"All children have the building instinct, and 'to make a house' is a universal form of unguided play.""It is not a mere pastime, but a key with which to open the outer world, and a means of awakening the inner world.""This gift includes in itself more outward manifoldness, and, at the same time, makes the inward manifoldness yet more perceptible and manifest.""The plaything shows also the ultimate type of structures put together by human hand which stand in their substantiality around the child."Friedrich Froebel."The definitely productive exercises begin with the third gift."Susan E. Blow.
"All children have the building instinct, and 'to make a house' is a universal form of unguided play."
"It is not a mere pastime, but a key with which to open the outer world, and a means of awakening the inner world."
"This gift includes in itself more outward manifoldness, and, at the same time, makes the inward manifoldness yet more perceptible and manifest."
"The plaything shows also the ultimate type of structures put together by human hand which stand in their substantiality around the child."
Friedrich Froebel.
"The definitely productive exercises begin with the third gift."
Susan E. Blow.
1. The third gift is a wooden cube measuring two inches in each of its dimensions. It is divided once in its height, breadth, and thickness, according to the three dimensions which define a solid, and thus eight smaller cubes are produced.
2. We pass from the undivided to the divided unit, emphasizing the fact that unity still exists, though divisibility enters as a new factor.
3. The most important characteristics of the gift are contrasts of size resulting in the abstraction of form from size; increase of material as a whole, decrease of size in parts; increase of facilities in illustrating form and number.
The new experience to be found in this first divided body is the idea of relativity; of the whole in its relation to the parts (each an embryo whole), and of the parts in relation to the whole.
The form of the parts is like the form of the whole, but, in shape alike, the dissimilarity is in size; the fact becoming more apparent by a variety of combinations of a different number of parts: thus the relations of numbers are introduced to the observation of the child together with those of form and magnitude.
4. The third gift was intended by Froebel to meet the necessities of the child at a period when, no longer satisfied with the external appearances of things, he strives to penetrate their internal conditions, and begins to realize the many different possibilities of the same element.
5. The geometrical forms illustrated in this gift are:—
6. Froebel intends the building exercise to be carried on in a certain way with a view of establishing a law to regulate the child's activity. The upper and lower parts of the figure—the contrasts—are first brought into position, andthe balance is established by the intermediates—right and left.
The cube itself is divided according to the law of Mediation of Contrasts. The contrasts of exterior and interior, whole and parts, analysis and synthesis, are also brought into relation with each other.
Hailmann on Third Gift.
Mr. W. N. Hailmann says that the third gift marks an important step in the mental life of the child. Heretofore, he has had to do with playthings indivisible, whole, complete in themselves. Every impression, or, rather, every fact, came to him as a unit, a one, an indivisible whole.
The analyses and syntheses that are presented to him in the first and second gifts come ready-made as it were, so that the joyous exercise of his instinctive activity, guided and directed by the judicious, loving mother, is sufficient to give him control of them; indeed, the first and second gifts hold to his mental development the same relation that the mother's milk holds to his physical growth.
But the third gift satisfies the growing desire for independent activity, for the exercise of his own power of analysis and synthesis, of taking apart and putting together.[32]
Simplicity but Adaptability of the Gifts.
Simple as this first building gift appears, it is capable of great things. It lends itself to a hundred practical lessons and a hundred charming transformations, but if it is not thoroughly comprehended it will never be well or effectively used by the kindergartner, and will be nothing more to her than to uninterested observers, who see in it nothing more than eight commonplace little blocks in a wooden box.
Froebel says if his educational materials are found useful it cannot be because of their exterior, which is as plain as possible and contains nothing new, but that their worth is to be found exclusively in their application.
How Children are to be reached.
Therefore these simple devices with which we carry on our education should never seem trifling, for we are compelled in teaching very young children to put forth all gentle allurements to the gaining of knowledge.
They are to be reached chiefly by the charms of sense, novelty, and variety, and consequently, to please such active and imaginative little critics, our lessons must be fresh, vivid, vigorous, and to the point.
What is Necessary on Part of Kindergartner.
To accomplish this, we can see that not only is absolute knowledge necessary, but that a well developed sensibility and imagination are neededin leading the child from the indefinite to the definite, from universal to particular, and from concrete to abstract. The worth of the gifts then, we repeat, lies exclusively in their application; the rude little forms must be used so that the child's imagination and sympathy will be reached.
Imagination in Child and Kindergartner.
We may be thankful that this heaven-born imaginative faculty is the heritage of every child,—that it is hard to kill and lives on very short rations. The little boy ties a string around a stone and drags it through dust and mire with happy conviction that it is a go-cart. The little girl wraps up a stocking or a towel with tender hands, winds her shawl about it, and at once the God-given maternal instinct leaps into life,—in an instant she has it in her arms. She kisses its cotton head and sings it to sleep in divine unconsciousness of any incompleteness, for love supplies many deficiencies. So let us cherish the child heart in ourselves and never look with scorn upon the rude suggestions of the forms the child has built, but rather enter into the play, enriching it with our own imaginative power. The children will rarely perceive any incongruities, and surely we need not hint them, any more than we would remind a child needlessly that her doll is stuffed with sawdust and has a plaster head, when she thinks it a responsive and affectionate little daughter.
Middendorf said, "This is like a fresh bath for the human soul, when we dare to be children again with children.[33]The burdens of life could not be borne were it not for real gayety of heart."
"If it were only the play and the mere outward apparatus," says the Baroness von Marenholtz-Bülow, "we might indeed find our daily teaching monotonous, but the idea at the foundation of it and the contemplation of the being of man and its development in the child is an inexhaustible mine of interesting discovery."
Reasons for Choice of Third Gift.
This third gift satisfies the child's craving to take things to pieces. Froebel did not choose it arbitrarily, for Nature, human and physical, was an open handbook to him, and if we study deeply and sympathetically the reasons for his choice they will always be comprehended.[34]Fénelon says, "The curiosity of children is a natural tendency, which goes in the van of instruction." Destruction after all is onlyconstructive faculty turned back upon itself. The child, having no legitimate outlet for his creative instinct, pulls his playthings to pieces, to see what is inside,—what they are made of and how they are put together;[35]but to his chagrin he finds it not so easy to reunite the tattered fragments.
In the divided cube, however, he can gratify his desires, and at the same time possess the joy of doing right and destroying nothing, for the eight little blocks can be quickly united into their original form, and also into many other pleasing little forms, each one complete in itself, so that every analysis ends as it should, in synthesis.
Froebel calls this gift specifically "the children's delight," and indeed it is, responding so generously to their spontaneous activity, while at the same time it suits their small capabilities, for the possibilities of an object used for form study should not be too varied. "It must be suggestive through its limitations," says Miss Blow, "for the young mind may be as easily crushed by excess as by defect."[36]
Froebel was left motherless at a very early age, and during his first four years of life his father was entirely engrossed with parish duties, and the child had only occasional supervision from a hard-worked servant. Thus it happened that he was frequently alone long hours at a time in a dusky room overshadowed by the neighboring church, and naturally strayed often to the window, from whence he might look down upon the busy world outside. He recalls that he was greatly interested at one time in some workmen who were repairing the church, and that he constantly turned from his post of observation to try and imitate their labors, but his only building material was the furniture of the room, and chairs and tables clumsily resisted his efforts to pile them up into suitable form. He tells us that this strong desire for building and the bitter disappointment of his repeated failures were still keenly remembered when he was a grown man, and thus suggested to him that children ought to be provided with materials for building among their playthings. He often noticed also, in later years, that all children seem to have the building instinct, corresponding to what Dr. Seguin calls "the buildingmania in the infancy of peoples," and that "to make a house is the universal form of unguided play."[37]
We now understand the meaning of the gift, the reason for its importance in Froebel's plan, and its capabilities as a vehicle for delightful instruction.
Classes of Forms.
There are three different classes of forms for dictation and invention, variously named by kindergartners.
1. Life forms, or upright forms, which are seen in the child's daily life, as a pair of boots, a chair, table, bed, or sofa. Froebel calls them also object forms, or forms of things.
("The child demands that the object constructed stand in connection with himself, his life, or somebody or something in his life."—Froebel.)
2. Mathematical forms, or various combinations of the blocks, upright and supine, for mathematical exercises. They correspond to the forms of knowledge in Logic.
(Also called by Froebel forms of truth, forms of instruction, forms of learning.)
3. Symmetrical forms, or flat designs formed by opposites and their intermediates. These are figures in which four of the blocks generally revolve in order around the other four as a centre.
(Also called by Froebel picture forms, flower forms, star forms, dance forms.)
Life Forms.
Life forms should be given first, as the natural tendency of the young child is to pile things up,[38]and these forms seem simpler for dictation, are more readily grasped by the mind, and more fascinating to the imagination. They are the images of things both dear and familiar to him, and thus are particularly adapted to the beginning since the "starting point of the child's development is the heart and the emotions." It is easier for him to be an architect at first than an artist, though each will be comprehended in the other after a time.[39]
The dictations should be given very simply, clearly, and slowly, always using one set of terms to express a certain meaning, and having those absolutely correct. We should never give dictations from a book, but from memory, having prepared the lesson beforehand, and should remember that every exercise we give should "incite and develop self-activity." We must guard against mistakes or confusion in our own minds; it is very easy to confuse the child, and he will become inattentive and careless if he is unable to catch our meaning.
Brief stories should occasionally be told, just mere outlines to give color and force to the child's building, and connect it with his experience. If it is an armchair, grandmother may sit in it knitting the baby's stocking. If it is a well, describe the digging of it, the lining with stones or brick, the inflowing of the water, the letting down of the bucket and long chain, the clear, cool water coming up from the deep, dark hole in the ground on a hot summer's day. These, of course, are but the merest suggestions which experience may be trusted to develop.
It is better, perhaps, to give a bit of word-painting to each object constructed than to wait till the end of the series for the day and tell alonger story, as the interest is thus more easily sustained. The children, too, should be encouraged to talk about the forms and tell little stories concerning them. The form created should never be destroyed, but transformed into the next in order by a few simple movements.
Symmetrical Forms.
"These forms, in spite of their regularity, are called forms of beauty. The mathematical forms which Froebel designates forms of knowledge give only the skeleton from which the beautiful form develops itself.
"Symmetry of the parts which make up these simple figures gives the impression of beauty to the childish eye. He must have the elements of the beautiful before he is in a condition to comprehend it in its whole extent.
"Only what is simple gives light to the child at first. He can only operate with a small number of materials, therefore Froebel gives only eight cubes for this object at this time."
Of course these three classes of forms are not to be kept arbitrarily separate, and the children finish and lay aside one set before attempting another. There are many cases where the three may be united, as indeed they are morally speaking in the life of every human being.
When the distinctions are clear in our own minds, our knowledge and tact will guide us tointroduce the gift properly, and carry it on in a natural, orderly, and rational manner, not restricting the child's own productive powers.
If the children have had time to imbibe a love of symmetry and beauty, and have been trained to observe and delight in them, then this second class of forms will attract them as much, after a little, as the first, though more difficult of execution.
Each sequence starts from a definite point, the four outside blocks revolving round the central four, and going through or "dancing through," as Froebel says, all the successive figures before returning in the opposite direction.
All the dictations are most valuable intellectually, but should not be long-continued at one time, as they require great concentration of mind, and are consequently wearisome.
Hints from Ronge's "Guide."
Excellent exercises or suggestions for building can be found in Ronge's "Kindergarten Guide." He mentions one pleasant little play which I will quote. "When each in the class has produced a different form, let the children rise and march round the table to observe the variety." Let them sing in the ascending and descending scales:—
Many pretty forms I see,Which one seems the best to me?
At another time let each child try to build thehouse he lives in, and while this is being done, let them join in singing some song about home. It is well to encourage singing during the building exercises, as we have so many appropriate selections.[40]
Group Work.
With the first of the Building Gifts enters a new variety of group work, which was not adapted for the first and second gifts. The children may now be seated at square tables, one at each side, and build in unison in the centre, the form produced being of course four times as large and fine as any one of the number could have produced alone. All the suggestions or directions for building are necessarily carried out together, and the success of the completed form is obviously dependent on the coöperation of all four children. Forms of Beauty are very easily constructed in this manner, as well as forms of Life, having four uniform sides, and when the little ones are somewhat more expert builders, Life forms having opposite sides alike, or even four different sides, may be constructed.
The other various forms of coöperative work are of course never to be neglected, that a social unity may be produced, in which "the might of each individual may be reinforced by the might of the whole."
Mathematical Forms.
A better idea of these may be obtained through a manipulation of the blocks and an arrangement of the geometrical forms in their regular order.
The child, if he were taught as Froebel intended, would make his first acquaintance with numbers in the nursery, beginning in a very small way and progressing slowly. The pupils of the kindergarten are a little older, and having already a slight knowledge of numbers (though not of course in their abstract relations) are able to accomplish greater things.
The child can, with our guidance, make all possible combinations of the parts of the number Eight. The principles of Addition, Subtraction, even Multiplication and Fractions, can also be mastered without one tear of misery or pang of torture. He grasps the whole first, then by simple processes, building with his own hands, he finds out and demonstrates for himself halves, fourths, and eighths, sometimes in different positions, but always having the same contents.
Method and Manner of using the Gift.
Even yet we must not suffer this to become work. The exercises should be repeated again and again, but we must learn to break off when the play is still delightful, and study ways to endow the next one with new life and charm, though it carry with itthe same old facts. What we want to secure is, not a formidable number of parrot-like statements, but a firm foundation for future clearness of understanding, depth of feeling, and firmness of purpose. So, at the beginning of the exercise, we should not ask John if he remembers what we talked about last time, and expect him to answer clearly at once. Because he does not answer our formal questions which do not properly belong to babyhood, we need not conclude he has learned nothing, for a child can show to our dull eyes only a very tiny glimpse of his wonderful inner world.
Let our aim be, that the child shall little by little receive impressions so clearly that he will recognize them when they appear again, and that he shall, after a time, know these impressions by their names. It is nothing but play after all, but it is in this childish play that deep meaning lies.
A child is far less interested in that which is given him complete than in that which needs something from him to make it perfect. He loves to employ all his energies in conceiving and constructing forms; the less you do for him the better he enjoys it, if he has been trained to independence.[41]
Pedantry and dogmatism must be eliminated from all the dictations; the life must not be shut out of the lessons in order that we may hear a pin drop, nor should they be allowed to degenerate into a tedious formalism and mechanical puppet-show, in which we pull the strings and the poor little dummies move with one accord.
Yet most emphatically a certain order and harmony must prevail, the forms must follow each other in natural sequence, the blocks must, invariably, be taken carefully from the box, so as to present a whole at the first glance, and at the close of the lesson should always be neatly put together again into the original form and returned to the box as a whole.[42]
And now one last word of warning about doing too much for the children in these exercises, and even guiding too much, carrying system and method too far in dictation. We must remember that an excess of systematizing crushes instead of developing originality, and that it is all too easy even in the kindergarten to turn children into machines incapable of acting when the guiding hand is removed.
In opening the boxes, it is well to observe some simple form. It is not irksome, but, on the contrary, rather pleasing to the children, who delight in doing things in concert.
1. Draw the cover out one half space.
2. Fingers of right hand placed on left-hand side of box.
3. Turn entirely over from left to right.
4. Withdraw lid and place on right-hand upper corner of table.
5. Lift box gently and place on top of cover mouth upwards.
Reminiscences of Froebel.Von Marenholtz-Bülow. Page 152.Child and Child Nature.Von Marenholtz-Bülow. 145, 146.Education.E. Seguin. 95, 96.Lessons in Form.W. W. Speer. 23.Pedagogics of the Kindergarten.Fr. Froebel. 108-44.Education of Man.Fr. Froebel. Tr. byJosephine Jarvis. 40, 41.Kindergarten at Home.E. Shirreff. 12-14.Kindergarten Culture.W. N. Hailmann. 55-66.Paradise of Childhood.Edward Wiebe. 11-16.Law of Childhood.W. N. Hailmann. 35-38.Kindergarten Guide.J. andB. Ronge. 5-13.Kindergarten Guide.Kraus-Boelte. 27-47.Koehler's Kindergarten Practice. Tr. byMary Gurney. 20-23.Froebel and Education by Self-Activity. H.Courthope Bowen. 140-42.Kindergarten Toys.Heinrich Hoffmann. 17-26.Conscious Motherhood.E. Marwedel. 165, 166.The Kindergarten.H. Goldammer. 49-70.
Reminiscences of Froebel.Von Marenholtz-Bülow. Page 152.
Child and Child Nature.Von Marenholtz-Bülow. 145, 146.
Education.E. Seguin. 95, 96.
Lessons in Form.W. W. Speer. 23.
Pedagogics of the Kindergarten.Fr. Froebel. 108-44.
Education of Man.Fr. Froebel. Tr. byJosephine Jarvis. 40, 41.
Kindergarten at Home.E. Shirreff. 12-14.
Kindergarten Culture.W. N. Hailmann. 55-66.
Paradise of Childhood.Edward Wiebe. 11-16.
Law of Childhood.W. N. Hailmann. 35-38.
Kindergarten Guide.J. andB. Ronge. 5-13.
Kindergarten Guide.Kraus-Boelte. 27-47.
Koehler's Kindergarten Practice. Tr. byMary Gurney. 20-23.
Froebel and Education by Self-Activity. H.Courthope Bowen. 140-42.
Kindergarten Toys.Heinrich Hoffmann. 17-26.
Conscious Motherhood.E. Marwedel. 165, 166.
The Kindergarten.H. Goldammer. 49-70.
"A new gift is demanded—a gift wherein the length, breadth, and thickness of a solid body shall be distinguished from each other by difference of size. Such a gift will open the child's eyes to the three dimensions of space, and will serve also as a means of recognizing and interpreting the manifold forms and structures with which he is constantly brought in contact.""The inner difference, intimated in the three perpendicular axes of the cube (and the sphere), now becomes externally visible and abiding in each of its building blocks as a difference of size."Fr. Froebel."The fourth gift incites the child to consider things in their relations to space, and to the forces of nature, and in his play with the bricks he is constantly engaged in efforts to adapt himself to the laws of their nature, while rendering them subservient to his ends."W. N. Hailmann.
"A new gift is demanded—a gift wherein the length, breadth, and thickness of a solid body shall be distinguished from each other by difference of size. Such a gift will open the child's eyes to the three dimensions of space, and will serve also as a means of recognizing and interpreting the manifold forms and structures with which he is constantly brought in contact."
"The inner difference, intimated in the three perpendicular axes of the cube (and the sphere), now becomes externally visible and abiding in each of its building blocks as a difference of size."
Fr. Froebel.
"The fourth gift incites the child to consider things in their relations to space, and to the forces of nature, and in his play with the bricks he is constantly engaged in efforts to adapt himself to the laws of their nature, while rendering them subservient to his ends."
W. N. Hailmann.
1. The fourth gift consists of a cube measuring two inches in each of its dimensions. It is divided once vertically in its height, and three times horizontally in its thickness, giving eight parallelopipeds or bricks, each two inches long, one inch wide, and one half inch thick.
2. Like the third gift in form, size, material, and use, it is unlike it in division. In the third gift the parts were like each other, and like the whole, in the fourth they are like each other, but unlike the whole.
3. The most important characteristics of the gift are:—
a.Approximation to surface in the symmetrical forms.
b.Greater height and greater extension, resulting in a greater possible inclosure of space.
c.The illustration of two philosophical laws, viz., the law of Equilibrium or Balance, and the law of Transmitted Motion or Propagation of Force.
4. Progress is shown in this gift as follows:—
a.In the difficulty of dictation and manipulation arising from the different character of the faces of the bricks, and the many positions which each brick can assume.
b.In the necessity of perfect balance.
c.In a clearer illustration of dimension. In the third gift the parts were equal in height, breadth, and thickness; in the fourth they are unequal, and therefore each dimension is emphasized.
As to progression, the increase of difficulty suits the increase in the child's power of comprehension and receptivity. He is being developed thus far, not by rapid changes in material or greater exercise in number, but by practice with differing forms, each one bringing with it new knowledge and experience. The organs of perception are being constantly made to grow by exercise with intention. We are forming thescientific eye which can detect differences ever after at a glance.
5. The geometrical forms illustrated in this gift are:—
6. The fourth gift presents contrasts of dimension and, as to the area of its faces, contrasts of size and their mediation.
What the Child has gained from Third Gift.
The use of the third gift opened to the child quite a new world of experiences, each one of which was pleasant and instructive, combining all the delights of mental and physical activity, imagination, practical industry, and coöperation.
He has gained an idea, distinct in proportion to the skill with which it has been placed before him, of the cube as a solid body having surfaces, corners, and edges; of a whole and its equal fractional parts; of the power of combining those parts into new wholes; and of the fact that form and size are two separate and distinct characteristics of objects. He has also gained new dexterity.[43]His ten little fingers that seemed "allthumbs" as they arranged so carefully the clumsy little cubes of the Low Wall can now build the Bunker Hill Monument with unerring skill, and can even, with the grave concentration that it demands, drop the last difficult little block cornerwise into the top of the church window.
The child has counted his cubes from one to eight until he knows them like the children of a family, and can divide them into sets of two and four with equal ease.
These are the deeds. As to the new words the little box of blocks has brought him, their number is legion, comprising many terms of direction and position, names of tools and implements, buildings and places.
Truly if the kindergartner has been wise and faithful, the child has gained wonders from this simple unassuming toy, one which is almost too plain and rude to fix the momentary attention of a modern spoiled child, though even he will grow to appreciate its treasures if rightly guided.
Differences between Third and Fourth Gifts.
And now we approach another cubical box, containing the fourth gift, and, on opening it, see that it presents resemblances between and differences when compared with that just left behind.
We notice at once the new method of division, and in separating it find that the parts, evidentlyin number the same as before, are entirely novel in form, though the whole was familiar in its aspect. If the child is old enough to understand the process of comparison, he will see that the parts of the two gifts have each six surfaces, eight corners, and twelve edges; but that while edges and corners are alike, the faces differ greatly on the new block, which he will probably call the "brick," as it is a familiar form and name to him. This process of comparison will be greatly facilitated if he models the two cubes in clay, and divides them with string or wire, the one into inch cubes, the other into bricks.
Dr. Seguin's Objections to the Cube as the Primary Figure in the Kindergarten.
Dr. E. Seguin, in his celebrated "Report on Education," says, in regard to the use of the cube as the primary block or figure in the kindergarten: "Had the kindergartners chosen it with their senses, as it must speak to the senses of the child, instead of with their mind, they would certainly never have selected the cube, a form in which similarity is everywhere, difference nowhere, a barren type incapable by itself of instigating the child to active comparison. Had they, on the contrary, from infantile reminiscences, or from more philosophical indications, selected a block of brick-form, the child would soon have discovered and made use of the similarity of the straight lines, and of the difference of the three dimensions. For example: Put a cube on your desk and let apupil put one on his; you change the position of yours, he, accordingly, of his. If you renew these moves till both of you are tired, they will not make any perceptible change in the aspect of the object. The movement has been barren of any modification perceptible to the senses and appreciable to the mind. There has been no lesson unless you have, by words speaking to the mind, succeeded in making the child comprehend the idea of a cube derived from its intrinsic properties; a body with six equal sides and eight equal angles."
Answers to these Objections.
With all deference to Dr. Seguin, whose opinions and deductions are generally indisputable, we cannot regard as unwise the choice of the cube as the primary figure in the gifts.
In the first place, Froebel, having a sequence of forms in his mind, undoubtedly wished to introduce, early in that sequence, the one which would best serve him as a foundation for further division and subdivision. This need is, beyond question, better met in the cube than in the brick, which would lend itself awkwardly to regular division.
Secondly, although there is in the cube "similarity everywhere, difference nowhere," and therefore it might be called in truth a "barren type, incapable by itself of instigating the child to comparison and action," we do not introduce it,by itself, but in contrast with the sphere and cylinder.
Then, when it appears again in the building gifts, "as the simplest and most easily handled form element," the kindergartner has every opportunity to use it so that it may lead the child to comparison and action, and to develop the slowly dawning sense of difference and agreement without which she well knows "knowledge has not yet made the first step." But, if the cube is a form speaking little to the senses of a child, and requiring description by words spoken to the mind, it is evident that we should use great care in dealing with the second gift, lest we run needlessly into abstractions, and strive to give the child ideas of which he can have no comprehension.
Value of the Brick Form.
The "brick" is a form rich in impressions, for we find that every position in which it is placed gives the child a new perception, and the union of these perceptions furnishes him with a complete idea of the object, and of its possible uses in relation to its form.
Dr. Seguin does not rate it too highly when he says: "What a spring of effective movements, of perceptions and of ideas in the exercises with this form, where analogy and difference, incessantly noted by the touch and the view, challenge the mind to comparison and judgment!"
Dimension.
The fourth gift contains all that the three former gifts showed, and introduces differences ofdimension and equilibrium only hinted at before. It also, as Froebel says, "throws into relief the perception of size by showing similarity of size with dissimilarity of dimension and position."
As to dimension, the child built the Shot-tower with the third gift, and knew that it was high, the Platform and that it was broad, the Well and that it was deep, the Wall and saw that it was thick, etc., so that he has a conception of height, length, breadth; but in the fourth gift he is shown these dimensions in a single block. He is thus led from the known to the unknown.[44]They are united and contrasted in one object, and therefore emphasized.
Equilibrium.
As to the law of equilibrium, it is very forcibly brought to the child's attention every time his forms fall to the table when constructed without due regard to its principles.
He soon sees its practical significance, takes care to follow its manifest expression, and to observe with more care the centre of gravity. Great liberties could be taken with the stolid littlecubes and they seldom showed any resentment; they quietly settled down into their places and resisted sturdily all the earthquake shocks which are apt to visit a kindergarten table during the building hour. The bricks on the other hand have to be humored and treated with deference. The moment one is placed upon another, end to end, the struggle begins, and in any of the high Life forms, the utmost delicacy of touch is necessary as well as sure aim and steady hand.
Here comes in, too, a necessity of calculation not before required. The cubes could be placed on any side and always occupy the same space, but the building with the bricks will vary according as they are placed on the broad, the narrow, or the short face. They must also fit together and bear a certain relation to each other.
In the dictations it will be perceived that we now have to specify the position which the brick must take as well as the place which it is to occupy. We designate the three faces of the brick as the broad face, the narrow face, and the short face or end.
Fourth Gift Building.
The symmetrical forms are much more interesting than before and decidedly more artistic when viewed in comparison with the somewhat thick and clumsy designs made with the cubes. The fourth gift forms cover more space, approach nearer the surface, and the bricks slide gracefully from one position to another,and slip in and out of the different figures with a movement which seems like a swan's, compared with the goose-step of the stubby little cubes.
It is a noteworthy fact that "the buds," as Froebel calls them, of all the fourth gift Beauty forms were contained in those of the third gift, and have here opened into fuller bloom.
The Life forms are much more artistic now, and begin to imitate a little more nearly the objects they are intended to represent. We can make more extensive buildings also since we have an additional height or length of eight inches over that of the third gift, and thus can cover double the amount of surface and inclose a much greater space. In the first play with the gift, the children's eyes, so keen in seeing play possibilities, quickly discover the value of the bricks in furniture-making, and set to work at once on tables and chairs, or bureaus and sofas and bedsteads.
They engage too in a lively contest with the law of equilibrium, and experiment long and patiently until they comprehend its practical workings.
When they understand the fourth gift fairly well, know the different faces and can handle the bricks with some dexterity, the third gift should be added and the two used together. They complement each other admirably, and give variety and strength to the building, whether forms of Life, Beauty, or Knowledge are constructed.
Froebel, however, is most emphatic in directingthat each set of blocks should be given to the child in its own box, opened so as to present a whole at the first glance, and carefully rebuilt and packed away when the play is over. The cubes and bricks should never be left jumbled together at the close of the exercise, nor should they be kept in and returned to a common receptacle.
"Unimportant as these little rules may appear," he says, "they are essential to the clear and definite development of the child, to his orderly apprehension of external objects, and to the logical unfolding of his own concepts and judgments."
"The box of building blocks should be regarded by the child," he concludes, "as a worthy, an appreciated, and a loved comrade."
The mathematical forms are constructed and applied in precisely the same manner as before. The fourth gift, however, offers a far greater number of these than its predecessor, while it is particularly adapted to show that objects identical in form and size may be produced in quite different ways.
Throughout all these guided plays, it should be remembered that time is always to be allowed the child for free invention, that the kindergartner should talk to him about what he has produced so that his thought may be discovered to himself,[45]and that in all possible ways Group work should be encouraged in order that his own strength and attainments may be multiplied by that of his playfellows and swell the common stock of power. Froebel, the great advocate of the "Together" principle says, "Isolation and exclusion destroy life; union and participation create life."[46]
It is perhaps needless to say that the philosophical laws which govern the outward manifestations of a moving force, as equilibrium or self-propagating activity, are for personal study, and are never to be spoken of abstractly to the child, but merely to be illustrated with simple explanations.
Transmitted Motion.
To show simply the law of transmitted motion, for instance, let the child place his eight bricks on end, in a row, one half inch apart, with their broad faces toward each other. Then ask him to give the one at the right a very gentle push towards the others and see what will happen; the result is probably as great a delight as you could reasonably wish to put within his reach.
When he asks, "What makes them do so?" as every thoughtful child is apt to do, let us ask the class the same question and set them thinking about it. "Which brick did it?" we may say familiarly, and they will see it all in a moment,—where the force originated, how it gaveitself to the next brick in order, that one in turn doing the same, and so on.
This law of transmitted motion, when so simply illustrated in the fourth gift, easily suggests to the children the force of example, and indeed every physical law seems to have its correlate in the moral world. We may make the children see it very clearly through the seven poor, weak little bricks that fell down because they were touched by the first one. They really could not help it; now, how about seven little boys or girls? They can help doing things, can they not?
By such simple exercises and appropriate comments the children may be made to realize their moral free agency.