He invested all he saw and heard on that rural stage with lofty thoughts and ])urposes, and i)elieved those actors happy who could, according to his view, work so powerfully for the inii)rovement of mankind. He imagined that the profession of the stage was a noble calling and one that he would like well to follow. He wrote home to his father about his new aspirations and the latter re- plied by upbraiding him in good set terms. This letter was a nuitter of genuine grief to him, because he tells us that he had come to regard liis i)atronage of the theater a matter to be as nnichconnnended as his best chui'ch attendance. He even went so far, before receiving his father's letter, as to introduce him.self to one of the actors that he might disclose his wish to join such a desirable profession. The biogra- pher tells us that the peculiar interview ended in this way : ' 'The actor listened earnestly to Friedrich, but a melancholy smile played around his mouth as he took his hand and answered him: 'You deceive yourself, young friend; our society is nothing of all that which you dream. A\'e hold together only throughhunger. Would to (todthat I had never trod the boards and could labor Avith my hands.' He then went ou to depict all the misery of the life behind the curtain, particularly for one, who like himself belonged to a cultured family and had taken it up thi-ough necessity." This ended Frrebel's theatrical asi)i rations, but in order to mollify his father's anger he wrote to his brother Chris- toph the whole story and begged his intercessiou with their father. The apprenticeship with the surveyor or for- ester, as he is coumionly called, came to an end in the sunuuer of 1799, and Fra^bel and his master parted unpleasantly. He Jiad proved himself valuable to this man, who on that ac- count wanted to keej) him another year. But the boy felt that he nuist liave time to follow out liis studies more systematically than he could possibly do by remaining, and therefore started for home on foot us soon as his time had expired. This action so enraged the sur- veyor that he sent a letter to Fra^bel's father complaining that the young man had been un- faithful in many ways and deserved censure. Ou his way home Fra'bel stopped at the vil- PARADISE OF CHILDHOOD. 21 lage where his hrother Christoph had located as a pastor and while the brothers were visiting together the forester's letter was forwarded to them from Oberweisbach. As a result Fried- I'ich related to Christoph all that had happened during his stay at Neuhaus, naming the books he had studied, showing the maps he had drawn and his collections of botanical specimens. As a result Christoph stood perfectly amazed while he heard of such inexcusal)le neglect on the part of the forestei-, and at once began to reproach Friedrich because he had not informed his father of the great waste of time which had been going on during such an important appren- ticeship. But in reply the younger brother i-e- minded him of the sentence pronounced on him by the father when he went to Keuhaus : ' 'We will not hear any complaints, we shall always consider you in the wi'ong." Christoph well knew the father's severity and was silent, Imt he took on himself at once the duty of pointing- out to him the gross neglect of the forester and that Friedrich, considering the meager means at his command, had improved his time and made real progi-ess in map drawing, mathe- matics and botany. Nevei'theless, his reception at home was little calculated to ins|)ire a j^oung man with courage and hope for the future. The step-mother had lent a willing ear to the forester's letter and was prepared to estimate it at face value, and she saw in the rich and excellent collection of plants, dried with the utmost care, nothing but foolery. The world looked particularly dark to Frojbel just then, the question what to do next being more perplexing than ever. ^\^iat the result would have been had not an accident helped shape his future course in life no one can predict. His brother Traugott, who was studying medicine at Jena, wrote home for money, and as the matter was urgent and as Friedrich had nothing to do it was decided to make him the messenger to take it there. And so to Jena he went in the summer of 1790, and being once there remained as a student, thereliy fulfilling his highest aml)ition and accomplishing the day dreams of all his con- scious vears. 1799— 1801— A STUDENT AT JENA. When Froebel reached the University town he persuaded his brother to write home that his time could be profitably employed there for the eight remaining weeks of the term in the study of topographical and local drawing. The request was granted, the reason being, in all probability, that the step-mother had very little idea of what she could do with the boy if he came home. The brothers retui-ned to Ober- w^eisbach in September and Friedrich began at once to plead with his father for leave to be- come a regular student at Jena. The father said that he would gladly favor such a project, but that he did not see how the money could be provided for both Christian and Friedrich to take a i)rescribed course at the University, and that it would involve a good deal of sacrifice to carry Christian, who Avas two j^ears the elder, thi'ough the studies which he had al- ready begun. But he told Friedrich to talk the matter over W'ith his brothers and his guar- dian, which he did. As a result his darling wish was s(>cured by an act of generous self- Tenunciation on the part of Christian, Tills brother was a young man of noble character ; he loved Friedrich sincerely and understood how much harder it would be for him to give up the life and subsequent career of a student than it would be if he himself should choose some vocation in what we are ac- customed to call practical life. It was evident that only one of the brothers could go to college and Christian resigned all his prospects in a professional way and decided to devote him- self to manufacturing interests. In this new departure he was successful, securing in time a competency which he freely placed at the dis- posal of Friedrich in aid of educational schemes to which he also gave his personal serA-iee and that of his family for many years. It was therefore decided that Christian's offer should be accepted and that Friedrich should take his brother's place at Jena, the uncle as guardian Jiaving consented to apply to the cost of his education there the money held in ti-ust as a legacy from his mother. Consequently we find him back at Jena in the last months of 1799, registered as a student of philosophy. 22 QUARTER CENTURY EDITION This labeling was evidently the work of Fro"- bel's father, rather than by the direction of the pupil himself, for he says that it a})peared to him very strange, because he ha(l only thought of practical knowledge as the object of his study. The lectures which he attended per- tained to mathematics, arithmetic, algebra, geometry, mineralogy, botany, natural history, phj'sics, chemistry, the science of finance, care of forest trees, architecture, building and sur- veying. He also continued topographical drawing, but we are told that he learned noth- ing of |)hilosophy, except what was imparted to him thi-ough the conversation of his friends. But the fact that he had been registered in the department of philosophy', he tells us, made on his dreamy, easily-moved and susceptible life a very great impression, and gave his studies an imexpected, higher meaning. Con- cerning the mathematical lectures he says : "The lectures of my excellent teacher had not the same value that they might and would have had, if I had seen in the sequence of the in- struction and in the progress of the same, more inner necessity and less arbitrariness." He found more satisfaction in the teaching . which he received in botany, zoology and natu- ral history. In the handling of mineralogy, which he greatly loved, he discovered how little his eyes were opened and how feebly he had learned to see. He says that in the natural his- tory branches he had a sensible, loving and benevolent teacher and that through him his in- sight into nature was essentially quickened and his love for observing it made more active. It was this experience which led him in after life to give little children suitable directions and encouragement in acquiring hal)its of close observation. Our young student lived very economically and in a secluded way at Jena, seldom appear- ing in public places and visiting few other stu- dents except his brother. But we are told that he did attract the attention of several natural- ists because of his eagerness to advance in their line of study, and that he accepted their invitation to join two societies which they Avere forming at that time. But here in Jena, being well started in his studies, he soon began to meet with fresh trouble, an element which was destined to en- ter into every period of his life . He had brought enough money with him to last for a consider- able time but after awhile, at the request of his brother, he loaned him the greater part of his little store, on a promise that it would be repaid so that no inconvenience should result to him from the loan. This i)romise was not fuliilled, and some accounts say that Traugott, wlio was in his last 3'ear at the University, even departed from the city leaving the boy without support for the future or means to pay bills which were already over-due. At all events Friedrich found himself toward the end of his third half year, in the summer of ISOl, in debt thirty thalers, a little less than $2b, to a res- taurant keeper, and having nothing to pay was thrown into the University prison where he languished for nine weeks. There are some things about this narrative which seem incredible. Pievious to his im- prisonment the creditor had for a long time threatened to resort to extreme measures and had made a demand on the father, which the latter had met Avith a very positive denial. The I'eason for this refusal is said to be that the el- der Frcebel allowed himself to be wholly domi- nated in the matter ])y his wife. After his con- finement had begun Friedrich wrote again to his father for help and also to his guardian, who still held a part of his money. But he received no aid from either quarter, the uncle declin- ing succor because of some section of the city ordinances which prevented him from interfer- ing in such an affair. It is supposed that he took this ground because he felt that the money he had already advanced had been misapi)lied and that, under the circumstances, it was the fath- er's duty to take action and that by W'ithholding help he could ultimately force his brother-in-law to meet the obligation and release his ward. Meanwhile Froebel spent the nine weeks of his prison life in the study of Latin, in which he felt himself to be deficient. He was finally released by deciding to give a note of hand for the amount involved, as his father's heir. This note his father cashed, on condition that he re- nounce all further claim to the parental estate. Being at liberty, he went home at once, thus giving up his course after a residence at Jena of about eighteen months . It was in the spring- time when he was just nineteen that he came back to the parsonage at Oberweisbach and he writes as follows: "Naturally I entered the house with a heavy heart, a troubled mind and an oppressed spirit." He noAV began to apply PARADISE OF CHILDHOOD. 23 himself to literatun' and wished to make a close review of all that he had learned and treasured. Happy in this occupation he shut himself up in his little chamber day after day, with his books. The step-mother suggested to the father that it would be well to surprise him at his work, be- ing suspicious that something was going on that ought to be stopped. And so the father en- tered the room suddenly one day, to find Fried- rich writing at a tal>le, withapileof papers be- fore him. He looked through several sheets and then angrily exclaimed: "Now what non- sense is this? What an aimless destruction of paper !" And the record adds : '-No doubt all his papers would have l)een thrown into the fire and he banished from the place had not his l)rother Christoph been present and moderated the father's dis])leasure. A little later Friedrich went to an estate in Hildburg owned by a rela- tive of his father, to become the steward's as- sistant, where he remained some months. The weeks which he had spent at home had revealed to him in a stronger light than ever before his father's excellent qualities, and he deeply regretted the estrangement between them. Days and nights he tells us that he was busy in his mind planning how to write to his father in the warmest words what was passing within his heart, Init when he sat down for that purpose his courage sank and the fear of ai'ous- ing new and greater misapprehensions made him lay his pen aside. A little later the father was taken sick and sent for Friedrich to help in regulating his affairs and correspondence. The old man died in Feb- ruary, ]'S02, and in writing of this event the son says : "My father carried his anxiety for my future in his heart till his last hour. May his gioi-ified spirit, while I write this, look down on me Avith pleasure and benediction, and now be contented with the son who loved him so deeply." It was at Easter 1802, that the young man left the parsonage at Oberweisbach, once more to seek his future in the wide world, and there is no record that he ever returned there for any permanent stay. Henceforth he was the master of his own actions. 1802— iSoS— BECOMES A TEACHER. From Oberweisbach Froebel went first to the forest court near Bamberg, to take the place of court actuary or clerk. According to one translation this position was that of treasurer of the episcopal department of finance. He remained there for nearly a year and then went to Bamberg, which had meanwhile been ceded to Bavaria. He made the change because he thought that the projected land survey under the new government would give him employ- ment. This change resulted in his doing some map drawing and surveying, but he did not get the government appointment for which he had hoped. Therefore he advertised in one of the papers for a position, at the same time sending the editor some of his architectural a act geomet- rical work for use as illustrations. This ad- vertisement brought him the offer of a private secretaryship to the president of Dewitz in Meeklenlierg, who lived at Gross Milchow, which he accepted in February, 1804. His most important work there was to reduce to order, according to a plan laid out V>v the owner, some accounts that were badly tangled. But this occupation became distasteful after a little and the young man resolved to supple- ment his mathematical attainments by study- ing architecture, so as to make it his life work, provided the means could be secured. He had a friend who was a private tutor at Frankfort, and he determined to join him there for the purpose just named. Consequently he wrote to his eldest brother asking for assistance. In due time the answer came, but Fra^bel carried it around with him for hours witho^it unsealing it, and for days he did not read it, because he felt, as he says, that there was little probability that his brother could help him in accomplish- ing the wish of his soul, and so feared to find in the letter the destruction of his life. And he adds : "When after some days of alternation between hope and doubt I finalh' opened the letter I was not a little astonished that in the beginning of it the most heartfelt sympathy was expressed. The further contents moved me deeply. It contained the news of my uncle's deatli and the announcement that a legacy had fallen to me." 24 QUARTER CENTURY EDITION As a result he established himself at Frank- fort in the summer of 1805, expecting to devote all his energies to architecture. But this choice was not a lasting one. The student began to ask himself, ' 'How can you work through archi- tecture for the culture and ennobling of man?" In a few weeks he met the principal of a model or normal school Avhich had lately been opened in the city. This man's name was Gruner and he urged Froebel very strongly to give up the idea of being an architect and to at once be- come a teacher in his school, a proposition made on the first evening of their acquaintance, because Frceliel spoke so earnestly aliout the necessity of each person getting into the place in this world for which he is l)est fitted. We are told that in the midst of his spirited talk he felt the touch of a hand on his shoulder and that Dr. Grruner said : "My friend, yon should not be an architect, you should be a schoolmaster. There is a place open in our school ; if you agree to it the place is yours." Froiibel accepted this summons as a call of Providence; in August, 1805, he went to Yver- dun iu Switzerland to see and hear Pestalozzi, who was then the great educational light of the day, the fountain-head of all new educational ideas. He tarried there as an observer for two weeks. He attended the recitations and wrote out the account of what he saw, so that he might report it on his return to Frankfort, which oc- curred in October. Then he l>egan teaching in good earnest, nccording to the new i)lans, his branches being arithmetic, draAving, geometry and the (lerman language. There were two hun- dred children in the school, with four regularly- appointed and nine private teachers. His first venture, he being then in his twenty-fourth year, w-as with a class of thirty or forty boys, between the ages of nine and eleven. An extract from a letter written to his In'other Christo})h at this time shows conclusively the spirit with which he entered into the work : "I must tell you candidly that my duties in the school are prodigiously exacting. Even in the first hour they did not seem strange to me. It appeared to me as if I had already been a teacher and was born to it. I cannot sketch my strange observations in all their fullness. It is plain to me now that I was really fitted for no other calling, and yet I must tell you that never in my life had I thought to become a teacher. In the hours of instruction I feel mv- self as truly in my element as the fish in the water or the bird in the air. You cannot think how pleasantly the time passes. I love the children so heartily that I ani eontinuall}' loiig- ing to see them again. You should see me sometimes when 1 am busy ; you would truly rejoice over my happiness. I have certainly this pure enjoyment of the consciousness of the high aims of my work, the cultivation of the human soul to thank, as well as the hearty love of the children with which they reward me. " At another time, speaking of those days, he said: "I was inexpressibly happy — from the first moment I felt complete consecration. What many-sided efforts ! What abundant activity' ! I must give ad\ace, explanation, interpretation, decision over so many things on which it had never been necessary for me to think definitely. I was alone in a strange city. I sought my an- swer therefore where I had so often found it, iu my own mind, in life and in nature. And from them came voices which revealed to me how ex- cellent for my own culture had been my toil- some develoi)meut, for I received from out the depths of the mind, of life and of nature, answers which were not only satisfactory, but which also, through their simplicity and undoubted accuracy, possessed a youthful newness and vigor which produced a quickening and ani- mating effect." While entertaining such ideas how could Froebel torment his pupils with the system of teaching which had so vexed and tortured him when a boy? He was forced for himself and for them to break a new road, to create a new system of instruction. He was now in a position not only to make his experi- ments freely, but was under obligation to map out original pedagogical Avork. One of his fii-st suggestions to his fellow teachers along this line of new educational en- deavor Avas that they should midertake weekly walks with the pupils, as a direct aid in pur- suing the particular study which was under consideration at the time. One teacher should take his class out with reference to botany, another for the iuA'cstigation of zoology and a third as a help in acquiring knowledge of geog- raphy or for gaining neAV lessons in horticul- ture. In many respects he adopted the plans already proposed by Pestalozzi, l)ut AAith im- poi'tant A^ariatious. Pestalozzi held, for in- stance, that the study of geography need not iu the least be associated Avith the child's obsei-vn- PARADISE OF CHILDHOOD. 25 tions, but should have for its starting-point the bottom of the sea. But Frteliel first talked Avith his pupils about the house in which tliey found themselves, advancing from the house to the street and the city in general, and then out into the world at large. Regarding this method, he says: "I took everything according to nature and drew the picture immediately, diminished in size, on an even surface of ground or sand chosen for the purpose." Do we in these words catch the first suggestion of the sand modeling which forms such an important part of the geographical instruction of our day ? By way of further explanation, Fra^beladds : "When the picture was firmly grasped and imprinted we drew itiu school on a horizontal blackboard. It was first sketched by the teacher and pupil, then made an exercise for every scholar. Our representation of the earth's surface had at first a spherical form like the apparent horizon." His method won the a})probation of the teach- ers associated Avith him and also of the chil-" dren's parents, owing to the excellent results shown at the first public examination of the school. In addition to his school duties he gave in- struction for two hours to three children in a private family named Yon Holzhausen, who liA^ed on the plains near Frankfort, spending a good deal of his time Av-ith his pupils in the open air and in getting acquainted with the plant Avorld. In July, 1807, he left the school to become the regular teacher of the three boys just men- tioned, under the contract which stipulated that he need ne\'er be obliged to live with his pupils in the city, and also that they should be committed to his care without reservation. Of this period he writes : "My life at first with my pupils was very circumscribed. It consisted of li\nng and Avalking in the open air. Cut oft" from the influence of a city education, I did not yet venture to introduce the simple life of nature into the sphere of education. My younger pupils themseh-es taught me and guided me to that. In the following year this life Avith my pupils was especially roused and animated, when the father assigned them a piece of field for a garden, which Ave cultiA^ated in common. Their highest joy Avas togiA'e their parents and me fruits from their garden. Oh, how their eyes glistened when they could do it ! Beautiful plants and little shrubs from the field, tlie great garden of God, were planted and cared for m the little gardens of the children," " Afterthattime my youthful life, as I mental- ly reviewed it, did not api)ear to me so entirely useless. I learned what a very different thing is the care of a plant, whether one has seen and Avatched its natural life at the different epochs of its unfolding or if he has always stood far from nature. A little child that freely and A'oluntarily seeks flowers and cherishes and cares for them in order to wind them into a bouquet for parents or teachers cannot 1 )e a l)ad child or l)ecome a bad man. {Such a child can easily Ije led to the love and to a knoAvledge of his father, God, who gi\'es him such gifts." The aboA'C passage is Avorthy of a second read- ing, because it illustrates the fact that although FroebelAvas at times A'ery obscure in his attempts to giA'e expression to his ideas he was, ncA'er- theless, aide on occasions to clothe his thought Avith a clearness and beauty which challenges admiration. In those days which Froebel spent with his pupils in the little country house that had been fitted up for them he sought ahvays tocomljine labor Avith instruction and Avhen the boys were busy with hatchet and spade, Avith oar or fishing tackle, he made e\'ery occupation serAiceable to awaken their desire for knowledge. And we are told that the regular and moderate method of living Avhicli they followed banished all the indolence and helpless dependence of the chil- dren, so that in a short time they improved wonderfully in liealth and strength and the keenness with Avhich they enjoyed life was greatly increased. When, however, autumn approached, with its dark days, long evenings and bad weather, con- siderable time was gi\^en to the practice of music and drawing. But there were still un- occupied hours which in summer had been de- A^oted to rural occupations. How could they be spent pleasantly and profitably ? Referring to liis experience at this time, Froebel says : ' 'When my pupils came to me Avith some new de- ]nand I asked myself, 'What did you do when a boy? What happened to you to quicken your impulse for actiAaty and representation ? By Avhat means was this impulse at that age most fitly satisfied ?' Then out of my earliest boyhood something came to me which gaA^e to me at tliat moment all that I needed. It was tlu' simple art of imprinting, on smooth paper, 26 QUARTER CENTURY EDITION signs and forms by regular lines. " He also re- membered how he had tried to keep himself busy with all kinds of braided work from paper and binding twine, and he resolved to try this occujiatiou with the l)oys. In carrying out this plan he was brought at once to a realizing sense of the crudeness with which the impracticed hand does its work, how poorly the will is master of the finger-ends un- der such circmnstances, and how inaccurately the eye observes. Consequently he designed a few preparatory exercises for training the hand and eye, so that the boys could under- take their pasteboard work. He began with the folding and the separating and pasting of papei'S. He also let them work with twine, till they became experts in making nets and game bags. In these occupations they had to bring into practice what they had learned in draw- ing, arithmetic and geometry. Later in the season they did some work in wood. Thus early in his career we catch the gei'm of the kindergarten thought which dominated Fnebel's life in after years. We are also told that the little house Avhei'c he and his young peoi)le worked is still preserved as a token of rememln-ance and contains a room in which evei-ything is left just as it appeared in those daj'S, The mother of the three boys preserved every memorial of Frrebel with religious venera- tion during bis lifetime, while he in turn held her in high esteem, so that for a long period a correspondence was kept up ])etween them. After a year of this special work as a private tutor Fradjel became a nxi( )us to secure a wider development for himself and his pupils than country life afforded, and so, in the sunuuerof 1.S08, he took them to Pestalozzi's school at Yverdan, where he remained with them for two years, acting meanwhile as pupil and teacher, l)eing resolute in his determination to secure a pedagogical education . 1808— 1810— RELATIONS WITH PESTALOZZI. TiTE records of P^ rebel's life at Yverdun are meager, nuich ])eing left to the reader's imagi- nation. We knoAv that he tried on his arrival to secure quarters for himself and his pupils in the main school building, or castle as it was sometimes called. Failing in this, the quartette obtained lodgings in an adjoiniug dwelling, tak- ing their meals with the other students and sharing in their instruction. F'ra^l)el tells us that during this periodhe was l)oth teacher and scholar, educator and pupil. He made it his biisiness to talk with Pestalozzi regarding every subject that came up from its lli'st point of connection, so that he might understand it from the foundation. And he adds : '^I soon felt the need of unity of endeavor in means and end. Therefore 1 sought to gain the highest insight into everything. I was pupil in all subjects, numbers, form, singing, reading, drawing, lan- guage, geography, natural science, dead lan- guages, etc. In what was offered for youthful life, for comprehensive teaching, for higher instruction I missed that satisfying of the human being, the essence of the subject. Pes- talozzi's \'iews were very miiversal, and, as ex- perience taught, only awakening to those al- ready grounded in the right. In connectioii with the subjects tauglit, the instruction in language struck me first in its great imperfec- tion, arbitrariness and lifelessness. During the time spent at Yverdun the discovery of a satisfying metliod of teaching the mothei- tongue occupied me especially. I })roceeded from the following considera- tions : Language is the image, the representa- tion of a world, and is related to the outer world through articulately formed tones ; if I wish properly to re|)resent a thing I must know the original according to its character. The outer world has objects ; I must also have a decided form, a decided word for the ol)ject. The objects, however, show qualities ; lan- guage nuist, therefore, have quality words in its construction. These qualities are neces- sarily bound uj) with the objects ; qualities of being, having and becoming." Containing the story of his life at Yverdun, Fra?bel says that he learned there to recognize l)oyish play in the free air, iu its i)Ower, devel- oping and strengthening spirit, disposition and body. Iu tlie plays which were tliere carried on and withAvhat was connected with them, he discovered the cliief source of the moral strength of the young people in the institution. lie saA's that at that time the higlier syml)()licnl meaning of play had not yet been opened to PARADISE OF CHILDHOOD. 27 him, so that he could only regard it as a moral power for body and mind. The walks which the students took had an equally good influence with the plays, particularly those taken in the company of Pestalozzi. lu sunnning up the results secured by his stay at yverdun FroL'ljel writes : '^There is m> question that Pestalozzi's public and especially his evening reflections, in which he liked to exert himself to awaken and unfold the ideal of noble manhood and true human love, conti'il)uted most essentially to the development of the inner life. On the whole, I spent in Yverdun an inspiring, grand, and for my life, decisive time." From another account of this period we get, first a clear idea of what Fra'bel hoped and ex- pected to find in Pestalozzi's teachings, and then the particulars wherein he was disaj)- pointed. "If I comprehend what 1 sought and expected there," writes Fra^bel, referring to Yverdun, "it was a robust inner life, which should find utterance in many ways in creative acts ; a healthy and strong life of child and youth that should answer all the requirements for the development of ])ody and soul. I thought that Pestalozzi must be the arteries and central point of all this vitality and effort, and out from this focus in all directions the life of the youth, as of the teacher, must be pene- trated. With such high-strung expectations I arrived at Yverdun, and I doubted not that I should find there tlie solution of all my questions." In a certain sense, this same narrative adds, Fro^belwas not deceived in his expectations. Pestalozzi did indeed form the shining center of his circle and from his warm heart radiated light and life. But after a little Fra'bel, who had nothing to do butoliserve. Investigate and examine what was being done, began to dis- cover more and more weakness in the methods which were practical, methods that produced desirable results only through the inspiring mind of Pestalozzi, results that could have been reached by other means quite as well, and perhaps better. Meanwhile the strength of his love and self-sacrificing l)enevolence replaced in many resj)ects the want 'of the clearness, discretion and firmness which he lacked. As Froebel lingered at Yverdun month after month his aims became plainer to him and he gained a deeper insight of the early require- ments and laws of the child's development than Pestalozzi possessed. This fact, however, did not prevent him fi-om esteeming the country foi-tunate where such a man as Pestalozzi lived and worked, and he felt anxious to render him all the honor which was his due and also t<> sound his praise in public. But he became thoroughly convinced that the foundations of popular education for real life must l)e fixed on some basis more natural, more anthropological than any which Pestalozzi could offer. AYlien Froebel and his pupils left the school the management had reached a crisis, so that everything fell into disorder, and he was obliged to accept the conviction that the esteemed and amial)le Pestalozzi was surrounded by false friends and badly supported, and that his work however excellent in itself, lacked a sutficient- ly healthful vitality to set forth and prove itself a permanent reform in popular education. in dwelling on this part of Fra'l)el's life we have taken pains to record as fully as possible his impressions of Pestalozzi which were gained through two years of daily intercourse w ith him, because many people of the present day, some of whom ai"e regarded as eminent educatoi's, persistently maintain that in publishing to the world the kindergarten system of infantile education Fra'bel really originated very little, and that all the ideas which he put forth that have since proved of any value were derived from Pestalozzi. While there is neither room nor disposition for us to argue this question here, we advise all students of the kindergarten system to undertake to settle it for themselves. Let them study, as they have opportunity, the philosophy of both men, as it is outlined in their writings, and trace out the results as they appear in the educational field to-day. Then each one Avill be competent to decide whether through native ability and the practical train- ing of experience it was possible for Pestalozzi to transmit to Fra-bel anything on which he could evolve what the world calls in oiu- dny the kindergarten system. The reader of these lines is asked always to bear in mind that the purpose of the present narrative is to give the well-accepted facts of Fnebel's life in the order in which they oc- cui-red, with as little embellishment as possible. But if at this particular point we may be al- lowed an opinion as to what constitutes the radical and essential difference between the philosophy of Fra'1)cl and that of Pestalozzi, 28 QUARTER CENTURY EDITION it is tlie (litTercnce between self-activity find imi- tation. The latter is always preaching what we limy term the gospel of imitation, always tetich- ing the eiiilil to imitate what the teacher lias done ; on tlie other hand the kindergarten sys- tem inculcates the gospel of originality by pre- senting certain basal principles which must be followed, but which when mastered by the pujiil are sure to stimulate him to original work. Pestalozzi was helpful to Frcjebel at a time when he most needed pedagogical eiiligbtenment, but to assert that P^riiuiiii2. A litlU' later Langetlial in turn prrsenU'd liis friend, AVilhehn Middendorf, also ji divinily student, and a life-long inti- nuiey began bi'tweeu the three, then and theiv. INIiddcMulorf "vvas Ji Thuringian, iKiving been 1)0111 iiiA\'esti)lialia, Si'pteinber 20,1 7'.'3, Aside from his coiineetion with Frcebel his liislory was not eventful. Of him Dr. Ebers writes : — '"•The son ice of iMidd(>ndorf's greatness in the si»heie Avlieri' life and his own choieo had placed him niay even l»o imputed to him as a fault, lie, the inost enthusiastic (^f all Frtebel's disciples, remained to his life's end a lovable child, in whom the ])oweis of arich ])oetic soul surpassed those of the thought ful, wt'U-trained man. lie Avould have been ill-adapted to any practical i)<)sition, but no one couUt be better suited to enter into tlii' soul-life of young Ini- anau beings and to cherish and ennoble them," Langetlial finished his grammar school studies at Erfurt and then entered the I'ni- versity at lierlin, where he proved himself a scholar of unusual talent. Midway in his ca- rei'r there the elevation of the Prussian nation led him into the war. lie Avas advised that he must not Avrite home to his father of his in- ti'iitioii, because if the letter should be inter- cepted his act Avould be regarded as high treason by the French authorities Avho held sway at Erfurt. AVlieu asked hoAV he Avould procure the nuifonn of the black .lagers, he answered : "The cape of my coat Avill supply the trousers. 1 can have a red collar put on my cloak, my coat can be dyed bhick and turned into a uni- form, and 1 have a hanger." lie had a daunt- less spirit that kncAV no such word as failure. The lirst halt of the corps came at JNIeissen, at the cU)se of a beautiful spring day, Avhenthe students Avho Avere in the command gathered together about a long table in an oju'ii space on the banks of the river Elbe, Avliere they greeted and pledged each other Avith old iMeissen Avine. The three young ir.en just named lingered at tlu> table till midnight, lay- ing the foundation of a friendship that has since become immortal, and the next morning they Aveiit together to examine the city's beau- tiful cathedral. To this circle Bauer, later an instructor in a lierlin grammar school, Avas subsecpiently admitted, and to those three men Frcebel limited all intimate association during the campaign. lu the fragmeutarjr autobiography Avhich Fnebel some years later prej)ared for the Duke of JMeiningeu he speaks of these days as fol- lows : "My principal care was to improve my- self in my present calling, and so one of my endeavors was to make clear to myself the inner necessity and tlu^ connection of demands of service ami drill ; it came to me very soon and easily from the mathematical, physical siile, and strengthened me against many little reprimands which easily befell others Avhen they thought this or that command could be omitted, as too trifling." Another Avriter puts the same idea in these words: "The peculiarly ivgular and orderly inclination of his mind made iiiiii so accurate in all points of his service that he ni'ver gave cause for the little unpleasantness which befell most raw recruits." These extracts become of importance Avhen considered in the light of some modern criti- cism Avhich confidently asserts that Frffibel could not have made a good soldier because he had no natural ai)titude for such service. It is evident that he tried to adai)t himself to the needs of the hour and his surroundings, no matter how great the i)ersonal inconvenience. That he Avas a good soldier, as a matter of fact, was fully attested by his ])romotion to be an olHcer in 1815, although he Avas not alloA^^ed the opportunity to act in such a capacity. "When the corps reached llavellnng there Avas a long halt, occasioned by an armistice, lasting from June 4 to August 10, during Avhich the four friends sought to be together as much as possible. The life of the camp Avas especially pleasant to Fnebel, he says, because it made many facts of histoiy clear to him. He liA'cd in natui-e as much as he could, and Ave are told that ' 'on the march, under the hottest July sun, Avhen most of the uien Avere trying to get rid of eA'crything Avhieh they could do Avithout, so as to make their knajisacks lighter, Frcebel col- lected all kinds of stones, plants and mosses for his study of nature and tilled his knapsack Avith them. At the bivouac tire he brought out his treasures to serve as the subject of con- A-ersation on natural history." PARADISE OF CHILDHOOD. 31 There lias always l)eeu some discussion as to liow far Fi-cL'bel shared in the hostilities of tliis campaign. IJoweu in liis biography says that of actual lighting his regiment saw nothing, a statement that is evidently "without founda- tion. Frcvbel modestly si)eak8 of the "few battles in which wa took part." There can be no question, however, that Frceliel found time for the active cultivation of the practical study of natural history and the cementing of a friendship with JMiddendorf, Ijangethal and Bauer. At times the four friends indulged in j)edagogical and philosophical discussions wdiich were greatly to their mutual edification. "In this way," writes Frcebel, "we passed, at least I did, our war life as a dream. Now and then, at Leipzig, at Dalenbm-g, at Bremen, at Berlin, we seemed to wake up ; but soon sank back into feeble dreaminess again." The Lutzow corps marched through that section of Germany known as the Mark of Brandenburg, of wdiich Berlin is a part, going iu tlie latter part of August, 1813, through Priegnitz, Macklenburg, the districts of Bre- men, Hamburg andHolstein, and coming to the Rhine in the last days of the year. Napoleon abdicated in the spring of 1814, went to Elba as an exile A|)ril 20, and the peace of Paris was ])roclaimed]May 30. Meanwhile Fnebel's regiment "was stationed in the Nethei-lands till July, when all the volunteers Avlio did not care to serve longer were honorably disciiarged. Doubtless Fnebel was a better man and a bet- ter kindergartner because of his military service. In later years he brought into the kindergarten the spirit of patriotism which will always be one of its prominent characteristics, wherever it is established. He also brought into it the stirring marches and lively music which the military camp suggests. And although the kin- dergarten nuist always be I'egarded as a mighty bulwaik of the kingdom of peace, we may well ask what would it be worth with these things taken out of it ? 1814— 1816-CURATOR AT BERLIN. WiiEX Froebel entered the; army he received the i)romise of a position under the Prussian government at the close of the war, that of assistant in the mineralogical museum at Ber- lin under Prof. AWnss, "vvho had been his in- structor, a post that was offered him through the influence of friends. Consequently his first thought on quitting the army was to secure for himself this coveted place, and so he set his face toward lierlin, arriving there early in August, having stopped on the way at Lunen, Mainz, F'rankfort and Rudolstadt, moved by a desire to visit once more the region of his birth. He began his duties as curator in the mu- seum at once. He was occupied most of each day in the care and arrangement of minerals in a room which was ])erfectly quiet and"v\hich he kept locked against all intruders. The in- vestigation and explanation of ci-ystals also formed a part of his duties. Regarding this period of his life, he writes : "While engaged in this work 1 continually proved to he true what had long been a presentiment with me that even in these so-called lifeless stones and fragments of rock, torn from their original bed, there lay germs of transforming, develop- ing energy and activity. Amidst the diversity of forms around me, I recognized under all kinds of various modifications one law of de- velopment. Therefore my rocks and crystals served me as a mirror wherein 1 might descry mankind, and man's development and history. Ceology and crystallography not only o[)ened up for me a higher circle of knowledge and in- sight, but also sho"wed me a higher good for my inquirer, my speculation and my endeavor." These discoveries made Fradiel think for a time that he would like to fit himself to teach in some Uuiv(>rsity, but he soon gave up the idea, believing that he was "generally deficient in the preparatory studies necessary for the higher branches of natural science." Another reason why he relinquished the desire for such a career resulted from his reflection that the amount of interest shown in their "work by the University students of his day was too little to attract him to a professorship. On this theme he remarks : "The opportunities I had of observing the natural history students of that time, their very slight knowledge of their subject, their deficiency of perceptive power, their still greater w^ant of the true scientific spirit, warned me back from sucli a ])lan." 32 QUARTER CENTURY EDITION During his service as a curator he continued attending lectures on mineralogy, crystallo- graphy, and geology and also on the history of ancient philosoi)iiy. Those were mouths of marked development for the young man, who still Jiad the work of life before him. They made up the one brief period of his career when he was prosperous and at peace with the world, unless we except a few months passed at Marienthal, thirty-tive years later. They served to so jierfect his studies of natural his- tory that those studies bore excellent fruit when he came to present to the world the kinder- garten system of education. No one who had not first made the forms of crystallography a profound study could have brought them into tiiat system as an integral part of it in the way that Fro'bel did. During the last months of his term as a sol- dier Fro^bel became separated from his friends, Langethal, INIiddendorf and Bauer, so that when he left the army lie did not know where they were. All three of them, however, soon returned to Berlin, to resume their theological studies. Meanwhile Napoleon had ended his exile at Elba, resumed his former place as em- peror of France and for a few short weeks men- aced Europe as of old. A new Avar cloud hung over Germany in the spring of 1ia expected departure foi- the war, and in tills way the two were brought into close com- panionshij) for several months. About this time both Langethal and Middendorf became tutors in private families, to secure means for continuing their studies, and they appealed to Froebel to instruct them for two hours a week ill the best methods of teaching aritlunetic, which he gladly did. It was during his curatorship at Berlin that Fi(x^bel first met Henrietta Wilhelmine Hoff- meister, whom he subsequently married. She was the daughter of an official of the Prussian war department, was born at Berlin, Septem- ber 20, 1780, had been a pupil of Schleier- niacher and Fichte and was highly cultured. She had previously married an official connected with the war office named Klepper, but had separated from him because of his misconduct. She came to the museum on one occasion and we are told that Froebel "was wonderfully struck by her, especially because of the readi- ness Avith which she entered into his educational ideas." Langethal and Middendorf Avere well acquainted Avith the family and had often spoken to him about her. Fra'bel remained at Berlin till October,181(?, Avhen lie left suddenly and without giA'ing his friends any definite idea of his future plans. He had, in 181.5, declined the offer of a A^aluable post as mineralogist at Stockholm and he se- cured his discharge from the museum against the earnest remonstrance of Prof. AVeiss. The reason for his action soon became ap- parent, hoAA'CA^er. Christoph Fnx'bel, his Avell- beloA^ed elder brother, who has been so often mentioned in these pages, died of typhus fcA'er in 1813, while nursing French soldiers in the hospitals. He A\^as settled as a clergyman at Griesheim and left a widow and three sons. The mother Avrote to Friedrich Fra^bel in 1816, expressing her anxiety regarding the proper education of the boys and api)ealiug to him for adA'ice. It Avas this letter that caused him to make the sudden resolve to giA-e up his i)lace in the museum. We are told that he had hardly finished reading it when his latent in- terest in the education of man suddenly mani- fested itself in all power and energy and pushed him irresistably forward to take up again his natural vocation and be a teacher. He deter- mined to dcA'ote himself to the education of his nephews, and as a preliminary step lietraA'- eled from Berlin to Osterode, where his brother Christian had become a spinner and. dyer of linen thread. There the l)rothers held a consul- tation and it Avas decided that Friedrich should openaschool at Griesheim, the primary object being tlio training of Cliristoi)h's children, and that Christian should also send his tAvo sons to this scliool. Friedrich took the latter Avith liim, tlio elder being eight and his l)rotlier six years old, and began his teaching November 1(5,1816, calling himself and the IIa'c pupils "The UniAcr- sal German Educational Institute," although they Avere housed in a peasant's cottage. PARADISE OF CHILDHOOD. 1817-1831-PRINCIPAL AT KEILHAU. 33 Frcebel tarried at Griesheim but a few months. In the summer of 1817 his sister-iii- hiw, owing to the death of her father, decided, lo move her family to Keilhau, where she hoiight a small farm. The school went with lier and was re-opened June 24. The hamlet of Keilhau lies on the mountain side about five miles south-west of Rudolstadt, guarded by nature on three sides with protecting walls, which keep the wind from entering the village. It is one of the most attractive spots in the Thuringian Forest, which is not a region of great height, but famous for its beautiful val- ley's, offering a great variety of the most beau- tiful scenery to be found anywhere. The primitive condition of the village of Keil- hau, as late as 1815, seems strange enough to us. "Although not poor," says one writer, "the peasants had remained in the condition of the Middle Ages. Three houses retained the old form of Thuringian architectnre and the date of 1532 was to be seen over the door of one of them. The church with its pretty tower was nevertheless more like a cellar tlian the house of God. In the midst of the vil- lage a water course marked the street and five springs kept the road wet all the time. There were only about one hundred inhabitants and the living of the peasants was very simple. As had been done five hundred years before, the mayor still counted off on a notched stick the number of measures of wheat which each man was bound to pa}^ as corn tax or tithe. He also gave orally to the peasants an}' new legulations of the government, and in order to keep up a military appearance a da}' watch- man paraded the village with a broad halbred over his shoulder. The dress of the old man wns what he had worn in his youth, and tliat of the women descended from the mother to daughter." The beginnings of the school at Keilhau were very humble. The teachers, Fra^bel and Mid- dendorf, dui'ing the summer of 181 7, lived in a Avretched little hut with neither door, flooring or stove, while Fra?bel was building a school- liouse. The quarters assigned him had for- merly served as a place for keeping hens. In Jul}^ Langethal graduated from the Univer- sity at Berlin with the highest honors and in September he visited Keilhau to see his old conn-ades and take his brother to Selesia, where he had an engagement as tutor to the young nobility. Frrebel received him with the ut- most cordiality and the sight of the robust, merry boys who were lying on the floor that evening building forts and castles with the wooden blocks which Froebel had made for them, according to his own plan, excited the keenest interest. He had come to take his brother away ; but when he saw him among other happy companions of his own age com- plete the flnest structure of all, a Gothic Ca- thedral, it seemed almost wrong to tear the child from this circle. The result of this visit was that Langethal decided to stay at Keilhau with his brother, so that there might be a trio of teachers, and a great gain he was to the insti- tution, where his life work was done. More pupils ai'rived when he did and the new build- ing was completed in November. When Fra'l)el first came to Griesheim he told his sister-in-law that he wished to be a father to her orphaned children, a statement which she interpreted to suggest an ultimate marriage between him and herself. He, how- ever, had never intended it in that sense, and after reaching Keilhau he offered himself by letter to Henrietta Hoft'meister of Berlin, ask- ing that she would give her life to the advance- ment of those educational ideas in which she had shown so deep an interest during their interview in the museum. She received his proposal favorably, but her father made ob- jection and refused to give her any dowry. The record says that "she had lived all her life in comfortal)ly, almost affluent circumstances. But she relinquished everything, even the home of which she was the light and jo}', a dear mother and greatly beloved father who adored her, to devote her whole life and being to the apostle of a new education, whose ideas and schemes had elevated her soul as with the light of divine inspiration." When the widow of Christolph Fra^bel learned of the engagement she made over her property to Fiiedrich, and went to hve at Valkstadt in June, 1818. The weddiug oci-urred September 20, the 34 QUARTER CENTURY EDITION bride l)L'ing thirty-eight that day, and tiie groom two years younger. She brought witli her to Keilluui an adopted daugliter, Ernestine Chrispine. "Never," says one writer, "has man found abetter helpmate than this woman was to Fnebel. She devoted herself to the as- sistance of the Keilhau teaehers and tlieir edu- cational mission with her whole being ; made willingly any necessary sacritiee ; submitted willingly to every privation ; lived through days of most painful struggles with poverty and want, and did this all with a courage and devotion that was a shining example to all the women who have since devoted their lives to the reahzation of Fnebel's ideas." In order to do exact justice to Fran Frrebel, who ia 90 often and so deservedly praised, it may be necessary to add this quotation : "Froebel's wife was revered and beloved in the highest degree by the whole pedagogical group and by Fra?bel was ever treated with deepest tenderness and esteem. Eye witnesses assert, however, that altliough a very capable Avoman she was not perfectly (lualitied to guide the helm of so lai'ge and composite a household with sufficient circumspection and tact, and. that in the idea of 'unity of life' which Fra-- bel wished to realize there was at times some- thing wanting, in spite of the poetic, yes idyllic character of the lives of these amiable and noble-minded idealists, who were ready to be- come martyrs to their philanthropic and puie principles." What the privations endured during those years really were we can hardl}^ conceive. Froj- bel says : "We had now a severe struggle for existence for the whole time, up to 1820. With all our efforts we never could get the school- house enlarged ; other still more necessary buildings had to be erected first." As an illus- tration of the straits to which Frcebel was sub- jected, it is stated by an associate, who had the incident from his own lips, that at one time during his early struggles to put the school on its feet he had to live for a week on two large loaves of bread, on which he first measured the daily portions with chalk marks, so that he should not cut oft" more than the allotted part. We are told, moreover, that he was not afraid of long journey's on foot for the benefit of the cause, from which he often returned with bleeding feet, and that many a night he slept in the open ai:' to save traveling expenses and then gave the money to some poor child to support iiim in ihe school. Shortly after Fra'bel's marriage the father of Middendorf died, and he, without any hesi- tation, devoted the whole of his inheritance to the institution. Early in the year 1820 Chris- tian Fra'bel decided to give up his manufac- turing business at Osterode and join the com- munity with his wife and three daughters, the two sous being already members of the school. He also invested all his property in the ven- ture. The completion of the schoolhouse was now pushed with zeal, a work that ended in 1.S22. The foUov/ing year Johannas Arnold Ikirop, l)orn at Dortmand in 1(S(>2, a nephew of Middendorf and a divinity student at Halle, visited Keilhau and decided to remain as a teacher, nnich to the disgust of his family. He eventually l)e('ame the mainstay of the Avhole enterprise. At this time the Keilhau family began to enjoy greater comforts in life. It was found that "the wonderful enthusiasm of the teach- ers and the wisdom of the educational methods employed, had, in a few years, made the aver- age pupil of the Keilhau school so greatly su- perior to the average i)upil of all other educa- tional establishments of the country, that the number of pupils increased rapidly and money began to flow more freely into the households of all the teachers." It was in the summer of l.S2(i that both INIidtlendorf and Langethal were married, the former choosing for his wife All)ertine,the eld- est daughter of Christian Frcehel, and his com- rade taking Ernestine Chrispine, the adopted daughter of Frieclrich Frrebel's wife. Barop married F^milie, Christian Fra'bel's second daughter, in 1828, and the third one in due season wedded another of the teachers. It will hardly be j)ossible within the limits of this brief narrative to give the full history of Froebel's career as principal of the Keilhau school. But in order to get a glimpse of the institution during its most prosperous days un- der the leadership of its founder we must quote from the reminiscences of Col. Hermann Von Arnswald, who was a pupil there for three years about 1824-26, as found in the intro- duction of "Fra'bel's Letters." He says that when he reached the school Frabel took him iuunediately to the boys, with whom he was soon at home, so thoroughly, in fact, that it PARADISE OF CHILDHOOD. 35 inado his mother feel quite sad to see liow olicerful her boy was at parting, when tears tilled her own eyes. The account goes on to explain that in the domestic life of the institution strict order had to he observed, and great care was taken to promote personal cleanliness, new comers be- ing examined every morning before breakfast to see that there was no lack in this respect. And woe to the boy who was reckoned defi- cient, because his allowance of milk for bi'eak- f ast was cut off, and he had to be content with only a piece of bread. This reduction of ra- tions was almost the sole punishment that was deemed necessary. Whoever deserved correc- tion was sure to find at dinner or supper a piece of bread on his plate, wliicli indicated that he must pass by all other dishes without tasting them. On one occasion Von Arnswald yielded to the temptation of eating a straw- berry, taken from the supper table before the meal was quite ready. Fra'bel saw the act and as a consequence the ominous piece of bread was put on his plate. The boy who did any damage at Keilhau nuist see to its being- repaired personally, andtlie colonel remembers one luckless fellow who having carelessly or misehievionsly bi'oken a window had to take llie frame on his buck for five miles before he could get it mended. During the three years of Col. Von Arns- wald's stay at the school no doctor ever set foot there. The small injuries that occurred occa- sionally in the gynniasium were always cured by the boys' mutual helpfulness. One day when he was at the top of the climbing rope his strength gave out and he slid so fasttotlie l)ottom that his hands were badly blistered and he could not dress without help for a month. During that time his chum cared for the wounded members, but nobody else noticed the mishap. Another peculiarity of this school was the absence of all vacations. No pupil ever went home for a while and then returned. But a tramp tlu'ough the Avoods extending over several days was repeatedly made during the summer season. On such occasions coffee and cakes were served, and the birthdays of the teachers joyfully remembered. Ordinarily the pupils drank nothing but milk and water. The anniversary of the battle of Leipzig, the loss of which forced Napoleon to withdraw his armies from Germany, was alwaj's cele- brated on the 18th of October, the national sentiment being powerfully developed. A big fire was lighted on the mountain top that even- ing, "and when the flames raised their golden tongues skyward, popular and })atriotic songs were sung, and we listened to the inspiring- words of our teachers, every one of whom had fought thi'ough the wars of deliverance as a volunteer, all having been faithful comrades in the service of the great fatherland." When winter came it brought frequent sleigh rides on the ice, and the boys were some- times called out of bed for this pastime. On Christmas eve they were treated to poppy soup, which made them sleep soundly till five o'clock in the morning, when they were summoned to a sliort religious service, gifts were distributed and they were taken to church. Col. Von Arnswald sums up his story with these signifi- cant words : "1 lived at Keilhau for three years. At the end of that time 1 went home to the house of my parents healthy in soul and body. After a life so natural and so completely se- cluded from all the injurious impressions of the outside world there could not liave been any other result than perfect health." For fourteen years Fra'bel was at the head of the Keilhau school. The highest num- ber of pupils during that time seems to have ])een about sixty, and in 1829 it dwindled to five. As an educational experiment it was in great measure a real success, though it did not reach Fro^bel's ideal. All mental requirements were richly provided for, and his own views of education carried out as far as time would allow, considering the imperative necessity of preparing the boys for the University; but the material wants were met with great difficulty and in the poorest fashion. "-None of the no- ble men connected with the school had in the remotest degree," says one writer, "imagined what great sums were required for the found- ing and continuing of so extensive an institu- tion as the}' had in view, and were expending little by little. It was very nearly true that they shared with each other, lovingly and trust- ingly, all tliey possessed, for it could be affirmed of them as of the first Christians 'No one said that anything was his own.' " The account goes on to relate, "It was in vain that every item of income was devoted to the common use and that each one joyfully brought to the sacrifice all his goods and chat- o(j QUARTER CENTURY EDITION ids, liis inheritance and earnings." Fnebel Avas too nuieh of a philiuitliropist to deiive very mneh gain from tlie i)ni)i]s. He eonld not turn away an orphan or the eliild of a widow merely liecausc only half could he paid to him, so that the school, well lllled though it was, yielded too little prolit to enable it to sustain itself." Moreover, as Emily ShirrelV points out in her l)iogra))hic:d si duns appealed and it was left to Middendoi-f lo (juiet most of them in a degree which only he can believe possible who has been acvpiaintcd with Middeudorf's infiuence over mnii." For a time relief from :ill tlicse 1 roubles was promised because of tiie expecb'd help of the duke of lAIeiningen. Si'veral inlhH'Ufial friends of llicKeilhau woi'k called his atienliou to it and as a. result he sent forFi'(cbel to explain a schenu; for an educational institute to in- clude with the ordinary "litei'ary" branches in- struction in carpenlcry, weaving, bookbind- ing and tilling the ground. Half tlit; school hours wv.ve to be devoted to study and the other half were to be occui)ied by some soil of handi- work. This plan was the work of all the Keil- hau teachers and the duke was much pleased will) it. He i)roposed to place the estate of Ib'll)a, with thiity acres of land and a yearly grant of some live hundred dolhirs, at Frtcbel's dis[)osaI, as an aid in carrying out tlu; scheme. 'J'hes(! negotiations began in 1H27, and it was then that Fra'bel wiott^ out the story of his life previous to 181(), for the iufoi'iiiiitiou of the duke. This record bri-aks off abruptly and probably was never presented to the duke. Secret inJiuences were set at work to change the duke's purpose regarding the new educa- tional plans and his right-luuid nuin in such matters, fearing lest Frcebel's influence should siipphint his own, (bd all that he could to pre- vent the establisliiiieiit of the industrial school. Conse(piently the duke proposed, in lS,')i, as a compromise, that Fnebel begin with an (ex- perimental establishment of twenty-five pupils. Fnebei felt that he had been betrayed and re- fused to except such an offer or to have any- thing more to do witJi th(! (bike. Meanwhile Fro'bel had foi'iiied a close friend- ship with the celebrated philosopher Carl Krause, under peculiar ciiT'umstances. Jn IH22 two articles by Fncbel describing his work at Keilhau, which had been ])r(!vionsly printed in another form, appeared iuThe "Isis," a not(Hl scientific joui-iial edited and pul)lished liy Lorenz Okeu. Duiiiig the following year Krause contributed an article to the same ])e- riodical criticising in some particulars what Fr(cbel had wiitten. 'J'he latter was too much occui)ie(l with iiis regular work to give the matter much attention at the time, liut five years later, under date of March 24, 1H28, he Avrole Krause a long letter in i"('ply, which was fol- lowed by a trip to (iottingeii by Fr(ebel mid Middeiidorf in the fall of that yeai- that they might become personally ac(|iiaiiited with KiMiise. Long discussions on education took placeduring this celebrated meet iug and Krause made Fnebei familiar with tlu^ works of Co- meniiis, "and introduced him t(j the whole learned society of (iottingen, whei'e lie made a great and somewhat peculiar impression." 'I'liere can be no doubt but that his relations with Kitiuse at this time had considerabUe to do ill shaping Fr(ebers future course in re- s])ect to the kindergarten. As soon as Fi'ojbel decided that he could no longer depend on the (bdeginiiing of JJoyli(X)d, Keilhau, 1H2G," Published by the Institute. Sold in commission at Leipzig by C. F.I)(erfIling, 4'.)7 pages. 'J'hat same year Fro'bel undertook to edit and pub- lish, at Leipzig and Keilhau, "The Family Weekly .Journal of Education." In speaking of these writings one editor of Fnebel's biogra- phy, Emilie Micliaelis,says : "Fid'bel in his uiibusiness lik(; way, published all these produc- tions piivately. Tluiy came out, of course, un- 38 QUARTER CENTURY EDITION der every (lis;ulv:int:tui', mid could only reiieh the liuiids of learned persons, und those to whom they were really of interest by merely ti cluuice. Fnrther, Fr(ebel, as has already abundantly appeared, was but a pooi', author. His stitf, turgid style makes his works in many places most dillieultto understand, as the pre- sent translators have found to their cost, and lie was therefore pratically unreadable to the general public. In his usual self-absorbed fashion he did not perceive these deticiences of liis,nor could he be nuide to see the folly of l)rivate publication. Indeed, on the contiaiy, lie dreamed of fabulous sums which one day he was to realize from the sale of his works. It is needless to add that the event proved very much the reverse." Thus closes an important period of fourteen years in Fnebel's life, a formative, educating period, like all those which had gone befoi'e. For him to found the Keilhau school, an insti- tution which has to this day maintained an il- lustrious reputation, was indeed an lionor. But Keilhau did more for him than he did for Keil- hau, it disciplined him for the immortal work of later years. IIm\ he been successful as its principal he would have been content with the jiiace for the rest of his days, and conse- (pu'iitly the world woidd never have lieard of the kiii(\ei'garten. 18-.1 — 18-,7— IN SVVITZIU>LLAND. '0/ It was in the month of May, lbel to open a school in his castle at AVar- tensee. The offer was accepted without debate and Frcebel at once departed for Switzerland, taking Ferdinand Fi'celiel, the oldest son of his Iirother Christian, with him, I\Ii(hlend()rf as- suming the helm at Keilhau for the time being. The uncle and nephew located themselves in the castle so kindly placed at their disposal, with its splendid library, abundance of silver plate and elegant furniture, and began their school with a few peasant children from the immediate neighborhood. Hut obstacles s[)rang up before these en- thusiasts had really secured a foothold in their new (puirters. The opposition of the local clergy against the "heretics" and foreigiUM-s was from the lirst pronounced and aggressive. It prevented pupils coming to them from any distance and from families who were well-to-do, and so limited their income by the narrowest bounds. It also caused the i)eoi)le about them to harbor the continual suspicion that they were I'cady to do something which woidd in- jure the couununity. Added to the hate of tlie priests, according to some writers, was the malevolence of Herzoo;,a native of that section, who had been deposed from his place as teacher at Keilhau some years previous, because he had showMi himself to be a promoter of strife. Moreover, the teachers found their rooms in the castle very inconvenient for school purjioses, but the owner would not consent to addition or alteration on any account. Such was their condition at the end of a few months, when IJarop joined them, having tramped there from Keilhau, where their friends had become concerned about them and ap- pointed him a messenger to report how they were faring. He remained in Switzerland more than !i year. Soon after his arrival the three friends were sitting in a hotel near AV'artensee, talkiiigabout their dilliculties with some strang- ers who happened to be there, and the con- versation Avas overheard by some business men from the neighboring town of Willisau, who became much interested in what was said. They went home and reported what Fra^bel and his associates were trying to do in the interest of education, and soon an invitation came from twenty families in AV^illisau to re- move the school to that ])lace. An associa- tion was formed to sujjport it and a building w'hich resembled a castle was secured for it, by consent of the authorities of the canton. Some forty ])upil8 entered the school as soon as it was relocated and for a time ju-osiierity seemed assured. Hut the fury of the priests blazed out afresh and the teachers went about in fear of their PARADISE OF CHILDHOOD. 39 livcH. ()i) OIK! oeciision (lui-iiiaro|) resolved to pi'ocnre protection if it ide:is on education, which the tyi'iiuny of a could be obtained, and hiid the nuitter before thousand opposing cii'cnmstau(!es had always the mayor, who advised that a public exami- ])revented him fi'om woi'king out in tluur corn- nation of the pu[)ils b(! held, as a means of pleteuess ; or at all ev(uits todo this as regards winning populnr esteem. It occurred on a be:iu- Ihe eailiest years of num, and then to win over tiful autumnal day, being attended by a gre;d, the world of womiui to the actual accom[)lish- crowd from diffeient cantons, and a ruiud)er ment of his phi us." of odleials. It began at sciven in the morn- After :i, stay of thi'ee years at J>urgdorf the ing and continued till seven in the (svening, health of Frau Frtebcl broke down and the doc- closing with games and gynnuistic exei'cises tors ordered her to seek another climate. In by the whole school. It wsisa gi-eat success June, iHIJti, she iuid her husband went to Hcr- in ev(M'y Avay, and as a I'esult glowing speeches lin, the immedi:de cause of the journey bi'iug about the school were made; in the council of tlu^ death of hei' mother and the necessity of the canton and that body voted to let the castle adjusting some matters pertaining to her inhcri- to Fr(ebel autl his associates at a low rateaixl tauce. WhiU; he tarried at !5erliu the funda- to expel from the canton the monk who had miuital thought of all his e(|iicnii(iual elTorts attacked them. A little later, in 1H;^3, Barop made a dec^fjer im|)ress than ever before on returned to Kcilhau and became its principal. Fro'l^el's mind. There it was that his hoins of Gradually he raised tlu; financial standing of musing were occupied with the |)lan whi(rh was the school, contiiuiing there till his death, taking shape for the eai'ly education of little many years later, and handing it down to his children. It was now c^lear to him that the son, the i)rescnt lu'incipal. earliest childhood is the most important time .lust befoi'(! Hai'op decided to return to Keil- for lunuan development, and that in the child's hau a de[)Utation of citizens came fi'om lierne behalf i)hiy as his lirst activity, nuist be spirit- to invite Fncbel to organize an orphanage at ualized and systematically treated. Burgdorf, in addition to his work at VVillisau, He naturally felt that his native (;lermany and he accepted the task on condition that other was the country in which to work out thest; pupils should be admitted besides oi'phans. ideas and lie never returned to Switzerland. Middendorf came from Keilhau to take the Langethal went from Keilhau to take Fro'bel's j)lace of Baroj), locating at Willisau with Ferdi- pla,c(^, and for a time he and Ferdinand Fro'- nand Ficelxil, while Friedrich l^'rcelx;! and his bel were directors of the Burgdoi'f school, wife took up the ncsw eut(;rpris(i at Biu'gdorf. Then Langethal left it to take; charge of a, girls' In connection with th(; regular instruction given school at Lerne, and not long after Ferdinand at the orphanag(! Frtebel was re(|uired to con- Frcebel died, being sincerely mourned by tlu; duct what was called a Repetitive Course for the whole connnunity. The Willisau institute was teachers of the canton. They were given three given up also, Mi(hlendorf returning to his months' leave of absence fnun their regular family at Keilhau, and thus it hai)pened that the duties once in two years, during which time educational ex|)eriment in Switzerland lasted they were gathei'cd at I>urg(h)rf fo)- spet-ial only a few years and met Avith but limited study. Concei-ning this period in Fi-cebel's life success, compared with the mental and I)hysi- Baro[) writes as folhnvs : "•Frccbcl liad to i)re- cal eifort liiat it cost. 40 QUARTER CENTURY EDITION 1837— 1844— BLANKENBURG. After a few months, in 1837, Froebel and his wife came to Keihuui once more, and there the idea of the kindergarten burst upon him. He wrote at once to IJerUn for his lirst materials for the phiys and occupations, and selected, with the help of his friend Barop, who was the principal of the Keilhau school, the neighboring village of Blankenburg, a little south-west of Keilliau, for the launching of his new enterprise, a j^lace which he felt, on ac- count of its healthy location, would make the best home for his invalid wife. In giving an account of these days Bai-o}) writes as follows : "■When Fra'bel came back from Berlin the idea of an institution for little childien was fully formed in him. I rented him a locality in the neighboring Blankenburg. For a long time he could find no name for his cause. Middendorf and I were one day walk- ing to Blankenbuig with him over the Steiger Pass. He kept on repeating, '■'Oh, if I could only iind a name for my youngest child." Hhinkenbnrg lay at our feet and he walked moodily toward it. Suddenly he stood still as if riveted to the spot, and his eyes grew won- dei^fully bright. Then he shouted to the moun- tain so that it echoed to tlie four winds, '■Eu- reka, Kiudei^garteu shall the institution be called.'" This was literally a "mountain mo- ment" in his life, a brief period of inspiration which counted for more than months of everv- day existence. After finding the right name Frlankenburg remains to-day as it appeared then, a large, nnattractive, three-story structure on the hillside. It is still used for school pur- poses and bears on the front a tablet of l)lack and gold Avith these words : "Friedrich Fra'bel Established His First Kindeigarten Here on the 28th of June, 1840." This date is chosen because it was a festival day in all that region, commemorating the four hundredth anniversary of the discovery of printing, which was cele- brated in common by the schools of Blanken- bixrg and Keilhau, Fra'bel being the orator of the day. As a matter of fact, however, he be- gan the kindei^garten work soon after locating at Blankenburg. To Col. Yon Arnswald we are indebted for a glimpse of the Blankenburg kindergarten as it appeared in 1 83 9 . " Arriving at the place , ' ' he writes, "•! found my Middendorf seated by the pump in the market-place, surrounded by a crowd of little children. Going near them I saw that he was engaged in mending the jacket of a boy. By his side sat a little girl busy with thread and needle upon another piece of clothing ; one boy had his feet in a bucket of water washing them carefully ; other girls and boys were standing around attentively looking upon the strange pictures of real life before them, and waiting for something to tiu'u up to interest them personally. Our meeting Avas of the most cordial kind, but Middendorf did not interrupt the business in which he was engaged. 'Come, children,' he cried, 'let us go into the garden I ' and with loud cries of joy the crowd of little men followed the splendid looking, tall man with willing feet, running all around him." "The garden was not a garden, however, but a barn with a small room and an entrance hall. lu the entrance Middendorf welcomed the chil- dren and played Avith them an all-round game, ending in the tlight of the little ones into the room where every one of them sat down in his place on the bench and took hold of his gift box. Then for half an hour they were all ver}' busy with their blocks, and then the summons came, 'Come, children, let us spring and spring,' and when the game Avas finished they went away full of joy and life, every one ]jass- ing l)y liis dear friend and teacher and giving him his little hand for a grateful goodbye." And then the colonel adds: "[ shall never forget this image of the first kindergarten, so lovable and cheerful. I preserA'ed it all in my memory and used it all as a pattern, when in time J had occasion to establish an educational gar- den in my OAvn home." NcA^ertheless, Fra'bel and Middendorf haxl the greatest difficulty in pei'suading the Blank- enburg people to merely allow them to have any PARADISE OF CHILDHOOD. 41 intercourse Avilli tlie little children, l)ecanse the pai'ents thoiiiiht timt the teaching' a child to play would heli) to make him a slugfiard and a loafer. But the two earnest ])ioneei's pei'sif^ted in their labor of love and succeeded in over- coming the local ])rejudicc to a certain extent. FrcL'bel had l)egun the ])ublicatiou of a Sunday paper the year ])efore which he 'called "Seeds, Buds and Fruits out of Life, for the luluca- tion of United Families." It bore the motto, "Come, let us live with our children." But he did not confine liis work to Blankenburg or the immediate neighborhood. Jn Januaiy, 1.S39, we tind him giving a kindeignrten address at Dresden, wheie tlie (^ueenof Saxony Avtisjjres- ent, and a month later he gave another at ]>eip- sig. Soon after he was called to Dresden to further explain the s^'stem and JVIiddendoif and Adolf Frankenherg went with him. The visit evidently lasted some time and resulted in the establishment of a kindeigarten in that city, which was taught by P^rau Fiankenberg, who tluis Ijecame the liist woman kindergartener, so far as we can leai'ii. While Fra-bel was at Dresden his wife died, May 13, 1839. She was one of those rare women who served an idea at the greatest i)Os- sible sacrifice, that of her life. Although mourning her loss sincerely he did not ])ause in his work, but soon after, at ILunburg, re- peated what he had said at Dresden. Month by month the idea of the kindergarten grew clearer in Fru'bel's mind, so that in 1840, at the Guttenljurg festival, which the schools of Blackenburg and Keilhau celebi-ated in com- mon, he was able to present a new and more comprehensive plan than any which he had pre- viously entertained, one which he hoped to carry out with the help of his fellow countrymen. On the first day of May he issued an appeal to the public to help him to establisli a kinder- garten training school, the special feature of his scheme being the proposition that each person interested in the enterprise should take one or more shares in it, each share having the value of ten dollars. His address at the fes- tival of June 28th was largely devoted to ad- vocating the plan and was directed chiefly to the ladies who were present on that occasion. Some idea of this si)eecli can l)e gained by the closing words : "Therefore, I da)'e," said he, "contidently to invite you who are lieie pre- sent, honorable, noble and discreet matrons and maidens, and tlu'ough you and with you all women, young and old of our fatherland, to assist inyour sul)scrij)tionin the founding (;f an educational system for the nurtur(! of little chil- dren, which shall be named Kindergarten, on account of its imier life and aim, and (jrerman Kindergarten on account of its spirit. Do not be alarmed at the apparent cost of the shares ; for if in your housekeeping or by your industry you can spare only five pennies daily, from tiie presumptive time of the first payment until the end, the ten dollars is paid at the last l>ay- ment. Do not let yourself be kept i'unu the nctual claims of the plan by tlie comteniptible objection 'Of what iise to us is it all'r' Already tlie idea of furthering the proi)er education of the child through appropriate fos- tering of the instinct of activity, acts like light and warmth, imperceptibly and beneficently, on the well-being of families and citizens ; for good is not like a heavy stone which only acts and is perceived when it is pressed ; no, it is like water, air and light, Avhich invisil)Iy flows from one place to another, awakening, water- ing, fei'tilizing, nourishing Avhat is concealed from the searching eye of man — even slumbers in our own breasts, unsuspected l^y ourselves. Good is like a spark which shines far and points out the way. Therefore, let us all, each in his own way, advance what our hearts recognize as good, the cai'e of young children. Do y(Mi ask for the profits of your invest- ment, the dividends on your shares ? Oi)en your eyes impartially, your hearts also ; thei'e is more in it than we have represented in the plan of the undertaking. Oh, is the beautiful any the less a gift and a real value in our life because it passes away easily ? Is the true any the less a gift because it is unseen and only the spirit observes it ? And shall we count for nothing the reaction on the fan)ily and the happiness of the children in joy of heart and peace of mind ? You can enjoy these great gifts in full ineasure ; forthey are the fruit of yourco-opcra- tion, the fruits of the garden which you estab- lish and care for, the fruits of your property. Besides, is it not almost more than this to take the lead and stand as models for a whole coun- try, to advance the hap])iness of childhood anouise was much attracted to them, as they appeared greatly to be preferred to her ordimiry l)oy playmates. Tlien her brothers were allowed an outing at Keilhau, and on their return they were constantly talking about the hai)py life of the bcjys who wei'c at school there, and of the kindness of "Uncle Fnrbel/' meaning Fried- rich, to them. They also bnjught back Avitli them many things which the i)Upils there had given thein as samples of their own handiwork, models of toys, furniture and machines, cut out from wood or cardboard and pastcid together. Louise Levin endured many hardships in her early days. Her father died when she was thirteen, her two bi'others were left widowers with children to care for within a few years after they were mnrried, and her eldest sister lost her husband in the pi'ime of life. All of these families looked to her for help in the midst of their troubles, and it was not till she was thirty years old that she was at liberty, to leave the home circle. As for her educa- tion, she tells us that it was "neither better nor worse than that of most girls at that time, the chief female acconii)lishiiient of that day being skill in vai'ioiis domestic aits." Finding herself no longer indisi)ensable to her relatives Jvouise Levin felt that slu; must make herself indispensable to some one, to fill a breach and have an object in life. Fran Middendorf had lately been visiting her and invited her to come to Keilhau. With the words of invitation ringing in her ears she wrote a letter offering her services to the com- munity and received aninmiediate answer urg- ing her to lose no time, but to at once become aworkingmember of the household. This was in .June, 184.5, and when Louise joined the family it included three daughters of Christian Frwbel, Fran Middendorf, Fran liarop and Fraulein Elsie Fra'bel, her former correspond- ent. Fr(L'l)el jiimself was then living m the neighborhood, but did not make his home in the school building. lint lie called 1o si e J^ouise soon after hei- arrival, and gave her much friendly counsel, which she remembered well and rendered useful in her relations and duties to those ai'ound her. in 1lil some n(.'»>'l('('tc(l tnitlis rcHpcctinfj; cliiUl- mniiy. rinccrt of ciih iliiiiimciif IkkI 1o lie iiiiimx! :m;, rcspoiidiMicc iiicri'Mscd aiiwliile Frau- Tlie liiidolsladt meeting came in .lime and lein Levin Jiad a('cepte(l a position as governess lasti'd three days. Several niembers of the in a family at Weiidsbiirg and they met at nalional legislature wer*' ])resent, Iniving been liergedorf during the Christmas holidays, l.SJM, sent there to iii(|uire into I'' riebel's methods, as Avhere they and Alvine Middendojf liappened wrW as representatives of reigning families in to be A'isiting. Hie 'riiiiriiigian stales. IMany distingni.slied About this time Frcebel became uttraeted to men tool^ pari in the (U'balcs, which Avaxed tlu' village of Lii'bensti'in as a ])romising loca- warm. Tlicre was a si rong elc>menl- of oppo- tion for u ])erinaneut training school and dur- silion ill Hie assi'inbly and I'^rceln'I a,n(l his ing the blaster vacation lie went there from friends were often ehalU'iiged. IWit they were Dresden to look for a house. Liebenstein is a able lo (let'eiid (heir ])ositioii wilh energy and summer resort, for straiig(M'S Avho come from skill, and on the whole their cause was greatly all parts of tiie country to drink the waters and beiielited. 1 11 speai\iiig of t his inei'tiiig I laiiscli- he felli that it would be a good l)laee from iiianiisays : ■• v\ IHioiigh some people might ha vi" which to exti'iid his cause, lie I'ctnrned there i('laiiie(| intellectual doubts about Houu^ de- in May, '•'with a view, "says Frau Fr(ebel, "to lails of his method, no one went away from obtaining a lease of the eoiintryliouse, 'Marien- lliat meeting without wannly sympathizing with Hial' from the Duke of Meiuingen." 1849— 1852— MAR ii^:nthal. FifoouKi. seemvdroonisln aLiebensti'in farm- brought abont by visible means, and most of house through the kindiu'ss of 1^'rau IMuller, them have lo make use of help from the in- aial lu> began to live then' with his i>upils and lluential and the wealthy before lasting success his grand-niece, Ih'nrietta .Uri'ymann, (I'^rau is seeuri'd. How conldColumbns have carriiMl Schrader) as housekeeper. She also helped out his darling scheme and thereby chtniged the leach some of Hie children who were beyond Avorld's history if Isabel had not pledged lu'r the kindeigarleii age. W i" come now to tlu> jewels in his favor? And how could "Washing- period ill I'^riebel's life Aviien he ceased to light Ion, notwithstanding the valor and self sacri- liis ediienlioiial battles single-handed and in lie«' of his couni rymen, have brought the Amer- oliscnrily and was Iheretifler siH-onded in soiiu' <'an Ixcvolntion lo a, triumphant issue in the way measuri' by tlu' rich and the powerful. Ibit that he did if the standard of France had not for Hie aid of Haroness 15. A'on Marenlioltz- been Joiiu'd with the tlag of our infant republii?? r.iilow and her friends it is doubtful if the In this case it was not allogetluM' because the name of l'"iie(lrieli l''r(ebel would have come I'.aroness secured for Fr(ebel and his training tlowii to litis geiieralioii as being of aii\' iiii- school adeliglit fill home at. IMarienthal for the porlance. All of the reforms in this world are rest of his lifi* and furthered his ]ilaiis in ex'ery PARADISE OI^^ CHILDHOOD. 47 ]i<)ssil)lr way aiiioiii;,' llic nohilit y and sr-iciililic nicii of the day, or even bccaiiHc she <>;ave her lil'c! with rai'C! devotion and hick of sellishness to advancinii tiie kin(h'r<>arten cause in dilTer- ent iMiropean nations that her alliance pi'oved of such great importance to him. There \v:is another sorvice which she did for Fro'lx;!, slu; became his interpreter. By rejiding her "Remi- niscences" one gets a clear and minute account of the last three years of his life, which serves as a kv.y to the whole. Her account covers what in many respects is the most interesting part of his carcier. It was at the end of May, LSI'.), that thc^ Bai'oness reached the village, when; she had sojoui'ned dni'ing i)revious summers. After the usual salutations and her question as to what was happening in the place that season she was told by her landlady that a few weeks befoi-e a man had settled down on a small f ai'in near llie springs and danced and played with the childivn and foi' that reason was called "the old fool." doing out to vvalksoiru! days later she met him and she desci'ibed his aj)- pearance on that occasion as follows : "A tall, spare man with long gray hair, was leading a group of children between the ages of three and eight, most of them liarefooted and scantily clotluid, who niarehed two and two up a hill, where having marshalled them for play, li(^ practiced with them a song belonging to it. The loving patience and abandon with which he did this, the whoh; beai'ing of the man while the children played various games under his dire(!tion wei-e so moving that tears came into my com})anions eyes as well as my own." An acquaintance followed which soon ripened into friendship, and through the intercession of the Baroness, Frcebel obtained a lease of the castle of Mai'ienthal as a seminary for his nor- mal classes. How this arrangement came to be made the r)ai-oness exijlains as follows : "On a walk which I once took Avith him, we came to the neighborhood of Liebenstein, charmingly elevated among the gieen (ields. Frtebel stood still and said : 'Look around you, Fran Maren- holtz. This would be a beautiful place for our institution, and (!ven the name would suit it so well, JNLuienthal, the vale of the Marys, whom he wished to bring up as the mothers of hu- manity, as the first Mary brought up the Saviour of the world.' I remarked that he jnight petition the duke to grant him the build- ing, which was standing unused, and that J woidd try to help him thiough tlie Duchess Ida. By means of the contiiuied in-omplings of her brother on the part of tlu; duchess this end was i-eached at the end of some months. And 1 had llie ])leasui'e of surprising Frcebel with the olliciai p(!rmissi(in after he had almost given up all hope." In the month of July Diesterweg, a dis- tinguished (ierman educator, came to Jjie))en- stein and was introduced to Frci'bel by the liaroness. He became nnich interested in the piinciples which lie at the loundation of Fne- Ik'I's system and with the liaroness devoted considt^rable time during the summer to study- ing them. It was also in July, that Fraulein Levin secured a release from her engagement at Reudsbui-g and came to Liebenstein, where for a short +.ime she shared with Fraulein Brey- mann the duties of housekeeping and instruct- ing the pupils, but the latter soon went to her lioni(% being in delicate health. Wh(Mi Louise Levin arrived, to use Fi'cebel's words to the iJaroness, "she gave to his institution the stainpof family life," which in his view was of the highest importance to an entcMprisi; of that kind. During the month of September Mid- dendoif came from Keilhau to visit his friend, and while he was at Liebenstein a sudicient sum was raised, chiefly from among tlie no- bility, to establish a local kindergarten. A little later he was invited, through the influ- ence of the Baroness to deliver two l(!ctures before the court at Weimar, which materially advanced the kindergarten cause;. In October Frcelxil went to Hamburg for the winter, and Fraulein Levin leinained tit Liebenstein to con- tinue training the ])Ui)ils find to receive new ones, also taking chaige of the kindergarten as a practice field for the pupils. "Fro'bel passed a busy winter in Hambin'g, by the invitation of the Women's I'nion, where society was nuich divided on the sub- ject of the 'higher education of women,'" says Fran Fra'bel, "and where he undoubtedly overtaxed his strength. On the other hand, he felt strengthened and upheld by the sym- pathy and interest his vie\v8 met with during his lectures. With many asjx'Cts of the wo- man (piestion agitating the public; nund at that tnn(; Frtebel had but little sympsithy, but he had the great satisfaction of seeing the tirst Bingei-kindergarten opened under his foster- 48 QUARTER CENTURY EDITION ing care, as well as man}'' private kiiidergar- tens." During the Christmas holidays he came back to Liebenstein and addressed the parents of the kindergarten children, also joining with the little ones in the customary celebration. AVhile he was there the negotiations for the lease of Marienthal were- completed and he began the return journey to Hamburg New Year's eve. Just as he was finishing his lec- tures there Louise Levin moved the school from the farmhouse, where it had been quar- tered for a year, to Marienthal, and Fra^bel himself went directly from Hamburg to Keil- hau, to talk with his friends there al)out his intended marriage with Louise Levin. This plan met with opposition because he could not give the required proof that he had sutiicient means to support a widow, in the event of his death. He also visited Blankenburg and was presented with the title of honorary citizen, i)ut when he asked that this might be trans- ferred to his future wife the people refused to grant the request. Frau Frrebel says that he accepted this rebuff with his customary pa- tience under trial and then went to Marienthal to resume his place in the school. He reached there with the first awakening touches of spring, and, to quote once more Frau Froebel,"We gaily decorated every door- way with an archway of green leaves to bid him welcome. I was painfully aware of the expression of weariness on his face. 'Oh ! J shall quickly recover in this beautiful place' was his cheerful answer, 'city life with its ex- citements has worn me out, but in the rural seclusion of this place and the simplicity of life at home I am sure to get well again.' " At this point, in order that we may get some idea of Marienthal and its surroundings, the reader will be interested in a description of that section as it appeared to an American kinder- gartner two or three summers ago : "We fi- nally come out to the light again refreshed by our temporary absence from the outside world, and drive on to Liebenstein. Here we see the ])Iace that Madam Von Bulow has made fa- mous ; here Fraulein Heevort shows us the dining-room of the hotel where she once, as a child, met Frojbel, The house and hotel bor- der the long narrow street, with the baths and springs at the upper end. We drink the spark- ling Avater, which is delicious, and think of this as another spot in the Thuringian Forest, where time might be pleasantly spent. We im- agine Froibel walking through this village with, the children at his heels, and Madam Von Bu- low's account makes us wish we, too, could have followed them up to the lawn where they played their games. We refresh ourselves with some delicious German coffee, and drive to Marienthal. The path Froibel and his friend often walked lies across the fields besides us, and as we stop in front of the house we feel the reality of the life so devoted to an idea that the roots were firmly fixed in that lifetime. Through the courtesy of the owner of Marien- thal we see the house. Two stories and a roof of tiles, a middle doorway, and rows of win- dows face one. A square garden extends to the road from the house, and stretches to the I'ight and around to the back. To the left is a courtyai'd, surrounded on three sides by liarns and outhouses, the fourth side being oi)en to the house. Many a primitive scene is being enacted here. All kinds of beasts and birds are within the enclosure. Threshing is going on, and the bright dress of the peasants at work enlivens the scene. We speak of Fro^bel's 'Song of the Barnyard Gate,' and wonder if he got his inspiration here. We go inside and see the room where Fra'bel's second marriage took place and the room where he passed out of the life where 'we behold but darkly,' into one of light." In the year 1850, Lielienstein was one of the most fashionable resorts of Central Ger- many and many noted visitors came to Marien- thal, Froebel l)eing the wonder and talk of the town. The Baroness gives this description of one 'such visit, when she piloted a party of which Dr. Gustav, editor of "The P^uropa," was a member : — "We had now arrived at the gate of Marien- thal and heard the voices of the children sing- ing in the kindergarten, whom Frcebel himself led in the afternoon, in order to give to his pupils instruction in the manner of conducting the movement i)lays. He was in the midst of the troop of little ones when we entered. 'This then, is the house of the prophet,' said some one in our party, as we entered the great court- yard of the Marienthalhouse, which stood back, two stories high, looking more like the dwell- ing house of a farm than like a castle, but pleasant and homelike in the midst of the old green trees that surrounded it. In the large MONUMENT NEAR MAKIENTHAL. PARADISE OF CHILDHOOD. 49 square before the house tloor, to which stoue steps led up, was a grass plot upon which was planted some shrubbery, and on one side were ver}' beautiful old lindens, which in flowering time spread their fragrance far and wide. In tlieir shade were some benches and tables on which in good summer weather Froebel was accustomed to give his morning lessons. At the moment when we entered he stood in the midst of the courtyard surrounded by his i)upils and a troop of little children, who had wound themselves around him as their cen- tral point in the play ^Little thread, little thread, like a little wheel,' and were just l)e- ginning to unwind their skein again. With glowing face and eyes beaming with happiness Frcebel greeted the company, immediately ask- ing whether they would like to see some of the movement plays before going up into the hall. The guests were quite willing. With truly childish delight he again conducted some of those ingenious plays, the first gymnastics of the childish limbs. These he copied from the traditional plays of children and the people, leaving out their rougher features in order to make them serve his educational idea ; partly to make children represent, somewhat dramati- cally, facts out of the life of nature and man." A long discussion relative to the principles involved in the play followed, and when it was ended and the children had sung their closing song they were led to the door by the young- ladies who were playing with them. Froebel then invited the company to follow him into the upper story of the house, where he lived. He crossed the great hall, situated in the midst of the rooms, the four windows of which com- manded a view of delightful landscape extend- ing to the distant mountains of the Rhone. In the midst of the hall stood a long table cov- ered with Froebel's "gifts for play" and many specimens of children's work from various kindergartens. Early in August, 1850, a notable play festi- val was held at Marienthal, conducted by Froi- bel and Middendorf, in which three hundred children from all the surrounding villages par- ticipated, with their teachers. The multitude of spectators was ranged outside the square, in the shadow of the surrounding woods. A concluding address was given by Middendorf and the whole affair made a profound impres- sion on the community. In writing about it afterwards Frcebel said : "Yes, it was a festi-- val of the union of nature, man and God, and God's blessing rests on such a day, as the old peasant expressed it. How easily might such child and youth festivals be exalted to a uni- versal people's festival ! Should we not do everything to call such festivals into life, that so we may at last reach what the hearts of all desire, an all-sided 'unity of life?' " In this way the summer was spent. "Froe- bel loved to teach, "says his widow, "even whilst in the act of walking ; here he drew our atten- tion to the stratification of the rocks, there to a tuft of moss, or to some other plant strug- gling for life upon a barren stone, steadily ex- panding by virtue of a principle of life within." His first lessons were generally given out of doors in the morning, as well as the first les- son in the afternoon during the summer months. Toward evening groups of children put in an appearance in front of tlie house ; they came from the neighboring village of Schweina." The last daylight hours were passed in the games with these children and all of Fra'bel's time M'hen he was not teaching was taken up with visitors. Consequently he overtaxed his strength with the work of the year and doubt- less shortened his days. But according to the Baroness he was well preserved, for she writes that no one who did not know the fact could believe that his age was sixty-eight. "The youth and freshness of intellect, which was so remarkable in him prevented one from think- ing of his actual age, whose infirmities had not yet appeared." The course of training ended in November and new pupils were immediately received. About this time Dr. Wichard Lange, who after- wards married jVIiddendorf's daughter, came to Marienthal and a long discussion occurred between liim and Fnebel regarding the carry- ing on of the latter's work in the future. Fra4)el maintained that Dr. Lange was the best fitted ])erson living, to take up his work when he should leave it and hand it down to coming generations. But Lange felt that no man could succeed Froebel and that the chief apostles of the kindergarten must thereafter be women, and that he himself, while in hearty sympathy with Froebel and his system, must devote his faculties to teaching in the higher grades. This decision was a great disappointment to Froebel, although in all probabilit}'^ a wise one 50 QUARTER CENTURY EDITION on the part of Lauge, who subsequently did the world and the cause a valuable service by publishing a book on "The Understanding of Friedrich Fra?bel." The winter which followed was a quiet one. On Christmas eve the ])upils decorated Vrce- bel's study, making it look as though the whole forest had moved in. Each member of the family was assigned a separate table covered with gifts and "Fra?bel'8 fatherly words seemed to endow these presents with a higher meaning for us all." On New Year's eve the family was invited to Liebenstein to enjoy private theatricals. Fraulein Levin remained at Marienthal for two years as Frojbel's assistant, and they were married July 9th, I80I. The groom was then at the height of his popularity as an educator, aud success as a kindergarten teacher, being sixty-nine years old. The Baroness thus de- scribes her meeting with him a few days before the wedding : "1 found Froebel at his writing table in liis study. He greeted me with an ex- pression of the profoundest satisfaction. It was clear how truly hajipy and pleased he was made by the new-found home which had already formed a cultivated family circle of young, bright pupils, in quiet undisturbed domesticity. The battle of life lay behind him, he had parted from the world which did not understand him, and whose apj)huise he had never sought. He now found himself in rural surroundings, which he had always desired, and he could give himself up, unmolested 1>y opposition and obstacles, to the further development of his idea and the improvement of the practical mean- ing of it, and could sow the seeds of his doc- trine in the receptive minds of his female pu- pils. He was assisted and well taken care of by her whom he had chosen to be the com- panion of his last days. After a life of labors and cares, trouble aud combat, he could to all appearances, reckon on a beautiful, peaceful evening of life, which would allow him to look with increasing clearness upon the development of his cause and fill up the gaps still existing in it." The wedding was a gay affair, in spite of the advanced age of the groom. On the previous evening the pupils brought their presents, with all kinds of play, songs, original poems and allegorical representations. The rooms were adorned with flowers, and Froebel himself led off in some of the kindergarten plays, all present taking part. The next day the bride and groom stood at a flower-decked altar while Pastor Ruckert, a brother of the poet, united them, taking occasion to speak in deep recognition of Fra?bers blessed work. Middendorf was groomsman and the Baroness bridesmaid. When the ceremony was over we are told that Froebel met the congratulations of his friends with streaming eyes and was as gay and as happy as a child, joining in the dancing until late in the evening, as did Middendorf, re- gardless of their advanced age. As the com- pany disj )ersed he said : ' ' Now we will go to woi'k with new power," and the next morn- ing he met his classes as usual. Fran Fra4)el speaks of her feelings at this time as follows : "I was at rest and hapj^y in my work for him and for the object he had in view. In childlike veneration I had first of all tried to approach him in thought ; and in his ineffalile goodness of heart for the weak Froe- bel had drawn out my trust ; at length there was on both sides a desire to be legally linked by the closest tie. His age did not trouble me at all ; in mine eyes he was the greatest and best of men, and I only marveled how he could con- descend to care for a woman so much beneath his level in every respect. My one anxiety was to make sure that the rather unusual step of marriage at his age would not do harm to his work in the world. The wedding day was truly a high festival of the soul for me. We called together a few friends and in theii- presence and that of our pupils Pastor Ruckert asked a blessing on our union. His words seemed as though they had been spoken out of mine own heart. We did not keep a honey- moon, we were so happy every day of our lives that we did not wish for anything more." The number of pupils was large that sum- mer and a gala daj^ was observed, when the kin- dergarten children assembled from all the neigh- boring villages on the grounds of the castle Altenstein, where Fran Fnebel gave special in- struction to the children of the ducal family. But early in August a blow was dealt the kin- dergarten cause by the Prussian government which ultimately caused the death of its founder. This was an edict prohibiting all public kin- dergartens throughout the country, occasioned by the published utterances of Karl Fra'bel, nephew of Friedrich, which were regarded as PARADISE OF CHILDHOOD. 51 socialistic and even atlieistic. Strenuous efforts were made by Fra>bel and all bis friends to con- vince the minister of state that a mistake had been made in confounding uncle and nephew. But these efforts were unavailing, although P^r(r- bel sent copies to Berlin of every book and pamphlet he had ever written and the Baroness gave Froebel's petition to the king personally. The government was obdurate and the edict was not revoked until 1860. In September a teachers' convention was held in the hall of the Liebenstein Baths, which was largely attended by the friends of Fra-bel. It began on the morning of the 27th, with Dies- terweg in the chair. After he had welcomed the company reports were given of the different kindergartens in the country, in which Froebel and Middendorf joined. In the afternoon Froebel presented a statement regarding his work "with the most peculiar vividness and impressiveness and deepest conviction of its value, which made a universal impression and called out great unanimity of opinion. This statement dealt chiefly with the practical part of the kindergarten system — the early use of the child's powers for manipulation and productive activity." The next morning Counsellor Peter opened the convention as chairman and the statement was thoroughly discussed, the debate pertaining for the most part to the practical ap- plication of Froebel's inethods, without enter- ing into the fundamental idea of the scheme. In the afternoon the company witnessed the plays of the Liebenstein children with much •enthusiasm and frequent applause, much to Fra'bel's delight. The games were also played in the evening, under the lead of Frau Froebel, many of the visitors participating. On the third morning the convention passed a "Dec- laration" of its views concerning Froebel's ideas which was favorable to the kindergarten. It was also proposed by this gathering that Fra^bel should write an essay on his system, publish "A Kindergarten Guide" for teachers, and also establish a new periodical to further the cause. All these things he promised to undertake, but he was not spared to do any of them. Many discussions followed on this the last day of the convention. The Baroness says that a warm and lively sympathy prevailed and that every individual present was intent upon expressing recognition of Fradjel and making him forget the injustice of the government pro- hibition of kindergartens. But according to Frau Fnjebel's Reminiscences he was much dis- appointed in tiie failure of the convention to en- ter into the real spirit of his plans and to adopt measures for their intelligent advancement. She puts it in this way : "Froebel himself was much more mortified by the refusal of an in- vestigation of his work than by the prohibition on the part of the Prussian government." It was about this time tiiat Fr(xd)el exerted himself to have Middendorf leave Keilhau and live at Marienthal, in the hope that they might work together for the rest of their days. But the Keilhau community could not spare him, much to Froebel's regret. Late in the autumn the Baroness left Liebenstein for her winter home in Berlin, having first arranged to live during the next summer in the upper story of the kindergarten building, that she might moi-e closely study the kindergarten children. Re- garding her departure she writes : "The pic- ture of idyllic rural and domestic repose which Marienthal afforded at that time and the pro- tection and care in which I left Froebel, in view of the watchfulness and fidelity of his wife, made the parting easy and free from any pre- sentiments that it would be for the last time." After she reached Berlin Froebel sent her a short statement of his theories which was an expla- nation of symbolism and which is of ten referred to as "Froebel's last words." She speaks of it as a "short and pregnant statement, in spite of its abstract subject, written with great clear- ness." She did not feel justified, however, in publishing it, and now that she is dead there is but little prospect of finding any trace of it. During the winter which followed, owing to the obstacles which stood between him and the carr^'ing out of his plans, Frwbel seriously en- tertained the project of immigrating to this coun- try. His wife had a brother living in Philadel- phia and a scheme for establishing a kinder- garten training school in that cit}^ was sent to him. Years before Froebel had entertained the same idea and even made some arrange- ments to immigrate with a friend who finally came here without him. It is doubtful, how- ever, if Froebel could have made any substan- tial progress with his system if he had lived to set foot in the United States. Of course he might have found an interpreter here who would have advanced his cause, but his own efforts, it is safe to predict, would have been 52 QUARTER CP:NTURY EDITION futile. Tlioiv is no eviclonco tliut he ever [);ii(l iiny attention to the English langiuige and his personal appearance at that time of life would liav(! told lieavily against him in a foreign land. He would have been legarded as an ideal enthusiast, as an intense specimen of the '•'ci'ank," with greater i)Ositiveness here than he was in (lermany. It was better by iar that Fnebel remained at home ; that the Jkironess bi'caiue his biogi'apher and representative in l*]urope and that on Klizabeth Peabody was laid tiie burden and the glory of transplanting the kindei'garten to America. During the wintei' which followed the Hai-on- ess rect'ived occasional letters from Fnebel and his wife exi)ressing great content with llieir suri'oundings. Occasionally mention was made of his being slightly ill and temi)ora,rily sus- pending work, but for the most pail his usual duties were uninterrupted. In a letter to a friend in America, dated May 2, l.S!);"), Fr:ui Friebcl writes as follows I'egarding that time in her life:— ''■Faithful lai»or fortlu' Iriie wt'lfai'c of otlu'i-s is sure to add to our own welfare, toouri)eace of mind. I have exjx'rienced this in my ])a- tcrmd home as well as by the side of my nobler husband. With my mind's eye 1 see him clearly now as he used to put down his pen late in the evening, after a long day passed in teach- ing his disciples and conversing with visitors, and to turn to me with an expression of serenest joy in his countenance and to speak in a clear :uid restful voice words showing that he hud written some educational thesis in order to re- cover his own self, his individual consciousness from within the maze of foivign imi)ressions left behind by the experiences of the day. This wonderful power and love of work the Almighty had bestowed on liim that through it vast nuiUitudes should be blessed. And now I hope and trust that there are great many ac- tively engaged in singleness of puri)ose to con- tinue to erect the edilice of wdiich Fnelnd laid the foundation, the etlilice of the natural edu- cation of man." The idea of observing the seventieth birth- day of Fnebel with a notable celebration origi- nated with Middendorf, who knew that Fnelud regarded his seventieth year as the most ini- poitaut period of life, the time for the com- l)letc survey of one's own as well as of human life in general. At sunrise, on the morning of April 21, 18r)2, Fra'bel was awakened by the festal song of his pupils and he spake to them briefly in recognition of the day. The Baron- ess could not be pi'esent because of sickness, but Midch'udorf told her the full story of the day, and she describes it in detail. To her we are indebted for this picture: "As Froebel stepped out of his chamber into the lecture- room he stood still on the threshold, taken by surprise, admiring, with his eyes beaming with joy, the beautiful decoration of the room, which was adorned with ttowei's in flower-pots, fes- toons and wreaths, and the table richly covered with presents of all kinds. Again the song burst out from the semicircle of scholars di-essed in white holiday g:irments, ornamented with grei'U wreaths, which expi-essed the mean- ing of the oi-namentation and ])ointed to the blessing which would go forth to the w(n'ld of chiUlhood out of Fnjebel's work. Then Madam Fnebel handed out her birthday present and the scholars followed with an orange tree bear- ing Howers and fruit, which Fnebel had often pointed out to them as a syudiol of the united ages f)f man in leaves, buds, flowers and fruit borne at the same time,rei)resenling childhood,, yonth, manhood and old age." Among the presents was a picture of Pes- talozzi, an illustrated Bible and an engraving of Raphael's Madonna, togethei' with tokens from the neighboring kindergai'ten children and those at Keilhau. In the afternoon the chil- dren came from Salzung and Liebenstein to sing him a song and play their games, Avhile at sunset the i)ostman brought a bag of letters "from the Lower Rhine to the IJaltic" testify- ing to the powerful intluence of Fnebel's teach- ings and the honor and esteem in which he was held. In the evening Pastor Ruckert and his family were visitors at Marienthal and the pu- pils acted a dramatic farce, which was followed l)y kindergarten games. Tiien the company sang a song composed for the occasion and a green wreath was placed on Fnebel's head by one of the pupils. Writing about this day Fian Fnebel says: "He was in the best of »piiits, but I noticed that his strength failed him occasionally. He was, nevertheless, the life and soul of our party and until late in the evening he was seen distributing trifles as gifts to fiiends." According to IMiddendorf Frcebel's life im- mediately after the celebration was happier PARADISE OF CHILDHOOD. 53 and more trauquil tlitiu ever before, and lie en- joyed his existence like a child. But very soon a new cause for disturbance arose l)ecause there appeared a nunibei' of letters in the daily pa- ])ers from the contending religious parties of the day with claims fi-om each of tlu^m that he symj)athized with its particular views. His own nnderstanding of Ciu'istianity was far clearer than any opinions held by them uud he could only regard their assertions concern- ing him as false. Therefore he undertook to formulate a statement of his religious views for publication and sent it to the Baroness at Berlin. Jiut his bodily weakness and :igitated mind prevented him from ])utting forth :iii ef- fort worthy of himself, and slu? wi'ote him that it would be i)ett('r not to pi'int tlu; iminuscript and he accordingly re(juested her to return it to him. Shortly after the birthday celebration, (hir- ing Whitsuntide, there was a large gathering of teachers at Gotha and Frtjebel was invited to be present. He and his wife left Marienthal very early in the morning, a carriage drive being nccessai-y Ix'fore taking the trip bv rail. When he entered the hall, in tlu; midst of the exercises, the whole assembly rose to do him honor. At the end of the speech that was in progress when he came in the president gave him a hearty welcome, which was followed by three cheeis from the whole company. Fra^- "bel thanked them in a few simple words and then took up the disc^ussion of the subject in hand, "Jnstruction in tlu; Natural Sciences," and was heard with pi'ofound att(^ntion. After the convention he wms made esi)ecially h{ip[)y in the garden of a friend who lived in (Jotha, whei'(! he examined almost every group of flowers and gratefully acknowledged all the good things which were otTered him. He also visited tiie local kindergarten and ex|)lained the intellectual signilicance of some of his oc- cupations and materiid. In the evening \\v. took \)i\.rt in a iciinion of the fi'i(Muls of his cause, speaking of the im- ])ortance of the kincU^rgarten for women and the duty of teachers to learn to understand it on its own theory, and prepare for its intro- duction into the schools. l>ut llie strain of this effort was too much for him and he urged his wife to leave at an eaily hour. ''During our drive home," she writes, "■the wenthei- being line, he stopi)ed the carriage at the crest of the hill and we got out and walked up the slope of the neighboiing suunuit, 'der Glockli,' as we called it. There we had often spent happy hours together, but I noticed then the dilliculty he, had in walking and unutterable fears filled my mind. Arrived at the top of the hill, lu^ S!ud : 'I should someiiow like my name to be placed hei'c when I am gone.' On our n^turn to Marienthal we found the whole house gar- landed with evergreens by the pupils. Visitors called and Froebel again became animated by their presence, but his strength was ebbing fast." Up to this time there is no evidence that Fr()el)el was ever seriously sick. For seventy years he had been a constant worker, devoting but little time to i-ecreation save as he found it in his daily work with tlu; children, and spar- ing himself no physical exertion or privation which seemed necessary fdr the advancement of the cause. Although never robust, he nuist have possessed a strong constitution, when we consider his recoi'd as a soldier and the long journeys he took on foot, even in the latei- years of life. His last illness began Jiuk; G, and ap- pears to have been caused by a general bi'caking down of the system, resulting doubtless more from long continned overwork and the deferi'ed hope which "maketh the heart sick" than from an acute attack of disease. We are told that when this sickness began he thought he saw in it a crisis which would lead to recover}'. From day to day he retained his repose and cheerfulness and was very grateful for what- evei' was done for him, especiall}' when Howers were l)rought him. For tlu; particulars of this last sickness and the funeral we are indebted to a pamphlet written by Middendorf and pub- lished at Liebenstein that same year. To those who stood by the bedside of the dying man it was evident that "the highest peace, the most cheerful resignation were expressed not only in his words Imtin his face. The former anxious care to b(^ active in his life-task resolved itself into trust in Providence and his s|)ii-it looked joyfully in advance for the fulfillment of his life's idea." This is the testimony of the physician who attended Frcebel, as related to the Baroness a few weeks later: "I have seen many men die, but never anyone who looked into the face of death so cheerfully and so calmly as P^'a'bel. One day he asked me what I thouglit of his con- 54 QUARTER CENTURY EDITION dition and wlu'ther he could live a little longer. 1 tliought I ought to si)eak the real truth and was able to do so to him. 1 advised him not to postpone his last directions, since the failing of his powers left slight hope of recovery. He took my words with the greatest calmness and 1 did not notice the least change in his coun- tenance, When J went to him on the follow- ing noon they told me tiiat he had added some directions to his will tiiat morning. At the door of his chamber I heard a low singing, like the ciiirping of the birds Avhich wei-e singing out of doors, and when! entered J found Froebel sit- ting up in the bed, which was pushed up to the open window, looking with glorified joy on the landscape before him and singing softly to him- self. To my remark, *■ Yon a[)pear to be better and mor(! ciieerfnl,' he replied, 'Why should I not? 1 enjoy beautiful nature even in my last moments.' I never found him, on my visits, imi)atient, complaining or even discontented." On the Sunday before his death a favorite child brought him flowers and he received her with great delight. With dilliculty he reached out his hand and drew her hand to his lips. In his last hours he asked for flowers and said, "Take care of my llowers and sj)are my weeds ; J have learned nnicii from them." He wanted the windows open frecjuently and often re- peated the words, "Pure, vigorous nature." To Barop who had come from Keilhau to be with him, he said, "Remain true to God." And then he asked them to read the letter written by his godfather when he was baptized and which contained the confession of Christian faith. During the reading he often exclaimed, "^ly credentials ! My credentials, Haiop I" lie called it his letter of credit for heaven and re- peated again and again the words used in the letter, "■Tiie Sa,viour shall henceforth hold im- mediate counnunion with him in justice, grace and mercy." He said that he had labored to make Christianity a reality and he repeated many times with great emphasis that he was "A Christian man." At inidnight, .Iunc21, 18r)2, the final moment api)roaclied. He was in a sitting posture and his eyes were pailially open. Middendorf says that his last words were, "God, Father, Son and Holy (ihost." His breathing continued to grow shorter and "at half-past six in the morn- ing he drew two long breaths and all Avas still." To those who were standing about him his de- partuH! seemed like the death of a beloved child. At the burial service the bier was adorned with flowers and a crow^i of laurel, made by his wife and pui)ils, and stood in the spot lately occui)ied b}' his l)ed. After all present had gathered about the body to look for the last time on that beloved countenance from which all trace of pain hud been effaced the casket was carried through his study and then through the sitting-room and i)laced in the wide vesti- bule, to b(^ sti'cwn withwi-eaths and flowers by nuiny children, all of whom, even the smallest, tried to show their gratitude for him once moie. The mourning company included nu- merous friends from a distance, Avitii not a a few whom he had helped. The teacheis sang a funei-al hymn and then the processitjn started for the cluu'chyard at Schweina. A heavy shower fell on the way and the people were compelled to stand under shelter for a long time, which led the clergyman to remark, "Even his last journey is through storm and tempest." As the funeral train moved on the bells of the village church began to toll and at the cemetery the teachers took the bier on theii- shoulders, to carry it to the gi'ave. Although the rain still continued a large part of the community, young and old, had g:Uh- ered to honor him. The hymn, "Jerusali'm, thou lofty city" was sung and then Pastor Ruckert began his remarks, just as the rain stopi)ed. When he had finished the teachers sang, "Rest softly" and the casket was low- ered into the grave, which had been lined with (lowers. Then Middendorf made a short ad- dress, after which a song which he had written, beginning "Rise again, thou shall rise again," was sung. As the pastor threw a handful of earth into the grave he said, "May (iod grant to each of us such an end as that of this just man." Then the scholars threw flowers upon flowers into the grave, one of them snatching the bouquet from her breast to throw in, and Middendorf cast in the manuscript of his song. Concei'ning the surroundings of the grave, Middendorf Avi'ote as follows : "The newly laid out churchyard, situated outside the viliiige upon an eminence, has a singularh' l)i'autiful location. The town lies half-concealed in ver- dure, at the foot of the tower which rises up alone, like a finger-post pointing to heaven ; the whole glorious country lies spread out be- fore the eye like a living picture. At the left PARADISE OF CHILDHOOD. 55 Altensteiu, -with the summer dwellings of the diieal fumily stretches out its high hand with noble grace, showing by its act that it truly rev- erences tiie cross which is erected in memory of Bonifacius, the earliest promulgator of Christi- anity here. Directly in front stands the old castle of Liebenstein whose name has a good sound near and far for its healing springs ; and on the right, shaded with lofty poplars and sur- rounded by green meadows and waving lields of grain, with the murmur of clear wateis stream- ing from the rock of Altenstein, the quiet, love- ly Marienthal, the seat of peace, of untiring work for the worthiness and tiie unity of life, consecrated by him who has now come to this spot for undisturbed peace and harmony." Thus died Friedrich Froebel. But although more than forty summers have passed over his grave at Schwxnua we cannot admit that Froe- bel is dead, but must rather remember that he said in the course of his last sickness, "I am not going away, I shall hover around in the midst of you." How true was this prophecy ! Who of us would care to deny that his loving spirit is with us to-day and with the little chil- dren who gather about us in the kindergarten circle for the morning talk, or nestle in our arms at the home fireside when the shadows of th(! night rest upon us, andjilead for "one more story" before it is time to say the evening prayei-? Has there ever been a time when he w^as more truly alive than at the present hour ? The world is just beginning to reap the first fruits of his life and la])ors. The fame which belongs to him to-day is but a faint rushlight compared with the beacon which will shine out in the future when generations yet unborn shall rise up and call him blessed. 1852-1895-SINCE FROEBEL'S DEATH. It seems fitting to close this sketch of the founder of the kindergarten with a brief review of what has been done to advance his ideas since the time of his death. The sickness of the Baroness and domestic matters kei)t her in Berlin later than usual in the summer of 1H52, and the notice of the loss of her friend did not reach her in time for the funeral. She arrived at Liebenstein July 2, and the lirst question she asked on meeting Middendorf was, "What will now become of the cause?" His answer w^as, "We will work with all our powers ; truth is not lost." This watchword became their motto for the rest of their lives. The instruction of the training class continued at Marienthal through that summer, Middendorf giving all his time to teaching the kindergarten theory and Fi"au Fra-- bel undeitaking tlie work of teaching the occu- pations. Of her the Bnroness writes: "Al- though deeply afflicted by the sad, irreparable loss of her husband after only one year's married life, she fulfilled the task, now become so much more dillicult, with the greatest conscientious- ness, iirmly resolved todevote her whole strength to it in order to presei-ve and promote the work already ])egun. At the same time she remained an affectionate, motherly friend and guardian of the pupils." The season was a quiet one for the kinder- garten community and they mingled but little with tiie summer visitors. The class was con- tinued at Marienthal thi'ough the autumn, but early in IHoS IMiddendorf and Frau Fro-bel re- moved their work to Keilhau, The former came by invitation to Liebenstein in May to represent the kindergarten movement at the general con- vention of German teacliers and the Baroness also gave a demonstiation in connection with a similar gathering held at Cera. She went to Keilhau in -July to see liow the work was pro- gressing and gives a glowing account in the closing pages of the "Reminiscences" of the community as it appeared at tluit time, using these words : N"But now one saw, instead of Frcebel's little farmhouse where he and his pu- pils had to struggle at first with the greatest l)rivations, several stately buildings which in- closed a large courtyard, surrounded by the steei) mountains and beautiful woods of the rather narrow valley. There were beautiful spacious apartments and schoolrooms, and a large hall in the main building. Exemplary order and care for the bodily and mental needs of the pupils was evident. The watchful guid- ance, the sharp practical oversight and the somewhat strict discipline, but at the same time loving care of the director, Barop, were every- wdiere apparent." The Baroness spent some weeks in the neigh- borhood and occasionally took Middendorf 's 56 QUARTER CENTURY EDITION place as iustructor in the training class, be- cause he showed increasing signs of failing health. 8he returned to Berlin in the autumn and soon received -news of his death, whieli occurred from brain troubles, November 2G, 1853, without previous sickness, at the age of sixty. The loss of Middendorf compelled Fran Froebel to leave Keilhau and she accepted an invitation to take charge of a training class in a l^resden school. This arrangement wns but temporary, and in 1854 she went to Hamburg to accept the directorship of the free public kin- dergarten, and for many years was at the head of a training class which has furnished (ier- many and other countries with kindergartuers. In "Frwbel Letters" we have this pen pic- ture of Frau Frffibel, as she appeared while visiting a German kindergarten in 1871 : '•! w\as charmed with her sti'iking ap])earance. Her figure was tall, erect, and remarkably well- proportioned. Her carriage and movements were elastic and graceful. Her face had an expression of freshness, 1 would have said of youtlifulness, but for the grayish tint of the hair, indicating her advanced age, and forming a striking frame for a countenance beaming with a charming vivacity, producing a convic- tion that her soul had pei'served a youtlifulness much greater than her gray hair seemed to in- dicate for her body. Her beautiful lilue eyes bespoke an nnnsual development of loving kind- ness. At her request the games and occuiia tions and the musical exercises were gone through with in the nsnal waj'. She went to and fro, observing everything and every now and then actively interfering or directing with the hand and word of a thorough master. She w^as gi-eatly i)leased with the questions and re- marks, and her winning w'aysi^roved as poAver- ful an attraction for the little folks as for the grown up peo])le." In writing about Frau Fra^bel at a later period one of her pupils says : "It was indeed a pleasure to see her walking through her kin- dergarten department in the morning. This stately, erect ligure, this noble bearing, this kind smile on her lips, all these qualities com- bined inspired us wdio Avere her students with the greatest respect and devotion for her. She reproached and blamed us very little ; in fact, she was very silent and thoughtful, but she observed everything, and the expression of her face was enough to both teach and direct us. I remember that one morniug I had a little talk with lier about hei' kindergarten, and when I told her how charmed I was to see her still in her old age so loving and child-like, her own words to me were : 'I am old, but m}' heai't will ever remain young.' She was particularly fond of teaching us the 'Mother and Cossett Songs,' in her training class, and liked to mention many happy hours which she had spent with Fro-bel. ^^'hen she resigned from her work no other town l)nt Hamburg offered her a home to rest, and she has always been loyal to that city. In sunnner it has been her habit to travel to those l)laces in Thui'ingen, where she spent so many delightful months in eager work with Fnx'bel for the welfare of the young." In the later years of her life Frau Frcebel enjoys a serene old age, receiving an allowance large enough to satisfy all her legitimate de- sires, with something left to give to the numer- ous charities and needy kindergarten institutes with which her active life of benevolence has brouglit her in contact. In writing about her in September, 1895, A. H. Heinmann, editor of "Froebel Letters" says : — "I could select hundj'cds from the i)ile of letters written by Frau Froebel to her friend at Chicago, all of which prove that her mind is as sound and clear as it ever was. At her age, eighty years and live months, her strength is failing, which is perfectly natural. Her letters prove that she is still the same clear-headed and public spirited disciple of Friedrich Froe- l)el that she was when her husband died forty- three years ago." The Baroness lived to be nearly eighty and died at Dresden, January 9, 1893. She was born at Burnswick, March 15, 1816, her father being president of the ducal chamber in the duchy of Burnswick and her mother the Count- ess von AVartenslehen, of the Mark of Bran- denburg. She was married while- yet in her teens to Baron Von Marenholtz, a member of the privj' council and later court marshal of Hanover. She had one son and during the twenty years of his life she devoted herself to his education and the care of the children of her husband by a former marriage. Possessed of excellent advantages in her youth, she was al- ways a student of the best methods of educa- tion, and at the time of her first meeting with Froebel her mind was well prepared for the re- ception and adoption of the kindergarten gos- TOMBSTONE AT SCHWEINA. PARADISE OF CHILDHOOD. 57 pel. As we have already seen, she began at once to proclaim that gospel from the pul)lic platform and by using her pen and the printing press, while Froebel yet lived. In 1854 she went to England to establish the kindergarten sj'stem there and published a l)amphlet on ''Infant Gardens," in P^uglish. A little later we hear of her performing a similar service in France, for in 1857 A. Guyard, a French author, wrote her from Paris as follows : "The more I listen to you in regard to Froebel's method, the more my interest increases, and the deeper grows my conviction that by this means a basis is laid for a new way to educate humanity. He is great, perhaps the greatest philosopher of our time, and has found in you what all philosophers need, that is, a woman who understands him, who clothes him with flesh and l)lood and makes him alive." In 1858 the Baroness was urged by Abbe Mu-aud, a learned Italian author, to travel through Italy for the advancement of kindergarten education and in 1871 the minister of public instruction invited her to come to Florence to found a school for the instruction of teachers. Notwithstanding her work in foreign lands, the service which the Baroness rendered the world was mostly performed in her native Ger- many. In 1861 she was instrumental in start- ing a journal called "The Education of the Fu- ture," edited by Dr. Carl Schmidt, in which she published the essays on "The Child and Child Nature" which have since been revised and issued in a book by that name. The trans- lation of her "Reminiscences of Friedrich Froe- bel" by Mrs. Horace Mann first appeared in this country in 1877. An American kinder- gartner who visited the Baroness in 1869 says that on a certain occasion when the represen- tative educators of several nationalities were dining together she conversed with each and all of them with equal ease and freedom in their own language. The account adds : "Her man- ners were unaffected, simple yet gracious, and her thoughtful attention toward her guests won their personal admiration, while her animation and earnestness aroused the interest of all. Wherever the world will hear of P'riedrich Frte- bel's discovery of the kindergarten philosophy, the name of Bertha Von Marenholtz-Bulow will arouse an equal amount of love and reverence in the hearts of those who love humanity and to whom the well being of childhood is dear. Her quick intuitive interpretation of the hidden meaning of his words made her work and in- structions of the greatest value to the world." Another American kindergartner who visited the Baroness ten years later, in 1879, writes : "The value of her work for the kindergarten can never be estimated ; her heart and her house were always open to those who were in search for more knowledge in regard to Fra^bel and the kindergarten. Intellectually she seemed to grasp the length and breadth of his science of development, and she was devoted to the idea that to her was the highest. She cherished many things that Frffibel had made with his knife while developing his gifts. The tablets of the Seventh Gift were his latest work and much experimented upon ; and these experi- mented tablets she kept and showed with deep interest. Intellectually we can hardly realize how we could have had the kindergarten as at present, without the very help which the Baron- ess Marenholtz-Bulow gave, and the value of her work will be more appreciated as the years go on." The one connecting link between the present and the past, so far as active service in the Ger- man kindergarten field is concerned, is Frau Henrietta Schrader, who is still at the head of the Pestalozzi-Froebel house in Berlin. She is a grand-niece of Froebel, studied with him and helped him carry on his work in Dresden and other places. She also was associated with the Baroness in Berlin and has been identified with the cause in that cit}' for more than a genera- tion. She married a railroad magnate, a man of high social and educational standing, and they are still leaders in society, in spite of their advanced age. Frau Schrader has in her ])os- session many manuscript papers of Froebel, which have never yet been published, a part of them ha\ing been given her by Frau Froebel. Some of them are illustrated with pencil sketches. She speaks and writes English with ease. Regarding the German kindergartens of the present day about all that needs to be said here is that they are found in all the large cities, with occasionally one in the smaller places. The leaders there say that they are still hampered in their work by the government regulations and for that reason the hope for the best develop- ment of the kindergarten rests with this country, just as it did iu Froebel's mind. An American 58 QUARTER CENTURY EDITION training teacher sums up the differences be- tween the two countries as follows, in a recently published article : — "And now I anticipate the question gener- ally asked, how does the work in Germany com- pare with the American work? It seems tome the two can hardly be compared, because of the difference in environments and aim. In the work with the children we have much to learn from each other. If we could give them a lit- tle of the sunshine which emanates from light walls with their pictures, from the snowy wdiite apron, which is so prominent a feature iu the American kindergarten, if we could enclose them with the lightness of our singing, the grace and alertness of our motions, the realY)lay-spirit of our games, if we could give them some of the sentiment, (of which we could spare a goodly amount,) and have breathed upon us iu I'eturn their whole-souled interest, their practical com- mon sense, their devotion in meeting all the needs of the child, we should both come nearer the ideal. There is still less ground for comparison when we consider the training classes. Our requirements for admission to the training class are much greater than theirs, our standard higher. Many of the girls received there with- out detriment to the class as a whole, would be a most dangerous element in an American train- ing class, because of that sense of 'free and equal' in our atmosphere which would lead them to expect positions for which they w^ere unlltted. Here special classes with special aims are needed and I hope the day is not far distant when our college and kindergarten settlements may open their doors to these girls of iifteen or sixteen years wdiose advantages have been few, and give them a special training Avhich shall fit them to go out as children's nurses, in place of the ignorant women so generally em- ployed to-day, who are not only ignorant of every law of child nature, of any need beyond those of food and clothing, but also of the Eng- lish language." Considerable has been done by his fellow countr^nnen to honor the memory of Era'bel. On the hundreth anniversary of his birth, April 21, 1882, the monument which stands over the grave at Schweina was dedicated. It is a modi- fication of the design originally suggested by Middendorf of the cube, cylinder and spheie, with ornamental additions and a medallion of Fra?bel. On it is inscribed the motto, "Come let us live with our children," with the dates of the birth and death and the statement that this monument has been erected as an expres- sion of thankfulness for the great friend of childhood and mankind. It is surrounded by an iron fence, and mounted on a substantial stone base. There is also another monument in the grove near Marienthal, which follows Midden- doi'f's design more strictly and bears the same motto and dates, and a third one at Blaken- burg, placed there by contributors from dif- ferent parts of the world. Aside from the institute atKeilhau, presided over liy the younger Barop, the most elaborate memorial of Fra4»el's life and work is the tower located on the hill at Oberweisbach, overlook- ing the birthhouse, on the spot where it is said he was wont to linger to watch the setting of the sun. Itisof limestone, about one hundred and twenty feet high, and was built in 1889 by the Thuringia Verein, at a cost of thirty thou- sand marks or about seven thousand dollars. There are tablets on the house at Oberweisbach and at Blankeuburg and there is a kindergarten maintained in a building attached to the ]iar- sonage property at the former place. The house is still occupied by the village pastor, as it was in Frwbel's day. He is president of the local society, and in a letter written to an American counsul living in that vicinity, a few months since, he says : "We would be grateful if you would kindly tell your trans-Atlantic constitu- ents that now, here in Oberweisbach, the room where Fradjel was born is identified and is willingly shown at any time, together with sun- dry Fra'bel relics." And yet travelers who have gone over that whole section on foot tell us that there ore not a few people living within ten miles of thrt village who have never heard of Friedrlcb FroBbel. The prescribed, limits of this book will not allow us to devote much space to recounting the progress of the kindergarten in Euro[)ean countries outside of Germany. We are told that the kindei'garten system was introduced into England in 1854 by Miss Pnetorius, who opened a kindergarten at Fitzroy Square, London, and that about the same time Madam Konge began her work at ]Manchester, which subsequently resulted in the formation of the Manchester Kindergarten Association. That same year„ as has been, previously mentioned. PARADISE OF CHILDHOOD. 5^ the Baroness made a lecturing tour to England in behalf of the cause. Five years later Frau- lein Eleanor Herrwart, a pupil of Frau Fro?bel and Middendorf , and the Baroness Adele Von Partugall, pupil of Baroness B.Von Marenholtz- Bulow and Frau Schrader, both came to Man- chester and were given positions in different kindergartens. In 1866 Fraulein Herrwart went to Dul)lin to found a kindergarten of her own. In 1874 Eniilie Michaelis went to England to promote the kindergarten, lecturing before the schoolboard teachers at Croydon. The follow- ing year she founded the Croydon kindergar- ten. It was in 1875 that the Frcebel Society of London was organized, Miss Dorech being the first president, with which many prominent English kindergartners have been connected. In 1879 the London society founded the Loudon Kindergarten Training College, which was ms-'ntained till 1883. In ^880 Frau Mich- aelis became head mistress of the work under- taken by the Croyden Kindergarten Company, and a similar organization was formed at Bed- ford in 1883, with Miss Sims as chief kinder- gartner. That same year Fraulein Herrwart went to Blankenburg to o})en a memorial kin- dergarten, with funds raised for that purpose in London. In 18S4 an education conference was held in connection with the Industrial Ex- hibition at South Kensington, the section de- voted to Infant Education being largely taken up with discussions regarding Froebel's prin- ciples, representatives from other nations join- ing in the debate. At this time the British and Foreign Society organized a complete ex- hibition of work and material, all the leading kindergartners in London being contributors. In this connection most of them gave lessons to classes of children to show the practical ap- plication of the kindergarten methods. In these latter days the cause has advanced in England, and there are some kindergartens supported at the public expense. Fraulein Herr- wart, although her home is at Eisenach, Ger- many, has direction of all the examinations in the public kindergartens, visiting England for two sunnner months of each year for that pur- pose. Frau Michaelis is principal of the new Frffibel Educational Institute at West Kensing- ton. The English kindergarten periodical, a monthly magazine, is called "Hand and Eye," being edited by G. Brocklehnrst, and is pub- lished in London by O. Newman & Co. At a meeting held in London, June 5, 1895, M. H. C. Bowen. author of a book entitled "Froebel and Education Through Self -activi- ty" made an address in which he said that the people who are interested in the kindergarten have been working many years to get Fra?be- lian methods rightly understood, and, if possi- ble, adopted in England. He closed his re- marks as follows : — "We are to have a Training College, which we hope will be of value not only to those who mean to be professional teachers, but also to those who need to know more about children than they do — I mean parents — to whom the Institute will be useful both directly and in- dii'ectly. Yv^e hope that it will give an oppor- tunity to those who have the charge of little children to learn how to develop and train their powers. There is nothing so pathetic, I think, as a young mother, who because she loves her child very dearly, thinks that this love alone will suffice as a guide to action. Something more is wanted, some knowledge, some little expe- rience ; and that, we hope, may be gained in our Training College. Those who go there will not necessarily be those w^ho intend to become teachers, but those who have to do with chil- dren in any Avay whatever. In fact, we desire to help the public as a whole ; and we think one of the best ways of doing so is to show them how best to deal with little children." A conference of the Froebel Society of Great Britain and Ireland was held at the College of Perceptors, Bloomsburg Square, London, September 12, 1895, when Frau Michaelis read a paper on "The Kindergarten Occupa- tions in Their Relation to IManual AVork." Passing beyond Gei'many and England we find the kindergarten in almost every quarter. Speaking of the spread of the kindergarten movement throughout the world, a wTiter in the "Pratt Institute Monthly" for November, 1895, says : — "If Fra?bel were to come back to us to-day he would be astonished to see the growth of the idea that found birth in the little cottage at Blankenburg in the Thuringian Forest in Germany. That little spark of divine fire has spread over all the world, and to-day the word kindergarten is familiar in almost every coun- try in the world. When not recognized by the government of a countrj' kindergartens have often been introduced through Christian 60 QUARTER CENTURY EDITION missions. Missionaries find the kindergarten most helpful in i-eaching the children and through them the homes of those whom the}' wish to l:)enefit. In a letter from China we are told that Froebel's method must be valuable, as it is so entirely the opposite of the artificial methods of the Chinese. In Japan, in India, in the Sandwich Islands, in Austria, in Tur- key, in Russia, France, Switzerland, Norway and Sweden, has the kindergarten found a home. In Ital}', England and Belgium it is recognized by the government, and in the lat- ter country is a part of the school system." Coming now to the rise and progress of the kindergarten in America we must confiue our- selves to narrow limits, although there is much that it would be a pleasant task to write. ''If without the Baroness Marenholtz-Bulow, Fr half and 12 quarter cubes. 6. Large cube, consisting of 18 whole ob- longs with 3 divided lengthwise and 6 divided breadthwise. 7. Quadrangular, and various triangular tablets for laying figures. 8. Sticks or wands for laying figures. 9. AVhole and half wire rings for laying figures. 10. Material for di'awing. 11. Material for perforating. 12. Material for embroidering. 13. Material for paper cutting and combin- ing the parts into symmetrical figures. 14. Material for weaving or braiding. 15. Slats for interlacing. 16. Slats Avith 4, 6, 8 and IG links. 17. Paper strips for lacing. IS. Material for paper folding. 19. Material for peas Avork. 20. Material for modeling. The list begins with the ball., an object, com- prising in itself, in the simplest manner, the general qualities of all things. As the starting point of form — the spherical — it giA'es the first impression of form, and being the most easily moA'ed of all forms, is symbolical of life. It becomes the first knoAvn object, Avith which all other objects for the child's play are brought into relation. Beside teaching form, the balls are also intended to teach color, hence their number of six, representing three primary and three secondary colors. The principle of com- bining, uniting, or bringing into the relation of opposite^., Avhich is a gOA^erning laAv through- out all occupations in the Kindergarten, is ap- plied here to discriminating primary and sec- ondary colors, the lattei* being produced by a combination of two of the former.* For the purpose of acquiring clear and dis- tinct, correct idea of things around us, it is indispensably necessary to become acquainted with them in all respects and relations. The balls are made the object of a great variety of plays or occupations, to make the child be- come Avell acquainted Avith its uses, and to *The old Brewster theory of color here stated is AA^hoUy at variance Avith the modern ideas on th.^*; subject Avhich are elsewhere outUned in this book. PARADISE OF CHILDHOOD. 71 enable him to handle it gracefully. Then, for the purpose of comparison, the second Gift is introduced, consisting of sphere, cube and cyl- inder. We can here, certainly not yet speak of a rational comparison on the part of the young child, but simply of an immediate, sen- sual perception or observation of the similari- ties and differences existing in the things pre- sented. The child will find by looking at the three new objects exhibited to him that the sphere is just like the ball, except in its ma- terial. The first impression, that of roundness, made upon the child by the many colored, soft balls, finds here its further development by the fact that this quality is found in this wooden ball, or the sphere, as he maj' be led to name it, learning a new word. To facilitate the pro- cess of comparison, the objects to be compared should first be as different as possible, 02)2)0- sites in a certain sense. The opposition be- tween sphere and cube relates to their form. Together with the oppositional, or difference in objects, their similarity should in the mean- time be made prominent, for comparison de- mands to detect equality and similaiity of things as well as their distinction by inequal- ity and dissimilarity. The cylinder introduced as the mediatory between the opposites in form, given here, is the simplest and immediately suggested mediative form, because it combines the qualities of both cube and sphere in itself. These three ichole bodies, introduced as fun- damental or normal forms or shapes, in which all qualities of whole bodies in general are demonstrated, and which serve to convey the idea of an impression of the tvhole, are fol- lowed by the introduction of variously divided solid bodies. Without a division of the whole, observation and recognition, i. e., knowledge of it, is next to impossible. The rational in- vestigation, the dissecting and dividing by the mind, in short, the analysis should be preceded by a like process in real objects, if the mind is calculated to reflect upon nature. Division performed at random, however, can never give clear ideas of the whole or its parts, but a regular division, in accordance with certain laws, is always needed. Nature gives us also here the best instruction. She performs all her divisions according to mathematical laws. The orders in the vegetable kingdom are distinguished according to form and number of parts. Frcx'bel here, also, borrowed from nature a guide Avhich led him in svstematizing the means of development of the young mind in the Kindergarten. As the first divided body, a large cube is in- troduced, consisting of eight small cubes of the same size each, as its parts. The large cube is di^'ided once in each direction of space, lengthwise, breadthwise and heightwise. The form of the pai-ts is here like the form of the whole, and only their relation as to volume is different. In shape, alike, they differ in size, which fact becomes more apparent by a variety of combinations of a different number of the parts. Thus the relation of number is here iiltroduced to the observation of the child, to- gether with that of form and magnitude. A clear and distinct idea of these relations could hardly be attained unless presented in this manner. In the following Gift, diversity of form in the whole and its parts, is made ap- parent, preceding the introduction of the rela- tions of the plane. The logical connection with the preceding Gifts consists in the same form of the whole, the cube, and the same man- ner of division ; the 5th and 6th being divided twice, whereas the 3rd and 4th were divided only once in all directions of space. The va- riety of forms gained, by this division of the cube, gives the widest scope to the invention and production of combined forms, without ever leading to an indefinite, unlimited, unre- sti'ained activity. The logical combination of parts to a whole, which is required in using these blocks, renders it a preparatory occupa- tion for succeeding combinations of thought, for, also the construction of parts into a whole follows certain laws, thereby forming a serial connection, which, in nature, is represented by the membering or linking of all organisms. As nature, in the organic world, begins to form by agglomeration, so the child in its first occu- pations commences with mere accumulation of parts. Order, however, is requisite to lead to the beautiful in the \'isible world, as logic is indispensable in the world of thought for the formation of clear ideas ; and Frffibel's law to link opposites, affords the simplest and most reliable guide to this end. YoY example, in the building occupation this law is applied in relation to the joining of blocks according to their form, or the different posi- tion of the parts in relation to a common cen- ter. If I join sides and sides, or edges and edges of the blocks, I have formed op2)osites ; side and edge or edge and side joined, are considered 7' oiiAiri^cii ciwrijuv iodtimon :iH links or mcdiiil ion. Tlnis hclovv Mini iibovc MIC o|»|>osilcH in icinlion to vvliicli llic ri^lil Mml icfl, Hide of \'(>vu\ or (ioiir(! Itiiilt, Hcrvc ms MicdlMlivc piirtH. ('Mrryin;:,' oiil, lliin piinciplc, \vn liM\'(^ cHlMhliHlicd a. moHl, iidinirMhlc? order, by whicli even llic youii<2,'cs1. |>"l»il, rr('(|n('n(ly nnknovviii^ly, prodiiccM \\\v moHt cliMrniin'j; wi^- idnr I'oiniH Mnd li' tlic o{.||ii of looic, iniplautcd iti lh(^ iiiiiid of every liuinan iiciii^', created in the iiiia|»(^ of his ( iod. A condition of indisputable importance! for the ac(|iiisition of knowledge of t,liiii child has been guided in a logical iiiaiiiier from the snild hnth/ Ihroiigii its dlrl- sloiis and throiigli the embodied plaiu>, line and point, in iiiatler and by matli'r, to the borders of Ihe abstract, without going ove-r into abstrac- tion, which is a lati'r process, to be postponed to the school that succi'cds to the Kindergar- ten. To reduce or 'dead Ixic//' mathematical PARADISE OF CHILDHOOD. 73 perception (abstract thinkinii) to a])pearances in the material world, no more appi'opriate means and method could have been devised. All absti'actions are drawn — abfitracted accord- ing" to the oi-i<>innl nictuiing of the word — frcmi manifestations of the visible world. Altlioiiody, the most im- portant means of acquiring knowledge dui'ing the first years of a child's life, during the state of its rational unconsciousness, is now entirely changed to a looking at objects presented to its obsei'vation ; and the image of the body, so to say, takes the place of the body itself. Drawing with pencil is of such paramount im- portance because the child is enabled by it to rej)roduce (juickly and easily the images im- parted to its mind ]»y their own visible repi-e- sentation, whereby they become truly objective and are only then fully understood. Instruc- tion in writing should never precede instruc- tion in drawing. In the develo]mient of the human lace, the body unmistakably piecedes its image or re[> resentation, as the drawn image preceded the written sign or letter. In the incipient stages of civilization, these signs for things were images, as we see in all hieroglyphic inscrip- tions. Our modern letters occupy the highest step in the scale of the language of signs (wliicji we should not foi'get). FnjL'bel's method of instiuction in drawing is as ingenious as it is sim[)le. The same course as puisued in the study of things, according to their form, size and number, and mathematical proportions is also here adhered to. The va- rious forms which have previously occupied the child in their existence as bodies, a[)pear here in drawn pictures, and are nuiltiplied ad infinitum. The progression from the simplest rudiment to the more complicated, the great multiplicity of series^ determined by the vari- ous directions of the lines and the geometi'ic fundamental foi-ms, the logical progression fi-om the sti'aight to the curved lines, render drawing — not considering here its immediate artistic significance — one of the most eflicient means for disciplining the mind of the young pu[)il. It is the first step for the child to a future careful observation of the general con- nection of things from the smallest to the largest, as pai'ts as well as wholes. In the following occupations, the matei'ial of which is a more refined one, color is introduced in connection with multiplication of form, and the products of the children's work are con- stantly approaching real artistic creations. In the braiding or trearing the thought of nvmber is predominating Ijecause the ojjposites of odd and even are cond)ined by alternately employ- ing both. In the jxiper-fo/diiig, opjjosites are formed by the oi»positional directions of the lines, (horizontal or i)erpendicular) originating in the folding of the paper, and these oi)po- sites are connected by the mediative oblique line. In like manner this law is applied to angles, acute and obtuse as opposites, the right angle serving as a mediatory. This is repeated in the occupation of ^K^r/ora//)/fy and embroidering. The cvtting of pa per ^ also, es- pecially afY'ords a perfect view of all tlie mathe- matical elements for the purpose; of plastic rep- I'csentation. Thus we find everywhere the same logical chain of perception, and subsequent represen- tation and experimental knowledge resulting from both, and thus all parts and sections of this system of occui)ation are logically united with one another, serving the child's mind as a 74 QUARTER CENTURY EDITION ftiithful rertector of its own internal develop- ment at each and eveiy step. And well may the matnred mind, developed aeeording' to these principles, in I'ntni'e days retrace with facility its conceivin<»' und thinking to the clear and sharply defined, as it were, typical images of this reflector, as their very origin, for such ex- periences surely can never be effaced. It has been charged by those who have only a superlicial knowledge of Fro'bel's educational system, that by it the faculties of the young mind ai'e too soon awakened, Avhich should not be taxed at so early an age. To this ac- cusation we invite the most careful investiga- tion, the result of which, we doubt not, will be a conviction that just the opposite is the case. Manual occupation, performed in connection with all means of occu])atiou in the Kindergai'- ten, continual re})resentation of objects, plas- tic formation and production, ai'e all attractive to the nature of the child and touch the springs of spontaut'ity in its very core. All observa- tions which appeal to the understanding and {prepare mathematical conceptions occur, as it were, as accessories only, and to such an extent as the child's desire calls for them. Nothing is ever forced upon the pupil's mind. It can- not even be said that teaching is prominent, but rather practical occupation, individually- intcncb'd ))i-oducti()n, on the part of the chil- dren ; which give rise to most of the remarks required to be made on the i)art of the Kinder- gartner. The element of working, which every child's nature craves is predominating. Ac- tivity of the hand is the fundamental condition of all development in the child, as it is also the fundamental condition for the ac(]uisition of kiioicledfje, and the subjection of matter. Mechanical ability, technical dexterity, educa- tion of all human senses recjuiie mider all cir- cumstances manual occu])ation. However, if this side of Fi'O'bel's educational system is mentioned, another class of opponents is ready to object, that the child should not begin with work, but that lirst its mind should be devel- oped. We understand these various objections to mean that the child's i)owers should not be employed in mechanical occupation exclusive- ly, nor be entirely deprived of it, but that a, harmonious development of body and mind should be the task of education. 'I'his is in perfect accordance with Frcvbel's jjrinciples, which, if carried out rightly, will accomplish this in the fullest meaning of the word. No occupation in the Kindergarten is merely me- chanical, it is one of the most important rules that the mere mechanical, as cont)'ary to the child's nature, should studiously be avoided. Nothing is i)laiuer to the careful observer of the child's nature than the desire of the little mind to observe and imbibe all its siuToundings with all its senses simrdtaneously . It wishes to see, to hear, to feel, all beautiful, joyful, and pleasant things, and then strives to reproduce them as,/ar as its limited faculties Avill admit. To receive and give back, is life, life in all its directions, with all its powers. This is what the child desires, what it should be led to ac- complish with a view to its own development. p]yes and ears seek the beautiful, the sense of taste and smell enjoy the agreeable, and the impression which this beautiful and agreeable make upon the child's mind calls forth in the child's innermost soul, the desire, nay, the ne- cessity of production, repi-esentation, or forma- tion. If we should neglect i)rovi(ling the means to gratify such desire, a full development of the heai't of the individual, a higher taste for the ideal in it, never could be the result. We believe that this desire cannot be assisted more perfectly and appropriately than by accom- plishment in form, color, and tono, each ex- l)ressing and representing in its OAvn manner, the feeling of the beautiful and agi'eeal)le. The earlier such accomplishment is begun, the more perfectly the heart or a'sthetic sentiment in man will be developed, the more surely a foundation for the moral development of the individual be laid. Aptness in formation and production conditions the development of the hand, sinudtaneously with the development of the senses. It conditions, also, knowledge and subjection of matter and the proper material for the yet weak and unskilled hand of chil- dren. Formation itself fni'thermore conditions observation of the various relations of form, size, arid number, as show^n in connection with the gifts, employed for the preparatory devel- opment of the perceptive faculties. Mathe- matical forms and figures are, as it were, the skeleton of the beautiful in form, which, in its perfection always recpiires the curved line. Images of ancient peojjles, as we iind them, in the Egyptian temples, for example, are straight-lined, hence are geometrical flgures. 'I'he curved line, the true line of beauty, we Iind subsequently, w'hen the artistic feeling had be- come more fully developed. The forms of PARADISE OF CHILDHOOD. 75 beauty alteniiiting in all hi'iinclies of Kinder- sim[)k'Bt, imitation. It is this sciilc 01 minia- iitirtou oeeupatioii, with those of life 1111(1 knowl- tnre through which the child's iiiiiid is coii- edge, tilford the most appropriate means for ducted by means of Fra'))ers occupation ma- tlie develoiiment of a sense of art as well as terlal. From the first imim-diatt! impression, of aptness in art, in the meantime preventing received from objects and forms of the visible a one-sided prevalence of a mere cold under- world, it rises to art, or creation according to standing. its own idea, which is its own i)roduction,aself- The faculties of the soul are not yet dis- willed formation. For this purpose nature im- tinctly separated in the young child, the un- planted in the liuman mind a strong desire to derstanding, feeling and will, act in union produce form, which, if correctly guided, be- with one another and every one is develojied comes the most useful faculty of the soul, through and with the others. The combina- Simply by this desire of formation the images tions of the power of representation in forma- of perception attain the necessary perfect dis- tion serve also as the preliminary exercise for tinctness and clearness, the power of obser- that combination of thought; and what the vation, its keenness and experience, its proofs, hand produces strengthens tin; will and energy all of which are requisite, to afford to the work- of the young mind in the meantime affording ing of the human mind a sure foundation. Free gratilication to the lieart. All work of man, invention, creating, is the culminating point of be it common manual work, or a work of art, mental independence. We lead the child to this or purely mental labor is always the uniting eminence by degrees. Sometimes accident has of parts to a whole, /. e., orymdzhig in the led to invention and production of the new, but highest sense of tlu; word. The more we are Froebel has i)rovided a systematically graded conscious of aim, means, manner and method method by which infancy may at once start connected with our work, the more the mind is ujjon the road to this eminent aim of inventing, active in it, the higher and nobler the result will If the full consciousness, the clear concep- l)e. The lowest step of human labor is formed tion of its aim is at first wanting, it is pre- by mechanical imitation, the highest is free pared by every step onw-ard. The objects pre- formation or production, according to one's sented and the material employed, afford the own conception. Between these two j^oints we child, under the guidance of a mature mind, lind the whole scale by which the crudest kind the al[)habet of art, as well as that of knowl- of labor mounts to a free production in art and edge, and it is worth while lierc! to remark that science and on which invention stands ui)per- histoiy show%s that art comes before science in most as the gradual triumphant result from all human development. THE PARADISE OE CHILDHOOD A GUIDE TO KINDERGARTNERS. ESTABLISHMENT OF A KINDERGARTEN. The requisites for the establishment of a "Kiudergarteu" are the following: 1. A house, containing at least one large room, spacious enough to allow the children, not only to engage in all their occupations, both sitting and standing, but also to practice their movement plays, which, during inclement seasons, must be done indoors. 2. Adjoining the large room, one or two smaller rooms for sundry purposes. 3. A number of tables, according to the size of the school, each table atfording a smooth surface ten feet long and four feet wide, rest- ing on movable frames from eighteen to twenty- four inches high. The table should be divided into ten equal squai'es, to accommodate as many pupils ; and each square subdivided into smaller squares of one inch, to guide the chil- dren in many of their occupations. On either side of the tables should be settees with fold- ing seats, or small chairs ten to lifteen inches high. The tables and settees should not be fastened to the floor, as they will need to be removed at times to make room for occupa- tions in which they are not used. 4. A piano-forte for gymnastic and musical exercises — the latter being an important fea- ture of the Y:)lan, since all the occupations are interspersed with, and many of them accom- panied by singing. 5. Various closets for keeping the apparatus and work of the children — a wardrobe, wash- stand, chairs, teacher's table, etc. The house should be pleasantly located, re- moved from the bustle of a thoroughfare, and its rooms arranged with strict regard to h}'- gienic principles. A garden should surround or, at least adjoin the building, for frequent outdoor exercises, and for gardening purposes. A small plot is assigned to each child, in which he sows the seeds and cultivates the plants, receiving, in due time, the flowers or fruits, as the result of his industry and care. When a Training School is connected with the Kindergarten, the children of the "Garten" are divided into groups of Ave or ten — each group being assisted in its occupations by one of the lady pupils attending the Training School. Should there be a greater number of such assistants than can be conveniently occupied in the Kindergarten, they may take turns with each other. In a Training School of this kind, under the charge of a competent director, ladies are enabled to acquire a thorough and practical knowledge of the system. They should bind themselves, however, to remain connected with the institution a specified time, and to follow out the details of the method patiently, if they aim to fit themselves to con- duct a Kindergarten with success. In any establishment of more than twenty children, a nurse should be in constant attend- ance. It should be her duty also to preserve order and cleanliness in the rooms, and to act as janitrix to the institution. MEANS AND WAYS OF OCCUPATION IN THE KINDERGARTEN. Before entering into a description of the va- rions means of occupation in the Kindergarten, it will be proper to state that Friedrich Fra^bel, the inventor of this S3'stem of education, calls uU occupations in the Kindergarten ^'■plays" and the matei'ials for occupation '■'■gifts." In these systematically-arranged plays, Fra?bel starts from the fundamental idea that all education should begin with a development of the desire for activity innate in the child; and he has been, as is universally acknowledged, eminently suc- cessful in this part of his important work, f^ach step in the course of training is a logical sequence of the preceding one ; and the various means of occupation aj-e developed, one from another, in a perfectly natural order, begin- ning with the simplest and concluding with the most difflcult features in all the varieties of occupation. Together they satisfy all the demarids of the child's nature in respect both to mental and physical culture, and lay the surest foundation for all subsequent educa- tion in school and in life. The time of occvpation in the Kindergarten is three or four hours on each Aveek day, usu- ally from 9 to 12 or 1 o'clock; and the time allotted to each separate occupation, includ- ing the changes from one to another, is from twenty to thirty minutes. Movement plays, so- called, in which the children imitate the flying of birds, swimming of fish, the motions of sowing, mowing, threshing, etc., in connec- tion M'ith light gymnastics and vocal exercises, alternate Avith the plays performed in a sitting posture. All occupations that can be engaged in out of doors, are carried on in the garden Avhenever the season and weather permit. For the reason that the various occupations, as previously stated, are so intimately con- nected, groAving, as it Avere, out of each other, they are introduced A'ery gradually, so as to afford each child ample time to become suffi- ciently prepared for the next step, Avithout interfering, howcA'er, with the rapid progress of such as are of a more adA'anced age, or endoAved Avith stronger or better deA'eloped faculties. The following is a list of the gifts or ma- terial and means of occupation in the Kinder- garten, each of which will be specified and described separately hereafter. There are altogether twenty gifts., according to Fra?bers general definition of the term, al- though the first six only are usually designated by this name. We choose to follow the classi- fication and nomenclature of the great iuA'entor of the system. LIST OF FRCEBEL'S GIFTS. 1. Six rubber balls, coA'ered Avith a net work of tAvine or worsted of various colors. 2. Sphere, cube and cylinder, made of Avood. 3. Large cube, consisting of eight small cubes. 4. Large cube, consisting of eight oblong parts. 5. Large cube, consisting of Avhole, half, and quarter cubes. 6. Large cube consisting of doubly diA'ided oblongs. [The third, fourth, fifth and sixth gifts serve for building purposes.] 7. Square and triangular tablets for laying of figures. 8. Sticks for laying of figures. 9. Whole and half rings for laying of figures. 10. Material for drawing. 11. Material for perforating. 12. Material for embroidering. 13. Material for catting of paper and com- bining pieces. 14. Material for braiding. 15. Slats for interlacing. 16. The slat with many links. 17. Material for intertAvining. • 18. Material for paper folding. 19. Material for peas-work. 20. Material for modeling. THE FIRST GIFT. The First Gift, which consists of six rub- ber balls, over- wrought with worsted, for the purpose of representing the three fundamen- tal and three mixed colors, is introduced in this manner : — The children are made to stand in one or two rows, with heads erect, and feet upon a given line, or spots marked on the tloor. The teacher then gives directions like the fol- lowing : — "Lift up your riijht hands as high as you can raise them." "Take them down." "Lift up your left hands." "Down." "Lift up both your hands." "Down." "Stretch forward j^our right hands, that 1 may give each of you something that I have in my box." The teacher then places a ball in the hand of each child, and asks: — "Who can tell me the name of what 3'ou have received ?" Questions may follow about the color ^ material, shape, and other qualities of the liall, which will call forth the replies, blue, yellow, rubber, round, light, soft, etc. The children are then required to repeat sentences pronounced by the teacher, as — "The ball is round;" "3/y ball is green;" ''All these balls are made of rubber," etc. They are then required to return all, except the blue balls, those who give up theirs beiug allowed to select from the box a blue ball in exchange ; so that in the end each child has a ball of that color. The teacher then says : "Each of you has now a blue, rubber ball, which is round, soft and light ; and these balls will be your l)alls to play with. I will give you another ball to-morrow, and the next day another, and so on, until you have quite a number of balls, all of which will be of rubber, but no two of the same color." The six differently colored balls are to be used, one on each day of the week, Avhich as- sists the children in recollecting the days of the week, and the colors. After distributing the balls, the same questions may be asked as at the beginning, and the children taught to raise and drop their hands with the balls in them ; and if there is time, they may make a few attempts to throw and catch the balls. This is enough for the first lesson ; and it will be sure to awaken enthusiasm and delight in the children. The object of the first occupation is to teach the children to distinguish between the right and the left hand, and to name the various colors. It may serve also to develop their vocal organs, and insti'uct them in the rules of po- liteness. How the latter may be accomplished, even with such simple occupation as playing with balls, may be seen from the following : — In presenting the balls, pains should be taken to make each child extend the right hand, and do it gracefully. The teacher, in putting the ball into the little outstretched hand, says : — "Charles, I place this red, (green, yellow, etc.,) ball into your right hand." The child is taught to reply : — "I thank you, sir." After the play is over, and the balls are to be replaced, each one says, in returning his ball :— "I place this red (green, yellow, etc.,) ball, with my right hand into the box." When the children have acquired some knowledge of the dift'ereut colors, they may be asked at the commencement : — "With which ball would you like to play this morning — the green, red, or blue one?" The child will reply : — "With the blue one, if you please ;" or one of such other color as may be preferred. It may appear rather monotonous to some to have each child repeat the same phrase ; but it is only by constant repetition and pa- tient drill that anything can be learned accu- rately ; and it is certainly important that these youthful minds, in their formative state, should be taught at once the beauty of order and the necessity of rules. So the left hand should never be employed when the right hand is re- quired ; and all mistakes should be carefully noticed and corrected by the teacher. One important feature of this system is the incul- cation of habits of precision. The children's knowledge of color may be improved by asking them what other things are similar to the different balls, in respect to color. After naming several objects, tbey 80 QUARTER CENTURY EDITI(3N Tiiay be made to repeat sentences like the fol- lowing : — "M}^ ball is green, like a leaf." "My ball is yellow, like a lemon." "And mine is red, like blood," etc. AVhatever is pronounced in these conversa- tional lessons should be articulated very dis- tinctly and accurately, so as to develop the organs of speech, and to correct any defect of utterance, whether constitutional or the re- sult of neglect. Opportunities for phonetic and elocutionary practice are here afforded. Let no one consider the infant period as too early for such exercises. If children learn to speak well before they learn to read, they never need special instruction in the art of reading with expression. For a second play with the balls, the class forms a circle, after the children have received the balls in the usual manner. They need to stand far enough apart, so that each, with arms extended, can just touch his neighbor's hand. Standing in this position, and having the balls in their right hands, the children pass them into the left hands of their neighbors. In this way, each one gives and receives a ball at the same time, and the left hands should, therefore, be held in such a manner that the balls can be readily placed in them. The arms are then raised over the head, and the balls passed from the left into the right hand, and the arms again extended into the first position. This process is repeated until the balls make the complete circuit, and return into the right hands of the original owners. The balls are then passed to the left in the same way, every- tliing being done in an opposite direction. This exercise should be continued until it can be done rapidly and, at the same tinie, gracefully. Simple as this performance may appear to those Avho have never tried it, it is, neverthe- less, not easily done by very young children without frequent mistakes and interruptions. It is better that the children should not turn their lieads, so as to watch their hands during the changes, but be guided solely b}' the sense of touch ; and to accomplish this with more certainty, they may be required to close their eyes. It is advisable not to introduce this pla}' or any of the following, until expertness is acquired in the first and simpler form. In the third play, the children form in two rows fronting each other. Those of one row only receive balls. These they toss to the opposite row : first, one by one ; then two by two ; finally, the whole row at once, always to the counting of the teacher — "one, two, throw." Again forming four rows, the children in the first row toss up and catch, then throw to the second row, then to the third, then to the fourth, accompanying the exercise with count- ing as before, or with ,siyKji}tg, as soon as this can be done. For a further variety, the balls are thrown upon the fioor, and caught, as they rebound, with the rajht hand or the left hand, or with the hand inverted, or they may be sent back to the floor several times before catching. Throwing the balls against the wall, tossing them into the air and many other exercises may be introduced whenever the balls are used, and will ahvays serve to interest the children. Care should be taken to have every movement pei'formed in perfect order, and that every child take part in all the exercises in its turn. At the close of every ball play, the children occupy their original places marked on the floor, the balls ai'e collected by one or two of the older pupils, and after this has been done, each child takes the hand of its opposite neigh- bor, and bowing, says, "good morning," when they march by twos, accompanied by music, once or twice tlirough the hall, and then to their seats for other occupation. EDITOR'S NOTES. Fr(ebel originally intended this gift for use in the nursery when the little one was under the direct guidance of his mother, and for such use it is admirably adapted. It is probably for this reason that so little was made of this gift by Prof. Wiebe, who was writing for chil- dren of older years, such as were supposed to be in the American kindergartens twenty-five years ago ; but at the present time very much more is made of it, and its possibilities are gi-eat. As a part of the system it has its place in the kindergarten of to-day, being invalua- ble, inasmuch as it teaches color, form and motion. While from the following series of PARADISE OF CHILDHOOD. exercises we can only liint at the endless va- riety of games and songs that may be given to the children in making relations with this gift, the ingennity of the kindergartner will snggest mnch liy which the six soft balls of the first gift may be introdnced as preliminary to the solid forms of the second gift. If the child has had no nnrsery training with the l)alls, only one should be given at a time, red being nsnally chosen. AVhen the red ball has been fully introduced and the child has played with it in a rhythmical way until perfect sym- pathy is established between him and his play- thing, another may be given, and so on. GENERAL IMPRESSION. The kindergartner shows the 1 )all and intro- duces her observations with some fitting words, as : — How pretty is the ball, Now please look at it all I While she distributes the l)alls to the chil- dren, Avho hold both hands to receive one, she sings : — First open h;iuds and take the ball. Then close the little fingers all. Then let each child open his hands and place the ball before him on the table ; call attention to it liy saying : — This ball of bright and colored wool, It looks so very beautiful, Examine it, how ueat, how clean. So should a child be ever seen. Ask the children if they can tell you any- thing about the ball. One will answer, "It is soft;" "it is rough;" *Mt is elastic;" "it will roll," etc. Then there is something to tell them about the rubber tree and an experience to gain with every moment during which the balls are used. Ask the children to rock their balls to sleep, making a cradle of the hands, and singing: — Our balls are going to Bye-low-land, Going to sleep in each child's hand, Rock them so gentlj' to and fro. Our little balls to sleep must go. — or — A little ball is lying here So quietly asleep, xVnd as I rock it to and fro A loving watch I'll keep. Then, if it is not yet time to put the balls away, sing : — It likes now to be moviug, Moving, roving, moving, roving, Moving, roving so. Accompany the song by i)assing the ball from one hand to the other, keeping lime to the music, which should always be strongly marked for young children. Nothing is more harmonious or helpful in a kindergarten than to get hands and feet accustomed to rhythmi- cal motions. In distributing, if pi^eferred, the balls may be called flowers, as :— These flowers are so bright and fair. Please handle them with tender care : And as I pass them to you all. Take care they do not bjeak or fall. The balls may be flowers that are sleeping, and the childran's hands the covers ; let some child go around to awaken the flowers. Then the balls may be leaves on the trees and drop quietly down, the children using their arms- held above thsir heads for the branches. Again, they may be birds, frogs, fishes, fruit, snow- balls to be made and thrown up and caught ; al- so gifts and decorations for a Christmas tree, some child representing the tree. These are but a few suggestions as to the various purposes for which the balls are used. When it is time to put the balls away, sing: — My ball lies in its little bed. So quiet and so still ; I'll gently rock it to and fro. And hush it well, I will. COLOR. Hold up the ball and ask the children what color it is, then to find something in the room or upon themselves of the same color, and when thc}^ have found several red things, give the name red ; but do not give the name until they have watched the color and proved that they have experienced the sensation. In teaching the other prismatic colors in these exercises, observe the same caution — let the sensation come before the name. Children in private kindergartens usttally know the names of the colors. "Do yon remember what we played in the ring? 'Johnny likes to wander.' Now we will let the red balls wander just as Johnny did." Give a red ball to each child next to you, and after it has passed two or three children start another, and so on. Sing : — The red ball loves to wander From one I'hild to another, And to each one will say 'Good Day." (repeat last linu.) "When Mr. Eed Ball is tired we will gently place him on the table and let him rest, while we bring from the box one of his brothers. It is the color of a roinid, juicy fruit. Yes, it is the color of the orange, and we will let the 82 QUARTER CENTURY EDITION orange balls wander." Compare real oranges with it, and let the children find orange-colored objects to match the orange ball. After each game let the children do just what the ball has done. At the end of any regular exercise let the children choose any of the games they have played. It is well to let them glue red autumn leaves or red kindergarten papers on a circular piece of cardboard, either white or black, twelve or fourteen inches in diameter. A clearer impression of form as well as of color will be made if the form is varied with the color, using for instance, a round c-hart for red, square for orange, oblong for yellow, triangular for green, pentagonal for blue, hexagonal for violet and octagonal for all the colors. These can be fastened upon the wall in prismatic order. Give each child two round papers of the same color. Let the children come one by one and find a l)all like their papers. Pin the papers on the balls for wings, then let the children watch to see which bird flies up from the teacher's lap, and direct those who have the same color, to let theirs fly at the same time, singing : — "Up, up hi the skJ^■' Down goes the little bird out of sight and a new bird flies into the air. ''Now take oft" the wings of your bird and they will be little balls again. Roll them to me, and we will let the yellow balls wander. Find other yellow things about the room. What have you seen that is yellow? Count the yellow balls." If in private work the kindergartner finds herself with children five years old it may be better to use the more mature game of fruit sell- ing. A bunch of balls is held up and the chil- dren allowed to name each one, as, red cherries, yellow lemons, green a})ples, etc., these an- swers being drawn from the children. Then a child goes down between the tables or around the circle to sell the fruit, singing alone or with the teacher : — Cherries ripe, cherries ripe, Who will buy my t-herries ripe? and is answered by the children singing : — Cheri-ies ripe, cherries ripe. We will buy your cheri-ies ripe. Meanwhile they liold out their hands to re- ceive the ball, which the child gives to any one he pleases ; the one who receives the ball holds it up and then puts it out of sight. An orange ball is sold by another child in the same way as he sings : — Oranges ripe, oranges ripe. Who will buy my oraijges ripe? A yellow ball can represent lemons, with the song, "Lemons ripe," etc., a green ball being used for apples, while the group is singing "Ap- ples green," and so on. Then some child is sent to ask for the red ball, another for the orange, another for the yellow, etc. This ex- ercise trains the attention and memory and teaches the children to make comparisons. For example : The red ball is like the cherry, the orange ball is like an orange, the yellow like a bird, the green like the leaves. Repeat these games and let each child have several counters for money, and come ahd buy a ball of the same color as the money. Or for an occupation to develop color, hold the balls before the children and let them each select the color they like best. After making a choice give them a piece of paper of that color, also a needle and thread. Ask them to hold the bright face of the j^aper toward them and put the needle right through the middle ; then give each child a straw and tell them to put their needle through the hole, then through another piece of paper, and so on until a long chain is made. These may be used for necklaces, or dicorations for the room, etc. For the older children the l)alls maj' be placed in a circle on the table and a game of hiding the balls played. Let some child close his eyes, and when a ball is taken away, have the chil- di'en sing : — Now teli little playmate, Who has gone from our ring ; And if you guess rightly. We'll clap as we sing. If the child can tell on opening his eyes which ball is missing, whether the red, orange, violet, etc., the children clap their hands, at the same time singing, la-la-la. This game can be in- troduced by playing with a group of six chil- dren instead of six balls, and is afterward played with all the children in the ring. The l)alls may be different flowers and the table a garden. Interest the children by show- ing them some real flowers, and talking about them. Ask the children if they can name the flowers, then suggest the idea that they use the balls for flowers, and the table for a garden and have just such pretty flowers growing in their beds. Gather the balls in a bunch and holding tlie'u up ask whichthey will use for geraniums, which PARADISE OF CHILDHOOD. 83 for marigolds, wliich for yellow roses, green buds, forget-me-nots and violets, letting each child pick out the tlower and the ball corre- sponding to it in color. Give each child the choice of the flower which he would like in his garden and if the smaller children canirot tell it by the name, have them point it out among the real flowers. Let their hands be used as a cover for the flowers and when they have placed them on the table with the palms downward, suggest that they go to sleep, as the little flowers when planted in their beds will want to sleep soundly until it is warm enough to throw off their covers and creep out. The children may then see if they have in their garden the kind of flower which they have chosen. When all eyes are closed place the ball which is the color of the flower chosen under their hands. While the little plants are kept snug and warm have the children make a little rain shower with the other hand. Down the rain- drops gently patter, whispering to the sleeping flowers that it is time to awaken from their long nap. "Let us see if the violets in our gar- dens have heard the gentle call of the rain drops and are going to creep out." Hold up the real violet that the sense impression of violet may accompany the words. And presently the vio- let balls begin to throw off their covers and peep out and with the string held close to the ball are slowly raised while the teacher sings : — Oh, lovely little violet, I pruy you, tell me, dear. Why you ;ip])ear so early, Ere other flowers are here. The children with the violet balls answer : — Because I am so tiny, In eai'ly May come I, K I come witli the others, I fear you'd i)ass me hj. (Miss Jenks "Song and Games.") When all the violets are in bloom let them bend and nod and whisper to each other, while the sunbeams speak to the other flowers. Some child is chosen for the sunbeam, and flits from flower to flower, touching them softly and as they awaken one by one, the real flowers are held up that the balls may peep out and grow up in the same way as before. If some are still sleeping another child is chosen for the sunbeam, and when the garden is full of flowers ask the children if they would like to make them into bouquets. Have one child take his violet and find all its little sisters and make a bouquet of violets. Another child is chosen to secure a bunch of marigolds ; and when the roses, buds, geraniums, and forget-me-nots are all gathered the game ma}' be repeated. This time, however, have all the flowers bloom out together, and as they are growing up, sing the second verse of ' 'The Little Plant" from Emilie Poulsson's Finger Plays. Choose different children to gather the flow- ers this time, and make them into a wreath. Ask the children for the different flowers and as the balls are handed to you one by one, open the double string and loop it over the next ball and so on until the wreath is complete. One advantage of introducing more than one game is that of giving the children the favor of choosing. This should be done impartially and the dull, inactive children should be drawn out in the same wa,y. The teacher should gen- tly insist on their choosing, and the feeling that their choice guides the play of the others draws them out of their isolation into the sun- shine of companionslnp. These little things in the hands of a skilled kindergartner who is working from the standpoint of the child to de- velop his whole being, may prevent much that is morbid and harmful. The ball is to him a bird, a flower, sometimes it tells one story to the child and sometimes another ; it is a living, cherished playfellow, and gradually its quali- ties are mastered and found in other things. Thus the ball becomes a starting point for a vigorous and wholesome exercise of memory and imagination, and the insight of the child is quickened and extended. FORM. Call attention to the roundness of the ball by saying : — Look at the ball from left to right. You'll see the same appearance quite; 'Tis round, and turn it as you will You'll see the same appearance still. Have the children go through the movements and then ask them to name other round objects. A suitable story or song may be brought in. The ball being an unseparated whole, conveys the idea of unity, and may represent the world, an apple, a wheel, bird's nest, etc. Although form is very little emphasized in this gift, the child's observation is gained by calling- attention to its shape and color, and his activity called forth by simple exercises, while his moral 84 QUARTER CENTURY EDITION faculty is being dcvelopcHl, and liis intoliigenco opened to eonii)iehend the Itnv underlyiuo' all life as it exists externally, namely, that all the diversity of external phenomena returns to and rests in that "which is itself a complete whole. MOTION. No other quality appeals more stronolv to young children than motion, which is one of the chief characteristics of this gift. While ever}^ muscle receives exercise and strength, force and energy are developed, and with the abun- dance of matter Avhieh comes under the notice of the kindergartner it Avill be easy for her to introduce new observaticMis. AViud the string around the ball and roll one to each child and let the children tell the color as the ball rolls. ' ' What did the balls do ?" They rolled. - AVould 3^ou like to hear a song about rolling ?" Roll over, come back here So merrj^ ami free, My playfellow dear Who ^iliares in my glee. Let the children on one side loll to the chil- dren ou the other or place the hands a foot and a half apart and tlu'ow the ball from one to the other, singing ;— The ball desires to waiuier. To fly across tovonder IMglU, loft— rigiit. left. Regulate the rolling by the motion of [hv hand or by the rhythm of the song. At the end of the exercise let the children play the balls are marbles and roll doAvu the length of the table, telling the color of the one they hit. Roll again, this time at word of conunand : "One, two, three, roll !" Vary the counting in order to exercise and dt^velop attention, and let each child roll t<^ counting, as this exercise results in training the hand and c^'C, and also develops coloi- as well as attention. Let the child take the ball in l>oth hands and drop it into the hands of the next child, held together to receive it. Sing from ]Miss Jenk's book : — Little l)all, pass along, Slyl}' ou your way : While we sing a merry song, You must neyer stay, "Till at last the song is done, Then we'll try to tiud In what pair of little hands, You've been leftbehiml. Older children may pass the ball by taking it in one hand, passing it to the other and fi'om that placing it iu the nearest hand of the next child, who repeats the same movements. These movements require care and attention and pro- vide good exercise, but are too hard for very young children ; for if they are attempted they should be done exactly right, as indeed should every exercise in the kindergarten. Accuracy rightly developed does not interfere with the spirit of play which should be kept. Children love to do things accurately if the requirement is suited to their capacity, and the kindergart- ner has the right spirit. This exactness in little things lays the foundation for habits that arc of great value. Let the balls hop from one hantl (the nest) upon the table and sing, "Hopping Birds." Teach direction by showing liow Ave make the ball sink and rise. ''IIoav does it go?" Ask the children to tell something that moves up and down, as elevator, Avindow. curtain, etc.^ and sing : — Ball is siidlay it. Ask them to show you with their l»alLs how the clock goes. ""What does it say?" Tick, tack. "'Would you like to sing about theclock ?" Teach and sing : "Come and see" or "To and Fro,"the children singing "tick, tack," only, if they cannot sing words readily. "Can you make your arms go like the pendulum? Let us make our arms go to the right, tick — to tlie left, tack, etc. Now make the balls swing right, left, tick, tack. Hold the string fi-oni left to right. How does the edge of the table go ?" Left to right. Froebel says : "Direction should be rooted in motion." That is, the vertical move- ment should precede the vertical line and the horizontal movement the horizontal line. Now bring out front and Itack movement and sing :— Now ball swin^ to and fro. More gciitl)', soft and slow. But far away, you cannot stay While swinjjjing to and fro. — or — Bini bom, bim bom. So the hells swing in the steeple. Call to church the kind good people. Bim bom, bim bom, bim bom. Let the children merely sing "Bim, bom." *'Canyou make your arm go like the bell ? What kind of l)ells have you heard ? What do the great church bells say ?" Hold the ball in one hand and the end of the string in the other. "How does the string go?" Back and front. Ask the childi-en if they would like their balls to go round and round. Sing "Round and round it goes," repeating the first line of the mill wheel in Mrs. Hul)bard's book and swing the ball round and round by the string, play- ing the balls are mill wheels. If the time has come to put the balls away sing : — And now 'tis time to rest, You've done your very best. Go sleep dear ball till next I call ! For now 'tis time to rest. As the ball swings round and round it may represent the windmill. And in this way the kindergartncr nuiy bring in the action of the wind. Ask the children to show with the balls and their hands the kind of work whicii tlie wind does. J^et them represent the trees, with the hands raised above tlie head and a swaying motion of arms and hands for tlie branches, which wave and bend as the wind blows. Suggest that they show how the wind rocks the bird's nest, which may 1)e built high up in the tree-tojis where the little })irds may come. Let them choose which kind of a l)ird they would like in their nest, then with the fingers curved upward to form the nest swing the balls one by one into their hands ; then let tlie wind gently rock the tree-tops from side to side by a swaying movement of the hand from right to left, the ball being held in the center of one hand while singing from Mrs. Hailmann's songs : — In the tall branch of the tree-toj) There's a nest snu^ and warm. In it lies a little birdie, Safe in sunshine and In storm, etc. Let them show how the wind plays with the leaves, howMt moves the l)oats across the water when the waves are high, how it sails the kites, how it ])lows the clothes on the line, repre- senting each movement with the ball h(dd in the hand. AVlien acting in unison, the children will feel the harmony of a movement more strongly, then when acting separately ; then they enjoy robing the ball from one to the other, throwing it up in the air, against the ground or wall and catching it, or by throwing it backward and forward to each other. These few hints will sudice to enable one to invent new ])lays and make suitable variations of those here given. THE SECOND GIFT. The Second Gift consists of a sphere, a cxihe and a ci/Iinder. These the teacher places upon the table, together with a rubber ball, and asks : — "Which of these three objects looks most like the ball?" The children will ;^_ certainly point out ~^^ ~ .-, -^»^i^=^ the sphere, but, of course, without giving its name. "Of W'hat is it made?" the teacher asks, placing it in the hand of some pupil or rolling it across the table. The ansAver will doubtless be, "Of w^ood." "So we might call the object a tvooden ball. But we will give it another name. We will call it a sphere." Each child must here be taught to pronounce the word, enunciating each sound very dis- tinctly. The ball and sphere are then further compared with each other as to material, color, weight, etc., to find their similarities and dis- similarities. Both are round; both roll. The ball is soft ; the sphere is hard. The ball is light ; the sphere is heary. The sphere makes a louder noise when it falls from the table than the ball. The ball rebounds when it is thrown upon the floor ; the sphere does not. All these answers are drawn out from the pupils by suitable experiments and questions and every- one is required to repeat each sentence when fully explained. The children then form a circle, and the teacher rolls the sphere to one of them, asking the child to stop it with both his feet. This child then takes his place in the centei", and rolls the sphere to another one, who again stops it with his feet, and so on, until all the children have in turn taken their place in the center of the circle. At another time, the children may sit in two rows upon the floor, facing each other. A white and a black sphere are then given to the heads of the rows who exchange by rolling them across to each other. Then the spheres are rolled across obliquely to the second individuals in the rows. These exchange as before, and then roll the spheres to those who sit third, and so on until they have passed throughout the lines and back again to the head. Both spheres should be rolling at the same instant, wiiich can be ef- fected only by counting or when time is kept to accompanying music. Another variety of play in the use of this gift consists in placing the rubber ball at a distance on the floor, and letting each child, in turn, attempt to hit it Avith the sphere. For the purpose of further instruction, the sphere, cube, and cylinder are again placed upon the table, and the children are asked to discover and designate the points of re- semblance and difference in the first two. They will find, on examination, that both are made of wood, and of the same color; but the sphere can roll, w'hile the cube cannot. Inquii-e the cause for this difference, and the answer will, most likely, be either, "The sphere is round," or "The cube has corners." "How many corners has the cube?'.' The children count them, and reply, "Elight." "If I put my finger on one of these corners, and let it glide down to the corner below it, (thus,) my finger has passed along an edge of the cube. How many such edges can we count on this cube ? I will let my finger glide over the edges, one after the other, and you may count." "One, two, three, 12." "Our cube, then, has eight corners, and twelve edges. I will now show you four cor- ners and four edges, and say that this part of the cube, which is contained between these four corners and four edges, is called a side of the cube. Count how many sides the cube has." "One, two, three, four, five, six." "Are these sides all alike, or is one small and another large?" "They are all alike." "Then w^e may say that our cube has six sides, all alike, and that each side has four edges, all alike. Each of these sides of the cube is called a square." To explain the cylinder, a conversation like the following may take place. It will be ob- served that instruction is here given mainly by comparison, which is, in fact, the only philo- sophical method. PARADISE OF CHILDHOOD. 87 The sphere, cube, and cylinder are placed together as before, in the presence of the chil- dren. They readily recognize and name the first two, but are in doubt about the third, whether it is a barrel or a wheel. They may be suffered to indulge their fancy for awhile in finding a name for it, but are, at last, told that it is a cylinder, and are taught to pro- nounce the word distinctly and accurately. "What do you see on the cyliuder which you also see on the cube?" "The cylinder has two sides." "Are the sides square, like those of the cube?" "They are not," "But the cylinder can stand on these sides just as the cube can. Let us see if it cannot roll, too, as the sphere does. Yes ! it rolls ; but not like the sphere, for it can roll only in two ways, while the sphere can roll any way. So, you see, the sphere, cube, and cylinder are alike in some respects, anddift'erent in others. Can you tell me in what respects they are just alike ?" "They are made of wood ; are smooth ; are of the same color ; are heavy ; make a loud noise when they fall on the floor." These answers must be drawn out by ex- periments with the objects, and by questions, logically put, so as to lead to these results as natural conclusions. The exercise may be con- tinued, if desirable, by asking the children to name objects which look like the sphere, cube, or cylinder. The edge of a cube may also be explained as representing a straight line. The point where two or three lines or edges meet is called a corner ; the inner point of a corner is an angle, of which each side, or square, of the cube has four. To sum up what has al- ready been taught : The cube has six sides, or squares, all alike ; eight corners and twelve edges ; and each side of the cube has four edges, all alike ; four corners, and four angles. The sphere, cube, and cylinder, when sus- pended by a double thread, can be made to rotate around themselves, for the purpose of showing that the sphere appears the same in form in whatever manner we look at it ; that the cube when rotating, (suspended at the center of one of its sides,) shows the form of the c^dinder ; and that the cylinder, when rotating, (suspended at the center of its round side,) presents the appearance of a sphere. Thus, there is, as it were, an inner triunity in these three objects — sphere contained in cylinder, and cylinder in cube, the cylinder forming the mediation between the two others, or the transition from one to the other. Al- though the child may not be told, the teacher may think, in this connection, of the natural law, according to which the fruit is contained in the flower, the flower is hidden in the bud. Suspended at other points, cylinder and cube present other forms, all of which are interest- ing for the children to look at, and can be made instructive to their young minds, if ac- companied by apt conversation on the part of the teacher. EDITOR'S NOTES. The second gift consists of a box containing a sphere, a cube with staples, and a cylinder, together with sticks and an additional perfectly plain cube. It fulfills a varied and valuable office in child education and has an individuality M^e did not find in the first gift, since each form is distinct from and unlike the others. Its strongest educational value consists in the fact that it represents the fundamental forms of the universe. The ball is the sym- bol of the earth, the sun, the moon and all the heavenly Ijodies. The cube symbolizes the min- eral kingdom, and connecting these is the cyl- inder, which is the prevailing type of animal and vegetable life. We find the sphere of this gift resembles the soft ball in form, and in many things which the ball can do, but it has additional powers ; it can speak to us and is permanent in form and material. Of this gift every child should have a full set, and as the sphere, cube and cylinder form a whole, they should be presented as a whole to the child, though in the beginning they may be given to him singl3\ The ball is first offered him. The child recognizes his old playfellow and his first thought will be that he has another ball, because the similar form will attract his attention. This is right and will be found to be one of the principles in Froebel's system. A similar- ity with the pre\'ious steps may always be ob- served, and this gives each new step the claim of an old friend, enlisting feeling as weU as QUARTER, CENTTIRY EDITION tlioiifiiit, while prescntin*! sonu'thiiig in advance. The child will at once perceive, however, that the spheres looks, feels and sounds dif- ferently ; that it I'esists liis<2,'rasp althoiii>li the woolen oall yielded to it. Jniine(li;itely he be- t>ins to make coiiiparisoiis. The new ball will l»e found, unlike^ the previous one, to be capa- ble of niakino- u noise on the table, and this should not be rei)i'essed too nuieh. Children like to hear sounds, as they like to see and handle thin<>;s ; and although we have learned to disei'iniinatci between noise and music, we must I'ememlx'r that children delight in noise for its own sak(^ until they are led thi'ough it to I'hyth- mical sounds and lalei- to music ; so a little noise on the tal)le with the sphere is legitimate if it is not aimless. THE SPIIKIJE. The gift may be introduced by asking the children to close their eyes and placing a sphere in each child's hand ask for a description be- fore they open their e3'es. "Wh:it is it like?" 'TIow does it feel?" (Jive them a ball of tiie fust gift and let them tell about both without opening iJie eyes. Tiien ask them to opt-n their eyenanil tt'll what they see. '■'•Why ! tiiatisa ball, too." Tiue enough, but not like the other ball, so let us llnd out what tlu; difference is. Lead the children to experiment with the sphere, play with it and tell you what they dis- covi'r. They will tell you that the sphere will roll, toss, swing, sind that- it does not easily stiind still. (Jive them hard and soft spheres, smooth and rough spiiert's, si)heres of different sizes and coloi-s and draw out their c()m|)aiisons. After the children have made their discoveries and comparisons let theiu look about the room for similar forms, and also ask them to bring similar forma from home. These lessons on solid forms give scope for much genei'al in- formation. Little talks about the wootl, whei'c it conu's from, etc., niay become a part of the work, suggesting many pretty songs. If the three forms are brought out at one time they may be called three little friends who live together in a long, brown house, which is just large enough for tiiem to get inside, each in his own place and close the door. Ask (piestions todevel()[) thechildren's ideas ; who these people are, what they are like, what they can do, and soon. Then bring the spiiere from the box. Tlu> first tiling the children will want to do is to pouixl or make a noise. Do not restrain the action but as one kindergiirtner suggests, play concert, be their Iiandmaster and count for them. "All lift up the balls, one — two — knock ; one — two — three — knock," and so on, putting a delinite thought intx^ :ui indelinite action. Ask the children what they have played with the soft balls. Repeat the games as the chil- dren name them, until they have thought of what they played, and ])lay these games with the sphere. Their imagination changes the si)here into many new things. It is the carpenter's hammer or the blacksmith's sledge. It is a swift horse or a capeiing dog; not now so often the tiny bird, but something with more strength and vigor, yet still full of life and activity. Let a sphere run to Robbie; now one to Mary. IJring out the fact that it goes over and over and rolls beciuise it is round. After having given frequent illustrations of the roundness of the ball the name sphere is introduced. Ask the children to name something tluit goes I'ound and round, and let them spin, roll and swing the sphere. Notice that "in every place, it always shows its one curved face." Let the sphere sw'ing fi-om left to right, repenting the exercise the cliildicn h:id with the ball of the lirst gift. (Jive spheres to the children who are sit ting of one side of the table to roll to those on the other side, while they all sing, "Roll over, come back here, so merry and free ;" or "One, two, three, i-oll." Repeat the songs, letting some have the hai'd and some have the soft balls, exchanging them so that each may have both kinds. At the end of the exercise coni- jiare the two, thus bringing out the (luality of sonorousness. They lind in this gift something that speaks to them, foi- after the motion of an object the sound which it makes is next noticed and it is this (piality which gives itss()ecial charm to the sphere. To bring out sound especially, tap the soft ball on the table and let some child answer good morning to it and guess who it is ; then tap the hard ball and let another child ansM'er this time, and guess who it is; knock in dif- ferent })arts of the room, on different articles. To connect the two gifts sing, while hold- ing the soft ball by the string: — PARADISE OF CHILDHOOD. 89 Here's a little kittj^, Going round and round ; She has cushions on her feet, And never makes a sound. With the hard ball sing : — Here's a little pony, Trotting round and round ; He has hoofs upon his feet. And stamps upon the gi'ound. Let the children roll in turn a soft ball and the sphere to hit another ball at the end of the table. It will be enough for very little chil- dren to get an experience of the difference in the rolling of the two balls. Older children should be led to see and tell you that it is be- cause the sphere is hard that it rolls l)etter than the ball. This will make a foundation for the understanding of resistance when they study physics. Let the children come to you and roll the sphere in a plate. Sing for them ''Round I roll when in a plate," then let them roll it along the length of the table and sing : — Xow along the table straight. When I rest, or roll or fall. Always I'm your little ball. The spheres can be nuts for the tree and so connected with the winter fireside or the Christ- mas time. A little skill keeps up the connec- tion with the special season of the year and with the previous work. In playing the "Fruit Game" substitute nuts for the fruit, as : — "Who will buy, who will buy, Who will buy our walnuts ripe?'" Let the children sell different kinds of nuts, and then try to find the buyer, which gives a test of memory, with no color to aid, although the children seldom fail to find them all. Repeat the games with ball and sphere sutticiently often to keep the connection. The number of times and amount of pleasure given by them will l)e in proportion to the interest and resources of the kindergartner. THE CUBE. After you have taught all you can from the sphere give each child the cube. Some one asks, '-Why not the cylinder, as it is more like the ball?" Because it is similar is just the reason it is not presented next. All knowl- edge is based on comparison, but a compari- son is not possible without differences and contrasts. The simplicity and unity which chai'acterize the sphere are replaced by variety and nudtiplicity in the cube, and the decided conti'ast between the two will give the child a clearer impression, so that when he receives the cube he will again make comparisons. Call for similarities first, differences after- ward. Both are hard, smooth, made of wood, and of the same color. Let each child try to roll the cube, and he will see it will stand firmly but cannot roll, although the sphere readily oljeyed the slighest impulse to move. The cube, standing solidly on one face refusing to roll or to yield to anything but force, opens a new world to him. It suggests big stones, and foundations for ground work. It is the type of the mineral world and possesses solidity and security. Hence in piling up the forms the child almost invariably places the cube at the bottom, needing no suggestion as to its proper position. In comparing the two, the child finds that the sphere has one round face, while the cul)e has many faces ; that the cube has edges and corners, which the ball has not ; the ball gives the idea of motion and the cube of rest ; the ball may be placed in a stationaiy position at any point, the cube will only i-est on its faces. Place a cube before each child near the front of the table, and ask the children how many faces they see ; of coarse they can only see the one directly under their eyes. Move the cube back and ask again. They will see two faces. Let them turn their heads a little and hold perfectly still. Ask once more and they will say three faces. Lead them to realize that they can only see three faces at one time. A large paper cube suspended in the room with opposite faces of different colors will help the children to appreciate this fact. Ask them to bring things into the kindergarten which are like the cube in form. Give each child six parquetr}^ papers, two of one color ; for instance, two red, two orange, two green. Make the face of the cube quite wet with a camel's hair brush and water, and let each child put on a red paper. Let him find the opposite side and put on the other red paper. Put on tlie orange and green in the same way, taking the faces in twos ; the upper and lower fii'st, then the front and back, then the right and left. If the child is too young to count the faces he will get an experience of many and opposite faces. The older children can count the faces without confusion, with the help of the opposite color, or they can roll the 90 QUARTER CEiNTURY EDITION sjjliere and mark with chalk each one of the six square, flat faces, as tliey And and count them. Let each cliikl roll one si)here in turn and try to strike the cube at the other end of the table. "•On what does the cube stand?" On one of its faces. Give the older children the name Hat face and curved face. "How many faces has the cube?" Six. "How many faces has the sphere?" One. "What kind of faces has the cube?" "What kind of a face has the sphere ?" Let each child come to you in turn and shutting his eyes, tell by feeling whether it is a curved or a flat face he is touching. In the games the peculiar characteristics of the sphere and cube ma}' be brought out by their movableness and steadfastness. The directions indicated tlirough motion in tlu' first gift are hei'e found to be permanent in the faces and edges of the cube, and are easily recognized. The cube may be a little house and the sphere a little boy who lives in it. Let the sphere I'un to this side of the house and knock, and now at this, and then this, and this,(foin' sides). Now we will put him on the top of the house. Then take the boy away and lift up the liouse to 11 nd one more side. Count the sides as you strike them. "What else can we And (m the cube?" liring out corners and edges by letting each child make a little dent on his hand with the corner of the cube, and a little crease with the edge. Ask the children if they can dent or crease their hands with the sphei'e. Ask them to sliow you all the coi-ners and edges tiiey can without counting. If the (children are very young or very backward give them a clear idea of corners by letting a child stand in the corner of the room, and give each chikl a little seed to put in the corner of his cube, then one for the opposite corner, and so on. The six sides, eight corners and twelve edges appear a world of study to the children and give the foundation for number work. Thus far the child has seen the cube in a state of rest. It will cause him more lively j)leasure to note the peculiarities of its free motions. Suspend the cube and ask how many faces the cube has. If one child can answer, let liim come up and spin the cube while the others sing to the air of "Be quiet dear cube," in INIrs. Hubbard's book : — My six, sipiare, flat faces arc ruiiniiio: away, And fliasiiif^ cu'li othci' aroiiml in their play. Come bark little faces, come hack and stand still, And now you may run oft" again if you will. The children call this singing the cube, and. the desire to come up and spin the cube stim- ulates them to make an effort to remember the ninnber of faces. If there is time finish with a rolling exercise. This dialogue between the cube and the child may be simg for many exercises until the number and kind of faces are firmly fixed. Those children who do not spin the culjc may roll two spheres along the table to hit the cul)e. When the number of faces are fixed, the corners may be simg to the same tune : — My eight little corners are running away, And chasing each other around in their jday. Come hack little eorners,eonie hack and standstill, And then you may run ott'again if you will. Tills rolling may be used for several lessons until the children are sure of the number of corners, then the edges may be brought out by singing, "My twelve little edges are running away," etc. While the spliere always presents one and the same a])pearance, the cul)e shows a marked difference of form with each movement. If a string is fastened to one corner or tiie middle of any edge and the cube is twirled, it has the appearance, viewed from the side, of a double. cone, or, as the children woitld call it, a top. When looked down upon, its edges and cor- ners seem to slip away and we see a point in the center surrounded l>y a circle. When whirled from the center of a face the cylin- (ii'ical form is shown, Avith a shadoAvy circle out- side. All these peculiarities will be brought out tmder the child's notice while playing with the cube. THE CYLINDER. When the wonder and pleasure of th(^ cube have been indulgi'd in long enough, add the cylinder, or as the children call it, the "roller." "What can the si)here do?" "What can the cube do?" "Did you ever see nnything that could roll and stand too?" Bring out the cyl- inder. It may be introduced as a cousin. Roll one to each child and let him tell wherein the cylinder resembles its cousins. This form will also make a noise and is in color like the sphere and cube. It will roll like the ball because it has one round face ; it will stand or rest like the cube because it has flat faces. AVhile the ball rests on a point, and the cube on a face, tlie cylinder can rest either on a face or a line. 'I'lic cylinder has two curved edges, but no PARADISE OF CHILDHOOD. 91 corners. Let the children show faces and edges. Roll it and then let it stand. Count one, two, three, and let each child roll his cyl- inder to you. Notice flat and curved faces. Let the children show you a flat face — a curved face. ' 'How many flat faces are there ':"' "IIow many curved faces?" "Can you put your lin- ger along a line on the curved face?" The outlines of the flat faces form cii'cles. If the linger is passed around the curved face a circle is made, but by passing it up and down Ave get a straight line. Let each child have a sphen; to comi):i]'e with the cylinder. "Can you lind a straight line on tiie sphere's curved face?" Suggest tluvt he close his eyes, and taking his finger see if he can tell whether he is touciiing the sphere's curved face, or the cylinder's curved face. Let each child in turn roll the cylinder and ))all to hit the cube. Ask the children to bring things from home like the cylinder, and to tell all the reasons why it is a cylinder ; also when they bring anything like the si)here and cube to tell why it is a sphere or a cube. Let the children come to you and find things among those they have brought, or that you liave collected, that look like the sphere, the culje or the cylinder; also let the older chil- dren tell you what they can sec from the win- dow that is like either of these forms. As soon as the child becomes familiar with these forms they will l)ecome to him types of the life ai-ound him. He is very quick to ob- serve how everything can be classified under one of tiiese three forms ; thus tiie triune law of all growth is revealed to him, until gradually it dawns upon him that these objects are con- nected by having properties in common, and out of this feeling develops the perception of unity in the midst of diversity. As the cyl- inder seems to have been left in a somewhat isolated position, it is well to attract as much attention as possil)le to this object, a more ex- tensive use of which, will be brought out in the fifth gift B. The forms of the second gift are proAnded with staples in which strings may be inserted, and tiie object suspended by holding the ends of tiie string between the thumb and fingers. Twist the string, and let the child liold it while it revolves ; he will be delighted to see one form merge into another, and iinally come back to the first form. By holding ancnd in each hand, and skillfully pulling them apart, revolving the form as the string untwists, and then allowing the impetuo of the form to twist the string as it is slackened, so that liy repeating tiie oi)era- tion a rapid rotary motion may be juoduced, lirst in one direction and then in the other, curious semi-transparent shapes inay be seen wliicit will create an interest in geometrical forms. Tiie cube seems to changes into a cyl- inder, a double cone, or a cylinder and wheel ; the cylinder is a sphere within a sphere or a double cone in a sphere and wheel, and thus the child learns that things in motion seem very different from wiiat they really are. 8usi)end a (•ul)e from its face with a double string and spin it. "• How does the cube look now?" J^ike a cylinder or roller. "Now that it stops what does it look like?" Like the cul)e. "Now it spins again ; what does it look like?" Sing to the tune of "Buy a broom" : — Oil, ,«ay Mr, Cube what now ;ire you liidiiifj, \\ liut now are you hiding this nioriiiiig Iroin me? I'll let you go flying, and then I'll be spying. What it is you arc hiding this morning from mo. 'Tis the roller! 'Tis the roller! 'Tis the I'oUer youare hiding this morning from me. Let two children come up and spin tlie ball, singing, "Bound goes the ball, but in every place." Jjct two more come and spin the cube, singing, ''■Oh, say Mr. Cube what are you hid- ing ?" Let two more come and see what the roller hides. Sing : — Here the roller comes with its I'aees thrcu', la-la-la-la-ia. He is just ;is sober us he can be, la-la-la-la-la. But wlicii he is whirling, his faces grow thin, And show the little hard ball within, la-la-la-la-la-la-la-la-la-la-la. (This may be sung to "Vive la Conipanee," a eol- lege song.) If the cylinder is twirled from the middle of a curved face, a ball is seen with a shadowy lim around it. If twirled from the middle of a fiat face, a double cone ai)pears, when viewed from the side ; when looked down upon, a l)all flattened at the top, accompanied by a shadowy rim is seen. If tAvirled from the edge of a flat face :i cone appears from the side, a ball from above. Thus the ball is seen in the cylinder, the cylinder in the tabe, and the double cone in both cube and cylinder. This finding of one form within anothor brings out the unity of the second gift. Instead of using the double string arodmnv^ be passed througii the holes in tluM'ylinder and 92 QUARTER CENTURY EDITION cube. Have the rod bluntly pointed at both ends, and with one end on the table, hold the top end with the finger resting on it, and im- part a rotary motion to the form by impulses from the finger of tlie other hand. Several of these forms are shown in Figs. 1-5. Fig. 1, represents the cube with the axis through the center of opi)Osite faces. Fig". 2, the cube Avith tlie axis through diag- onally opposite corners. This gift proves most instructive if the sphere, cylinder and cube are given all at once. They may be placed side by side, or as in Fig. 6, producing a column, which arrangement is em- bodied in the two Froebel memorial stones. Fig. 1. Fig. 2. Fig. 3. Fig. 3, the cube as rotated on an axis pass- ing through the centers of two diagonally op- posite edges. Fig. 4. Fig. 5. Fig. 4, shows the cylinder as l)eing rotated on a rod perpendicular to the center of its natu- ral axis. Fig. 5, represents the rotating cylinder with the axis diagonally through from edge to edge. An interest in form inspired in this way, may lead to later investigation into the mysteries of the sciences, results of which eternity alone can measure. Do not make the child weary with this gift. Rolling the l)all and cylinder may alwavs be brought in to relieve monotony if necessary. A sequence of lessons on bread-making may be given, after the child has become familiar with various seeds and the processes of ]tlough- ing, planting, reaping, etc., until finally the baker makes the }>read ; the sphere, cube and cylinder playing their part as raindrops, store- house, seeds, ])longh, mill wheels, flour barrel, rolling pin and other well-known forms. Fig. 6. After the three forms have been enjoyed to- gether place them in the box which may be given to the children and much pleasure derived from its examination. The shape of the box will be noticed, and the different ways of plac- ing it, so that the length will be from back to front, from right to left, and up and down. But the height of joy is in the possession of such treasures as lie in the box. The friends he has known so intimately lie there together, the ball always at the "door end," as he calls it, of the l)ox, which should always l)e placed at the right hand, the cube at the left and the roller in the middle. The other cube with "something the matter with its corners" and its edges is such a study ; but it does not take the average child long to find that the little rattan in the box will just fit in the holes through the cube, or to notice that if he only had a string he could put it through the little "rings" that he sees. He makes one discovery after another, and when he finds that the two round sticks fit into the holes ( whicli were be- fore a mj'Stery) in the lid of the box, and that the square stick goes on the top of these, a new world is surely discovered by each little Col- umbus. The box may be fitted up with paper sails for a boat, loaded with cylinders for bar- rels, cubes for boxes of freight and spheres for fruit, or it may be loaded with different things, as seeds, plants, vegetables, etc., according to the season. The boxes may be turned down on the side as ovens, and the lids placed on the table as PARADISE OF CHILDHOOD. 93 kneading boards ; the perforated cube can jje used for a stove, witli a stick for the pipe ; the plain cube for the kitchen table ; the cylinder for a barrel of flour ; or by putting a round stick through the hole it may l)e used for a rolling pin ; the sphere may be a turkey or ap- ple dumplings ; other cubes may be used foi- bread, and cylinders for jelly rolls ; then when all are ready, put them in the oven for baking. In using the same form to represent different things in a play, do not fear that there will be any incongruity, provided the suggestion comes from the children, and the objects symbolized are closely related in thought, for the child's imagination is so free that he can clothe and re-clothe the same form with new life. The sense impressions which come from tracing re- semblances and differences, experimenting and handling, will give a familiarity with the forms and their relation to each other, which no ab- stract lesson on surfaces, edges and corners could afford. The windmills, water-wheels, steamboats, wagons, and engines conceived and run l)y unconscious inventors and master workmen — especially when one little fellow finds out something new he can do with his treasures, and imparts it to the eager group — are a marvel and joy to any real kindergartner. No such wealth of resources to cultivate imagi- nation and inspire confidence is found in any other gift as in this, which was an especial favorite with Froebel, and is so invaluable that no kindergartner who has once shared the de- light of the children in this gift for one year in the kindei-garten course, will ever be willing to do without a box for each child. THE THIRD GIFT. This consists of a cube divided into ei(j]it smaller one-inch cubes. A prominent desire in the mind of every child is to divide things, in order to examine the parts of Avliieh they consist. This uatnral instinct is observable at a very early period. The little one tries to change its toy by break- ing it, desirons of looking at its inside, and is sadly disappointed in finding itself incapable of reconstrncting the fragments. Frcfibel's Third Gift is fonnded on this observation. In it the child receives a wJiole, whose par^s he can easily separate., and j)iit together again at pleas- ure. Thns he is able to do that which he conld not in the case of the toys — restore to its original form tliat which was broken — making a perfect wliole. And not only this — he can nse the parts also for the constriLction of other icholes. The child's first plaything, or means of oc- cupation, was the ball. Next came the sphere, similar to, yet so different from the ball. Then followed ci(be and cylinder., both, in some points resembling the sphere, yet each having its own peculiarities, which distinguish it from the sphere and ball. The pupil, . in receiving the cube, divisible into eight smaller cubes, meets with fi-iends, and is delighted at the multipli- city of the gift. Each of the eight parts is precisely like the whole, except in point of size, and the child is immediately struck with this quality of his first toy for hnilding par- poses. By simply looking at this gift, the pu- pil receives the ideas of tchole and jxirt — of form and comparative size ; and by dividing the cube, is impressed with the relation of one part to another in regard to position and order of movements, thus learning readily to com- prehend the use of such terms as above, below, before, behind, right, left, etc., etc. AVith this and all the following gifts, we produce what Fnx'bel calls /o/-?Jt.s- of life, forms of knowledge, and forms of beaidjj. The first are representations of objects which actually exist, and wl^ich come under our common observation, as the works of hu- man skill and art. The second are such as afford instruction relative to nvmber, order, proportion, etc. The third are figures repre- senting only ideal forms, yet so regularly con- structed as to present perfect models of sym- m£try and order in the aiTangement of the parts. Thus in the occupations connected with the use of these simple building blocks, the child is led into the living world — theie iirst to take notice of objects by comparison ; then to learn something of their properties by induction, and lastly, to gather into his soul a love and desire for the beautiful by the con- templation of those forms which are regular and symmetrical. THE PRESENTATION OF THE THIRD GIFT. The children having taken their usual seats, the teacher addresses them as follows : — "To-day, we have something new to play with." Opening the package and displaying the box, he does not at once gratify theii' curi- osity by showing them what it contains, but commences by asking the question : — "Which one of the three objects we played with yesterday does this box look like ?" They answer readily, "The cube." "Describe the box as the cube has been described, with regard to its sides, edges, corners, etc." When this has been satisfactoril}^ done, the l)ox is placed inverted upon the table and the cover removed by drawing it out, which will allow the cubes to stand on the table. Lift- ing the box carefully', so that the contents may remain entire as in Fig. 1, the teacher asks : — "What do you see now?" The answer is as before, "A cube." Fig. 1. One of the scholars is told to push it across the table. In so doing, the parts will be likely to become separated, and that which Avas pre- viously whole will lie before them in frag- ments. The children are permitted to ex- amine the small cubes ; and after each one of them has had one in bis hand, the eight cubes are returned to the teacher who remarks : — PARADISE OF CHILDH0(3D. 95 "Children, as we have broken the thing, we must try to mend it. Let us see if we can put it together as it was before." This having been done, the boxes are tlien distril)uted among the children, and they are practiced in removing the covers, and taking out the cube without destroying its unity. They will find it difficult at first, and there will be many failures. But let them continue to try until some, at least, have succeeded, and then proceed to another occupation. PREPARATION FOR CONSTRUCTING FORMS. The surface of the tables is covered with a net work of lines, forming squares of one-inch. A space including a definite number of squares is allotted to each pupil. In these first conver- sational lessons, the children must be taught to point out the right upper corner of their table space, the left upper, the right and left lower, the upper and lower edges, the right and left edges, and the center. With little staffs, or sticks cut at convenient lengths, they may indicate direction, by laying them upon the table in a line from left to right, covering the center of the space, or extending them from the right upper to the left lower edge covering the center ; then from the middle of the upper edge to the middle of the lower edge, and so on. The teacher must be careful to use terms that can be easily comprehended, and avoid changing them in such a w'ay as to pro- duce any ambiguity in the mind of the child. Here, as in the more advanced exercises, everything should be done with a great deal of precision. The children must understand that order and regularity in all the perform- ances are of the utmost importance. The following will serve as an illustration of the method : The children having received the boxes, they are required to place them exactly in the center of their spaces, so as to cover four squares. Then take hold of the box wdth the right hand and inverting it upon the table remove the cover with the left hand by draw- ing it out from beneath. The right hand is used to raise the box carefully from its place and eight small cubes will stand in the center of the space forming one large cube. Lastly the cover is placed in the box and the box placed in tlie upper corner of the space allotted to the child. At the close of any play, when the materials are to be returned to the teacher, the same minuteness of detail must be observed as fol- lows : — Replace the box over the cubes, and draw toward the edge of the table ; then slip the cover beneath, reverse the box and replace the cover. These are processes which must be repeated many times before the scholar can acquire ex- pertness. FORMS OF LIFE. The boxes being opened as directed, and the cubes upon the center squares — in each space — the question is asked : — "How many little cubes are there ?" "Eight." "Count them, placing them in a row from left to right," (or from right to left). "What is that?" "A row of cubes." Fig. 2. It may bear any appropriate name which the children give it — as "a train of cars," "a company of soldiers," "a fence," etc. "Now count your cubes once more, placing them one upon another. What have you there?" "An upright row of eight cul)es." "Have you ever seen anything stand- ing like this upright row of cu])es?" "A chimney." "A steeple." "Take down your cubes, and build two upright rows of them — one square apart. What have you now?" "Two little steeples," or "two chinuieys." Thus, with these eight cubes, many built under It n Fig. S forms of life can be the guidance of the teacher, is an important rule in this occu- pation, that nothing should be rudely destroyed which has been constructed, but each new form is to be produced by slight change of the preceding one. A number of these forms are given below. They are designated by Froebel as follows : — Fig. 4. Fig. 5. Cube or Kitchen Table. 90 guAjrri^:K centuuy edition Fiu-. l'"irc})l;ict'. Fio-. 7. ( irniidpn's ( "linir / I J ■ Y\%. s. ( iiiUKlpM's :ui. Cliinvli Fig. 26. City linll. CM — FiiT. 27. Castle. ^■'ig. 28. A Locomotive Fiu'. 2!i. Iviiiii. 98 QUARTER CENTURY EDITION f1 Fig. :}(). liiidiii' with Keeper's House. Fig. ;5i. Two Hows of Trees. Fig. :}2. Two Lonii Loiis of Wood. Fiff. 83. A IMatfonn Fig. U. Two Siniill lioos of Wood. S Fig. .'>"). F'our ( Jardeu llenches. li Fio-. 36. Stairs. Fiff. 37. Doultlc Ladder. Fig. 3«. Two Coin 111 us ou pedestals. / " , X , - ' ^ AVeil-trouo-h. Fio-. ;',•). a . jf . r' , f Fig. 10. Bath. Fig. 41. A Tuuuel. Fio-. 42. Kasv Chair, X 1 Fio-. 43. Bench with baclv. / / yffl 1 P Fig. 44. Cube. PARADISE OF CHILDHOOD. 99 Several of the names in tliis list lepreseut objects which, being more specilically German, will not be recognized by the children. Ruins, castles, sentry-boxes, signposts, perhaps they have never seen ; but it is easy to tell them something about these objects which will in- terest them. They will listen with pleasure to short stories, narrated by way of exi)hinatioii, :ind thus associating the stoi-y with tiie form, be able, at another time, to reconstruct the latter while they repeat the former in their own words. It is not to be expected, Jiowever, that teachers in this country should adhere closely to the list of Frojbel. They may, with advan- tage, vary the forms, and if they choose, attlx other names to those given in these pages. It is well sometimes to adopt such designations as are suggested l)y the children themselves. They will be found to be (piite a})t in tracing I'esemblances l)etween tlieir structures and the objects with which they are familiar. In order to make the occupation still more useful, they should be required also to point out the dissimilarities existing between the form and that which it i-epi'esents. It is proper to allow the child, at times, to invent forms, the teacher assisting the fantasy of the little l)uilder in the work of consti'uct- ing, and in assigning names to tlie structure. AVlien a figure has been found and named, the child should be requii-ed to take the blocks apart, and build the same several times in succession. Older and more advanced scholars suggest to younger and less able ones, and the latter will be found to appreciate such help. It is a connnon observation, that the y(;unger children in a family develop more rapidly than the older ones, since the foi-mer ai'e assisted in their mental growth by companionship with the latter. This benefit of association is seen more fully ill the Kindergarten, under the judicious guidance of a teacher who knows how to en- courage what is right, and check what is wrong, in the disposition of the children. It should be remarked, in connection with these directions, that in the use of this and the succeeding gift it is essential that f'//the blocks should be used in the building of each figure, in order to accustom the child to look upon things as mutually related. There is nothing which has not its appointed place, and each ))art is needed to constitute the whole. For ex- ample, the well-trough (Fig. 39) may be built of six cubes, but the remaining two should rep- resent two pails with which the water is con- veyed to the trough. FORMS OF KNOWLEDGE. These do not represent objects, either real or ideal. They instruct the pupil concerning tile properties and relations of numbers, by a particular arranging and grou[)ing of the blocI 1- m7^ ^ r 1 -^ r i w f'ii L J ■V Xj 1 > mm 1 It^ W \m > — r ^ f V Fig. 73. Fig. 74. Fig. 75. Fig. 76. Fig. 77 PARADISE OF CHILDHOOD. 103 Fig. 78. Fio-. 79. Fio-. 80. Fio-. 81. Fio-. 82. Fio-. 83. Fio-. 84. Fio-. 85. Fio-. 86. Fio-. 87. Fia-. 88. Fio-. 89. Fis:. 90. Fig. 91. A -A iftt>- 1 m III k m^ 4 i^^iiii k A\ t -1 1 — 4 ( ra '""w p w Ip- < fM'*> A W^ 1 !> m ^// \% t f 1 m HI ft * ■ i A »«^^ Ml iiiih r \<\ \ k- % Jill' ^ f Fio-. 92. P^ Fia;. 93. Fig. 94. Fio-. 95. Fio-. 9G. Fio-. 97. Fio-. 98. Fig. 99. Fig. 100. Fig. 101. Fig. 102. 104 QUARTER CENTURY EDITION Fiii'. io;>. Fiii-. 101. t ► ,f h » A ^ 1 41 11^ oillil ?i i^ — ♦"2 ♦ — .,1 k S.lT I \ >i In y B 1 i ^ 1 p •^ 4 c — — w^ \, i^ 'A] ^ w -^ \>' Kiii'. 10.'). Fio-. lOG. Fio-. 1(»7 Fig. 108. Fig. lOi). Fig. 110. Fig. 1 1 1 KDirOKS NOTES. Fio-. irj. As tho bosT knowlodgv cnnnol l>o :itt;iiiUHl without division or analysis t>l" a whoU'. the dividod solids follow thoso which givo tho iin- pivssiou of Avholos. An arbitraiv division can- not give eloar ideas, so a vognlar clivision. noeording to oovtain laws, is uoeossarv. Prominent features of this gift are the like- ness of each part of the cube to the whole, and the contrast of si/e between the cube and its parts. The chief object of the gift is to de- veU>p the creative power of the chiUl ; so tliat he is encoiu'aged to follow his instinctive wish to see the construction of things, and l)egins his investigation of particular ])henoniena. lie divides the cube to tind its component ])arts and examines the ]>ieces. He finds that each part is like the whole, only smaller, so that the im- pression of this ])articular form is deepened ; he can create many forms and byre-arranging discover new qualities and uses. The material allows tluH'hild tt> i'xi)ress out- wardly his inner conceptions, which is (»ne of the lirst demands of life. The ilesire to look at the interior of things is the germ of the fullest development, the beginning of the formation of the scientitic mind. While this gift is similar to the cube of the second in size and material, and interests the child becauseof this likeness, it is the contrast between the two cubes that holds his attention. Thus he is takcMi from what he alri'atly knows, into a wilier Held of knowUHlge. Fet the child compare the two gifts in regard to faces, corners, edges, direction alivl element of rest ; in this way test his menu)ry and lead him to conuuenee a elassilication of objects Ity deciding that all bodii's of similar proportions and tpialities must be cubical in form. The harmony of the child's development through this gift rests ehielly on the method with whit'h he begins and ends his play with it. If he takes the cube from the box as a whole, it stands before him a type of the unity he would learn about ; and if after the play lie reconsti'ucts the typieid whole, his inner uatui'i' is satislied, for he has proceeded from unity, through his play to unity again ; but if he takes the ]iarts out one by one all is con- fusion, appealing only to the external side of his nature. In plaving, every part should bensiHl, other- wise the material is wasted. The child should early learn that nothing is isolated and un- connected, nothing without its purpose ar.d its appointed use. If all the given material is used the relation of the part ft) the whole is kept con- stantly before the mind and eye of the child; each part being of value only as it helps to make the whole complete. Details in small tilings are of great iuipor- PARADISE OF CHILDHOOD. 105 tance, and the kin or lie down. The network of lines on the table is to be the constant guide, in the construction of forms. In inventing a new series, place a block above, below, at the right or left of the center ; and a second opposite and equidis- tant. A third and a fourth are placed at the right and left of these, but in the same posi- tion relative to the center. The remaining four are placed symmetrically about tliose first laid. By moving the o's or h's regularly in either direction, a variety of figures may be formed. 1 — 1 1 1 1 -- fe^M ^m III 1 I i wiini iijiiiiii ipi Hpitfi lllllllll ij:; . lil'l nil miiiiii ^^=^ — i! []ii JIL ;i :'| t -V - 11! mil p— I'l lij, If- '^ ■ 1 ihii J;:jJ Mk £; i;i,!!„ 1 llljlil ~^(^ =a^ 1 u Fio-. y2. Fio-. Ho. Fio;. Hi. Fio-. 85. Fis:. 86. Fio-. 87. Fio-. 88. Fig. 89. Fig. 90. Fiff. 91 Fig. 92. Fig. 93. Fisr. 94. Fig. 95. Fig. 96. PARADISE OF CHILDHOOD. 115 Fio;. 97. Fio-. 98. Fio-. 99. Fio-. 100. Fisf. 101. 1 1 , 1 1 1 1 1 1 L 1 1 1 1 1 ^m „^^^ |i ^ \ / K ^J |^_ ^ ■1 ^ m p ■-\ » ^%^ ^ 4 / - ;;- 1 \ \ -- ii W ^ i ■^ 1 1 i y lii lir - L V A. \ J J s, c • a :> K /i 1 A / ^M Y ^ |;%iKM,^^# ■ \ N/ i V^ % =j — — ^ — — LZ — ^ r w — — i — P'io-. 102. Fio-. 103. Fio-. 104. Fis. 105. Fiff. 106. Fig. 107. Fig. 108. EDITOR'S NOTES. Fig. 109. Fio-. 110. AYhile we find that the eight equal parts of the third gift are of the same form as the whole, this gift shows eight parts iii the form of par- allelopipeds-solids, with three unequal dimen- sions, which constitute the chief characteristic of the gift, and adds to both gift and play a new and original importance. In this as in all the building gifts, every part should be used, and when tlie boxes have been distributed they should be opened in such a way that the cube stands before the child as a whole, so that he may begin his work as a whole. Call attention to its being divided according to a new plan, and to the form of the component parts, which the child easily recognizes as be- ing that of a brick. Let a cube of the third gift be handed to the children so that they may compare it with the ob- long brick of this gift ; ask for similarities and differences ; the unequal dimensions in these bricks make it necessary for the child to pro- ceed with more reflection, to compare, and to experiment, in order to produce a symmetrical result. If two cubes are given, the children will readily see that two bricks laid one above the other are just as large as two cubes laid side by side, and in this way the truth is made evident that the solid contents are the same. AVhile in the third gift the solid appears most prominently, in this gift the idea of sur- face is suggested. P^very face is an oblong, and the variety of size makes more clear the form itself, so the child gains as true a con- cept of an oblong as of a square. To impress on the child the differences of position which each brick can occupy, let the bricks stand, as soldiers, sit or lie flat, as if asleep. Give the child a cube, and ask him to 116 OUARTER CENTURY EDITION do tlie same with that. He finds it always re- mains the same on whichever of its faces it may rest; thus new lessons are taught him, and he is made to understand length and breadth more clearh'. The different dimensions in the bricks make the variety and number of i)ossi- ble liguix'S with tliis gift ahnost incalculable. Many ])hilosophical ti'uths may he illustrated, as the law of equilibrium — when a nai'row face has to support a broader one ; or continuous motion — by setting a roAv of blocks on end, and pushing the first one against the other, causing the whole row to fall. As an exercise in the relation of size, let the children separate the cube into halves, Avhich may be done by a vertical or horizontal divis- ion, and gives rise to suggestive questions and instructive ol)servations ; these halves may be sepai'ated again and divided into quarters, and again into eighths ; in this manner the children are brought to comprehend successive divi- sions by two. These exercises admit of many variations. Let the pupils find the different ways in which two bricks may be i)laced with regard to each other, and build forms while the teacher talks with them about the objects represented, so as to awaken thought within them. Let the children work out for themselves with the blocks, a sequence of moves illustrating a story, or a sequence of thought given by the teacher. In this way they come to know the form as regards dimensions, faces and relation of ])arts to the whole. A fresh delight comes to the child wlien he discovers how one object may be transformed into another, and particularly when there is some connection between each new figure and the child himself, who must have a clear insight into the most simple and natural relations of things, that the sight of things more com- plicated may not confuse him and hinder his development. The following sequences are suggestive and render it easy to liud such connections. FURNITURE SEQUENCE. Bureau. — Cube, with cut running right and left. Draw the front half away. Let a brick stand at either end of the back half touching it by the broad face. Join the two remaining bricks l»y their long narrow faces and place on top for a mirror. Fig. 111. Washstand. — Let the two bricks which formed the mirror stand directly back of the lying bricks, touching them by their broad faces. Let the top brick sit on the standing back bricks, Fig. 112. m Fig. 111. Fig. 112. WraTiNu-DESK. — Lift sitting brick in the right hand, and the two bricks below it in the left hand. Let the two bricks lie on the re- maining pile, projecting an inch in front, the cut running front and back. Let the remain- ing brick sit on them at the back, so its broad face coincides with their short faces. Fig. 113. Hat-k ACK. — Lift the three bricks just placed. Let two stand at the back as before. Lift the top brick, join it totheremoining brick by long narrow faces, and let them sit on the back bricks. Fig. 114. Fig. 113. Fig. 114. Chair and Table. — Join right and left bricks by their broad faces. Let them lie, right and left, two inches in ■ front of form. Lift the two top bricks and let them lie across the two front bricks, the cut running front and back. Fig. 115. Two Chairs. — Make a chair of the front bricks, facing and similar to the chair of the four back l)ricks. Fig. IK!. Fig. 115. Fig. 116. Bed, — Remove the back of the front chair. Place the top brick in the back chair cushion, so that it touches the standing bricks by its broad face. Place the top front brick so that its PARADISE OF CHILDHOOD. 117 broad face coincides with the narrow front face of the brick below it. Fit in the remaining short faces just touching. Place the remaining brick at the left in a similar position, Fig. 125. Fig. 117. ■ bricks for a mattress, the cut running front and back. Fig. 117. Then comes the orderly building of the cube. BAKER SEQUENCE. Shop. — Cube, cut running right and left. Fig. 118. Eight Drawers. — Remove the front half, placing it one inch to the right of the back half, in similar position. Fig. 119. ^ ^ -i Fig. 118. Fig. 119. Two Counters. — Let the right and left bricks touch by their short faces. Place the top half two inches in front of the lower half, running right and left. Fig. 120. Four Loaves. — Draw the two back right bricks one inch to the right. The front bricks the same. Fig. 121. r 1 ill ^ ^ rir'lli . ,11 liUP 1 Ik Fig. 120. Fig. 121. Table. — Push the bricks together forming aprism 4x1x1, Fig. 122. Baking Sheets. — Place the top half two inches back of the lower half. Fig. 123. f=F- Fig. 122. Fig. 123, Molding Board. — Push the front and liack halves together. Fig. 124. Fig. 124. Rolling Pin. — Place the two front right bricks at the right of and touching the back right bricks by their short faces. Place front left brick at the right of those just placed, the ^ P=?= Fig. 125. Mixing Trough. — Join the two end bricks by their short faces and let them sit 1 jack of the four left hand bricks touching by Inoad faces. Let the two front left bricks sit opposite those just placed. Take one of the right hand bricks in each hand, and let them sit at either end of the trough, closing the opening. Fig. 126. Flour Scoops. — Draw the right half, one inch to the right, Fig 127. Fig. 126. Fig. 127. Wagon. — Place the left-hand brick directly at the left of the right half, so that it shall touch it with the broad face. Remove the brick lying at the left between the two sitting bricks, and place it front and back across the middle of the wagon. The two remaining left bricks serve as horses. Fig. 128. Fig. 128. Fig. 129. Money Chest. — Lift one of the left hand bricks in each hand, place one right and left of the wagon seat, touching it by long narrow faces. This lid may be raised or lowered at will. Pig. 129. Return to cube. HOUSE BUILDING AND FURNISHING SEQUENCE. House. — Cube with the cutting right and left, Fig. 130. Fig. 130. Fig. 131. Piazza. — Lift the top half, place it directly in front of and touching the lower half, cut running right and left. Fig. 131. Open Door. — Lift the two front bricks, and let them stand on the back brick, one inch ai^art, with the long narrow faces in front. Lift the top front brick and let it lie across the standing bricks. Fig. 132. 118 PARADISE OF CHILDHOOD. Four Tables. — Move the live back bricks one iucli back, move the front brick one incli front. Place the brick which foi-ms the top of the door on the front brick, toiichino; it by the broad face. Join the standing bricks by broad faces and let them lie one inch back of the back bricks, Fig. 133. Fig. 132. Fig. 133. Car-seats. — Let the upper back brick sit directly beiiind the lower back brick. Arrange remaining bricks in like manner, Fig. 134. Two LoNO Seats. — Lift the back seat, plac- ing it beside the seat directly in front of it, so that they will touch by short faces. Join the two remaining seats in like manner. Fig. 135. J ^1 ( ilhiiP^ i J|l|Pi# ! 1 rm -^ ^ i 1 llli p Fig. 134. P'ig. 135. Sofa, w^tii Arms and Tahle. — Remove the front, sitting ])ricks, and let one sit at either end of the back seat touching it by broad faces, the short faces being in front. Let two front biicks touch one another by broad faces, form- ing the table, F'ig. 136. Fig. 136. Two Seats With Ar.'ms. — Draw three right hand bricks, two inches to the right. Let the 1 trick which forms the top of the table, sit at the left hand end of the bricks just moved, touching them by broad faces. Left hand sec- tion the same, Fig. 137. Fig. 137. Two INIaui'.le Basins. — Draw out the brick which forms the right-hand seat, and let it sit one inch in front of the back brick, similar posi- tion. Left hand section the same. Fig. 138. Two Windows. — Holding the right-hand bricks lirmly together, place them in an upright Fig. 138. position, so that the bricks which were right and left, form the top and bottom of a window. Same with the left bricks, Fig. 139. Hioii Window. — Place the left-hand window on top of the right-hand window, Fig. 140. Fig. 139. Fig. 140. Vestibule — Place the top half of the win- dow directly in front of and touching the lower half. Fig. 141. Band Stand. — Let the two top bricks lie directly in fi-ont of and touching the lower bricks. Remove the standing bricks. Let one lie right and left across the cut between the two front bricks, another across the cut be- tween the two back bricks. Let the two re- maining bricks lie across the opening front and back, Fig. 142. Return to cube. Fig. 141. Fig. 142. The children take pleasure in uniting, and building Avith this gift : also, with the third and fourth combined, when they have become suffi- ciently acquainted with each separately ; com- 1 lining the gifts gives them an opportunity of com})aring the cube and brick more closely, and so learn their properties and peculiarities bet- ter, than by the use of each separately. One will build a church, another a stove, a shop or house, and so a group of children will have a unity of purpose which is harmonizing in its effects. THE FIFTH GIFT. CUBE, TWICE DIVIDED IN EACH DIRECTION. All gifts used as occupation material in tlie Kindergarten develop, as previously stated, one from another. The Fifth Gift, like that of the Third and Fourth Gifts, consists of a cube again, although larger than the previous ones. The cube of the Third Gift was divided once in all directions. The natural progress from 1 is to 2 ; hence the cube of the Fifth Gift is divided tivice in all directions ; conse- quently, in three equal parts^ each consistiug of nine smaller cubes of equal size. But as this division would only have multiplied, not diversified, the occupation material, it was necessary to introduce a new element, by sub- dividing some of the cubes in a slanting di- rection. We have heretofore introduced only verti- cal and horizontal lines. These opposites, however, require their mediate elemeut, and this mediation was already indicated in the forms of life and of beauty of the Third and Fourth Gifts, when side and edge, or edge and side, were brought to touch each other. The slanting direction appearing there transi- tionally — occasionally — here, becomes perma- nent by introducing the slanting line, sepa- rated by the division of the body, as a bodily reality. Fig. 1. Three of the part cubes of the Fifth Gift are divided into half cubes, three others into quarter cubes, so that there are left twenty- one whole cubes of the twenty-seven, produced by the division of the cube mentioned before, and the whole Gift consists of thirty-nine single pieces. It is most convenient to pack them in the box, so as to have all half and quarter cubes and three whole cubes in the bottom row, as in Fig. 1, which only admits of separating the whole cube in the various ways required here- after, as it will also assist in placing the cube upon the table, which is done in the same manner as described with the previous Gifts. The first practice with this Gift is like that with others introduced thus far. Led by the question of the teacher, the pupils state that this cube is larger than their other cubes ; and tlie manner in which it is divided will next at- tract their attention. They state how many times the cube is divided in each direction, how many parts we have if we separate it according to these various divisions, and car- rying out what we say gives them the neces- sary assistance for answering these questions correctly. In Fig. 2 the three parts of the cube have been separated and laid side by side. Fig. 2. These three squares we can again divide iu three parts, and these latter again in three, so that then we shall have twenty-seven parts, which teaches the pupil that 3X3=9, 3X9 = 27. To some, the repetition of the apparently simple exercises may appear superfluous ; but repetition alone, iu this simple manner, will assist children to remember, and it is always interesting, as they have not to deal with ab- stractions, but have real things to look at for the formation of their conclusions. But, again I say, do not continue these oc- cupations any longer than you can command the attention of your pupils by them. As soon as signs of fatigue or lack of interest become manifest, drop the subject at once, and leave the Gift to the pupils for their own amuse- ment. If you act according to this advice, your pupils never will overexert themselves, and will always come with enlivened interest to the same occupation whenever it is again taken up. After the children have become acquainted with the manner of division of their new large cube, and have exercised with it in the above- mentioned way, their attention is drawn to the 120 QUARTER CENTURY EDITION shape of the divided half and quarter cubes. They are divided by means of slanting lines, which should be made particularly prominent, and the pupils are then asked to point out, on the whole cubes, in what manner they were di- vided in order to form half and quarter cubes. The pupils also point out horizontal, vertical and slanting lines which they observe in things in the room or other near objects. Take the two halves of your cube apart and say, "How many corners and angles can you count on the upper and lower sides of these two half cubes?" "Three." Three corners and three angles, which latter, you recollect, are the insides of corners. We call therefore, the upper and lower side of the half cube a tri- angle, which simply means a side or plane witii three angles. The child has now enriched its knowledge of lines by the introduction of the oblique or slanting line, in addition to the horizontal and vertical lines, and of sides or planes by the introduction of the triangle, in addition to the square and oblong previously introduced. With the introduction of the tri- angle, a great treasure for the development of forms is added, on account of its frequent oc- cur;i-ence as elementary forms in all the many formations of regular objects. The child is expected to know this Gift now sutiiciently to employ it for the production of the various forms of life and beauty to be in- troduced . FORMS OF LIFE. The main condition here, as always, is that for each representation the whole of the occu- pation material be employed ; not that only one object should always be built, but in such manner that remaining pieces be always used to represent accessory parts, although apart from, yet in a certain relation to the main position actively and effectively in relation to some greater whole. Nor should it be forgotten that nothing should be destroyed, but everything produced by rebuilding. It is advisable always to start with the figure of the cube. .-^^ "' 1 ,.!' i i 1 :!!! ! 1 Fig. 3. Cube. Fis. 4. Flower- stand. ^i-y-z , 1 ^iliii \\ ill Fig. 5. Laroe Chair. Fig. 6. Easy Chair, with Foot Bench. Fig. 7, figure. The child should, again and again, be A Bed. Lowest row, fifteen whole cubes; reminded that nothing belonging to a whole second row, six whole and six half cubes com- is, or could be, allowed to be^superfluous, but posed of twelve quarter cubes ; third row, six that each individual part is destined to fill its half cubes. PARADISE OF CHILDHOOD. 121 y^ ^ '////, '^--*. ^ f=A '^CS^S.^T^ 1 ir 1 11 'l|ll> lil Sofa, half cubes Fig. 8. First row, sixteen wliole and two A Well. f/ . 1 [/ ■ ■ ill ! Fig-. 10. House, with Yard. First row, twelve whole cubes ; second row, nine whole and six half cubes ; roof, twelve quarter cubes. Fig. 13. Church. Building itself, eighteen whole cubes ; roof, twelve quarter cubes ; steeple, three whole cubes, and three half cubes ; vestry three half cubes. Fio-. 14. Fio;. 15. Body of Church. Eight whole, four half and eight quarter cubes ; steeples, twice five whole and two half cubes ; between steeples, three whole and four quarter cubes. Fig. 15, ground plan. Fig. 11. A Peasant's House. First row, ten whole cubes ; second row, eight whole and two half cubes ; roof, three whole, four half and twelve quarter cubes. Fig. 1(3. ^^* ^^' Factory, with Chimney and Boiler-house. Schoolhouse. thirst row, nine whole and six Factory, sixteen whole cubes ; roof, six half quarter cubes ; second row, nine whole cubes ; and four quarter cubes ; chimney, five whole three whole and six half cubes ; and two quarter cubes ; boiler-house, four third row. fourth row, six quarter cubes. quarter cul)es ; roof, two quarter cubes. 122 QUARTER CENTURY EDITION Fio-. 17. Chapel, with Hermitage. Fig. 21. City Gate, with Three Entrances. Fig. 22. Arsenal. Fig. 18. Two Garden Houses, with Rows of Trees. IL ^ mi I |r Fig. 23. City Gate, with Two Guard-houses. Fig. 19. A Castle. Fig. 20. Cloister in Ruins. Fig. 24. A Monument. First row, nine whole and four half cubes ; second to fourth row, each, four whole cubes ; on either side, two quarter cubes, united to a square column, and to unite the four columns, two half cubes. PARADISE OF CHILDHOOD. 123 Fig. 25. A Monument. First row,nine whole and four quarter cubes ; second row, five whole and four half cubes ;third row, four whole cubes ; fourth row, two half and four quarter cubes. Fig. 26. A Large Cross. P'irst row, nine whole and four times three quarter cubes ; second row, four whole cubes ; third row, four half cubes. Tables, chairs, sofas and beds, are the first objects the child builds. They are the objects with which he is most familiar. Then the child builds a house, in which he lives, speaking of kitchen, sleeping-room, parlor, and eating- room, when representing it. Soon the realm of his ideas widens. It roves into garden, street, etc., It builds the church, the schoolhouse, where the older brothers and sisters are in- structed ; the factory, and arsenal, from which, at noon and after the days's work is over, so many laborers walk out to their homes to eat their dinner and supper, to rest from their work, and to play with their little children. The ideas which the children receive of all these objects by this occupation, grow more correct by studying them in tlieir details, where they meet with them in reality. In all this they are, as a matter of course, to be assisted by the instructive conversation of the teacher. It is not to be foi^gotten that the teacher may influence the minds of the children very favor- ably, by relating short stories about things and persons in connection with the object repre- sented. Not their minds alone are to be dis- ciplined ; their hearts are to be developed, and each beautiful and noble feeling encouraged and strengthened. Be it remembered again that it is not neces- sary that the teacher should always follow the course of development shown in the figures on our pages. Every course is acceptable, if only destruction is prevented and rebuilding adhered to. Some of the figures may not be familiar to some of the children. The one has never seen a castle or a city gate, a well or a monument. Short descriptive stories about such objects will introduce the child into a new sphere of ideas, and stimulate the desire to see and hear more and more, thus adding daily and hourly, to the stock of knowledge of which he is already possessed. Thus, these plays will not only cultivate the manual dex- terity of the child, develop his eye, excite his fantasy, strengthen his power of invention, but the accompanying oral illustrations will also instruct him, and create in him a love for the good, the noble, the beautiful. The Fifth Gift is used with children from five to six years old, who are expected to be in their third year in the Kindergarten. A box, with its contents stands on the table before each child. They empty the box as heretofore described, so that the bottom row of the cube, containing the half and quarter cubes, is made the top row. "What have you now?" "A cube." "•We will build a church. Take off all quar- ter and half cubes, and place them on the table before you in good order. Move the three Avhole cubes of the upper row together, so that they are all to the left of the other cubes. Take three more whole cubes from the right side, and put them beside the three cubes which were left of the upper row. Take the three re- 124 QUARTER CENTURY EDITION maining- cubes, which were on tlie right side, and add them to the quarter and half cubes. What have you now?" •'A house without roof, three cubes high, three cubes long and two cubes broad." "We will now make the roof. Place on each of the six upper cubes a quarter cube with its largest side. Fill up the space between each two quarter cubes with another (juarter cube, and place another quarter cube on top of it. What have you now ?" "•A house with roof." "How many cubes are 3'et remaining?" "Three whole and six half cubes." "Take the whole cubes, and place them one on top of the other, before the house. Add another cube, made of two half cubes, and cover the top with half a cube for a roof. What have you now?" "A steeple." "We will employ the remaining three half cubes to build the entrance. Take two of the half cubes, form a whole cube of them, and place it on the other side of the house, oppo- site the steeple, and lay upon it the last half cube as a roof. AVhat have we built now?" "A church with steeple and eutrance." (Fig. 13). FORMS OF KNOWLEDGE. The representation of the forms of knowl- edge, to which the Fifth Gift offers oppor- tunit}^ is of great advantage for the develop- ment of the child. To superllcial observers, it is true, it may appear as if Froebel not only as- cribed too much importance to the mathemati- cal element to the disadvantage of others, but that mathematics necessarily require a greater maturity of understanding than could be found with children of the Kindergarten age. But who thinks of introducing mathematics as a science? Many a child, five or six years of age, has heard that the moon revolves ai'ound the earth, that a locomotive is propelled by steam, and that lightning is the effect of electricity. These astronomical, dynamic and physical facts have been presented to him as mathe- matical facts are presented to his observation in Fra?bers Gifts. Most assuredly it would be folly, if one would introduce in the Kinder- garten, mathematical problems in the usual abstract manner. In the Kindergarten, the child beholds the Ijodily representation of an expressed truth, recognizes the same, receives it without difficulty, without overtaxing its- developing mind in any manner whatsoever. Whatever would be difficult for the child to derive from the mere word, na}^ which might under certain circumstances be hurtful to the young mind, is taught naturally and in an easy manner by the forms of knowledge, which thus become the best means of exercising the child's power of observation, reasoning, and judging. Beware of all problems and abstrac- tions. The child builds, forms, sees, observes, compares, and then expresses the truth it has ascertained. By repetition, these truths, ac- quired by the observation of facts, become the child's mental property, and this is not to be done hurriedly, but during the last two years in the Kindergarten and afterwards in the Primary Department. The first seven forms of knowledge (Figs. 27-33) show the regular divisions of the cube in three, nine and twenty-seven parts. In either case, a whole cube was employed, and yet the forms produced by division are dif- ferent. This shows that the contents may be equal, when forms are different. (Figs. 2S,. 29, 30, 31 and 32). Fio-. 29. Fig. 30. ^ W\ f^ ^t ^ ^, 1- in 11 1 ll f p^ p Fig. 31. PARADISE OF CHILDHOOD. 125 Fio-. 32. Fig. 33. This difference becomes still more obvious if the three parts of Fig. 28 are united to a stand- ing oblong, ov those of Fig. 29 to a lying, ob- long, or if a single long beam is formed of Fig\ 30. "Take a cube children, place it before you, and also a cube divided in two halves, and place the two halves with their triangular planes or sides, one upon another." These two halves united are just as large as the whole cube. But the two halves may be united, also, in other ways. They may touch each other with their quadratic and right angular planes. Represent these different ways of uniting the two halves of the cube simultaneously. Not- withstanding the difference in the forms, the contents of mass of matter remained the same. In a still more multiform manner, this fact may be illustrated with the cubes divided in four parts. Similar exercises follow now with the whole Gift, and the children are led to find out all possible divisions in two, three, four, five, nine and twelve equal parts. (Figs. 34-44). Fig. 34. Fig. 35. Fig. 36. Fig. 38. Fig. 39. r r ,/ ,/ / r r r. c C m^,^^^=^^^ Fig. 40. Fio-. 42. Fig. 43. Fis:. 37. Fig. 44. After each such division the equal parts are to be placed one upon another, for dividing and separating are always to be followed by a pro- cess of combining and reuniting. The child thus receives every time, a transformation of the whole cube, representing the same amount of matter in various forais. (Figs. 45-48). 126 QUARTER CENTURY EDITION •^S Fig. 45. Fia:. 46. A \ A / \ / ' \ / ^ \ Fis. 51. ^^^ ^:=7 y y / A \/ y / / M& \ II k i k P Fisr. 47. Fig. 48. The child should also be allowed to compare with each other the various thirds, quarters, or sixths, into which whole cubes can be divided, as shown in Figs. 35, 36, 37, 38, or 40, 41 and 42. It is understood that all these exercises should be accompanied by the living word of the teacher ; for thereby, only, will the child become perfectly conscious of the ideas re- ceived from perception, and the opportunity is offered to perfect and multiply them. The teacher should, however, be careful not to speak too much, for it is only necessary to keep the attention of the pupil to the object repre- sented, and to render impressions more vivid. The divisions introduced heretofore, are fol- lowed by representations of regular mathe- matical figures, (planes), as shown in Figs. 49-52. The manner in which one is formed from the preceding one is easily seen from the figures themselves. Fig. 52. As mentioned before, part of the occupa- tion described in the preceding pages, is to be introduced in the Primary Department only, where it is combined with other interesting but more complicated exercises. Simply to indi- cate how advantageously this Gift may be used for instruction in geometry in later years, we have added Fig. 56, the representation of which shows the child the visible proof of the well-known Pythagorean axiom, Ijy which the theoretical, abstract solution of the same, cer- tainly, can alone be facilitated. Fiff. 53. Fig. 54. Fior. 49. Fig. 55. /i I I I I I n v Fig. 50. Fiff. 56. PARADISE OF CHILDHOOD. 127 For the coutinuation of the exercises in arithmetic, begun with the previous Gifts, the cubes of the present one are of great use. Exercises in addition and subtraction are con- tinued more extensively, and by the use of these means, the child will be enabled to learn, what is usually called the multiplication table, in a much shorter time and in a much more ra- tional way than it could ever be accomplished by mere memorizing, without visible objects. FORMS OF BEAUTY. If we consider that the Fifth Gift is put into the hands of pupils when they have reached the fifth year, with whom, consequently, if they have been ti*eated rationally, the external or- gans, the limbs, as well as the senses, and the bodily mediators of all mental activity, the nerves, and their central organ, the brain, have reached a higher degree of development, and their physical powers have kept pace with such development, we may well expect a somewhat more extensive activity of the pupils so pre- pared, and be justified in presenting to them work requiring more skill and ingenuity than that of the previous Gifts. And, in fact, the progress with these forms is apparently much greater than with the forms of life ; because here the importance of each of the thirty-nine parts of the cube can be made more prominent. He who is not a stranger in mathematics knows that the number of com- binations and permutations of thirty-nine dif- ferent bodies does not count by hundreds, nor can be expressed by thousands, but that mill- ions hardly suffice to exhaust all possible com- binations. Limitations are, therefore, necessary here ; and these limitations ai-e presented to us in the laws of beauty, according to which the whole structure is not only to be formed harmoniously in itself, but each main part of it must also answer the claims of symmetry. In order to comply with these conditions, it is sometimes necessary, during the process of building a Form of Beauty, to perform certain move- ments with various parts simultaneously. In such cases it appears advisable to di^ide the activity in its single parts, and allow the child's eye to rest on these transition figures, that it may become perfectly conscious of all changes and phases during the process of development of the form in question. This will render more intelligible to the young mind , that real beauty can only be produced Avhen one opposite bal- ances another, if the proportions of all parts are equally regulated by uniting them with one common center. Another limitation we find in the fact, that each fundamental form from which we start is divided in two main parts — the internal and the external — and that if we begin the changes or mutations with one of these opposites, they are to be continued with it until a certain aim be reached. By this process certain small steps are created, which enable the child — and, still more, the teacher — to control the method ac- cording to which the perfect form is reached. "Each definite beginning conditions a cer- tain process of its own, and however much liberty in regard to changes may be allowed, they are always to be introduced within cer- tain limits only." Thus, the fundamental form conditions all the changes of the whole following series. All fundamental forms are distinct from each other by their different centers, which may be a square, (Fig. 65), a triangle, (Fig. 91), a hexagon, octagon, or circle. Before the real formation of figures com- mences, the child should become acquainted with the combinations in which the new forms of the divided cubes can be brought with each other. It takes two half cubes, foi'ms of them a whole, and, being guided by the law of op- posites, arrives at the forms represented in Figs. 57-64, and perhaps at others of less significance. The following series of Figs. 65-106 are all developed one from another, as the careful ob- server will easily detect. As it would lead too far to show the gradual growing of one from another, and all from a common fundamental form, we will show only the course of devel- opment of Figs. 65-70. The fundamental form (Fig. 65) is a stand- ing square, formed of nine cubes, and sur- rounded by four equilateral triangles. The course of development starts from the center part. The four cubes a move exter- nally, (Fig. 66) , the four cubes b do the same, (Fig. 67), cubes a move farther to the cor- ner of the triangles, (Fig. 68), cubes 6 move to the places where cubes a were previously, (Fig. 69). If all eight cubes continue their way in the same manner, we next obtain a 128 QUARTER CENTURY EDITION ^ 1 1 1 [1_ M /^ i d P I ^iX-^ nil 1 iki^i -4 K, r" T.._ 1 II II Fig. 57. Fig. 58. Fig. 59. Fig. 60. Fig. 61. Fig. 62. Fig. 63 . Fig. 64. ' ,^, 1 1 , 1 itHtlV 1 1 |jjii==ll |F ~1|S|| |lTOlf1% " "tiijtalljl ""•lUl '''^s MF' "^^H <^^p i f Jll^ \ "ll w ^ iml mw 1 "Y'^^l 1 ^^ Jh, jiiiki 1 1 A -4lf f- ^i|r nwr ^[ir V '% y J] V ^ "-1 1 M 1 1 \ A J^. / ! H^ ■Ik dUlH "-%/ \^^^ 1 IIb) Ifri ''MlHik ^h. ^sjll _iM^>. ■^i;' 1 Y \ i Fisi-. {]:,, Fig. GG. Fig. 67. i- 1 w > i t p.^P f'i w i""P y ^ ■lllill „ ,, lijl' " ^^p ^^ ''^i i "^^■"Hj ^ ^ l| -Jmit ■Jllk- jh T! i-^— -||J^ — -i W ■ 1 i A ^ =^^ ~M IIn H yf H^ ^^M Hk. ^jH w^ — H i:lHS fiHii iilwik. /( ilHJJIjji liljisli^'^^ iiiBlll illliiiil! III ill ill 1 III ""'"i»<,,pj :^ ll'llll \a ^ >y H ■iiii ■ 1 <^-.-. y k ^11 ^ ^^Bk ^lllU ilpX^ !_ W •v^'^ 3fi nP""" 1 Fis. 74. Fig. 75. Fig. 76. PARADISE OF CHILDHOOD. 129 Fig . 81. Fig . 82. i ig . 83. Fig . 84. ■ *|l ' ■>^ y> "m r ■ -^ L r^ ! J Las I ill < ^ F : ^- , Mlllllll K'v > Mill) ■^li r Wr Iffif m ; i n 1 _ Fig. 85. Fia;. 86. Fis. 87. 1 1 M ^ •vd^' i. .s_„^: ■ Fig. 88. Fig. 89. -^1-^ Fig. 90. 130 QUARTER CENTURY EDITION "^^ ifil }•% f ¥ "^ i P k i \ \ y \ Ph W 1 ^ 4 f . Inif ^ (// *# f <^0\ ^\ 1 4 ff w k 1 - ( » ^ - - % - \ •x r7 1 1 > g / >' Wi. XI [ , , , I n: 1 1 ii JW- /*ih,!W 4X 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Fio". 91. Fio-. 92. Fio-. 93. 1 -^ ^ f ^ ^f > m\r% Hy 4 P r" X ■ ^> ^ v^ m i f ir U|. Vj ^1 w *"v. -.1 * j f \ L rr :^^ vA V\' -- 1 ' ^ K / llW f^ ^n" / , \7'^ Sfli r \ MUv/ . _j ^w 1 J Hi^'''^^ 1 v-^^ V^'^ -' " "^n ^ ■w r^ '1 K iB A fn ^ V 7 ^ \iG ^ % #5 M iJ ~ji ( 1^/, n -j^ — NZL ^ Ul 1 - r i::t 1 ]""""[ [ 1 i i^'l^ IP 4 ^W'r t - V 2^V^\ 1 n \ J*ii^_ L^ ■"^ / ^ jV^^vji 1 Fis:. 94. Fio-. \):^. Fis. 96. Fio-. 97. Fio-. 98. I, L L K;/ rai u w^f ^ k ix<\F H in H _^ \iiiii|/ *^ — 4 w y k y? 1 ^ « 1 ^ I L — - A > / N / \_ v^ \ 1 '¥ ,r r \ T ii 1 V 1^ %/ V > A\ u — i liii UB rt"^ rw , N [ / r- A il/> xJ lltl ^■ f - /"^ta / 1 1^ 11 1 ^ jj^^ ^ 1^ ZiA) V x/ r 4/ y & 1 1 Fig. 99. Fig. 100. Fiff. 101. Fio-. 102. Fis. 103. 1 - f^ 1 1 1 1 1 1 ! 1 /^ fr J 1 n 1 ur T r { I-" J UH^W>4^VJ/ r [iiii i. 1 r^ V V ^nn-NTT W V / n raf^ — ^ , m. ^ 1 ^^; jr^ 4 ':\\ ^ / 7 K ^^ J 1 '^ \ — ha '^^n ..-"1 -^ ^lllilil ' ? s. / — 1 1 1 |H^ -'\ " 4 Vt> ../), i'\> A^ , J]|, 5— <, LJ Zj Ij 1 1 _ Fio-. 104. Fis;. 105. Fio-. 106. PARADISE OF CHILDHOOD. 131 form in which a and h remain with their cor- ners ou the half of the catheti ; then follows a figure like 61) different only in so far as a and h have exchanged positions ; then, in like man- ner follow Figs. G8, 67, 66 and 65. We therefore, discontinue the course. The internal cubes so far occupied positions that b and c turned corners, a and c sides toward each other. In Fig. 70 b shows the side and (I the corner. In Fig. 71, we reach a new fun- damental form. Here, not the cubes of the internal, but those of the external triangles furnish the material for changing the form. It is not necessary that the teacher, by strictly adhering to the law of development, return to the adopted fundamental form. She may interrupt the course as we have done, and continue according to new conditions. But however useful it may be to leave free scope to the child's own fantasy, we should never lose sight of Fnebel's principle, to lead to lav fid action^ to accustom to following a definite rule. Nor should we ever forget that the child can only derive benefit from its oc- cupation, if we do not over-tax the measure of its strength and ability. The laws of for- mation should, therefore, always be as definite and distinct as simple. As soon as the child cannot trace back the way in which you have led him in developing any of the forms of life or beauty ; if it can not discover how it arrived at a certain point, or how to proceed from it, the moment has arrived when the occupation not only ceases to be useful, but commences to be hurtful, and we should always studiously avoid that moment. In order to facilitate the child's control of his activity, it is well to give the cubes, which are, so to say, the representatives of the law of development, instead of the letters a, h, c, names of some children present, or of friends of the pupils. This enlivens the interest in their movements, and the children follow them with much more attention. EDITOR'S NOTES. In the pre%ious gifts only the vertical and horizontal Ihies have been introduced, but these require their intermediate. The slanting line was indicated in the forms of symmetry made with the third and fourth gifts, when edge and sides were brought to touch each other, but Avhat was only indicated there, now becomes ])ermanent by the bodily presence of the cube divided diagonally. By this division of three cubes into halves and three into quarters, a new solid is pre- sented — the triangular prism — which permits of a greater variety of forms, and gives an op- portunity for the exercise of judgment in choosing the form which is best adapted for a certain purpose. This prism and its proper use in building constitute the chief character- istic of the gift. Owing to its many parts this gift is much in advance of the previous ones, requiring greater dexterity and delicacy of touch, while it affords excellent training to the fmgers. When first placed in the hands of the children, its greater quantity of material and variety of form is liable to confuse them ; the}'^ are apt to become bewildered in the dictated exercise, and at a loss to know liow to manage so much material in free play. Therefore the need of quantit}^ should be felt that the material may not be wasted through misuse. There are different ways of introducing this gift. Some kindergartners think it is best to present the triangular prism before the gift is offered to the child as a whole, by removing one or two cubes from the boxes of the third gift and substituting half cubes. Then, after -the children have examined the foi'm ask ques- tions as to the number, the dimensions and shape of the faces, one of which they find is oblong, two square and two triangular. When they have become familiar with the form, then give the name triangular prism. Have them place the halves according to dic- tation and combine them to form whole cubes. After this is done successfully substitute four quarters in place of two halves, and let the children study them in a similar way. They will notice the quarters are one-half as large as the half cubes, also that when two quarters are joined by their square faces they have a new square prism. Direct one child to put four quarters together to make a cube, another to make along triangu- lar prism, another to make a square prism two inches high. It is well to let each child experiment for himself in building some form 133 QUARTER CENTURY EDITION of life, as a locomotive, (Fig. 107), or ahouse with a roof, which helps the rain to run off quickly, (B^ig. 108). This small quantity of material will give the children facility in combining the new forms, and in placing them according to dictation with- out being bewildered and diverted. Having nsed these four small and two large triangular prisms successfully, the children will be better prepared for the manipulation of the whole gift. Another plan is to present the gift as a whole, using only one, which stands on the kinder- gartuer's table, for the first few lessons. Com- pare the gift as to size with the third and Fig. 107. Fig. 108. fourth, then bring out one of the half cubes, teach the different faces, dictate as to placing in different directions, give the name, etc. Proceed with the quarter cube in the same way, until the children are familiar with the form. Let them use both half and C[uarter cubes with a single whole cube, combine the halves into a whole cube, make the quarters into cubes, square and triangular prisms. Then show the children the three ways of dividing the gift into thirds — right and left, front and back, up and down — letting them come forward to di- vide and combine it, using also other objects in illustration ; afterward give one-third only to each child to work with, or give every third child the entire gift and assist him to divide the cube into thirds, giving one of these thirds to the neighbor on each side. The top layer of each third should consist of one whole cube, one composed of halves and one of quarters. Familiajize the children with the new form by some play which Avill tend to disclose the relationship existing between the parts, and lead the cliildren to find resemblances between the prism and familiar life forms. The following sequence shows the use of one- third of the gift. FIRST SEQUENCE. Mary's \asit to her uncle, who is a light- house keeper in one of the small Atlantic towns. One-third of the gift with cubes running riglit and left, is placed before each child. Fig. lOii. Steps and Boathouse. — (Near the landing where Mary took the small steamboat) . Re- move the two upper right-hand cubes and the top middle cube. Make a roof of the two half cubes l)y joining their square faces, and place on top of tlie two whole cubes, with the triangular faces front and back. Fig. 110. Fig. lO'J. Pig. 110. Steamboat. — Combine the two halves which form the roof of the boathouse, into a cube, placing it at the left of the steps. Place one of the remaining cubes on top of the right-hand cube, and the other at the right. Remove the quartered cube, placing one of the quarters on top of the lower left-hand cube, with its oblong face against the upper left-hand cube, and its square face slanting to the left. Take another quarter and stand it on a triangular face at the left of the lower left-hand cube, touching it by its square face. Form the remaining two quarters into a square prism, and stand it on top of the upper left-hand cube, face front, Fig. 111. Fort. — (Which is passed on the way) . Of the two separated quarters, form a square prism and stand on top of the upper right-hand cube, face front. Lift the upper three cubes and prisms, placing them back of, and touch- ing those they stand on. Fig. 112. Fig. 111. Fig. 112. Boat. — (Also passed on the way). Remove the two square prisms, and move the back row one inch back. Take the right-hand front cube and place in the center, connecting the two rows. Separate the left-hand front cube, and place over the front and back middle cubes, with the square faces slanting right and left. Stand one of the quarters on its triangular face, at eacli end of the four right and left cubes touching them by square faces. Fig. 113. Boat Landing. — (Where Mary is met by her cousins). Remove the four quarters and PARADISE OF CHILDHOOD. 133 combine into two square prisms. Combine tlie two halves into a wliole cube and place at the right of the front row. Remove the center con- necting cube and place at tlie right of the back row. Push the two rows together, and stand the two prisms on top of the right and left front cubes, faces front, these forming the posts to which the steamer is tied, Fig. 114. Fig. 113. Fis:. 114. Lighthouse. — (Where she finds her uncle ) . Remove the square prisms and the divided cube. Lift the four back cubes and place in a standing position on top of the front left- hand cube. Place' the right-hand culie on top of the cube to its left. Of the two half cubes make roofs, v/ith the square faces slanting front and back. Lay one of the square prisms against the lower right-hand cube, and the other in front of the tower, touching by ob- long faces, Fig. 115. Uncle's House. — Lift the upper two cubes and roof of the tower and place against the left of the tower. Turn the half cubes with their square faces touching the center cube, the oblong faces slanting right and left. Re- move the prism at the right and combine into a half cube, placing it on top of the middle cube, with the triangular face front. Fig. 116. Fig. 115. Fig. 116. Barx, Wagon Shed and Well House. — Re- move the steps. Lift the center cube and roof, and place in front of and against the lower left-hand cube, for the shed. Move the right- hand half cube over against the other half cube to form a roof. Move the two right-hand cubes two inches to the front, and one inch to the right. Join the quarter cubes which formed the steps into a half cube and place on top of these cubes with triangular face front, for the well house, Fig. 117. Church. — (Which they attended on the Sabbath) . Remove the roof of the wagon shed and form into a square prism. Place the well house on top of the shed and move this tower to the left of the barn, roof slanting right and left. Lay the prism in front of the tower, touching l)y its oblong face. Fig. 118. Fio-. 117. Fig. 118. Mary's Home. — (Where she returns after spending many happy days). Remove the right-hand side of the church, and place it against the left of the tower. Turn the half cubes on their oblong faces for the roof, the square faces slanting front and back, Fig. 119. Fig. 119. When the sequence is ended each child builds up his third of the cube, the three parts are pushed together and are i-eady to go into the boxes. SECOND SEQUENCE. This sequence shows how a third of the gift may be combined to produce one form. Country Home of a Wealthy Lady. — (Who loves little children) . One third of the gift is placed before each child, the top layer removed and placed two inches in front. Take the two right-hand cubes and stand in front of the left-hand cubes. Combine the two half cubes and place on the ])ack row of cubes for a roof, the oblong faces slauting right and left. Take the remaining whole cube, place one of the quarters on top, triangular face front, and stand at the right of the two front cubes. Com- bine two quarters into a square prism, witli the remaining cube on top, triangular face front, and stand upon the left front cubes. Fig. 120. 134 QUARTER CENTURY EDITION Barx. — (Standing back of the house, where the sequences shortened or lengtliened, accord- the cows and horses are kept, and where the ing to the capacity of tlie cliiklren. At the children like to climb the haymow to hunt close of the exercise the borrowed parts are eggs, and watch Mrs. Puss and her kittens returned, so that the thirds may be built up as frolic and play). Move the back half two they were at the beginning. Later on, the inches back, Fig. 121. thirds may be divided by three different ways into nine, and those into twenty-seven parts ; thus it will be seen that much mathematical knowledge may be gained through this gift. Fig. 120. Fig. 121. Tent. — (Where the hostess was obliged to shelter a number of ''fresh air" children whom she entertained). Take the roof off the barn and place it one inch back. Take the upper two cubes of the barn and place in front of tlie lower two, Fig. 122. Cottage. — (At a summer resort not far dis- tant, where the daughter is stopping, and to which the children are driven behind Grey and Dap})le for a day's pleasure) . Remove the quar- ter cubes from the house, place the remaining three culies in the center of the four back cubes, front and back, the two cubes to the front. Join the quarter cubes into twolong triangular prisms, and place on their oblong faces at the right and left of the center cubes for a roof, the square faces slanting right and left. Place the two half-cul)es on the front and back mid- dle cubes for roofs, triangular faces front and back. Fig. 12.S. Fio-. 122. Fig. 123. To combine the thirds : — Summer Hotel. — (Near the l)eacli). Re- verse the cottages so that the backs will face you. Let the child that divided the cube, re- move the quarters from his cottage and form two square prisms, on which his neighbor on each side places the back half cube from his cottage, and stands this with triangular face front, on the back middle cube. The right and left cottages are then moved until they touch the middle one, Fig. 124. These stories may be enlarged upon, and Fig. 124. If the entire gift is presented without any l)reliminary step, it should be used so simply that the child will feel delight in his material. Have the blocks arranged so that when taken from the box, the cubes will be uniform as to position and arrangement, the upper face show- ing the vertical, horizontal and slanting line, also three squares, six right isosceles triangles of one size and twelve smaller ones. The children should become thoroughly ac- quainted with the number of whole and divided cubes, that they may be able to make free and full use of the gift, and they will readily learn to lift the upper face with its twenty-one pieces, and place it unbroken on the table. Allow free scope to the childish imagination, and as with new material, free play directed 1)}^ the kindergartner affoixls the best oppor- tunity for self- activity, it is well to let the chil- dren build each his own form, the teacher connecting all their various creations by some little improvised story. The combination of the cubes to form geo- meterical figures is full of interest, and the evolution of one form from anotlier, important in developing the child. From a rectangular prism have the children develop the rhoml)oidal prism, from this the trapezoidal, theii the pen- tagonal and hexagonal. The educating power of this gift is wonder- ful, and there seems no limit to its constructive power. It gives a large number of the most A'aried and beautiful forms of symmetry, and a strong impression is made, that real beaut}' can only be produced when one opposite bal- PARADISE OF CHILDHOOD. 135 ances another, if all the parts are equally reg- ulated by uniting them with one common cen- ter. The directions for forming these transi- tion figures should be direct and simple, so that the child can return to the original form, by reversing the movements without taxing him too much. The material is particularly adapted to architecture, and the forms of life come very near to reality on account of the prisms, which aid materially with their slanting surfaces to represent roofs, chimneys, towers, etc. The method followed in the handling of this ma- terial gives a sure guide for bringing order out of all manifoldness of form. The following sequence shows the use of the entire gift. THIRD SEQUENCE. Entire gift as placed ])efore each child, Fig. 125. Triumphal Arch. — Move the Ijack row of cubes two inches back and to the left. Remove the upper layer of half cu1)es, then separate into three columns, covering the right and left column with a half cube for a roof, and the center column with two halves joined by square faces. This forms three towers. Next move the front row of cubes to the right and on a line with what was the middle row, leaving a half-inch space between. Move the right-hand Fig. 125. column half an inch to the right, and the left- hand column one half-inch to the left, and over these three openings stand the towers, with triangular faces front and back, the tower with the double roof being placed over the center opening. The two remaining halves place right and left of the outside towers, with the oblong faces slanting away from the towers, Fig. 126. Gates of a Walled City. — ^love the right- hand tower so it stands on the cubes at its left and the left-hand tower so it stands on the cubes at its right. Remove the right and left columns and of the right column make a base of two cubes with the third cul)e over the cen- ter, and on top of this place the half cube with triangular face front. Do the same with the left-hand column, then push these against the front of the doulde columns. Fig. 127. Fig. 126. Cathedral. — Remove these two front jiieces and the towers. Place the six left-hand cubes at the back of the six right-hand cubes, form- ing a square prism, three cubes high. Against the right and left of this prism, place the two front pieces so that the roofs slant front and back. Take the four halves from the towers and combine them into a roof for the top of the prism, the oblong faces slanting right and Fig. 127. Fig. 128. left. Place the two towers together and stand them in front of the square prism. Lay the remaining tower directly in front of these, for steps, Fig. 128. From this form the children ma}' easily re- turn to the whole cube. In using the entire gift, each child might divide the gift into thirds using each third for a different form, making different lniildin<2:s in a town. FIFTH GIFT B. This gift combines cylindrical with cubical forms and is in the line of the further develop- ment of the sei'ies of building blocks which Fro-bel evidently intended to carry out, as it is obvious that after the blocks containing straight forms derived from the cube have been presented, the round forms derived from the sphere and cylinder should follow. This gift contains twelve whole cubes, three quartered cubes, eight hollowed cubes, and twelve half-cylinders. Like the fifth gift it is separated into three layers, one above the other. The first layer consists of nine whole cubes, Fig. 1 ; the second layer presents three whole ■cubes, three quartered cubes, and three cylin- ders halved lengthwise, F'ig. 2 ; the third and upper layer has eight hollowed cubes and six half-cylinders. Fig. 3. P"'7 T'"l Have them combine two half-cylinders with the cube and they have the oval, Fig. 6, and with four half-cylinders they obtain the double oval, Fig. 7. Compare the half-cylinder with the triangu- lar prism and combine the two by square faces, Fig. 8. Place a half-cylinder and a triangular prism Fig. 1. Fig. 2, Fig. o. In presenting this gift let the children find familiar forms first, and when they have be- come acquainted with the new elements in the gift, they may find the simple combination of these forms, one with another. They will rec- ognize the cube and the triangular prism of the fifth gift, and the kindergartner should then call attention to the half -cylinder. Ask how many faces they find ? How many are curved ? how many are straight? They will notice that one face is a square like the face of the cube, that two are the form of a half -circle. Fig, 4, and that the fourth is a curved surface. J Fig.4. Fig. 5. Fig. 6. Fig. 7. Fig. 8. Ask how maii}^ edges the half cylinder has? Out of the six edges how many are straight? How many are curved? How many corners are there ? Let the children combine two half-cylinders and they will recognize their old friend the cylin- der, Fig. 5. By comparing the cylinder and cube the children will find they are of the same dimensions. Fig.9. Fig. 10. Fig. 11. Fig. 12. Fig. 13. on opposite sides of the cube, joining it by square faces, so one end will be rounded and the opposite end pointed. Bring out the peculiarities of the hollowed cube. Fig. 9. Call attention to the faces, which number seven ; two of them are square like the face of the cube ; two others are oblongs, just one half as large ; one is a hollow curved sur- face, and the top and bottom faces are equal, being a square with a quarter circle removed from one corner. Fig. 10. Ask how many edges they find on this form ; how many are straight, how many are curved ? What is the number of corners ? Let the chil- dren combine two of these hollowed cubes by oblong faces and an arch is obtained. Fig. 11, Fig. 14. Fig. 15. Fig. 1(3. these forms being especial^ adapted to that purpose. A combination of three hollowed cubes, forms three quarters of a circle. Fig. 12, and by uniting four an entire circle is made, showing a hollow center into which the cylinder may be fitted. Fig. 13. By joining the square faces instead of the oblong we have Fig. 14, and by combining with the half-cylinder, we have the undulating curve, as seen in Figs. 15 and 16. After the children have seen the gift as a whole and have become acquainted with the different forms, it is well to separate it into three laj^ers, that the children may find the number of parts and the arrangement of each. These exercises may be given graduallj-, the PARADISE OF CHILDHOOD. 137 kindergaitner being careful that the child ob- style of architecture being prominent in the life serves with clearness and decision, advancing forms of which the accompanying illustrations him only as he is capable of making intelligent only serve as a hint to the possibilities of this use of his materials. FORMS OF LIFE. Ruins of a Cloister. 17, Fig. 21. Monument. Fig. l.s. A Portion of a Wall. Fig. 22. Gate of a Fortress. Fig. 19. Ancient City Gate. Fig. 23. Railroad Train on Bridge. fig. 20. Royal Archway. Railroad Station. The curved line of this gift gives a special gift, which may be brought out under the skill- importance to the exercises. Arches and round ful direction of the kindergartner and the full columns may now be constructed, the Roman and careful attention of the children. 138 PARADISE OF CHILDHOOD. Fig. 25. Monument. Fm. 2G. Portico. FORMS OF SYMMETPvY. The forms of symmetry are treated in the same way as those of the previous gifts. vSe- quences may easily be developed and figures constructed which are varied and pleasing in design, the rounded forms of the gift giving a peculiar characteristic of their own. We give but a few illustrations, leaving the teacher free to follow her own ideas. In the forms of knoAvledge, the child's at- tention should be directed to those which are the most simple, as Figs. 5, 6, 7, 11, 12 and Fig. 28. Fig. 29. Fig. 30. Fig. ol. 13, the children of the kindergarten being too young to grasp the special mathematical truths which may be derived by means of this gift. THE SIXTH GIFT. LARGE CUBE, CONSISTING OF DOUBLY DIVIDED OBLONG BLOCKS. As the Third and Fifth Gifts form an es- pecial sequence of development, so the Fourth and Sixtli are intimately connected with each other. The latter is, so to say, a lii<)jher po- tence of the former, permitting the observa- tion in greater clearness, of the qualities, rela- tion, and laws, introduced previously. The Gift contains twenty-seven oblong blocks of the same dimensions as those of the Fourth Gift. Of these twenty-seven blocks, eighteen are whole, six are divided breadthwise, each in two squares, and three by a lengthwise cut, each in two columns ; altogether making thirty- six pieces. The children soon become acquainted with this Gift, as the variety of forms is much less than in the preceding one, where by an oblique division of the cubes, an entirely new radical principle was introduced. It is here, therefore, mainly the proportions of size of the oblong and scpiare blocks, and columns contained in thisCiift and tlie number of each kind of these bodies, about which the child has to become enlightened, before engag- ing in building — playing, creating — with this new material. The cube is placed upon the table — all parts are disjoined — then equal parts collected into groups, and the child is then asked, "How many blocks have you altogether? How many pblong blocks ? how many square blocks? how many columns ? Compare the sides of the blocks with another, take an oblong block, how many square blocks 1 t= 1 1 1 _ 1 1 1 1 1 1 1 1 i ! Fig. 24. Fig. 25. Fio-. 26. PARADISE OF CHILDHOOD. 143 FORMS OF BEAUTY. The forms of beauty of this Oift oft'er far less diversity than those of Oift No. 5 ; owing, however, to the peculiar proportions of the plane, they present sutlicient opportunity for characteristic representations, not to be neg- lected. We give in Figs. 27-41 a single successiou of development of such forms. The progres- sive changes are easily recognized, as the ob- long block , which needs to be moved to pi'o- dnce the following figure, is always marked b}' a letter. The center-piece always consists of two of the little columns, standing one upon another, and important modifications may be produced by using the oblong blocks in lying or standing positions. IJy employing the four little columns in various ways many pleasant changes can be produced by them. With the Sixth (iift we reach the end of the two series of develo[)ineiit given by Frcebel in the building blocks, Avhose aim is to acquaint the child with the general (pialities of the solid body l)y his own observation :vnd occupation with the same. 1 1 1 1 1 1 1 1 1 1 "I ! -' 1 II. : 1 .'|l ' i llliail .... _j fj'i -^^^ffi Ijl'l:--^; ^ T^ iNj|.|;,,|,..| 1 ,,; 1 , ,J i i 1 1 - ,, 1 i '111 I'li'i'll -d ■-],,;:,, H z^ ; -r , : ":: 1 1 1 i ! iiiiiiiij ^ mill iiiiilii r,;- I ' lull III Klfcll L 1 1 '^ '''l ^ 1 " M M 1 I 1 1 1 1 i_ 1 1 L 1 ! 1 Fig. 27, Fig. 28. Fiu-. 2:1. Fig. 33. Fio-. :il. Fiii". 3;"). 144 QUARTER CENTURY EDITION Fis. 06. Fig;. 37. Fio-. 3H. r~ 1 - — i"''iiii ^^ ^m ^SE^ i| )! 1 1 1 « ( f nil"" l!!l1H[f|[' I'lfll K^= J — iiiulllli L — z E^-^^^^=: Ml f 4 ^ — -7-7 ' __J ' "i: -| =^'^--^ i,.. ; 1 1 1 .ll'ii 'I llipi ■1 lllilllll lihlilPjiiL,. 1 Si liiil'', 7;"i\m ^^^ i — 1 - ri juiuu^ _j 1 Fig. 39. Fig. 40. EDITOR'S NOTES. Fig. 41. While as a, whole, tliis gift is more like the fifth it surpasses tiiat gift in its constinietive capacity, the forms built being more complete and finished, and requiring more delicacy of touch, as they are of a lighter and more grace- ful style of structure and more easily destroyed. The column, which is the chief characteristic of the gift, and which was foreshadowed in the iifth gift when two quarters were joined by square faces, enables the children to 1)uild high structures resembUng Orecian architecture, be- side many other pleasing forms which are de- pendent upon it. In its parts this gift most resembles tlie fourth gift, and the forms like the bricks of that gift, can stand, lie or sit ; the different l)arts also serve in measuring length, breadth and heighth. Although not so rich and varied in forms of symmetry and knowledge, this gift is more suilal»le for the construction of life forms than any of the previous ones, and the number is al- most unlimited, the material being especially adapted for the forming of apertures. It al- lows the use of more forms of comparison than the other gifts, and emphasizes the proportion of different parts in respect to size, giving a clear idea of forms, their number and position. In introducing this gift, let the children see if they can lind any old friends among the forms, then count the edges, faces and corners of the l)rick, column and square plinth. Have them compare the column and brick, the square plinth and brick, and the column and square plinth. Lead them to see how the forms may vary in size and shape and yet be equal in volume. PARADISE OF CHILDHOOD. 145 Compare this gift witli the Hftli mid point out the different ways of dividing each. By sepa- rating this gift into sixhiyers the children may learu tlie number of bricks, colunuis and square plinths contained in it. The gift may be di- vided among three children by separating it into three groups, each consisting of two layers which they will si'c isone third of tliegift. The laying out of the gift and the building of one form may constitute a lesson. Then these forms may be built and joined together ; after- ward these steps may all be retraced to tlie layer, or the gift may be built up direct from the last form. Let the children experiment in linding and using the form which is best adapted for a cer- tain purpose, and they will soon see how the coUunn is fitted to meet certain needs. Give simple directions and let them work out the rest for themselves, having a definite purpose in view. Ask questions as to which form is best suited for their purpose, and lead them through the ideas of proi)ortion and form to reach certain results, never losing sight of the idea of unity in any building the children may do. As soon as tlie children are able, let each child have a whole gift, then sequences may be given and connected by a story. A LIFE SEQUENCE. Separate the gift, (Fig. 42) into six layers, three of which shall each contain three bricks and three square plinths ; the other three should consist of three bricks, two columns and one face, in front and against tlie center of the base and the remaining brick on the one just placed so that its narrow face will touch the square plinths. These bricks form the steps. Make tAvo similar figures with the remaining two thirds, as in Fig. 44. Place two of these thirds back to l)ack so that the steps will face to the right and left ; and against the front of this figure, place the steps from the remaining third, the upper brick Fig. 44. touching the square i^linths, leaving tlie inider brick one half inch from the base. Lift the remaining ])art of the third form with the ex- ception of the three bricks which make the base, and stand on top of the other two thirds, with the colunnis right and left. On this stand one of the remaining three bricks, the narrow face front. Form steps of the other two bricks and place in the rear, as in Fig. 45. Fig. 42. square plinth, wliich are placed one inch back of the former three layers, as in Fig. 43. The front and back right-hand layers form one third of the gift, with which we first build. Take two square plinths and place in the cen- ter of the riglitaud leftl)ricks of the frontlayer. Fig. 45. Fig. 46. On each square |)lintli stand a column, face Remove the standing brick, then lift the front, and place a square plinth on topofeacli upper part of this form down to the square column. Then lay a lirickfrom right to left on plinths which are on top of the lower columns, its broad face, on top of the two square plinths and put it one side, after having placed the just placed. Lay another brick on its broad removed brick between the two lower bricks to 146 QUARTER CENTURY EDITION form a base of three bricks. Take away the steps aucl place four of the bricks on their bi-oad faces, on top of the four square pUnths, the sides running right and left. On these place the remaining four bricks on their broad faces, the sides running front and back. Then stand the form which was put one side in the center of these four bricks, the columns being on the right and left, Fig. 46. Remove tlie top, including the base of three bricks, and place at the right of the figure, the bases touching by edges. Remove the remain- Of the two archways form steps for the three sections and we have the three original thirds, which the children may easily separate into layers, and then build up into the gift, the layers alternating. A BEAUTY WEC^UENCE. The fundamental form is an enclosed hexa- gon made with all the bricks, three of them forming each wide of the hexagon. Within the enclosed space is a her agon formed with square plinths, the face of each plinth being directly opposite the central brick of the outer hexagon. In the spaces of the large hexagon is a square plinth touching adjacent sides by corners, and at the outer edge of the plinth is a column touch- ing the center of each plinth by its square face, Fig. 49. Fig. 47. ing two layers of liricks down to the square plinths on the columns and place two of the bricks with edges running front and back, on top of the center and left hand square plinths, forming a figure similar to that on the right hand. Place two bricks on their narrow faces above the opening at the right with the edges extending over it. Cover these with a brick placed on its broad face. Repeat this over the opening at the left, as in Fig. 47. Fig. 48. Remove the six bricks just placed on top, and then turn the three sections of the figure lialf-way round, placing them in a line running fight and left, with an opening one inch wide between each section. Stand a brick with narrow face front, upon the exposed corners of the four center square plinths, and cover with the two remaining bricks placed on their broad faces, forming two archways, Fig. 48. Fig. 49. Push the center brick of each side of the hexagon toward the inner hexagon until their small faces meet, Fig. 50. Remove the square plinths forming the inner hexagon to the space directly opposite on the outer hexagon. Form a new inner hexagon with the square faces of the columns. Fig. 51. Push the bricks back to their original posi- tions. Fig. 52. Move the square plinths in the spaces out until two angles are in line with the angles of the adjacent bricks. Remove the columns from the center to the outside, and let them touch the plinths by their long faces. Fig. 58. Push the center brick of each side of the hexa- gon toward the center of the form, the angles meeting and outlining a small hexagon, Fig. 54. PARADISE OF CHILDHOOD. 147 Fio-. 50. Fio-. 51 Fis. 55. 148 PARADISE OF CHILDHOOD. Turn the square plinths with one angle Move the plinths nearest the hexagon to the toward the center of the form, Fig. 55. spaces of the hexagon. Move the center bricks Move the cohnnns along until they touch the back to their original positions, Fig. 57. Change the columns so that they will touch Fig. 56. Fig. outer angle of the plinth next to them by the the last plinths moved by their square faces, center of their long faces. Move the remain-. Place the remaining plinths in the center to ing plinths to touch the colunnis on their outer from a small hexagon, and we have the origi- faces by an angle, Fig. 56. nal form. THE SEVENTH GIFT. SQUARE AND TRIANGULAR TABLETS FOR LAYING OF FIGURES. All mental development begins with con- crete beings. The material world with its mul- tiplicity of manifestations first attracts the senses and excites them to activity, thus caus- ing the rudimental operations of the mental powers. Gradually' — only after many proc- esses, little defined and explained by any sci- ence as yet, have taken place — man becomes enabled to proceed to higher mental activity, from the original impressions made upon his senses by the various surroundings in the ma- terial world. The earliest impressions, it is true, if often repeated, leave behind them a lasting trace on the mind. But between this attained pos- sibility to recall once-made observations to represent the object perceived by our senses, by mental image (imagination), and the real thinking or reasoning, the real pure abstrac- tion, there is a very long step, and nothing in our whole system of education is more worthy of consideration than the sudden and abrupt transition from a life in the concrete, to a life of more or less abstract thinking to which our children are submitted when entering school from the parental house. Fra'bel, by a loug series of occupation ma- terial, has successfully bridged over this chasm which the child has to traverse, and the first place among it, the laying tablets of various forms occupy. The series of tablets is contained in five boxes containing : — A. Quadrangular square tablets. B. Right angular (equal sides). ~) C. Equilateral. D. Obtuse angular (equal sides). E. Right angular (unequal sides) . The child was heretofore engaged with solid bodies, and in the representation of real things. He produced a house, garden, sofa, etc. It is true the sofa was not a sofa as it is seen in reality ; the one iMiilt by the child, was there- fore, so to say, an image already, but it was a bodily image, so much so that the child could place upon it a little something rej^re- senting his doll. The child considered it a real sofa, and so it was to the child, fulfilling, as it did, in his little world, the purposes of a real sofa in real life. Trian- gular tablets. With the tablets the embodied planes, the child cannot represent a sofa, but a form simi- lar to it ; an image of the sofa can be produced by arranging the squares and triangles in a certain order. We shall see, at some future time, how Frffibel continues on this road, progressing from the plane to the line, from the line to the point and finally enables the child to draw the image of the object, with pencil or pen in his own little hand. THE QUADRANGULAR LAYING TAB- LETS (Squares). (See Figs, i — 15). In a similar way as was done with the va- rious building gifts, the child is led to an ac- quaintance with the various qualities of the new material, and to compare it, with other things, possessing similar qualities. It is ad- visable to let the child understand the connec- tion existing between this and the previous gifts. The laying tablets are nothing but the embodied planes, or separated sides of the cube. Cover all the sides of a cube with square tablets and after the child has recog- nized the cube in the body thus formed, let it separate the tablets one by one, from the cube hidden by them. The following, or similar questions are here to be introduced : — What is the form of this tablet? How many sides has it? How many angles? Look carefully at the sides. Are they alike or nnlike each other? They are all alike. Now look at the corners. These also are all alike. Where have you seen similar figures? What are such figures called ? Can you show me angles somewhere else ? Where the two walls meet is an angle. Here, there and every- whei'e you find angles. But all angles are not alike, and they are therefore differently named. All these dif- ferent names you will learn successively, but now let us turn to our tablet.^ Place it right straight befoi'e j^ou upon the table. Can you tell me now what direction these two sides have which form the angle ? The one is hori- zontal, the other vertical. An angle which is formed if a vei'tical meets a horizontal line, is called a right angle. How many of such 150 QUARTER CENTURY EDITION angles can you count on 3^ouv tablet ? Four. Show me such right angles somewhere else. By the acquisition of this knowledge the child has made an important step forward. Looking for horizontal and vertical hues, and for right angles, he is led to investigate more deeply the relations of form, which he had heretofore observed only in regard to the size conditioned by it. The child's attention should be drawn to the fact that, however the tablet may be placed the angles always remain right angles though the lines are horizontal and ve]-tical only in four positions of the tablet, namely, those where tiie edges of the tablet are placed in the same direction with the lines on the table be- fore the child. This Avill give occasion tu lead the child to a general perception of the stand- ing or hanging of objects according to the plunnnet. • But the tablet will force still another obser- vation upon the child. The opposite sides have an equal direction ; they are the same distance from each other in all their points ; they never meet, however many tablets the child may add to each other to form the lines. The child learns that such lines are called parallel lines. He has observed such lines frequently before this, but begins just now to understand their real being and meaning. He looks now with much more interest than ever before at surrounding tables, chairs, closets, houses, with their straight line ornaments, for now the little cosmopolitan does not only receive the impressions made by the surround- ings upon his senses, but he already looks for something in them, an idea of which lives in his mind. Although unconscious of the fact that with the right angle and the parallel line, he received the elements of architecture, it will pleasantly incite him to new observations whenever he hnds them again in another ob- ject which attracts his attention. The teacher in remembrance of our oft- repeated hints, will proceed slowly, and care- fully, according to the desire and need of the child. She repeats, explains, leads the child to make the same observations in the most different objects, and changing circumstances, or guides the child in laying other forms of knowledge, (l^'iug or standing parallelograms Fig. 4 and 5), of life, (Steps, Fig. 6 and 8, double steps. Fig. 7 and 9, door. Fig. 10, sofa, Fig. 11, cross. Fig. 12), or forms of beaut}', (Figs. 13, 14 and"l5). The number of these forms is on the whole only very limited. It is well now to augment the number of tablets in the hands of the pu- pil, by two, when a much larger number of forms can be produced. The various series of forms of beauty, introduced with the third Gift, can be repeated here and enlarged upon, according to the change in the material now at the disposal of the child. Fiff. 1, Fig. •>. Fig. 3. Fig. 4. Fiff. ,5 ~ ~ "■" 1 f"" r r ■"" \ > 4 1 r? i f k #' _J ^^ r^^^ '<',' >' <:7] - .-1 fig -5 jpj Sh r _-. ^ B| E'- % f^ Bl BI B| ^ n p ^ M fi "■ ( \ '\ te J B !>■■■' I''',"'/ ^^.. •-,_:,/-■■.. 1 ^,-1\, .,-■-. i ,--:^. ■■%. ,-T 1 i , . , : , : , , , 1 i 1 Fig. 80. FORMS OF KNOWLEDGE. (See Figs. 81—94). These tablets are, especially qualified to bring to the observation of the child different sizes of the same forms and equal sizes in dif- ferent forms. By joining two, four and eight tablets, we become acquainted with the regular figures which may be formed with them, as shown in Figs. 81-86. These with the exception of Fig. 81 are made from the four triangles arranged in different forms. Figs. 87, 88 and 89 show triangles of which each is double the size of the previous one. In the squares shown in Figs. 90 and 91, the latter is double the size of the former. Fiss. 92-94 show two triangles of tlie same size laid to produce different forms. That the contemplation of these figures and the occupation with them, must tend to facili- tate the uuderstanding of geometrical axioms in the future, who can doubt? And who can gain- say that mathematical instruction,. by means of Fra^iel's methods must needs be facilitated, and better results obtained? That such in- struction, will be rendered more fruitful for practical life, is a fact which will be obvious to all, who simply glance at our figui'es, even with- out a thorough explanation. They contain demonstratively the larger number of the axi- oms in elementary geometrv, Avhich relate to the conditions of the plane in regular figures. PARADISE OF CHILDHOOD. 155 For the present purpose, it is sufficieut if the child learns to distinguish the various kinds of angles, if he knows that the right angles are all equally large, the acute angles smaller, and the obtuse angles larger than a right angle, which the child will easily understand by put- ting one upon another. A deeper insight in the matter must be reserved for the primary department of instruction. constantly touch one another. The opposite — long side touching short — we have in Fig. 117, and by traveling from right to left of half the triangles. Figs. 117-122 are obtained. We would have secured a much larger number of forms, if we had not interrupted progress by turning the triangles produced by Fig. 121. In the fundamental forms Figs. lUo and 117, the sides touched one another. Fig. 123 A m Fig. 81. Fig. 82. Fig. 83. Fig. 84. Fig. 85. Fio-. 86. Fig;. 87 Fig. 88. Fig. 89. Fig. 90. Fig. FORMS OF BEAUTY. (See Figs. 95—151). Owing to the multiplicity of elementarj^ forms to be made with the triangles, the number of Forms of Beauty is very large, and the great di- versity and beauty of the forms produced by the triangle, square, rhomb, hexagon and octagon, lend a lasting charm to the child's occupation. His inventive power and desire, led by law, will find constant satisfaction, and to give sat- isfaction in the fullest measure should be a pro- minent feature of all systems of education. FORMS BUILT WITH EIGHT TABLETS. In working with this number we can illus- trate the most varied principles. Figs. 95-104 are obtained by doubling the forms produced by four tablets, (Figs. 48-59). Figs. 105-116 start from the fundamental form Fig. 105, making one-half of the tablets move from left to right, the length of one side, with each move. New figures would be produced if we moved from right to left in a similar manner. In these figures, sides always touch sides, and corners toach corners — cousequentl}', parts of the same kind. The transition or mediation between these two opposites, the touching of corners and sides, would be produced by shortening the movement of the traveling triangle one-half, permitting it to proceed one-half side only. But let us return to the fundamental form Fig. 105. In it, either long sides or short sides 91. Fig. 92. Fig. 93. Fig. 94. shows that they may touch at the corners only. In this figure, the right angles are without ; in Figs. 124 and 125, they are within. Fig. 125 is the mediation between Figs. 105 and 124, for in Fig. 105 four tablets touch w'ith their sides and in Fig. 124 four with the corners. Fig. 126 is the opposite of Fig. 125, full cen- ter, (empty center), and mediation betAveen Figs. 123 and 124 — (four right angles with- out, as in Fig. 123 and four within, as in Fig. 124). It is already seen, from these indica- tions, what a treasure of forms enfolds itself here. FORMS BlILT WITH SIXTEEN TABLETS. It would be impossible to exhaust them. Least of all, should it be the task of this Avork to do this, when it is only intended to show how the productive self-occupation of the pu- pil can fittingly be assisted. We believe, be- sides, that we have given a sufficient number of ways on which fantasy may travel, perfectly sure of finding constantly ncAV, beautiful, eye and taste developing formations. We, there- fore, add Figs. 127-141 which are produced by quadrupling some of the elementary forms given in Figs. 48-59, and also Figs. 142-144 Avhich indicate how new series of forms of beauty may be developed from each of these forms. It must be evident, even to the casual observer, liow here also the law of opi)Osites, and their junction was observed. Opposites are Figs. 127 and 128; mediation Figs. 129 156 QUARTER CENTURY EDITION aud 130 ; opposites, Figs. 131 aud 132 ; medi- ation Figs. 133, 134 and 135 ; opposites, Figs, 136 aud 137 ; mediation Fig. 138, etc. FORMS BUILT WITH THIRTY-TWO TABLETS. As heretofore, we proceed here, also, in the same manner, by multiplying the given ele- ments, or by means of further development, according to the law of opposites. As an ex- ample, we give Figs. 145-148, the members of which ai-e produced by a four-fold junction of the elements of Figs. 103 and 104. Figs. 145 and 146 are opposites; Figs. 147 and 148 are mediative forms. FORMS BUILT WITH SIXTY- FOUR TABLETS. Here, also, the combined activity of many children will result in forms most interesting. There is another feature of this combined ac- tivity not to be forgotten. The chikb'en are Inisy obeying the same law ; the same aim unites them — one helps the other. Thus the condi- tions of human society — family, community, states, etc., — are already here shown in their effects. A system of education which, so to speak, by mere play, leads the child to ap- preciate those requisites, by compliance with which it can successfully occupy its position as man in the future, certainly deserves the epithet of a natural aud rational one. Figs. 14i), 150 aud 151 are enlarged pro- ductions fiom Figs. 131 and 132, They are planned in such a way, as to admit of being continued in all directions, and thus serve to carry out the representation of a very large design. After having acted so fai', according to in- dications made here, it is now advisable to start from the fundamental forms presented in the Fifth Gift and to use them, with the necessary modilications, in farther occupying the pupils with the tablets. Fig. 95. Fig. 96. Fig. 97. Fig. 98. Fig. 99. Fig. 100. Fig. 101. Fig. 102. Fig. 103. Fig. 104. Fig. 105. Fig. 106, Fig. 107. Fig. 108. y ^: A Fig. 109. Fig. 110. Fig, 111. Fig. 112. Fig. 113. Fig. 114. p ' ' r — v~ V "^ 1 k 4 ^ V ^ 1 'f If. |lr \r A m \ ^ kP r d I 3 \ d fj > \4 %!;' r* ^ f?r > ^ A m n\ 1 P^ li ^ Ik Ik ^ ! SM 'A Fig. 115. Fig. 116. Fig. 117. Fig. 118. Fig. 119. Fig. 120. PARADISE OF CHILDHOOD. 157 Fig. 121. Fig. 122. Fig. 123. Fig. 124. Fig. 125. Fig. 126. Fig. 127. Fig. 128. Fig. 129. Fig. 130. Fig. 131, Fig. 132. 1! 1 7\ V fNi y A :io Fig. 133. Fig. 134. Fig. 135. Fig. 136. Fig. 137. Fig. 138. r^ — \ — fm — \ — n^ ipM^i^^TT^lj, SUZ Fig. 139. Fig. 140. Fig. 141. Fig. 142. Fi^. 143. Fig. 144. AWn Fig. 145. m. Fig. 146. Fig. 147. Fig. 148. 158 QUARTER CENTURY EDITION ~ 1 r ■ — — X^ 1 A Ji 1| pf ^ 'M j^ A ^ ^ J WSM j fhh r^ ^ P* ^^ }kJ 1| k /if Ik' till Ik J Ik j[ J n r ^M f A IT m\ \ / / "^ 1 Y A M Ik "^ k fitfilh ^, JX. uiiIL \ Ik A 1| f X| jI V \ / J jLlr 1| 1 ^ If 1 f ^ A W '^^m jI 8 Ik Ik \ ^ ^P^ 1 — 'H k J Ik — ^ r ^ _ 1 __ 1 1 i 1 1 _ Y\g. 14'J. Fig. 150. THE EQUILATERAL TRIANGLE. (See Figs. 152 — 227J. So far the right angle has predominated in the occupations with the tablets, and the acute angle only appeared in subordinate relations. Now it is the latter alone which governs the actions of the child in producing forms and figures. The child will naturally compare the eqnila- teral triangle, wliich he now I'eceives with the isosceles, right-angled tablet already known to him. Both have three sides, both three angles, but on close observation not only their simi- larities, but also their dissimilarities will be- come apparent. The three angles of the new triangle are all smaller than a right angle, are acute angles and the three sides are just alike, hence the name — equilateral — meaning '•'•equal sided" triangle. Joining two of these equilateral tal)lets the child will discover that it cannot form a tri- angle, square or any of the regular figures pre- viously produced. To undertake to procluce forms of life with these tablets would prove very unsatisfactory. FORMS OF KNOWLEDGE. These are of particular interest because they present entirely new formations. It has been mentioned before, that the previ- ously introduced regular mathematical figures do not appear here as a whole. However, a triangle can be represented by four or nine tablets, a rhomboid by four, six or eight tab- lets, a trapezium by three, and manifold in- structive remarks can be made and experi- ences gathered in the construction of these figures. But above all, it is the rhombus and Ijexagon, with which the pupil is to be made Fio-. 151, acquainted here. The child unites two tri- angles by joining side to side, and thus pro- duces a rhombus. The child compares the sides — are they alike ? What is their direction ? Are they paral- lel? Two and two have the same direction, and are therefore parallel. The child now examines the angles and finds that two and two are of equal size. They are not right angles. Triangles, smaller than right angles, he knows, are called acute angles, and he hears now that the larger ones are called obtuse angles. The teacher may remark that the latter are twice the size of the former ones. By these remarks the pui)il will gradually re- ceive a correct idea of the rhombus and of the qualities by which it is distinguished from the quadrangle, right angle, trapezeium and rhomboid. In tlie same manner, the hexagon gives oc- casion for interesting and instructive questions and answers. How many sides has it? How many are parallel ? How many angles does it contain? What kind of angles are they? How lai'ge are they as compared with the angles of the equal sided triangle? Twice as large. The power of observation and the reason- ing faculties are constantly developed by such conversation, and the results of such exercises are of more importance than all the knowledge that may be acquii^ed in the meantime. The greater part of this occupation, how- ever, is not Avithin the Kindergarten proper, but belongs to the realm of the Piimary school department. If they are introduced in the former they are intended only to swell the sum of general experience in regard to the qualities of things, whereas in the latter, they PARADISE OF CHILDHOOD. 159 serve as a foundation of real knowledge in the department of mathematics. THE FORMS OF BEAUTY. The child first receives three tablets and will find the various positions of the same toward one another according to the law of opposites and their combination. Fio-. 171. Fig. 174. Fig. 175. Fig. 176. Fig.152. Fig.153.Flg.154. Fig.155. Fig. 156. Fig 157. Fig. 158. Fig.159. Fig. 160. SIX TABLETS. The child will unite his tablets around one common center (Fig. 161), form the opposite (Fig. 162), and then arrive at the forms of mediation Figs. 163, 164, 165 and 166, or he unites three elementary foi'ms each composed of two tablets as done in P^ig. 167 and forms the opposite Fig. 168 and the mediations Figs. 169 and Fig. 170 or he starts from Fig. 161, turning first one, then two, then three tablets, outwardly. By turning one tablet Pigs. 172 and 173, by turning two tablets Figs. 174, 175, 176, 177, i78, 179, and 180 are produced from Fig. 171. This may be continued with three, four and five tablets. All forms thus received give us elementary forms which may be em- plo3'ed as soon as a larger number of tablets are to be used. Fig. 177. Fig. 178. Fig. 179. Fig. 180. NINE TABLETS. As with the right-angled triangle, small groups of tablets were combined to form iaroer figures, so we also do here. The ele- meutary^forms, Figs. 152-160 give us in three- fold combination the series as shown in Figs. 181-191 which in course of the occupation may be multiplied at will. Fio-. 162. Fig. 163. Fio-. 164. Fio-. 165, Fig. 166. Fiff. 181. Fig. 182. Fig. 183. Fig. 184. Fig. 185. Fig. 186. Fig. 187. Fig. 188. Fig. 189. Fiff. 190. Fiff. 191, Fig. 167 TWELA'E TABLETS. Half of the tablets are of light wood and half dark. By this difference in color, opposites are rendered more conspicuous, and these twelve tablets Urns afford a splendid opportu- nity for illustrating more forcibly the law of opposites and their combination. Figs. 192- 227, show how, by combination of opposites in the forms a and b, every time the star c is 160 QUARTER CENTURY EDITION produced. Entirely new series of forms may be produced by employing a larger number of tablets, eighteen, twenty-four or thirty-six. We are, however, obliged to leave these repre- sentations to the combined inventive powers of teacher and pupil. Fig. 213. Fig. 214. Fig. 215. Fig. 192. Fig. 193. Fig. 194. Fis. 216. Fio". 217. Fio-. 218. Fig. 195. Fig. 196. Fig. 197. Fig. 198. Fig. 199. Fig. 200. Fig. 201. Fig. 202. Fig. 203. Fig. 204. Fig. 205. Fio-. 206. Fig. 207. Fig. 208. Fig. 209. Fig. 219. Fig. 220. Fiff. 221. Fio-. 222. Fig. 223. Fio-, 224. Fig. 225. Fig 226. Fig. 227, THE OBTUSE-ANGLED TRIANGLE WITH TWO SIDES ALIKE. (See Figs. 22S— 250). The child receives a box with sixty-four obtuse-angled tablets. He examines one of them and compares it with the right-angled triangle, with two sides alike. It has two sides alike, has also two acute angles, but the third angle is larger than the right angle ; it is an obtuse-angle, and the tablet is, therefore, an obtuse-angled triangle with two sides alike. The pupil then unites two and two tablets by la3nng them so that edges join edges, corners touch corners and edges join corners as shown in Figs. 228-236. Fig. 210. Fig, 211. Fig. 212. Fia. 228. Fio-. 229. PARADISE OF CHILDHOOD. 161 Fio-. 230. P^is. 231. Fig;. 232. Fig. 233. Fis. 240. Fiaf. 2-11, Fio-. 234. Fio-. 23.5. The next preliminary exercise, is the com- bination by fours, of the elementai-y forms thus produced. Peculiarly beautiful, mosaic-like forms of beauty result from this process, such as Fios. 237-243, which are produced by the combination of two opposites or by medi- ative forms. Figs. 244-250 are samples of forms of life. Fio-. 237. Fig. 238. Fio-. 242. Fi2. 243. The forms of knowledge which maj^ be pro- duced, afford oi)]Jortunity to repeat what has been taught and learned previously about pro- portion of form and size. In the Primary School the geometrical proportions are further introduced, by which means the knowledge of the pu))ils, in regard to angles, as to the i)0- sition they occupy in the triangle, can be suc- cessfully developed by practical observation, without the necessity of ever dealing in mere abstractions. Fis. 244. Fi^. 24.5. Fis. 246. Fio-. 239. Fiff. 247. Fig. 248. !(;:;> oiiAiM'Ki: (ji<;n'imii:,\' i<;i)I'I'I()N Fitr. iMi). A (•(HiipniiMoii with the ri^lil-:iiinlc(| t I'liiii^^lc witli two ('(iiiiil sides will iMcililMlc llir iii:iticr <>iv:itly. ()ii llic wlnilc, liowcvcr, llic pioccss of dc- Vi!l<)|»iii('iil iii:iy lif |)(iisiic(|, ;is rcpcidcilly in (]icsi,t(;(l on prcvioiis orcnsioiis. I'm: Ki(;ii'i'-AN(5i.Ki) IMMANCIJ-: uiiii NO K(7i;ai. sidks. (Shic iMiis. ji;i— jSo), Tlic lilllc liox coiiL-iinin;^- lirty-six l:il»l('t,s of llic :il)o\»' (Icsci'iplioii, (inch of wliicli sire in I'orni like onc-liiiH' of llir ol)t iiH('-iUii.'li'(l tri- :inL!,lf, cnnlilcs llic child l(t rcprcsciil, ii, «.>;oodly nninltci' ol' I'ornis of lil'c, :is slio>vu in Kiij;s. KJo. 2')!. In producing!; tlicMi Hiilllcicnl, opporlimilics will prcsi'iil, tlu'insi'ivcs to IcMhc child lind oiil the (|n-dilicM of llic new occiipnl ion ni:iieri:d. Fiii,. 2.0r>. Fiii. •2:r2. .J Viii. 2r.(;. PARADISE OF CHILDTIOOr). 163 =--^11^ Fio'. 2r>«. Fiu-. -i;")!). Fiii-. 2(!0. Fio-. 20 1, Fio-. 207. Fiir. 2(;;5. Fig. 264. The variety of the forms of lieauty to l)e laid with these tablets, is especially founded on their combination in twos. Figs. 265-270 show the forms produced by joining equal sides. 104 QUA I, "I' I*: If (;knimji;v kdi'imon V\'"'' I't'nder intercHtiiit!; to IcMcliei' iuid pupil, liinilly corners :iiid cd^cs. f'"' inslriiclion in this so iniporlMiit lii'iuicli of l{y:i roiirfold coiiihiniitionof sncliclcMiciilMry cdiiciilioii :is Hie ImMcIs forming- llie Seventh foriiiH Hie child I'cccives Hie ni:ileri:il ( Im-^s. . 270. <-, I'^iti". 277. Fi"'. 27H. Fi-'. 27!». Fiii'. 2.S(). Fio-. 2H 1 . V\iX. 2«2,, ■'fl% Fii--. 2h;$. Fii--. 2S1, PARADISE OF CPIILDHOOD. 165 Fio;. 285. Fig. 286. EDITOR'S NOTES. As the tablets of the seventh gift represent surfaces instead of solids they at once become nr.ore ideal and serve as an introduction to the elements of drawin<2;, or to the representation of solids by plane surfaces. These tablets, in fact, contain in concrete form the principles of plain geometry, and illustrate many of the problems in elementary industrial drawing. The natural foundation for a mathematical and scientific education which the kindergarten lays is an important element to aid in the i)roduction of more expert and accurate workmen in any manual occupation, and will tend to cultivate a more accurate and pi'actical conception of every- day experiences. Tlie manual training exhibit sent from Russia to Philadelphia in 1876 be- gan the evolution of a practical system of manual training in this counti-y, and the cor- responding exhibition of the kindergarten work and material, with the lli'st practical kindergar- ten guide; in the English language, was equally a foi'ci'unncr of the kindergarten in America, which to-day stands well in advance of the woik in all other parts of the world, while its possi- bilities can as yet be only imagined. Twenty years ago America was at a great industrial dis- advantage in comparison with older nations, because her artizans lacked the scientific and art education which was afforded the work- men of other countries. 'J'his defect is rapidly being overcome in the establishment of indus- trial schools, through the liberal donations of some of our capitalists and the general progress of our public school olHciaLs along the same lines. Inlaying the foundation of such educa- tion in the kindergarten the seventh gift has immense capabilities, but much of its force and value has been lost from lack of logical se- quence in the dei-ivation of the forms of the tablet, and the order of their use. In the origi- nal seventh gift tablets as inii)orted from Ger- many there were live forms, namely, the square, half square, equilateral ti'iangle, obtuse-angled triangle and scalene-triangle made by dividing diagonally an oblong of two squares. In this gift the absence of the circle and half circle seems to have been unfortunate, because the ball is the first solid, and correspondingly the circle should be the first surface form, and the general introduction of the circle and half circle by the leading kindergarteners of our day seems to particularly indorse this criticism. Following the ciicle based on the sphere, should come the s(piare which is one of the six equal faces of the cube, and the half square formed by a diagonal division of the square should follow. Next, we may have the equi- lateral triangle which is the type of three sided plane figures, as the square is the type of four- sided figures. If the e(pnlateral triangle is 166 QUARTER CENTURY EDITION divided hy a lino from one corner to llie cen- ter of the opposite side, this line will be per- pendicular to that Hide and one of these halves of the equilateral will be a scalene-triangle with two acute an<>;les and one right angle. If these two triangles formed by dividing tin? etpiilateral triangle nw phu-ed Ijasetobase, we have an obtuse-angled triangk;. These five forms are the same as in the original (ierman gift, except the scalene triangle, tind it is in the form and order <^f introduction of this tablet, that the objection to the old seventh gift is found. If the scalene-triangle is one-half of the e(}uilateral it becomes a typical and valua- ble form, instead of a meaningless and useless one when it is a half of an oblong of two squares. in this new form the angles are ninety degrees, sixty degrees and thirty de- grees, all of which are typical or in a sense standard angles, but if instead of this triangle we have the half of the oblong of two s(]uares, the two acute angles become fractional and have \ no value as standards and no logical relation to the other tablets. Two of them will not make an equilateral ti'iangle, neilher will they make the obtuse-angled tiiangle with which they must be associated, and no nundx'i" of them will exactly 1111 a circle. In fact, the tri- angle is a constant source of error and false education to the eye, and in its use much of the l)ractical value of this gift is sacrificed. In the accompanying diagrams. A, B, C, I), E, tiie tablets of the seventh gift are shown in their proper order. The square A educates the eye to correctly estimate a light angle, one of the essential (lualilieations of a skilled artizan. Tlu; bisection of the squan; gives the forty-five degrees triangle B, thus training the eye to measui'c that universal angle, the mitei-, one-half of a right angle. These two angles are so common that the draftsman or th<; designei- constantly uses a lai-ge "tablet B" in connec- tion with th(!Ts(iuare in his work. The angle of forty-live degrees is one eighth of the circle and this triangle is used in a very simple way for drawing the octagon, thus : — Draw a circle and with the T square draw a tangent to the top and bottom of the circle. With the triangle sliding on the blade of theT _ Fig. 287. square draw the two tangents at opposite sides, PMg. 287. Then place the hypothenuse of the triangle on the T square and draw four diag- onals tangent to the circle to complete the oc- tagon, as in Fig. 288. This is but one of the many ways in which the forty-five degrees tri- angle is used by the draftsman. The equila- teral triangle C' has thi-ee angles of sixty de- f- i :i ^ , • -1 _ Fig. 288. grees each, six of which form a complete circle. The divided e(juilateral or right-angled scalene triiingle D has one angle of ninety degrees. oiK! of sixty degrees tindoneof thirty degrees, and tliis tablet is another fool indispensable to the draftsman, and a constant comj)anion of the forty-five degrees triangle and theT square. It is of the same service in drawing the hexa- gon that the forty-five degrees triangle is in k _ Fig. 289. foi-ming the octagon, as may ])e seen in Fig. 2H*.), and Fig. 2!H), which following Figs. 2«7 and 2HH, will usually give the idea without further exi)lanation. In case the matter is not jterfectly clear these operations can be per- formed with the T square and triangles of the drawing kit of the elementary school. These two ti'iangles re])resent all the angles which may be termed standards, namely, ninety degrees,, PARADISE OF CHILDHOOD. 1G7 forty-five degrees, sixty degrees and thirty de- grees, and a child in the kindergarten shoukl be- come as familiar with them as with the size of the squares on the table. The obtuse-angled triangle E, as made in the gifts, is in form like two of D, joined at the short sides, ])ut for con- venience the siz(? is reduced one-half. I Fig. 2[H). The only argument for the use of th(^ scalene- triangle derived from the oblong of two squares, seems to ])e based on the fact that such a tri- angle is conveniently made on the netted draw- ing, but this certainly is not of suflicient im- portance to warrant the introduction of a math- ematical monstrosity such as this triangle must be considered. Among the seventh gift tablets for sale and in use in the kindergartens both forms of the scalene-triangles may be found. One is the half of an oblong of two squares and the other the half of a equilateral triangle. Some kin- dergartners are using either the one or the otliei- with well settled con%actions as to its superior value, while others have given little or no thought to the 8ul)ject. The difference is so radical l)etween the two geometrical forms that it should become a (juestion of cousidei-ahle im- portance in the mind of an intelligent kinder- gartner, which form she selects in her gifts. Having decided, she ought to be sure that she gets what she wants when ordering material. The argument in favor of the half equilat- eral has been'briefly expressed above, because the experience of the editor in practical geome- try and industrial diawing has convinced him of the truth of this position, but every kinder- gartner is entitled to the opposite opinion af- ter having given careful thought to the subject. In presenting this gift as the circle is the first plane to be given, a clay sphere may be modeled and by cutting through the center, the face of the hemisphei-e will show the circle thus proving to the children that it is derived from I he ball. Call attention to other circular objects and give sim])le lessons in direction and position ; follow this by laying forms of symmetry with the circle, (Figs. 291-298), and half circle. (Figs. 299-304), also border patterns, (Fig. 30o). Se(|uences may ]h'. derived by working by opposites, as shown in Figs. .-JOG-SIO. Fiii. 292. FiK. 293. Fig. 295. Fig. 29G. In considering the square let a piece of ap- ple or bread be cut just the size and shape of the third gift, and then a slice cut from it to show how the square tal)let is a rejjresentative of the surface of the cube. Most children would understand it, perhaps, without this, but something real is better and the fact that 168 PARADISE OF CHILDHOOD. taking the slice from the cube has left only a in the tablets of this gift, it often gives him part of a cube becomes more of a reality to great pleasure to reproduce that design in per- manent form by pasting colored papers cut Fig. 299. Fig. 300. Fig. 301, Fig. 302. Fio-. 303. Fig. 304. Fig. 305. Fig. 306. Fig. 307. Fig. 308. the children after they have watched the pro- cess than if they had only tried to think it out. When a child has laid a satisfactory design Fig. 309. Fig. 310. in shapes like the tablets on to a piece of card or heavy paper, which may be carried home as a souvenir. In this occupation which has been called "Parquetry," the element of color may be iutroduced while both the form instruction and manual training involved are invaluable. In some styles of the seventh gift the tablets are painted in a variety of colors, and while on first thought this feature may be very at- tractive, experience has seemed to demonstrate to the satisfaction of kindergartners in this country, that the tablets in light and dark woods, expressing tones rather than color are more valuable, educationally, than the colored tablets. Before the introduction of Parquetry papers the colored tablets were quite popular, l)ut with the greatly improved expression of color sequences found in the modern educa- tional colored paper, this feature seems open to many objections. No painted surfaces sub- ject to constant use by the children and ex- posure to the light, can permanently retain their colors so as to have much educational value in color perception, and therefore the occupations are far better adapted to the teaching of color than the gifts. Also the consideration of the effects of light and shade in the designs as made with the tablets is as much as the child's mind is able to grasp at first, while increased interest is secured later by the addition of colors in the reproduction of the designs, by pasting papers selected from the great variety of colors in the modern edu- cational colored papers. Parquetry not only delights the children but teaches accuracy of eye and hand in placing the small bits of paper, neatness in the gumming, and cultivates taste in the selection and combination of colors. It is distinctly an American occupation which has been generally accepted as a valuable addition to the earlier occupations of the kindergarten. THE EIGHTH GIFT. STICKS FOR LAYING OF FIGURES. As the tablets of the Seveuth Gift are uotli- iiig but au emboclimeut of the 'planes surrouud- iug ov limiting the cuhe^ aud as these pkuies^ limits of the cube, are nothing but the repre- sentations of the extension in lengthy breadth and height, already contained in the sphere aud ball, so also the sticks are derived from the cube, forming as they do, and here bodily rep- resenting its edges. But they are also contained in the tablets, because the plane is thought of, as consisting of a continued or repeated line, and this may be illustrated by placing a suf- ficient number of one inch long sticks side by side, and close together, until a square is formed. The sticks lead us another step farther, from the material, bodily, toward the realm of abstractions. By means of the tablets, we were enabled to produce flat images of bodies ; the slats, which, as previously mentioned, form a tran- sition from plane to Hue, gave, it is true, the outlines of forms, but these outlines still re- tained a certain degree of the plane about them ; in the sticks, however, we obtain the material to draw the outlines of objects, by bodily lines, as perfectly as it can possibly be done. The laying of sticks is a favorite occupa- tion with all children. Their fantasy sees in them the most different objects, — stick, yard measure, candle ; in short, they are to them representatives of everything straight. Our sticks are of the thickness of a line (one twelfth of an inch), and are cut in vari- ous lengths. The child, holding the stick in his hand, is asked : What do you hold in 3'our hand? How do you hold it ? "N Vertically. Can Fig. 1. Fio-. 2. Fig. 3. Lay your stick upon the table. How does it lie ? In what other direction can you place it? The child receives a second stick. How many sticks have you now ? Now try to form something. The child lays a standing cross, (Fig. 4). You certainly can lay many other and more beautiful things ; but let us see what else we may produce of this cross, by mov- ing the horizontal stick, by half its length, (Figs. 4 to 14). Fig. 4. Fig. 5. Fig. 6. Fig. 7. Fig. 8. Fig. d. Fio-. 10. Fig. 11. Fig. 12. Fig. 13. Fig. 14. Starting from a lying cross, (Fig. 1.5) or from a pair of open tongs, (where two acute and two obtuse angles are formed by the cross- ing sticks) , and proceeding similarly as with Figs. 4-14, we will produce all positions which two sticks can occupy, relative to one another, except the parallel, and this will give ample opportunity to refresh, and more deeply im- press upon the pupil's mind, all that has been introduced so far, concerning vertical, hori- zontal and oblique lines, and of right, acute and obtuse angles, (Figs. 15-23). you hold it in any other way ? Yes ! I can hold it horizontally. Still in another w^ay ? Slant- ing from left above, to right below, or from right above to left below. (Figs. 1-3). Fig 15. Fig. IG. Fig. 17, Fio-. 18. 170 QUARTER CENTURY EDITION Fig. 19. Fig. 20. Fig. 21. Fig.22. Fig. 23. With two sticks, we can also form little figures, which show some slight resemblance with things around us. By them we enliven the power of recollection and imagination of the child, exercise his ability of comparison, increase his treasure of ideas, and develop in all these his power of perception and concep- tion — the most indispensable requisites for disciplining the mind. Following are given representations of ob- jects made : — A¥ith two sticks. Fig. 24, A Playing Table. Fig, 25, Pick Axe. Fig. 26, An Angle Meas- ure. (Carpenter's square). Fig. 32. .Fig. 33. With five sticks, Fig. 34, Signal Flag of R. R. Guard. Fig. 35, A Cottage. Fig. 36, Saw- horse. Fig. 37, A Chair. Fig.35. 3 _ Fig. 24. Fig. 25. Fig. 26. Fig. 36. Fig. 37. With three sticks. Fig. 27, A Flail. Fig. 28, With six sticks. Fig. 38, A Flag. Fig. 39, A Smnll ¥]ag. Fig. 20, A Star. A Boat. Fig. 40, A Reel. Fig. 41, A Small Tree. Fig. 27. Fig. 28. Fig. 29. With four sticks. Fig. 30, A Wooden Chair. Fig. 31, A Wash bench. Fig. 32, A Crib. Fig. 33, Flower-pot. Fis. 30. Plff. 31. ^^^^^ Fig. 38. Fiff. 39. Fig. 40. Fio-. 41. With seven sticks, Fig. 42. A Dwelling House. Fig. 43, A Bridge with Three Spans. PARADISE OF CHILDHOOD. 171 Fig. 44, Tombstone and Cross. Fig. 45, Rail With nine sticks, Fig. 51, Dwelling-house. Fence. Fig. 52, Sailboat. Fig. 53, Balance. Fig. 54, Coffee-mill. Fig. 55, Students Lamp. Fig. 42. Fig. 43. ' r i r ■■ — '^ 1 Fig. 51. Fig. 52. Fiff. 44. Fig. 45. With eight sticks, Fig. 46, Church, with steeple. Fig. 47, Gas Lantern. Fig. 48, Corn- crib. Fig. 49, A Flower-pot. Fig. 50, A Piano forte. Fig. 53. Fig. 54. Fig. 46. Fig. 47. Fig. 48. Fig. 49. Fig. 50. Fig. 55. With ten sticks, Fig. 56, Graveyard Wall. Fig. 57, A Hall. Fig. 58, A Flower-pot. Fig. 59, A Bedstead. Fig. 60, A Flag. 172 QUARTER CENTURY EDITION Fig. 56. Fio-. 57. Fio-. 58. Fis. 59. Fio-. 60. With eleven sticks, Fig. 61, A Kitclien Lamp. Fig. 62, Cup and Saucer. Fiff. 61, Fis. 62. With twelve sticks, Fig. 63, A Church. Fig. 64, Chair and Table. Fig. 65, A Well with Sweep. Fig. 63. Fiff. 64. Fig. 65. These exercises are to he continued wdth a larger number of sticks. The hints given above, will enable the teacher to conduct the laying of sticks in a manner interesting, as well as use- ful, for her pupils. It is advisable to guide the activity of the child occasionally in another direction. The pupils ma}^ all becalled upon to la}' tables, which can be produced from two to ten sticks, or houses which can be laid with eighteen sticks. Sticks are also employed for representing forms of beauty. The previous, or simulta- neous occnpatiou with the building blocks, and tablets, will assist the child in producing the same in great variety. Figs. 66-72 belong to this class of representations. Combination of the occupation material of several, or all children taking part in the ex- ercises, will lead to the production of larger forms of life, or beauty, which in the Primary Department, can even be extended to repre- senting whole landscapes, in which the mate- rial is augmented by the introduction of saw- dust to represent foliage, grass, land, moss, etc. By means of combination, the children often produce forms which afford them great pleas- ure, and I'epay them for the careful persever- ance and skill employed. They often express PARADISE OF CHILDHOOD. 173 Fio-. 66. Fio-. 67o Fio-. 68. Fio-. GO. Fio-. 70. Fio-. 71. Fig. 72. 174 QUARTER CENTURY EDITION the wish that they might be able to show the production to father, or mother, or sister, or friend. But this they cannot do, as the sticks will separate when taken up. We should assist the little ones in carrying out their desire of giving pleasure to others, by showing to, or presenting them with the result of their own industry, in portable form. By wetting the ends of the sticks with muci- lage, or binding them together with needle and thi'ead, or placing them on substantial paper, we can grant their desire, and make them hap- py, and be sure of their thanks for our efforts. But we have another means of rendering these representations permanent, and it is by draicirig, which, on its own account, is to be practiced in the most elementary manner. We begin the drawing, as will hereafter be shown, as a special branch of occupation, as soon as the child has reached its third or fourth 3'ear. The method of laying sticks is in general the same as applied for drawing, the latter, how- ever, progresses less rapidly. It is advisable to combine sticks in regular figures, triangles and squares, and to tind out in a snuill num- ber of such figures all possible combinations according to the law of opposites. All these occupations depend on the larger or smaller number of sticks employed ; they there- fore afford means for inci'easing and strength- ening the knowledge of the child. The pupil, however, is much more decidedly introduced into the elements of ciphering, when the sticks are placed into his hands for this specific pur- pose. AVe do not hesitate to make the asser- tion that there is no material better fitted to teach tlje rudiments in figures, as also the more advanced steps in arithmetic, than Frcebel's sticks. A few packages of the sticks in the hands of the pupil is all that is needed in the Kindergarten proper, and the following De- partment of the Primary School. The children receive a package with ten sticks each. Take one stick and lay it verti- cally on the table. Lay another at the side of it. How many sticks are now before you? Twice one makes two. Lay still another stick upon the table. How many are there now ? One and one and one — two and one are three. Still another, etc., etc., until all ten sticks are placed in a similar manner upon the table. Now take away one stick. How many reniain ? Ten less nine leaves one. Take away another stick from these nine. How many are left ? Nine less one leaves eight. Take another; this leaves seven ? etc., etc., until all the sticks are taken one by one from the table, and are in the child's hands again. Take two sticks and lay them upon the table, and place two others at some distance from them. ( || || ) How many are now on the table ? Two and two aie four. Lay two more sticks beside these four sticks. How many are there now? Four and two are six. Two more. How many are there now ? Six and two are eight. And still another two. How many now? Eight and two are iev*. The child has learned to add sticks by twos. If we do the opposite, he will also learn to subtract by twos. In similar manner we pro- ceed with three, four andj^'i'e. After that Ave alternate, Avith addition and subtraction. For instance, we lay three times two sticks upon the table and take away twice two, adding again four times two. Finally we give up the equality of the number and alternate, by add- ing different numbers. We lay upon the table two and three sticks which equal five, adding two, which equal seven, adding three, which equal ten. This affords opportunity to introduce six and nine, as a Avhole, more frequently than Avas the case in prcA'ious exercises. In subtrac- tion we obserA'e the same method, and intro- duce exercises in which subtraction and addi- tion alternate with unequal numbers. Lay six sticks upon the table, take two away, add four, take aAvay one,add three and ask the child Iioav many sticks are on the table, after each of these operations. In like manner, as the child learned the figures from one to ten, and added and sub- tracted Avith them as far as the number of ten sticks admitted, it will now learn to use the tens up to one hundred. Packages of ten sticks are distributed. It treats each package as it did before the single stick. One is laid upon the table, and the child says, "Once ten ;" add a second, "TAvice ten;" a third, "Three times ten," etc. Subsequently he is told, that it is not customary to say tAvice, or tAvo times ten, but tAveuty ; not three times ten, but thirty, etc. This experience A\'ill take root so much the sooner, in his memory, and become knoAvledge, as all this is the result of his own activity. As soon as the child has acquired sufficient ability in adding and subtracting by tens, the PARADISE OF CHILDHOOD. 175 combination of nnits and tens is introdnced. Tiie pupil receives two packages of ten sticks — places one of them upon the table, opens the second and adds its sticks one by one to the ten contained in the whole package. He learns ten and one equal eleven, ten and two • equal twelve, ten and three equal thirteen, until ten and ten equal twenty sticks. Gathering the ten loose sticks, the child receives another package and places it beside the first whole package. Ten and ten equal twenty sticks. Then he adds one of the loose sticks and says tweuty and one equal twenty-one, twenty and two equal twenty-two, etc. Another package of ten brings the number to thirty-one, etc., etc., up to ninety-one sticks. In this manner he learns twenty-two, thirty-two, up to ninety- two, twenty-three to ninety-three and one hundred, and to add and subtract within this limit. To be taught addition and subtraction in this manner, is to acquire sound knowledge, founded on self-activity and experience, and is far superior to any kind of mind-killing memorizing usually employed in this connec- tion. If addition and subtraction are each other's opposites, so addition and multiplication on the one hand, and subtraction and division on the other, are oppositionally equal, or, rather, multiplication and division are shortened addi- tion and subtraction. In addition, when using equal numbers of sticks, the child finds that by adding two and two, and two and two sticks he receives eight sticks and is told that this may also be ex- pressed by saying four times two sticks are eight sticks. It will be easy to see how to pro- ceed with division, after the hints given above. Let none of our readers misunderstand us as intimating that all this should be accom- plished in the Kindergarten proper. Enough has been accomplished if the child in the Kindergarten by means of sticks and other material of occupation, has been enabled to have a clear understanding of figures in general. This will be the basis for further develop- ment in addition, subtraction, multiplication and division in the Primary Department. It now remains to add the necessary advice in regard to the introduction and representa- tion with the sticks of the nionends. In order to make the children understand what nii/inerals are, use the blackboard and show them that if we wish to mark down how many6fic^•s, blocks^ or other things each of the children have, we might make one line for each stick, block, etc. • Write then one small vertical line on the black- board, saying in writing, Charles has one stick ; making fn-o lines Ijelow the first, continue by saying Emma has two blocks; again, making three lines^ I-Crnest has three rubber balls, and so on until you have written ten lines, always giving the name of the child and stating how many objects he has. Then write opposite each row of lines to the right, the Arabic figure ex- pressing the number of lines, and remark that instead of using so many lines, we can also use these figures, which we call numerals. After the children have learned that the figures which we use for marking down the nmnber of things are called numerals, exercises of the following character may be introduced. How many hands have each of you? Two. The numeral 2 is written on the board. How many fingers on each hand ? Five. This is writ- ten also on the board — 5. How many walls has this room ? Four. Write this figure also on the board. How many days in the week are the children in the Kindergarten ? Six days. The G is also written on the board. Then repeat, and let the children repeat af- ter you, as an exercise in speaking, and at the same time, for the purpose of recollecting the numerals : Each child has 2 hands, on each hand are 5 fingers ; this room has 4 walls, — always em- ))hasiziug the numerals, and pointing to them when they are named. The children may then count the objects in the room or elsewhere, and then lay with their sticks, the numerals expressing the number the}' have found, speaking in the meantime, a sentence asserting the fact which they have stated. As the occupation with laying sticks, is one of the earliest in the kindergarten, and is em- ployed in teaching numerals, and reading and writing, and drawing also, it is evident how important a material of occupation was sup- plied by Fra^bel, in introducing the sticks as one of his Kindersarten Gifts. 176 PARADISE OF CHILDHOOD. EDITOR'S NOTES. As this gift is used to represent the line, it takes the child one step farther, into the ab- stract world, teaching both direction and out- lines. It consists of sticks from one to Ave inches in length, which come in bundles or in a com- partment box containing fifteen hundred sticks of the natural wood or of the six spectrum colors, which are more attractive to the chil- dren, and are helpful in color lessons and in representing familiar objects. In presenting this gift first hand one stick to each child, call attention to it by asking what it looks like and where it came fi'om. Give a talk on trees, telling how they spring from the seed and grow, and how the wood is used for various purposes. formed, a quad- showing •^ / / / introduced, the teacher being careful to advance no faster than the child can follow. With four sticks a square may lie or the sticks may be placed around rangular tablet, and then removed, the outline. The sticks are the foundation for outline drawing, and after the children have made sim- ple objects with the sticks let them draw what they have made, on paper or the blackboard. Give simple lessons in dictation, and in or- der to cultivate imagination and to draw out the inventive powers of the children, let them arrange short sequences in forms of life, add- ing interest by a story. Give sticks of different lengths, as this en- ables the children to make a greater va- riety of figures. When using the two-inch stick lead them to see that it corresponds to the edge of the second gift cube. This gift is useful in making angles and geometrical figures. In the geometrical figures the first to be outlined is the square, following the face of the second gift cube and the square talilet of the seventh gift. Direct attention to the right angles and let the children point them out. Follow this with obtuse and acute angles. When the fifth gift and the triangle of the sev- enth gift liave been used then lay the sticks to form triangles, oblongs, pentagons, etc. \ Fig. 73. Ask for different articles that are made from wood and give the jn-ocess by which the sticks are prepared for use, how they are dyed, etc. ; then let the children place the sticks in different directions, the vertical, horizontal, and slant- ing. Give a second stick, place them parallel, in different directions ; combine them and place them in all possible positions to each other. A number lesson in addition, subtraction and multiplication may be taught, and a third stick Fig. 74. A great variety of life forms can be shown and to some extent symmetrical forms. It is well to let the children unite their sticks or com- bine them with rings, especially in the life forms, (Figs. 73 and 74). In this way a house with interior furnishings may be made, or a house, yard and fence. The world of occupation fur- nished l)y this gift is a continual wonder to the kindergartner. THE NINTH GIFT. WHOLE AND HALF RINGS FOR LAYING FIGURES. Immediately conueeted with the sticks, or straight lines, Froebel gives the representatives of the rounded, curved lines, in a box contain- ing twenty-four whole and forty-eight half cir- ■cles of two different sizes made of wire. The rings supply the means of representing a curved line perfectly, besides enabling us by their dif- ferent sizes to show "the one within another." This gift is introduced in the same way as all other previous gifts were introduced, and the rules by which this occupation is carried on must be clear to every one who has followed us in our "Guide" to this point. The child receives one w^hole ring and two half rings of the larger size. Looking at the whole ring the children observe that there is neither beginning nor end in the ring — that it represents the circle, in which there is neither beginnino' nor end. (Fio-. 1). With the half OX Fig. 1. Fig. 2. ring, they have two ends ; half rings, like half circles and all other parts of the circle or curved lines, have two ends. Two of the half rings form one whole ring or circle, and the children are asked to show this b}' experiment. Various observations can be made by the children, ac- companied by remarks on the part of the teacher. Whenever the child combined two cubes, two tablets, sticks or slats with one another, in all cases where corners and angles and ends were concerned in this combination, Fig. 3. corners and angles were again produced. form any angles. Neither could closed space be produced by two bodies, planes, nor lines. The two half circles, however, close tightl}' up to each other so that no opening remains. The child now places the two half circles in opposite directions. (Fig. 2). Before, the ends touched one another, now the middle of the half circles ; previously a closed space was formed, now both half circles are open, and whei"e they touch one another, angles appear. Mediation is formed in Fig. 3, where both half circles toucli each other at one end and re- xx Fig. 4. main open or as indicated by the dotted line, join at end and middle, thereby enclosing a H Fig. 5. Fig. 6. small plane and forming angles in the meantime. Two more half circles are presented. The Fig. 7. Fio-. 8. The child forms Fig. 4, and develops by moving the half circles in the direction from without to within. (Figs. 5-8). All these forms are, owing to the nature of the circular line, forms of beauty or beautiful forms of life, and, therefore, the occupation with these rings is of such importance. The two half rings or hulf circles, however, do not child produces forms of beauty with other ma- 178 QUARTER CENTURY EDITION terial, it is true, but the curved line suggests tender and pliable soul of the child, must needs to him in a higher degree than anything else be greater and more lasting. Without believ- ideas of the beautiful, and the simplest com- ing in the doctrine of two inimical natures in Fig. 11. man said to be in constant contiict with each other, we do believe that the talents and dis- position in human nature are subject to the possibility of being developed in two opposite directions. It is this possibility which con- ditions tlie necessity of education, the necessity of employing every means to give the dormant inclinations and tastes in the child, a direction toward the true, and good, and beautiful, — in one word, toward the ideal. Among these means stands pre-eminently a rational and Fig. bmations of a small number of half and whole circles, also bear in themselves the stamp of beauty. (Figs. 9-12). Fig. 10. If the fact cannot be refuted, that merely looking at the beautiful favorably impresses the mind of the grown person in regard to direction of its development, enabling him to more fully appreciate the good and true, and noble, and sublime, this influence upon the Fig. 12. timel}' development of the sense of beauty, upon which Froebel lays so much stress. Showing the young child objects of art which are far beyond the sphere of his appreciation, however, will assist this development, much less than to carefully guard that his suri'oundings contain, and show the fundamental requisites of beauty, viz. : Order, cleanliness, simplicit}' and harmony of form, and giving assistance to the child in the active representation to the beautiful in a manner adapted to the state of development in the child himself. Like forms laid with sticks, those represented with rings and half rings also are imitated by the children by drawing them on slate or paper. EDITOR'S NOTES. This gift now consists of twelve whole, eight- een half and twelve quarter wire rings, for lay- ing figures which involve circles. It is a con. tinuation of the eighth gift and preparatory to drawing and designing, being used to represent an outline of a surface. The rings are made of steel, and come in three different sizes of one inch, one and one- half inch and two inches in diameter. In in- troducing this gift the largest ring should be given first, and attention called to its form and properties. A talk on iron, its uses, how it is dug out of the ground by miners, a description of the mines, of the process the ore passes through, how it is melted and molded into useful machines and articles, how it is changed into steel, is both interesting and instructive to the children. Ask for different tilings that are PARADISE OF CHILDHOOD. 179 made of iron and steel, and draw from the chil- tions, the number and size of rings being in- dren the reason why steel is valuable for knives, creased gradually, axes and other cutting utensils, A second When a third ring is given, let the children suggest ways of laying them. If they are of the same size, they may be placed side by side, Fia, 13, Fisf. 14. Fig, 16. in a group, in the form of a triangle, etc. If the different sizes are used, they may be placed Fig. 17, one within the other, so that they are parallel, or they may touch at some point. Forms of Fig. 18. symmetry may be developed by several of these ring may be added and an exercise given in grouped together, as in Fig. 9. placing the rings in different ways and posi- The exercises with the half-rings are more 180 QUARTER CENTURY EDITION interesting and instructive, as the forms are more varied and change at every step. Have the children place the half-rings in different positions. Give each child the same quantity of material and let them lay a design. Fio-. 10 shows a combination of tlie half-rings. Se- Fio;. 11). smm Fig. •>] Fig. 22. quences involving both half and whole rings may be given, as shown in Figs. 13-17, When the quarter-ring is given, let the chil- dren compare it with the half-ring and combine the two in diiferent sizes.- Figs. 18 and 19 are the smallest half and qnarter-iings combined, and Fig. 20, shows the largest size of each. Figs. 21 and 22 give pretty border patterns which may be embeUished. As the curved line is the line of beauty, this gift is better adapted for beautiful forms than any of the others. Forms of life, especially in flower designs, are developed with the quar- Fig. 23. Fig. 24. ter-rings as shown in Fig. 23, while Figs. 24, and 25 show a combination of the whole, half and quarter-rings. Fig. 26, shows a combination of the three smallest sizes of each. Fig. 27, of the second size, and Fig. 28 of the largest. Fig. 29 is a combination of the whole, half and quarter- rings in the three different sizes. The rings of this Gift and the sticks of the eighth may be combined with pleasing and profitable results as aliown in Figs. 30-38 of which Figs. 34-38 are a sequence. PARADISE OF CHILDHOOD. 181 Fig. 25. Fig. 2ij. Fig. 28. Fig. 29. CM3 Fig. 2- Fig. 30. 182 PARADISE OF CHILDHOOD. Fia. 32. Fio-. 33. Fig. 34. op (TO Fitr. 35. Fisj. 36. Fior. 37. 0^avy as possil)le, and that each single line be })roduced by one single stroke of the pencil. The teacher should occasionally ask : What are you doing ? oi-, what have you done ? Fig. 3. Fig. 4. and the child should always answer in a com- plete sentence, showing that he works uncler- standingly. Soon the Hues may be drawn up- Fig. 5. Fig. (1. wards also, and then they nuiy be made al- ternately up and down over the entire slates until the child has acquired a certain degree of ability in handling the pencil. Fig. 7. Fig. y. The child is then required to draw a vertical line of two lengths, and advances slowly to lines of three, four and livi' lengths, (Figs. 2-5). . . Fig- 9. With the number five FrcEbel stops on this step. One to five are known, even to the child three years old, by the lunnber on his fingers. PARADISE OF CHILDHOOD. 185 The productions thus far accomplished are 11-13 himself. Lcadirif^ him to understand now combined. Tlx- child draws, side by side tlie jjoints of Y'l^^. 10 exactly, lie will have no diUieulty in representing the opposite. Instead Fig. 10. Fig. 11. of one another, lines of one and two lengths (Fig. 6), of one, two and three lengths (Fig. 7), of one two, three and four lengths (Fig. 8), and finally lines of one, two, three, four and five lengths (Fig. f»). It always forms Fig 12. Fig. 13. by so doing a right-angled triangle. We have noticed already, in using the tablets, that Fig. 14. right-angled triangles may lie in many different ways. The triangle (Figs. 9 and 10) can also assume various positions. In Fig. 10 the five lines stand on the base line — the smallest is the first, the largest the last, the right angle is to the right below. In F'ig. 11 the opposite is found — the five lines hang on the base-line, the largest comes fii'st, the smallest last, and the right angle is to the left above. Figs. 12 and 13 are forms of mediation of Hgs. 10 and 11. The child should Ite induced to find Figs. Fig. 1.0. of drawing the smallest line first, he will draw the longest; instead of drawing it downward, he will move his pencil upward, or at least be- Fig. IG. gin to draw on the line which is bounded above and thus reach Fig. 11. By continued reflec- Fig. 17. tion entirely within the limits of his capabilities he will succeed in ])roducing Figs. 12 and 13. 186 QUARTER CENTURY EDITION Thus by a different way of combination of five vertical lines, four fonns have been pro- duced, consisting of equal parts being, how- ever, unlike, and therefore oppositionally alike. Each of tliese figures is a whole in itself. But as everything is always part of a large w^hole, so also, tliose figures serve as elements for more extensive formations. Fig. 18. In this feature of Froebel's drawing method in which we progress from the simple to the more complicated in the most natural and logi- cal manner, unite parts to a whole and recog- nize the former as members of the latter, dis- Fig. 19. cover the like in opposites, and the mediation of the latter, unquestionalile guarantee is given that the delight of the child will be renewed and increased, throughout the whole course of instruction. Let Figs. 10-13 be so united that theright angles connect in the center (Fig. 14) , and again unite them so that all right angles are on the outside (Fig. 15). Figs. 14 and 15 are opposites. Fig. 14 is a square with filled inside and standing on one corner. Fig. 15 one resting on its base, with hollow middle. In Fig. 14 the right angles are just in the middle ; in Fig. 15 they are the most outward corners. In the forms of mediation (Figs. 16 and 17), they are, it is true, on the middle line ; but in the meantime on the outlines of the figures formed. In the other forms of media- tion. (Fig. 18, 19, etc.,) they lie together on the middle line ; but two in the middle, and two in the limits of the figure. : ] 1 ] __) Fig. 20. Thus we have again, in Fig. 18-22, four forms consisting of exactly the same parts, which therefore are equal and still have qual- ties of opposites. In the meantime, they are fit to be used as simple elements of following formations. In Fig. 22, they are combined into a star with filled middle . Numerous forms of mediation may be produced, but we will work at present with our simple elements. . j Fig. 21. Owing to the similarity in the method of drawing to that employed in the laying of the right angled, isosceles triangle, it is natural that we should here also arrive at the so-called rotation figures, by grouping our triangles with their acute angles toward the middle (Figs. 23 PARADISE OF CHILDHOOD. 187 and 24), or arrange them around a hollow square (Figs. 25 and 26). Figs. 27 and 2, — — — . — _ Fiji. 84. Fio-. .S;-), Kiu'. .st>. Kiii'. DO. PARADISE OF CHILDHOOD. 197 Fisi'. 91. Fiu:. '.)2. h _ _ __. These few examples may Hufficc to _' iiulieate tlie al)uii(Uinc(! of forms which _ may be coiistriicUHl with sii(;h simple — material as the horizontal and verti- — eal lines, from one to live lengths, ~ {and double). ~ It is the task of the educator to ~ lead 1 he learner to detect the elements, logically, in order to produce with them, new forms in unlimited num- bers, within the boundaries of the laws laid down for this ])urpose. But even wilhout using thesis ele- ments, tlus child will bi! able, owing 1() continued practice, to represciut manifold fornisof lile and beauty, partly by his own fiee invention, partly by imitating the objects he has seen before. As samples of the former. Fig. 00 shows a cross. Fig. 92 a triiniiphal gate, Fig. 9^5 a windmill; of thelatter,Figs. H4-.S6, HU and 91 show samples of bordcsrs. Figs. H7 and HH show other simple embellishments. As the vertical line; ('(juditioned its opj)Osite, the lioiizontal line, both again condi- tion their mediation. Fig. 93. OBLICiUE LINES. (Figs. 94- 1 34 J. Our remai'ks here can be brief as the opera- tions are nothing but a repetitjon oii:dH ol" lyiii^' ohIoiioH. |>i;H. 5)4-112. When il, :i|)|tr:iiM iiH the di:i<;(>iinl of nil ()|)l(>ii<;', il is citln'i- :iii - - — - ■— -i / \ \ ///. \ \ \ 1 - ////. ^^ \ \ _ ///// \ \ \ \ \ :.- \NNN\ // / / / / / / 1 ' \: / / / 1 \\ / / i \ / 1 ^ .._ 1 — ( l''i,L;-- ".I?. l''io. <.),s. <>ltli(|iii' of (lie Mccoiid, third, foiiith or lirHidc- j;r('(', nccordiiif;- lo (he |»r<)|torl,ioiiH of tlici luiHO lino iuid hcinjii, ,,f (|„. ()l)l<)ii«>;, one (o two, one to (luce, one to I'oiir, one to live. Fig. lO.'J. ill which ()l)li(nieH Iroiii the iirHd (o tli(> (iftlido- <;fee luv united, will illuHtrnie tJiis. 'i'he oh- liciuoB an^ here :irr!in;^»(l one :il)o\'e (Ju' otluT. A ^--/A %■■ ' ■ -- - - - — — -- --- -'/. yy ', / // y // / / _ . V/// y \\\w _ //// ^N^N 1 \w / / / \ w \\\ WW : ww^ \ ///// 3 1 l^'i:;-. '.»'.». Flo-. |(»(i. 'The upper left liMiid corner of Fi<^'. Ma, MJiows ol>li(|iies of the hccoiuI deoree niiilvd to U rigiit-Miiolcd tri;iiio!e; the lower riuht. h:ind Fio-. 10 1. -- -- - -- -J \ \ \ \ \ \ \ \ \ \ \ \ \ \ \ -- 1 i' > 1 \ ~? 1 K\ 7a ^ /// J . \\\\ //// \ . WW\ ///// J 1 - ^//// ww\ :] f--^^^ ;^ Fig. 101. Fig. 10i>. its opposite; :md tin- reiii:iiiiiiio two corners foriii iiiediMtions. 1,'j,,- |()_r^ in Fig. 1 M, the same liiu>s are united in an In Fig. I 17, tli(> right and left sides show a sinii- ohtiise angled triangle. In Fig. 1 i:), they llnally lar eoinhinalion ; the ol.liiiiies, however, are ar- ''•"'"'='":'<■"'*• :"'ii'*'- ranged l.esidt- one aiiotlier; the upper and I»AIIAI)ISI<: OK (MIILDIIOOI). 199 -— - — — — — -- - / \ / / \ / / / \ \ / / / / \ \ / / / / / \ \ \ / / / / / \ \ / / / / \ / / / / / \ / \ / \ \ / \ \ / / \ \ / / \ \ \ \ / / / \ \ / / ^ \ / \ \ \ / \ ^ _ u — _. — — — — — — ' — ' — 1 — / — \ \ \ / / \ \ / / / \NN / / / / \ \ \ \ \ / / / / / / / / / / ^ \ \ \ \ /^ / / \ \ \ \ / \ \ \ / \ \ / \ — — __ __ -1 ^ — — — Kig. lOG. Fig. 107. Ki-r. 110. V- ~ — ^ / \ / / \ \ / / \ \ / / / \ \ \ / / / / N \ \ \ / / ^ / \ \ •s / \ ■s. — , — , — — — — . — — Fi-. Ill — ' — • — — — — — \ / \ \ / \ \ / / \ \ / / \ \ K / / \ \ / \ \ / \ \ \ / / / \ / / / \ / / / / \ \ / / / \ / / \^ \^ / \ / \ / -^ -A , -A "\ — 1 — 1 — 1 ^ z T '7 ^^c- - zz >5 - Zz" s\\_ / / / s \\- zz z S5 ^.S- zz zz ^55, ^ -N / zzz S^'^^.-.-N \/\ / / / / ^\.^b.S. ^ -V^/ / / Z^ zzzzz : ^s^Ws^ ZZZ7 /_ S W^Si zzz z \ \\^ zz zz. :5\ ~ _ ^s^i z -.ZZ_ -5>^. ^ z/z_ _^5>\ zz _ ^N. Z^ - - ^>^ z ^. z : \ Fig. 108. Fig. 109. Fiti. 112. 200 giiAii'n<:ii (;MN'riii;\ i^di'imon \, A V \^ \ A \ \ \ \ \ \ .-- \ \ \ \, A \ \ -- \ \, \ \ \, ^;\ \ \ \ \ r f>l / / / / / / / / 1 / / / 1 I / 1 1 \ — 1 / / 1 / ' / 1 / / V 1 VVi. li:i. ; N^ A, v\\\\ - — — y \ ■^ ^ - '—^ ^ - — -z ^ J ^ / — — Ki-. IIT). Fi'. lie. \ / \ . / A // \\ / Iv 7 \\ // // \\ // \\ // \\ _ / -\V- 1 -V - _ t A _ - I ^ VVx. 1 I Imm-. lis. VVx. 114. V\m. 11 '.I. PARADTSR OF (^I1IT>DTT()()D. 201 FiiX. 122 Fii--. 120. Fig. 121. Fiff. 125. Fm-. 12(3. Fio-. 12; Fiff. 124. FUr. 128. ioy giiAirrMK' (month i:\ iodition F'\iX. l-J'.t. V\iX. \M). Kiu. i;;i HJ M' . . AAA / \ ^ \ : V. i;i:^. Kio. \:\',). / \ / \ / \ I 1 1 I \ / \ ^ ^ r ''- H ' ,< / \ / / \ s / / / V K / / / \ \ / ^ ^ "V. v^ / \ y \ ^ .-- r r — r y — k — — p — i— /N — - r i_ r i_ r — L_ r f^ ^ V i — _L "1 X N — r i_ r i_ — — — \— -— l-'i-'. i;il, I'AlfADISI-: Ol-' (:\\\\A)]\<)()\). yjiii lowor rncrnhcrH arc forfncl of (JiagonalB of Htaixliiif^ oIjIoii^h. (>l(li(jii(!H of viirioiiH gr-'wIcH cud bo iinilcd Willi OIK! |)oiiit, iiH in Fif<. I IH, lH;Hid(! wtiicli tii*; foiiii of in(;(liat,ioii would appear aw Fif^. II'.). Ah III tJiiH caHO, lyinj^ fij^iiroH an; prodiH;cd, Hliiiidiuf^ oiif>f ilKMilC-UlClltM tllllH VCCA-AVCA iiiiiy hc lllliliid HO lliitl, all (;l»liqii(;H Ikhikj from oik; point, iiHJfi Fif^. 120, and in itH oppf>Hit.(!, Fi}.?. 1'2I. An o])|)OHilif>nal coiriltinalioii cuu silnolukf; plafjc, HO 11 1 at each t.wolincH of llic hmiiic j^iad<; umti, (Fii verlieal and ohliqne, horizontal iuid ohliqiK; lin<'H toaiif^lcH, ihonihuH and ilioinhoid \h introfliu-cd. With tli(!H(!, the child tiien IiIh Hkill in pro- (hicin*;^ fonriH of life: \'"\^. ll»;5, f^fit<; of a for- trcHH ; Fig. 134, chiirr-h with a HclK)olhonHe and cemetery wall, and fornm of Iteanty : FigH. 12I-{-l'}2. The taHk of the Kindergarten and the teacher han been accom|^liHlier of points which lie on the [periphery of a circle of given size. It is known that all corners of a quadrangle (square or oblong) lie in the periphery of a circle whose, diameter is the diagonal of the (piadrangl(\ In th(! Hamcrnanner all other right niiglcH constriicterl rjver the diameter, are p*;- ripliery angles, affording a point of the d\ f 1 v -^ // i ^ ^-- k .iXi.„ -^1 ^=^ c, s '::^ > < > ^ 'y^Y/JI ^A/l -- -'H^ i y y ik, ^ y Pi ; i k — — 1 r- — Fig. \?,h. Suppose' we flraw frr^m point a (Fig. 1 •'<;';, an oblique of IIk; third degn^c, as thcdiiigonal of a standing oblong ; draw then, starting from point 0, an oblong of the, third degree;, as diag- onal of a lying oblong, and continue both these; lines. They will meet in [ioint a, and there form a light :ingle. All r>hliques of the siime; degree, drawn from opposite points, will do the same as soon as tfi<; one approaches the; ve;rt,ie;al in the same pro|)Ortie>n in wliie-h the; e>th<'r e;ome;s ne;ar the; horizontal, or as sejon as the; one; is the; eliag- e>nal of a Htanding, the; eithe-i- fif a lying oblong. -i -~t^ ^ — / > * i-\ i K j ■ ■ / -\ Fig. VM\. The lines Af the third. Ah anel ('h of the; se;e;onel, Af aiu] C'f of the- thirel elegre;e-, e;tc., e-tc. In this manne-r it is e;asy te> finel a numbe;r of pe^ints, alle^f whie-h are; pointH in the circular line, inte;ne|e;e| te> be; elrawn. Two or three; of the;m ove;r e;ach side;, ?()-t gTTAKTKK^ CKNTlia' l^DITION will siiflloo to ftu'ilitnto tho dnnvinii of the oik- tho oomlnnntion of d ami c. In Fip;. 1-12, tho orMt^orihini; ciii'lo (Fiii. lo(!). Inliko uinniu'r anaiiiioniont tlnally takos place in oblitiuo the iMKKseribinu; eirele, will be obtained by direetion, anil all lines meet in <^ne point, drawing the middle transversals of the stinare. The quarter eirele is followed by the half (^Fig. lo7), and eonstrnetino- from their end- points angles in (he previonsly described manner. After the pnpil has obtained a correct idea t>f the size and t\Min of the circle, whose railins may be of from one to live lengths, he I _. Fig. lo7. Fig. lo8. will divide the same in half and qnartci circles, pnnlueing thereby the elements for his farther activity. Fig. lolb The course «>f instruction is here again the same as that in connection ^vith the vertical line. The pupil begins Avith quarter circles, radins of \vhich is of a single length. Then fol- low quarter circles with a radius of from two to live lengths. By arrangement of these live Eig. 140. Fig. HI. (luavter circles, four elements are produced, which are treated in the same manner as the triangles produced by arrangement of live straight lines. The segments may be parallel and the arrangement may take place in vertical and horizontal direction, (Figs. 138 and loi)), or they may, like the obliques of various de- grees, meet in one point, as in Fig. 142, of which Figs. 1B8 and 139 are examples. Fig. 140, represents the combination of the Fig. !!•_>. circle. Figs. 140-145; then the three fonrths circle, (Fig. 14li), and the >vhole circle, as shown in Fig. 147. ^^^ - ^ I -y ^'-"^. : - ^ I /^'"'^N - e S V Y \ - S N^ vi' ^^ - e^^^ "yx ' S - \ / 1 \ i— _ ^^^y j \ / y ) s ,y 7 _^y Fig. M.-i. With the intriHluction of each new line, the same manner of pnn'eeding is observed. Notwithstanding the brevity with Avhich we L ^'^ ■^^^ - - z ^ ^ ^ - > t-C f4 - - t^ J^4 - - ^^^ ^ t _ . X ^ -^ [ ^^ ^^ " I Fig. 14 1. have treated the subjin-t, we nevertheless be- lieve we have presented the course of instrnc- elements (( and d a^i a new element ; Fig. 141, tion in drawing sutHeientl\ clear and forcible, PAUADISK OK (:\{\\A)]\()()\). 205 and liope tliat Ijy it wc have made ovideiit : — drawing for tJio future life of the pupil — may 1. That the method describerl here is per- he be led therein by itH Bignifleance, for induK- feetly adapted to the child's aljilities, and fit to develot) them in the most loj^ieal manner. r^ :±^ ^ 2f Fig. Ho. Fig. 14G. 2. That the abundance of mathematical perceiJtions offered with it, and the constant necessity for combining according to certain laws, cannot fail to Burejy exeat a wholesome influencein the mental dev(;lo[jnient of the pupil. 3. That the child tluis jjrepared for future instruction in drawing, will derive from such instruction more benefit than a child prepared by any other method. Whosoever acknowledges the importance of j - ^ =. _i^ : / ^ - t^ -^ tSv^il: t^^ '^N \ - -\ it-. -^4^ - xJ^A^ \ LJ—i - ^kW. .J^ltuZ- ^v ^ w/ ^^ a2^ h 1 i Fig. 147. trial purposes, or aesthetic enjoyment, which latter it may afford even the poorest 1 — will be unanimous with us in advocating an early com- mencement of this ]>ranch of instruction with the child. If there be any skeptics on this point, let them trv the experiment, and wc; are sure they will be won over to oui' side of the question. EDITOR'S NOTES. Tin; system of drawing Vjased on netted slates and pajK'r, as lecommended by Frojfjel has been fieely criticised in recent years, and by some kindergai-tnei-s entiiely discajded. The draw- ing exercises which have Ijeen already given were devised either by Fra'bel or his early fol- lowers in accordance with the principles which he is supposed to have held. If Fra'bel had received in his youth the instruction in draw- ing which is enjoyed by the children of the present time he probably would have developed a system of diawing for the kindeigaiten some- what different from that which bears his name, and 3'et it is safe for his followers to hesitate before they entirely discard his suggestions on this subject. It is well in this connection to consider how much of his work has come to be recognized as of great value, after having been neglected and practically ignored by our best educators for a generation, and we should give careful attention to the claims made for the netted drawing, adopt as much of it as seems to be <'i value and then go on with the more modern methods which liave l>een proved to be desirable, during the last twenty-five years of progress in ait and industrial education. In free-hand drawing Fro.'bel has practically left us no suggestions. He was a surveyor and a mathematical draftsman with no training in artistic free-hand diawing. Prof. Wiebe seems to have quite clearly set forth the principal featui'cs of value in the system of drawing used by Fro^'bel and d(;velop(;d by his followers for twenty-five years after his death. The editor prefers in this edition of Prof. Wiebe's book to treat of netted drawing as it was advocated liy Fra'bel, without addition to the original text or argument for its valuable qualities. In addition to the exercises thus recom- mended there is undoubtedly some educational profit in copying on netted paper the designs laid on the kindergarten table with sticks, and whatever of value there is in tJjis woik may be secured Ijy using sticks from one to four inches 206 QUARTER CENTURY EDITION long to form the designs on the table, and net- ted paper with one quarter to one half inch squares for copying the figures. A hal)it of accuracy is cultivated and some ability in imi- tating is developed in such work, whicli must be of value in almost any phase of industrial art. The reproduction of this school of netted drawing, with such prominence as it here as- sumes in comparison with all else that is shown of drawing in this book, is not intended to in- dicate its relative importance at the present time, but to avoid losing sight of Fnebel's rec- ommendations. Little space is here devoted to the modern methods of instruction in draw- ing because these are constantly before the teachers and are also fnlly explained by com- petent Avriters in various publications relating to the subject. For the use of slates, either in the kindergarten or the school, there is no ex- cuse at the present day. The one argument of economy is offset a hundred fold by hygienic and other objections which are patent to all who have given thought to the question. Before drawing can be intelligently taught in any kindergarten the teacher must know so much of the subject as to be able to select from the various systems of j^rimary drawing the pe- culiar features best adapted to the kindergar- ten. A child in his second kindergarten year ought to be better i)repared to undertake any phase of drawing than a pupil in the second year of the primary school without any pre- vious kindergarten experience, because of the superior training inform perception and manual dexterity which the kindergarten affords in the first year. Drawing is a miiversal language by which communication ma}' he held between all classes of the human race. The Hieroglyphics of the ancient nations and the rude drawings of the American Indians are the means by which ideas were transmitted from one age to another and by which we are to learn much of life in the past. Careful observation must precede draw- ing, and any drawing which represents in a reasonable degree the leading truths regarding the form of objects, is legitimate and not with- out value. The most progressive methods of teaching drawing in our schools to-day are founded on form study and model drawing, and therefore the children of the kindergarten have a great advantage over others in learning to draw, because the instruction of the kinder- garten includes so much of form study thac th-e pupils learn to perceive more clearly than other children the fundamental forms in the objects around them. Educationally, elementary drawing may be divided into three general classes : Illustrative drawing ; mathematical or instrumental draw- ing, which is often termed mechanical drawing ; and free-hand objective drawing, or drawing from models. In this order illustrative draw- ing is placed first because it is the lirst at- tempt of the savage and the child to express ideas by pictorial illustration. This must also be considered again after all others, because it is the highest achievement of the artist to ex- press ideals surpassing in beauty all nature. If properly encouraged, the child from the earliest age at which he can hold a pencil is delighted to draw rude representations of his pets and toys. Pie will often see in his draw- ing a likeness to an object which does not ap- pear to the more mature perceptions, because the child grasps the general forms or more striking features without observing the minor details. In this faculty the infant possesses naturally that which the older student must ac- quire before he can become an expert artist. Therefore the kindergarten child should have free access at proper times to the blackboard, or be furnished with cheap paper and pencil for illustrating in his own way the stories which are told to him or which he may be led to tell of his own experience. In such drawings it is not expected that any of the truths of perspec- tive will be very accurately expressed. It may lie that a cat, a chicken, a house or a tree will be drawn, and if the resemblance which is at- tempted is approximated in the result it should receive such approval as will furnish encourage- ment to further effort. This idea was not popu- lar fifty years ago and the noontime efforts of the district school pupils to decorate the black- boards, schoolroom walls and desk tops with samples of elementary art and "knife work" were frowned ui)on in such a practical man- ner as to destroy all ambition for excellence in graphic expression as well as manual training. The kindergarten may be the means for de- veloping many an artist as well as an artizan who would otherwise never show any talent in these directions. If the teacher has given such attention to the simplest elements of illustrative drawing as PARADISE OF CHILDHOOD. 207 ^Vyz^-T-T^ Fig. 153. Fig. 150 <-)oV-V 1 training in linger and arm niovcments. InstrunuMital drawing which is suggested as llu> second division of the general subject, in- cludes all drawing made to a scale, such as a map which is tiie plan of a section of country, oi- a sipiari^ whicli is a drawing of one face of a cube. In all such drawings no representa- tion of solidity by means of perspective is at- tempted, and they are made either the exact size of the object or of some deiinito propor- tion as one half size, one qnarter size, etc., and therefore by the use of a suitable "scale" may be measuied and tlu* actual size of the ob- ject determined so that it can be correctly re- produced from the drawing. Such drawings are often called '•'•workiiig drawings." In the kindergarten only "full size" drawings should be attempted and for this pnri)ose the forms found in the kindergarten material cannot be surpassed as models, IJecause the ball is a circle fr()m whatever position it is viewed, this fact regarding its form is easily perceived by tiie child and thus if he lays the round tablet of the seventh gift on iiis paper and marks around it, he will haveacircle which is an out- line of a ball and may be tinished to represent a llrst-gift ball by adding a line for the string. If the square tablet is used as a |>atteru to be marked around, it will represent the face 'of a third-gift cube. So also theother tablets may serve as patterns for drawing representations of the fac«^s of the otiier gift blocks. In the four inch folding paper we have one of the most valuable drawing models for this class of work. For example let the pui>il lay a four-inch square folding paper on a sheet of plain drawing paper, make a dot at each cor- ner, remove the paper and with a ruler for a guide draw the four straight lines connecting the dots and forming a sipiare. This scpiare is a comiiletc mathematical drawing of the folding paper, because the paper practically has no thickness and therefore has bnt two dimensions, both of which are shown in the drawing. Now fold the paper accurately, one edge to the opposite edge, unfold and carefully lay the paper on the drawing of the square al- ready outlined, and make a dot at each end of the crease })rocured by the fold. Remove the paper and with the aid of the ruler draw a line connecting the dots and ri'pri'seuting the Fig. 156. Fig. 157. Fig. 158. Fig. 15i). IGO, creases made by the fold, as in Fig. 155. Fold the other two opposite edges together in the same way and draw- the line rei)resenting the second crease at right angles to the tii'st, form- ing Fig. 15G. Now fold the four corners to the center, unfold and draw lines I'cpresenting the four new creases as indicated in Fig. 157. An- other simple sequence is shoAvu in Figs. 158, 150, and 1(50, while man}' others may be de- vised. As geometrical drawing in the higher grades develops the power of exact obser- vation and manual performance, so the net- ted dra,wiug of Fnebcl and the previously de- scribed practice with the tablets and folding pajiers as models are cciually useful in culti- vating the same (pialities in the kindergarten. The teacher nuist constantly have in mind the fact that all exercises Avith the childreu which PARADISE OF CIIILDTIOOD. 209 roqiiiro jic(;uniey and close attention must be used for only a very few minutes at one Bit- ting. But because this restriction is necessary it nuist not be inferred that all exei'cises rec^uir- ingany degree of exactness must be abolished ov forbidden in the kindergarten. It is not ru^ci^ssary to esix'cially inipi-ess u|)on a compe- tent kindergailner the necessity for accuracy wh(;n accinacy is icHjuired, as it is a funchi- inental principle of her profession, but it is well for her to know also that it is not ignored by the best artists, although too often neg- lected by pseudo-artists who pose as authority. In these days of practical ideas an artist en- hances his commercial value and does not lose caste professionally because he can produce a design correct in drawing, and, if occasion re- quii-es, within given din)ensions. Jt is well to r(!meniber that a sharp distinc- tion must b(! made between mechanical or in- strumental drawing and fr(!e-hand drawing. One is as valuable as the other in its own place, and it is no more creditable to be an expert in free-hand than in mechanical (b-awing. There :ire occasions when the free-hand drawing must b(! as accuiate as the instrumental drawing, although the (juality of the re(piired lines may be (juite different in the two classes of work. Tliei'efore inasiruuth as accuracy must be ob- S(u-ved when it is (tailed for, the i)upil should be recpiired to know what it means and how to secure it if necessary, which is more frequent than the practice of some i)rofe8sional artists woidd seem to indicate. We now come to our third division of the subject, fi'ee-hand drawing, which is the bi'oadest and most pi'actical for school instruc- tion and may Ix; encourageil in the kindergarten as an aid to illustrative; drawing, the first sec- tion in oui' division of the subject. If the boy can draw the cube and cylinder of the second gift in persjjective approximately correct, he has the fundamental experience for many of the forms in his future work, and with the ad(bti »^ \^J,A^IA*M Fig. 184. Fig. 181. Fig. 182. Fig. 18,5. .rt ^Uy.*^!***? t. Fi 1 »-•- > . K-»- > . .-♦-. . . -•- ( Fig. 2. ^'''^' ^^• The material for these occupati(ms is a piece '*''"' ^''"''^ ^""^^ l»™ks vertical lines of two and of net paper, which is placed upon some layers three lengths, then of four and live lengths, of soft blotting paper. The pricking or per- ^ ^'''-"- ^ •'"*• ^ ) • '^''^y aic united to a triangle, forating tool is a rather strong sewing needle, «l»l»'«'tt'» '^'"1 fwms of mediation aie found, and these; again are united into squares with hollow and filled middle, (Figs. 4 and 5). The horizontal line follows, (Figs. fi-H), then the Fig. ?'. Fig. 7. fastiuied in a holder so as to ])roject aboutoiH! combination of vertical and horizontal to a fourth of an inch. Aim of the occu|)ation is right angle in its foui- oppositionally equal the i)roduction of the])eautiful,notonlyby the positions, (Figs. 9-12). The combination of child's own activity, l)ut l>y his own invention, the four elements present a vast number of PARADISE OF CHILDHOOD. 213 small figures. If the external point of the angle of Figs. 9 and 10 touch one another, thc- cross (Fig. 13) is produced ; if the end points of the legs of these figures touch, the square is made, (Fig. 14). By repeatedly uniting Figs. 9 and 12, Fig. 15 is produced, and hy the com- bination of all four angles, Figs. IGand 17. According to the rules followed in laying fig- 1 1 Fig. 8. 1 — - -i — — — I _ - J — — — , — Figr. 9. Fig. 10. Fig. 11. Fig. 12. — ' ' 4- — Fig. i; 1.1 t * In a similar wa}', the oblique line is now in- troduced and employed. The child yji'it-ks it in various directions, commencing with a one length line, (Figs. 32-35), combines it to angles, (Figs. 36-39), the combination of which will again result in many beautiful forms, i'hen follows the perforating of oblique lines of from two to five lengths, (a single length containing up to seven points), which are em- ployed for the representation of borders, cor- ner ornaments, etc., (Figs. 42-45, 61). The oblique of the second degree is also introduced, as shown in Figs. 46 and 47, and the pecuUar formations in Figs. 48-51. Finally, the combination of the oblique with the vertical line, (Figs. 52 and 54), and with the horizontal, (Figs. 53 and 55 ) , or with both at the same time, (Figs. 56-60), takes place. Fig. 14. ures with tablets of Gift Seven, and in draw- ing, or by a simple application of the law of opposites, the child will produce a large num- ber of other figures. The combination of lines of one and two lengths is then introduced, and standing and lying oblongs are formed, (l^gs. 18 and 19), etc. The school of perforating, per ne has to consider still simple squares anrl lying and standing oblongs, consisting of lines of from two to five lengths. In order not to repeat the same form too often, we introduce in Figs. 21-31 a series less simple ; containing, how- ever, the fundamental foiTns, showing in the meantime the combination of lines of various dimensions. ^r»-ll 1 ►-•-I I . .-•H I— , r«-l p If-lr 1 — I — r Fig. 15. Fig. 16. Fig. 17, Fig. 18. Fig. 19. Fig. 20. All these elements may be combined in the most manifold manner, and the inventive ac- tivity of the pupil will find a large field in pro- 214 QUARTER CENTURY EDITION VUr. 21. Fig. 22. FiK. 23. Fiji. 24. sgg^: sisg; Fig. 38. Fig. 39. Fiff. 25. Fig. 2G. Fig. 27. Fig. 2H. Fig. 2'.). Fig. 30. Fig. 31, — — — — -] / / / / / / / (■ — — — \ \ k k \ \ \ f Fig. 32. Fig. 33. ,f \ \ \ \ \ \ \ — / / / / / / / Fig. 34, Fig. 35. -1 7| h- — — — — - \ / \ \ / \ / \ ^ s / Fig. 36. Fig. 37. 'smismmiE Fig. 40. Fig. 41. 'i^I^M^IkEEEEII Fig. 42. — — — — — — — — — — — — — — — ? Z' \ y / \l \ / / \ \ / / s;^ z [/} \ / / \ \ / / \ \^ / / \ ~1 — — — ^ — — — — — — — — — Fig. 43. Fig. 44. Fig. 45. PARADISE OF CHILDHOOD. 215 III S^ S5 m. Fiff. 46. Fiff. 48. Fig. 50. Fi?. 51, — — 1 — — / / / k \ \ ^ \ / / - — — — i- Y\z. 47. Fi 4 9. <^ \l V V V y W \J y 1 A A A A A A A Y Y vN/ Y Y w Y A A /\ Ay f\ A, , — — J — — — — — ^ — ' w — >oo^>^ 1 - Fig. 54. -f- J - / ^/ 1/ l/ZZ /^^\y'\^^vv\ 1 Fio-. 55. . J y yy M 1 1 1 X y _ y § _ y yy ly i i i l_( - ] . Fig. 56. ~ — - — - — f— \ ^x >< X / V X _ — _ _ Fig. 57, — \ / \ / — - Fis:. 58. — — ■ -^ — - ■^ r 1 ^ k -^ b^ X ^ rh L J <. ^ ^ $ [xr O R ^^ [XT' ^ >< p^ [^ LJ /I II M \y\ \^\ \ \i ft — — — — — — — Fig. 52. Fig. 53. Fio;. 5*J. 216 QUARTER CENTIMIV EDITION (luciii^' SMiiipli'S of bordrrs, coriicr picct'S, friiiiu'S, I'Ciuliiit;' iiinrks, etc., etc. WluMV it is iiilciidi'd lo produce ;iii_vtliiii draAvinti'S lie plac(>d in Ihe handsof thepupils, which, owinsj; to their little ability, they cerlaiidy could not yet ])roducc by drawiuii, but Avhicli they can well trace Avitli their perforating tool. These 1 1 — "~ - Wm ^ Yc 4 vww^ v\ 1 M^ % /A K Y^Y' // (VAvr/ r \ Y^ -' i ^< Wi Yc^ 4^ Vs \S ^ r 1 _ EMBROIDERING, The same net paper which was used for exer- cises in ]>erfoi'ating may be employed, ])y till- ing out the intervals between the holes with threads of colored silk or worsted. Jt will be sullieient for this purpose to combine the points of one iK't S(|uare only, because otherwise the stitches woidd become too short to be made with the end»r<)idery needle in the hands of childiiMi yet unskilled. For woi'k, to 1)0 ])re- pared for a. -ipccial purpose, the i)t'rforated pat- ern siioidd be t ransferivd upon stiff jiaper or bristo'.-board. Fig. r.i. drawings should reprt'seutobjects from tlu^ani- mal and vegetable kingdoms, and may thus be of great service to the mental development of the children. 'Hie slowly and carefully i)er- forated forms and figures will undoubtedly be more lastingly impressed upon the mind and longer retained by the memory, than if they wi're only «K'scril>ed or hurriedly looked at. It should be mentioned that the embroidering does not begin simultaneously with the pi'rfo- rating, but only after the childi-en haye ac- (juircd considerabU' skill in the last named oc- cupation. lM)r purposes of Fig. (i2. Fig. 03. Course of instruction just the same as with perforating. Experience will show that of tlu> ligures givi'U, some are more fit for perforating, others better adapted for embroidei-ing. Either occu- pation leads to ptM-uliar results. Figuri'S in which strongly rounded lines predominate may be easily perforati'd, but witii dilliculty, or not at all be embroidered. JJy the process of em- broidering, however, plain forms, as stars, and I'AI.'ADISM i »!<' cillLhll' »' >l», yir r|)i<»;nli llxclnM m miiioii!', wiiyii ; in»l, (iiily ('>2 <»7, uv*' cxninitli-K of Mi'ih Mini. in /"///(, Iml m in/<,,\ ihmI tmif nlc.o. To iiiHiiri! 'I'll <|i'\clu|t llif HfiiHc of f of », roM*- color, wliilc, oi- n.tij<rop(!r to iiM(f iiicuihroidcriny:, llM'C(>lorM nliown \ty i.\u-Hc hjitiiriil ohjcclH. Much cdn llicrchy he lUMtoMipliHlicd tovviird iin cnrly dcvclopincnl, of ii,ppr(rc'ni.t.ioii nnd Idiovvhdj/;*' of color, in which j^rowii people in nil crdinlricM (in* oUcit HJidly delicrienl. If. luiH )ipp iikc the hriiHh lor rnrllicr heniitil'yinj/; their worit. The perrorntinj^ find cml»roiderintr nre hej^nn with the chihiren in the Kinder^nrten when they hnve lieeonu- Hiitlieiently prepnred I'or the per- reelionol' I'orniM hy the iimc of their liiiildini/ l>loe|(,'. nnd i'.tie|n pel- very ch»Me loj(cl her, Momc pnrfinlly nnd olherH (V»rntinj< nnd emitroidery »M <»rij/innlly printed entirely t,liroiij<;li the «;fird, ho n.H to produce on linH heen omitted from thiH cdit,ir»n, liccniiMc it IIm' opponilc, Miractice for small lingers and young eyes, and when many (»f these are (piite near together th(^ whole oc- cupation is not to be encouraged. On th(! other hand such condemnation of cai-dboaid sewing of all kinds for the children as has em- anated from some sources indicates a reac- tion as unreasonable as was the sanction of the most extreme practice of the raised sur- face ])erf orating. JJiit tliis criticism of line pei'forating has been of great value, because it has brought into gen- eral use for the youngest childi'cn a series of ready-pricked cards in simple designs with large holes, long stitches, and coarse needles and thread. For earliest sewing, such designs on small cards not more than four by five inches in size are most suitable, and in order to se- cure holes laige enough for the laige needles and coarse thread re(|uired at this stage it seems quite! desirable that each perfoi-ation be made by ])uncliing out a minute disk of the card, thus producing a smootli, round holeof suitable size to be easily seen on both sides of the card and to receive the thread without wear and unnec- essary friction. The following figures represent a series of such cards, which ar(\ technically called "Perfor- ated Cards, "in distinction from l^ricked Cards, which aie punctured with pointed needles. These cards retain their minibers as found in the catalogue of Bradley's kindergarten material. ram mm mm BB BB 13 U 15 DDDD \\\\\\\ \\\\\\\ \\\\\\\ /////// /////// /////// 16 17 IS 19 20 21 Nos. 1, 2, ."), 10, 11, etc., to 21, show the piincii)al or liist intention of the several ar- rangements of holes in these cards, and la, lb, Ic, 2a, 21), 2c, etc., represent some of the modifications or inventions which may be sewed with the cards. la lb Id PARADISE OF CHILDHOOD. 219 lOa 16b 17c 10b 12c §0 13( )^//J/ 14c 15c ■■ .zix y ■/. \4u 111 17a /////// /////// /////// 18a 12a 13a □ DD 15a ISb 14a n3 un 20a 20b 21a As perforated holes are alike on both Bides of the card one arrangement of holes will often make right and left-handed designs by revers- ing the card. Owing to the methods involved in tlie manu- facture of the "■pei-f orated cards" the ordinary "pricked cards" can be niach; in a great(U' va- riety of patterns, and for children other than the youngest in the kindergailen they are more interesting and can be sewed by them without difficulty with the finei- needle and thread. The following figures illustrate a selection from a much greater variety iiow in the market. Jlll-lllllllllllllllll 3 iiiiiiiniiiliiui rrrr rrrr rrrr LLLL LLLL LLI IJJ LLI IJJ LLI IJJ LLL J J.J Dnnnnanna aannDDnnn DnnDDDDDa DDDDDnnna DnDDnnDDn jo-nnDaapDn DDDDDDDDDDDDD DOODDODDODDDO DDODODDQDDDDD OQDDQQDDnDDDD DDDDOODDDODDD ■HCLMtlDDDDDDOD /^^DDDDUDDOOO o □ o O CD o □ oacnaa aDDQoa CD oaa acD J a C3 a CD C3 CD n > a CD a □ a □ □ ] CD CD CD CD CJ CD a 3CI1 □ □ CD CDO m'. *«^ V?///////// xxxxxxxxx xxxxxxxxx xxxxxxxxx xxxxxxxxx ) o o o o ^O^O^O^IO^ 49^ Forslill older {'liildrcii n iiHxlcr.'itc niiioiinl, of pci-forMiiii^' willi the prickiii''' needle :il dolM on :t. printed onlline i.s nol> only li;irndut the diiliculties thus early encountered induced the editor of these notes to begin a sei-ies of experiments which has resulted, ])y the aid and cordial co-operation of many of his friends among scientists, artists and kindergartners, in the scheme of color instruction now known as the Bradley System of Color Education. As this is quite fully set forth in other publi- cations it is unnecessary to use suflicient space here to explain it in detail, and therefore only a brief outline of the fundamental principles on which it is based is presented. In form, the constant companion of color in material objects, we have the foot or me- ter by which we measure lengths and breadths, and the divided circle by which the directions 223 QUARTER CENTURY EDITION of lines may be noted, and with these two ac- is not a cube. So it is necessary that there be cepted standards of measurements all surfaces delinite terms regarding color in which accu- aud solids can be described. If all material rate statements can be made and recorded forms were destroyed to-day any one of tliem before there can be any language on whicii to could be reconstructed from suitable records l)ase intelligent discussion regarding the (jues- preserved in tenns of tliese standards, but tliis tions involved in tiie consideration of color has not been true regaiding color, because of tiie and its l)est uses. Tlie Bradley Color Scheme lack of standaids and means for measuring and is based on the determination of these stand- recording color effects. In the solar'fc'pectrum ards in the solar spectrum and the best mate- weliave the only known source to which we may rial imitations of them to serve as Pigmentary look for permanent standards of color. In Standaids. music we have certain standards of tones and a Having selected these pigmentary or mate- language accepted by general agreement which rial standards there nuist be secured some render it possil)le to transmit nuisical composi- means by which they can be combined in deli- tions from one country to another and from iiitely expressed proportions to pioduce all generation to generation. Every tone ])i'o(luced other colors, so that we may have an exact by a nmsical iustruuuMit is due to agiven num- but simi)le and easily-understood nomencla- ber of vibrations or waves in some substance, ture. There is but one device known at which vibrations are ordinarily conveyed to the present which fultills these conditions, and ear by waves in the air; and by a record of that is the ''JVIaxwell Disks." If a live coal these tones in terms of their vibrations nmsical on the end of a stick is rapidly whirled in a compositions are transmitted from age to age. circle, a ring of light is seen, because the It is supi)osed that light and color are trans- light-impression which is made on the retina mitted by vibrations or waves in an unknown of tin; eyc^ remains lixed while the stick is something which we call ether and that diffei'- moving through an entire circle. On this ent wave lengths i)roduce various elfects in principle, if a disk of cardltoard is divided by the eye which are conveyed to the brain as a diameter and one of the semi-circles covered colors. Therefoi-e when Ave select in the solar with white paper and the other with black spectrum certain standards of color and de- i^aper, and the disk rapidly whirled on a pin at termine the wave length of each, we have a its center, the tvvo half circles will no longer series of definitely located "Spectrum Stand- appear as distinctively white and black, but ards " which are absolutely permanent. If we the whole surface will assume a uniform gray then produce the best ))ossible imitation of color. If the amount of white surface is in- these colors in pignuMits or other substances, creased to three (juurters of the whole the we shall have standard Material Colors. The gr:»y will be nuich lighter, and if the black Material C'olors will be very inferior to the is increased the resulting color will be darker. Spectrum Colors in purity and brilliancy, but So, also, if instead of the white and black if they are to be used as standards each nnist semi-circles two standard colors, as red and be the same kind of color as the Spectrum orange, are combined in the same way, a Color which it represents; for instance, the new color between red and orange will result. " orange" must be neither more red nor more As it is (piite inconvenient to paste up a col- yellow than the location in the spectrum which ored disk for each experiment, a ci^lebi-ated has been accepted as the standard oi'ange. English scientist named Maxwell conceived The training and habits of a good kindeigart- the idea of slitting each of two disks, from ner will especially enable her to appreciate circumference to center, so that they could this necessity for exact standards in a color be joined, and by a movement on each other nomenclature as much as in form study. around the conmion center made to show any For example, the third-gift cube is a solid required amount of the surface of each. If which has six plane faces, each of which is a two disks are joined in this Avay and laid on (piiidrilateral having four right angles and four to a slightly-larger disk whicli is divided at Straight sides, each one inch long. Therefore the circumference into one hundred parts the a somewhat similar solid in which the angles amount of surface of each color Avliich is ex- are not right angles and the sides are unecpnU posed may be measured and lecorded. Thus PARADISE OF CHILDHOOD. 223 if the red and orange disks are joined so as to show three quarters red and one quarter orange, the color resulting by rotation would be recorded as Red 75, Orange 25, or using the initials of the colors, R, 75, O. 25, which becomes the definite symbol of that par- ticular orange hue of red. This brief expla- nation may serve to convey an idea of the scope of such a system of color study. On this scientific foundation a line of colored papers has l)eea i)repared for the kindergai'ten. In the spectrum colors of the educational papers two hues between each two standards are provided, making eighteen of these full spectrum colors. If a color is in strong sun- light it becomes much lighter and is a tint of the color ; if in shadow it is darker and is called a shade. These two effects may be secured with the rotating disks by using a white disk with the color disk for the tints, and a black disk with the color for the shades. Thus these papers furnish a systematic line of scales or families of colors for color instruc- tion. A line of grays and another of broken or gray colors is added, so that there is no reasonable demand in primary education for other colors in papers. For class instruction the color wheel or color mixer is very valuable, but if such apparatus is not available a sim- ple modification of the larger apparatus in the form of a color-top furnishes much instruction and amusement. Some educators who have not fully under- stood this subject have believed that the color- wheel and color top are too advanced in scientific principles to be profitable in the primary school grades, and necessarily from the same standpoint much less useful in the kindergarten. But actual test is better than theories, and a large number of kindergart- ners are already prepared to certify to the great value of the color wheel and color tops in their work. The following is but a simple illustration of many lines in which color in- struction can be imparted and color interest excited. In one of our large public kinder- gartens, as the teacher entered the room one morning, she saw an admiring group of chil- dren gathered around Bessie, whom she noticed had on a new dress. As the kindergartner approached, one child' exclaimed excitedly, " See what a pretty dress Bessie has on. What color is it?" After various guesses. many of which were somewhat wild, as it was early in the year, some one made a reasonably good guess, and the teacher said, " Let us see what the color-wheel says. If Bessie will come and stand by it we will see if we can make a color like her dress by whirling the color disks." The children were interested at once, and as Bessie stood by the color wheel, they were allowed to suggest their objections to the color made by the rotating disks. Mary said that it was too blue, and after a change had been made, Willie thought it was too green ; but at last a good result was obtained, as the happy exclamations of the little ones testified, and as the disks ceased rotating a complete chart of the true color was before the children. If a color wheel is not available the same exercises may be tried with a color top. In many of the gifts and occupations of the kindergarten, color is piominent, but it is specially so in all the work in papers. If col- ored papers are to be used they should not only be selected so as to do no harm, but the Modern P^ducational Colored Papers may be so used as to afford much instruction at the same time that manual exercises are being enjoyed. With colored papers, in the established standards and their modifications in their hues and tones, the kindergartners and primary school teachers are well equipped for color teaching, but with the addition of a color wheel or color mixer and a few color charts, which can be made from the paper at small cost, color teaching becomes simply a recreation to both teacher and pupils. The fact that there is so much color material tised in the kinder- garten insures constant attention on the part of the children, and where there is interested attention there is rapid advance, so a child that has had two years in a true kinder- garten and one year in a connecting school will require very little more of colored papers, blocks and sticks of any kind, but will be amply able to proceed with the more abstract consid- eration of subjects brought to his attention. It is not expedient to present the subject of color teaching in detail within the reasonable limits of this book, and hence the editor ven- tures to note the contents of two books which he has ])repared to explain his system of color instruction. 224 paradtsp: f)F cniT^nrioDD. ''C'olor in the Kiiulorgiirtcn," is a book linuUcy system of color instruction muler the of about sixty i)a principal heads : The Theory of gives a somewhat detailed statenienl of tlie Color; Color Delinitions ; Practical Experi- subject, under two principal heads: First, incuts I llustratino; the Theory of Color ; Color " Tile Theory of Coloi'," and second, " Coloi' Ti'a('hin;iven How the (irays are Classified ; SimultaneouH for pi()dueiii<;" works of the hi*2;liest rank in art (■ontrast ; A Review of the Uradley Color :ill standards and f:icts reyarding color are dc- Scheme ; Some C'olor Delinitions. 'I'he st'coiid basin<); to the artistic instincts. If this claim se(Uion, C!olor Material, contains the followiuii; is admitted to be sound in regard to color may divisions: The Prisnuitic Spectrum ; The Col- we not also urge that the study of geometry oiH'd Papers ; 'I'he Hainy Day Spectrum ; V:due is to be ignored because of its degrading effect of the Color Wheel ; Spectrum Hues ; Tints :iiid on :irt in form, and that Fnglish grammar is Shades of Hues; IMie First (Jift; Sewing; out of date because' it is not especially condu- Weaviiig; Intertwining; Parquetry; Papei- cive to highest lliglits in [)oetry? IJut it is Cutting; l*aper Folding; Concerning Water the beTu'f of one who has known the kinder- Colors ; Color lUindness. gartners of Amei'ica intiimdtdy for n (luarter A book entitled '^ Flementary Color " con- of a century that they will not disi)arage the tains one hundred and thirty i):iges freely illus- value of the exact and methodical elements tr:ite(l :iiid :i. miniature color chart in i)asted that are introduced by this color scheme into papers showing " Pure Spectrum Scides " and :i most important feature of elcrnentary work, "■ Broken Spectrum Scales." This li:is ;in in phice of the entirely indeliuite methods of introduction by Prof. Henry Lefavoiir of Wil- the })ast. liams College anil completely sets forth the MATKRIyX THE I IIIRTEENTH GI1-'I\ Koij ( I r'riN(; i'ai^kr and mountinc; FIGURES AND FORMS. riF.CKS 'I'O IMIODI'CK TiiK laJjor, or ocou[)ation alpliabot j)rcHC'nt(!d by Fnwhel in IiIb wyHtorn of educatioti, cannot 8[)arethe occupation, now introduced — the cut- ting of paper — tlie ti'anHnnMation of the ma- terial by diviHion of its parts, iiotwitliHland- iiiected that the teacher enii)loyH all poH- sible ineauH to watch and Hiiperintcnd the chil- dren with th(! iitmoHt care dining their oecii- pation with the HcissorH. Thiidly, aH it can never be prevented, that, at least, at times tlu! ciiihl produces, l^y cutting according to certain laws, highly interesting and luiautiful forms, their desire of destroying with the scis- sors will soon die out, and thtty, as w<;l] as their parents, will be spared many an unpleas- ant experi(!nc(', incirh^nt upon this childish in- stinet, if it wen; h^ft entirely inigiiidcd. Fi. Fig. 6. scissois, knives and similar dangerous o)>jects may fall into the hands of children, it is of great importance to accustom them to such, by a regular course of instruction in their use, which, it may be expected, will certainly do something to prevent them from illegitimately ajiplying tlicrn for mischievous purposes. Fig. ]y,. Fig. U. (irst fundamental form. Y'/z/.w fnv(laraf'/nl(d JJy placing material before them fiom vvliich form is ludd, in, riU axarciscH, ho tlml Uifi ojnm 226 QUARTER CENTURY EDITION side, where no plane connects with another is al- ways turned toward the left. In order to accomplish a sufficient exactness in cutting, the uppermost triangle contains, (or if it does not, is to be provided with) a kind of net as a guide in cutting. Dotted lines on the figures indicate this net work. The following selection presents, almost al- ways, two opposites and their combination, or leaves out one of the former, as is the case with the horizontal cut, wherever it does not produce anj'thiug essentially new. Fiir. 25. Fio-. 26. Fig. 15. Fig. 16. L. Fig. 17. Fig. 18. A /: 1 r ; . i\ ,/ ; : : ; , 1 \ yr s. /' 1 ' ' i^ / ; i : ; ; ! \ Fig. 27. Fig. 28. a. Vertical cuts, Figs. 2, 3, 4-5, 6, 7. b. Horizontal cuts. Figs. 8, 9 — (above, and below) . c. Vertical and horizontal. Figs. 18, 19, 20—21, 22, 23. d. Oblique cuts. Figs. 34, 35—30, 37, 38. e. Oblique and vertical. Figs. 51, 52, 53, — 54, 55, 5G, — 58, 59, 60. Fi. 19. Fig. 20. Fig. 21. Fig. 22. The acti\'ity itself is regulated according to the law of opposites. We commence with the vertical cut, come to its opposite, the horizon- tal and finally to the mediation of both, the oblique. Fig. 31. Fig. 32. Fig. 33. Fio-. 34. Fig. 23. Fig. 24. /. Oblique and horizontal. Figs. 65, 66, 67. Figs. 1-132 indicate the abundance of cuts g. Half obloug cuts, where the diagonals which may be developed according to this of standing and lying oblongs, formed of two method, and it is advisable to arrange for the net squares serve as guides — Figs. 117, 118, child a selection of the simpler elements into a 119—121, 122, 123—125, 126, 127. school of cutting. Here ends the school of cutting, per se, for PARADISE OF CHILDHOOD. 227 the first fundamental form, the right-angled and patterns from Figs. 133-145, will suffice triangle. The given elements may be com- for this pui-pose. The same fundamental form bined in the most manifold manner, as this is used for practicing and performing the cir- has been sufficiently carried out in the forms cular cuts, although the right angular funda- given. The fundamental form used for Figs. 133- 167 is a six fold equilateral triarifjle. It also is Fig. 35. Fig. 37. produced from the folding sheet, by breaking it diagonally, hahing the middle of the diag- onal, dividing again in three equal parts the Fig. 47. angle situated on this point of halving. The angles thus produced will l)e angles of sixty degrees. The leaf is folded in the legs of these angles by bending the one acute angle of the original triangle upwards, the other downwards. By cutting the protruding corners, we shall have the desired form of the six fold equilateral Fig. 49. triangle, in which the entirely open side serves Fig. 48. Fig. 50. Fig. 39. Fig. 40. Fig. 41. Fig. 42. as basis of the triangle. The net for guidance is formed by division of each side in four equal parts, uniting the points of di^^sion of the base, by parallel lines with the sides, and drawing of a vertical from the upper point of the triangle upon its Ijase. It is the oblique line, particu- larly which is introduced here. The designs Fig. 51 . Fig. 52. mental form ma}- be used for the same purpose. Both find their appHcation subsequently, in a sphere of development only, after the child by means of the use of the half and whole rings, and drawing, has become more familiar with the cur^-ed line. These exercises require great facility in handling the scissors besides, and are, therefore, only to be introduced with chil- dren who have been occupied in this depart- ment quite a while. For such it is a capital employment, and they will find a rich field for operation, and produce many an interest- ing and beautiful form in connection with it. The course of development is indicated in Figs. 163-167. 22S QUAirrKK' CENTTIRY EDITION III', in Ki^■. (;(». Fiu-. C.l Fiu'. i'rZ. Fiu-. (;."). VliX. CA. Ki. Fiu-. (;7 Fi"-. fiH. Fio-. 7-.]. Fio-. 71. Fio-. 7.-). Fio-. 7G. Fiii'. 77 PARADISE OF CHILDHOOD. 229 Fiu-. 81. Fiti. 82. Fiti. 8;i. Fiti-. «!. Fiii. 85 Fig. 8G. Fiii. 87 Fii-. 88. Fig. 81). Fig. 90. Fiii. 91. Fig. 92. Fifi. 9:5 Fig. 96. Fiu-. 97. Fiii. 98. Fi"-. 99. Fig. 100. Fig. 101. Fi-r. 102. Fig. 103. Fio-. KM. Fiii. 105. Fiii. 106. Fitr. 107. Fig. 108. 230 QUARTEK' CENTURY EDITION Fio-. li;5. Fii--. 114. Fiu. 11. "j FiiT. lie. Fiji. 117. Fio-. U.S. Fio-. 111). Fio-. 120. FiiT. 121, Fisz. 122. Fiir. 12;'.. Fio-. 124. Fio-. 125. Fio-. I2n. Fijr. 127 Fio-. 128. Fio-. 12;>. Fio;. i;K). Fio-. i-Ji, Fio-. 132. Fig. 133. Fio-. 134. Fiir. 135. Fio-. 136. Fiff. 137. PARADISE OF CHILDHOOD. 231 Fiff. 138. Fis. 139. Fig. 140. Fig. 141. Fig. 142. Fig. 143. Fig. 144. Fig. 145. Fig. 146. Fig. 147. Fig. 148. Fig. 149. Fig. ir)0. Fig. 151. Fig. I,'i2. Fig. 1.53. Fig. 154. Fig. 155. Fig. 156. Fig. 157. Fig. 158. Fig. 159 Fig. 100. Fig. 161. Fig. 162. Fig. 163. Fig. 164. Fig. 165. Fig. 166. Fig. 167. 232 QUARTER CENTURY EDITION After the child has been sulHciently intro- duced into the cutting school, in the manner indicated, after his fantasy has found a defi- nite guidance in the ever-repeated application of the law, which protects him against unbounded option and choice, it will be au easy task to him, and a profitable one to pass over to free invention, and to find in it a. fountain of enjo}'- ment, ever new, and inexhaustibly overflowing. To let the child, entirely without a guide, be the master of his own free will, and to keep all dis- cipline out of his way, is one of the most dan- gerous and most foolish principles to which a misunderstood love of children, alone could bring us. This absolute freedom condemns the children, too soon, to the most insupportable annoyance. All that is in the child should be brought out, by means of external influence. To limit this influence as much as possible is not to suspend it. Froebel has limited it, in a most admirable way by placing this guidance into the child as early as possible ; that from one single incitement issues a number of others, within the child, by accustoming him to a lawful and regulated activity from his earliest youth. With the first vertical cut, which we made into the sheet, (Fig. 1), the whole course of development, as indicated in the series of fig- ures up to Fig. 132 is given, and all subse- quent inventions are but simple, natural com- binations of the element presented in the '■'•scJiool." Thus a logical connection prevails in these formations, as among all other means of education, hardly any but mathematics may afford. Whereas, the activity of the cutting itself, and the logical progress in it produces a most beneficial influence upon the intellect of the pupil, the results of it will awaken his sense of beaut}', his taste for the symmetrical, and his appreciation of harmony in no less degree. The simplest cut already yields an abundance of various figures. If we make as in Fig. 5, two vertical cuts, and unfold all single parts we shall have a square with hollow middle, a small square, and finally the frame of a stjuare. If we cut according to Fig. 6, we produce a large octagon, four small triangles, four strips of paper of a trapezium form, nine figures altogether. All these parts are now sjniimetrically ar- ranged according to the law : union of opposites — here effected by the position or direction of the parts relative to the center — and after they have l)een arranged in this manner, tlie pupils will c)ften express the desii'e to preserve them in this arrangement. This natural desire finds its gratification l)y MOUNTING THE FIGURES. As separation always requires its opposite, uniting, so the cutting requires mounting. The following figures present examples of the manner in which the cutting is mounted : P'ig. 5 a is Fig. 5 cut and mounted ; Fig. 9 a cor- responds to Fig. 9, and so on. With the simpler cuts, the clippings should be used, but Fig. oa. Fig. U((. if a main figure is complete and synnnetrical in itself, the addition of the clippings would not 1)6 necessary. This occupation also, can be made sub- servient to influence the intellectual develop- ment of the child by requiring him to point out different ways in which these forms may be ar- ranged and put together, (Fig. 37 «). ♦ ♦ Fig. 12((. Fig. 20 a. In order to inci-ease the interest of the chil- dren, to give a larger scope to their inventive power, and at the same time, to satisfy their taste and sense of color, they may have paper of various colors and be allowed to exchange their productions among one another. Both these occupations, cutting and mount- ing, are for the Kindergarten as well as higher grades of schools. For older pupils, the cut- PARADISE OF CHILDHOOD. 233 Fig. 37a. Fiff. 5Ga. Fig. 71 a. Fig. 82 a. Fig. 100 a. Fig. 128 a. Fig. 129 '(. Fig. 132 ♦ ♦ Fig 150 a. Fig. 147 a. » Fig. 15'Ja. Fig. 108 a. Fig. 124 a. Fig. 163 a. Fig. 165 a. 234 PARADISE OF CHILDHOOD. lini;- out of Miiimnls, |)lniits mid otlior forms of :iinl luomitiiiii llu> parts to liiiuros, as iiitro- lit't' will lu' of iiih'ii'st, and silhoui'ttt's t'vcn diicod Iumv, are of iindenial)le hiMuMit. UKiv lie pri'iiarinl by tlu' luosl oxport. Tiic nuiiu object, however, is here, as in all ft is evident tliat not only as :i simple means other oeenpationsin the Kindergarten, develop- of ooenpation for the children, (hiring their ment of the sense of beanty, us a i)rcparation carlv life, but as a ])reparation for many an for subsequent performance in and enjoyment occupation in real life, tlu> cutting of papi-r of art. KDI'lOU'S NOTES. This occupation emphasizes color and de- accurately (haw from dictation his own patterns velops the artistic sense of the child by the for cutting. syninietrical forms which lie produces in heauti- The child must l)c led to free creation by fnl colors. For the iirst series of cuts the six first imitating, and when he learns obedience spectrum colois should be chosen, as a knowl- through dictation, and also gains in manual edge of pure colors and normal tones must pre- dexterity, after a few cuts inveuti(ms may be cede color combinations. called for, each child being allowed to choose The cutting may be given as a class exercise, the form and color he prefers for his invention the children doing the folding, cut ling, arrang- from among the forms previously made, thus ing and pasting all together. encouraging his will-power in making a selec- The s(][uare is taken as a basis for all the tion and adding interest and variety to the oc- simplest designs, and out of it the child cli[)s a cupation. Sequences should be used in order house, bai-n, church, etc., with the conscious- to develop continuity of thought and to illus- ness of possessing a power over this little sheet trate the idea of growth, the value of the se- of papei- which is really creative and Avith w Inch (luence deiu'uding upon the form produced and he is able to i)roduce a great variety of forms upon the ct)lor used. and designs. The work re(iuires accuracy and AVhen the forms are made they should be delicate handling, being easy or dillicult tu'cord- pasted on one side of the mounting sheet and ing to the skill of tiie worker. the several sheets belonging to each child may Outlines o\' objects, animals, leaves, forms be kept loose until the whole number is coni- of Iteanty and geometric forms may be cut, by jdeted and then i)ut in book form. As only leading the child in logical succession from the one design is seen at a time the standard colors vertical cut to the horizontal, and, after com- may be used in succession without unpleasant bining these two, proceeding to tlu> oblique cut effects. The same cut can be mounted in dif- and its combinations, the cuts being made upon fei'cnt Avays and various results produced. A tlie square, e(|nilateral triangle, oblong and house with furuishings may be cut and many circle. lessons in good housek(>eping taught. Border lieginniug with the straight lines the child patterns are easily cut. Delicate lace-like pat- may gradually advance to intricate circular terns nnike decorations for sachet bags, lamp cuts, though the curved line should not be given screens, box covers, needle books or the lining until the child has gained dexterity in handling for a box or basket. Cut upon larger S(i|uares the scissors. they furnish ])retty designs for outline stitch- On the plain, unruled paper the marking or ing or braiding, folding should be on the upper triangle only ; As this occupation is fully treated in books the cutting through them all. At first the line written on the subjeet.it is inexpedient to give may be lightly traced with a pencil before cut- in this connection more than a few hints as to ting, but this practice should not continue long its possibilities, enough to make the child dependent upon it. ''Paper and Scissors in the Scluwlroom," For the sake of obtaining suflicient accuracy by Emily A, AYeaver gives a practical and in the cutting, the ruled cutting papers are systematic course in paper cutting and fold- manufactured, which have a network on the up- ing, the third chapter being devoted to cut- per triangle and are exactly in the line of Fne- ting the geometric llgures and useful and orna' bel's method, because thev assist the child to mental forms based on them. Till": FOURTKENTH CAl-'W MATERIAL FOR RRAIDIXO OR VVP:AVING. Brajdino is a favorite occupation of chil- dren. The child InHtinctively, aH it were, likes everything contributing to his nu-ntal and hodily dcvelopnx'nt, and few oecuj^utions may claim to aeeoniplisli Itotii, better than the oc- cupation now introduced. It requires grejit care, hut tlie tluee year old cliild may already see the result of such care, when^as even from of number are constantly nourished, nay it may be asserted, that there is hardly a better means of affording perceptions of numerical conditions, so thoiough, founded on individual experience and r<'ndered more distinct ]jy di- versity in foim and color, than '•'•hraMirKj." 'J'he pioducts of the child's activity, l)(;sides, are readily made useful in practical life, af- fording thereby capital oppoilunities for ex- pression of bis love and gratitude, by presents prepared by his own hand, 'J'he material used for this occupation are sheets of pajjer cut into strips which are left joined at the ends, as shown in Fig. 1, and the braiding ne«'dle, as represented in Fig. 2. Fig. 1. Fig. 2. twelve to fourteen years old pupils, often have to comV)ine all their ingenuity and perseverance to perform certain more comjjlicatefl tasks in the Ijraiding or weaving department. It does not develop the right hand alone, the left also finds itself busy most of the time. It satisfies the taste of color, because to each piece of braiding, strips of at least two different colors belong. It excites the sense of Iteauty because beautiful, i. e., symmetrical, forms are pro- duced ; at least their production is the aim of this occupation. The sense and appreciation Fig. 3. A braid work is produced by drawing with the needle a loose strip (white) through the strips of the braiding sheet (green), so that a number of the latter will appear over, another under the loose strip. These numbers are conditioned by the form the work is to assume. As tliere are but two possible ways in which to proceed, either lifting up, or pressing down ■ Fig. Fig. 6. the strips of the braiding sheet, the course to be taken by the loose strip is easily expressed in a simple fojniula. All varieties of patterns are express! Ijle in such formulas and therefore easily j)resei-\-ed and conmmnicated. The simplest formula of course, is when one strip is raised and the next pressed down. '.\?G QiAirrKiJ cKN'riK'v i:nrru)x "\Vo oxpross this t\M\iuil:i bv \ u i^up"), i (/ lirauUnii' fonmihis, tu'i'ordiuii,' to whirh [\\c (down). All sin'h fori'.nihis iiMvhit'luMilv t\\t> siniilo strip inovos, nro cjisilv iiivoutinl. K\c\\ tiiiinvs iK'our, nro calloil siiuplo foniuilns ; «.'(>ni- if ouo uoiiUl limit ono's soil' to take up or pross biiiatioii formulas, howovor, aro such as con- down no uu>ro than fivo stri|)s, (auil such a tain a ctMubiuatiou of two or u\oro such sini- limitatiiui is necessary, bccsiuso otherwise the pic t'oi-inulas. l>ut with a siuiile ouc of such fmuiulas, no braid work can vet be constructed. It" we should, fiM" instance, repeat with a second, third, ami fotnth strip, i ck/, the hn^sc strips would slii> over (>iic aut^ther at tiie sli>:litest Fig. 7. I'li;. S. handling:;, and ll\e strips «>t" the bi-aidin^' siieet and the whole work. dro[>s to ]>ieces if we should out from it the mariiin. In (U>inii- the latter, wo ha\e. even wit'i the most perfect i.y.u.w.w iii Fig. \K Fig-. 10. braidwork. ti> employ great care; butitisoulv then !i braid ov weaying wmk exists — when all strips arc joined to the Avhole by other strips, and none remain entirely detai'hed. I» Fiii. U- Fig. i-J. To produce a braid work, wc necil at least two formulas. Ayhichare introduced alternately. Proceeding according to the same fiutdameutal law Avhich has led us thus far in all our work, we combine tirst with i (^ i site i (/. i u. Such a combination of braiding forunilas by which not merely a single strip, but the whole braid work, is governed, is a braidiinj ta-heme. braiding would becomo too loose), the follow ing thirty fiMinnlas AviMild be the result : — I. Ill 1.1 «), ;!u M 17. In •-'.! ■J I. r-.i lu •J. Ill lu 10. ;{.i lu IS, ■la -Jii •J"). ."lU -Jd ;^ -hi -Id 11, 'Ml '_'(l 1!', lu .ill •Jtl, mi hi t. '-M -Ju \-2, M -Ju •JO, 1.1 Ml •-'7. Ml Mi •>. -Jm Id i;i. lu Id •-M, Ml :ul •->S, M\ ;{u (1, -.M lu 11, 1(1 lu • )•) r>ii .")u •J|), .".u Id 7, Ml M i:>. In bl •2M ">u 1.1 ;!0, :..i lu s, ;!ii ;{u ic. •Idlu Fig. i;5. Fig. 1 1. From these thirty formulas, among which are always two t>ppositioiudly alike, as t\>r instance. I and '2, and 10, *2,") and •_'(">, hundreds o( condtined. ov combiiuition fiunmlas can he formed by simply uniting two of them. In the beginning it is advisable t.> condiine sui-h as Fig. 1,".. Fig. K;. .•.M\tain e.pially nanunl numbers either even or o.Ul. Tiic f(»lK>wing arc some examples : — Fornudas 1 and ;>, lu Id, "Ju '2.1. '« 1 and o. lu 1.1. -'u Id. - 1 aiul 7. lu Id. ;{u M\. '"• I and !>, lu Id, ;{u Id. «' 1 and 11, lu Id. ;Ju 2d. 1 and i;{, lu Id. -lu 4d. I and i:>. lu Id. lu Id. 1 and 17, lu Id, In "id. '> 1 and l!t. lu Id. lu M\. 1 anil -Jl. lu Id, r>u fid, '• 1 and "Jii. lu Id, au Id. '' 1 and -Jo, lu Id, Tni '2d. 1 and •27. lu Id. ")u Ml. 1 and '20, lu Id. Tiu 4.1. If we also add the formulas imder the even unndHUs in the given thirty, wc have \o read them iuversely. Thus : — PARADISE OF CHIJJjIJOOn. 237 Formulas 1 and fi, lu Id, lu 2d. " 1 and 10, lu Id, ]u 3d. " 1 and 12, lu Id, 2u 3d. " 1 and 10, lu Id. lu 4d. " 1 and 18, lu Id, 2u 4d. " 1 and 20. lu Id, 3u 4d. '' 1 and 24, lu Id, lu 5d. " 1 and 20, lu Id, 2u 5d. '<■ 1 and 28, lu Id, 3u 5d. " 1 and 30, lu Id, 4u 5d, Jiy a f'Ornl»iii!ilio)i of one siu^flc loiniiihi. willi Figs. 3 and 4 ; Fig. 7 a comV>ination of Figs. 3 and 5 by coinbining the Birnple forrnulaB. If we examine Fig. 7 tlie nuniljer tliree makes it- self prominent in tlie strips running obliquely. In Fig. 8 it occurs independently as opposite ■ ;wKw;:K m , 1 imM 1 ■ i m . \ ■■W.'.VV.'.* IIIIIIIMI Fig. 17. Fig. the twenty-four others, we receive new com- bination formulas and see that inventing form- ulas is a simple mathematical operation, regu- lated by the laws of combination. Much more difficult it is to invent braiding schemes. Not to dvvx-ll too long on this point, l-vi. v.). Fvj:. 20. we introduce the reader to the course shown in the following figures, which areaiTanged so systematically that either as a whole cr with some omissions, it may be worked through with children from three to six years, as a hroMin/j school. It begins with simple formulas and by FifcT. 22. means of the law of opposites is carried out to the most beautiful figures. P'ormula i, lu id, (Fig. 3), is first intro- duced ; opposite in regard to numVjer is 2u 2d, (Fig. 4). \n Fig. 5 the numbers one and two are combined ; Fig. 6 is a combination of V\'i. 23 24. Fig. to one and two and then follows in Figs. y-I7 a series of mediative forms all uniting the opposites in regard to number. In all these patterns the squares or ol>longs produced are arranged votically under, or horizontally Vvr. 2.0. Fig. 26. beside, one another. Except in Fig. 3, the oblique line appears already beside the hori- zontal and vertical. Thus, this given oppo- site of form is prevailing inp'igs. 18-32, and we apply here the same formulas in F'igs. 3-17, with the difference, however, that we need only ^i^ Fig. 27. Fig. 28. one formula, which in the second, third strip, etc., always begins one strip later or earlier. Thus in Fig. 18, the formula 2u 2d (as in Fig. 4) is carried out. The dark and light strips of the pattern run here from right above, to left below. Oppositeof position to Fig. 18 is shown in Fig. 19 where both run the opposite way. Fig. 20 shows combination, and Y'vj. 21 double combination. In opposition to the connected 238 QUARTER CENTURY EDITION oblique lines, the broken line appears in Fig. 22. As the formula 2u 2d has furnished us five patterns, so the formula of Fig. 5, lu 2d, fur- nishes the series. Figs. 23-27. Figs. 23 and 24 are opposites as to direction. Fig. 25 shows the combination of these opposites. Figs. 26 cation of the same formula. In Fig. 37 the broken line appears again, but in opposition to Fig. 22 it changes its direction with each break. In Figs. 38-42 the formulas of Figs. 9, 10, 12, 13, and 15 are carried out. The braiding school,pe/* •se,is here concluded. Who- ever may think it too extensive may select from it Figs. 3, 4, 5, 8, 9, 12, 18, 19, 20, 23, 26, 27, 28, 35 and 36. and 27, opposites to one another, are forms of mediation between Figs. 23 and 24. With them for the first time a middle presents itself. AVhile in Figs. 23-28 the dark color is pre- vailing. Figs. "28-30 show us predominantly, the light strip, consequently the opposite in Fig. 32. color. In Figs. 31-33, formulas from Figs. 5-7 are employed. Fig. 31 requires an op- posite of direction, a pattern in which the strips run from left above to right below. Fig. 32 gives the combination of both directions and Figs. 33 and 34 are at the same time opi)osites as to direction and color. ■.^:■::■:.:•::•:• Fig. 34. It is obvious thot each single formula can be used for a whole series of divers patterns, and the invention of these patterns is so easy that it will suffice if we introduce each new formula very briefly. Fig. 35 is a form of mediation for the for- mula 3u 3d ; Fig. 36 shows a different appli- Fig. 35. But if any one would like still to enlarge upon it, she may do so by working out, for each single formula, the forms or patterns 18, 19, 20, 21, 16 and 27, and continue the school to the number 5. The number of i)at- terns will be made, thereby, ten times larger. Another change and enlargement of the Fig. 38. school may be introduced by cutting the braiding strips, as well as those of the braiding sheet of different widths. We can thereby represent quite a number of patterns after the same formula, which are, however, essentially different. This is particularly to be recom- Fig. 39. Fig. 40. mended with very small chik\ren, who neces- sarily will have to be occupied longer with the simple formula lu id. But for more developed braiders, such change is of interest, because, PARADISE OF CHILDHOOD. 239 Fig. 43. Fia;. 45. Fia;. 46. Fiff. 44. <+3^ Ifj-^BK &yG ■ ■ ■ PB-"r.:B- ■ ■ ■■ ■■ ■ a: 4- 3! :3- h: : :rB-%: ■■■ ■ ■■■ Fig. 49. ^^S^ii .Vli J8 BS. J-.V. ;:±-5iT*J::::; I ■ ■■■ Ibb^Ub! ■■■ ■ ■ ■■.•■•B r.v. ■ ■ ■■ i-""-""J r.v. ■ ■' ■ ■ ■■' I ■■ ■ ■ ■ ■■ mi^ ii ■ ■ ■ ■ ■ ■ ■ ■■ ■■ 1 1 ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■'■■ ■' ■ ■ ■ ■ ■ ■■■ ■ 1 1 a ■ ■ Fig. 47. Fig. 48. Fig. 50. 240 QUARTER CENTURY EDITION by it a variety of forms may be i)i()(hicc(l which the braiding without braiding sheet. This is may l)e rendered still moi-e uttraetive, by ii vn- done as follows : Cut two or more long strips riety of (!olors in tiie loose biaiding strips. With patterns that have a middle, as Figs. 2() ■_■■■ ■■■■■ ■■! ■ ■ ■■■ '■ .arj8-.-:i.-&s:"jr. ^K^.V- . ■ 1-4- ^ ^n n ^ ft :■ - . ^i P ■ 1 L ^±M -1- t !■ ' ^* IHB Ki. .1 1. ^ JI 1 ■■ ■ ^ ■ - -I X t _■ 1 ■■ ■ ^ 1 3 ~ ■■■ 1 ^m ■■■ I ■■ ■■■ ■ ■ P |H ^1 R 1 1 ■^ i 1 ^M H-T".-- 1 — _l__^ ■ ■■■ ^Bi~r I.l'l.l' :.■■■■ ^^1 .1 .1 -■ - 1 ^ ^ ^ ^H" 1 - ^M ■ - -■jr 1 ■■ IL'^-i" ::i. 'ij v\ »■■ ^^r )M -■ ■- I ■■■■■ M 1 ■■ ^H ^r II 1 ix ^H" 1 1 1 . 1- Ll.l ±1 ■■■ .■■■ ■ .1. 1 ^ 1 Jl ■■■ ■-P. > .1 1. 1 ■ -C IB ■ H i" ■ -■ - i -IT" 1 ■■ ■ 1 I zr ij: I -.1 i" ■■■ . ■■■ ■ ■■ ■■■ ■ ■■ ■■■ 1 !■■ ■-■J 1 win _■ 1 ■■■ ■ HJ Bi t yn 1.. ■■■"■■1 1 ■■ Ki+Hi- ■■■ oBBP ■■■ ■ n IB ■ „,,...,.„..«.-«. 1 Fig. 51. and oO it is advisable to U't the l)i'aiding begin witlitiie }niddlestrip,and then to insert always one strij) above, and one below it. Jt is not unavoidaI)ly necessary that the school should be liuisliedfrom beginning to end, as given heie. The pupil, having successfully produced some })atterns, may be afforded an opportunity for developing his skill by his own Fio-. ;V2. Fig. r)4. invention, in trying to form, by braiding a cross, with hollow middle, ( Fig. 43), a standing oblong, (Fig. 44), a long cross, (Fig. 45), a small window, (Fig. 47), etc. Figs. 48-51, present some patterns which may be used for wall-baskets, laiii]) tidies, bookmarks, etc. Finally, Figs. 52-54, oblitpiely intertwined strips, represi'nting the so-called I'ree braiding. (Fig. 65), of a quarter sheet of col- ored paper, (green) and fold to half their length, (Fig. 50) cut then, of differently colored paper, (white), shorter sti'ips, also fold these to half their length. I'utthe gi-een strips, side by side of one another, asshown in Fig. 5,S, so that the closed end of one strip lies above and that of the other below, (Fig. 58cc). Then talcethc white strip biMid it around strip 1, and lead it t li r o u g h strip 2, (Fig. '5'J). The second strip is ap[) lied in an op- j)osiU^ way, lay i n g it a ]■ o u n d 2, and U Fig. 55. Fig. 5(5. Fig. 57. Fig. 5y inti'oducing strips of differ e u t w i d t h s, a va- riety of patterns can be produced. fei aSffl .igfet !B Fig. 01. Fig. 02. Fig. Go. Instead of paper, glazed nmslin, leather, silk or ribbon, straAV and the like may be used as material for braidino;. PARADISE OF CHILDHOOD. 241 EDITOR'S NOTES. TiiK occupation of mat weaving? is fully ex- ])laiue(l in the foi'er^^ Fig Fig. 38. Fig. 39. We find some few examples of seven inter- twined slats, in (Figs. 25-28), of eight slats, (Figs. 29-36), of nine slats, (Figs^ 37-40), further to form other figures from the previous and of ten slats, (Figs. 41-43). ones— Fig. 17 can be produced from Fig. 9, All we have given in the above are mere Fig. 18 from Figs. 10 or 11, Fig. 22 from Fig. 12, and then a following series can be obtained by drawing apart and shoving to- gether as hei'etofore. Let us begin thus : The child lays (Fig. 13) hints to enable the teacher and pupil to find two slats horizontally upon the table — two slats vertically over them ; a large square is produced. A fifth slat horizontally across the middle of the two vertical slats, gives two paral- lelograms, and by connecting the sixth slat Fig. 40. more readily by individual application, the richness of figures to be formed with this oc- cupation material. It is particularly mathematical forms, reg- Fig. 36. Fis. 3- Fig. 41. from above to below with the three horizontal ular polygons, (Figs. 28, 31, 40, 42), contem- slats so that the middle one is under and the plation of divisions, produced by diagonals, two outside slats over it, the child w^ill have etc., planes and proportions of form, which, formed four small squares, of ?qual size. informs ofl-noivledge, are brought before the 246 PARADISE OF CHILDHOOD. eye of the pupil, with great clearness and dis- tinctness, by the interlacing slats. In the meantime, it will afford pleasure to behold the/o/"m.s of beauty, as given in Figs. 30, 33, 37; nor should i\\Q forms of life be forgotten, as they are easily produced by a larger number of slats, (Fig. 39 — a fan; Figs. 3;") and 36 — fences) , b}' combining the work of several pupils. The figures are not simply to be constructed and to be changed to others, but each of them is to be submitted to a careful investigation by tlie child, as to its angles, its constituent ])arts, and their qualities, and the service each individual slat performs in the figure, as indi- cated with Fio;. 1. The occupation with this material will fre- quently prove perplexing and troublesome to the pupil ; oftentimes he will try in vain to represent the object in his mind. Having almost successfully accomplished the task, one of the slats will glide out from his structure, and the whole will be a mass of ruins. It Avas the one slat, which, owing to its dereliction in performing its duty, destroyed the figure, and prevented all the others from performing theirs. Fig. 43. It will not be dithcult for the thinking teacher to derive from such an occurrence, the opportunity to make an application to other conditions in life, even within the sphere of the young child, and his companions in and out of school. The character of this occupation does not admit of its introduction before the pupils have sjient a considerable time in the Kinder- garten, in which it is only begun, and con- tinued in the primary department. THE SIXTEENTH GIFT. THE SLAT WITH MANY LINKS. This occupation material, which may be used at ahnost any grade of development in the Kindergarten, the primary and higher school departments, is rich in its application, and may be employed in representing various kinds of lines and angles. In making simple geometrical figures the gift is invaluable and the forms of life and beauty which may be produced with it offer pi'ofitable exercise for the inventive powers of the child. A few figures here given may sug- gest the possil)ilities of this gift in the several classes of outlines to which it is adapted. Fig. 2. We have slats with four, six, eight and six- teen links, which are introduced one after the other when opportunities offer. In putting the first in the hand of the child we would ask him to unfold all the links of the slat, and to place it upon the table so as to represent a vertical, horizontal and then an oblique line. By bending two of the links vertically and the two others horizontally we form a right angle. Bending one of the links of the angle toward or from the other, we receive the acute and obtuse angles, which grow smaller or larger, the nearer or farther the links are l)rought to, or from each other, until we re- duce the angles to either a vertical line of two links' length, or a horizontal line of the length of four links. We may then form a square. Fig. 1. Push- ing two opposite corners of it toward each other, and bending the first link so as to cover Fig. 5. Fig. 6. with it the second, and, then joining the end of the fourth link to where the first and second are united, we shall form an equilateral tri- angle. Fig. 2. (Which other triangle can be formed with this slat, and how?) The capital letters V, AV, N, M, Z, and the Fig. 8. tigure four can be easily produced by the chil- dren, and many figures constructed by the teacher in which the pupils may designate the number and kinds of angles, which they con- tain, as is done with the movable slats on other occasions. Fig. 1-8 are examples given with the four 248 QUARTER CENTURY EDITION Fis;. 9. Fis. 10. Fiff. 14. Fiii-. 15. Fio;. 16. Fk. r Fiii. 12. Fio;. lo, Fig. IS. PARADISE OF CHILDHOOD. 249 links. The slats with six links ai'e "IBtroduced next, from which the oblong m^l^lie made. Figs. 9-21 furnish examples of the six links. to the pupils. A combination of the different forms of knowledge may be made, as two equi- laterals, F'ig. 15 ; a square and triangle, Fig. 21 : a square and pcutngon. Fig .35 ; oblong Fig. 23. and rhombus, Fig. 36, etc. Figs. 22-3o are figures made wilh tliceiglit links and Figs. 36- 45 witli tlie sixteen links. The ingenuity and inventive power of the children will find a large field in the occupation Fig. 24. Avitli this material, if, at times, they are allowed to produce figuies themselves, of which the more advanced pupils may make drawings and give a description of each orally. Fig. 25. It would Ije needless to enlarge here upon the richness of material afforded by this gift, as half an hour's study of and practice with it will con- \inceeach thinking teacher fully of the treasure Then come the eight and sixteen links, which if in her liand and certainly make her admire it on used in the manner here indicated can be ren- account of the simplicity of its application for dered exceedingly interesting and instructive educational purposes in school and family. 250 QUARTER CENTURY EDITION Fiff. 26. Fio;. 29. Fio;. 30. Fig. 27. Fio-. 28. Fia;. 31. PARADISE OF CHILDHOOD. 251 Fio-. 32. Fio-. 35. Fio-. 36. Fis. 33. Fio-. 34. Fig. 37, guAirrKK' cM*:N'rria I'lnrnox v\ix. ns. Fii<-. li*. Fiii. Fii:. II. I'AJiAJJiSK OK (:i{\\A)ll()()\). yj/.i Vhj. \1. Vv' 44. VvjL. 4y Fig. 4.0. THE SEVENTEENTH GIFT. MATERIAL FOR INTERTWINING. Intertwining is au occupation similar to that of interlacing. Aim of both is represen- tation of plane — ontlines. In the occnpation with the interlacing slats we prochiced forms, whose peculiarities, at least, had to be changed to produce something new ; here, we produce permanent results. There, the material was in every respect a ready one ; here, the pupil has to prepare it himself. There, hard slats of little flexibility ; here, soft paper, easily changed. There, production of purely math- ematical forms by carefully employing a given material ; here, production of similar forms by changing the material, which forms, however, are forms of beauty. The paper strips, not used when preparing the folding sheets, are used as material, adapted for the present occupation. They are strips of white or colored paper, twenty inches long and varying in breadth. Each strip is sub- divided in smaller strips, which by folding their long sides are transformed to threefold strips of eight to ten inches long and one- quarter of an inch wide. Fig. 3. Fig. 4. The children will not succeed well, in form- ing regular figures from these strips at first. As the main object of this occupation is to ac- First, a right-angled isosceles triangle is used for laying around it one of these strips so as to enclose it entirely. We begin with the left cathetus, put the tablet upon the strip, folding it toward the right over the right angle. The break of the paper is well to be pressed down, and then the strip is again folded around the acute angle toward the left. Where the hy- potenuse (large side) touches the left cathetus zu A\ Fig. 7. Fig. 8 (small side), the strip is cut and the ends of the figure there closed by gluing them together by some clean adhesive matter. Care should V -^ Fig. 11. custom the cliild to a clean, neat and correct be taken that the one end of each side be under. performance of his task, some of the tablets of Gift Seven are given him as patterns to assist him ; or the child is led to draw three, four, or many cornered forms, and to intertwine his paper strips according to these. the other over, that of the other. Thus the various kinds of triangles, (Figs. 1-3), squares, rhombus, rhomboids, etc., are produced. Two like figures are .combined, as shown iu PARADISE OF CHILDHOOD. 255 Fig. 12. Fig. 13. rt> Fis. 14. Fis. 15. Fisf. 16. Fig. 20. Fig. 17. Fig. 21. Fig. 22. 256 PARADISE OF CHILDHOOD. Fii>;s. A-C). If s1rij)S prove to ln' too short the child is siiovvii liovv to ghic Ihciii lo^ictlirr, to procure inaterinl for linger tiiul iiioie coui- plieated forms. 'J'hiis, it produces with one long Btrip, Figs. 16, ]apor for folding, the simplost 1111(1 ehoapost of all luatoi-ials of occu- pation, contains within it a gi'oat nniltitude of instructive and interesting foi-nis. Ahnost evei-y featui-e of mathematical perceptions, obtained l)y means of previous occupations, we again find in the occupation of paper fold- ing. It is indeed a compendium of elemen- Fig. 1. tary mathematics, and has, therefore, very justly and judiciously been recommended as a useful help in the teaching of this science in public schools. pany the work of the children with necessary conversation and pleasant entertainment, for the relief of their young minds. The child should bo accustomed to the strictest care and cleanliness in the folding. This is necessary, because paper carelessly Fig. -d. folded and cut, will not only render more difficult every following task, nay, make im- possible every satisfactory result ; especially should this be the case, because, we do not intend simply to while away our own and the Fig. 2. Lines, angles, figures and forms of all Fig. 4. varieties appear before us, after a few mo- child's precious time, but are engaged in an ments' occupation with this material. The occupation whose final aim is acquisition of multitude of impressions, however, should not ability to work, and to work well— one of the misguide us ; and we should always, and more most important claims human society is en- particularly in this work, be careful to accom- titled to make upon each individual. 258 QUARTER CENTURY EDITION The fuudamental forms are produced by a series of regular changes of folding aud creas- ing, from which sequels of forms of life and beauty are subsequently developed, by means of the law of opposites. Fig. 5. On the road to this goal, a surprising num- ber of forms of knowledge present themselves. In beginning lessons in paper folding give each child a piece of paper four inches square, (Fig. 1), and have him place it on the table Fig. 6. with the corner toward him. Fold the upper corner over to meet the lower corner, as shown in Fig. 2. This when unfolded will show the division of the square in two right-angled isos- celes triangles, (Fig. 3). Fold again on the other diagonal, and when unfolded we find a square divided by two dingo- nals into four right-angled isosceles triangles, (Fig. 4). Now the lower and right hand cor- ners are folded over to the left, making two oblong halves by a transversal as in Fig. 5. Fig. 7. The same is done to the opposite transversal and when unfolded we have Fig. 6, which af- fords a multitude of mathematical object per- ceptions. With the square placed cornerwise, fold the lower corner to the center of the paper and the pentagon. Fig. 7, will be the result. We fold the opposite corner in like manner and produce the hexagon, (Fig. 8), and fi- nally with the two remaining corners, Fig. 9 is formed, containing four triangles, touching one another with their free sides, each of them again showing a line halving them in two equal triangles. If we invert Fig. 9, we have Fig. 10, a con- nected square in which the outlines of eight congruent ti'iangles appear. If Fig. 9 is un- folded we shall see beside a multiplication of previous forms, i^arallelograms also. If we start from Fig. 9, and fold the corners toward PARADISE OF CHILDHOOD. 259 the middle as in Fig. 11, we shall receive a basket, Fig. 16. Cup and saucer, Fig. l7. form consisting of four thickness of paper. Crown, Fig. 18. Still richer become the forms and showing four triangles, under which again, of life, if we bend the cojners of the desci'ibed four separate squares are found, (Fig. 12), This is the fundamental form for a series of forms of life. Fig. 9. It is utterly in.possible to give a minute de- scription how forms of life may be produced from this fundamental form. Practical at- tempts and occasional observation in the Kin- Fig. 10. dergarten will be of more assistance than the most detailed illustrations and descriptions. Froebel's Manual mentions, among others, the fundamental form, once more toward the mid- dle. In connection with this, the manual mentions the following forms : The knitting- pouch, the chest of drawers, the boots, the hat, the cross, the pantaloons, the frame, the gon- dola, etc. But the simple fundamental form Fig. 12. for the forms of life, (Fig. 12), is also the fundamental form for the forms of beauty. Unfold the fundamental form and press the middle of the upi)er and lower sides, then the Fig. 13. remauiingtwo sides to the center of the square, as in Fig. 19. Fold each of the over reaching triangles to the left. Fig. 20, then back to the center of the square. Fig. 21. Fig. 14. Once more fold back to the outer corner, Fig. 22. This forms a small triangle, which . , , , ^^. - . , when pressed open will form a small square, \ double canoe, Pig. 1.3. A little work- i^i^. 23. Turning each corner of this square following objects haniiing corners, 14 Fig. 11. A table-cloth with four Fig. 13. A sailboat. Fio-. 2G0 QUARTER CENTUin' l^:i)lTl()N V\iX. 20. t>\ V /\ "■••■,/ s viii. •>->. Fio'. 27. Fiii-. 2<). V'vr. 21, Fiii'. 22. 7W Fiu'. 21. %t , ^ Fio-. 26. Fii?. 28. Fiu-. r>o. Fio-. 32. Fig. ;n. b:ick li:>ir \v:i_v to its opposite conuM- we Iimvc ihis foini t:iki' the \)i\\)vy :is in Fiji'. 1i), open Fig. 24. From :i similar tiindamoiilal form aiul pivss oacii t'onu'r to the center making the series of Figs. 2(i-;M originate. To make four small squares as in Fig. 25. From this PARADISE OF CHILDHOOD. 20 form (lio siMiuciicc is easily produced. IT we 1<> stiimihvie tondicr uiid child lo individii:!,] linully t:i.ke the piiper ns ivpivHeiiU-d in Kio-. pnicticul iitU'iiipts in pi'cxlnciiiu- Tonns by fold 10, fold the lower rigiit coi-nertovviuxltlie mid- dle, also the left iii)per, then the two renmin- ino- eoniers, we shall have four triaiiffleH con- Fig. ','):>. F\(r. 34. sisting of a double layer of i)a,per, 1^'io-. ;',;'), which may be lifted up from the square ground Fig. 11. Fig. 42. iiig. Tlu! best I'esnlts of their activity can be imi)rove(l by cutting out oi- coloring, which a(hls a new iuid interesting chniige to this oc- cupation. A change of the fundamental form in three direclions yields various series of forms and th.> upper h.yer again divided in triangles, ^f beauty, which'niay be i,)..ltiplied ad injhu Fig. FiiT. 'M\. Invert this figure and you will have toiu' single scjuares, as shown in Fig. 36, which is the fundamental form of a series of forms of Fig. 'M . Fig. ;}«. beauty, shown in Figs. 37-4(;, the latter easily derived from this former under the guidance of the well-known law of oppositca. Fig. 39. Fig. 40. The hints given in the above might be aug- mented to a considerable extent and still not exhaust the matter. They are given especially Fig. 43. Fig. 44. iam. Ther(!l)y, not only th(^ idea of hcciucI in representations is given, l)ut also the under- standing inilocked for the v:irious oi-ch-rs in na-tui-e. Furthermore, this occupation gives Ihe pupil such manual (h'xterity as scarcc^ly any other does, and prei)ares the way to various female occupations, besitUiS bcMUg immediately pre- paratory to nil plastic work. Early training Fig. 45. Fig. k;. HI cleanliness and care is also one of the re- sults of a protracted use of the folding jciper. It is evident that only those children who have iK'cn a good while in the Kindergarten, can be employed in this department of occupation. The peculiar fitness of the folding paper for mathematical instruction beyond the Kinder- garten, must be api)arent JiftVr we have shown how usefid it can be made in this institution. 2G2 QUARTER CENTURY EDITION EDITOR'S NOTES. The material for paper folding consists of square, rectangular, triangular and circular pieces of various colors. Begin the lessons with a talk on the material, telling the process by which pajjcr is made, and asking the chil- (Iri'U to name different articles wliicli are made from it, and dift'ereut tilings for which it is used. Wlien the papers are given to the chil- dren and placed in the position directed, have them quietly wait until all are ready to begin work. See that they tlioroughly understand tlie different positions, as front, back, right, left, front-rigiit, back-left, front-left, and back- rigiit. Bring out the ideas of edge, corner, vertical, horizontal and diagonal lines. In giv- ing dictations see that the children Avork by op- posites, and that they do not lift or turn the paper, as they should learn to fold in all direc- tions equally well. Let them name and use try can be evolved and this fact is pleasingly brought out in this occupation. Eor these ex- ercises the four-inch paper is most convenient and a single fold on a diameter gives the semi- circle shown in Fig. 47. Fold again bringing the two ends of the diameter together, and the quarter circle shown in Fig. 48 is the result. Unfold and Fig. 4i) shows the circle divided into four ecpuil parts by two creases i)erpendicular to each other. Fold the edge of the circle over towards the center so as to make a crease join- ing the ends of two diameters, and repeat four times to produce Fig. 50. Unfold, and Fig. 51 Fig. 47. Fig. 48. the forms they make, taking a fresh square for each object. The folds are repeated every time, but each additional fold makes a new object, which, if named, helps the children to remem- ber the order of succession, especially if a story is added, and they can use the object. Arrange the folding according to the season of the year and the special subject of the week, and yet follow a sequence that the children may see the development of one form from another. Fig. 49. Fig. 50. By the means of paper folding we are able to trace the evolution of the seventh gift tablets from the circular folding paper. As the ball is the most elementary form among solids, so the circle is the primary form in surfaces with its single dimension, the diameter. From the circle the several elementary forms in plain geome- is the result, showing by the creases a complete square with two diagonals. In these we have the square and half square, which is again di- vided into two other similar forms each one half the size of the first. Take another paper circle and again fold on one diameter, as in Fig. 47. The next operation is somewhat more ditHcult ,than any which have preceded it and is shown in Fig. 52. This operation consists in folding the semi-circumference of the once folded circle into three equal parts, F'ig. 52, and then, while Fig. 53. holding the circumference edges together closely making the folds to the center of the circle. In this operation accuracy may be facilitated by first folding the semi-circumference into halves as though the paper were to be folded into quarters as in Fig. 48 and then, instead of completing the radial fold, just pinch the fold at the center of the circle and thus indicate the PARADISE OF CHILDHOOD. 26^ common point of meeting for the two folds in completint^ Fig. 52. Having completed Fig. 52, unfold, and Fig. 53 is tlie resnlt. Now fold the segments of the oiicle towards the center as was done in making the square but instead of having the fold subtend ninety degrees let it subtend one hundred and twenty degrees so that three folds will form a triangle as in Fig. 54. Unfold, and Fig. 55 is is result. In this we have the equilateral triangle a, b, c. The obtuse angle a, b, x, the scalene-triangle a, b, d, or the smaller one b, x, d. The above evolution of the seventh gift forms from the circle, is the result of thought along this line by kindergarteners in America, and lias been extended to the evolution of solid forms from the sphere, which it is not in the province of these notes to discuss. This oc- cupation is one of the best for busy work in the primary de])artment because of its practical application to fonn and number. Modei-n sug- gestions may be found in Paper and Scissors in the Schoolroom by Emily A. Weaver, and also in other books. THE NINETEENTH GIFT. I\IAri-:KlAL FOR ri:AS-\V()KK, "Wk have nlrondy tried, in connection with To sntinfy the claims of the pupils in this the Kiiililli (iill, (the hiving sticks), to ren- direction in u higii decree, the working with der permanent the piodiictions of the impils peas is eminently litted, although considerable by sti.tcliiiig or pasting them to stiff ])a|)ei'. We BatiHlled l)y so doing a desire of tin; child, ; not natislied by mere doing, but re(|uir- ing for his satisfaction also, delight in the created object — if even unconsciously — the de- Fig. 11. FMg. 12. light of progress, which manifests itself in the one hour previous to being used. They are ])r(>ducti()n, and which can be observed only tiien just soft enough to allow the child to in- iu and l»y the permanency of the object which troduce the j)oints of the wires into them and enal)les us to compare it Avitli objects previous- also liard enough to alford a sutlicient hold to ly produced. the latter. PARADISE OF CinLDHOOD. 205 Tlie lirsl exorcise is to coinhine two wires, duee six ti'iuiij^k-H of e(juul size, :iii(l repent hy means of one pea, into a straight line, an with them all tiie exercises, gone through wilh obtuse, right and acute aiigU^ What has been the tablets, and may enlarge upon tliem. said in regard to layiug of sticks in connection Or tiie child may prepare foui', eight, sixteen witli Figs. 1-23 sticks of that gift will serve riglitwuigled triangles, orobtusci-angled, or acute- here also. angled trinngicH iiiid hiy willi Ihcni Figs. 1-12 for the coiM'se of drawing, :ind (;an-y them out still fujllic)'. Fig. i;5. Fig. 11. Of tiu'ce wires, a longei' line is formed; angles, with on(; long, iind one short side. The lliree wires :ire introduced into one; pea, Fig. 15. Fig. 16. so that they meet in one point; two parallel lines may Ix; continued by a third ; finally the equilateral triangle is produced. Fig. IS. After these hints it seems impossible not to occupy the child in an interesting and instruc- tive manner; for the condition attached to each new gift of the Kindergailen is s) ; four eciuilateral triangles, give the three-sided pvramitl ; eight of them, the octahedron. (Figs. 11 and la). From two etjual sijuares, united hy four wirea of the length of the sides, the skeleton euhe, Fig. 1(5, is formed; if the uniting wires are longer than the sides of the square, tlie lour-sidt'd eohunn (Fig. 17); if one of the squares is larger than the other, a topless [lyra- mid will he produced, ete. Fig. 18, shows a combination of cubes. It is hardly possible (hat pupils of the Kindergarten should make any further pi'og- Fig. 21. ress in the fonnation of these mathematical forms of crystalliza(ion. as the rei)n'seutation of the many-sided bodies, and especially this development of one from another, recpiires greater eaie and skill than should be expected at such an early period of life. It will be re- served for the prinuiry, and even a higher grade of school, to i)roceed farther on the road indicated, and in this manner prepare the pupil for a clear understanding of regular bodies. This, however, does not exclude the con- structi(m by the more advanced pupils of the kindei'garten, of simple objecls, in their sur- roundings, such as benches, (Fig. ID), chairs, (Fig. 20), baskets, etc., or to try to invent other objects. "Whoever has himself tried peas-work, will bo convinced of its utility. (Ireat care, i\\u\ nuich patience, are needed to produce a somewhat complicated object; but a successful structure repays the child for all painstaking anil per- severance. By this exercise, the pupils im- prove in readiness of construction, and this is an important preparation for organization. More ailvanced i)upils try also, succesisfully, to construct letters and mmn'rals, with the material of this iiift. Fig. '22. The bodies produced by peas work ma}' be used as uuhIcIs in the modeling department. The one occupation is the complement of the other. The skeleton cube allows the observa- tion of the qualities of the solid cube, in greater distinctness. The image of the body becomes in this manner more piufect and clear, and above all, the child is led upon the road, on which alone he is enabled to come into possession of :i true knowledge and correct estimate of things ; the road on which he learns, not only to observe the external appi'arauce of things, but in the mi'autime, and always to look at their internal beiny;. EDrrOR'S NOTES. The outline solids made in the peas work are merely the forerunners of the wire models now so highly prized by all teachers of draw- ing, in illustrating the elementary principles of perception. As the more elaborate forms can only be made by the more advanced pupils of the kindergarten, they nuiy be rendered valu- able in inq)arting these same ])rinciples to the kindergarten pupils in their drawing exercises, even though these i)upils are not able to very correctly repi-esent the forms in their drawing. V^xrious substitutes for soaked peas have been suggested and tried, as cork cubes and clay pellets used while soft, but still good ])eas are usually preferred. Instead of wire, thin, round sticks are used, PARADISE OF CHILDHOOD. 267 wliicli, when sliarpcncd at tlic ends, aro not so lia)>le to split tli(! [)eaH. In the firf^t lesson ^ivo on(! dry pea and ask the children to tell you of oth(!i- Uhu^h which are of the Harju! HJiapc;. Lead tlieni back to the; ball and develop various exercises whicJi will recall the .dcas of inovahility, smoothness, hard- ness, RMMidness and dryness, then give each child a pea which has been soaked in water, and h^ad the class to a comparison of size and hardness. Call attention to the crease which divides the pea into halves, and show how readily th(! outer coverinoj may Ije taken off. Give a talk on j)eas, how they an; planted, how they slei^p, ai-e fed and watered, how they are awak(;ned^ drawing out the id(;as of the children by va- rious questions. Have them lay designs with peas in the sand or on the peg boards. Let them outline walks and flower beds, with stars ci-osses and crescents in them. After the pea has been carefully studied give th(; children a stick and let them put a pea on one end of it, telling what they have made, then one on the other end, letting them always name and use what they make. Wh(!n the children are ready add more sticks and peas, and as nearly all things made are l)uilt on g('on:(;tric forms it is well that the piil)ils shoulfl first learn to make the square, oblong and triangle, then they will be able to construct many objects. Numberless life forms may be built f)-om this gift, as a garden with the vaiious imple- nients, or a liouse and many pieces of furni- ture, the children feeling amply rewarded in the results for the care and patience needed to construct these articles. THE TWENTIETH GIFT. MATERIAL FOR MODELING. Modeling, or working in cla}', held in liigli estimation by Fnvbel, as an essential part of tile ■whole of his means of education is, strange to say, much neglected in the Kindergarten. As the main objection to it named is that the children even with the greatest care, cannot jirevent occasionally soiling their hands and tlieir clothes. Others, again believe that an <)Ccuj)ation, directly preparing for art, very larelv can be continued in life. They call it therefore, aimless pastime without favorable consequences, either for internal development or external happiness. If it must be admitted that the soiling of the hands and clothing cannot always be avoided, we hold that for this very reason, this occu])ation is a capital one, for it will give an opportunity to accustom the children to caie, order and cleanliness, provided the teacher herself takes care to develop the sense of the pupils, for these virtues, in connection with this occupation ; as on all other oc- casions, she should strive to excite the sense of cleanliness as well as purity. Certainly, parts of the adhesive clay will stick to the little lingers and nails of the children, and their wooden knives, but, pray, Avhat harm can grow out of this? The child may learn even from this fact. It may be remarked in con- nection with it, that the callous hand of the husl)andman, the dirty blouse of the mechanic, only show the occupation, and cannot take aught from the inner worth of a man. As re- gards the objection to this occupation as aim- less and Avitliout I'esult, it should be considered lliat occupation with the beautiful, even in its crudest beginnings, always bears good fruit, because it prepares the individual for a true appreciation and noble enjoyment of the same, .lust in this the signiticance of Fnebel's educa- tional idea partly rests, that it strives to open every human heart for the beautiful and good — that it particularly is intended to elevate the social position of the laboring classes, by means of education not only in regard to knowledge and skill, but also, in regard to development of refinement and feeling. Representing, imitating, creating, or trans- forming in general, is the child's greatest en- joyment. Bread-crnmbs are modeled by him into balls, or objects of more complicated form, and even when biting bits from his cooky, it is the child's desire to produce form. If a piece of wax, putty or other pliable matter, falls into his hands, it is kneaded until it as- sumes a form, of which they may assert that it repi-esents a baby, — the dog Roamer, or what not ! Wet sand, they press into their little cooking utensils, wiien playing "house- keeping," and pass off the forms as puddings, tarts, etc ; in one word most children are born sculptors. Could this fact have escaped Fnc- bel's keen observation ? He has provided the means to satisfy this desire of the child, to de- velop also this talent in its very awakening. According to Frtebel's principle, the tirst exercises in modeling are representation of the fourteen stereometric fundamental forms of crj'stallization, Avliich he presents in a box, by themselves, as models. Starting from the c»^e the r>/Iiiider follows — then the sphere^ 'puramid with three, four and six sides, the prism, in its various formations of planes, the octahedron or decahedron and cosahedron, or bodies with eight, twelve and' twenty equal sides or faces, etc. However interesting and instructive this course may be, we prefer to begin with some- what simpler performances, leaving this branch of this department for future time. The child receives a small quantity of clay, (wax may also be used), a wooden knife, a small board, and a piece of oiled paper, on which he performs the work. If clay is used, this material should be kept in wet rags, in a cool place, and the object formed of it, dried in the sun, or in a mildly-heated stove, and then coated with gum arabic, or varnish, which gives them the appearance of crockery. First the child forms a sphere, from which he may produce many objects. If he attaches a stem to it, it is a cherry ; if he adds dei)res- sions and elevations, which represent the dried calyx, it will look like an apple ; from it the pear, nut, potato, a head, may be molded, etc. INIany small balls made to adhere to one another, may i)roduce a bunch of grapes, (Figs. 1-5). From the ball or sphere, a cylindrical body PARADISE OF CHILDHOOD. 269 may be formed, (Fig. G), by rolling on the resents it easily, if perhaps not exactly true, board, usually called by the children a loaf of IJy pressing and assisted by his knife, the bread, a candle, loaf of sugar, etc. one plane of the sphere is changed to several A bottle, (Fig. 8), a bag, (Fig. 9), filled planes, corners, and edges, which produces the with flour or something else, can also easily be cube. If the child changes its corners to produced. planes (indicated in Fig. 12), a form of four- teen sides is produced. If this process is con- tinued so that the planes of the cube are Fig. 1. jl Fig. 2. Very soon the child will present the cube, (Fig. 11), an old acquaintance and play- mate. From it, he produces a house, a box, a coffee mill and similar things. Soon other forms of life will grow into existence, as plates, dishes, Fig. 9. Fig. 10. P'ig. 4. Fig. 5. animals and human beings, houses, churches, birds' nests, etc. If this occupation is intended to be more than mere entertainment, it is neces- sary to guide the activity of the child in a de- finite direction. changed to corners, the octahedren is the result, (Fig. 13). By continued change of edges to planes and of planes to corners, the most im- portant regular forms of crystallization will be produced, which occupation, however, as men- tioned before, belougs rather to a higher grade of school, and is, therefore, better postponed until after the Kindergarten training. Some regular bodies are more easily formed from the cylinder, the mediation between the Fig. 11. sphere and cube. By a pressure of the hand» or by means of his knife, the child changes the one round plane to three or four planes, and as many edges, producing thereby the pi-ism and the four-sided column. Fig. 6. Fig. 7. Fig. 8. If we reduce the circular surface of one end The best direction to be followed in Free- of the cylinder to a point at its center, and bel's occupations is that for the develoiment connect this point with the circumference of the of regular forms of bodies. The fundamental other end with a curved surface, we have a form, of course, is the sphere. The child rep- cone. If we change this new conical surface 270 QUAliTER CENTUIJV KDITION to M. nmiihcr of pliiiii'. triunjflcs we hIkiII linvc for :i hiiHc 11 polygon and (he cnrvi'd HiiirMcc rcdiiccd |.() Hcvcrnl tri.'intilt'H. If we net in tlui Hiiiiic iiiMiiiur vvilli tlic ollici- end ol' tlu^ oylin- d(n', we niiiy loiiii m doiililc cone, :iiid Crou) it we niiiy prodiK^o n douliUi pyrninid. H'Miiiiiii \v(! Uvko (lie cylinder and clijiii^c its ('irciil:ir (•d talents ol" the cliiM are made to grow into visible reality. ir we now "ast !i retros])crtive look njiou the means of occupation in the Kindergarten we lind that the material progresses from the sdlld and irliolc, in gradual steps to its /larls^ iMitil it- arrives at the muujc upon the p/diic, and its conditions as to line and p(>iiil. For the heavy maleiial, lit <»nly to b(> placed upon the tabk' in unchanged form (tlie building blocks), a morv' llexibl(M)ne is substituted in the following occupations: W'txnl is replaced \)y /Ki/xr. 'I'he paper ^//(Oh' of the folding occu- pation, is replaced l»y the pa|)er strip of the weaving occupation, as /inc. The wooden .s/M'/r, or vi-ry thin /circ, is then introduced for the purpose of <;xeculing permanent figures in connection with peas, representing the point. In place of this material the dnnrti, line then appeals, lo w^liieh colors are added. I'e;'forat- ing and embroideiing introduces another addition to the rniiterial to create the images of fantasy, Avhieh, in the paper S(iii(j introduces into the realm of sound, when iiiorciiiciil pliij/s, (/i/nni(is/ics and (lanciiHj., help to educate the body, and insuie a hainionions development of all its parts. in |)racticing the technical manual performances of the mechanic, such as boring, piercing, cutting, measuring, uniting, forming, drawing, paint- ing and modeling, a foundation of all future occupation of artisan and aitist — synonymous in past* centuries — is laid. For ornamentation espcM'ially, all elements are found in the occu- pations of the Kindergaiteu. 'I'lii^ forms of beauty in the paper-folding, serve as series of rosettes and ornanieids in relief, us jirchi- tecture might employ them, without change. The productions in tJie braiding department contain all conditions of artistic weaving, nor does tlu' cutting of figures fail to afford richest material for ornameiitation of various kinds. I'or every talent in man irieans of develop- ment are provided in the Kindergarten ma- terial, opportunity for practice is constantly given, and each direction of the mind finds its starting-point in coiicrcic things. No more complete satisfaction, therefore <'an bi' given to the claim of modern pedagogism, that all ideas should be founded on previous i)e!cep- lion derived from real objects, than is done in the genuine Kindeigarten. Whosoever h.as ac(piired even a superficial idea only of the signilicanee of l^'rcebi'l's means of occupation in the Kiiidergart»'n, will III" ready lo admit thai the ordinary play- things of children cannot, by any means, as regards their nsefulness, be compared with the occup.'ition material in the KiiKh'igarten. That the former may, in a certain degree, be made helpful in the development of children, is not denied ; occasional good results will; them, however, most always will be found to be owing to the child's own instinct rather than to the iiaturt- of the toy. i'lanless play- I'Ali'ADISI^; Ol*' Cllll. 1)11001). r/] inj^, v^itlioiil, ^;(ii(|;iiicc iind Hii|»civiKi()ii, (•;iimol pr niciiiiH, |)I:h-<'<| iit ilH coiiiiiiMiid, itH <'d(i(sitioii:d food. liiii IIm; roH(;l)iiKli, iiiirHcd and c.-iri'd I'or in 1li<; fj[,nr(U'.i\ hy tin? HkilHiil lior1i<*ulliiriHl, prodiiccH flowcrn, far more, pcrfccl, iind iM-iiiiliriH tliaii llur wild ^iiiVi'iui^ Hwcci, hrijir. Willioiil cmic iii'illicr triiiid nor hodyof llii- child cnii lie cx- |)cclid lo |)roH|)l, lor a iiciiilhrid dcvclo|imcnl , iihc :dl ltn" hy ICIIcn St<;phen Ilildreth, who in a practical kindcigartncr and therefore liandlcH her Huhject ntrictly accrinling to kindergartlroom" tla; author nayn : — "MofUtling in chiy in valuahit! (tdiic.ationally l)e<;auHe, it enahh^H uh to compreheiKl and re- Fig. 14. |)roduce ide;iH of form. With hhcIi knowl(;r|gi- a. dclinitc method is given by >vhicli educators cal objects, sewing-basket, Fig. ID, bird's- inay utilize modeling in the discipliue of the nest. Fig. 20. niind, at an age wliou sense impressious are A similar series is based on each of the strongest." above-named seven geometricul forms, and ex- plicit instructions given for the treatment of Fig. 15. In accordance with a detinite scheme the lessons are based on seven geometrical forms, the Sphere, Oblate Spheroid, Frolnte Spheroid, Fig. 1(5. Ovoid, Cone, Cylinder, and Cube in the order named, wliieh are designated as Normal Types. This general classification is subtlividcd into Fig. 18. each subject, "with illustrations so that other forms and other typical objects can be liandled intelligently from the directions furnished. For nuvterial the best artist's clay is most desirable and can be obtained from all dealers in kin- dergarten material or from potteries, if near at Fig. 19. hand. In such case ask for unmixed, washed clay. Clay prepart'd for liriug is usually unlit for modeling. Mrs. llildrcth's instructiA^)ns lor prc])aring the clay are as follows : — '4f tlu> clay is diy, in lumi)s or powder, tie it up in a huge cloth, as if it were a inidding. Place the cloth full of clay iu a vessel, aud[)our Fig. '20. in water enough to ct)ver the clay. After one or two hour's innnersion take out the cloth full of Fig. 17. day, and, without untying, knead thoroughly several series, one for each Normariype. In the vuitil the mass seems plastic, anil perfectly free lirst series, the Ih'st Normal Type is the Sphere, from lumps. Open the cloth and examine it and the typical objects aie sugar-bowl, Fig. 14, fron\ time to time while kneading it. If too lunch-basket Fig. ir>, and globe fish, Fig. 10. wet allow it to dry otT, if too dry return to the PARADISE OF CHILDHOOD. 273 water. When pnjpeily kneaded it will have a Hpi-intJjy feeling under the fingers, and when luhlted smooth will glisten as if oily. It must not l)e wet enough to be sticky, or dry enough to feel hard to the touch. A little practice will enable the teacher to tell when it is just right. When worked into an elastic mass, replace in the empty pail the clay which is still in the (•loth, and covor with several other folds of wet > Fig. 21. cloth. This keeps it in good condition. After each exercise any remnants or broken objects from previous exercises may be thoroughly wet and replaced in the cloth, at one side, in order that they may be softened and re-kneaded. In this way no clay is wasted." The clay as sold is nsually in five jjound, dry or six pound moist bricks, or in a powder. The most convenient form is dust-tight paper boxes of powder containing five pounds each. Artists in plastic materials use a great variety of fine box-wood modeling tools, but these are not necessary for elementary work, although a few simple tools or knives are quite desirable, and Figs. 21 and 22 illuslnite two which seem to cover in very simple forms the princi- pal requisites. v Fig. 22. Fig. 21 is a spatula or knife with a blade sharpened on both edges and rounded on the end, and a handle terminating in a point which is very useful in many operations. Fig. 22 is somewhat similar in shape but provided at the blade-end with a sen-ated edge for leveling down a flat surface of clay when it is required for a base or other purpose. In this tool the end of the handle is formed to a blunt rounded point which is very useful in many cases. Each of these tools is about six inches long and with them a very large variety of work can be done successfully THE KINDERGATEN GAMES. In the whole world of nature nothing de- velops without activity, consequently play or the exercising of the child's activity is the first means of development of the human mind, the means by which the child is to become ac- quainted with the outer world and his own pow- ers of body and mind. Watcliing the play of children Fr(L4)el found it was a spontaneous God-given activity, by which they were surely but unconsciously educating themselves, getting their first knowledge of duty and the truths of life through play. The games which are the organized plays, and the very life of the kin- dergarten,give the child the means of expression through the activities of the body, so that he can reproduce his individual life, for while in the occupations and gifts the children reproduce with their hands, in the games they enter into the life and act out what they wish to repre- sent and for the time being are really these things, whether it be birds, trees, flowers, stars or water, thus developing and cultivating the imagination. , Every way which exists of expressing the inner life through the outer enriches us, and in the games the child gives forth freely all which he has taken in, and having thus made the unity which he sees and comprehends he be- comes fully conscious of it, and his whole life, inner and outer, is lifted to a higher plane. By means of the directed games the surplus energy of the child may be guided, the basis for study laid and the foundation principles in chemistry, physics, geometry, construction and design fur- nished, thus utilizing his activities for an educational purpose. The comnninity spirit is fostered as the child finds he is only one of many, and that each one has his part to do to make the many happy and useful. It is also an aid to self-government, for through play he learns that certain effects follow certain causes, and in all that he does the child feels constant freedom under law and soon finds the closer he follows the law the more freedom he has. Thus the will of the child is guided and strengthened, and principles of justice, honesty and kindness are inculcated. The games representing the trades show ideas of labor and trade and our dependence upon them. The child is in turn a shoemaker, 274 PARADISE OF CHILDHOOD. a fanner, a baker, a blacksmith, and is thus brought into relations with the universal ac- tivities of the race and gains a respect for those who do in reality what he does in play. Such play broadens a child's view of life and creates an intelligent interest in the lives of many classes of workers, as he sees the skill, patience, and perseverance required on the part of these workers. Thus the intellectual nature is strengthened and developed and also the physical, as the games exercise and give more perfect control of the body, as well as grace and directness of movement. The physi- cal being is brought into activity, different sets of muscles being constantly used, until all parts of the body are engaged in active play. Children need to be free in thought and action, and as the child imitates the activities about him his environment cannot be overrated. We should gain the same freedom in our bodies to express clearly and simply the more mature ideas in our minds, so that we may always meet the little child on his own plane and from there lead him step by step to clearer sight and appreciation of the laws we wish to teach. Through the dramatic representation of sun, moon and stars and all plant and animal life the child is brought into sympathy and acquaint- ance with nature, and what he imitates he learns to understand and love. Thus nature grows dearer and the child's conception of all these newly-made friends more beautiful and vivid, awakening in him a spiritual truth which leads him to trace all life back to its source, making this the means of spiritual culture. There is nothing that cannot be made real to the child through games, and any truth may be impressed upon him that is a vital and necessary one. When the time for the games arrives the chil- dren sit with folded hands listening for a chord from the piano, which is a signal to stand. Another chord is struck and the children see how quietly they can put their chairs up to the table. Still another chord, and they turn and form in marching line, singing a simple melod}-, as : — "We'll mnrch and march and march around. And marchhig gaily sing," etc., until they are in good line, then joining hands sing : — '' This Is the way that we form our ring, Tra la la la tra la la la. Working together we gaily sing, Tra la la la la la. Each little pair of children's feet May help us to make our ring complete. So this is the way that we form our ring, Tra la la la la la." — Sonr/ Stories in the Kindergarten. Thus an unbroken circle is formed which has its ethical significance in the fact that no indi vidual is more prominent than another, is but a part of a perfect whole, yet is responsible in himself for that whole. This song may be followed by another, as : — " See the children on our ring. Joining in our song ; They together form our ring, Standing straight and sti-ong." — Snng Stories in the Kindergarten. Then the kindergartner advances to the cen- ter of the circle, or bows to some child to do so, while all sing : — " Let us look at So happy and gay, Let us look at Wliat does she now play ? " The child in the center then imitates by ges- ture the game she desires to play, and at the close of the play she chooses another child to take her place in the center of the circle, and so on, each new leader upon her entrance to the center being greeted with the above song. This is but a simple illustration of one way of opening the games and should not be followed literally, but be subject to the individu- ality of the teacher. The games should re- flect the prevailing thought of the day or week or season of the year, and the children should be made familiar with the life and work of the things they represent by means of pictures and talks and they will readily give spontaneous ex- pression to their conceptions of the subject. At the indication of the slightest disturbing element, a chord from the piano will instantly change the children into animals, birds, or a running stream, thus expressing nature and restoring harmony at once. Let the games l)e spontaneous, merely allow and guide the play spirit, keeping the child un- conscious by making the thing he does promi- nent and not the child. If the child does not choose wisely, by questioning and careful sug- gestions the kindergartner can usually get him to select a more suitable game, and all the games played can be woven into a whole which gives a feeling of unity and completeness. m IBRARY OF CONGRESS '' Jilii 1 III* 019 823 295 '6