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INTERNATIONAL EDUCATION SERIES 
 
 FRIEDRICH FROEBEL'S 
 
 PEDAGOGICS OF THE 
 KINDERGARTEN 
 
 OR, HIS IDEAS CONCERNING THE 
 PLAY AND PLAYTHINGS OP THE CHILD 
 
 TRANSLATED BY 
 
 JOSEPHINE JARVIS 
 
 NEW YORK 
 
 D. APPLETON AND COMPANY 
 
 1904 
 
LB//57 
 
 . Uvo Oopies rfcceiveu 
 
 APR 17 S905 
 
 Copyright, 1895, 
 By D. APPLETON AND COMPANY. 
 
 Elkctrottped and Feinted 
 at the appleton press, u. s. a. 
 
EDITOE'S PREFACE. 
 
 The work here offered to the public is a translation 
 of fifteen of the essays of Froebel collected by Wichard 
 Lange into a yolume entitled Die Padagogik des Kinder- 
 gartens, Gedanken Friedrich Froebel's iiber das Spiel und 
 die Spielgegenstande des Kindes, Berlin, 1861. The chief 
 value of the present volume is to be found in the thor- 
 oughgoing discussion of the first five gifts. Froebel 
 found an educational value in every phase of the child's 
 play, and in every object that engages its attention. His 
 keen scent discovered in the roundness of the ball, in 
 the facility with which it may be moved on a plane sur- 
 face, an educative effect on the dawning intellect of the 
 child. It is a symbol of a unity that perpetually asserts 
 itself in whatever variety — i. e., in whatever change of 
 place, extension, or movement — happens to it. " The 
 sphere represents to the child every isola '.ed simple unity 
 — the child gets from it a hint of manifoldness as still 
 abiding in unity" (p. 105). Whether tlie ball or sphere 
 be large or small, every segment of the surface is like 
 every other, and undistinguishable from the others by 
 shape — "the manifoldness abides in unity." That this 
 is akin to the child's consciousness of self is obvious. 
 His self remains the same under all circumstances, but 
 
vi EDITOR'S PREFACE. 
 
 it exists amid a perpetually changing variety of states 
 of perfection, feeling, and volition. Thus the ball as a 
 symbol aids the child on his way to the attainment of 
 adequate self-knowledge. 
 
 On the other hand, the cube, according to Froebel, " is 
 representative of each continually developing manifold 
 body — the child has a hint in it of the unity which lies 
 at the foundation of all variety or differences of shape, 
 and of the development of these differences out of that 
 unity." Thus while the unity of the sphere swallows up or 
 subdues and conceals its variety, the cube accentuates and 
 makes manifest its variety. For its corners and edges 
 and surfaces are rigid and abiding, as differences from 
 one another, and attract our attention away from their 
 unity in the whole cube. In the sphere the sides are 
 alike, and there are no corners or edges — one part is like 
 another ; identity and unity prevail. 
 
 Froebel brings out the principle of contrast, the act 
 of distinguishing by the category of opposition (p. 39). 
 This is very clearly another step in the consciousness of 
 the child's self; for he is self as subject knowing, op- 
 posed to himself as object known. The fertility of this 
 new thought or idea in the child's mind appears in his 
 discriminations of things and events by the contrasts of 
 sound and silence, of visible and invisible, of going and 
 returning, of abiding and transient, etc. With the ball 
 in hand the mother attracts the attention of the infant 
 too young to talk. She raises the ball by its string and 
 lowers it ; swings it to and fro ; in a circle or in a spiral ; 
 jumps it and twirls it ; rolls it on a surface or causes it to 
 rebound, etc. 
 
 The child gradually learns the words with which to 
 describe these general forms of motion (pp. 43, 44). Then 
 
EDITOR'S PREFACE. yii 
 
 the child plays or "makes believe" that the ball is a 
 dog or cat or some other animal, and a new step in cre- 
 ative activity is reached by the exercise of fancy and im- 
 agination. 
 
 In the third gift Froebel points out the physical coun- 
 terparts of a still higher range of categories. For the 
 cube, subdivided into eight smaller cubes, demands the 
 use of the categories of whole and parts, of outer and 
 inner, general and particular (p. 120), etc. 
 
 Here, too, begins the mathematical or quantitative idea. 
 For the eight small cubes are repetitions of the same unit, 
 and likewise equal parts of the large cube. Thus multipli- 
 cation and division, and the two numerical series, integers, 
 and fractions, are learned by the child at the same time 
 that he is beginning to use the highly significant cate- 
 gory of outer and inner. With play nothing should be 
 permitted to exist without relation to something else 
 (p. 131). 
 
 Froebel finds all that the child does significant and of 
 educational importance. In fact, he is the great pioneer 
 and founder of child study as well as of the pedagogic 
 theory of intellectual values. Every branch of study has 
 its distinctive intellectual value, and the teacher or super- 
 intendent should ascertain this by an investigation similar 
 to that undertaken in this volume on the first five gifts 
 used in the kindergarten. We all acknowledge gratefully 
 our debt to Dr. Stanley Hall for the widespread interest 
 in the United States created by his labors in the move- 
 ment known as Child Study. In this book are collected 
 the first great European contributions to the subject. 
 They are so subtle and so suggestive that every teacher 
 should begin his pedagogical training by reading and 
 studying them. 
 
yiii EDITOR'S PREFACE. 
 
 In the essay on How Lina learned to Eead and Write, 
 at the close of the volume, one may see what is expected 
 of a child whose self -activity has been properly developed 
 in a good kindergarten. The greatest lesson of the school 
 is the lesson of self-help. Froebel proposed to have each 
 gift or object of study considered in a threefold aspect : 
 first, as form of life; second, as form of heauty ; and, 
 third, as form of knowledge. In his doctrine of this three- 
 fold significance of objects of learning, the mother and 
 the teacher will find a safe guide to the education which 
 best develops self-help in the child. 
 
 W. T. Haeris. 
 Washington. D. C, March, 1895. 
 
AMEEICAN PKEFACE. 
 
 I HAVE been sorry to give so masculine a preponder- 
 ance to the child in this book, but the necessity for this 
 mode of expression must be attributed to the peculiarities 
 of our language. Many sentences would be unintelligible 
 if " it " were always used to designate a child as well as an 
 object. I might have used " her " instead of " him," but 
 where, then, would have been the masculine supremacy ? 
 
 The music for most of the rhymes contained in this 
 book are to be found in Kohler's Bewegung Spiele, which 
 I have translated, and hope to see in print. 
 
 Josephine Jaryis. 
 CoBDEN, Illinois, July 7, 1893. 
 
PEEFACE. 
 
 Family considerations, and a lively interest in Fried- 
 rich Froebel and his endeavors, determined me long since 
 to devote some of my very scanty leisure to the study of 
 the literary writings left by Froebel, all of which were 
 most willingly placed in my hands for compilation by 
 members of the family, and especially by Madame Louise 
 Froebel. I aim to do all in my power to give a complete 
 representation of the man of whom at this time so much 
 is said. For this purpose I have collected his original 
 writings, which give authentic particulars of his develop- 
 ment and that of his endeavors. Thus has resulted a 
 work which separates into two divisions. The first depicts 
 Friedrich Froebel in his development as a man and as a 
 pedagogue, in general ; the second treats of him as the 
 founder of the kindergarten. 
 
 The first would have been ready for sale at this time 
 if, firstly, it had not required the most work on my part — 
 revisions, appendixes, explanatory notes, and elucidations, 
 etc ; and, secondly, if I had not felt obliged to assist the 
 newly established Erziehung der Gegenwart, edited by 
 Dr. Karl Schmidt, by articles which must be taken from 
 the before-mentioned first division. Undoubtedly it would 
 now be more correct and more effective for the attainment 
 of my object if I sent the first division into the world be- 
 
xii PREFACE. 
 
 fore the second ; but tlie lack of writings on the subject 
 of the kindergarten from FroebePs own pen is as great as 
 the desire for them. 
 
 Moreover, literary freebooters continue to permit them- 
 selves all kinds of unlawful encroachments on Madame 
 Froebel's rights of possession, which nuisance must be 
 finally and completely stopped once for all. Therefore I 
 send forth the following original articles, although re- 
 luctantly — reluctantly, because they should serve first of 
 all as sources and sketches for independent works. I 
 have thought that a simple publication of Froebel's 
 works, on account of its form, would not be advisable 
 before its contents had already become the possession of 
 many by means of an easier and more pleasing style of 
 writing. May experience prove this opinion to be erro- 
 neous, and may Froebel's own representations accomplish 
 more and have a better result than those of his ex- 
 pounders ! 
 
 My aim is to have this second division followed by 
 the first, which consists of two volumes, and contains all 
 the rest of Froebel's practical works. The latter partially 
 requires expositions of my own, which I think of under- 
 taking in the future, with the object of increasing the 
 spread of the ingenious devices of the Thuringian friend 
 of children. 
 
 This gift will certainly be welcome not only to the 
 teachers in training schools for kindergartners and chil- 
 dren's nurses, but also to all who take an interest in 
 Friedrich Froebel's endeavors. 
 
 Dr. Wichard Langb. 
 Hamburg, November 10^ 1861, 
 
CONTEITTS. 
 
 CHAPTER PjLOK 
 
 I.— The Two Views. A New- Year's Meditation . . 1 
 II. — Plan of an Institution for fostering the Impulse 
 
 TO Creative Activity 14 
 
 III.— Child-Life. The First Action of the Child. . 23 
 IV.— The Ball: The First Plaything op Childhood . 32 
 V. — The Seed Corn and the Child. A Comparison . 61 
 VI. — The Play and Playing of the Child in Harmony 
 WITH his Development and with the Totality of 
 
 THE Relations of his Life 63 
 
 VII.— The Sphere and the Cube : The Second Plaything 
 
 OP THE Child , . 70 
 
 VIII.— First Review of the Play ; or, The Means of fos- 
 tering THE Child's Impulse to employ Himself . 104 
 IX. — The Third Play of the Child and a Cradle Song . 108 
 X. — The Continued Development of the Child, and the 
 
 Self-unfolding Play with the Ball . . . 145 
 XI. — The Fourth Play of the Child .... 166 
 XII. — Second Review of Plays — A Fragment . . . 196 
 XIII. — The Fifth Gift. The Cube divided equally twice 
 in each Dimension and with Obliquely Divided 
 Component Cubes. Evolution of this Gift from 
 the Preceding Gifts, and from the Nature op 
 THE Child and his Environment . . . .201 
 
 XIV.— Movement Plays 237 
 
 XV. — How Lina learned to Write and Read , . • 286 
 
ANALYSIS OF CONTENTS BY THE 
 TEANSLATOE. 
 
 I. (F.l) The two views — a New-Year's meditation. Looking backward 
 over the old year, man sees what he has done or neglected ; gained or lost ; 
 the reasons for failure in attainment; (2) the spirit of his strivings; finds 
 new germs of action ; looks forward to the new year with hopes ; ways and 
 means for attaining his object; sees the foundation of all to be correct 
 comprehension of the nature of the child and a suitable method of training 
 him for his all-sided destiny ; man a member of a larger whole — the family, 
 the community, the nation, the race ; only as member of a social whole (3) 
 can man attain the realization of his destiny ; asks all to unite with him in 
 working for all ; " Come, let us live with our children " ; this is the motto 
 for the year to come, and will make it indeed a new year ; what awakes in 
 us the anticipation is the thought of all men in all times ; (4) every one 
 has been a child ; importance of childhood ; on it depends the growth of 
 the man ; we live our own best life in caring for the proper nurture of our 
 children ; this life of the individual as a part and at the same time as a 
 whole is the most important thought ; the sun and planets are part of a 
 whole ; the elements — earth, air, water, light, heat — are each separate, and 
 yet each depends upon the whole of which each is a part ; the parts of a 
 plant likewise; (5) in all Nature the individual tries to realize in itself the 
 whole ; man's superiority to plants, animals, etc. ; the desire to " live with 
 our children " unites us with man, with the creation, and with the Creator ; 
 (6) the deed, the direct result of resolution and effort and the embodiment 
 of the uniting thought of living " with our children," is an institution for 
 training the human being by fostering his impulse to activity ; an institu- 
 tion where each teaches, trains, and educates himself by play and by crea- 
 tive activity; foundation of the whole future life of each being laid in 
 his infancy ; (7) importance of understanding this infancy ; comparison of 
 child to a flower bud ; of man to a tree ; complete development of man de- 
 pends on correct understanding of the child ; man as a created being, a 
 part and a whole ; (8) man's nature made known by the child's impulse to 
 creative activity ; family life connecting father, mother, and child ; man as 
 2 
 
xvi PEDAGOGICS OF THE KINDERGARTEN. 
 
 a member of the family ; development of the child's impulse to creative ac- 
 tivity conditioned by and connected with family life ; (9) genuine educa- 
 tion linked with fostering this impulse ; object of our endeavor ; family love 
 shown in this impulse and increased by fostering it ; what is necessary for 
 man as a created being ; (10) what is required in order to see, to recognize, 
 and to perceive ; life, love, and light — three, yet one ; God reveals himself 
 as life, love, and light; (11) the child's nature also shows itself in life, 
 love, and light; connection of the child by these three with Nature, 
 humanity, and God; man a child of Nature, humanity, and God; (12) 
 requirements for man's becoming a completely developed human being ; 
 (13) comparison of the institution to a tree. 
 
 II. Plan of an institution for fostering the tendency to creative activity. 
 (P. 14) How one must seek to live and act so that his actions may have a 
 beneficial and lasting effect ; what he must endeavor to do ; educational 
 axiom ; how to treat children so as not to cripple their present and future 
 life ; the highest aim of life ; its demand upon all educators ; why those 
 inclined to foster the child's impulse to activity fail in so doing ; (18) aim 
 of the institution ; its plan ; the spirit and character of the means of em- 
 ployment ; means by which adults may train and instruct themselves ; 
 what it is hoped to accomplish by the institution ; (22) why the plays, 
 etc., begin with the simple ; a whole series of plays and occupations for 
 children. 
 
 III. The child's life. (P. 23) The first actions of the child; activity 
 and action, the first phenomena of child-life, express that which is within ; 
 united with sensation and perception point toward the understanding of 
 one's self; the child's desire to do something appears when he is only three 
 months old ; (24) ; all education should proceed from and be connected 
 with this desire to do ; (25) the helplessness of the young child a sign of 
 his superiority to the young animal ; the animal and its instincts ; man 
 and the spontaneous activity of his will ; (26) the baby's helplessness the 
 opposite of the man's capacity for self-helpfulness; overcoming outward 
 hindrances by his force of will and his increased power of action ; (27) the 
 poles and the central point of child-life ; self-employment the key to the 
 life of man in childhood and youth ; habit proceeds from helplessness, 
 will, and the employing of one's self ; each phenomenon in child-life calls 
 forth its opposite ; importance of studying the cause and the result of habit 
 in child-life is as great as of studying the child's impulse to activity ; the 
 child's desire to make himself one with his surroundings (early shown by 
 the child) proves the existence and working of his desire to be active and 
 busy ; (28) habit and imitation important to observe ; threefold phenom- 
 ena in the life of the child^ viz., activity, habit, and imitation — sure in- 
 dices for correct training ; aims ; child independence ; physical perfection 
 if possible; (29) the child's first gaze; first voluntary employments of the 
 
ANALYSIS OP CONTENTS BY THE TRANSLATOR, xvii 
 
 child ; first eartUy destiny of the child ; recognition of life ; (30) man 
 fitted to fulfill his destiny by senses, organs, bodily strength, material 
 means ; his nature a perceptive and uniting spirit that he may compre- 
 hend spiritual unity ; importance of early training ; importance of the kind 
 of training ; life of man, being a unit, is recognized in the first baby life; 
 appeal to parents, etc., for the right development; spiritual activities con- 
 tained in the life of the child ; (31) the mother's treatment of the child 
 based on the last-mentioned fact ; outermost point and innermost ground 
 of all phenomena in the early life of the child is to bring into exercise the 
 child's dim anticipations ; therefore must be given an object expressing 
 Stability and movability which the child can grasp ; in which it can see its 
 own life, and test and exercise such life — the Sphere or Ball. 
 
 IV. (F. 32) The ball ; its importance ; its charm ; the child perceives 
 each object in the ball ; perceives himself also as a unity ; the child seeks 
 to develop himself and everything in Nature by its opposite ; (35) the ball 
 to be considered and used in accordance with the needs of the child and 
 the nature of the ball; the child likes to see and grasp things; the hands 
 adapted to hold a ball ; clasping it strengthens the muscles, also develops 
 the hands and fingers; much depends on right handling and grasping, 
 in the actual as well as the figurative sense ; as the child's use of limbs 
 and senses increases, the ball shows itself as separate from him ; (36) con- 
 sequent exercise by mother or nurse with the ball — pleasing and instruc- 
 tive to the child ; showing the ball to be an individual object ; this simple 
 activity important for the child; it perceives by it union and separation ; 
 the feeling of oneness and individuality important ; (37) necessity to com- 
 mence early the development of the child, perceiving and awakening in- 
 dividual power and activity : observe progressive development of strength 
 by means of a measuring object — the ball ; the dim perceptions which 
 first dawn on the child, and are the most important, are the ideas of being, 
 having, and becoming; from these the three perceptions of object, space, 
 and time develop in the mind of the child ; (38) the new perceptions of 
 present, past, and future in respect to time develop from play with the 
 ball ; the child's development has its foundation in almost imperceptible 
 attainments and perceptions ; repetition increases and clarifies perceptions ; 
 when two different and separate perceptions have been received by the 
 child, the third and following perceptions proceed from them ; the whole 
 attention of the fosterer should be given to this truth early in the life of 
 the child ; on what the attainment of the earthly destiny depends ; (39) 
 the mother often does the right thing, but not logically ; we wish for a 
 whole, consciously and progressively formed ; consciousness develops from 
 connection of opposites ; (40) to become conscious of itself the first task in 
 the life of the child ; the mother's impulses taking right directions ; connect- 
 ing words with actions ; how form this word-accompanying play with the 
 
xviii PEDAGOGICS OF THE KINDERGARTEN. 
 
 child ? (41) we give an indication of it ; observe the first expressions of the 
 child's inner life ; (42) no directions of the child's nature should be culti- 
 vated at the expense of the others ; the heart and emotions are the starting 
 point of human development; (43) description of play with ball hanging 
 to a string ; (44) same continued ; the child, having perceived the circling 
 movement, sees the spiral ; (45) continuance of the play ; the child to take 
 the consequence of his actions ; continuance of play ; (46) effect of play on 
 the child ; man appears in the child ; (47) illustration of the above ; goes 
 back to the ball ; prominent is the fact that it offers only the fundamental 
 form; multifariousness of movement considered; (51) plays should be car- 
 ried on with other objects, but the ball remains the explaining and uniting 
 principle ; as the child's physical powers increase, the play with the ball 
 is extended ; description of play ; teaching to stand— to hold himself in 
 equilibrium ; (52) the father's help here comes in developingly ; constantly 
 progressive development given by the ball ; (53) first childish plays im- 
 portant for growth of the child ; through the ball the child perceives unity ; 
 (54) the ball leads to the consideration of the most important phenomena 
 and laws of earth-life and the life of Nature ; therefore the ball places man 
 in the midst of all ; the ball a connection between mother and child — the 
 child and its surroundings — the child and Nature ; (55) the ball and play 
 with it lay hold of the whole man as child, in respect to body, mind, and 
 soul; (56) also on intellect; the playful employments considered as a 
 whole do this still more ; the series of plays belongs to the actual, external, 
 and creative life ; another series of plays shows an inner unity ; (57) the 
 course of childish employments is pursued uninterruptedly, and leads to 
 harmonious training ; by it the parent can decide to which side of the 
 cultivation the child inclines; the child should not be cultivated one- 
 sidedly; ball cultivates mental training; (58) how the mother's actions, 
 feelings, and thoughts affect the child ; also her love, faith, and hope ; the 
 child susceptible ; how life is comprehended ; (59) play develops the child's 
 capacity for speech ; (60) how the play with the ball strengthens the child. 
 
 V. Observation of the seed-corn ; (p. 61) does the word " child " express 
 less ? why we foster a seed-corn; why try to understand it ? is the nature 
 of man and humanity less unknown to us ? (62) why not give to the study 
 of the child and its needs what we give to the seed-corn ? 
 
 VI. (P. 63) As the child's first nourishment must be in harmony with 
 his digestive organs, so must the nourishment of his soul-life be in accord- 
 ance with the development of its members, especially with the organs of 
 sense ; rest the first demand of the bodily life — movement, of the soul-life ; 
 (64) as the mouth takes in the fluid, and in the fluid the solid, so the eye 
 perceives motion, especially that of light, and perceives the object by 
 means of this motion ; therefore the mother early calls the child's atten- 
 tion to what is light ; little children like to look at the sun, etc. ; pleased 
 
ANALYSIS OF CONTENTS BY THE TRANSLATOR, xix 
 
 with radiate forms ; (65) for this development we give the mother the col- 
 ored ball; first impressions of the child; (66) its own activity and mother- 
 love ; fostering of mutual life is the union, the fount ; the child must be 
 rightly comprehended in all its relations ; by looking back we find how 
 careful fostering has developed oui- own lives ; (67) learn from this how 
 to base the child's guidance on its true foundation ; all development cor- 
 responds; the child perceives life in himself, and outside of himself; so 
 with man; the child perceives this in play, the man in Nature ; intellectual 
 and spiritual condition changed in the mother after the birth of her child ; 
 
 (68) this condition should be fostered for the sake of the child ; relations of 
 mother and child ; the first play observes and fosters this reciprocal life ; 
 
 (69) as the child becomes older it demands a purely opposite body, making 
 itself known by noise, sound, and tone ; here the cube is introduced. 
 
 VII. (P. 70) The sphere and cube give more pleasure than the ball 
 during the second half of the first year ; the sphere and cube are alike and 
 unlike, therefore belong together undivided as a play ; the two in common 
 form a unity ; important to notice the relation in which the child's play- 
 thing and play appear to the child, to his surroundings, to Nature, and to 
 God ; play should be in harmony with the all-life ; (71) we endeavor to satisfy 
 this harmony with sphere and cube as before with the ball ; hints for the use 
 of sphere and cube ; the free circling movement gives pleasure ; the sound is 
 a higher sign of life to the child ; (73) this play develops the hearing and 
 speaking capacity of the child ; play with the sphere ; (74) continuation of 
 play with the sphere ; important impressions made on the child by seeing 
 the sphere in different positions ; important that the child should clearly 
 perceive the difference between sphere and cube ; (75) the sphere the 
 natural advance step in the series of playthings ; play by mother and child ; 
 important that the child should designate correctly, as well as clearly com- 
 prehend ; through this the life of the child becomes symmetrical ; (76) the 
 cube as the pure opposite of the sphere inducts the child into new ways of 
 perception ; play differs — the cube requires a plane on which to stand ; the 
 sphere needs only a point ; the cube a surface ; further description impor- 
 tant to produce inward harmony between the child and the surrounding 
 world by tone and glance ; (77) if this is neglected the child becomes sooner 
 conscious of oppositeness and separation than of mutuality and union ; play 
 with the cube showing that strength is required to move it ; (78) the child's 
 strength should be drawn into this play ; manifoldness of development 
 aroused ; (79) continuation of play of dropping the sphere or cube ; plays to 
 correspond to the child's needs ; not to be in opposition to his wishes ; plays 
 arising from the desire to grasp too many things at the same time ; variety 
 if possible by change of hands ; (80) the cube stands on one surface, tottera 
 if placed on an edge, unless supported by some other object ; putting these 
 facts into words deepens their impression on the child's mind ; (81) connec- 
 
XX PEDAGOGICS OF THE KINDERGARTEN. 
 
 tion of plays on page 80; the child helps his mother; enjoys play mor«; 
 reproduces it when older ; the child beats with cube on table ; rhyme for 
 this play showing it is well not to injure any object, even one which feels 
 no pain ; (82) the cube placed on one corner ; held upright in that posi- 
 tion by pressure of finger of the left hand ; turning on its axis by the finger 
 of the right hand ; lasting efi'ect of these plays on the child ; (83) the 
 child notices what is needed to make the cube stand firmly, to make it 
 move easily ; will himself do what is needed ; the child's attention hith- 
 erto directed to the actions and positions of the object ; play of hiding and 
 showing given with the ball, also used with the cube ; mother hides the 
 cube in her hand ; (84) child tries to find it ; mother opens her hand ; effect 
 of this play on the child, showing one surface of cube while covering the 
 rest ; child tries to open the mothers hand ; (85) mother shows two sur- 
 faces, hiding the others ; opens hand ; shows three surfaces ; the numbers in 
 the rhymes merely intended for change of sound accompanying change of 
 position ; (86) the child receives impression of the form of the cube by means 
 of this play ; order of plays given in the book may be dijfferent in the nur- 
 sery ; what mothers and nurses should cleaj-ly perceive with regard to these 
 plays ; premonition that comes to the child intrusted to them ; the child's 
 play makes it easier for him in manhood to get a premonition of the law of 
 life ; (87) the previous play with the cube brought to view its space and form 
 mostly when at rest ; we now consider its movements ; the simplest is swing- 
 ing, first by a surface ; next by an edge ; then by a corner ; (88) the child 
 perceives difi'erence between apparent and real shape of cube ; importance 
 of repeating perceptions in difi'erent forms ; reason for this importance ; the 
 three different positions and axes of the cube; these perceptions confirmed 
 by the following plays ; (89) thin stick put through cube in each of its 
 three directions ; cube turned on its surface axis by fingers of right hand ; 
 new form of cube attracts the child's attention ; the stick put through edges 
 of cube which turnes on its edge-axis ; (90) the stick put through corners ; 
 the cube turned on this axis ; the cube hanging by a string attached to its 
 surface ; twisting, untwisting, and retwisting of string ; (91) play repeated 
 with string attached to edge ; then string attached to comer ; the plays 
 given, by no means all that are possible ; sphere and cube used separately ; 
 (92) used together ; sphere expresses motion; cube rest; the two together 
 express the living thing ; the child's liking for round pebbles ; for straight- 
 edged objects ; connection suggests the human being ; the child's dim an- 
 ticipation of the nature and destiny of man ; cause of child's delight in 
 baby-doll ; difference between boy and girl ; between their destinies ; (94) 
 Froebel asks parents to consider in this way, early in the child's life, all the 
 indications of its inner spiritual nature; objection; objection met; further 
 remarks on this subject deferred; return to play with sphere and cube; 
 (95) purpose important to the life and development of man; why cube 
 
ANALYSIS OF CONTENTS BY THE TRANSLATOR, xxi 
 
 should be represented as speaking of itself to the child ; how the mother 
 seeks to give the true expression to this visible speech ; what his play, 
 his Burroundings, Nature, and the universe may thus become to the 
 child ; (96) reason for early beginning of this manner of developing the 
 child ; what is essential for nurses to consider with regard to ball, sphere, 
 and cube ; why something normal should be given to the child ; man can 
 not grasp each thing in all its relations ; reason for this fact ; thorough 
 understanding of one thing helps toward the understanding of all things ; 
 (97) understanding of sphere and cube fits child to recognize, observe, and 
 handle all other things ; a simple normal form (as a means of all-sided de- 
 velopment and self-education) greatly lacking ; hints of moral character of 
 the sphere and cube, and way to treat other objects ; different positions of a 
 book ; speech given to book in the play ; (98) box turned on corner axis ; 
 single perceptions of different objects alternate with normal perceptions of 
 cube and sphere ; by such play the child comes to the premonition of unity, 
 constancy, and conformity to law ; what it is essential for man to perceive at 
 a later period of life ; representation of other objects by sphere and cube ; 
 (99) diflerent things which cube may represent ; what the child may be led 
 to perceive ; what endears object to the child ; (100) inner union of mother 
 and child gives their play its true life ; threefold love on the part of the 
 mother ; similar feelings of the child ; efi'ect on child of means of play ; degree 
 of satisfaction of life, mind, and heart determines character of child's future 
 life ; this inner satisfaction should be early confirmed and fostered in the 
 child; (101) what depends on this; under what conditions the child will 
 attain this satisfaction ; the child feels the trinity of necessity, law, and love ; 
 finds them to be the condition of genuine satisfaction ; the youth, possessing 
 this treasure, can be safely trusted in the world ; why he can be thus trusted ; 
 one of the most essential aims of these plays ; three things to be considered 
 in the plays ; (102) eflFect of these and the following plays, from what they 
 originated, and for what purpose they were formed ; circumstances under 
 which surliness, etc., find a home in the child's nature ; how the child can 
 be preserved from them ; (103) illustration of last statement ; first and 
 second gifts connect with the child's development of speech. 
 
 VIII. (P. 104) First review of the play, or the means of fostering the 
 child's impulse to employ himself. Important to see what has been set 
 forth up to this point ; the clear comprehension of unity, the entire compass 
 of its variety, plurality, and totality important ; the progressive course of 
 the carrying out of the plays ; their inner vital coherence should be shown 
 to the child ; a comprehensive view of the wnole in general ; (105) the first 
 object used was the ball in contrast with the sphere and cube; the child 
 perceives life and exercises faculties ; by the sphere and cube he becomes 
 more conscious of his senses and exercises them ; the ball a representative 
 and means of perception to the child of a single effect caused by a single 
 
xxii PEDAGOGICS OF THE KINDERGARTEN. 
 
 power ; the sphere the representative of every isolated simple unity ; the 
 cube the representative of each continuing, developing, manifold body ; in 
 sphere and cube are presented the resemblances between opposites so im- 
 portant to his whole human life ; (106) the sphere and cube express the 
 animated and active ; child tries to divide or open everything ; the sphere 
 and cube the necessary advance ; child's delight in building up, tearing 
 down, imiting, separating ; forms of life ; (107) exhibition of results as re- 
 gards these plays, and these means of fostering the impulse to activity. 
 
 IX. (P. 108) The third play of the child and a cradle song; children's 
 play by no means to be treated as ofiering merely a way for passing the 
 time, but rather that by them the child's innermost nature may be satisfied ; 
 the fact to be held firm that in the employment and play of the child, 
 especially in the first four years, not only the germ but also the core of his 
 whole future life is shaped ; therefore, we must recognize individuality, 
 selfhood, future personality, as already contained in a germ or vital center ; 
 what proceeds from voluntary employment; (109) what we miss in the 
 children ; how amend this ; (110) how develop love for parents, respect for 
 age; how make them observant and active in thought; (111) perceive how 
 the child values the giving spirit, the loving glance ; notice the spiritual in 
 the phenomena of the earliest child-life ; (112) child likes to go into the 
 open air, welcomes his little cloak ; point out to him surrounding objects ; 
 child not satisfied with mere bodily care ; consider this phenomenon in its 
 innermost causes ; (113) the respect and love of children are secured to par- 
 ents and older persons by what they do for the mental growth of the child ; 
 the child does not like to be left alone ; the care for the fostering of the 
 innermost begins early ; (114) the inner spiritual perceptions of the child 
 are often far in advance of their outward manifestation ; it is possible to 
 accustom the child early to purity of heart as well as cleanliness of body ; 
 (115) feeling himself a whole, and also a single member of a higher life 
 unity, will cause to germinate in the life of the child love and gratitude 
 toward his parents, respect and veneration for age. This is the aim of 
 these plays ; the spirit from which they proceed is the spirit of unity of all 
 life; (116) with the first of these plays the adult seems outwardly more 
 employed than the child ; object of the play to make the spirit free first ; the 
 child comes to the free use of his senses sooner than to that of his limbs ; 
 (117) physical employment will follow spiritual in due time ; sole object in 
 the fostering of childhood is innermost union with all that is called life ; 
 the two former play-gifts contribute to this ; this third play-gift does so 
 stUl more variedly ; try to find what attracts the child ; (118) the child 
 tries to alter the form, discover new properties, etc. ; after comprehending 
 the outside, he likes to investigate its inside ; to see the parts after seeing 
 the whole ; then to create the whole ; for this is given to him the divided 
 cube ; (119) cube divided into eight eq^ual cubes ; a whole and a part thus 
 
ANALYSIS OF CONTENTS BY THE TRANSLATOR, xxiii 
 
 distinguished as a fact ; parts show the same form as the whole ; size is 
 distinguished from form ; the child learns position and arrangement ; dis- 
 tinguishes outer and inner; (120) this first divisible plaything fitted to 
 develop the child ; appears to him as the key to the outer world ; this im- 
 portant to development ; by the use of this gift the general is recognized in 
 the particular ; the most general in the most particular ; the inner as outer ; 
 that which is felt and thought as a thing that has shape ; the unity appears 
 as a plurality, and thus the invisible becomes perceptible in the visible ; 
 (122) why the too-finished plaything fails ; the nature of the child is to feel 
 and experience, act and represent, think and recognize; (123) this play- 
 thing satisfies the child by making it possible for him to represent and 
 construct forms of beauty ; it is perfectly suitable to the child ; provides 
 free action for him ; how the plaything is given to the child; (124) con- 
 tinuation of presentation of plaything ; this essential, as first impressions 
 are important ; (125) the observation of what is small and even impercepti-^ 
 ble especially important in the mother's room ; use of cube with and by 
 the child; (126) consideration of what the nurse shall do ; singing accom- 
 paniment; (127) play continued with song ; value of song; (128) the child 
 will occupy himself partly alone, partly with nurse in arranging blocks ; 
 connecting ideas with forms ; child desires further connection ; (129) con- 
 nection with persons, with the details of life ; stories told in connection 
 with forms ; (130) cube arranged as ladders ; story of ladders ; child al- 
 lowed the greatest freedom of invention ; experience of adult accompanies 
 and explains; essential to remark that all the eight cubes always belong to 
 each design ; (131) in this play nothing need ever exist without a relation to 
 something else ; nor must anything appear without this relation ; the ulti- 
 mate and highest aims of these . plays ; beauty forms ; (132) unity shines 
 forth from them ; how bring this inner unity to the perception of the 
 child; (133) let us go on this path, proceed to our lesson on Fig. 1, Plate 
 V ; surfaces can join surfaces, edges edges, so the like can join ; opposites 
 can join one another ; (134) this is made perceptible to the child by mov- 
 ing and removing (Plate V, Figs. 1, 2, 3, 4) ; singing is added ; (135) changes 
 with inner cubes as before with outer ; development of the four inner cubes 
 (from Fig. 4 to Fig, 12; return from Fig. 12 to Fig. 4) ; movement of outer 
 cubes, Plate V, Figs. 12 to 9 ; no undue pressure on the child's development 
 or on the expression of his inner nature ; the whole comprehended from one 
 point ; (136) singing accompaniment ; forms of beauty called also dance- 
 forms ; possessing totality ; each individual there on account of the whole, 
 and the whole on account of each individual ; (137) experiment with halves ; 
 what it teaches; (138) what the child has learned and recognized is true ; 
 what forms of knowledge can be to a child of from one to three years ; exer- 
 cise with cubes showing variety of changes ; connect with singing ; com- 
 pare and connect with song; (139) illustrative songs; (140) similar and yet 
 
xxiv PEDAGOGICS OF THE KINDERGARTEN. 
 
 different forms presented with the quarters ; play illustrating relations of 
 position as forms of knowledge ; song ; these songs may be used for quiet- 
 ing the child ; (141) nurses can apply the lessons of the play so as to exert 
 a direct influence on the child ; aim of this ; (142) what presents are most 
 prized by the child as well as the man; encouragement to '-live with our 
 children " ; importance of child's plays and occupations ; (143) mother's 
 cradle song ; (144) conclusion of song. 
 
 X. (P. 145) The continued development of the child and the self-unfold- 
 ing play with the ball. A new play does not preclude the use of earlier 
 plays ; effect of earlier and later plays on one another ; plays a whole ; 
 their spirit one of union ; development of child also a whole ; comprehen- 
 sion of the child's playing as a great living whole ; (146) what these play- 
 things show ; use of ball as child's strength develops ; example of more 
 varied play with the ball ; repetition and extension of play ; the child desires 
 to learn the significance of what happens around him ; (147) of what this de- 
 sire is the foundation, the cause, the reason ; the child desires to know the 
 means, or at least the kind of relation which exists between things ; he even 
 asks the object for its meaning and relations ; this premonition and this 
 demand shown especially to the mother; the satisfying of these makes the 
 child love and reverence parents and respect age ; weaving play ; song to 
 increase the child's perception of the play ; (148) play symbolizes time con- 
 sumed in weaving ; the child not to be told this ; he feels it when told to 
 weave ; mothers and nurses can perceive coherence of the child's play with 
 man's life ; other words for play, showing the accord of inner and outer life ; 
 another side of play with the ball ; (149) throwing the ball on inclined sur- 
 face and catching it as it rolls off; song for play ; meaning of play, inclina- 
 tion and social union ; rhyme ; meaning, quicker movement through greater 
 space ; rhyme showing that the force of a falling body is increased by the 
 greater space through which it falls ; (150) child pleased by ball's rebound- 
 ing from wall ; rhymes for this play hint at ball's elasticity ; also at the 
 straightness of its path ; return to play of handling ball in free space ; 
 reference to play of throwing ball from one hand to the other; (151) to 
 this is added the throwing into the air ; rhyme ; a companion in the play 
 (before solitary) ; play extended ; (152) oblique movements added to weav- 
 ing play-action without visible result ; extension of simple throwing play : 
 increased distance between players and higher arch described by ball; 
 (153) play extended by use of two balls ; plays adapted to child's strength 
 and skill which they develop ; three or four children can join in this 
 play ; increased time in the passage of the ball causes increased desire in 
 each child to have the ball come to him ; (154) rhyme sung to (or with) 
 four or more children ; six or eight players, if skillful ; may have two or 
 more balls of different colors ; balls compared to flowers ; subordination to 
 law of motion ; plays in harmony with higher life of Nature and man ; 
 
ANALYSIS OF CONTENTS BY THE TRANSLATOR, xxv 
 
 (155) so plays can not be too carefully cultivated ; return to play of throw- 
 ing ball against a wall ; extension of play in which two or more children 
 take part; apprentice and master play; continuation of this play; (156) 
 conclusion of play ; (157) this play an image of, education and exercise for, 
 and instruction about life ; what leads to the goal of life ; mother must 
 feel the spirit of these plays; (158) he only who has the spirit of play can 
 call it forth ; to he near such a one has a magnetic efi'ect on the child ; 
 mothers and nurses should be trained for such fostering ; return to this sub- 
 ject later ; finish discussion of play ; what can be learned by play of throwing 
 the ball down on a flat surface and driving it back as it rebounds ; the child 
 finds that strength is increased by use ; (159) he perceives this as a fact of 
 his own nature, not limited to play with the ball ; ball song showing what 
 the child needs in order to succeed in ball play ; meaning, to hold fast one 
 high purpose in all vicissitudes ; incomplete view of details of the plays, etc., 
 already given, (160) and of their influence on man proves proposition de- 
 rived from insight into child-nature ; such nurture influences and devel- 
 ops the child's whole nature ; suflicient for purposes of education to ofi'er 
 child through these plays all we desire for his portion in life ; wish that 
 these plays may be the possession of the child-world ; the genuine spirit of 
 chnd-life could then be recognized ; how reach this result ? by introduc- 
 ing these plays and occupations into infant schools ; (161) gain from such 
 introduction ; for what the plays, etc., would serve ; what we must con- 
 sider them, and why ; such introduction not sulficient ; establishment of 
 kindergartens ; (162) children can use at home what they learned at kin- 
 dergarten ; effect of this on family life ; aided by family sympathy ; union 
 of families to form a kindergarten ; Froebel makes a proposition and dis- 
 closes his plan for union of families into societies for the establishment of 
 institutions ; (163) aim of such institutions ; their beneflcial results ; present 
 training of child unsuited to present state of human development; means 
 to be sought for more satisfactory guidance ; what these means are ; fami- 
 lies called upon form such united organizations ; (164) what is our duty ; 
 need of institutions to train those who are to have the care of c'hildren ; 
 training school ; ofi'er to give needed information to parents and associa- 
 tions ; mention of circumstances favoring FroebePs training school ; (165) 
 a wish that the idea may flnd accord and sympathy, benefit the entire 
 human race, and prove an individual as well as a general blessing. 
 
 XI. (P. 166) The fourth play of the child; the child and the play; 
 find the exact state of cultivation the child has reached before giving a 
 new play ; cause of the child's pleasure in the gifts he receives ; (167) this 
 faith should be preserved ; why? (168) what parents, nurses, and kinder- 
 gartners should strive to do ; the child seeks the new which has been de- 
 veloped from the old ; (169) seeks for a change ; the old within the child 
 clarifies, transmutes, and unfolds itself; this according to definite law; 
 
xxvi PEDAGOGICS OF THE KINDERGARTEN. 
 
 what is necessary for educators ; how has the child developed up to this 
 point? (170) light in the child's mind illuminates the objects around him; 
 he observes development in the things around him ; will perceive cau- 
 sality ; recognizes law ; has been educated in conformity with this law ; the 
 outer world in its essence helps the life of the soul ; (171) understand the 
 plaything clearly before giving it to the child ; understand the purpose of 
 the plaything ; what the purpose is ; in recognizing the ball the child moved 
 from the indefinite to the definite, etc. ; the ball recognized as a body ; 
 the child perceives himself a body ; (172) the child has two important terms 
 of comparison for his first intellectual development, body and body, object 
 and object; the kind of body important; the child feels himself as life; 
 perceives the ball outside of himself in motion and as motion ; ball needed 
 for development ; second gift ; sphere and cube illustrate the idea of a self- 
 opposed imity ; description of sphere ; what it illustrates ; what the cube 
 illustrates ; further description of second gift ; cube divided into eight 
 parts shows the qualities of the whole cube eight times ; (173) three direc- 
 tions come forth by means of the divided cube ; three inner ; three surface ; 
 further notice of these ; a new gift demanded ; description of the fourth 
 gift ; (174) each object given must condition the one that follows ; condi- 
 tions fulfilled in gifts up to this point ; another requirement of a satisfactory 
 human education given ; this requirement has been hitherto met ; another 
 fundamental idea given ; the making the external internal, etc. ; (175) the 
 cube divided into eight building blocks — the fourth gift of the series ; its 
 nature ; this simple alteration gives a new significance to play and play- 
 thing ; the alteration described ; forms of this gift incline toward surface- 
 forms ; these forms divided into forms of life, of beauty, of knowledge ; 
 (176) use of play ; name must be given to what has originated under the 
 hand of the child ; talk with the child about what he knows ; habits of at- 
 tention must be formed ; (177) all representations connected with an inner 
 precise condition ; conditions given ; child must use all the material before 
 him ; what develops through fulfilling these conditions ; description of 
 play with cube ; (178) further descriptions of play ; (179) still further de- 
 scriptions ; song ; (180) description continued ; important for and pleasing 
 to the child to see how one object springs from another and can be turned 
 into another ; isolation and seclusion destroy life ; union and participation 
 create life; living objects represented by blocks ; (181) stories and talks to 
 be used ; observations of forms of knowledge ; (182) bench divided ; rela- 
 tions of size illustrated by fourth gift ; " high wall " the easiest transition 
 to forms of knowledge ; gift shows similarity of size, dissimilarity of dimen- 
 sion, and position ; (183) song for halving cube ; division may be either 
 vertical or horizontal ; song ; further divisions ; song ; further changes ; 
 (184) songs ; new variation of exercises ; song ; (185) fourth gift ofiers 
 nacre forms of knowledge than the third ; forms adapted to children of 
 
ANALYSIS OF CONTENTS BY THE TRANSLATOR, xxvii 
 
 three or four years ; comprehension of the gift by the mother gives the 
 play a life impossible to describe by lifeless word; (186) the true aim of 
 education — to lead to comprehension of harmony ; we turn to the considera- 
 tion of forms of beauty — harmonious forms ; value of last name ; forms of 
 knowledge the suitable transition to forms of beauty ; example ; (187) 
 forms radiate, circular ; description of radiate form ; illustrated ; (188) 
 pleasant filling up of time for children ; developing also ; another consid- 
 eration ; comparison with forms of beauty of third gift shows those of 
 fourth gift contained in those of third as in a germ, or bud ; (189) vast 
 number of different forms proceed from germinal form ; three relations of 
 size as abiding in fourth gift as the position of the three principal direc- 
 tions ; each of the fourth gift forms of beauty may be regarded and used as 
 a fundamental form ; what follows this ; illustration ; (190) all forms re- 
 late to the germinal form ; the influence of this gift for the child lies in 
 the visible connection of the pure antitheses ; child learns that law is at 
 the foundation even of accident ; illustration of this law important ; how to 
 carry on these representations of forms of beauty ; (191) way of carrying on 
 these representations; (192) word to accompany form; wheel forms; two 
 points considered ; (193) first the play and the adult playmate, second tire 
 relation of the different gifts ; (194) third and fourth gifts complement 
 each other in a striking manner ; their alternate use necessary ; how the 
 child should treat contents of box ; each child must have his own box ; 
 (195) the play-box to be treated as a companion; when the child can use 
 each gift separately he may use them together. 
 
 XII. (P. 196) Second review of play — a fragment. Froebel was asked 
 to elaborate his material ; to state inner and outer connection ; one reason 
 for complying with this wish ; he tries to connect with first review ; enters 
 more deeply into the subject ; Nature our example ; essential nature of ma- 
 terial objects; study process of natural development; why? how each 
 natural object develops; (197) threefold result of search for ground of this; 
 find element in the common unity of the threefold process ; the three 
 forms in which this element shows itself; pivot on which all turns ; (198) 
 condition of manifestation of completeness in Nature ; what we must do ; 
 what we can thus help men to attain; what is necessary even for the 
 wisest ; through and to what man must rise ; what we observe in Nature ; 
 man must unfold and develop in unity with Nature ; what else he must 
 do ; what we must endeavor to make our children perceive and do ; Nature 
 and life interpret each other ; how force and life manifest themselves ; 
 (199) how specific life form and size show themselves ; size and form im- 
 ply number ; why we gave the child a ball for his first plaything ; the ball 
 a symbol of the universal life; universal qualities of material objects 
 thrown into relief by play with ball ; what the child learns by such play ; 
 what he recognizes in the structure of the ball ; what the ball becomes to 
 
xxviii PEDAGOGICS OF THE KINDERGARTEN. 
 
 the child ; hall helps the child to grasp and use objects ; the means for the 
 end ; nature and relationship of contrasts in the ball — how accentuated ; 
 (200) connect second review with first ; sphere and cube given separately ; 
 given together to the child ; latter way especially important ; cause ; the 
 second forms complementary ; to what the plays with the ball and those 
 with the sphere lead. 
 
 XIII. (P. 201) The fifth gift. The cube divided equally twice in each 
 dimension and with obliquely divided component cubes. Evolution of this 
 gift from the preceding gifts and from the nature of the child and his en- 
 vironment ; from and toward what the child's development proceeds ; of 
 what the child's plays and playthings are the means ; how we have di- 
 rected the child's activity ; progress of gifts from ball to sphere ; (202) un- 
 divided cube, third gift, fourth gift ; description of each ; (203) description 
 concluded ; what this review shows ; fifth gift indicated in and demanded 
 by previous gifts ; cube divided once in each dimension ; natural progress 
 from one to two ; what this division by threes yields ; a new feature added ; 
 the diagonal ; how demanded ; where and how suggested ; demand of new 
 gift ; (204) oblique line the diagonal of a square ; how produced; by what 
 this division is demanded ; how shall cube be diagonally divided ? how 
 many cubes shall be thus divided ? fundamental nmnber in this gift ; three 
 whole, three halved, three quartered cubes form one third fifth gift ; sum- 
 ming up ; use of this gift ; it is a symmetrical whole ; its arrangement in 
 box; (205) how to remove box from cube; advantage to the child of this 
 way of removal ; first use of the fifth gift ; (206) the representation of 
 forms of knowledge ; the simplest obtained by division ; simplest form of 
 division ; first division of cube ; division and plane of division of third 
 gift; threefold division repeated in fifth gift; difi'erences between the 
 division of the two gifts ; variation of arrangement in fifth gift ; how per- 
 ceptions and recognitions are gained ; merit and influence of this play ma- 
 terial ; words added later; (207) rhythmic speech produces clearer con- 
 sciousness ; dividing and recombining cube accompanied by words ; effect 
 of rhythmic form of words; arrangementof the thirds of the cube; different 
 position of the thirds makes them seem different things to the child; (208) 
 this second division, etc., also accompanied by words ; law to be observed 
 in all plays ; illustration ; incitement to thought and feeling ; (209) the 
 child likes to find out how one form comes from another ; see previous illus- 
 tration, page 208 ; words given to each form ; words uttered rhythmically, 
 child pointing to forms at the same time ; words may have rhythmic form ; 
 (210) other rhymes ; aim of all that is done ; clearness and precision to be 
 given to what the child makes ; return to division of cube ; thirds divided 
 into ninths in three difierent ways : ninths into twenty-sevenths ; parts of 
 fifth gift imited into difierent solid forms, and each of these divided into 
 two or more equal parts ; point of resemblance between these forms ; facts 
 
ANALYSIS OF CONTENTS BY THE TRANSLATOR, xxix 
 
 apparent when forms are made ; (211) rhymed questions and suggestions ; 
 change of one form important ; how the forms advance ; separation, divi- 
 sion, recombination ; (212) result; reference to plate; bodies resolved into 
 their different parts ; number of square prisms to be made at the same time 
 by the fifth gift ; all equal ; all unequal ; equal and unequal ; same thing 
 done with other forms ; point of prime importance ; illustration ; illustra- 
 tion concluded ; (213) reasons for detail ; (214) first combination of square 
 prisms ; resulting structure ; relative size of square tablets in structure ; 
 perceptions gained are precisely expressed in geometry ; with this gift it is 
 merely play; words and observation connected; (215) make relative sizes 
 clea?- to the child ; second, combination — three square prisms inclosing 
 hollow, right-angled triangles ; third, square prism contains as many cubes 
 as both the others ; illustration ; rhymed description ; description for each 
 stage of representation ; (216) make word, act, and subject explain each 
 other ; interest of finding and combining forms ; now come figures unlike 
 in form but with equal contents ; illustration — first series ; (217) second 
 series ; third series ; facts brought out by observing these series ; (218) facts 
 concluded ; facts shown in third series, also shown by third gift ; repetition 
 profitable to the child ; (219) translation to forms of beauty and forms of life 
 very simple ; children begin with forms of life ; all the blocks to be used; 
 those not used in the main part must bear some relation to it ; why we be- 
 gin with forms of life ; child advances from use to beauty, from beauty to 
 truth; object of giving forms of knowledge first in presenting this gift: 
 leader's knowledge of gift increases the pleasure and profit of play with it ; 
 (220) forms of life proceed from the cube as a whole; advantage of this ; 
 box packed in same order and removed from cube in same way as before ; 
 cube called a table, house, or other object ; directions for series beginning 
 with armchair ; for series beginning with large table ; renaming of forms 
 which the child has made with fifth gift; (221) rhyme for the renaming; 
 proceeding from cube make three trunks ; children like to make houses ; 
 why ? why houses with doors and windows are preferred ; child's use of 
 blocks shows his increased acquaintance with things beyond his home ; 
 mention of some of these fcn-ms which can be made with this gift ; list con- 
 cluded; (222) intimate connection of Froebel's gifts with the child's de- 
 velopment ; their eff'ect on him ; connection of the child's representations 
 and experiences ; his representations a means of correcting his percep- 
 tions ; building gifts extend perceptions ; examples ; stories joined with the 
 child's representations; advantage; building in common ; (223) directions 
 for building with fifth gift a large house and two small ones ; song ex- 
 presses the child's pleasure and describes what he has made ; (224) song 
 ended ; naming different parts of the house ; art-building from which forms 
 of beauty proceed ; these forms also come from certain forms of life and 
 architecture ; forms of beauty develop one from another ; each a change 
 
XXX PEDAGOGICS OF THE KINDERGARTEN. 
 
 from the former ; no form entirely destroyed ; another essential ; (225) 
 these points were discussed before ; second way of proceeding to forms of 
 beauty ; fact to be considered before adopting the second way ; how forms 
 of beauty of the fifth gift differ from those of third and fourth ; surest foun- 
 dation of both series; foundation the of first; (226) of second; the square 
 the fundamental form of first series ; in what the beauty and influence of 
 these plays consist ; second point of importance ; advantage of this man- 
 ner of carrying out the play ; how the trustful relationship between mother 
 and child, etc., is kept intact ; (227) the child begins changes inside square 
 or outside triangles ; in these again he may begin with the inner or outer 
 blocks of form chosen ; a further choice ; limitation implied in so much 
 change ; what the child must do if the series of ^development is broken 
 off; proceed from fundamental form; form admits of variety; unfolding 
 from the middle on all sides; directions; (228) directions continued; 
 change of position of cubes, though the appearance remains the same ; this 
 fact generalized of great importance ; a law of Nature and of life ; frequent 
 reference made to it ; other laws dealt with in same way ; example ; direc- 
 tions continued ; concluded ; (229) final form kept in mind ; three final 
 forms ; each admits of a double manner of representation ; remark in re- 
 spect to forms of beauty in both series; illustration; (230) illustration 
 concluded ; remaining fact to be brought out ; triangular forms of beauty ; 
 the starting point; condition of advancement; (231) change made by 
 moving the cubes toward inside or outside; result; why this change 
 pleases ; a cube on each side is set free for play ; the different positions 
 it may take ; the six different forms a logical whole ; other positions for 
 the three free cubes; (232) law of connection pointed out even in third 
 gift ; alterations possible with three free cubes by no means exhausted ; 
 alterations possible if one or more of the eight cubes be halved ; prin- 
 cipal alteration ; changes possible in first case ; in second case ; (233) one 
 hundred representations possible if the three cubes are halved ; if one 
 of the half-cubes be halved; each free cube changed to one half and two 
 fourths ; about three hundred combinations made possible by this change ; 
 the three cubes changed each into four fourths allow of at least five hun- 
 dred representations ; thus nearly one thousand possible with but three 
 free cubes ; necessity for classifying representations ; unclassified ones op- 
 press by their magnitude ; want of classification the bane of children's 
 plays ; (234) plays lose their formative influence by this lack ; limitation 
 excludes many forms, prevents kindergartner and children from losing 
 their way among the forms, enables guide (if a true guide) to know where 
 they are ; thus these plays are not wearying but improving on account of 
 the educator's knowledge ; next series ; two cubes on each side set free for 
 play; changes possible in these six cubes; (235) movement of the cubes 
 of the inclosure ; moving them in and out ; the smaller the inclosure the 
 
ANALYSIS OF CONTENTS BY THE TRANSLATOR, xxxi 
 
 richer the structure of the representations ; tend toward curved form : pro- 
 gress to two and two-sided forms ; conclude with circle ; representation of 
 cog wheels ; intrenchments, sconces, and redoubts ; previously mentioned ; 
 (236) spirit of unity in forms of fifth gift ; use for diagrams ; for whom 
 originally intended ; their object ; when given to the children ; purposes 
 served by this. 
 
 XIV. (P. 237) Movement plays. Some relation expressed in every ac- 
 tivity of the child ; material is required to realize aims ; kindergarten gifts 
 lead child to the handling of material ; each incites to free self-activity ; 
 movement plays developing from gifts not yet considered ; omission inten- 
 tional ; we now attend to movement plays ; (238) why explanation of sixth 
 gift is postponed ; we must meet needs of inner development, not only re- 
 spond to outward manifestations; final ground of child's outer activity; 
 deepest craving of his inner life ; what child learns through the refiection 
 of such life ; why such reflection is essential ; law of development ; its 
 recognition the aim of Froebel's gifts and games ; (239) external phenomena 
 in child's life to be studied ; children our guides ; cause of child's joyous 
 movement when seeing a moving object ; the child seeks cause for move- 
 ment of the object ; the educator's procedure should be similar; the child's 
 own nature the main consideration in his education ; external phenomena 
 sometimes a guide-post, never a path ; condition of child-education ; no 
 other education worthy the nature of man ; (240) we now consider starting 
 and course of development of movement plays ; child's unconscious en- 
 deavor ; he tries to do what he sees done ; ball set in motion ; song showing 
 what ball can do ; (241) ball's activities the germ of movement plays ; the 
 child wishes to move like ball ; reason the child likes independent move- 
 ment ; threefold feeling caused by walking ; what we must do, and why ; 
 the three elements of the child's pleasure in his first walking should all be 
 fostered at the same time; the child should use his power and get his 
 whole body into his power ; (242) what else he should learn ; illustration 
 of child's threefold purpose ; source of child's effort to reach some particu- 
 lar object; well to name object and its parts and properties ; object of this 
 naming ; development of speech by child's experiences ; (243) how we must 
 help the child to these experiences ; each new phenomenon a discovery ; 
 child-nurture ceases to be a task ; motives for becoming a nurse ; the child 
 likes to go from place to place ; what he seeks by change of place ; each 
 walk a tour of discovery, each object a new world ; apparent digression ; 
 (244) return to first movement-play, " child wants to go on a journey " ; A, 
 traveling plays ; object and character of these plays ; 1, the child wants to 
 travel ; motion of ball in ball play makes the child want to move ; direc- 
 tions for play; Froebel's experience; (245) further description of play ; ex- 
 tension of play; children take turns ; further extension of play ; (246) the 
 child names children in circle ; advantage of this ; another addition ; why 
 3 
 
xxxii PEDAGOGICS OF THE KINDERGARTEN. 
 
 it is beneficial ; manner of naming children varies -vvitli the age of the child 
 who names ; progressive development of game corresponds with intellectual 
 and physical development of children ; (247) children may fOTm square in- 
 stead of circle ; each new play develops from the preceding ones ; next de- 
 velopment of walking game ; the walking of all the children at the same 
 time; this unfolded naturally in playroom; 2, general traveling game; 
 directions for game; (248) song for game; game actually developed as 
 described ; description continued ; (249) song continued ; (250) another song 
 may be used ; children do what song suggests ; 3, walking plays of many 
 children in small space ; game enjoyed by children in Froebel's kinder- 
 garten; (251) 4, visiting plays, or going to make calls, develops from the 
 walking ; description of play ; (252) description continued ; (253) descrip- 
 tion concluded ; sources of children's delight in this game ; 5, the winding 
 brook ; one of the first movement plays developed by the children in Froe- 
 bel's kindergarten gave them much pleasure ; description and song for play ; 
 (254) song concluded, also description ; B, brook play, a transition from 
 journeying games to those representing an object ; 1, the snail ; a favorite 
 play in Froebel's kindergarten, where it is originated ; sometimes played as 
 continuation of brook play ; description of snail play ; (255) description con- 
 tinued; snail song; description and song continued ; (256) description and 
 song concluded ; snail game often ends circle plays ; why well suited to 
 this purpose ; how snail play originated ; object of these plays ; representa- 
 tion plays proceeding from life and needs of very little children ; children 
 like to clasp hands and run roimd a tree or column ; (257) this desire the 
 origin in Froebel's kindergarten of 2, mill play ; description of play ; (258) 
 description continued ; song ; figure made by children represents wheel of 
 water mill ; child led to perceive and compare moving power in himself 
 and the water ; the whole may be wings of windmill ; song ; why liked by 
 children ; comparison of power of Nature and of the mind ; (259) lines 
 added to song ; close of play leads child's attention to effect of too vigorous 
 movement ; game played without a pillar — in the open air ; way of play- 
 ing in each case ; movement made in opposite direction ; play came 
 from girl-life; another play from boy-life; 3, the wheel; directions; 
 (260) directions concluded ; song for play ; play called star game ; to 
 what child is led by these plays; ground of child's pleasure in these 
 plays; (261) delight of children in movement plays not caused by 
 mere bodily activity ; true source of their joy ; we must thoughtfully 
 observe children's plays ; good efl'ects of such observation ; Froebel's ob- 
 ject in showing how plays started and developed in his own kindergarten ; 
 what becomes apparent by generalizing results of his experience ; (262) 4, 
 circle, star, flower, and crown play belongs to representing circular move- 
 ment plays ; directions and song for play ; (263) directions and song con- 
 tinued ; (264) both concluded ; each of these four plays may be used as a 
 
ANALYSIS OP CONTENTS BY THE TRANSLATOR, xxxiii 
 
 single play for very small children ; (265) nature and spirit of this play ; 
 C, the running plays develop from preceding ones ; running plays the 
 lirst of completely developed power of motion ; to what, and how, play with 
 ball incites child ; 1, racing game, a great favorite with children ; where 
 played; racing ground described; directions for play; (266) song for play ; 
 directions concluded ; other running plays — when mentioned ; D, the 
 pure running games ; take into account position of body and movement 
 of limbs ; name more appropriate than marching ; 1, the simple walking 
 game ; how done ; arrangement of children ; (267) directions and song for 
 play ; song for changing room and play ; change in play accompanied by 
 singing rhyme ; why ? (268) wordless melodies with walking plays ; to 
 what adapted ; 2, circular walking game ; more difficult to walk round 
 circle than straight forward ; latter movement used first and oftenest ; cir- 
 cular movement especially attracts small children ; how to combine the 
 two forms of play ; song ; real circling games ; song to direct attention to 
 circle; to position of feet; (269) freely moving ball the incitement to 
 movement plays hitherto given; ball on string incites to another series ; 
 illustration ; origin and aim of this series ; (270) movement plays proceed- 
 ing from the ball on the string, which have in view at the same time an 
 exact training of the body and limbs ; A, swinging movement plays ; di- 
 rections and song ; waving movement, like that of grain moved by wind ; 
 leader sees to the good order of circle ; each member should have chance 
 to lead; why? (271) important to foster child's delight in play; another 
 movement introduced ; directions and song continued ; harmony of action 
 important ; harmony of word and movement necessary ; (272) directions 
 and song continued; (273) words sung as interpretation of movement; 
 why ? resting play to follow very active games ; circling movement of ball 
 on string gives rise to series of (B), circling and turning movement plays 
 proceeding from the ball ; directions and song for play continued ; (274) 
 swinging arms in circle used as windmill play ; (275) directions and song 
 for this play ; developing influence ; final form can be used as conclusion 
 of series ; ball swings in horizontal circle ; (276) song ; child perceives that 
 one side of ball swung in circle looks toward middle ; rhyme ; this indica- 
 tion points to a new series of movement plays ; directions and songs ; care 
 taken that circle is perfect ; why ? (277) directions and song for play of 
 finding middle of circle ; where originated ; Langethal's development of 
 play ; song he made for it ; child in middle keeps order in the circle ; 
 (278) effect of center and circumference on each other ; " Child, turn thee " 
 developed from those plays just described ; arrangement of children ; par- 
 ticular and general brought together in this play ; demand of the spirit 
 and character of Froebel's plays; fidelity to higher spirit of play needed 
 for its full efiect ; directions continued ; (279) spinning movement hard 
 for small children ; (280) what leader may do; directions concluded; re- 
 
xxxiv PEDAGOGICS OF THE KINDERGARTEN. 
 
 ciprocal activity of individual and whole ; close of this series ; particular, 
 individual, and general shown in play are recognized by child in Nature 
 and life ; important experience for child ; manner of evolution ; one chief 
 aim of early education ; (281) such experience offered to children in cir- 
 cling movement plays ; "illustrated by play of " seeing each other and not 
 seeing each other " ; directions and song for play ; continued ; (282) com- 
 parison essential ; play that affords comparison has a developing influence ; 
 comparison employed in Froebel's games ; second way of playing thia 
 game ; (283) directions and song for this second way of playing concluded; 
 (284) end of movement plays proceeding from ball, and of indications of 
 their significance for the threefold life of child and man ; (285) movement 
 plays farther progress from sphere, 
 
 XV. (P. 286) How Lina learned to write and read. Lina's age ; what 
 Lina could do; (287) Lina always contented and cheerful; Lina per- 
 mitted to be much with her parents ; father receives a letter ; desire to 
 write a letter aroused ; mother proposes to make letters with sticks ; in- 
 struction as to letter- writing ; first learns sounds in name; (288) learns 
 signs for these sounds; exercise in both-; (289) same continued; mother 
 and child take part alternately ; learns A ; (290) exercise continued ; 
 learns I ; learns L I ; then N A ; then both together are made and sounded ; 
 (291) letters left for father to read; father reads Lina's name; father's and 
 uncle's questions as to letters and signs ; pleasure resulting to all : (292) 
 uncle's suggests that Lina lay and read " muttek " the next day ; Lina begs 
 her mother to teach her the word " mutter " ; mother proposes to her to 
 learn " vater " ; Lina agrees ; exercise of close and open sounds ; (293) 
 exercise continues ; Lina learns E ; then V T E ; the close sounds ; Lina 
 asks to learn " mutter " ; mother consents ; (294) child required to speak 
 the word clearly and distinctly ; a new open sound u ; a new close sound 
 m ; child lays and pronounces " vater," " mutter " ; pleasure in showing 
 words to father and uncle ; Lina examined ; (295) father adds the word 
 LIEB ; asks Lina to read it ; she knows three of the sounds ; does not 
 know what the " bow " means ; mother explains ; exercise with the word ; 
 Lina very grateful ; uncle asks Lina to lay these words the next day ; 
 
 (296) Lina's first care the next day to do what her uncle asked ; helped by 
 her mother, she lays the German words for " my dear uncle," " my dear 
 father," "my dear mother"; uncle adds in German, "Lina is our dear 
 child"; the three unfamiliar sounds soon learned with the mother's help; 
 
 (297) at Lina's request the mother helped her to lay in German, " You are 
 our good father"; one new sign, G; father much pleased; Lina learns 
 names of relations, etc. ; the father goes on a journey ; Lina longs to write 
 him a letter ; begs her mother to help her ; (298) a slate and slate pencil pro- 
 vided ; Lina pleased with the straight lines and squares ; disappointed not 
 to find pen and paper ; mother consoles her ; (299) taught to handle elate 
 
ANALYSIS OF CONTENTS BY THE TRANSLATOR, xxxv 
 
 pencil; lays her name with sticks; mother shows her how to indicate 
 the length of one of the sticks by a straight mark two squares long ; 
 helped by her, Lina writes her name on the slate ; Lina asks to write a 
 letter to her father on the slate ; mother consents ; (300) mother helps 
 with letter; process described; (301) uncle comes in; is delighted with 
 letter ; fears the slate will cost a good deal of postage ; fears it will he 
 broken ; Lina tells him sadly that this is only a trial ; mother promises Lina 
 some cross-lined paper and a lead pencil from the city to-morrow ; uncle 
 laughs, and lays before the child a sheet of paper with cross-lines and a 
 colored pencil ; Lina surprised and delighted ; (302) the next day copied 
 her letter on the paper her uncle had brought to her ; letter sent to father ; 
 Lina asks if her father will write to her in reply ; mother bids her wait ; 
 letter arrives ; (303) the little girl joyful and grateful ; finds she can read 
 her father's letter ; reads it to her mother; (304) sorry to have her father 
 away so long ; mother proposes to her to write another letter to him ; (305) 
 takes great pains that her father may find an improvement in the letter ; 
 regular correspondence with father ; joy the great propeller ; mother and 
 uncle know this and act accordingly ; (306) what greater delight to a child 
 than to have a book of its own ; father sends book to Lina ; (307) shows it 
 to uncle ; looks at pictures in book ; wishes to read it ; makes out some of 
 the letters ; (308) mother leaves her with the book; at last comes to her ; 
 encourages her as to learning all the letters ; notice of lines ; (309) child 
 points out the letters she already knows ; too dark for further work ; 
 mother tells a story of people who lived long ago and could not write ; 
 what is writing and being able to write ; (310) writing is the joining of the 
 transient sound with the permanent sign ; experience helps understanding ; 
 mother tells of a shepherd ; what shepherds discovered ; (311) a shepherd 
 who found out how to write with letters ; the way it was done ; (312) con- 
 tinuation of the way of doing it ; shepherds to be regarded with respect ; 
 (313) always employ time well when alone ; mother tells Lina to get the 
 light, and she will teach her what she needs for understanding her book ; 
 takes the father's letters as a help ; tells Lina to take I, (314) and com- 
 pare with S (German) ; finds differing lines ; finds likeness and difference 
 in the two letters ; compares the two Fs ; (315) repetition of comparison ; 
 likeness found between the two Bs; between the Es and Ks; (316) 
 enough for to-day ; promise for the morrow ; Lina to examine letters by 
 herself ; first thought in the morning; Lina brought up in all-sided life- 
 union ; led quietly to pray for all good things ; each day a valuable gift ; 
 (317) examines the large letters in her book ; finds the letters her father 
 had used ; runs to show them to her mother ; mother promises to come 
 soon ; wishes for uncle also ; shows him when he comes all she has found ; 
 uncle delighted ; lets her find the same letters on other pages ; Lina's 
 mother comes in ; (318) shares in the pleasure ; all three perceive a simple 
 
xxxvi PEDAGOGICS OP THE KINDERGARTEN. 
 
 comprehensive law ; what that law is ; Lina grieves because she can not 
 read the small letters; begs to be taught; (319) mother encourages her; 
 what Lina had found out with regard to learning ; mother asks about the 
 first letter that Lina learned ; (320) the German $j sprouts from the I as 
 the curled-up, unopened leaf from the germ ; so it is with many things ; so 
 with our large printing letters (German) ; Lina finds small letter most re- 
 sembling the large 3 ; compares ; (321) finds which among the small letters 
 is like the large F ; compares ; compares D ; places German 2), D and small 
 d side by side ; examines ; (322) Lina asks to go to kindergarten ; takes 
 Minna ; former playmates delighted to see her ; is asked what she does at 
 home ; kindergartner allows questions and answers ; Lina tells of her 
 book ; (323) Lina tells how her mother taught her to lay her name with 
 sticks; children beg- to be shown the way; kindergartner approves; 
 Lina lays her name ; Minna's also ; children wish to learn ; Lina tells them 
 what they must do ; (324) tells them their dear gardener will help them ; 
 they detain Lina for a play ; good-by ; (325) kindergartener's lesson to 
 her children ; Lina's visit productive of good ; desire of the children to 
 learn comes naturally ; first thing Lina did on reaching home ; (S-26) seeks 
 book early in the morning to compare letters ; hopes for her mother's help ; 
 knows twelve small letters ; (327) Lina shows her uncle what she has 
 found; asks her mother if she is right; asks her uncle to tell her what 
 signs mean, and how they are spoken ; uncle agrees ; mother approves ; 
 (328) uncle tells her to bring slate and pencil ; uncle draws the letters for 
 comparison side by side, then one within the other ; in this way the child 
 can see the differences, also the essential and abiding ; uncle shows com- 
 pound letters ; and change of form in letter S ; then shows the double S ; 
 then the St ; open sound ; (329) Lina knows St and S ; uncle teaches her 
 the double sign ch and the sound ; then sch ; asks her to analyze it ; (330) 
 Lina sounds sch; explains j ; shows the two sounds of j ; compares with 
 g; (331) Lina thanks uncle for help and for drawing so nicely; uncle 
 points out the value of drawing ; bids Lina go over carefully all she has 
 learned, as the mother is to examine them ; uncle goes ; Lina obeys him j 
 gives uncle's message to her mother ; asks if she may have Minna to play 
 with her ; (332) is permitted to go ; tells Minna they will play kindergar- 
 ten with dolls ; must leave what dolls do for mother to see ; (333) tells 
 what dolls have done ; mother happy as well as the child, but from other 
 causes ; why she is happy ; bids Lina to tell dolls to put things in their 
 places before they go ; tells Lina to thank Minna for coming, and take her 
 home; then come back and show what her uncle had taught her; Lina 
 shows first the relation and development of the form of A, E, G, Q, T, C ; 
 makes them on the slate ; doing this makes many things clearer to her ; 
 (334) mother calls to her notice this and that thing either forgotten or 
 overlooked by her uncle ; Lina also pronounces j and s, and the compounds 
 
ANALYSIS OF CONTENTS BY THE TRANSLATOR, xxxvii 
 
 of the latter letter ; Lina calls her mother's attention to her uncle's nice 
 drawing ; mother tells the uses of drawing ; calls attention to living Na- 
 ture ; representative drawing and explanatory word ; one explains the 
 other ; pleasure expressed by Lina in her book ; can read a great many 
 words in it ; mother eager to hear ; (335) Lina reads the words she knows ; 
 can read a whole line ; mother praises her ; tells her what to do if she can 
 not at once read a word ; goes to other work ; Lina reads the first story in 
 the book to herself; then to her mother and uncle, to their great delight; 
 mother makes her notice the meaning of the punctuation marks ; (336) 
 uncle notices the bulky sheet ; Lina wishes she could write small, like her 
 mother ; asks to be taught ; mother says she can not spare the time'; tella 
 her she will learn it at the preparatory school, to which she is to go when 
 her father returns ; Lina satisfied. 
 
PEDAGOGICS 
 OF THE KINDERGARTEN. 
 
 THE TWO VIEWS — A NEW-YEAR S MEDITATION. 
 
 At the conclusion of an old and the beginning of a 
 new year, even as his eyes turn toward the coming year, 
 man appears almost involuntarily to look back on the fast 
 departing time of his life, on the year so soon to end ; for 
 beams, like those of the parting sun, once more illumine 
 all objects in the past year with their light and attract 
 the gaze of man. He stands there thoughtfully, his soul 
 absorbed in the farewell to the old and the greeting to 
 the new year. He looks back upon all which, in the year 
 now vanishing, he has done or neglected ; for which he 
 has striven, or which he has lost ; in which he has been 
 successful or unsuccessful ; which have been his helps or 
 his hindrances. He examines what has been attained, 
 and what has been denied to his efforts, his wishes. He 
 inquires as to the effects of what has been done, and 
 the consequences of what has been neglected. He com- 
 pares the form of what has been achieved with, the spirit 
 of what was desired, and seeks for the reason why much 
 that appeared within his reach is yet not attained. The 
 
2 PEDAGOGICS OF THE KINDERGARTEN. 
 
 earlier efforts and desires, as far as they have been justi- 
 fied through the old year, animate him now with greater 
 clearness ; and as he finds in himself new germs of action 
 and of new deeds, so, gazing into the coming year, his 
 mind and heart are filled with new efforts, new hopes, and 
 new strength. He searches for the ways and means by 
 which they may be most surely and quickly attained, and, 
 viewing the subject on all sides, he finally settles upon one 
 thought as the essence of all, as the foundation of the cor- 
 rect or incorrect comprehension and treatment of what life 
 in its totality gives ; this thought is that which the educa- 
 tion of man for life gave or did not give, offers and still 
 withholds; on that which, above all, the domestic, the 
 family education, the first education, the education of life, 
 gives or does not give to man. Through a glance into 
 the innermost heart of man, into his individual life, and 
 at that which education gave or denied him, all resolves 
 itself into the mute but vivid feeling, into the quiet but 
 clear thought : would there might be for the human being, 
 for my child, even from its first advent on this globe, a 
 correct comprehension of its beiug, a suitable fostering 
 and management, the education truly leading to the all- 
 sided attainment of its destiny — in short, a correct com- 
 prehension and treatment of that which is called life ! 
 
 But what man desires, as deeply grounded in his na- 
 ture, and for which he longs as corresponding with these 
 demands, he will self- actively enter upon efforts to ob- 
 tain ; only he soon feels, anticipates, and recognizes that, 
 as a human being, he does not and is not to stand alone ; 
 he is, as a human being, a member not only of his fami- 
 ly, his community, his country, the whole race of man- 
 kind now existing, but of all humanity. He is and makes 
 a Tyhole with all j all make and are a whole with him ; and 
 
THE TWO VIEWS. 3 
 
 only as a member of the whole he will and can attain in 
 freer, more spiritual union with this whole that which he, 
 as a human being, perceives and strives to attain. Alone 
 he can do but little, and therefore a unifying thought fills 
 his mind, a feeling of unity his soul. Would that several, 
 many — yes, all, or, at least, would that those nearest to me 
 — would unite with me in working for all, as for each indi- 
 vidual ! And so, especially to-day, while gazing back upon 
 the old and forward to the new year, there bursts forth 
 from man's breast, as the all-embracing and all- compre- 
 hending thought, the all-embracing and all-comprehend- 
 ing feeling, this appeal to all who think and feel with 
 him: 
 
 " Come, let us live with our children ! " 
 
 This appeal, uniting and comprising all, also expresses 
 all our feelings, all our thoughts to-day, at the conclusion 
 of the old and the beginning of the new year.. We in- 
 deed anticipate, hope, and believe that it is the more or 
 less clear feeling, the uttered or silent thought of many — 
 of all, indeed, who lead considerate and thoughtful lives. 
 Therefore, even to-day in the old year, the determination 
 to " live with our children," and the immediate realization 
 of this determination, express the desire felt by many for 
 union in spirit and for common effort ; consequently the 
 coming year from its first day, even from its first hour, 
 may thus become the most important opportunity for hu- 
 manity — an opportunity to unite for the welfare of the in- 
 dividual human being as well as for the good of all hu- 
 manity. Such united effort will make this indeed a new 
 year. 
 
 But what awakes in us the anticipation, what secures 
 to us the belief and gives us the conviction that the idea, 
 " Come, let us live with our children," is not only to- 
 
4 PEDAGOGICS OF THE KINDERGARTEN. 
 
 day in the old, the departing, and in the new, the coming 
 year, but at all times, the uniting, fundamental, living 
 thought of many ; and that it not only finds accord and 
 sympathy in the human breast, but is held fast in the life 
 and deeds of humanity ? 
 
 There is no man who was not a child — not one who 
 does not know at his stage of culture what he became or 
 did not become by the holding fast or not holding fast 
 to this living thought ; yet all feel deeply, and, indeed, 
 express frequently to themselves and others, what they 
 might have become by a general adherence to this idea. 
 If we ponder even for a short time on the definite hold- 
 ing fast to this idea, we must deeply experience and 
 clearly recognize that by carrying it out ourselves, by the 
 remembrances of our childhood which it arouses in us, by 
 the complementing and completing which it gives to our 
 own life, and by the demand which it makes and the op- 
 portunity which it gives for our own increasing improve- 
 ment, we live our own best life. 
 
 This cry escapes us; it hopes to find sympathy and 
 accord in the breast of man ; the all-embracing heart, the 
 penetrating intellect, perceive it in all things as a silent 
 feeling, a quiet thought, and so as the thought of the 
 world. 
 
 Heart and mind see it express itself in deed and as a 
 fact in the whole of which man is only a part, of which 
 he himself is a member. Does not the sun with all the 
 stars say it to the earth with all its creatures, all its chil- 
 dren ? Do not the elements, earth, water, air, light, heat, 
 say it to one another in reference to all forms of earth ? 
 Do not all the parts of every plant say it to one another 
 in reference to the seed quietly growing in its place? 
 Yes, in all Nature, where life and activity make themselves 
 
THE TWO VIEWS. 5 
 
 known, where the individual strives to absorb the unit and 
 the whole (as, for example, the kernel contains the nature 
 of the whole tree) in order to make it more perfectly 
 known and demonstrated in manifoldness and totality — 
 everywhere we see the idea, " Come, let us live with our 
 children," express itself as the maxim which applies to all 
 life. 
 
 Should not now the conscious human being, destined 
 to rise to yet higher consciousness, express aloud for mu- 
 tual advancement and recognition, and also for common 
 employment and accomplishment, what nature already 
 silently expresses as a general law, a prevailing demand of 
 life? 
 
 Therefore this appeal hopes to reach those who will 
 not only sympathize with it, but also assent to it and 
 respond to it in action. For is not man more than 
 every other creature in nature, and the child more than 
 the germ of a plant ? The tree germ bears within itself 
 the nature of the whole tree, the human being bears in 
 himself the nature of all humanity; and is not, there- 
 fore, humanity born anew in each child ? But who has 
 fathomed this nature ? Who has measured it ? Does it 
 not rest in God ? 
 
 Thus the appeal, " Come, let us live with our chil- 
 dren," is a true life call, uniting all in itself as in a cen- 
 tral point, on the dividing line between the departing and 
 the coming year ; since it indeed mingles with all life ; 
 not only uniting human beings and human life with each 
 other and with humanity, not only uniting the creature 
 with the universe, but even with the fountain of all life, 
 with the Creator, who said, " Let us make man in our own 
 image." 
 
 Therefore, " Come, let us live with our children ! " 
 
6 PEDAGOGICS OP THE KINDERGARTEN. 
 
 The Deed. 
 
 Where true resolution and genuine effort for compre- 
 hensive representation of life exist there appears also di- 
 rectly the deed, as is, in general, the case with the clear, 
 self-dependent, uniting thought that immediately seeks 
 also to manifest itself in action. The fundamental and liv- 
 ing thought of humanity, " Come, let us live with our chil- 
 dren," becomes, when manifested in action, an institution 
 for fostering family life and for the cultivation of the life 
 of the nation, and of mankind, through fostering the im- 
 pulse to activity, investigation, and culture in man, in 
 the child as a member of the family, of the nation, and of 
 humanity ; an institution for self -instruction, self-educa- 
 tion, and self-cultivation of mankind, as well as for all- 
 sided and therefore for individual cultivation of the same 
 through play, creative self-activity, and spontaneous self- 
 instruction ; first of all, for families and schools for the 
 nurture of little children ; for primary and public schools 
 as well as for every person who strives for completeness 
 and unity in his culture ; to the carrying out of which 
 the spirit of this reciprocal appeal has united many fami- 
 lies in Germany, Switzerland, and North America. 
 
 As now this leaflet * is first of all intended to illustrate 
 and introduce this institution, it begins immediately with 
 presenting the 
 
 FOUKDATIOK OF THE WhOLE. 
 
 The development and formation of the whole future 
 life of each being is contained in the beginning of its ex- 
 istence. The untroubled realization and the undiminished 
 efficiency of the life of each being depend wholly on the 
 
 * The Sunday Leaflet, in which this essay first appeared. 
 
THE TWO VIEWS. 7 
 
 comprehension and fostering, on the recognition and firm 
 carrying out of this beginning. 
 
 Man, as a child, resembles the flower on the plant, 
 the blossom on the tree ; as these are in relation to the 
 tree, so is the child in relation to humanity — a young 
 bud, a fresh blossom ; and as such, it bears, includes, 
 and proclaims the ceaseless reappearance of new human 
 life. 
 
 As the flower bud of the tree — connected with twig, 
 branch, and trunk, with the whole ramification of root 
 and crown, and, through this double ramification, with 
 earth and heaven — stands in united coherence and recip- 
 rocal exchange with the whole universe for the develop- 
 ment and vivification of its being, so stands man also, in 
 all-sided developing life-exchange with nature, with hu- 
 manity, and with all spiritual efforts and influences — with 
 the universal life. 
 
 The blissful development of the human being which 
 leads to perfection and completion, and the fitting him 
 for the attainment of his destiny, and thus for the attain- 
 ment by effort of the genuine joy and true peace of life, 
 depend alone on the correct comprehension of man, even 
 as a child, in respect to his nature as well as to his rela- 
 tions, and on the corresponding treatment of man in ac- 
 cordance with this nature and these relations. 
 
 But man is a created being, and, as such, is at the same 
 time a part and a whole (therefore, a part-whole *), for, on 
 the one side, he is, as a creation, a part of the universe ; 
 but, on the other side, he is also a whole, since — just be- 
 cause he is a creature— the nature of his Creator (a living 
 
 * Gliedganzes in Frobel's meaning signifies that man is a whole 
 or self -determining being and at the same time a member of a social 
 whole. — Ed. 
 
8 PEDAGOGICS OF THE KINDERGARTEN. 
 
 and creating nature full of life, and testifying to life, 
 therefore in itself single) lives in him. 
 
 This original and fundamental nature of man, as be- 
 ing life in itself and therefore again giving life, makes 
 itself known in man's impulse to creative formation. This 
 fundamental nature makes itself known even in the child 
 by the instinct for observing, analyzing, and again unit- 
 ing — that is, by the instinct for formative and creative ac- 
 tivity. Indeed, the fostering of this instinct in the child 
 makes manifest the life of man, at the same time wholly 
 satisfying the demands of that life. 
 
 Man, as a child, appears to be conditioned and medi- 
 ated by father and mother. 
 
 Father, mother, and child form a triune life-whole — a 
 family. The child creates the family and the family-life 
 by its advent ; and, on the other hand, man's continuous 
 presence on earth is indispensably linked with the family. 
 The family and child reciprocally condition each other ; 
 neither exists without the other ; they form in themselves 
 an inseparable unit. 
 
 As in his original advent in the universe (on the 
 earth), so also in the family man again makes his appear- 
 ance as a true part- whole, since he is a whole in himself, 
 and also, at the same tim«, a necessary member of the 
 family life-whole. 
 
 Ohly as a member of the family will it be possible for 
 man to become a symmetrical, real, whole man ; indeed, 
 the family as a whole is a real, whole, human existence, 
 and the family life as a whole is real, complete, human 
 life. 
 
 As now the family is the fundamental condition of the 
 production of man and the mediator of his existence, so 
 also man as a child attains fully the development of his 
 
THE TWO VIEWS. 9 
 
 instinct for creative self-activity only when connected with 
 and conditioned by the family ; then only is it possible for 
 him to live in complete accordance with this instinct. 
 
 All genuine human education and true human train- 
 ing, and so also this endeavor of ours, are linked with the 
 quiet fostering in the family of this instinct for activity, 
 with the thoughtful development of the child for the sat- 
 isfaction of this instinct, and with the fitting of the child 
 to be active in conformity with it. 
 
 It is the aim of our endeavor to make it possible for 
 man freely and spontaneously to develop, to educate him- 
 self from his first advent on earth, as a whole human 
 being, as a whole in himself, and in harmony and union 
 with the life-whole — to make it possible for him to inform 
 and instruct himself, to recognize himself thus as a defi- 
 nite member of the all-life, and, as such, freely and spon- 
 taneously to make himself known — freely and spontane- 
 ously to live. 
 
 Moreover, the first and fundamental appearance of 
 love — of the love of parents and child, the family-love — is 
 found now in the family-life ; indeed, the family is love 
 itself become personal. The parental love manifests itself 
 in its whole nature just in and by means of the nour- 
 ishing and developing of the child's impulse to creative 
 activity, and in the supplying of the means for this devel- 
 opment. The fostering of this impulse arouses and 
 strengthens the love of brothers and sisters. This foster- 
 ing of the impulse to creative activity is thus a compre- 
 hensive expression of the true love of parents and child, of 
 the genuine family-love, and so reveals, and at the same 
 time wholly satisfies, all love and the nature of love. 
 
 Considering man as a created being, it is also quite in- 
 dispensable to regard and treat him, even in childhood as 
 4. 
 
10 PEDAGOGICS OF THE KINDERGARTEN. 
 
 well as through his whole life, as a creative being, and to 
 train and prepare him so that, while himself creating, he 
 may, even from his earliest years, find and recognize the 
 Creator, the creation, and the created, and may thus find 
 and recognize himself in this threefold relation and con- 
 nection according to the measure of his increasing ca- 
 pacity. So trained, he will be enabled to understand and 
 comprehend, and thus to attain to that which is man's 
 calling and destiny as an earthly being — namely, to recog- 
 nize God in the creation and in the creature, and there- 
 fore in man ; to recognize himself in himself and in man- 
 kind ; and thus each in the others, and the others in each 
 individual: to promote this recognition, to represent it 
 and to make it representable, to perceive it and to make 
 it perceptible. 
 
 But to see, to recognize, and to perceive, require and 
 presuppose light and almost are light. Eecognition there- 
 fore develops light in and around the human being, from 
 the satisfying fostering of his impulse to creative and 
 observant activity. The destiny and calling of man (to 
 be light and to move in light), as well as the possibility 
 for him by the fostering of the impulse to creative activity 
 to fulfill the above-mentioned destiny, is thus shown to us. 
 
 As we now see man, even from his first appearance 
 upon the earth and his first entrance into the family, 
 move in a threefold way, which is yet single in itself 
 (therefore a triune way), in and by means of life, in and 
 by means of love, in light and by means of light — in his 
 seeing, perceiving, recognizing, and remembering-^we also 
 see that the careful fostering of his impulse to creative 
 activity completely corresponds to and satisfies this triune 
 life of man. But this triune way in which man moves 
 is, above all comparison, important to the human be- 
 
THE TWO VIEWS. H 
 
 ing ; for God shows himself in Nature, in the uni- 
 verse, as life ; God reveals himself in humanity as love 
 (and in love) ; and God manifests himself in wisdom (in 
 the spirit) as light and in light. So God is the life, the 
 love, and the light ; and in such a triune way he appears 
 as the Creator and in the creature. 
 
 In life, love, and light, and as life, love, and light 
 therefore, the heing and nature of the child, of the man, 
 are made known as existing, are revealed as having been 
 realized and as still realizing. 
 
 By life, the child appears predominantly connected 
 with Nature, with the all; by love, he appears pre-emi- 
 nently united with humanity ; and by light, he appears to 
 be one with wisdom, with God. 
 
 Man as a created being is thus in his first period of life 
 on earth to be regarded, considered, and fostered in the all- 
 sidedness of his relations as a threefold child, as it were ; 
 or, as a child in three separate relations which are united 
 in themselves — as a child of Nature, as a human child, 
 and as a child of God ; that is, first, according to his com- 
 mon, earthly, and natural conditions and connections, ac- 
 cording to his life ; then, according to his special human 
 existence, to his love; finally, according to his original 
 spiritual nature, his anticipations and perceptions, his re- 
 membrance, recognitions, and intentions, his knowledge 
 and his wisdom. In his first relation (as a child of Na- 
 ture) man is to be considered as a being bound, chained, 
 unconscious, subject to impulses, sentient, living only cor- 
 poreally ; in the latter relation, as a child of God, as a free 
 being not only fitted for consciousness, destined to con- 
 sciousness, but already in anticipation conscious of his 
 nature, therefore following by his own will a high and 
 genuine unity of life as a thoughtful, perceptive, intuitive. 
 
12 PEDAGOGICS OF THE KINDERGARTEN. 
 
 spiritual, knowing, and wise being ; and in tlie intermedi- 
 ate relation (as a child of humanity) as a being struggling 
 from bondage and chains toward freedom ; from single- 
 ness toward unity, toward consciousness ; from separation 
 toward union, toward peace ; an aspiring being devoted 
 constantly to the above-named efforts ; and, in the antici- 
 pation of finding unity, a joyously living being. 
 
 To become clearly conscious of all the conditions and 
 relations in which and by means of which man exists, and 
 to faithfully live up to the requirements of these condi- 
 tions and relations, make man (as a presence) first become 
 man in consciousness and action; and make it possible 
 for him to become a whole, complete human being by 
 leading him to an equally careful and joyous fulfillment of 
 each of his duties, and by making it possible for him to 
 fulfill the totality of the duties of man in harmony. 
 
 Only if the child, the human being, be -comprehended 
 and treated through the whole fostering of the impulse of 
 his life (his impulse to creative activity), in the triuuity of 
 his nature, as living, loving, and perceiving, in the unity 
 of his life, in the all-sidedness of his circumstances and re- 
 lations ; if he be comprehended and treated as an earthly 
 being in accordance with what he is, what he has, and what 
 he will become ; only if he comprehends the outer world 
 around him in like triunity (and thus recognizes the revela- 
 tion of the divine in like triunity) in its unity, in each indi- 
 vidual, and in the sum of all unities — only thus can man 
 develop himself as that which he is, as the manifold and 
 articulated (but in himself single) whole, and, at the same 
 time, a member of the great whole — of all life ; only thus 
 can he develop himself in conformity with his destiny, 
 and be faithful to his vocation. He will thus form an 
 entirety and a unity of life from and around himself, and, 
 
THE TWO VIEWS. 13 
 
 in and by means of his creative life, God, Nature, and hu- 
 manity will reveal themselves in unity and singleness. 
 Man himself will make them known as they reveal them- 
 selves to him in and for the all-sided union, the genuine 
 peace, and the true joy of life. 
 
 So, founded on the nature of man and on his instinct 
 for formation and activity, and connected with the foster- 
 ing of this impulse, the aim of this institution is to be a 
 living whole, or, as it were, a tree in itself, as well as to 
 provide means of employment, and consequently of cul- 
 ture and instruction, founded on the relations of man to 
 Nature and life ; means, which when applied in a lively 
 manner to the child from the first stage of its spiritual 
 awakening and of its use of limbs and senses, and con- 
 stantly advancing with the growth of its powers, develop 
 it on all sides, and therefore in union with itself, with Na- 
 ture, and with the laws of life. Thus, this institution aims 
 to establish means of employment and so of cultivation and 
 teaching, which, as they show the objects of cultivation 
 and instruction in union with each other, at the same 
 time represent them in harmony and accord with the 
 development of Nature and of man, and satisfy the re- 
 quirements of both. 
 
 The detailed plan of this institution will be shown by 
 the following. 
 
II. 
 
 PLAN OF AI^ INSTITUTIOK TOE FOSTERING THE IMPULSE 
 TO CREATIVE ACTIVITY. 
 
 Preface. — Because all life rests in one unity, and be- 
 cause all existing life wells forth from this unity, he who 
 will work benevolently and fruitfully, blissfully and con- 
 stantly, progressively developing to increasing perfection, 
 must try to act and to live in inner united coherence with 
 the development of Nature and man, with the stage of 
 cultivation of the understanding and of the use of the 
 reason now attained, thus in full accord with the present 
 stage of development of Nature and humanity (that is, of 
 the whole universe), as well as in pure harmony with the 
 inner demands and the stage of development of the indi- 
 vidual or whole. 
 
 Thus, he who desires to work helpfully and fruitfully, 
 constantly and beneficially, for the welfare and found- 
 ing of the family, must,. in harmony with the stage of 
 development of his family and its members, connect his 
 efforts with a comprehensive and unital, a simple and yet 
 general human fundamental idea, at least with such a 
 general perception of life ; or, rather, he must make such 
 a perception his starting point. He who does not do this, 
 just in proportion as he does not do so builds on quick- 
 sand. 
 
 Now such ideas, which must lie at the foundation of 
 
PLAN OF AN INSTITUTION. 15 
 
 the human influence, especially of the educating influ- 
 ence as a human one, have been already definitely and 
 clearly expressed above ; it will wholly suffice for the pres- 
 ent aim — the demonstration of the plan of the before- 
 mentioned institution — to deduce the necessity and nature 
 of the institution in view from a principle derived from 
 experience, a principle which rests in and is explained by 
 one of the highest, final, fundamental ideas, and whose 
 innermost coherence with the highest thought of life comes 
 out definitely enough for this aim. 
 
 This principle derived from experience is : 
 
 The present effort of mankind in harmony with the 
 phenomena in Nature and the time, with the collective 
 all-life, is an endeavor after freer self -development, after 
 freer self -formation, and freer determining of one's own 
 destiny. In fact, the more or less conscious aim of those 
 who make this effort to find out the unity of the individ- 
 ual and the manifold, the inner coherence of the separate, 
 the accord of the opposite, the abiding with the changing, 
 the true beiug behind the phenomenal, and the spirit in 
 the form. 
 
 Therefore, the more or less clear aim of the individual 
 is to attain clearness about himself and about life in its 
 unity, its foundation, as well as in its thousand ramifica- 
 tions and in its relations to completeness and unity of 
 life, to comprehension and right use of life, according to 
 recognition and insight, as well as to representation and 
 accomplishment; and all this by voluntary choice, by 
 spontaneous and personal activity, and in accord with all. 
 
 This portrays the present degree of development of 
 mankind in character. Therefore, if we would not anni- 
 hilate our children spiritually and bodily, if we would not 
 cripple their present childish life, the youthful life next 
 
16 PEDAGOGICS OF THE KINDERGARTEN. 
 
 to be attained by tbem, their future life as citizens, their 
 future domestic life, and their whole life as members of 
 humanity, we must in the education and training of our 
 children be faithful to the requirements of their individual 
 nature, as well as in accord and coherence with the present 
 stage of human development, which is conditioned by and 
 proceeds from the development of the whole world, the 
 collective all-life. 
 
 That this highest aim of life may be attained, the 
 present time makes upon education and the educator, 
 parents and nurses, the following wholly indispensable 
 requirement — to comprehend the earliest activity, the 
 first action of the child, the impulse to formation and to 
 spontaneous and personal activity (the first manifestations 
 of which appear at an early age), to encourage the earliest 
 employment of children at home, the impulse to self -cul- 
 ture and self-instruction through self-shaping, self-obser- 
 vation, and self-testing. 
 
 Every one who observes with any attention even the 
 first stage of child-life is met therein (frequently as well 
 as definitely) by the requirement of fostering the child's 
 impulse to activity, but he is also met by the perception 
 of how little is done to satisfy the requirement generally, 
 but especially how little is done to satisfy it in a judicious 
 way — that is, in accord with the nature of man. 
 
 Very many loyal parents and members of the family, 
 very many anxious fathers and grandfathers, loving moth- 
 ers and grandmothers, cousins and uncles, fostering elder 
 brothers and sisters, and sympathizing family friends and 
 friends of the children, are indeed inclined carefully and 
 suitably to nourish and foster the impulse of childhood 
 and youth to acquire information spontaneously by self- 
 activity, but, on the one hand, only too often the requisite, 
 
PLAN OF AN INSTITUTION. 17 
 
 wholly suitable means, and, indeed, the needed capacity 
 and dexterity, knowledge, and training are lacking ; but 
 on the other hand, also, the child's employments as 
 well as the means and objects of such employment (the 
 plays and the playthings) are too little — indeed, not at 
 all — recognized in their true, deep significance, are too 
 little comprehended in their general human interest and 
 spirit, which, just because they are general and human, 
 continue to cultivate the man already grown up and rich 
 in knowledge, and are too little presented in their con- 
 nection with life in general. The consequence of this is, 
 that these means of play offer too little — indeed, nothing 
 at all — to the adult for the nourishment and continued de- 
 velopment of his or her own life ; hence, aside from the 
 duty of older people to children, it seems to the adult a 
 waste of time to employ himself or herself with fostering 
 the child's impulse to activity by means of and in its 
 plays. 
 
 Now the aim of this institution is to make the needs 
 and requirements of the child- world — needs and require- 
 ments to which we have just referred — correspond to the 
 present stage of development of humanity, and to pro- 
 vide for parents and adults who find themselves in the 
 just-mentioned position in regard to the fostering of the 
 children intrusted to them, appropriate plays and means 
 of employment, and consequently of instruction and cul- 
 tivation — of education in general — and, above all, means 
 adapted to the mind, spirit, and life of the child ; there- 
 fore to be able to prove the equally necessary, natural, 
 and human reciprocal call of the families, " Come, let 
 us live with our children," to be as general as it is rich 
 in blessing. Hence the plan of this institution is as 
 follows : 
 
18 PEDAGOGICS OF THE KINDERGARTEN. 
 
 I. To provide plays and means of employment (con- 
 sequently of culture) which satisfy the needs alike of 
 parents and child, of age and youth, of educator and pu- 
 pil ; which therefore nourish and strengthen, develop and 
 form the life of the children, as well as promote the life 
 of the parents and adults — or at least afford them spiritual 
 and intellectual nourishment while they employ them- 
 selves in playing with the children — indeed, we might say 
 even while they, as experienced and intelligent parents, 
 and observant and clear-sighted older people, merely ob- 
 serve the plays and spontaneous employment of these 
 children in a thoughtful manner — that is, with spiritual 
 and intellectual sympathy. 
 
 The spirit and character of these means of employ- 
 ment, and so of instruction, are therefore that — 
 
 1. They proceed from unity, and develop in all mani- 
 foldness from unity in accordance with the laws of life. 
 They begin with the simplest, and, at each particular 
 stage, again begin with that which is relatively the sim- 
 plest; but afterward advance in reciprocally beneficial 
 relation to one another, and according to the necessary 
 laws contained in the nature of the things themselves, 
 from the simplest to the most complex, from that which 
 is as yet undeveloped to that which is fully grown, and 
 so on in accord with natural and spiritual development 
 — in general, with the development of life. 
 
 2. The aim of each of the means of employment, and 
 likewise of education, is purely human instruction and cul- 
 tivation — that is, such as is in itself single as well as unify- 
 ing — so that through the right, judicious, and spirited use 
 of each (even of the smallest) of these means the human 
 
PLAN OF AN INSTITUTION. 19 
 
 being both in childhood and in maturity will be advanced, 
 educated, and formed as an individual, and also compre- 
 hended and developed as a member of humanity — there- 
 fore as a member of his family, of his nation, and of hu- 
 manity, and also as a member of Nature and of the uni- 
 verse — of the one-life and of the all-life. 
 
 3. The totality of the plays and means of employment, 
 which are at the same time means of formation of charac- 
 ter and of education, as it proceeds from a single, funda- 
 mental principle of culture observable in Nature, authen- 
 ticated by history, and proving itself to be purely human, 
 forms a stable, coherent whole, all the parts of which re- 
 ciprocally explain and mutually benefit one another. This 
 whole, therefore, resembles a tree with its many branches. 
 
 4. Each individual thing which is attained, however 
 small and simple, or however large and complex it may be, 
 is therefore always a self-contained whole, and so resem- 
 bles a bud, or a kernel of corn, from which manifold new 
 developments can be called forth, which again converge 
 into a higher unity. Wherefore he who judiciously, ener- 
 getically, and carefully uses for his little charge what is 
 attained, is himself manifoldly developed as well as har- 
 moniously cultivated. 
 
 5. These means of employment will, in the course of 
 their presentation, embrace the whole province of general 
 and fundamental instruction of the faculties of perception. 
 They also will embrace the groundwork of all future ex- 
 tended instruction as a whole, and are founded on the 
 nature of man as an existent, living, and perceptive being. 
 But, as the child at first feels and finds himself in space, and 
 finds others occupying the space around him, these means 
 of employment proceed from space, from the observation 
 of space and from the knowledge which comes from that 
 
20 PEDAGOGICS OF THE KINDERGARTEN. 
 
 observation, going on by means of the development and 
 training of the limbs and senses of the human being, and 
 by means of language to comprehend Nature in its most 
 essential directions; so that finally man, who at first 
 could find himself only in space and by means of space, 
 may now learn to find himself as an existent, living, feel- 
 ing and thinking, understanding and intelligent, percep- 
 tive and rational being, to retain the perception of him- 
 self as such a being, and, as such, to strive to live. 
 
 6. It is quite essential to the spirit and character of 
 these means of fostering independent action in the child 
 that they should lead to the thoughtful observation of 
 Nature and of life in all its parts and phenomena ; but it 
 is also essential that they should lead to the anticipation 
 and recognition, and finally to the comprehension of the 
 inner coherence of material things, and of the phenomena 
 of life, and also of the oneness of the material and spiritual 
 worlds, and the increasing similarity of their laws. 
 
 7. Thinking and discriminating parents will there- 
 fore find these plays and this playing of use and benefit 
 in their business or calling, whether it be an inner one de- 
 voted to knowledge or an outward one devoted to work, 
 the results of which can be seen, as even the occupying of 
 one's self therewith in the circle of the children is invig- 
 orating and beneficial, elevating and purifying, in its retro- 
 active effect on the life of the adult. 
 
 8. Each play, each means of employment, and each 
 means of self -teaching will be accompanied by sufficing 
 instructions which embrace the subject on all sides. These 
 instructions will contain — 
 
 a. Description of the nature of play and its higher 
 references to man and to life. 
 
 b. Statements of the relation of each individual play 
 
PLAN OF AN INSTITUTION. 21 
 
 and means of employment to the totality, so that with 
 each is specified what, in general, precedes it, what accom- 
 panies it, and what follows it ; therefore, on what it is 
 founded, and of what it is itself the foundation. 
 
 c. A direction sufficient to enable parents and nurses 
 •and teachers to use the play, the thing being vivified by 
 the word, the word illustrated by drawings, and these 
 again explained by the word and the thing itself. 
 
 d. These instructions will especially render prominent 
 the laws of mental growth proceeding from and leading 
 to the use of play and to its different representations ; and 
 
 e. Will especially state the firmly, beautifully, and 
 clearly formed truths of Nature and life obviously con- 
 tained therein, for the purpose of self-discovery, self- 
 observation, and further self-development, in order to 
 unite man more and more in and with himself, as well as 
 with Nature and life, with the unity and fount of life. 
 
 II. In the gradual accomplishment of the whole course, 
 such means of self-cultivation and self-instruction are to 
 be provided as satisfy the needs and requirements of the 
 present stage of human development, and also suffice for 
 adults who wish to continue their own cultivation in ac- 
 cordance therewith. Here will be presented, in conform- 
 ity with each line of culture and instruction, comprehen- 
 sive summaries of all parts which belong together, and 
 of the relatively higher unities and the highest unity of 
 these parts. The purpose of these summaries is that the 
 human being — as all unity is, properly speaking, invisible, 
 and only perceptible in the innermost — may be led from 
 the visible and external to the invisible and internal, from 
 the appearance to the true being, aud, thus led into him- 
 self, may also be led to God ; thus man may be clearly 
 shown to man in his nature, in his unfolding, and in his re- 
 
22 PEDAGOGICS OF THE KINDERGARTEN. 
 
 lation to totality and to unity — to Nature and to God — and 
 so may come to man, in all the relations of life, unity and 
 clearness, consciousness and penetration in cultivation, as 
 well as in life and in insight, and therefore joyousness, 
 peace, and freedom. 
 
 Since we are now deeply convinced that man, even 
 though only unconsciously faithful to his nature and to 
 the higher and highest demands of humanity of which he 
 is a member, seeks to learn to comprehend and present 
 the outer as well as the inner coherence of life in the 
 higher and highest living unity — in spite of the actual 
 and undeniably apparent disjointedness in life, and the 
 generally prevailing seeking merely for that which is di- 
 rectly and immediately useful in the striving for informa- 
 tion — we hope by means of this institution to answer to a 
 need in accordance with the spirit of the age, and to pro- 
 vide such an education of childhood as will correspond to 
 the deepest and most secret (even unknown to themselves) 
 wishes and yearnings of parents and adults, as fosterers of 
 children. 
 
 The course of plays and means of employment is to 
 begin with that which is simplest and near ; for only that 
 which proceeds from the simplest, smallest, and near can 
 develop from and explain by itself the manifold, great, 
 and distant — can show the spirit of unity ; and it is only 
 the single spirit which creates the single life. 
 
 And thus we show here, for the fostering of the im- 
 pulse to activity and of the creative nature of the child, 
 first of all, the details of a whole series of boxes, fc-r the 
 play and for the occupation of children in methodica and 
 coherent sequences, stages, and gifts, accompanied by il- 
 lustrative drawings and text. 
 
III. 
 
 CHILD-LIPE. THE FIKST ACTIOK OF THE CHILD. 
 
 As the newborn child, like a ripe kernel of seed corn 
 dropped from the mother plant, has life in itself, and, 
 also like the kernel, develops life from itself in progres- 
 sive but increasingly spiritual coherence with the common 
 life-whole by its own spontaneous action, so activity and 
 action are also the first phenomena of awakening child- 
 life. This activity and this action are, indeed, the actual 
 expression of the internal and innermost through and by 
 the outward, therefore inward activity devoted to observ- 
 ing and working with the external, to overcoming out- 
 ward hindrances merely as such, and to penetrating the 
 external. Hence early in the life of the child appears an 
 activity in harmony with feeling and perception, indicat- 
 ing a slumbering apprehension and comprehension of it- 
 self by the child as well as an already germinating indi- 
 vidual capacity. 
 
 The nature of man as a being destined to become, 
 and in future to be, conscious of personality, although at 
 first apparent only in slight outlines, yet already stamped 
 with sufficient distinctness to be observed and compre- 
 hended — lies in the quite peculiar character of childish 
 activity even when the so-called three months' slumber 
 has just ended ; in the totality of the first childish action 
 (especially after this time), a totality which can not be 
 
24 PEDAGOGICS OF THE KINDERGARTEN. 
 
 more fittingly designated than by the expression " to 
 busy one's self " ; in the impulse of the child to employ 
 itself, an impulse awakening at the same time with the 
 inner life of the child — that is, in the impulse (in accord 
 with feeling and perception) to be active for the increas- 
 ing development of its own life ; and, as we remarked in 
 the beginning, man, even from babyhood, in his triune re- 
 lation to Nature, to humanity, and to God, finds his 
 needs completely satisfied by the correct comprehension 
 and by the right fostering of his impulse to busy himself, 
 by the care and oversight of childish occupations. 
 
 We are repeatedly impressed with the conviction that 
 everything which is to be done for the true human devel- 
 opment of the child, and all efforts which are to be made 
 for such an education as will satisfy the needs of all sides 
 of its being, must be connected with, and proceed from, 
 the fostering of the impulse to employment, and the over- 
 sight of the first employment of the child. For the im- 
 pulse to employment corresponds to the triune activity of 
 man in doing, experiencing, and thinking. This impulse 
 corresponds fully to his nature, which is to have power to 
 perceive, to comprehend, to obtain self-knowledge, to be- 
 come more and more conscious of his own personality, and 
 to become spontaneous. Therefore the whole human be- 
 ing, all humanity in the child, and life itself, is compre- 
 hended by means of the impulse to employment. 
 
 Notwithstanding the existence of the impulse to em- 
 ployment which manifests itself early in the life of the 
 human being (though but the slightest traces of it are at 
 first perceptible), it has been commonly stated, but from a 
 quite incorrect point of view, that the child is so helpless 
 when born, and develops to self-dependence so slowly, as 
 to require the mother's fostering and help for a long 
 
CHILD^LIFE. 25 
 
 time ; it has even been said that man is in this respect be* 
 hind and below the animals. Only, as we shall yet more 
 often see in the future, just exactly that with which hu- 
 man nature is charged as a necessary consequence of the 
 existence of human beings upon earth, or which is at 
 least alleged as a speaking evidence of the great imper- 
 fection of man, constitutes his evident superiority over 
 the other creatures on earth, is a sign of his dignity, and 
 an assertion that man is created in the image of God, so 
 that he may recognize and demonstrate his likeness to 
 God — that is, that He has appeared upon earth, and under 
 earthly limitations for that purpose. For we recognize 
 through this helplessness that man is destined to free, self- 
 active progress, and is called to higher and higher stages 
 of consciousness of self. 
 
 The animal, whose life-impulses, powers, and qualities, 
 whose instincts, as they are called, are at birth so definite 
 and strong that it, on the contrary, does not fail, and in- 
 deed in a free natural condition can not fail, to overcome 
 by those instincts every obstacle in each department of its 
 life, the animal, just on account of its strong instincts, 
 can not arrive at the knowledge of its powers, its qualities, 
 its nature, its unity, and therefore can not arrive at a 
 recognition of its manifold ness, nor, above all, at the an- 
 ticipation and recognition of unity as such ; still less can 
 it give to itself an account thereof, for it lacks all points 
 of comparison. It lacks the points of comparison which 
 (as is the case with man) proceed from the fact that even 
 the weakest manifestations of power meet in their work- 
 ings with obstructions which even increase as the power 
 itself increases, and will thus with difficulty be overcome, 
 or prevailed over and annihilated. 
 
 It is, as already stated, quite different with the life of 
 5 
 
26 PEDAGOGICS OF THE KINDERGARTEN. 
 
 man, in which at first scarce anything can be easily ac- 
 complished without extraneous help, and consequently 
 nothing without hindrance, but especially nothing 
 through the superiority of power from within (such, for 
 example, as the just-hatched duckling shows on the 
 water) ; thus everything external is to be overcome, even 
 though there be a preponderance of helplessness, through 
 the inner enhancing and outward strengthening and in- 
 creasing of power by the free activity of the will. This 
 inner self-enhancing of power, proceeding from spontane- 
 ity of the will and outward strengthening and increasing 
 of this power, effected by this inner self -enhancing, con- 
 stitute the superiority of man over the animal, and this so 
 much the more as man is born in the most extreme condi- 
 tion of helplessness. 
 
 The helplessness of the newborn human being in re- 
 spect to everything external is the opposite of his future 
 ability for self -helpfulness (an ability which is in unison 
 with the unity and the wholeness of life) through the en- 
 hancement of his will power and consequently his power 
 of action. As now outward helplessness is the opposite of 
 possible enhancement of inward power, so the latter is to 
 be aroused and become recognized and strengthened by 
 the former. As, in general, everything is and will be best 
 recognized by means of that which is its opposite, there- 
 fore helplessness is to be overcome by the enhancement of 
 power ; for it is just the conquering, or rather the prevail- 
 ing over and so annihilating the outward hindrance of 
 life by one's own will power and one's own enhanced 
 power of action, which preserves to man peace, joy, and 
 freedom in his own consciousness, and thus elevates him 
 to that likeness to God for which he is destined. Help- 
 lessness and personal will (one's own will), therefore, soon 
 
CHILD-LIFE. 2Y 
 
 become the two liinges, the opposite turning points (poles) 
 of the child's life, of which the middle point and point of 
 union, and thus the balance point, is independent activity 
 and free activity, self-occupation and self-employment. 
 Herein lies for the educator and fosterer of the human 
 being the key to the inner and outer life of man in child- 
 hood and youth, and to the phenomena of this inner and 
 outer life, often as difficult to explain as to treat and to 
 adjust. By means of this key there is opened to the edu- 
 cator an unobstructed view of the lights and shadows of 
 child-life and of its phenomena, which so often seem to 
 contradict one another. From the impulse to activity and 
 from spontaneous employment of one's self, or rather from 
 the three (helplessness, one's own will, and employment 
 of one's self), soon proceed habitude and custom (often 
 indolence and a tendency to seek one's own ease). This 
 fact is as remarkable and worthy of notice as it is easily 
 recognizable, as each phenomenon — which is especially to 
 be considered in the life of children and in the correct es- 
 timation of that life — calls forth its opposite. One will- 
 ingly makes one's self at home where one can act freely ; 
 and, on the other hand, one can act freely where one has 
 made one's self at home. 
 
 It is therefore just as important for the child that 
 those who have it in charge should notice its customs, its 
 habits, and to what it accustoms itself, especially in re- 
 spect to cause and effect, as that they should notice and 
 foster its impulse to activity. Indeed, one can see clearly 
 that just this trait of the child of accustoming and inur- 
 ing itself to something, and of growing together with 
 its surroundings and becoming one with them, proves 
 the early existence of the impulse to activity and employ- 
 ment even when the child outwardly appears inactive 
 
28 PEDAGOGICS OF THE KINDERGARTEN. 
 
 (passive) ; since the child accommodates itself to out- 
 ward surroundings, relations, and requirements, in order 
 thus to obtain more space for the play of its inner ac- 
 tivity. 
 
 As now habit in the child proceeds from spontaneous 
 and independent activity, so also imitation springs from 
 it ; and it is no less important for the fostering of child- 
 hood and child-life and for observing it to keep this origin 
 of imitation in view than to keep in view the phenomena 
 of habitude, custom, and independent activity. For we 
 see the whole inner spiritual life of the child manifest the 
 threefold phenomenon, spontaneous activity, habit, and 
 imitation, as a triune phenomenon. These three phases 
 are intimately united early in the life of the child, and 
 give us the most important discoveries concerning child- 
 life in respect to foundation and result, and the surest in- 
 dices for the early correct treatment of the child. None 
 of these phenomena should therefore be excluded from 
 a comprehensive study of children, such as would sat- 
 isfy the nature of the human being, for all three are alike 
 deeply grounded in human nature in respect to their 
 source.* The three activities taken together also disclose 
 the following aims, which wholly correspond to the nature 
 of the child as a human being : These aims are, to keep 
 itself such as it feels and finds itself — a being which is in- 
 dependent and yet supported by the whole ; to strengthen, 
 exercise, and develop its limbs and senses, and to make 
 them free, thus within itself and by its own efforts to at- 
 tain more and more independence and personality, and to 
 
 * We shall later return to this subject on account of its impor- 
 tance, and will then treat it more fully and in more extended con- 
 nections ; but this limited intimation must here suffice for the gen- 
 eral foundation of what follows. 
 
CHILD-LIFE. 29 
 
 reveal itself in its personality; j&nally, to obtain knowl- 
 edge of the independence and personality — that is, of the 
 independent existence — of that which surrounds it, and 
 to convince itself of that existence. 
 
 This joint aim of life, the joint activity proceeding 
 from it and the unity of life at the foundation of both, 
 are expressed by the child's first quiet fixing of its eyes. 
 Hence the child's first clear gaze so delights and uplifts 
 those who witness it, for the child thereby proclaims self- 
 dependence and personality in itself and his ability to 
 maintain these qualities; it also acknowledges the self- 
 dependence and personality of those around it and an- 
 ticipates the future (though as yet deeply slumbering) 
 unity of life ; it therefore announces the elevation of man 
 above unconscious nature, and fully expresses his dignity, 
 his humanity. 
 
 Therefore, the first voluntary employments of the 
 child, if its bodily needs are satisfied and it feels well and 
 strong, are observation of its surroundings, spontaneous 
 reception of the outer world, and play, which is independ- 
 ent outward expression of inward action and life. This 
 dual expression, taking in and carrying out in life, is 
 necessarily grounded in the nature of the child as well as 
 of the human being in general, since its first earthly des- 
 tiny is to attain by critical reception of the outer world 
 into itself, by manifold inward impressions and through 
 outward realization of its inner world, and by critical com- 
 parison of both, to the recognition of their unity, to the 
 recognition of life as such, and to faithful living in ac- 
 cordance with the requirements of life. 
 
 Since we now see man at an early age comprehend his 
 destiny by means of these three activities, so the collect- 
 ive phenomena of his whole future life find their solution 
 
30 PEDAGOGICS OF THE KINDERGARTEN. 
 
 in these activities, which form, as it were, the triune point 
 of reference and vital point thereof. 
 
 That he may fulfill and attain his destiny, man is en- 
 dowed on the one hand with senses, the organs by which he 
 can make the external internal ; on the other hand with 
 bodily strength and limbs, by which he can represent his in- 
 ner nature outwardly, therefore always by material means ; 
 finally, that he may comprehend spiritual unity, the nature 
 of man appears as an anticipating and individual soul, be- 
 cause this nature is in itself a perceptive and uniting spirit. 
 
 It is therefore evident how important the training of 
 body and senses is for man even in the early stages of his 
 existence ; and, from the more spiritual, comparing, and 
 uniting point of view, it is also evident how important the 
 Mnd of observation of the outer world and its reception 
 into the inner nature of man, and also the kind of the 
 voluntary, playful occupations of the child, are for the 
 method of experience as to its conclusions and reasons, 
 for the spirit of the knowledge and insight which it draws 
 therefrom, and so for the expression of its nature, which 
 makes itself known thereby. 
 
 For, as the life of man in all the necessary variety of its 
 phenomena is in itself a complete unity, one can recognize 
 and consider even in the first baby life, though only in 
 their slightest traces and most delicate germs, all the spir- 
 itual activities which in later life become predominant. 
 
 Beloved parents and nurses, do not say. How could 
 the last-named spiritual tendencies be contained in the 
 life of the little child, which appears as yet so unconscious 
 and helpless? If they were not contained in the little 
 child they could not be developed at all from it ; but on 
 the fact that they are contained therein is based the love 
 for children of the greatest friend of children, his judg- 
 
CHILD-LIFE. 31 
 
 ment concerning them, his placing them on the same 
 plane with himself, and his demands for them. Were 
 these directions and references not contained in the child's 
 nature, the quickly discerning sense of the mother would 
 not treat the child from the first moment of its existence 
 as an understanding, perceptive, and capable being, and 
 so these directions and references could never become the 
 fruit of its life ; for where there is not the germ of some- 
 thing, that something can never be called forth and ap- 
 pear. 
 
 The outermost poM and innermost ground of all phe- 
 nomena of the earliest life and activity of the child is 
 this : the child must hring into exercise the dim antici- 
 pation of conscious life in itself as well as of life around 
 it ; and consequently 7nust exercise power, test and thus 
 compare poiuer, exercise independence, and test and thus 
 compare the degree of independence. 
 
 Therefore, as soon as the life of the child, its power of 
 spontaneous and voluntary action and its use of limbs 
 and senses are aroused ; when it can freely move its little 
 arms and hands, when it can perceive and distinguish 
 tones, and can turn its attention and its gaze in the direc- 
 tion from which these tones come ; let us give to the child 
 for its spontaneous and voluntary action an object which 
 expresses stability and yet movability, which in this stabil- 
 ity and movability can be grasped and handled by the 
 child ; in which, as in its own mind, the unity of all mani- 
 f oldness is contained ; which it perceives in its new exist- 
 ence, in which, therefore, though as yet quite uncon- 
 sciously, it can see its own self-dependent, stable, and yet 
 movable life, as it were, in a mirror, as well as test and 
 exercise such life by such an object. And this plaything 
 is the sphere, or rather the lall. 
 
IV. 
 
 THE ball; the FIEST PLAYTHING OF CHILDHOOD. 
 (See Plate 1.) 
 
 EvEiq- the word ball, in our significant language, is full 
 of expression and meaning, pointing out that the ball is, 
 as it were, an image of the all {der B-all ist ein Bild des 
 All) ; but the ball itself has such an extraordinary charm, 
 such a constant attraction for early childhood, as well as 
 for later youth, that it is beyond comparison the first as 
 well as the most important plaything of childhood espe- 
 cially. The child loyal to its human nature — at whatever 
 incomplete and dim stage of observation it may be — per- 
 ceives in the ball the general expression of each object as 
 well as of itself (the child) as a self-dependent whole 
 and unity. It is above all important for the child, 
 as a human being destined to become and in the future to 
 be conscious, to perceive that which is inclosed in itself, in- 
 deed complete (vollendeten), and so, as it were, the coun- 
 terpart of hiniself and his opposite ; for man seeks even 
 as a child to develop himself as well as everything in Na- 
 ture by means of that which is its opposite yet resembles 
 it ; and so the child likes to employ himself with the ball, 
 even early in life, in order to cultivate and fashion him- 
 self, though unconsciously, through and by it, as that 
 which is his opposite and yet resembles him. Indeed, the 
 ball in the totality of its properties, as will be clearly 
 
THE BALL. 33 
 
 shown in the course of our considerations, is in manifold 
 respects as instructive a type for the child, as the All (the 
 universe), with its phenomena, is for the adult. 
 
 There is yet another thing which gives to the ball not 
 only a great charm for the children but likewise deep 
 significance as a plaything, and so as a means of educa- 
 tion ; this is, that the child, feeling himself a whole, early 
 seeks and must seek in conformity with his human nature 
 and his destiny, even at the stage of unconsciousness, al- 
 ways to contemplate, to grasp, and to possess a whole, but 
 never merely a part as such. He seeks to contemplate, to 
 grasp, and to possess a whole in all things, and in each thing, 
 or at least, by means of and with them. This can be 
 abundantly proved in the history of the development of 
 the individual human being as well as of whole nations, 
 and of all humanity. Many phenomena in child-life, on 
 the bright side of life as well as on the dark, can also be 
 explained thereby. This whole for which the child seeks 
 is also supplied to him by the ball. 
 
 Only we further notice in the life of the child how 
 he — like the man in the fairy story — would like to perceive 
 all in all, and also to make all from each. The ball is well 
 adapted to fulfill this desire also of the child, being (as a 
 whole inclosed in itself) the image of all in general, and 
 also the particular image of individual things ; as, for ex- 
 ample, the apple, as well as all things which are spherical 
 in form, and from which such manifoldness again devel- 
 ops, such as seed grains and the like. The ball — or, what 
 is the same, the sphere — is actually the foundation, the 
 germ, as it were, of all other forms which can therefore 
 logically be developed from it in conformity with fixed 
 simple laws ; this fact will later be proved in the course 
 of presenting the plays and the means of employrReut for 
 
34 PEDAGOGICS OF THE KINDERGARTEN. 
 
 children. Indeed, the sphere takes up immediately into 
 itself all surrounding objects, since they are mirrored in it, 
 as is justly said. Thus all which the child needs in the ex- 
 pressions of his life and activity, in the earliest beginning 
 as well as in the later course of his development, are af- 
 forded by the ball ; for, as it is a whole in itself, it is, as it 
 were, the representative, the general expression of each 
 whole. The child can see each whole and himself in it, 
 as he makes each whole or each object from it, can repeat- 
 edly impress upon it his own image and thus stand face to 
 face with himself. 
 
 In fostering the development of the child special at- 
 tention must be given to these expressions of his life and 
 activity, as these expressions are the foundation and means 
 of the recognition of individual oneness, of unity as such, 
 and of the accord of all things to which man is destined. 
 Attention should also be given to that which clearly fol- 
 lows from the preceding, and which on account of its 
 great importance must be brought forward here at the be- 
 ginning of a play — namely, that the spirit in which a play 
 is conceived and originated, as well as the spirit in which 
 the plaything is treated and the play played, give to the 
 play its significance and its worth, its efficient value to 
 humanity. So also if the spirit by which Nature is cre- 
 ated is comprehended by man, and if Nature is observed 
 and treated in accordance with that comprehension, this 
 spirit gives to Nature the significance which it has for 
 man — a significance as true as it is deep and full of life, 
 producing life as well as fostering and unfolding life. 
 
 But now how is the ball to be considered and used, es- 
 pecially for the first strengthening of the child as a whole, 
 for the first exercise of his bodily powers, the development 
 of the activity of his limbs and senses, as well as for the 
 
THE BALL. 35 
 
 arousing and nourishing of his attention and of his free 
 independent action ? 
 
 This is wholly in accordance with the needs of the 
 child and the nature of the ball. 
 
 We see how the little child likes so much to seize and 
 grasp everything, even its own thumb or its other hand or 
 fist if it has nothing else. We also see — which is certainly 
 worthy of earnest consideration — how each hand by itself 
 is well adapted to inclose a ball, as are also both hands 
 together. 
 
 Therefore a ball is early given into the child's little 
 hand, though at first only for grasping, for him to lay his 
 little fingers round like rings, in order to comprehend its 
 roundness and thus come to possess and hold it fast. 
 
 Even this clasping will soon strengthen the muscles of 
 the child's fingers, hand, and arm, and also develop hand 
 and fingers so as to fit them first of all for voluntary 
 handling of the ball, and later for the right handling of 
 other things. Every one knows how much in the life of 
 man, and even in the life of the child, depends on the 
 proper grasping and the right handling of each thing in 
 the actual as well as in the figurative sense. It is there- 
 fore inexpressibly important for the whole future life of 
 the child that he should early learn to actually handle 
 even one extraneous object on all sides. 
 
 This now requires that, as the child's use of limbs and 
 senses increases, the ball may show itself to the child more 
 as a thing separate from him ; for at first the ball seems to 
 be, as it were, one with the hand of the child himself, and 
 seems to grow together with it like his fist ; and this is 
 well, as thus all future recognition of the child's surround- 
 ings and of the outer world come to the child by means of 
 the ball. 
 
36 PEDAGOGICS OF THE KINDERGARTEN. 
 
 As soon as the child is sufficiently developed to per- 
 ceive the ball as a thing separate from himself, it will be 
 easy for you, dear mother, and you, dear nurse, having 
 previously fastened a string to the ball which you give 
 into the child's little hand, to draw the ball gently by the 
 string as if you wished to lift it out of the child's little 
 hand. The child will hold the ball fast, the arm will rise 
 as you lift the ball, and as you loosen the string the hand 
 and arm will sink back from their own weight and through 
 holding the ball fast; the feeling of the utterance of 
 force, as well as the alternation of the movement, will 
 soon delight the child ; and the use of the arm in this 
 activity gives dexterity to the arm and strengthens the 
 arm and hand. 
 
 Now, dear mother, here is the beginning of your play 
 and playing with your dear child through the mediation 
 of the ball. From this, however, soon springs a quite 
 new play, and thus also something new to the child, 
 when, through a suitable drawing and lifting by the string, 
 the ball escapes from the child's hand, and then quietly 
 moves freely before him as an individual object. Through 
 this play is developed in the child the new feeling, the 
 new perception of the object as a something now clasped, 
 grasped, and handled, and now a freely active, opposite 
 something. 
 
 One may say with deep conviction that even this sim- 
 ple activity is inexpressibly important for the child, for 
 which reason it is to be repeated as a play with the child 
 as often as possible. What the little one has up to this 
 time directly felt so often by the touch of the mother's 
 breast — union and separation — it now perceives outwardly 
 in an object which can be grasped and clasped, and which 
 has actually been grasped and clasped. Thus the repeti- 
 
THE BALL. 37 
 
 tion of this play confirms, strengthens, and clears up in 
 the mind of the child a feeling and perception deeply 
 grounded in and important to the whole life of man — the 
 feeling and perception of oneness and individuality, and 
 of disjunction and separateness ; also of present and past 
 possession. 
 
 It is exceedingly important for the child which is to 
 be developed, as well as for the adults who are to develop 
 him (therefore, first of all, for the father and mother), that 
 they (the adults) should not only perceive but should also 
 suitably foster the awakening individual power and indi- 
 vidual activity, and the awakening spirit of their child in 
 the traces and slightest expressions found in the almost 
 imperceptible beginning, so that the development of these 
 qualities and this spirit may not be carried on by acci- 
 dental, arbitrary, and disconnected exercises. It is also 
 important to observe the progressive development of the 
 strength as well as of the activity by means of a measur- 
 ing object, for which also the play with the ball is in mani- 
 fold ways the most suitable means for parents and child. 
 
 The idea of return or recurrence soon develops to the 
 child's perception from the presence and absence ; that of 
 reunion, from the singleness and separateness; that of 
 future repossession, from present and past possession ; and 
 so the ideas of being, having, and becoming are most im- 
 portant to the whole life of man in their results, and are 
 therefore the dim perceptions which first dawn on the 
 child. 
 
 From these perceptions there at once develop in the 
 child's mind the three great perceptions of object, space, 
 and time, which were at first one collective perception. 
 From the perceptions of being, having, and becoming in 
 respect to space and object, and in connection with them, 
 
38 PEDAGOGICS OF THE KINDERGARTEN. 
 
 there soon develop also the new perceptions of present, 
 past, and future in respect to time. Indeed, these ninefold 
 perceptions which open to the child the portals of a new 
 objectiYC life, unfold themselves most clearly to the child 
 by means of his constant play with the one single ball. 
 
 As we now find that all the development of the child 
 has its foundation in almost imperceptible attainments 
 and perceptions, and as we see that its first evanescent 
 perceptions (almost imperceptible in the beginning) are 
 fixed, increased, and clarified by innumerable repetitions — 
 that is, by change — so we also remark that when two dif- 
 ferent and separate perceptions have been once received 
 by the child, the third and the following perceptions 
 necessarily proceed from them. 
 
 It is highly important for the careful and faithful foster- 
 ing of the child that the fosterer should devote her whole 
 attention to this truth early in the life of the child. It is 
 also important early to observe, to retain, and therefore to 
 connect with the objective, the linking together of the ap- 
 parent and of the existent life, though this linking together 
 is at first but dimly perceptible. Eor the future sure at- 
 tainment of the earthly destiny of man not only depends 
 on the comprehension of the nature of being, having, and 
 becoming, of object, space, and time, as well as on the 
 correct comprehension and consideration of present, past, 
 and future, but man himself will, even in early child- 
 hood, in his triune nature and in conformity with the 
 qualities combined in him in a manner corresponding to 
 his nature, claim the attainment of this destiny. The 
 more clearly you perceive this, parents and fosterers of 
 childhood, and the more definitely you employ it in your 
 fostering, the richer in results will be your education of 
 children. 
 
THE BALL. 39 
 
 True, the natural and unspoiled feeling of the mother 
 often hits upon the right thing to do ; but this right thing 
 is done by her too unconsciously and too unconnectedly, 
 it is not repeated continuously enough ; still less is it con- 
 stantly and progressively developed, and so it is not logi- 
 cally enough built up. The mothers themselves, and yet 
 more the nurses who undertake the mothers' business at 
 a later time, only too easily abandon the path correctly 
 pointed out by the pure motherly feeling, as could be 
 easily demonstrated in many places ; but we wish and en- 
 deavor to have that which the natural motherly feeling 
 correctly though unconsciously suggests clearly recognized 
 and constantly and progressively fostered, and so that life 
 may become by this, for parents and child, a whole, the 
 parts of which constantly, progressively, and reciprocally 
 train one another — a whole which is consciously and pro- 
 gressively formed. 
 
 Thus the mother, guided by human feelings, connects 
 the mute action, the becoming and become, with that 
 which is perceptible only to the sight and touch — as, for 
 instance, the action is connected with a definite place and 
 object, and then, almost without exception, is connected 
 with the audible word, the sign vanishing again almost as 
 soon as it arises. 
 
 From the connection of opposites and the duality of 
 the silent and the sounding, of the abiding and the van- 
 ishing, of the visible and the invisible, of the corporeal 
 and the spiritual object, there goes forth to the child 
 (who also bears this duality within himself in its unity) 
 the object as recognized by the mind, and thus held fast, 
 and the consciousness of the object; in this way con- 
 sciousness itself develops in the child. 
 
 But consciousness itself belongs to the nature of man 
 
40 PEDAGOGICS OF THE KINDERGARTEN. 
 
 and is one with it. To become conscious of itself is the 
 first task in the life of the child, as it is the task of the 
 whole life of man. That this task may be accomplished, 
 the child is even from his first appearance on earth sur- 
 rounded by a definite place, and by objects : by the air 
 blowing around all living creatures, as well as by the 
 arousing, human, spiritual language of words ; and so the 
 animating word, at least the animating song, belong to 
 each voluntary employment, and hence to playing with 
 the child. Genuine, childlike human beings, mothers 
 especially, as we have before seen, know this very well of 
 themselves, therefore they undertake nothing with the 
 child which they do not accompany with words spiritu- 
 ally exhaled and inhaled, even if obliged to confess that 
 there can be no understanding of the spoken words by the 
 child, as the general sense of hearing is not yet developed, 
 still less the special hearing of words. So we find the 
 mother, soon after the child's birth, caressing and talking 
 to the little one ; for that which can develop and origi- 
 nate, and is intended to do so, begins and must begin 
 when as yet nothing exists but the conditions ; the possi- 
 bility, and, especially with human fostering, the dim an- 
 ticipation of it. Thus is it with the attainment of man to 
 consciousness, and the speech required and conditioned 
 by that attainment to consciousness. 
 
 But now, how shall this word accompanying the play 
 with the child, the play-speech of the child, be formed ? 
 
 As childlike, as motherly, as playfully as possible ; so 
 motherly, that the mother creates it herself in the instant 
 of using it with the child ; that, quite unconsciously to 
 herself, she creates it afresh in her own mind and from 
 life so that it passes away as the word dies away ; for this 
 speech is to express the highest personal and most di- 
 
THE BALL. 41 
 
 rectly felt motherly life with the child ; it is therefore 
 impossible to put it down in black and white and repre- 
 sent it in its individuality, in its life-awakening and life- 
 ravishing fullness, which is caused by momentary emotions 
 of the mind and mind-union, by gaze, movement, and 
 tone, as well as by song, etc. 
 
 Yet, in order as much as possible to come to an under- 
 standing with the dear fosterers of childhood, a hint at 
 least, may be permitted to us. 
 
 Just as soon as the child's first capacity for speech 
 is somewhat developed, we note how it follows out the 
 sound in and by means of the movement which it remarks, 
 and that it tries to imitate that sound with its own or- 
 gans. " Tic, tac," we hear it say, in imitation of the move- 
 ment of the pendulum and the striking of the clock. We 
 hear it say, or sing, " Bim, bom," when the sound of the 
 movement is more audible, or is comprehended as a sound. 
 In the words i7i and out (Innen U7id Aussen), it is worthy 
 of note that the child uses the vowel scale e — ah — oo, 
 which symbolizes the movement from within (e) to the 
 outward (oo). 
 
 Thoughtful and observant nurses can therefore ob- 
 serve many and beautiful things in all the first expres- 
 sions of the workings of the child's inner life, especial- 
 ly when he begins actually to speak. These many and 
 beautiful things which can be observed are an essential 
 guidance in fostering the development of the child. So 
 we must perceive that the child, in the beginning of 
 its use of speech, comprehends, designates, and retains 
 through the words " tic, tac " rather the physical part of 
 the movement ; but by " bim, bom " he comprehends the 
 movement more from the feeling, if one might so say, in 
 the mind. And (if I may be permitted to express myself 
 
42 PEDAGOGICS OF THE KINDERGARTEN. 
 
 thus) through the " there, here," which comes later, the 
 child follows the movement more as a thing of compari- 
 son, of recognition, and, in his dawning thought, more 
 intellectually. 
 
 A further treatment of this subject must come later ; 
 now, we can only remark that it is highly important for 
 the nurse to observe even the first and slightest traces of 
 the articulate connection of the corporeal, intellectual, 
 and spiritual nature of the child, and to observe it in 
 its development from existence to sensation and thought, 
 so that none of these directions of the child's nature 
 should be arrested, or cultivated, in the development of 
 the child at the expense of the others ; but neither should 
 any be repressed and neglected for the sake of the oth- 
 ers. It appears important to us here, and we believe that 
 all who quietly consider the first development of the child 
 have already remarked, or will yet remark, that children, 
 even from the first stage of development at the point to 
 which they have , arrived, are apt to indicate the swing- 
 ing movement, " bim, bom," in a singing tone which ap-, 
 preaches to song, and serves as such the emotional nature 
 and its cultivation. They thus early and definitely point 
 out that the center, the real foundation, the starting point 
 of human development, and thus of the child's develop- 
 ment, is the heart and emotions ; but the training to ac- 
 tion and to thought, the corporeal and spiritual, goes on 
 constantly and inseparably by the side of it ; and thought 
 must form itself into action, and action resolve and clear 
 itself in thought ; but both have their roots in the emo- 
 tional nature. 
 
 After these remarks, which are necessary for the 
 knowledge, fostering, and protection of the p^mitive 
 course of development, and of the laws of development 
 
THE BALL. 43 
 
 of the human being, let us return to our childish play, 
 but now with a presentiment of its deep significance. 
 
 By a slow and constant pull, the ball, hanging to a 
 string, escapes from the child's hand, and " Bim, bom ; 
 bim, bom ; tic, tac ; tic, tac ; here, there ; here, there " 
 sounds immediately from the mother's mouth, and in- 
 dicates the movement of the ball. 
 
 This quite simple play admits of many changes by con- 
 necting it with different tones and words. 
 
 " See, child, see the ball — there, here ; there, here." 
 (Compare Nos. 1 and 2, Plate I.) 
 
 The ball resting, " Here "hangs the ball." 
 
 Slowly raising and lowering the ball by the string, 
 " Up, down." (See Nos. 5 and 6.) 
 
 Letting it swing over an object (for example, the other 
 hand placed crosswise) : " There, here ; there, here ; over 
 there, over here." (See Nos. 3 and 4.) Or, considerably 
 lengthening the string, that the ball may swing slowly now 
 toward the child, now away from him, " Near, far ; near, 
 far " ; or, " Now comes the ball ; off goes the ball," or " The 
 ball comes ; the ball goes away " ; or as a general indica- 
 tion, " Here it comes, there it goes." 
 
 Swinging the ball slowly in a circle : " Around, around ; 
 round to the right, round to the right ; round to the left, 
 round to the left." (Compare Nos. 13, 14, 15.) 
 
 Or, playing with the ball on a firm surface on the table 
 before the child, " Tap, tap, tap," letting the ball fall on 
 different parts of the surface, especially in a vertical di- 
 rection. (See No. 7.) 
 
 " Jump, ball, jump ! " " See, now the ball jumps ! 
 Jump ! jump ! jump ! " letting the ball, held by the string, 
 fall quickly and rebound by its own elasticity. (See 
 No. 9.) 
 
44 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Or, helping it by a quick, short drawing of the string, 
 " The ball jumps high " ; " The ball can jump no more ; 
 it is tired ; it lies down to sleep." 
 
 Quickly lifting the ball from the surface of the table 
 on something, for example, the ball's box, " Hop up high " ; 
 or, raising it quickly over the box, " Hop over." (See Nos. 
 8 and 10.) 
 
 Twirling the ball on a surface in a horizontal position 
 by the string, and then around a center, and imitating 
 with the voice the more outward movement " r r r r " or 
 merely "Around, around." (See No. 20.) 
 
 And now raising the ball quickly by the string in a 
 vertical direction into the air, and now hanging it, letting 
 it twirl quietly and quickly backward, and now imitating 
 more its inner movement by " 1 1 1 1 " or " Turn thee, turn 
 thee ; swiftly, swiftly," or, pointing out the increasing 
 speed of the movement, " Faster and faster." (See No. 
 21.) 
 
 The rolling on the surface can now be repeated, " Now 
 to the right, now to the left " ; and so also can the turning 
 of the ball hanging by the string be changed, " Now to 
 the left, now to the right." 
 
 Then drawing the ball on a surface, " Pull, pull, pull." 
 (See No. 22.) The string may at this point be laid in the 
 child's hand, and string and hand grasped by the mother's 
 hand and the ball drawn off the support : "Ah, there falls 
 the ball ! " This, which appears to the child an effect of 
 his own action, delights him exceedingly. 
 
 Now the swinging movement may be again made with 
 the ball in the air, either out from the middle, " Always 
 wider," or from the outside toward the center "Always 
 narrower." (See Nos. 16 and 17.) 
 
 As the child before perceived the circling movement, 
 
THE BALL. 45 
 
 SO it sees here the spiral widening and narrowing. So 
 the movement of the ball can also be made in an oval 
 line, " Lengthen out," or " Widen out." 
 
 In the same way, winding the ball on a string up and 
 down round a stick in the form of a screw, " Always higher, 
 always lower." (See Nos. 18 and 19.) 
 
 Or, merely drawing the ball on a string slowly up and 
 letting it down, " High, low ; high, low." 
 
 Now, the ball free from the string is allowed to roll on 
 the surface. " Eoll, roll, roll, roll ; there the ball runs ! " 
 (See Nos. 11 and 12.) 
 
 Or the ball can be made to recoil from a surface — for 
 example, the ball-box or a book : " Come, ball, come again 
 to baby " ; " Here conies the ball " ; " Catch the ball " ; 
 " The ball has fallen " ; " Go for the ball " ; " Look for the 
 ball." The mother may lift the child to the place where 
 the ball lies, in order that the little one may itself pick 
 it up. If the child has attained to any degree of intel- 
 lectual and physical development and strength, he mjist 
 be allowed to pick up the ball himself when he throws it 
 to the ground ; and if the child is as yet too small and 
 helpless to move himself for that purpose, he must be 
 lifted to the place where the ball lies, especially if he him- 
 self has thrown the ball away ; so that he may early ex- 
 perience the consequences and requirements of his own 
 action, and discover that he must himself fulfill the re- 
 quirements and bear the consequences. Effort should be 
 early made not only to have the child make many and 
 definite discoveries, but to have it retain them, as well in 
 respect to their connections with each other as in respect 
 to their results. 
 
 "Where is the ball?" "There is the ball again." 
 " Ball, stay now with baby." 
 
46 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Or, closing the hand over the ball, " Where is the ball ? " 
 Opening the hand again, " There is the ball." (See Nos. 
 25 and 26.) 
 
 A beautiful exercise, which is particularly pleasing 
 to the child, is this : to make the ball turn constantly 
 around its own center in the hollowed hand by a con- 
 stant alteration of its center of gravity, or rather its 
 point of support. This play can be well performed by 
 moving the ball in a saucer in the same manner, by 
 which the ball can be made to run around almost on the 
 rim without falling. This representation can be accom- 
 panied by — " Dance prettily," or " See, the ball dances ! " 
 etc. 
 
 Or, raising the ball again by the string behind the 
 other hand, placed crosswise, " Off ! " etc. " Where ! " etc. 
 Bringing it again before the hand, " There ! " etc. (See 
 Nos. 25 and 26.) 
 
 Each of these exercises can now be repeated by itself 
 as often as it gives the child pleasure. Through this 
 repetition these exercises become just as important for 
 the extension of the horizon of experience as for the 
 greater clearness, definiteness, and distinctness of the 
 child's experiences. 
 
 Thoughtful and attentive mothers and nurses can, 
 however, perceive that all this proceeds from the play and 
 the exercises themselves. 
 
 Then, lowering the ball into some inclosed space — for 
 example, into the ball box — " Deep in ! " 
 
 Shutting the ball up in the box again : " The ball is 
 gone ! " " It wants to sleep ! " " My child is tired ; yes, it 
 is tired ; it wants to sleep too ! " 
 
 These and many other observation exercises offer in 
 their connections innumerable changes for the employ- 
 
THE BALL. 47 
 
 ment of the child and for the awakening and nourishing 
 of his intellectual as well as of his bodily activity ; especially 
 when the limbs of the child are so strengthened and de- 
 veloped in power that the ball can be given up to him, at 
 least partly, and he can, by his capacity for speech, which 
 is equally developing, already enter into a kind of conver- 
 sation with his nurse ; and yet we have here in the em- 
 ployment with the ball a whole side of childish employ- 
 ment and play to consider, namely, the fact that the child 
 likes so much to see all in each object, a7id to malce all 
 from each. Many kinds of objects, inanimate and ani- 
 mate, can not fail to appear in the neighborhood of the 
 child, in his surroundings ; to the latter especially his at- 
 tention is called involuntarily by their coming and going, 
 or, intentionally, by his nurse. Life generally attracts 
 life, as it awakens life. The child sees the coming of the 
 dog and cat ; in one case of the poodle or Spitz, in the 
 other of the cat or kitten. The child notices the bird, 
 the birdie in the cage, the sparrow at the window ; the 
 dove, the cock, and hen, the hen and chicken in the yard ; 
 he sees the carriage, and the horse, etc. 
 
 In conformity with this quality and requirement of 
 the child, the swinging ball can now become a birdie : 
 " See how the birdie flies, now here, now there ! " 
 
 Now the springing ball can become a kitten : " There 
 springs the kitty on the bench." 
 
 Now a dog : " Hop goes the dog over the hedge." 
 
 Now the ball becomes a chicken : " Tip, tap, tap, the 
 chicken comes running." 
 
 Now the cock : " Tap, tap, tap, the cock picks up the 
 corn." 
 
 Now a squirrel which climbs up the tree, going round 
 and round it, or in the same manner climbs down. 
 
4:8 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Now a miner : " He goes deep down into the shaft." 
 
 Or the ball without a string : now the sheep which we 
 must watch ; now the horse or colt which springs away ; 
 now the dog which comes running, " Bow, wow, wow ! " 
 But now, again the ball on the string, on the carriage (or, 
 if it is winter, on the sled or sleigh) which is drawn ; and 
 a hundred other things. 
 
 The thought now impresses itself upon us as an im- 
 portant one, that by one and the same object, and that, 
 moreover, an inanimate object (in this case the ball), are 
 perceived, and as it were made, many kinds of objects, and 
 above all live ones ; from which follows another thought 
 that objects are brought before the child by words here 
 (as also indeed in life) which it has not yet even once 
 seen ; which are not to be found at all in its neighbor- 
 hood. 
 
 Yet this might appear inadmissible to many a one who 
 has not yet deeply and universally enough entered into 
 the course of development of the child's life and its con- 
 ditions, although we have already pointed out its existence 
 in the nature and life of the child. We will therefore 
 briefly justify this procedure, without, however, penetrating 
 deeply into human nature, in which it could be very 
 easily demonstrated as necessary and as required*; but this 
 is not the place for it. At some time the anticipation and 
 thus the inner recognition of the special and the general, 
 will be unfolded to the child. But this takes place when, 
 as already remarked^ the opposites, having yet some simi- 
 larity, are compared with one another. Then also the 
 fewer special similarities and qualities that the means of 
 perception or the object used to play with has with the 
 presented object (which, of course, must be connected by 
 preceding connecting links), the more skilled the child be- 
 
THE BALL. 49 
 
 comes thereby; he now considers the actual object in 
 order to obtain a clear impression of it and of its special 
 qualities, so as to rise from the perception of the object 
 to that of its kind, and from the perception of the kind 
 to that of its species, etc. 
 
 The second remark is, that objects are here brought 
 before the child which indeed the playing adult has seen, 
 but which as yet the playing child has not seen at all. 
 Though this is not to be scrupulously avoided, as little is 
 it to be thoughtlessly carried too far ; kept within right 
 limits it justifies itself to any simple and straightforward 
 mind. The life and the course of development of the 
 human being and the laws of this development make this 
 repeat itself with the most developed man, for, as man is 
 a being destined to attain increasing consciousness, so he 
 is also to become and be a reasoning and judging being. 
 Besides, man has a peculiar presaging power of imagina- 
 tion, as indeed also — what must never be forgotten, but 
 always kept in view as important and guiding — the new- 
 born child is not merely to become a man, lut the man 
 already appears and indeed is in the child with all Ms 
 talents and the U7iity of his nature. 
 
 Objects not yet seen in life by the child may therefore 
 be introduced to him through word and playthings that 
 represent these objects, but with the following restric- 
 tion : this introduction (as, for example, in the preced- 
 ing pages, of the squirrel) ought not to take place before 
 the child — who is through frequent repetition quite fa- 
 miliar with the object, near, already often seen, and 
 always possible to be seen again (for example, the kitten) 
 — in the qualities of the personifying object (here of 
 the ball), has recognized the qualities of the personified 
 object (here of the kitten), and likewise has seen in and 
 
50 PEDAGOGICS OF THE KINDERGARTEN. 
 
 through the first (the ball) the second (the kitten) ; has 
 learned to represent it, for example, by the jumping. 
 'Now the child has also noticed the climbing of the cat, 
 and when it is said, as above, "The squirrel climbs," 
 etc., the child quickly comes to the conclusion that the 
 squirrel is a living thing that climbs. This is enough to 
 excite its attention, so that when he some day sees a 
 squirrel, and the squirrel is named to him as such, he fixes 
 his eyes upon it sharply, and perhaps, indeed, even without 
 hearing its name, recognizes it as such from this quality 
 and other connections. This is a sufficient hint for the 
 justification of this childlike, motherly, and (in the nur- 
 sery) domestic procedure. 
 
 We now go back to the contemplation of the ball as 
 the first plaything, and bring into prominence as essential 
 the fact that it (being, as it were, the representative and 
 means of perception of all that is contained in and rests 
 in itself) offers to be perceived, produced, and handled 
 only the fundamental form, as it were the rough sketch of 
 all which can present itself as a whole and can act spon- 
 taneously as such ; so that several of the phenomena of 
 the ball — such as presence, departure, return, seeking, 
 finding, getting, catching, grasping, holding, rolling, 
 sliding, turning, etc. — can be represented by each of the 
 said objects as well as by the ball, which is, just on that 
 account, such an excellent and attractive plaything for 
 the child. But though, as just stated, several of the phe- 
 nomena of the ball can be represented by each of the said 
 objects, this is not the case with all the phenomena — for 
 instance, the multifariousness of movement. For this rea- 
 son, in order to increase the powers and advance the devel- 
 opment of the child, the plays carried through with the 
 ball are, as the opportunity or the demand is made, given 
 
THE BALL. 51 
 
 in part with other objects — for example, an apple, a 
 handkerchief, a ball of thread, a key, a nut, a flower, etc. 
 — and these objects are thus brought before the child in 
 various kinds of activity. But the ball always remains 
 as the uniting and explaining object, and thus the true 
 means of connection and understanding, and the very 
 plaything to connect the child with his nurses and his 
 surroundings. 
 
 If the child is now old enough to sit alone and likes to 
 do so, and also to creep or drag himself from one place to 
 another, the play with the ball can be essentially and effi- 
 ciently extended. Thus a quilt is spread in the room, the 
 child seated on it, and a ball, now with, now without a 
 string, given to him for his own spontaneous handling. 
 Also, if it can be easily accomplished, a ball of suitable 
 size can be fastened by a sufficiently strong cord to the 
 ceiling of the room, so that the child can at times employ 
 himself with swinging himself with the ball, and at times 
 can raise himself up, and so can stand by means of it. He 
 will thus learn to hold himself more surely in equili- 
 brium, and to stand more easily than if he raises himself 
 up by a body which stands firmly — a chair, or a bench — 
 which does away with the necessity for him to maintain 
 his own center of gravity ; and if he falls, the fall is less 
 painful, with a good quilt to fall on. Yet more suitable 
 is it, in reference to the child's learning to stand, that the 
 ball, proportionately increased in size and fastened to a 
 strong and sufficiently long string, be given into the hand 
 of the child seated on a sufficiently thick quilt, with the 
 directions to hold it firmly. Now the attempt is made to 
 raise the child higher and higher by means of the cord 
 which is fastened to the ball. The raising and lowering 
 will please the child, as well as strengthen the muscles of 
 
52 PEDAGOGICS OF THE KINDERGARTEN. 
 
 the whole body, hips and thighs especially. If he is thus 
 raised by means of the ball and string to a standing posi- 
 tion, he can soon easily stand independently. 
 
 Here is now the point, as beautiful as it is important, 
 where the life and activity of the father also, at times 
 when his business permits, can exert a fostering and de- 
 veloping influence on the life of the child ; and the ball 
 here again appears as a connecting link between child and 
 father, as it was at an earlier period between child and 
 mother. The child in the father's company is to grow 
 up, as it were, climb up to him, and by his aid is to steady 
 itself ; all this is now offered in manifold shapes by the 
 above given play with the ball, by which, in order to ren- 
 der it again prominent, the father comes into his right re- 
 lation to the child, calling out his strength, etc. (consid- 
 eration, reflection), but also using and thus developing 
 strength, etc. By means of the earlier play, especially of 
 that connected with speech, the mother, with all her mild- 
 ness, enters into the life of the child. 
 
 So the first play of the child with the ball is now re- 
 vealed in its nature as well as in its application and its 
 general effects. Through this is given to you, dear par- 
 ents, for your child, what is as beneficial as it is impor- 
 tant — the means for his constantly progressive develop- 
 ment, from the first activity of the limbs and senses up to 
 independent sitting and voluntary self-occupation, and a 
 means is given of leading toward the constant fostering 
 of these developments. We now see how comprehensively 
 the child's life is satisfied by the play with the ball. 
 
 We see, in proportion as the first child's plays which 
 we have given are apparently simple and transient, as they 
 are born at the moment and are dropped again at the 
 moment and supplanted by others ; in proportion as the 
 
THE BALL. 53 
 
 child is at first not capable of receiving them in their 
 complex details, just in that proportion are they impor- 
 tant for the unfolding and the growth of the child in all 
 ways ; for since we are thoroughly penetrated by the con- 
 viction that the movements of the young and delicate 
 mind of the child, although as yet so small as to be almost 
 unnoticeable, are of the most essential consequence to the 
 whole future life of the child, therefore no perception is 
 more important for the child and his future life and 
 action than that of the unity of all manifoldness and that 
 of the living correlation between both, and these two per- 
 ceptions are shown to the child as definitely as manifoldly 
 by the ball as appears from what follows. 
 
 It is evident to the child that all the various plays 
 proceed from the single ball, and that all in their phenom- 
 ena refer again to the uniting ball ; they make known the 
 manifoldness resting in the ball, which is itself single ; 
 they proceed from unity and again lead back to unity. In 
 the second and also opposite view, the play is considered 
 from the child outward ; all activity, although connected 
 with the ball, proceeds definitely from the child (who is in 
 himself a unit), and, although using the ball as a means, 
 refers to the child, who is in himself a unit. The child is 
 in himself unity and manifoldness, and destined to develop 
 this unity and manifoldness by the surrounding outer 
 world ; and for this, also, the ball serves through the play 
 with it, but especially by its individuality and its proper- 
 ties ; for the ball itself, being the representative of all ob- 
 jects, is the unity and union of the essential properties of 
 all objects. Thus the ball shows contents, mass, matter, 
 space, form, size, and figure; it bears within itself an 
 independent power (elasticity), and hence it has rest and 
 movement, and consequently stability and spontaneity ; it 
 
54 PEDAGOGICS OF THE KINDERGARTEN. 
 
 offers even color, and at least calls forth sound ; it is in- 
 deed heavy — that is, it is attracted — and thus shares in 
 the general property of all bodies. Therefore the ball, by 
 its fall, by its quicker movement on a shorter and its 
 slower movement on a longer string, leads to the consid- 
 eration of the most important phenomena and laws of 
 earth-life and the life of Nature, of attraction in general, 
 and first of all of the attraction of the earth, especially of 
 its laws and limitations, in which and through which only, 
 the child himself lives and has his being as a human 
 dweller on the earth, since he lives and exists only through 
 the breathing in of the air. Therefore the ball, as a con- 
 necting plaything between parent and child, places man 
 in the midst of all, on his entrance into the world and 
 with the activity of his limbs and senses, in the midst of 
 all phenomena and perceptions of Nature, as of all limita- 
 tions of Nature, and of all life ; for what is more attract- 
 ive than life ? But to place man through a skillful edu- 
 cation in the understanding of and in harmony with Na- 
 ture and life, and to maintain him in it with consciousness 
 and circumspection, can not be done too early. 
 
 Hence the ball, as we have already seen in many ways, 
 is a bond of connection between mother and child, be- 
 tween parent and child — it is a connection between the 
 child and his nearest surroundings— *and thus is it in gen- 
 eral a bond of connection between the child and Nature ; 
 and the ball connects the child with Nature as much as 
 the universe connects man with God. 
 
 As now the ball, by its individuality and by means of 
 the play with it, places man, even in childhood, in the 
 midst of the life of Nature and of all life, and makes 
 itself perceived and felt in it, so in like manner it makes 
 the child early to feel and find himself in the midst of 
 
THE BALL. 55 
 
 his own life, in the midst of his perceptive (feeling), his 
 operative and creative, and his comparing (thinking) ac- 
 tivity. The ball and the play with the ball lay hold of 
 the whole man as a child, in respect to his body as well 
 as in respect to his mind and soul. Thus, in order to 
 bring forward with precision one phenomenon, only one, 
 and here the nearest to us, which has been mentioned, the 
 ball (even in its first swinging movement, if this move- 
 ment is several times and often repeated, and by the 
 words " tic tac, tic tac," the child is made to notice the 
 movement through space and its regular intervals and re- 
 member it) has an exciting effect on the body of the child, 
 which effect is expressed by hopping, also a measured 
 movement. But is not even this single play, developed in 
 harmony with the whole human being, important for his 
 whole life ? Is it not even the dim, how much more yet the 
 developed, feeling of the correct time, that is, the feeling 
 of tact or the right instant at which to exert an influence 
 on another by his activity, which later often preserves man 
 from so many disagreeable experiences? And does not 
 this depend on the earlier development of man which 
 always remembers what was opportune, and which is least 
 retarded when it finds itself in harmony with the oc- 
 casion. 
 
 The movement, on the contrary, predominantly full of 
 life and expression, which is comprised in and represented 
 by *"* bim, bom," etc., acts on the heart ; this fact is made 
 known in the course of the development of the child by 
 his laughter as an expression of the arousing of emotions 
 and of the use of his eyes. Do we not already see by 
 this how beneficial, melodious, and therefore harmoni- 
 ous, training is for man at an early stage of his being ? 
 But the movement, more suggestive of comparison, com- 
 
56 PEDAGOGICS OF THE KINDERGAKTEN. 
 
 prehended in and represented by the words " there, here," 
 acts predominantly on the intellect, and makes itself 
 known in the course of the child's development by the 
 imperfect speech connected with it as the spontaneous ex- 
 pression of the child's awakening power of thought ; and 
 do we not find indicated in this already the peculiarity 
 and requirement of the human mind to render itself in- 
 telligible, to clarify itself by communication with others ? 
 As now each of the single plays severally considered 
 lay hold upon the child early in the trinity of his nature 
 as creating, feeling, and thinking, so do yet more the play- 
 ful employments considered as a whole. The attentive ob- 
 server can easily perceive that one whole series of the plays 
 belong pre-eminently to the actual, external, and creative 
 life, or at least refer to it ; these may be even described as 
 useful in a certain point of view. With another series 
 of plays, each, without reference to anything extraneous, 
 suffices for itself, because an inner unity, a life which is 
 in itself single, appears in an outward manifoldness which 
 harmonizes with it. The representation of these plays, 
 through which inner unity (existence) appears in and by 
 means of harmonious variety, and shines forth from it, 
 as it were, can not receive a more significant designa- 
 tion than beautiful. So in the third series of plays each 
 single play is likewise only attractive to the child in, by 
 and through its various relations, properties, and connec- 
 tions, each of which has been already suggested — indeed, 
 indicated inwardly — before it appeared outwardly, and 
 therefore before it was recognized. One can not but say of 
 these plays that they early enchain the child's attention 
 on account of their truth, though unconsciously to the 
 little one himself, and perhaps unrecognized by him 
 thi'ough his whole life. 
 
THE BALL. 57 
 
 Thus, without bringing out from the mentioned plays 
 authentic proofs for the stated series, which is very pos- 
 sible to a thoughtful consideration, we here show only 
 how directly the course of childish employments, to which 
 the path is broken by the first child-plays (which, be- 
 ginning from the ball, advancing constantly according to 
 inner laws, is now to be pursued uninterruptedly in the 
 production of means for the child's employment), early 
 leads the child to a harmonious training for usefulness, 
 beauty, and truth ; and how mxcans are early given to the 
 parents to attain the harmonious cultivation of their child ; 
 we are to consider to which side of the cultivation he 
 predominantly inclines ; since one excludes the other no 
 more than life, art, and science do, so man, and still more 
 the child, ought not to be educated and cultivated one- 
 sidedly and exclusively for the one or the other. 
 
 The cultivation of the mental power of the child in 
 different directions is also attained by the use of the ball 
 as the first plaything. The child learns by the use of it 
 to keep an object in view not only in a state of rest, but 
 also in the changes of its phenomena. The plays carried 
 on with the ball awaken and exercise the power of the 
 child's intellect to place again before himself an object not 
 present to his bodily eyes, to perceive it inwardly even 
 when the outward appearance has vanished. These plays 
 awaken and exercise the power of representing, of remem- 
 bering, of retaining in remembrance an object seen for- 
 merly, of again thinking of it — that is, they foster the 
 memory. 
 
 The awakening and fostering of the powers of the mind 
 to compare, to conclude, to judge, to think, have been 
 already discussed, and every observer can easily see how by 
 these plays the powers are further awakened and exercised 
 
58 PEDAGOGICS OF THE KINDERGARTEN. 
 
 in tlie child, how they continue to develop and are more 
 and more formed within. Only, we must remark, what 
 is capable of demonstration, that this most delicate growth 
 of the mind is germinated and fostered quietly and gradu- 
 ally by means of the actions, feelings, and thoughts of the 
 mother, and by means of her love, faith, and hope with 
 respect to the child, although yet so imperceptibly in the 
 child's life thus connected with the mother's — by means 
 of the ball and the play with the ball. 
 
 We see the human being as a child, yes, even as an 
 infant, placed in the midst of his life, as of all life, by 
 means of the ball and the play with the ball ; for his own 
 life, his mother's life, his father's life, and the life of all 
 his surroundings become to him thus inwardly vital and 
 jointly objective, as the life and the love of the mother as 
 become one and objective to him in the fullness of the 
 mother's breast which affords him nourishment, which 
 itself appears to him a ball, and is his all. 
 
 Again, dear mothers, dear fathers, and nurses, do not 
 think and believe that the child, in his predominantly 
 physical, indeed as yet quite helpless stage of develop- 
 ment, is not susceptible to all that has been mentioned. 
 You err deeply, you err to the great detriment of the whole 
 future life of your child and the fruits of your otherwise 
 strenuous care of the child. The child is just as sus- 
 ceptible to it as the kernel hidden deeply in the earth 
 in darkness, or the bud on the tree covered by hard scales 
 even resembling a stone, are sensitive to the return of the 
 sun in spring or even to a warm but evanescent breath of 
 air. He, then, who does not already perceive and foster 
 consciously and circumspectly the traces of the future de- 
 velopment of the future life of the child when still hidden 
 in the depths and in the night, he also will not clearly 
 
THE BALL. 59 
 
 perceive them, nor proportionately, or at least not suffic- 
 ingly, foster them even when they lie open before him. 
 Only through the comprehension of the connection, as 
 fervent as it is full of life ; or rather of the eternal trinity 
 • — of the invisible, the invisibly perceptible, and the visi- 
 ble — is life itself comprehended. 
 
 But one thing remains for us to bring forward in the 
 consideration and contemplation of the plays with the 
 ball : this is the definite, clear, and legitimate develop- 
 ment of the child's capacity for speech in the progressive 
 course of the play. As the child, as has been demonstrated 
 in many ways, is placed by this playing in the midst 
 of Nature and of life, or rather finds itself buoyant with 
 life, so it is also by this playing placed in the midst of 
 its capacity for speech, of the legitimate development of 
 that capacity, or rather finds and quietly unfolds itself 
 therein. 
 
 ' A few hints from the many which could be given 
 and clearly presented on the subject must here and now 
 suffice ; this subject will be later taken up again and 
 treated of by itself. Here on that subject we will give 
 as hints only the following : The language which accom- 
 panies the first child-play seems to be clear, precise, full, 
 significant, simple, and yet completely satisfying. Even 
 the first words of it, to which the play gave rise and 
 which the child discovered, and ever anew discovers, con- 
 tain the whole material of words — that is, in these words 
 are immediately given vowel sounds, open and closed 
 sounds. Each appears clear and distinct, each comes forth 
 pure in its nature in the childish words, bim, bom (bourn). 
 So in au (aou) are defined and given the three funda- 
 mental voice sounds, a, o, u, and in i their relating, mid- 
 dle, or conclusion ; and thus through them is given the 
 
60 PEDAGOGICS OF THE KINDERGARTEN. 
 
 complete compass of vowel sounds in language.* Also, 
 the compass of language brought into employment by the 
 play, slight as it appears, embraces the whole province of 
 language proceeding from the perception and comprehen- 
 sion of the object in space. The words used are mostly 
 word stems or roots, and from them develops speech full 
 of life, regular and all-sided, as an image of the two great 
 worlds, the inner and the outer world. 
 
 The ball gives to the child all this, and many another 
 thing, which is not at all retained by word as an outside 
 phenomenon in its individualities, and joins itself to all 
 as the first childish plaything ; through it the little one 
 develops himself ; by it is strengthened in the unity of 
 his nature and life, proportionally in body and in spirit. 
 It is enough that in the first plays with the ball the life of 
 the child makes itself known, and the outer world makes 
 itself known to the child in unity. 
 
 * For explanation of voice sounds, open and closed sounds, see 
 Education of Man. 
 
THE SEED COKi^ AIJD THE CHILD. A COMPARISON". 
 
 Let us look at a seed corn, a kernel ; let us with 
 thought and consideration give utterance to the word 
 kernel; let us now at once look at a child ; let us feeling. 
 ly and thoughtfully utter the word child. Have we now 
 expressed less in the word child than in the word corn or 
 kernel? Have we perceived less in the child than in 
 either of the others f 
 
 But we cultivate a kernel, a grain of corn, just on ac- 
 count of its innermost, of its life ; though that life exists 
 in it as yet so enveloped and, as it were, so veiled ; though 
 the form of life hidden within it be invisible and unrecog- 
 nizable. We cultivate it that it may unfold before us its 
 life, its nature, in forms, unhindered, with force and spon- 
 taneous action, as truly as perceptibly and as beautifully as 
 powerfully. We remove everything from it which might 
 disturb and stifle, or even only unnaturally check, this free, 
 spontaneous, independent development in harmony with 
 the whole ; and all this we do so much the more when the 
 kernel, or corn, is the seed of a plant as yet unknown to 
 us in its whole nature — a plant from another part of the 
 world, which only very few men are fortunate enough to 
 have seen in the glory of its complete unfolding. 
 
 But is, then, the nature of man and of humanity less 
 unknown to us ? Is it not even less known to us ? But 
 
62 PEDAGOGICS OF THE KINDERGARTEN. 
 
 why, then, do we observe the human child far less than the 
 seed corn or the germ of a plant in the totality of its de- 
 velopment ? Why do we pay him less attention in inward, 
 uniform coherence with the collective whole of Nature and 
 life than we do the seed corn and the germ of the plant ? 
 Is it then to be supposed that in the human child the ca- 
 pacity, the talent for becoming a whole complete human 
 being, is contained less than in the acorn is contained 
 the capacity to become a strong, vigorous, complete oak ? 
 But, as the germ bears within itself the plant and the 
 whole plant life, does not the child bear also within him- 
 self the whole man and the whole life of humanity ? 
 
VI. 
 
 THE PLAY AKD PLAYING OF THE CHILD IK HAEMOKY 
 WITH HIS DEVELOPMENT AND WITH THE TOTALITY 
 OF THE KELATIONS OF HIS LIFE. 
 
 As the child's first bodily nourishment must be and is 
 in harmony with the development of its digestive organs 
 (intended for preserving, strengthening, and unfolding the 
 bodily life), so must also the first fostering and nourish- 
 ment of the child's soul life be in exact accord with the 
 development of its bodily functions — quite especially with 
 the development of the organs of sense. 
 
 As rest at first appears as the expression and demand 
 of the bodily life, so movement soon appears as the ex- 
 pression and demand of the soul life of the child. 
 
 As the bodily requirement of the child is at first a soft, 
 warm, and clean place of repose, and, especially, warm sur- 
 roundings, so, soon after the first development of his sense 
 of sight, of his eye, he seeks the clear, simple, quite gentle 
 motion of a bright object, and keeps his gaze fixed upon 
 it. This intimation of an intellect begins a few weeks 
 after birth. 
 
 As the mouth of the child in its infancy is especially 
 adapted for sucking, for taking in the bodily nourishment, 
 so the eye of the child appears pre-eminently adapted to 
 taking in, as it were, the mental nourishment which is at 
 first obtained through a perception of the motion and then 
 
64 PEDAGOGICS OP THE KINDERGARTEN. 
 
 of the objept itself ; as the mouth takes in at first only 
 the fluid, and in the fluid the solid, so the eye at first per- 
 ceives the motion, especially the motion of the phenom- 
 ena of light, and in and by means of the motion perceives 
 the object. 
 
 Therefore the mother, while she quietly supplies to 
 the child the tepid milk from her breast, early calls his 
 attention to what is light and shining, to the moving 
 and movable light by word and look ; she therefore calls 
 the light, " the little light," and, considering it only in its 
 movability, " the birdie." 
 
 Who does not know how very early the mother-love 
 interests the child by the little lights by the iirdie, and 
 also by the mousie, although he perceives in them only 
 the appearance of light, the shining, moving in space. 
 So children at a very early age would enjoy for almost 
 an hour looking and gazing at the shining moon and the 
 starry sky ; indeed, if they have enjoyed looking at the 
 first especially, once or twice, they long for it definitely as 
 soon as the time for its appearance returns. 
 
 It is certainly important to consider how children, 
 and especially little children, like to contemplate the sun, 
 moon, and stars ; for this is the first and genuine begin- 
 ning of the contemplation of Nature and of the world to 
 which the child, the human being, is called through the 
 fact of being born. In general, all things which have the 
 star — the radiate — form, which are on that account so 
 commonly called " little stars " by the child, very early 
 enchain it. The expression " little star " makes, there- 
 fore, later the same arousing and delighting impression 
 on the child as did the expression " the little light " at an 
 earlier period of his life, and star-formed flowers espe- 
 cially attract his attention j even the stars of the sky are 
 
PLAY AND PLAYING WITH THE CHILD. 65 
 
 placed by the child in human relations to himself. As, 
 for example, what was mentioned in a previous work 
 (Education of Man), that a little child who could only 
 just speak, and to whom its mother, one clear evening, 
 showed two brightly shining planets situated toward the 
 east and very near each other, immediately exclaimed of 
 its own accord, full of joyful astonishment, " Father and 
 mother stars ! " 
 
 What may not be developed in the child's life by 
 means of this childish conception if it be early and ten- 
 derly retained ? 
 
 But we return after this apparent digression to the 
 stage of the child's development with which we are now 
 particularly employed. 
 
 At the same time with the organs of the senses, espe- 
 cially those of sight and hearing, are, however, soon de- 
 veloped also the organs of movement, and so first of all 
 the arms and hands. We gave therefore to the mother — as 
 the expression of the corporeal movement in space early 
 comprehended by the child and containing in itself at the 
 same time unity and manifoldness— for her first plays and 
 playing with the child, the colored, bright, red, green, or 
 yellow ball, as it were, as a uniting and personifying model 
 body, as well for cultivating the perception of an object 
 as such, as in reference to rest and movement. In order to 
 make obvious the unity of feeling and perception through 
 sight, and yet also the separateness of both through 
 warmth and light in the child, the ball, in itself elastic, 
 has its bright color, its warmth-exciting cover ; for through 
 light it makes itself known to the sight, as through 
 warmth to the feeling, as an objective phenomenon. 
 
 The first impressions of the soul — as it were, the first 
 knowledges — come to the child in the first plays of the 
 
QQ PEDAGOGICS OF THE KINDERGARTEN. 
 
 senses by its own activity as well as by the mother-love 
 bearing within it the life of the child and its require- 
 ments. These first impressions of the soul come thus to 
 the child in the first plays for the senses by means of per- 
 ception and seeing, and by means of coming, staying, and 
 vanishing; by means of change, thus also, in a certain 
 point of view, by means of early dim conceptions of se- 
 quence, of foundation and results, of cause and effect, and 
 thus of dim comparison. 
 
 From the examination of the relations of mother and 
 child in corporeal as in mental life appears thus clearly 
 the notice of the facts so important for the higher hu- 
 man life and for the higher life of humanity, that love 
 and knowledge, loving and recognizing, stand in intimate 
 interchange, and that fostering of joint life is the union, 
 the fount of both. 
 
 We see and recognize thus in the first phenomena of 
 the child's life how the child must be rightly compre- 
 hended, considered, and treated from his first expression 
 of life (however involuntary and without definite aim 
 these phenomena may appear to be) in the progressive 
 course of his development as well as in his nature, in his 
 relations to his mother and to his nearest surroundings, 
 indeed, in his relations to the universe, and to the prime- 
 val cause of all — to God. Carefully observing parents 
 and thoughtful true nurses can, by looking back into 
 their own lives, find how such a careful fostering of child- 
 hood has affected the development of their own lives, 
 or would have affected that development if it had taken 
 place. It is therefore essential that parents and nurses, 
 for the benefit of their children and for the blissful results 
 of their efforts to educate the children, should recall as 
 much as possible the first phenomena, the course and the 
 
PLAY AND PLAYING WITH THE CHILD. 67 
 
 limitations of the development of their own total life, and 
 to compare them with the phenomena, the course and the 
 limitations of the general development of the world and 
 of life in Nature and in history, and so seek to raise them- 
 selves by degrees to the recognition and perception as well 
 of the general as of the especial laws of development of 
 life ; so that thus the guidance of the child, the fostering 
 of his development, may receive in these laws their surer 
 determinations as well as a higher and firmer foundation, 
 the true foundation. 
 
 To the manifold course of development to be seen 
 everywhere in Nature and in life, to the course of the gen- 
 eral development of the world and life, correspond, as the 
 guidance of the child's life, his employment of self, the 
 intercourse with him in general, and also in especial the 
 developing play and playing with the child which awak- 
 ens and promotes the life of the child. Thus, in the pro- 
 gressive course of his development the man perceives life 
 as it is in himself and in many forms outside of himself, so 
 also, as a child, he already perceives his life as life in gen- 
 eral in the play and playing, as in the clear mirror and as 
 a child finds for himself, first of all in play and by means 
 of playing, an educational book opened for his observa- 
 tion outside of and around himself, and speaking to him 
 in form and by means of form, so also does man at a later 
 period find such a book in Nature. 
 
 That the child may be rightly comprehended and 
 treated in all his relations to life and to those around him, 
 the whole intellectual and spiritual condition of the 
 mother after the birth of the child is changed ; her per- 
 ceptions and the impressions of the outer world are al- 
 tered as well as her bodily condition. This enhanced 
 spiritual condition, this higher and more earnest gaze of 
 
68 PEDAGOGICS OF THE KINDERGARTEN. 
 
 the mother, directed especially to discovering and pene- 
 trating, to perceiving the individual and particular in the 
 single and general, and vice versa — this condition of hers 
 must now, pre-eminently on account of her child, be just 
 as particularly considered and consciously fostered by her- 
 self as is the life of the child, and in constant harmony 
 with it. 
 
 When the starting point of recognition and knowledge 
 — viz., perceiving, noticing, and observing — becomes per- 
 ceptible in the child there also begins in the mother the 
 power to penetrate into the nature of what is first revealed 
 to her, and its effects on herself, as well as to see it in its 
 various and close relation to the child, and to act in con- 
 formity with this view. 
 
 Many-sided indeed are the observations that have been 
 made by others on the physical relations which bind to- 
 gether the mother and child, and on the consideration 
 and fostering of this joint life ; but by no means as yet, 
 and still less when we consider what the subject requires, 
 have observations been made on the consideration and 
 method of the common, reciprocal, spiritual life between 
 mother and child. 
 
 By observing and fostering this spiritual reciprocal 
 life between mother and child, and the common life with 
 Nature and all, the first play already above given with the 
 elastic, colored, and warm ball receives also its deep, true 
 significance and its corresponding rank in the occupa- 
 tions. It will find a place in the third month of the 
 child's life, and may even begin in the second month of 
 its existence, but will take its place in the fourth month 
 as a definite play, and then go on for a long time through 
 the child's life in manifold development, improvement, 
 and application, as has been previously intimated. 
 
PLAY AND PLAYING WITH THE CHILD. 69 
 
 But soon such a simple body, alike in all its parts, 
 with its regular, more quiet movement, no longer pleases 
 the child ; but rather a purely opposite body, which not 
 only quickly and unexpectedly passes from a condition of 
 rest into the opposite, and thereby also makes itself espe- 
 cially known through noise, sound, and tone, as it were 
 through speech, will now more enchain the attention of 
 the child. 
 
 Here is now the point where, as the play with the 
 child assumes quite another form, so also does the play- 
 thing itself ; instead of the smooth, soft, silently moving 
 ball, is employed the hard, rolling sphere, and the cube, 
 uniting in itself more outward manifoldness, and so more 
 liable to produce noise by its movement as a plaything for 
 the child. 
 
VII. 
 
 THE SPHERE AND THE CUBE. THE SECOND PLAYTHING 
 OF THE CHILD. 
 
 (See Plate II.) 
 
 During the second half of the first year, when the 
 child begins already definitely to employ himself, the 
 sphere and cube will, in consequence of the just-mentioned 
 properties, frequently give the child more pleasure than 
 the ball ; only the child will also retain for the ball as his 
 beloved plaything an uninterrupted affection. 
 
 The sphere and cube as solids are in respect to their 
 form pure opposites — that is, as they are in themselves 
 similarly bodies, so are they externally opposite ; thus they 
 are opposite yet alike. The sphere can be considered as 
 the material expression of pure movement ; the cube as 
 the material expression of complete rest. The [soft] ball 
 being also at once more movable [pliable] in itself, ap- 
 pears then, as it were, as uniting, connecting both; as 
 one can easily make the form of the cube perceptible by 
 a not too elastic ball, but, on the other hand, such a ball 
 can be easily brought back to the form of the sphere. 
 
 The sphere and cube, therefore, in their oppositeness 
 and likeness belong together undivided as a play. Sphere 
 and cube contain a relation to one another as unity in 
 singleness, to unity in manifoldness, or it may also be 
 said, as manifoldness in unity to unity in manifoldness, 
 
\ 
 
 THE SPHERE AND THE CUBE. 71 
 
 or as heart to intellect. Since, now, these two tendencies 
 in the development of the soul and the power of the soul 
 early show themselves in the child, so are the sphere and 
 cube also to be given to him unseparated for play — un- 
 separated although alternately brought into use in and by 
 means of the play. To give and bring the two separately 
 as playthings and in play before the child who is to be 
 developed intellectually and spiritually would be, or at 
 least appear, as if one should separate feeling and thought, 
 sensation and discernment, mind and spirit, from one an- 
 other, or indeed cultivate one at the expense of the other, 
 and therefore subordinate the one to the other. But they 
 must be cultivated at the same time, and they belong to- 
 gether inasmuch as the two in common make up a unity, 
 or rather a trinity, if taken with the active life (the repre- 
 sentation or the deed) — that is, the doing. 
 
 We have already recognized and stated the importance 
 of rightly comprehending the child even from his first ap- 
 pearance on earth and in the course of his cultivation, as 
 well as in his nature and in his relations to his surround- 
 ings, especially in his relation to the world and to God ; 
 and it is by no means unimportant for parents and child, 
 and first of all for child and mother, to see in what rela- 
 tion the child's plaything and play appears to himself, to 
 his nearest surroundings, to Nature, and to God — to all 
 life. 
 
 Peace and joy, health and fullness of life accrue to the 
 child when his play, like his general development, is in 
 harmony with the all-life. 
 
 All the plays and employments which have been 
 planned and carried out by us with the second gift, and 
 first of all with the sphere and cube, have their founda- 
 tion, as we have shown in the case of the ball, in the effort 
 
72 PEDAGOGICS OF THE KINDERGARTEN. 
 
 to satisfy this harmony, and to meet the requirements of 
 all that has been intimated in this reference. There will 
 here be given a few more examples, as hints for the use 
 of the sphere and cube as the second plaything of the 
 child. They are connected with the two-fold phenome- 
 non in the nursery, or rather in the first child-life, that 
 is seen when mothers and careful nurses are employed in 
 soothing the restless child, vaguely striving for definite 
 and satisfactory outward activity, and hence also for rest ; 
 now through the movement of the movable, now through 
 the repose of the stationary, repeatedly presented to the 
 child's senses. 
 
 The free, constantly circling movement early gives the 
 children great pleasure, and truly from a deep foundation 
 in soul and life ; but it appears especially clear with the 
 sphere when, as was before mentioned in respect to the 
 ball, the sphere is constantly made to move round in the 
 hollow of the hand, or in both hands held closely to- 
 gether in the form of a plate, or yet better of a saucer 
 by slow constant changing of the center of gravity. 
 
 But the sound is a yet higher sign of life to the child, 
 as he then, and also later, likes to lend speech to all dumb 
 things ; therefore he also desires to hear sound and speech 
 from everything, at least by means of everything and at 
 the same time with everything. The child wishes and 
 hopes unconsciously to himself to receive through the 
 accompanying word and through the simultaneous tone 
 knowledge and explanation of each thing and of its life 
 and meaning, especially in reference to himself (the child). 
 
 We have therefore attempted, in this second gift of the 
 means of play and occupation, to indicate by movement 
 and word this connection of life and things, the reciprocal 
 life between child and plaything ; and this so much the 
 
THE SPHERE AND THE CUBE. 73 
 
 more as by using the gift in this way the hearing capacity 
 of the child is generally wholly developed, and his speak- 
 ing capacity begins to develop. We do not, however, wish 
 by this hint to have it understood that these are the 
 best, still less the only words, that can be employed with 
 change of movement. We rather believe and wish that 
 words might be found capable of being sung and yet bet- 
 ter suited to the end in view, more closely uniting the 
 child and play, yet more fully comprising the life of the 
 child and the object of play, and that such words may be 
 kindly communicated to us for the better fostering of the 
 child's life and given wider circulation. 
 
 The sphere, therefore, as above stated, moves in the 
 hollow of the hand or in a saucer. The motherly feeling 
 which invests all with life, prompts the utterance of that 
 which the mother's mouth, infusing a higher life, now 
 sings to her beloved child, lending to the sphere tone, 
 speech, and song, and therefore a full expression of life, 
 as if it were an actual living being, thus : 
 
 Around, around ; 
 How happy now am I ! 
 
 Around, around ; 
 I turn now full of glee. 
 Be happy thou, like me. 
 
 As now this shows the constant movement of the 
 sphere around a point outside of itself with a simulta- 
 neous movement around its own center (thus a double 
 movement), so the constantly recurring movement of the 
 sphere around its own middle line or axis can also be rep- 
 resented if the sphere, hanging by a doubled string in the 
 left hand, is quickly turned around its own axis by the 
 fingers of the right hand ; the doubled string is in this 
 way twisted tightly together, and, by slowly drawing the 
 
74 PEDAGOGICS OF THE KINDERGARTEN. 
 
 two threads apart with the thumbs and forefingers of the 
 two hands and again letting them run together, the sphere 
 is kept constantly in an alternating movement, now to the 
 right, now to the left. The sphere now again expresses 
 itself to the child visibly through its appearance, but also 
 audibly through the mouth of the mother ; this audible 
 expression arouses more thoroughly the senses and life of 
 
 the child : 
 
 I turn and wind, and, as I go, 
 The sphere in form I always show. 
 
 Even these two simple movements not only make a 
 striking impression on the children, who are as yet simple 
 and unspoiled, in the second half of the first year of their 
 life, especially, as already observed, toward the close of 
 this year, but joyously enchain the attention and rouse 
 the life of the child. 
 
 It seems thus to be proved, by the expressions of the 
 child even at this age, how important it is for the child's 
 inner development, as well as for his whole life, that the 
 deep and firm impression of the self-contained, of the 
 in-itself-reposing, be made upon the child by the specta- 
 cle of the sphere in the most different positions — that is, 
 in and during movement. It is also important that he 
 should perceive very precisely and definitely the difference 
 between sphere and cube, since it is quite an essential 
 distinction between the two that the first appears always 
 as a sphere in all positions and with the most various 
 movements ; while the second, in different positions and 
 yet more with different kinds of movements, makes each 
 time an entirely different, always changing impression. 
 
 It may here be merely mentioned how the sphere illus- 
 trates, indeed, almost all the exercises, plays, and percep- 
 tions which can be performed with the ball ; although 
 
THE SPHERE AND THE CUBE. ^^ 
 
 on account of the greater weight and hardness of the 
 sphere very many of the exercises, etc., are more definitely 
 and clearly shown. Also, on account of the greater noise 
 and the other properties which are especially connected 
 with the rolling plays of the sphere, the play with it be- 
 longs yet more to the floor of the room on which the child, 
 sitting upon his quilt, can even now already employ him- 
 self more independently and voluntarily. So, therefore, 
 from this point of view also, the sphere forms the natural 
 advance step in the series of playthings which corresponds 
 with the advancing development of the child. 
 
 As it was now assumed and set forth that with the 
 beginning of the play with the sphere even the hearing 
 capacity of the child in general is also developed, and his 
 capacity for speech begins already to unfold, thoughtful 
 mothers and nurses can enter into a certain reciprocal 
 speech with the child by definite questions ; for example : 
 
 " What does the sphere do ? ^' " It dances." 
 
 " But what does the sphere do now ? " " It swings." 
 
 " Who dances ? " " Who swings ? " 
 
 " Shall the sphere also rock ? " 
 
 Joyous assent takes the place of the words in the be- 
 ginning, as, on the other hand, joyous expectation and de- 
 , termined desire more and more awaken and develop the 
 capacity for speech ; and so it is highly important that 
 the fostering and the watching of this capacity be more 
 and more definitely and consciously drawn out with the 
 play, and especially that the child be early accustomed to 
 designate correctly and precisely, as well as to clearly per- 
 ceive and comprehend everything. The life of the child 
 will through all this become so much the more a symmet- 
 rical life developed on all sides. 
 
 The cube, as the pure opposite of the sphere, replaces 
 
76 PEDAGOGICS OF THE KINDERGARTEN. 
 
 the manifoldness of the latter's movements, tlie mani- 
 foldness of its use in play (which is caused by the facility 
 with which the sphere can be moved), by its [angular] 
 form, by the heterogeneousness of its properties, and espe- 
 cially by the new ways of perception into which it inducts 
 the child. 
 
 All this, however, makes the play quite a different one, 
 and the expression of the play is likewise different. 
 
 As the cube appears to be the several-sided realization 
 of the plane surface, so also it requires a plane on which 
 to stand. As the sphere only needs a point for its sup- 
 port, so the cube requires a surface, or, what is the same, 
 several points which lie in a plane. While the sphere can 
 be easily moved by the slightest touch, the cube stands 
 firm, or one is obliged to shove, draw, or throw it to 
 make it move on. 
 
 In order now, in the beginning of the play with tlie 
 sphere, to make this oppc>siteness between sphere and cube 
 perceptible to the child, who is now instinctively seek- 
 ing the perception of th(5 firm and unmoved, the mother 
 now places the cube firmlly before the child, and says, as it 
 were, to the cube, and esliorting it : 
 
 There, now, stan^d firm ! 
 Stand firm ! stand firm 1 
 
 (See Plate II, No. 3.) C»r, 
 
 We want to see you ; stand still and calm ; 
 You may trust us to do no harm. 
 
 We consider it, as prciviously stated, in the highest de- 
 gree important that thi s co-operating, peculiarly inward 
 harmony between the child and the surrounding world be 
 early produced by tone and glance ; for otherwise the 
 child becomes sooner conscious of oppositeness and sepa- 
 
THE SPHERE AND THE CUBE. 77 
 
 ration than of mutuality and union. But all opposite- 
 ness and separation should appear to man (for the found- 
 ing of his peaceful relation with all and the increasing 
 of his powers of action) only on the ground of original 
 union, as development and methodical arrangement. This 
 trust which leads to union can not be too early fostered, 
 since from it self-confidence proceeds at a later period. 
 It must be the task of all educators to foster, even in 
 earliest childhood, this confidence in a spiritual as well 
 as in a corporeal sense, in accordance with the whole of 
 Nature, and, indeed, of the world. 
 
 The mother now takes one of the child's fingers, or 
 one of his little hands, and tries by slight gradual pressure 
 to push the cube away, but so that the cube does not move. 
 The mother now tries to make the child notice this by say- 
 ing to him at the same time : 
 
 The cube will do just what we say, 
 And in its place will quiet stay. 
 Or, 
 
 Yes, the cube in place will stay ; 
 We can not now push it away. 
 
 But finally the mother overcomes the gravity of the 
 cube, and pushes it away with the child's hand and fingers, 
 expressing the child's feeling by singing : 
 
 Too long in one place do not stay, 
 But let us now push you away. 
 Or, 
 
 Do not too long in one place stay, 
 But hasten now again away. 
 
 Here is now found the application of what has been 
 repeatedly demanded— viz., that as much as possible, and 
 wherever it is possible, the child's strength, although yet 
 feeble, and his slight activity, be drawn into the play, so 
 
78 PEDAGOGICS OF THE KINDERGARTEN. 
 
 that his limbs may be trained into use, his strength be 
 exercised and increased, and that he may himself experi- 
 ence and perceive much directly by means of and in his 
 own activity. What richness and what manifoldness of 
 development the thoughtful mother and careful nurse can 
 now arouse in the child, even by means of these few repre- 
 sentations ! The quiet, firm, sure standing on a relatively 
 larger surface ; the filling of space by each object ; heavi- 
 ness, which is expressed by pressure ; the final overcoming 
 of heaviness (gravity) ; and the possibility of moving away 
 the body by the use of a proportionally greater strength. 
 The perception of all these and many other facts, show- 
 ing themselves merely as changing phenomena in oft- 
 recurring repetition, will give pleasure even to the child 
 who is scarcely half a year, or at least not a whole year 
 old, especially when the play is placed in intimate con- 
 nection with the child's life, and with his impulse to ac- 
 tivity. So, for example, placing the cube on the flattened 
 palm of the child's hand, and singing. 
 
 Cube presses down your hand, my dear ; 
 Press it, or it will fall, I fear. 
 
 Or, conversely clasping the child's hand round the sphere 
 or cube, and holding it fast, the mother raises the child's 
 little arm thus into the air so that the closed hand which 
 is soon to be opened is turned downward, now making 
 him remark, in any childish way, the holding fast by 
 hand and finger of the cube or sphere as she, singing, 
 says to him : 
 
 Your hand is closed the sphere (or cube) around, 
 And so it falls not to the ground. 
 
 Now requiring the child to open his hand, when the 
 sphere (or cube) drops from it : 
 
Or, 
 
 THE SPHERE AND THE CUBE. 79 
 
 Cube (or sphere) to the ground will quickly fall 
 If by the hand not held at all. 
 
 The cube (or the sphere) will surely fall 
 If not held up at all. 
 
 These plays, or, if you prefer to call them so, these 
 childish trifles^ could be manifoldly increased, especially 
 by connecting them ; only one must not willfully go on 
 with this or that play in opposition to the wish of the 
 child, but always follow the child's circumstances, re- 
 quirements, and needs, and his own expressions of life 
 and activity. 
 
 Here a phenomenon from the childish world may be 
 preserved. The observer of children will often perceive 
 how children who are yet very small would like to grasp 
 very many and varied things together in their little 
 hands, while the hand is too small to be able to clasp 
 them all. The mother can then perhaps sing to the child 
 in reference to the sphere or the cube : 
 
 The sphere takes up the space, you see, 
 So where it is cube can not be. 
 
 Or, about the cube : 
 
 The cube takes up the space, you see, 
 So where it is sphere can not be. 
 
 Or, generally : 
 
 Each thing takes its own space, you see, 
 So where it is naught else can be. 
 
 The words place or position may be sung instead of 
 the word space^ in order to secure variety of sound. 
 
 Also, one can take the sphere and cube at the same 
 time in both hands, but changing each now into one, now 
 into the other hand. The words already given can be 
 sung to the child with this motion also. 
 
80, PEDAGOGICS OF THE KINDERGARTEN. 
 
 We now return to notice the quiet standing of the 
 cube on one of its surfaces as soon as it has been placed 
 there. 
 
 This play will make a wholly different impression on 
 the child (who is still small, though already somewhat 
 advanced in ability for noticing and retaining what is 
 extraneous to him) if we try to place the cube on one of 
 its edges, and the cube, set free, sinks down on the other 
 side, since it is impossible for it to retain the middle line, 
 or rather the vertical plane. 
 
 Word and tone increase and confirm the impression 
 on the child if the attempt and the notice be accompanied 
 by the words, for example. 
 
 It totters here, it totters there, 
 Too heavy to stand anywhere. 
 
 (See the representation on Plate II, No. 4.) It is diffi- 
 cult, indeed, but not impossible, for the cube to stand on 
 an edge if it receives anywhere an exterior hold or sup- 
 port ; if it — as, for example, in No. 5 — rests with one of 
 its surfaces against another surface, and so through fric- 
 tion is kept in place. 
 
 Even the child whose capacity for speech is as yet un- 
 developed will remark the cause of this ; at least, expe- 
 rience has shown us that children of this age drew away 
 the holding support, and, as the Cube then fell over, turned 
 toward their mother with face and body as in joyous 
 triumph. Therefore the mother can now sing to her 
 child this : 
 
 Cube can stand on one foot if the right way he'll try. 
 Can you see, my baby, the real reason why T 
 
 Or, the cube placed on one of its edges, and with one 
 of the other horizontal edges leaning against one side of 
 
THE SPHERE AND THE CUBE. 81 
 
 the cube box, or something else, so that the cube now 
 stands perfectly still, the mother sings to the child ; 
 
 Lean the cube against the wall, 
 Then it surely will not fall. 
 
 But the illustrations Nos. 4 and 5 may be connected 
 with one another, as is also the case with others. 
 
 " Come, cube, come, stand before baby on one foot." 
 " See, baby, it will not stand." And now again singing, 
 " It totters here, it totters there," etc. " Now, cube, hold 
 fast, that you may not fall." 
 
 The mother gives her aid, the child's activity is en- 
 listed and he assists her, so that the cube finally stands 
 firm, leaning against something, and, as it were, thus 
 clinging to it, and now the mother sings to the child : 
 
 The cube is held up by the wall, 
 So it stands firm and does not fall. 
 
 If the mother will attempt to enlist the feeble activity 
 of the child with her own in the play, she will soon see 
 how the child enjoys his work, though only for the mo- 
 ment ; later the work will please him for a longer time, 
 and will finally lead to the quiet individual reproduction 
 and to the thoughtful individual consideration. 
 
 But now the child again quickly grasps the cube and 
 beats with it on the table. The mother takes up at once 
 the action of her child, and the effect of that action, 
 and gives word and tone to both, since she adds, speak- 
 ing in a singing voice : 
 
 Pound ! pound ! pound ! 
 By his pounding cube is able 
 To make a hole in this hard table ; . 
 It does not seem to feel the blow, 
 So to another play we'll go. 
 
82 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Among the many positions of the cube which the 
 mother can make use of in playing with her child, there 
 remains one, that of attempting to place it before the 
 child on one corner and without support ; but the mother 
 will still less succeed in this than in placing it unsup- 
 ported on an edge, and she therefore sings to her observ- 
 ing child : 
 
 On one leg, 
 
 On one leg, 
 
 Cube can not be made 
 
 To stand without aid. 
 
 Now she allows the point of the forefinger of her left 
 hand to rest on the upward-turned corner of the cube, 
 thus keeps it standing, and says, singing : 
 
 But hold it with a finger light, 
 
 It does not fall, but stands upright. 
 
 But now she tries, by a quickening stroke with the tip 
 of a finger of her right hand on one of the free corners 
 of the cube, to turn it round on its own axis ; and, turn- 
 ing to the child, proceeds to sing : 
 
 And as it pleases, 
 
 It turns round about. , ". 
 
 Now around to the right, 
 
 Now around to the left. 
 
 Now swiftly turns around, around. 
 
 Or she lets the cube itself, as it were, speak to the child, 
 
 by singing : 
 
 On one leg I stand ; and see, 
 I turn round so easily. 
 
 (See the illustration on Plate II, Xo. G.) It is not in- 
 tended that the impression on the child of the as yet in- 
 comprehensible words, and the variety of the positions 
 and movements of the cube, should be without abiding 
 
THE SPHERE AND THE CUBE. 83 
 
 results ; it is always to be remarked, though at first only 
 after oft-repeated showing and perception, that the child 
 strongly wishes to see its nurse produce now one, now 
 another position of the cube ; now one, now another of 
 its movements ; and, indeed, how he himself at a later 
 period sometimes attempts to produce the movement 
 that specially interests him. 
 
 The fact has been already brought forward above that 
 the child soon notices what is requisite for the cube's 
 standing firmly ; so, too, it will also soon remark what is 
 the condition for easy movability ; and though it can not 
 indicate these by words, yet the mother will see how the 
 child at first tries to fulfill the condition, to give the right 
 position, and then to make the corresponding experiment. 
 This remark is founded on facts in the life of children. 
 
 Through all that has been done hitherto the child's 
 attention has been predominantly called to the object as 
 existing, as filling space, and acting, as well as to its posi- 
 tion and to the manner in which it fills space, and to the 
 mode of its action, but only incidentally to the object as 
 being the identical one ; nor yet to the figure and shape, 
 nor to the members and parts of the object which ap- 
 peared so differently in the different positions of the ob- 
 ject. But attention to the form and figure of the object 
 can also be utilized for the child in play. 
 
 The importance of the consideration of the presence 
 and absence of an object and its utilization for play, and 
 in playing with the child, has been already noticed (with 
 the ball, see first gift). With this we will now add a con- 
 tinuation to the play ; for repeating the same experience 
 in different ways with the same object serves to develop 
 as well as to strengthen the child. Hence the mother 
 hides the cube in her hand while she sings to her child ; 
 
84 PEDAGOGICS OF THE KINDERGARTEN. 
 
 I see now the hand alone. 
 
 Where, oh, where can cube be gone f 
 
 The mother thus leads the gaze and attention of the 
 child to her hand, which he will therefore watch intently ; 
 the gaze, and even the little hand of the child, will make 
 an effort to find the cube. As if yielding to this effort, 
 the concealing hand opens, and the mother says or sings 
 
 to the child : 
 
 Aha ! aha ! 
 My hand has hid the cube with care, 
 While you looked for it everywhere. 
 
 See, it is here ! 
 
 Look at it, dear. 
 
 By this play the child is not only again made to notice 
 that the cube fills space, but his attention is also called 
 to the precise form of the cube ; and he will look at it 
 sharply, unconsciously comparing it with the hand, to 
 which his eyes were first attracted. But the form of the 
 cube appears to him, up to this point, as too large a whole, 
 and composed of too many kinds of parts ; the child's view 
 of it must therefore be clarified by single perceptions. 
 
 Therefore the mother or nurse clasps the cube again 
 in her hand, but so that one surface is still perceptible, 
 singing to the child : 
 
 Only one side here you see. 
 Where can now the others be ? 
 
 (See Plate II, No. 7.) Or, bringing the child's life into yet 
 more intimate connection with the expression of the cube : 
 With but one eye cube looks at you, 
 And kindly nods, " How do you do i " 
 
 The child now attempts by a look or action to open 
 the mother's hand, and she sings to him : 
 
 Though one side was all you saw, 
 Yet my hand shut up five more. 
 
THE SPHERE AND THE CUBE. 85 
 
 Or, in reference to the above-mentioned second percep- 
 tion : 
 
 Cube wanted so much to please you, dear, 
 That from its hiding it came out here. 
 
 Now the mother again incloses the cube in her hand, 
 but lets two surfaces be seen, and sings : 
 
 Two sides are all that here you see ; 
 But where can now the others be 1 
 
 (See illustration, Plate II, No. 8.) Or, while the mother 
 takes the child's hand and fingers and softly strokes the 
 two surfaces of the cube with them, she sings to the child : 
 
 Stroke cube's two cheeks with fingers light, 
 For mother's hand now holds it tight. 
 
 And now opening the hand : 
 
 See, my hand was shut round four, 
 Though two sides were all you saw. 
 
 Or, in reference to the second perception : 
 
 Cube to my baby will gladly go 
 As soon as we let it loose — just so. 
 
 Again closing the hand, and turning the cube in it so as 
 to show the greatest possible number — which, however, 
 is only three — of the cube's surfaces at once, the mother, 
 while turning it, makes it say to the child : 
 
 I twist and turn, go high and low. 
 Three sides at once is all I show. • 
 
 (See illustration, Plate II, No. 9.) Since misinterpreta- 
 tions can not be carefully enough avoided, the observa- 
 tion should be made that the expressions of number are 
 here for the child only a difference of sound for different 
 appearances of the object. 
 
 By means of the above-mentioned play, now wholly, 
 
86 PEDAGOGICS OF THE KINDERGARTEN. 
 
 now partly hiding tlie cube, now wholly, now partly 
 again showing it, the child will receive the preliminary 
 impression, to be raised later and at the suitable time by 
 look and word to a clear perception, to a complete com- 
 prehension of the cube, the normal form of a great part 
 of all that is solid and occupies space. 
 
 What has been up to this point brought forward here 
 in a certain succession will of course in the child's play 
 and the events of the nursery and at the children's play- 
 table be arranged in a different order, and so it should be. 
 But mothers and nurses should have within them the 
 clear perception and deep consciousness not only that a 
 definite simple laiv exists behind these varied and acci- 
 dental plays, and makes itself known in them, but they 
 should also know 2vliat law thus exists and Tioio it makes 
 itself known. The child of humanity intrusted to them 
 for his holy nurture will thus, through silently verified 
 perception, through the strength, action, and inner co- 
 herence of the mind, come (within itself, of its own 
 accord, and at its own time, but certainly at the right 
 time) to the silent premonition that behind the varied 
 phenomena of life, apparently accidentally thrown to- 
 gether, rests quiet and hidden the great law, as simple 
 as it is clear, of these phenomena. 
 
 Man will later so much the more anticipate, find, and 
 recognize this law of life as it is possible already in child- 
 hood, the play years of his life, and indeed by this play, 
 to bring before him certain perceptions in their inner 
 coherence, in order thus to make the law behind them 
 shine through them more brightly, and to awaken the 
 premonition of this law, even in the child as well as later 
 to awaken premonition of the law of life in the more 
 grown-up man. 
 
THE SPHERE AND THE CUBE. 87 
 
 The previous plays with the cube have taken it up — 
 including simple, passing, unessential movements with it 
 — in the condition of rest, as already mentioned in refer- 
 ence to its space and form ; but it gives the child yet 
 more pleasure to see it produced in its freeer, more chang- 
 ing movement. 
 
 The simplest is the swinging, and this too in the first 
 position, where one surface is below and another above ; 
 in other words, where the string by which the cube swings 
 is fastened in the center of one of its surfaces. 
 
 The mother lets the cube thus swing slowly, and, 
 infusing her song into the life, the attention, the feel- 
 ing of the child, in order to bring the movement near 
 to and into sympathy with him, says, singing : 
 
 Swinging, swinging ! 
 
 By my swinging 
 
 Pleasure bringing ! 
 Swinging, swinging ! 
 
 (See illustration, Plate II, No. 10, and compare, in respect 
 to position, with No. 3.) Now swinging the cube in an- 
 other position — viz., that in which one edge appears as 
 the bottom, and another as the top. 
 
 (See illustration No. 11, and compare, in respect to 
 position, with Nos. 4 and 5.) For a connection with life, 
 as before, the mother can sing to her child as if the cube 
 itself were singing the words : 
 
 Hung by one edge I swing, 
 Tied to a long, long string. 
 I like to swing Just here, 
 Now far from you, now near. 
 
 Just in the same manner swinging the cube in the 
 third position, in which one corner is indicated as the 
 bottom and the opposite as the top, the longest diagonal 
 
88 PEDAGOGICS OF THE KINDERGARTEN. 
 
 line of the cube appears the axis. (See No. 12, and com- 
 pare with illustration No. 6.) The cube says to the child, 
 through the mouth of the mother : 
 
 Swinging by a corner so, 
 
 Very long I seem to grow. 
 
 Attentive nurses can here easily observe how even the 
 smallest child, for whom these plays are intended, with- 
 out having the slightest notion of the meaning of the 
 words, perceives the difference between the appearance 
 and the real shape of the cube — that is, does not leave 
 this difference unnoticed. 
 
 It is early important for the human being, especially 
 as a child, that the essential perceptions of things should 
 be repeated frequently under different forms, and, if pos- 
 sible^ in a particular order, so that the child may early 
 learn to distinguish the essential from the unessential 
 and accidental, and the abiding from the changing. Un- 
 noticed and unrecognized though the phenomena are to 
 the child, yet the impression of them will be certain and 
 firm, and this so much the more when the repetition has 
 been precise and clear. 
 
 Twice already, therefore, the cube has been brought 
 before the child in this manner in its three different 
 and essential positions, namely : where it rests on a sur- 
 face (compare Plate II, Nos. 3 and 10), or on an edge 
 (compare Nos. 4, 5, and 11), or on a corner (compare 
 Nos. 6 and 12). In the first case a surface transverse 
 line or surface axis, in the second case an edge-diagonal 
 line or edge axis, and in the third case a corner diagonal 
 or corner axis of the cube comes out more prominently 
 than the others. The aim of the subsequent play exer- 
 cises is yet more to confirm and render prominent these 
 perceptions. 
 
THE SPHERE AND THE CUBE. 89 
 
 To this end is added to the two stronger sticks de- 
 signed for later use, a third thinner stick, which can be 
 thrust through the cube in each of the three principal 
 directions in which it is pierced. Thus the stick forms, 
 first, a lengthened surface axis of the cube, extending an 
 equal distance beyond the two parallel surfaces. While 
 now the one end of the stick rests on the surface of the 
 table, and the other end between the thumb and the bent 
 forefinger of the left hand, the finger tips of the right 
 hand constantly move and turn the cube around on its 
 axis by means of this upper end of the stick. The cube 
 showing its now altered appearance owing to the turning 
 movement, says, as it were, challenging the child ; 
 
 Round and round now make me go, 
 I to you a roller show. 
 
 (See Plate II, No. 13.) 
 
 The movement itself draws the gaze and attention of 
 the child, but still more does the wholly new form and 
 figure in which the cube appears by means of this move- 
 ment. It is the turning movement around its own axis, 
 which extends the corners into circular lines, and the 
 edges into a cylindrically curved surface ; and thus says : 
 
 As your fingers turn me here, 
 Corners, edges disappear. 
 
 In the same manner one of the edge axes can be drawn 
 out, and, as it were, lengthened by the stick, since the 
 same stick is thrust through the cube from one edge to 
 the opposite one, and then the cube is turned around its 
 new axis. (See No. 14.) The cube sings to the child : 
 
 If round and round you make me go, 
 A pretty ring to you I'll show ; 
 And if you like this little play, 
 I'll play it at your wish alway. 
 
90 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Finally, rendering prominent the corner diagonal or 
 corner axis, then turning as before, and singing to the 
 child for the cube (see illustration No. 15) : 
 
 Turn me by the corners two, 
 Many things I show to you. 
 Do you like this turning play f 
 Happy are we, then, to-day. 
 
 In the preceding play the cube was indirectly set in 
 movement by the hand by means of the string or stick. 
 But the cube, like the sphere, can also, hanging by the 
 string, be put into a rotary motion directly by the hand. 
 (See Plate II, No. 16.) 
 
 What the child thus notices is put into words by the 
 mouth of the mother : 
 
 In turning the cube, if your fingers are fleet, 
 
 The cube, as it turns, makes a round ring complete. 
 
 Or the cube speaks in this way itself : 
 
 As strongly now your fingers tap, 
 I gladly turn at every rap. 
 
 If the double string by which the cube hangs has 
 been twisted sufiQciently tight, the player lays the cube on 
 the table, takes with each hand one of the two ends of the 
 string, raises the cube from the table, and lets the string 
 untwist, accelerating this untwisting at the same time a 
 little by slowly drawing apart the two ends of the string 
 in a horizontal direction, so as to keep the two ends tense. 
 
 If the string has now untwisted wholly, the swinging 
 of the cube will still continue, and the string will again 
 twist up in the opposite direction. In order to promote 
 this action the two ends of the string, and hence the 
 finger tips of both hands, must now again be allowed to 
 come close together till the string has twisted itself in 
 
THE SPHERE AND THE CUBE. 91 
 
 the opposite direction. But when this is now accom- 
 plished, and the cube begins to turn back again, the slow 
 horizontal drawing of both ends of the string must also 
 begin again ; by which means is produced a constant 
 twisting and untwisting, a constantly alternating turn- 
 ing, now to the right, now to the left, which can be con- 
 tinued as long as it is agreeable to the child and to the 
 one who plays with it. Therefore the mother lets the 
 cube express by words what the child perceives in the 
 cube as appearance and action : 
 
 I always, always turn around, 
 
 To right or left as string is wound. 
 
 (Compare illustration, Plate II, N"o. 2.) 
 
 What was done with the cube hanging by the center 
 of one of its surfaces, or in its surface position, can also 
 be done with the cube hanging by one of its edges or in 
 its edge position, and also by the cube hanging by one of 
 its corners or in its corner position ; so that here again, 
 also, by a constantly alternating rotary motion, the cube 
 is brought before the child in its three principal points 
 of view, as was further shown by the directions for the 
 ball play, in which also the rolling, gliding, and rocking 
 movements were considered. 
 
 Although the production of the manifold relations and 
 activities in general, in which the sphere and cube, each 
 by itself, can appear in play, and as a plaything for your 
 child, is now concluded, yet it by no means exhausts the 
 number of illustrations, which also are not exhausted in 
 the directions for the play. Many things in life yet re- 
 main to be found and to be presented with reference to 
 these illustrations. 
 
 As hitherto sphere and cube, singly, have been em- 
 ployed as playthings for the child, the two can also be 
 
92 PEDAGOGICS OF THE KINDERGARTEN. 
 
 used together in several ways for this purpose. We men- 
 tion here only one of these combinations as the most im- 
 portant — viz., that the cube rests with great difficulty, 
 and perhaps never, on the sphere, but the sphere, on the 
 contrary, rests easily on the cube. 
 
 This latter combination, considered as abiding and 
 firm, shows something quite essential — viz., how the 
 sphere alone has, as it were, in its form the embodied ex- 
 pression of the easily movable ; and, on the contrary, the 
 cube alone has in its form the embodied expression of the 
 firm, the resting ; so both appear in the last-named com- 
 bination as the embodied expression of the animate, of 
 the living thing ; and of the living thing acting spon- 
 taneously, indeed even remotely pointing to the corporeal 
 expression of man himself. 
 
 Early in life the child delights in round and varied 
 pebbles ; he seeks and collects them ; he takes pleasure in 
 the rectilinear and straight-edged bodies, especially those 
 which are cubical or beam-shaped ; seeks to arrange the 
 former one upon another and side by side ; carries and 
 handles the latter like a doll. If, however, the spherical 
 is joined to the oblong body, then it receives immediately 
 the spatial expression and the significance of the living 
 being, and, in fact, of the human living being. 
 
 I will venture to assert that it seems as if the child, 
 even at an early age, dimly anticipates in himself the na- 
 ture and the destiny of man — to analyze and adjust in 
 himself and in life the opposites of the abiding and qui- 
 escent and the movable and moving ; and always, while 
 adjusting, to represent them in life. 
 
 The connection of the spherical and rectangular has 
 for the child the expression of the human so much the 
 more as the beam-shaped body in its derivation proceeds 
 
THE SPHERE AND THE CUBE. 93 
 
 from the cubical and rectangular to the oblong, tablet 
 forms, or with sides sloping toward one another down- 
 ward. But with the delight of the child in its little doll, 
 the dim and transferred perception of inner life, or rather 
 the direct feeling of the individual life, is certainly more 
 predominant than the external perception that compares 
 the real baby with the doll ; for, even if the child has 
 never been wrapped in swaddling clothes, and has never 
 seen a child so wrapped, it will yet enjoy its infant doll 
 when dressed in that manner. The joy of the child in 
 its little doll has thus a far deeper, inward, and spiritual 
 human foundation than is generally supposed — a founda- 
 tion by no means resting merely in the external resem- 
 blance and similarity of form. Therefore this joy of the 
 little child in its dolly is to be held sacred, and thought- 
 fully fostered. Many human traits develop themselves in 
 the child by its play with the doll, because thereby its 
 own nature will become at some time objective, and hence 
 recognizable to the child and to the thoughtful, observing 
 parent and nurses. Hence there makes itself visible later, 
 by and through this, the spiritual difference, the differ- 
 ence of vocation and life between the boy and girl. The 
 boy will be longer delighted with the play with the sphere 
 and cube as separate and opposite things, while the little 
 girl is, on the contrary, early delighted with the doll, 
 which inwardly unites in itself the opposites of the sphere 
 and cube. The inner significance of this fact is, that the 
 boy early presages and feels his destiny — to command and 
 to penetrate outer Nature ; and the girl anticipates and 
 feels her destiny — to foster Nature and life. This comes 
 out yet more at a later time. As the union of the spherical 
 and angular is, especially to the girl, a doll, a play-child, 
 so is the mother's yardstick or the father's cane for the 
 
94 PEDAGOGICS OF THE KINDERGARTEN. 
 
 boy a^ horse, a hobbyhorse ; the latter expresses the manly 
 destiny of the boy, that of invading and ruling life ; the 
 former expresses the womanly destiny of the girl, the 
 fostering of life. 
 
 We feel ourselves forced to ask parents and nurses 
 to consider in this way at an early period all phenomena 
 in the life of the child, all its life indications in reference 
 to its innermost and spiritual nature. Happiness and 
 blessedness to the children with whom, and joy and peace 
 to the parents by whom this is done ! One does not 
 reply, How could such contrasted ideas and such motives 
 as those cited, which only come into the comparing, con- 
 sidering, mature thinking mind, even exist in the child's 
 dreamlike condition ? We here repeat once more what 
 we have already said elsewhere, Did it not lie in the 
 child, did it not live and work in the child, did it not 
 already define the child's life, it could by no means come 
 out from it at a later period. Does not the whole tree 
 life — indeed, the whole vegetable life — work already in 
 each germinating seed of the tree ? So, also, in each 
 active child, in each activity of the child, works already 
 the totality of human life — indeed, of the life of humanity. 
 
 We must stop here with this hint concerning the sig- 
 nificance of the connection of the sphere and the cube, 
 of the spherical and the oblong angular forms, and must 
 keep what is further to be said, especially in reference to 
 the development of art proper, which realizes its ideals in 
 corporeal forms, till the time when we shall speak of the 
 doll and the hobbyhorse as the first plays of the awaken- 
 ing life of the boy and girl. 
 
 After this digression, though it is only an apparent 
 one, we return to the play with sphere and cube, which is 
 next in order. Would that what is here expressed might 
 
THE SPHERE AND THE CUBE. 95 
 
 contribute to realize the purpose so highly important for 
 the whole life and the clear development of man — viz., 
 to consider the life of the child and the beginnings of 
 its life in its own true, deep significance and subjectivity, 
 as well as in its relation to the totality of life ; to consider 
 childhood as the most important stage of the total de- 
 velopment of man and of humanity — indeed, as a stage 
 of the development of the spiritual as such, and of the 
 godlike in the earthly and human. 
 
 In the plays which have been discussed the cube was 
 mostly introduced not only as speaking itself, but also as 
 speaking of itself to the child ; this is a childlike, true 
 interpretation of the phenomena of Nature, reality, and 
 life, according to which each object speaks constantly by 
 its qualities and attributes to man, and still more to the 
 child, although in mute speech, in order, as it were, to 
 link its life with that of the child. It is therefore quite 
 essential for the outer, and especially for the inner spirit- 
 ual and intellectual development of man, that the sur- 
 roundings should speak to him hy their qualities and 
 attributes so as to he understood ; and besides, that man, 
 as a child, should be early led not only to understand this 
 mute speech, but even to make it audible to himself and 
 others. Therefore, the careful mother, wholly loyal to 
 her human feeling, seeks early to give the true, the com- 
 prehensive expression of tone, word, and song to this 
 dumb though visible speech, and the same is done by the 
 sympathizing nurses. The mute, quiet, still life may by 
 this approach the child by tone and speech, so that he 
 may more and more find, feel, and recognize himself ob- 
 jectively in it. And so his play, and through the play his 
 surroundings, as well as, last of all, Nature and the uni- 
 verse, may become to him a mirror of himself and of his 
 
96 PEDAGOGICS OF THE KINDERGARTEN. 
 
 life. But this can not be too early begun, if the child, 
 immediately from the beginning of his self-developing 
 life feeling, is to grow up in this correlation and ex- 
 changing comparison with Nature and life, and, indeed, 
 with the whole universe ; and as he impresses his life 
 upon external forms, he may so also perceive his life 
 again therein. 
 
 It is quite essential for careful and thinking nurses 
 to consider yet further (and on that account it was ren- 
 dered prominent with the ball as the first gift) that the 
 sphere and cube, and the expositions of them, only give 
 and are only to give the norm ; only the normal funda- 
 mental and symbolic perceptions and representations 
 which can also be symbolized in the same way with other 
 objects which the surroundings of life offer, and can be 
 found in them, should be found in them and be explained 
 by them. But it is highly important for the human 
 being that early in life, and even as a child, something 
 normal be given to him, as it were, as a connecting and 
 comparing measure extraneous to himself (in reference 
 to himself, to life, and to the correlation of the two), 
 first, in order that he may recognize a generality and a 
 unity for all that is particular and individual ; next, that 
 he may learn to judge of the one by the other. For it is 
 impossible for man to grasp each individual thing in all 
 its relations. They do not all alike offer themselves fun- 
 damentally and on all sides to perception, recognition, 
 and insight. But if he now tliorougMy penetrates and 
 comprehends one single tiling^ he will through this at 
 the same time also learn in a measure to understand all 
 other things. Thus, if man comprehends fundamentally, 
 and in all its relations, for example, the ball, the sphere, 
 the cube (which ?ire indeed really only one in three), as 
 
THE SPHERE AND THE CUBE. 97 
 
 representative, as the norm and fundamental perception 
 of all that occupies space, and of what is given and de- 
 manded thereby, he will thus become capable of recog- 
 nizing, observing, and handling easily also all other things, 
 even that which stands alone yet is the same in all its 
 bearings and relations, for he learns to see the manifold 
 in the single, plurality in unity, and vice versa. 
 
 The giving, possessing, and retaining a normal form 
 which is as simple as it is comprehensive and all-sided, in 
 which he can easily again recognize every other, is what 
 is now still so greatly lacking to man from an early period 
 on through life, less as a means of perception and instruc- 
 tion than as a means of all-sided development and self- 
 education. 
 
 I will give here a few hints as an indication of the nor- 
 mal character of the sphere and cube, and how the different 
 objects surrounding the child should be treated accordingly. 
 
 A book lies on the table before the child. It can be 
 laid, now on one of its two sides, now placed on one of 
 its shortest edges, now on the long edge. In each of 
 these positions there are now again three different posi- 
 tions ; as, for example, in the first, either the back, the 
 long edge, or one of the short edges turn toward the 
 child. Likewise, if it stands on one of the shortest sides, 
 either the back, the long edge, or one of the broad sur- 
 faces or covers can be turned toward the child. 
 
 To each of these positions, as to every other, the 
 mother and the adult who plays with the child can, as 
 before, now immediately give speech and significance — 
 for example, to the book with its back and title turned to 
 the child : 
 
 The title on my back will tell 
 What is inside. Look at it well. 
 
98 PEDAGOGICS OF THE KINDERGARTEN. 
 
 A rectangular box placed on one of its corners can be 
 turned around the corner diagonal as an axis : 
 You must on one corner now turn as I will, 
 For quite long enough on the ground you lay still. 
 
 So the thoughtful mother proceeds with all that she 
 brings near to her child, and so all that the cube united 
 in itself can be again perceived separately in different 
 objects surrounding the child. 
 
 So single perceptions of the most different objects can 
 alternate with normal perceptions of the cube and sphere, 
 as is given and required by life, and by the moment at 
 which it is done. And again, the various single represen- 
 tations taken disconnectedly, if the quietness of the child 
 permit, can alternate with the carrying out of regular 
 though small series — for example, Nos. 7, 8, 9 ; Nos. 3, 4, 
 5, 6 ; Nos. 27, 28. The child will always, by degrees and 
 in the progressive course of its own development, in play 
 and by means of the play, come to the premonition, per- 
 ception, and finally to the recognition of unity ^ constancy^ 
 and conformity to law — yes, of the similarity of the laius 
 of all development. But this is essentially necessary for 
 man, as is later on the recognition and application thereof 
 in his own life for the attainment of the aim and object 
 of his life. As it is important for him that he himself in 
 play, even as a child, by play should perceive within and 
 without how from unity proceed manifokhiess, plurality ^ 
 and totality, and how plurality a7id manifoldness finally 
 are found again in and resolve themselves into unity, and 
 should find this out in his life. 
 
 The representation of other objects by the sphere and 
 cube has indeed been already connected in many ways 
 with what has been hitherto brought forward. However, 
 there are still very many perceptions which there was no 
 
THE SPHERE AND THE CUBE. 99 
 
 opportunity to mention in the foregoing pages. So, for 
 example, the cube can be now a table on which some- 
 thing is placed for the child. Again, it can be a stool on 
 which the mother places her feet ; again, a chair on which 
 she sits with the child ; again, the hearth on which some- 
 thing is to be cooked for the child. Again, it may be a 
 a chest in which something is inclosed; now a bureau 
 which has been shut up ; now a house with its door shut ; 
 again, a well which has been covered ; finally, a stove 
 which has been set up, or a bale of goods which has been 
 unloaded. Then, another time, it may be a hammer with 
 which something is to be struck for the child ; once more, 
 the stick thrust into the edge, a broad hoe ; another time, 
 the stick thrust into the corner, a pointed hoe with which 
 a little bed is dug ; finally, a child which turns around ; 
 a little girl who dances ; a kitten which wishes to catch 
 its own tail. Then, again, a snowball ; an avalanche 
 which falls from the roof or the mountain ; a rock which 
 breaks off and plunges into the valley ; or, placed on its 
 surface with a perpendicular stick on the upper surface, a 
 flower pot in which a slender little tree has been planted, 
 and innumerable other things. 
 
 The child will be early led through this representation 
 to perceive and comprehend one thing under many points 
 of view, and different things under one reference, and the 
 common and general in and by means of different individ- 
 ual things ; and the object will be truly dear to the child 
 by the variety which it affords to the child's life, mind, 
 and heart. 
 
 Those who have paid attention to this gift, especially 
 those who have employed it with the children, will remark 
 (what we, therefore, also can not pass over silently) that 
 it is actually the inner union of mind and life letween 
 
100 PEDAGOGICS OF THE KINDERGARTEN. 
 
 mother and child, between the child and his nurse, which 
 gives to this, as well as to all and every play with the 
 child, the true life, its genuine deep significance and 
 genuine efficiency, which bring forth buds, blossoms, and 
 fruit in the child's life. The remark can not escape the 
 thoughtful mother, that it is actually a threefold love on 
 the part of the mother which so intimately unites her 
 with the child, viz., love for the child, love of the means 
 of play (the united life in and with the means of play or 
 occupation), and love for the great life-whole, of which 
 she and the child are both members. In reference to 
 the varied manifestation of love, one may express some- 
 thing similar on the part of the child, as also even of the 
 object of play, the means of play, the latter of which 
 may be thus described: The means of play awakens, 
 fosters, and promotes the life of the child, thus mutely, 
 as it were, making love known to the child. It makes 
 perceptible the life and love of the mother who plays 
 with the child; and, lastly, that it makes apparent its 
 own life, and so, partially, the life of the surrounding 
 outer world of which it is a self -active member (Glied- 
 ganzes), as the warmth of heart and life, to the child 
 which is made glad, joyful, and contented in play and by 
 means of the play. 
 
 And so, as an inducement to the consideration of the 
 play in question, and of all, especially of the earliest child 
 plays, we come to another essential remark : that it is 
 actually the degree, the stage of the all-sided inner satis- 
 faction of life, mind, and heart, attained by man, which 
 determines the keynote, the impress and character of his 
 whole future life. 
 
 Thus inner satisfaction, especially contentment of the 
 mind, is to be early — yes, very early — confirmed and fos- 
 
THE SPHERE AND THE CUBE. 101 
 
 tered in the child and secured to him. On this depends 
 the entire future with its weal or woe, the whole future 
 happiness of the life of man, in so far as it is internal and 
 therefore genuine. But the child will certainly attain this 
 in a high degree if treated in accordance with his inner- 
 most nature, if the child sees the objects surrounding him 
 treated in like manner, and especially if the surround- 
 ing human beings show themselves consequently satisfied. 
 Thus the child at least presages and feels directly the 
 trinity, or the reciprocal conditioning of necessity, law, 
 and love; and finds later the one in the other and by the 
 other, as the true condition of all genuine well-founded 
 satisfaction. So now, equipped with this real treasure in 
 the heart, man can, if fate should demand it, even in boy- 
 hood, and yet more in early youth, be confidently com- 
 mitted to the world. For from the satisfaction so deeply 
 grounded there develop in him, and through the satis- 
 faction are associated with him, all the other feelings 
 which bless man— /a^YA, love, and hope ; self-respect and 
 the respect of others, as well as the cherishing of others ; 
 love of and loyalty to life and vocation ; love to God, to 
 Nature, and to humanity, as well as to each individual 
 human being as such. 
 
 One of the most especial and essential aims of these 
 plays is to foster and strengthen this satisfaction early in 
 the- child — to cultivate it for the stability of mind, heart, 
 and life, and to give this satisfaction to him as the great- 
 est gift for life and on the path of life. But to attain 
 this, three things must also be considered here in the 
 plays as well as in all dealings with the child and in all 
 nurture of his life-tendencies and his tendency to activity 
 — first, that it is to be done for the strengthening and 
 purifying of the child's life, thus for the union of the 
 
102 PEDAGOGICS OF THE KINDERGARTEN. 
 
 child with life and i7i himself ; second, that it be done in 
 harmony and union with the means of employment ; and, 
 finally, that it be done for a higher union with the col- 
 lective life-whole, the aggregate and totality of life, and 
 that it bear the definite, unequivocal expression of all 
 this. What we called love above appears here under the 
 expression union. 
 
 With this purpose, therefore, these and the following 
 childish plays (which delight the child, correspond to 
 the intellectual needs of the adult, and harmonize with 
 life and Nature) originated from a loving impulse, and 
 were formed in order early to foster in the child serenity 
 of thought and mind, and, on the other hand, early to 
 keep surliness, disobligingness, and a gloomy spirit of 
 destruction — the tormenting spirits of life, with their 
 consequences — far from the child. These tormenting 
 spirits are given a domicile, especially where the child 
 can not manipulate, or is not permitted to have control 
 over, the surrounding objects with his yet weak power ; 
 where the child, with the impulse of his life yet unsatis- 
 fied, is, as it were, stifled, and in his deathlike weariness 
 becomes a burden to himself ; where the child, feeling the 
 pressure of this impulse of his life, appears obstinate, and 
 even domineering and spiteful. One can not too early 
 preserve the child from such phenomena of life, and it 
 certainly can be done by a correct comprehension and 
 fostering of his impulse to busy himself. 
 
 Since the play with the sphere and ball is intended to 
 employ the child from the beginning of his second to the 
 conclusion of his third year, but also is yet further pro- 
 portionately and correspondingly to employ him, so we 
 here only intimate that its use also entirely corresponds 
 to the child's capacity for speech, and the course of his de- 
 
THE SPHERE AND THE CUBE. 103 
 
 velopment of speech in these years. It contains the sim- 
 ple words up, down, there, where, how, there, here, etc. 
 Then the words lorid, wall, hand, etc., which all lie 
 within the compass of the child's present capacity for 
 speech, and therefore, as they are clearly spoken before 
 the child, can be exactly imitated by him. The stock of 
 words embraces objects and also actions and qualities. 
 Indeed, the production and use of this play certainly gives, 
 in connection with the plays of the first gift, the ball, a 
 beautiful point of support to, and point of connection 
 with, the equally important consideration of the course of 
 the development of speech in the child. 
 
VIIL 
 
 FIRST REVIEW OF THE PLAY ; OR, THE MEANS OP FOS- 
 TERING THE child's impulse TO EMPLOY HIMSELF. 
 
 Before we advance to the further development of 
 the means of child play and occupation now lying before 
 us, and before the variety of these means is too much 
 divided and scattered, it appears to us above all impor- 
 tant once more to see precisely what has been up to this 
 point set forth in words in this connection. For, in all 
 to which man's activity lays claim, especially in human 
 concerns, the clear comprehension of the unity, as it were, 
 of the nucleus and germ of life, and then the entire com- 
 pass of its variety, plurality, and totality, in their develop- 
 ment from unity, in accordance with the laws of life, are 
 above all important. Therefore we stated, even in the 
 first presentation of the plan of this undertaking, that 
 always in the progressive course of the carrying out of 
 the plays, their inner, vital coherence among themselves 
 as well as with the life and course of development of the 
 child and with his surroundings (his environment), should 
 be also shown. Although this has already been done on 
 each occasion in detail, yet we will here once more take 
 a comprehensive survey of the whole in general, because 
 it is in the highest degree important for the healthy, and 
 particularly for the spiritual, development of the child, 
 
FIRST REVIEW OF THE PLAY. 105 
 
 and for the clear and sure fostering of his life as a whole, 
 on the part of the parents. 
 
 The first object through which we sought to develop 
 from without the total activities of the child, in which we 
 sought to unite them externally, was the lall ; and, in 
 contrast with it, as fixed forms evolved from it, the sphere 
 and the cude. 
 
 In and by means of the ball (as an object resting in 
 itself, easily movable, especially elastic, bright, and warm) 
 the child perceives his life, his power, his activity, and 
 that of his senses, at the first stage of his consciousness, 
 in their unity, and thus exercises them. 
 
 By the sphere and cube, on the other hand, the child 
 becomes himself yet more definitely conscious of his 
 senses, and also especially of the use of his limbs, exer- 
 cising them with and by means of these objects. 
 
 The ball is therefore to the child a representative or 
 a means of perception of a single effect caused by a single 
 power. 
 
 The sphere is to the child the representative of every 
 isolated simple unity ; the child gets a hint in the sphere 
 of the manif oldness as still abiding in unity. 
 
 The ctibe is to the child the representative of each con- 
 tinually developing manifold body. The child has an 
 intimation in it of the unity which lies at the foun- 
 dation of all manifoldness, and from which the latter 
 proceeds. 
 
 In sphere and cube, considered in comparison with 
 
 each other, is presented in outward view to the child the 
 
 resemblance betiueen opposites, which is so important for 
 
 his whole future life, and which he perceives everywhere 
 
 around himself, and multifariously within himself. 
 
 But now as man both unites the single, which finds its 
 10 
 
106 PEDAGOGICS OF THE KINDERGARTEN. 
 
 limits in itself, and the manifold, which is constantly de- 
 veloping, and reconciles them within himself as oppo- 
 sites, there results also to the child from both, from 
 sphere and cube outwardly united, the expression of 
 the animate and active, especially as embodied in the 
 doll. 
 
 On the one hand, the child therefore demands the re- 
 combining of the separated, the reuniting of the disunited. 
 But, on the other hand, he also demands the separation 
 of the combined, namely, of that which is still united ; 
 therefore the child tries to open or divide everything. 
 Therefore the sphere and cule^ each of them divided ac- 
 cording to its inner dimensions^ will be the necessary 
 advance shown in the next childish plays and means of 
 employment. 
 
 Yet the creating, active life of the child requires that 
 here also again the attempt be made to combine and unite 
 the divided in the most manifold way by means of the 
 child's own activity, as his greatest delight consists in the 
 quick alternation of building up and tearing down, of 
 uniting and separating, and to this topic we shall soon 
 return. 
 
 If now we cast an inquiring glance on the forms built 
 up and arranged together, although soon torn down and 
 separated again, we shall recognize a number of them as 
 forms of life imitating surrounding life, or as combina- 
 tions to produce a single form, and hence predominantly 
 as forms of beauty ; or, finally, that they are connections 
 and representations for the purpose of comparison in 
 respect to form, size, position, etc., thus predominantly 
 forms of knowledge. Hence we may exhibit our results 
 as regards these plays and these means of fostering the 
 impulse to activity in the following tabular view : 
 
FIRST REVIEW OP THE PLAY. 
 
 107 
 
 The Ball 
 
 The Sphere 
 
 The Cube 
 
 The Doll 
 
 (a general expression of the active or living) 
 both sphere and cube divided in accordance with the 
 fundamental dimensions in each ; and each independently 
 again united 
 
 in forms of in forms of 
 
 e 
 ^ 
 
 ' Knowledge 
 Beauty 
 
 •edomin 
 ing to 
 heart 
 
 antly correspond- 
 the feeling and 
 
 El 
 
 CD 
 
 td 
 
 CD 
 
 I 
 
 CD* 
 CD 
 
 predominantly correspond- 
 ing to the thought and 
 intellect 
 
 of the child. 
 
IX. 
 
 THE THIRD PLAY OP THE CHILD AND A CRADLE SONG. 
 (See Plates^m, IV, V.) 
 
 Preface. — The outward employment, the child's play, 
 and his inner world. 
 
 It has indeed been stated, even at the beginning of 
 this undertaking, as a fundamental truth, that the plays 
 and occupations of children should by no means be treated 
 as offering merely means for passing the time (we might 
 say, for consuming time), hence only as outside activity, 
 but rather that by means of such plays and employments 
 the child's innermost nature must be satisfied. This truth 
 has indeed been before expressed ; but, on account of its 
 deep importance for the whole life of the child and man, 
 it can not be too often repeated, too impressively stated, 
 nor can its truth be too often established from all points 
 of view. 
 
 Parents and nurses ! we must unchangeably hold fast 
 for consideration in life this fact : that in the self -occu- 
 pation and play of the child, especially in the first years, 
 is formed (in union with the surroundings of the child 
 and under their silent, unremarked influence) not only 
 the germ, but also the core, of his whole future life, in 
 respect to all which we must recognize as already con- 
 tained in a germ and vital center — individuality, selfhood, 
 future personality. From the first voluntary employment, 
 
THE THIRD PLAY OF THE CHILD. 109 
 
 therefore, proceeds not merely exercise and strengthen- 
 ing of the body, the limbs, and the exterior organs of the 
 senses, but especially also development of the heart and 
 training of the intellect, as well as the awakening of the 
 inner sense and sound judgment. We stop here with 
 the development of the heart and mind, with the germ of 
 anticipatory intuition, of sensation, and of the character 
 therefrom developing. 
 
 Eriends of childhood and humanity ! penetrating ob- 
 servers of life ! must we not, looking around us, miss only 
 too frequently in the life of the children true deeply 
 grounded and firmly rooted love and respect toward their 
 parents, and especially toward age? Do we not, when 
 looking around us, miss only too often in the children 
 and young people true respect for their elders and genuine 
 love for humanity as such (apart from rank or position) ? 
 Do we not repeatedly miss, with pain, in the mind of the 
 child and of the youth, trustful respect for and love and 
 cultivation of the innermost nature which abides and 
 acts in all beings, and which so readily reveals itself to 
 the quiet perceptions of the child? It is called indeed 
 the highest, but it should, more comprehensively for child 
 and man, be called the deepest, because it is perceived in 
 the depths, in the innermost, in the most hidden nature 
 of the child and man. 
 
 Do we not too frequently (and sadly) miss, in the life 
 of children and youth, thoughtful appreciation and trust- 
 ful respect and love for all which we call holy^ or which 
 is holy 9 Holy, because we deeply feel and clearly recog- 
 nize that from its attentive observance health, wholeness — 
 that is, the genuine healthy and unviolated state of the 
 whole man (at one with himself), and likewise the col- 
 lective relations of life — would proceed. 
 
110 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Yet we must openly and freely avow, as trutli-loving 
 and upright human beings, and as beings devoted to the 
 inculcation of uprightness and truth, that by means of 
 the above remarks we have comprehended the actual life 
 and the phenomena of life in their deepest roots. 
 
 But perhaps for that reason these remarks have been 
 also made by others, and frequently. This consideration 
 need not disturb us, for we immediately go further, and 
 ask. What have we to do, therefore, that it may be dif- 
 ferent, wholly different? 
 
 We must therefore naturally, above all, develop in 
 children genuine love for their parents, genuine respect 
 for age, the respect for their experience and judgment, 
 which is originally deeply rooted in the child, and love 
 — yes, yearning — for a share of their knowledge. We 
 must make their own inner life and its needs felt and 
 perceived in the minds and souls of children. We must, 
 by creative activity in the outward world, make them at 
 the same time observant and active in thought ; but, on 
 the other hand, we must guard against making them in- 
 wardly empty by superficial scattering abroad. But, now, 
 how is all this to be done ? By what can it be promoted, 
 and in what way can it be attained ? 
 
 First of all, and in its very starting points, by leading 
 the child to perceive and later to recognize by thought, 
 although by no means as yet to express by words, in the 
 totality of the outward phenomena around him, as a 
 single fact of life, but especially in himself as a vivid 
 emotion and as a feeling, that " my parents and also the 
 grown-up, experienced people around me, not only exert 
 themselves to supply the outward needs of my life by 
 food, clothes, shelter, and even by means of exercise, em- 
 ployment and play, but they are actually anxious also 
 
THE THIRD PLAY OF THE CHILD. m 
 
 to develop my powers and capacities, to foster my inner 
 life, to fulfill the requirement of my heart and mind. 
 And this fostering of my innermost being is actually the 
 ultimate foundation and aim of all their outward care, 
 and stands before them actually as the single aim and 
 ultimate purpose of all their efforts." This collective 
 perception as a feeling, as a sensation, is certainly as 
 deeply grounded in the unspoiled child as it is early felt 
 by him; for the child perceives Ms life at first as an 
 inner and innermost, as a single and individual one. 
 Parents and mothers ! nurses and human beings ! the 
 proofs of this lie speakingly before you ; only observe 
 them, only analyze them, only read them and study 
 them. 
 
 Mothers and fathers, nurses ! is it not almost incredi- 
 ble, does it not arouse great astonishment, to be obliged 
 to perceive how the child so very early — we might say 
 even with the first weak expressions of his human life — 
 appears to distinguish inner intellectual and loving gifts 
 from outer corporeal ones, or rather to be conscious of 
 the heart and mind of the giver, to feel the giving spirit ? 
 Who does not see this in the effect of a friendly glance, 
 of a sympathizingly spoken word, of a tender care which 
 often affords little more than sympathy and companion- 
 ship? 
 
 We certainly refer too many of the phenomena of 
 the earliest child life to the striving after physical well- 
 being ; whereas, on the contrary, something spiritual is 
 the cause of them. Of course, in the child, as yet, they 
 flow into one another ; but there is no question in the 
 healthy little child which of the two ends or poles is 
 mostly predominant and by which he is most deeply 
 aroused, by spiritual or by merely physical influences. 
 
112 PEDAGOGICS OP THE KINDERGARTEN. 
 
 If, for example, the child not yet two months old longs 
 for his cloak, is already joyously excited when he sees it, 
 but yet more joyously when he sees his nurse move with 
 him toward the cloak, take it up, and finally put it on 
 him — this is not merely in order to be more comfortably 
 carried, for the child desires to go into the open air, he 
 knows already the door which leads thither — he wishes 
 to make a journey of discovery into the world, into the 
 free Nature which offers to him so much that is new. 
 As, too, the circumnavigator does not take ship for the 
 sake of having a sail on the ocean, but in order to extend 
 his own knowledge and that of mankind, to cultivate his 
 own mind and that of mankind. For that reason the 
 child should not be carried past the surrounding objects 
 silently, unsympathizingly, and regardlessly, but such ob- 
 jects should, as much as possible, be shown to him from 
 many points of view and in different situations and rela- 
 tions. It is a remarkable fact, which every one may ob- 
 serve, that the mere love for the outward person of the 
 child, the mere bodily care, does not satisfy him; and, 
 indeed, the nobler the child is in his nature, and the 
 more strongly he feels himself spiritual, the less does he 
 cling to the giving person. He indeed even shuns the 
 one who merely bestows favors on account of his exter- 
 nal person. This phenomenon deserves from parents 
 and nurses many-sided consideration and further elab- 
 oration. 
 
 We also will later return to it ; for it is important 
 and indispensable to beneficial education to seek out the 
 phenomena of child life in their innermost causes, in their 
 most secret laboratory. And thus, through this consid- 
 eration, we have found and recognized what we sought, 
 namely, that the respect and love — yea, the reverence — of 
 
THE THIRD PLAY OF THE CHILD. 113 
 
 children and youth are gained and secured to parents as 
 well as to elders in proportion to what the latter are doing 
 for the education of the mental life of childhood in gen- 
 eral. This respect and this love are gained more particu- 
 larly by the fact that the child is allowed, according to his 
 small strength of body and mind and his limited capacities, 
 to develop early and by himself, yet free, self-active, and 
 independent, always conscious of a superior protection 
 accompanying and watching him, but without feeling 
 the external hand guiding him. For the simple, good- 
 natured child does not want to be entirely left alone and 
 abandoned to himself, but he wants to feel, as it were, 
 the eye and look of the faithful nurse always about him 
 and above him, really always near him. Would that you 
 all, beloved parents, might succeed in fostering this feel- 
 ing and this need in your children, and in making this 
 feeling and this need grow up in them and invigorate 
 them, for it is, I might even say, natural to unspoiled 
 children to come to the unity and fount of all life — to 
 God — by means of their own life with their parents ; that 
 is to say, this destiny is necessarily postulated in their 
 nature as well as in the development of their life. 
 
 Hence the care for the fostering of the innermost, 
 spiritual life of the child must begin at once with birth, 
 and must be directly connected with the care for his 
 bodily life. It must give higher significance and sacred- 
 ness to the latter, so that the child may feel and perceive 
 both at the same time in the giver, and, consequently, as 
 I have already said, the idea may early come to the child 
 that the bodily care and fostering have besides the outer 
 meaning also a deeper inner reference. 
 
 We must therefore with the deepest earnestness state, 
 and for the good of all the relations of life demand, that 
 
114 PEDAGOGICS OF THE KINDERGARTEN. 
 
 the careful fostering of the spiritual inner life of the child 
 begin far earlier than the precise effects of that life be- 
 come outwardly manifest, and before the inner delicate 
 sense of this life be disturbed, or even choked up, by any 
 kind of influence from without ; for the inner spiritual 
 perceptions of the child, only too often withdrawing from 
 our notice, are usually far in advance of their outward 
 manifestations and effects ; therefore it is frequently much 
 too late to exert spiritual influence on the child and man 
 at the time when we believe ourselves still able to pro- 
 duce the effects of that influence. Parents would indeed 
 later, as we often hear in life, only too gladly reawaken by 
 words in the child that higher human sense, that sense of 
 love and respect for the highest ; but how can the out- 
 ward inciting word help and fructify when the feeling 
 not only active but shared with others is lacking as a fact 
 of life inwardly perceived by child and man ? 
 
 One proof of all this is, that it is possible early to ac- 
 custom the child to purity of heart as well as to cleanli- 
 ness of body, in the former case discovering itself in feel- 
 ing and word, as in the latter case, in bodily appearance 
 and act. 
 
 Thus, first of all, before any other reflection aroused in 
 him from without come to the child, the following obser- 
 vation as the sun of his whole future life must shine upon 
 and warm him — the reflection that " the fostering care, 
 the development and formation, the realization of my 
 inmost life as a whole in itself, and as a member of a 
 greater living whole, is the object of all which is done 
 for me from without ; of all which is done for me by 
 older people, and especially of all that is done for me by 
 my parents." If now the lively appreciation of what has 
 been done to cultivate his inner world by parents and 
 
THE THIRD PLAY OF THE CHILD. 115 
 
 other people fill the soul of the child so that he may feel 
 and find himself at the same time a whole and also a 
 single member of a higher life unity, then will true love 
 and gratitude toward his parents, respect and veneration 
 for age, germinate in the mind of the child. Then will 
 the vivifying anticipation of the lovingly pervading unity 
 and fount of all life blossom in his soul, bear imperish- 
 able fruits in his character and be an abiding quality of 
 his action. It would be a sign of the unnaturalness of 
 the child were it otherwise. 
 
 To assist parents and children to obtain these highest 
 gifts and blessings of life is the single and innermost aim 
 of these plays, of these means of employment. To the 
 application and suitable use of these we leave the busi- 
 ness of proving and the manner of demonstrating the 
 same. We bring forward but one thing more as essential. 
 If we look into life as it is, we see how the heart and 
 inner life of mankind, but especially that of the adult, is 
 now further from that of children than ever, and more 
 foreign to it. And this is principally because the family 
 life, and especially the life with the children, the treat- 
 ment of childhood and youth, is no longer in harmony 
 with the attained stage of insight into Nature and life or 
 with its requirements for the development of humanity. 
 But now man, especially the adult, is to feel his mind 
 and inner life again approach to unity with the life of 
 childhood ; so the union of life and mind must grow forth 
 anew from the innermost life kernel ; and this we hope to 
 hasten through the nurture of children and childhood 
 here advocated, since the spirit from which these plays 
 proceed, and in which they are carried out, is the spirit 
 of the unity of all life. 
 
 It is true that to the first of these plays objection has 
 
116 PEDAGOGICS OF THE KINDERGARTEN. 
 
 been made, and it has been pointed out as an imperfec- 
 tion, that in it the child may appear not to have sufficient 
 voluntary action outwardly and bodily. But much of this 
 may arise from the fact that the play is as yet only known 
 in its beginnings, but not in its more extended use and 
 its further development. But then it may be considered 
 principally on account of the just stated more compre- 
 hensive view of the too dependent and too closely uniting 
 life — by no means as not corresponding to the aim of 
 these plays if, especially with the first of them, and yet 
 only in the earliest time of employing them, the child 
 does not appear to be at once fully and separately occu- 
 pied bodily and outwardly, but the adult often appears 
 outwardly more employed than the child. For just this 
 connecting, outward associated activity between adult and 
 child is very important, in order that thereby the associ- 
 ated inner life between them, which is indeed primordial, 
 but as yet slumbering in the child, may be aroused and 
 fostered. Besides, it depends first of all on the suitable in- 
 citing and fostering of the inner^ spiritual^ voluntary 
 self -employment of the child in a manner corresponding 
 to the inner as well as to the outer world of the child, 
 and to the nature of mankind in general, in order to 
 make his spirit free, but not on account of the merely 
 outward activity of his body and limbs. The child's 
 course of development teaches us this, since the child 
 comes to the free use of his senses sooner than to that 
 of his limbs. But if now this inner spiritual employment 
 is begun in the child — is, as it were, born in him ; if he 
 has found within himself even in its first germs the art 
 (high, indeed, but yet lying near the child) of employ- 
 ing himself in a manner suited to his inner nature ; and 
 if he has discovered by and in himself the use of this art, 
 
THE THIRD PLAY OF THE CHILD. 117 
 
 then follows directly through, it the art of outward and 
 bodily employment by means of which the child himself 
 represents and accomplishes, and, indeed, just as was pre- 
 scribed, proceeding from the spiritual and referring back 
 to it ; and thus will be attained the object which is the 
 sole one in the fostering of childhood — yiz., development 
 and vivification of the inner world of each human per- 
 sonality, and so for the pure, common life of humanity 
 in mind and spirit, and for the innermost union with all 
 which is called life, therefore pre-eminently with the fount 
 of life, the unity of life itself. 
 
 If now in this way even the two former play gifts, of 
 which, however, the second was only partially brought 
 out in its full extension, quite essentially contribute to 
 the attainment of all the exalted blessings and gifts of 
 life above mentioned, and indeed to the foundations of 
 life, this occurs more variedly in the third play gift which 
 we here lay before the parents and friends of children for 
 use and examination. Because this gift includes in itself 
 more outward manifoldness and at the same time makes 
 the inward manifoldness yet more perceptible and mani- 
 fest. 
 
 Let us, therefore, first of all hasten to place ourselves 
 together in the children's play-corner of the family room, 
 or at the play-table of the nursery, and there seek to dis- 
 cover what attracts the child to it in the beginning of his 
 employment of self, or rather by what and whither he is in 
 himself attracted, what he conformably to this attraction 
 would like to represent outwardly, and what he needs for 
 the purpose. Let us take our place there as quietly and 
 as unnoticed as possible, observing how the child between 
 the ages of one and three years, after he has contem- 
 plated the form and color of the self-contained body 
 
118 PEDAGOGICS OF THE KINDERGARTEN. 
 
 which he can handle, has moved it here and there in his 
 hands, and. experimented upon its solidity, now tries to 
 pull it apart^ or at least to alter its form in order to dis- 
 cover new properties in it, and to find out new ways of 
 using it. If the little one succeeds in his attempt to 
 separate the object, we see that he then tries to put the 
 parts together to form the whole which he at first had, or 
 to arrange them in a new whole. We see that he will 
 unweariedly and quietly repeat this for a long time. 
 
 Thus, after comprehending the outside of the object, 
 the child likes also to investigate its inside ; after a per- 
 ception of the ivhole, to see it separated into its parts ; if 
 he obtained a glimpse of the firsts if he has attained the 
 second^ he would like from the parts again to create the 
 whole. 
 
 Let us linger over this expressive phenomenon, and let 
 us seek first of all to recognize through it what we have 
 to furnish to the child from inner grounds and without 
 arbitrariness, as a plaything for the next play, after the 
 self-contained ball, after the hard sphere, every part of 
 which is similar, and after the single solid cube. This 
 is : something firm which can be easily pulled apart by the 
 child's strength, and just as easily put together again. 
 Therefore it must also be something which is simple, yet 
 multiform ; and what should this be, after what we have 
 perceived up to this point, and in view of what the sur- 
 rounding world affords us, but the cube divided through 
 the center by three planes perpendicular to one another, 
 as the third gift of the children's playthings. 
 
 The Mature of this Gift. — With this plaything we now 
 begin a whole series of such playthings, each of which, as 
 was the case with those that preceded, necessarily evolves 
 from the preceding one, viz., the series of cubical rectilin- 
 
THE THIRD PLAY OF THE CHILD. 119 
 
 ear solids and those which are naturally derived from 
 them. The principal cube appears separated by the men- 
 tioned division in this play into eight equal cubes. The 
 child thus distinguishes here as a given fact, and without 
 any words (purely as the perception of an object), a whole 
 and a part.^ for each component cube is a part of the prin- 
 cipal cube. The component cubes have the same form as 
 the principal cube ; thus what the principal cube shows 
 once in respect to its /orm, the component cubes show 
 together as often and as repeatedly as there are cubes. 
 This is uncommonly important for the child as a strength- 
 ening exercise and a review for clearing up the subject. 
 He thus again distinguishes purely as a perceptible fact 
 the size from the form^ for each component cube shares 
 indeed the cubical form of the principal cube, but not 
 its size. However, one and the same size is again shown 
 by each of the component cubes, hence again as often as 
 there are component cubes. Therefore, by this simple 
 play the above-mentioned fundamental perceptions^ whole 
 and part, form and size, are made clear hy comparison and 
 contrast^ as well as deeply impressed ly repetition. The 
 child further perceives, as a fact, position^ and, what is 
 yet more important, arrangement (compare Plate III, 
 No. 1) ; for before him is shown an above and below, 
 an over and under, a behind and before, etc. Hence, 
 one upon the other, one behind the other, and one beside 
 the other, etc. 
 
 The child distinguishes, as a perception of fact, outer 
 and inner — indeed, he can make the inner outer, and the 
 outer inner. This important perceptible fact is shown 
 to the child, and the child can repeat it as often as he 
 pleases. The inner, as soon as it becomes perceptible to 
 the organs of sense, becomes immediately the outer ; the 
 
120 PEDAGOGICS OP THE KINDERGARTEN. 
 
 inner as inner, on the contrary, can never really be per- 
 ceived by the outward senses. 
 
 We see thus already, from these few examples, that 
 this simplest of all the playthings which contain a truth 
 includes in itself also for the child a constantly and 
 progressively developing series of perceptions suited to 
 the increasing inner development of the child. We shall 
 yet find occasion, in the course of the exposition, to ren- 
 der prominent several of these. For the longer and more 
 profoundly we employ ourselves with this first divisible 
 plaything in child life, so much the more manifoldly and 
 symmetrically there unfold themselves in it the properties 
 and nature of the outer world in exact proportion to the 
 capacities of the child, to his stage of inner and outer de- 
 velopment, and to the degree in which that world dis- 
 closes itself to him. And this plaything appears to the 
 child as a key to the outer ivorld — as an awakener of his 
 inner world. 
 
 Let us consider this for a moment, for it is as impor- 
 tant for the comprehension of the course of development 
 of the child as for the recognition and comprehension of 
 the outer world. 
 
 How and through what now is the latter first of all 
 accomplished ? 
 
 By the use of this gift are recognized, comprehended, 
 and represented, gradually and increasingly, the general 
 in the particular (for example, in the center of each par- 
 ticular cube surface, the center of every square surface) ; 
 the most gerieral in the most particular (for example, in 
 a particular corner point of the cube, the point in and 
 for itself) ; unity in the individual (for example, in that 
 particular cube, the properties and nature of bodies which 
 occupy space) ; the simple and unital in the various and 
 
THE THIRD PLAY OF THE CHILD. 121 
 
 manifold (for example, in tlie various edges of the cube, 
 the nature of the line, its directions, and the points from 
 and to which it is drawn). 
 
 But now how does this gift awaken and develop the in- 
 ner world ? In this way, that by means of it become percep- 
 tible the general as o^ particular (for example, the straight 
 line as one particular edge) ; the siiigle as an individual 
 (for example, the point as such, as a particular corner 
 point) ; the inner as an outer (for example, the inner prin- 
 cipal dimensions of the cube, as outer edges) ; that which 
 is felt and thought^ as a thing which has shape (for exam- 
 ple, the whole as a cube) ; and the unity ^ the simple, as a 
 plurality, a manifold thing (for example, each of the 
 three inner principal dimensions, 2,^ four edges which are 
 parallel to one another) ; and thus the invisible becomes 
 perceptible in the visible. 
 
 This apparently insignificant gift, the first in the series 
 of divisible gifts composed of parts, corresponds to this 
 high demand for the development of the human being, 
 and finally of humanity, as well as for the knowledge of 
 Nature ; and thus through both, and united in both, for 
 the genuine Icnowledge of God, But as its fundamental 
 form is not only rectilinear, but is more precisely a right- 
 angled parallelepiped, the plaything shows also the ulti- 
 mate type of most of the shapes which surround the child 
 as quiescent, stable, and firm, especially the ultimate type 
 of structures put together by human hand which stand 
 in their substantiality around the child. Hence this 
 play becomes to the child the key to the outer world. 
 But this play, through this great generality of form, and 
 the capacity of its parts for being easily put together 
 and joined, which is due to this generality, is also an 
 equally excellent means of awakening the inner world. 
 11 
 
122 PEDAGOGICS OF THE KINDERGARTEN. 
 
 For just this play in its adaptability to the child makes 
 it possible not only that the invisible thought may be 
 formed, but also that the inner simple thought may be 
 represented visibly in an outward manifoldness. 
 
 Here, then, we meet as a very great imperfection and 
 inadequateness — indeed, in reference to the inner develop- 
 ment of the child an obstructing, and in reference to its 
 outer knowledge a disturbing element, and in both cases 
 an element actually destructive to the child — an element 
 which slumbers like a viper under roses, in that which is 
 now so frequently provided as a plaything for children ; 
 it is, in a word, the already too complex and ornate, too- 
 finished plaything. The child can begin no new thing 
 with it, can not produce enough variety by means of it ; 
 his power of creative imagination, his power of giving 
 outward form to his own idea, are thus actually dead- 
 ened ; as when we provide children with too finished 
 playthings we at the same time deprive them of the in- 
 centive to perceive the particular in the general, and of 
 taking the means to find it (for example, to see in the 
 general cubical form, and in the grouping of the parts 
 now a piece of furniture of a house or room, now an 
 animal, etc.). 
 
 The plays, the first of which is here given, not only 
 avoid this just-mentioned fault, and supplement this just- 
 recognized incompleteness, but they contain more by far, 
 as even this first play of this stage already shows. 
 
 We have repeatedly said, and every one can observe, 
 that the nature of the child is to feel and experience^ to 
 act and represent^ to thinh and to recognize^ and that in 
 this tUreefold yet single nature are included the totality 
 of his expressions of life and of his activities. 
 
 The plaything in question corresponds to and wholly 
 
THE THIRD PLAY OF THE CHILD. 123 
 
 satisfies this threefold expression of the human nature (in 
 itself single) and of the child's life by rendering possible 
 the representation and construction of forms of ieauty^ 
 life^ and knowledge^ as was already intimated and indicated 
 even in the former review. 
 
 True hnowledge of Nature and the outer worlds and 
 (especially) clear self-knowledge, early come to the child 
 by this dismembering and reconstruction and perception 
 of real objects, although by no means as yet by .verbal 
 designation of the various products of the activity and 
 of the inner life of children. Even the first plaything 
 of this series leads to clear and distinct, to general and 
 simple conceptions ; it leads to the clear arrangement of 
 the feelings, and to the supervision and control of the 
 emotions ; it leads to a productive, judicious use of energy, 
 and all this even when life still rests in undisturbed unity 
 within the child ; and so it ought to be. Perfectly suit- 
 able to the child is now 
 
 The Use of this Plaything. — By means of this play, as 
 of all following plays of the kind, incentive as well as ma- 
 terial is to be given to the child (now between one and 
 three years old) freely to develop and to exercise of Ms 
 oivn accord the whole of his powers and talents in a 
 manner suited to the corresponding stage of life and 
 culture. 
 
 In order to furnish to the child at once clearly and 
 definitely the impression of the tvhole, of the self-con- 
 tained (from this perception, as the first fundamental 
 perception, all proceeds and must proceed), the play- 
 thing, before it is given to the child for his own free use, 
 is taken out of its paper covering and again arranged in 
 the box which belongs to it ; the cover of the box is now 
 drawn out about a quarter of its length, the box is turned 
 
124 PEDAGOGICS OF THE KINDERGARTEN. 
 
 over, placed with the partly drawn-out cover on the table 
 before the child, and then the cover is wholly drawn out 
 from under the box. The cube contained in it will thus 
 sink on the surface of the table. The box is now raised 
 up carefully in a vertical direction from the plaything, 
 which will thus appear before the observing child as a cube 
 closely united, yet easily separated and again restored. This 
 first careful presentation of this plaything in conformity to 
 its aim, and in respect to the child and his inner nature, is 
 by no means incidental, but, on the contrary, quite essen- 
 tial ; for the child receives by means of it the clear, definite 
 impression of a self-contained whole, which, as he soon 
 perceives, is nevertheless separable into its component 
 parts. Since now the child is intent on seeing the new 
 play, the first impression of it will be full of life, and so 
 an abiding one ; and nothing is more important for the 
 child than that his first impression of each thing should 
 be that of a body reposing on its own basis, all of whose 
 parts belong together. Therefore the first and earliest 
 impression of the neatness and order of the family room, 
 or even of the children's room, the nursery, is so pre- 
 eminently important for the child. 
 
 We can not here pass over unmentioned the remark, 
 essential for the whole life of the child and his course 
 of development, that phenomena and impressions which 
 seem to us insignificant and are often mostly unnoticed 
 by us have for the child, and especially for his inner 
 world, most important results, since the child develops 
 more through what seems to us small and imperceptible 
 than through what appears to us large and striking. Let 
 us thus recall vividly to our remembrance, and for the 
 welfare of our children let us never forget, that from its 
 legijming in the smallest and most imperceptible there 
 
THE THIRD PLAY OF THE CHILD. 125 
 
 goes forth into Nature and into life and development of 
 child and man as a whole and a memher, what later on 
 has such great and comprehensive effects ; hence — wholly 
 contrary to the commonly prevailing view at the present 
 time — the observation of that which is small, and even 
 imperceptible, is noivhere more important than in the 
 children's room, and therefore in the family room. 
 
 We can not permit ourselves here to suppress two 
 other remarks not less important to us in their deep 
 foundation. The first is, that to the child the outer 
 world develops, advances, and improves according to the 
 same law, and in similar order with the creation of the 
 world, and, above all, of the earth, as we are informed 
 by the Holy Scriptures. The second remark is, that the 
 child's garden of paradise, its Eden, is the nursery and 
 family room, the father's house and premises. 
 
 We can, however, here not carry further these passing 
 remarks — to which at some later time particular atten- 
 tion will be devoted, but whose importance, here only in- 
 timated, is already explicitly admitted by each parent or 
 nurse — but we must return to the use of the plaything in 
 question. 
 
 The cube, which is divisible into parts, lies as a whole, 
 as a unit, before the child. The child wishes to touch, to 
 handle what it sees ; one of the component cubes is dis- 
 placed, and it or another falls finally in consequence; 
 but the cube appearing as a whole is to be examined as 
 to its contents and its separability, and so begins the 
 arrangement of the parts separately and afterward, to- 
 gether in the most varied ways, according to the require- 
 ments of the selfhood and individuality of the child; 
 and here again the parts are placed now one on another, 
 now one behind another, and now one beside another. 
 
126 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Experience lias shown that healthy, vigorous, and also 
 lively children have employed themselves quietly and 
 thoughtfully by themselves for a considerable length of 
 time arranging the cubes together on different plans, but 
 the plan once chosen is adhered to. 
 
 What shall now the true, careful nurse do w^ith it? 
 She ought to let the child, as long as he will, play quietly 
 and thoughtfully by himself. If the child demands sym- 
 pathy with look and voice, what he does should be point- 
 ed out by words ; for example, as the child piles one cube 
 on another, she says, " Up, up, up " ; if he places them 
 beside each other, she says, " Near, near, near " ; so with 
 "behind" and "before," so with "from" or "down," etc. 
 But she can also sing this in changing notes, " Xear, near, 
 near," or " Up, up, up," singing " up " with a rising tone 
 and " down " with a falling tone. 
 
 Soon after this it will give the child pleasure to con- 
 nect with one another separation and union, arranging 
 together and separately ; this also is accompanied with 
 the words and the measured singing tone, " Up, down ; 
 up, down " ; or " To and fro ; to and fro," etc. ; or with 
 more extended change of tone, " Up there, down here ; 
 up there, down here," etc. This change of the tone not 
 only outwardly accompanying but even directing his ac- 
 tion and so vivifying his play, this play of word and tone 
 will soon please the child ; the little one will not only 
 wish and demand it, but even imitate and accom- 
 plish it. 
 
 If what the child does shows no precise relation to 
 space, and the nurse would like to accompany the child's 
 activity by the singing change of tone, she sings to him 
 in different notes of the scale : 
 
THE THIRD PLAY OF THE CHILD. 127 
 
 12 3 
 " One, one, one," 
 
 or 
 " One and one, and one again," 
 
 or 
 
 12 3 
 
 " One, two, three," 
 etc.* 
 
 If at another time she is carrying the child, and wishes 
 to quiet him, she sings a whole little song to him : 
 
 [2] 
 
 55 33 225 55 33 221 
 
 Up and down and | down and up, | up and down and | down and up; 
 or [3] 
 
 1 3^^3 5 5 1 3^ — .2 1 
 
 One, two, and | three ; | three and two and | one 
 
 or 
 
 One and two and j three and four ; | one and two and ] 
 [2] 
 
 4 4 3 2 5 1 
 
 Three and four ; | one and two. 
 
 The child will now no longer remain unaffected by 
 these little songs, but remembrances and perceptions will 
 become awakened in him ; and so he becomes at the same 
 time feeling, thinking, and reflective — that is, aroused in 
 all-sided life-harmony. So it comes to pass by degrees 
 that the child not only perceives the tone emotionally in 
 himself, but, I might say, hears it in and from the dumb 
 body. 
 
 Who does not see already from this what a rich vari- 
 ety is developed even from the simplest application of 
 
 * By the figures are indicated the tones which are to be sung to 
 the words, 1 representing the keynote, 2 the note which naturally 
 follows it, and so on. The figures at the beginning point out the 
 number of principal parts in each measure. 
 
128 PEDAGOGICS OF THE KINDERGARTEN. 
 
 the first occupation with this plaything ? Who could or 
 would exhaust even this ? Enough ; we see that the 
 child will be already educated, in the innermost harmony 
 of the life proceeding from God's own nature, to value, 
 foster, preserve, and exhibit that life from himself and 
 through himself, which is indeed the ultimate and high- 
 est object of all education^ of all life. And we have this 
 aim clearly before our eyes and in our hearts by these 
 plays, even from the birth of the child. 
 
 The child will for a long time now indeed occupy him- 
 self, partly alone and partly in conjunction with his nurse, 
 in the simple arrangement of the blocks separately and 
 together, and with frequent repetitions ; but he will soon 
 be incited by the idea of combining, or arranging some- 
 thing (for example, a star), by moving the blocks to and 
 from one another, and will make the attempt. 
 
 The intelligent nurse now interprets this dim idea in 
 the child, and sees whether a something (for example, a 
 table, a bench, a chair, etc.), or a plurality of objects at 
 the same time (for example, two chairs, two benches, 
 chair and bench, or table and bench, etc.),* can be per- 
 ceived in what is represented. What is suggested by the 
 imagination and caprice of the moment is now expressed 
 by word and tone ; for example : 
 
 585351 585361 
 A table, a table, a table ; a chair, a chair, a chair. 
 
 But this now no longer satisfies ; the child, though as yet 
 very dimly, connects with the something the perception, 
 the idea, of a purpose for this something ; for example, he 
 connects with a chair or bench the idea that some one can 
 sit upon it. But still further, as the bare something does 
 
 * Compare the illustration on Plate IV, Figs. 14 to 24, 
 
THE THIRD PLAY OF THE CHILD. 129 
 
 not now satisfy the child, so also he is not satisfied by 
 the bare purpose of this something ; but he also demands 
 that this something stand in connection with himself, at 
 least with his life or with somebody or something in his 
 life, for example, the chair (Plate IV, Fig. 18) : 
 
 " This is grandmamma's chair, on which she sits and 
 takes the child on her lap when he is quiet, and tells him 
 a story. Come, grandmamma, come, there is the chair ; 
 you can sit down. Come tell a story to the child." So 
 says the mother, as it were, from the child's mouth, and 
 then goes on : " The grandmamma is not there ; she is in 
 the kitchen making soup for father ; or she is planting 
 flowers in the garden, little flowers for sister." 
 
 " Come, grandmamma, bring the soup ; the table is 
 ready ; the benches also are standing by it " (Plate IV, 
 Fig. 17). The mother goes on talking for the child, and 
 so carries on a dialogue with him. 
 
 Another time the child himself arranges all the blocks 
 to form a well. (See Plate IV, Fig. 24.) 
 
 " From the clear spring which flows in there, grand- 
 father draws water when he is thirsty ; mother draws 
 water from it to water her flowers, or to wash her dear 
 child." 
 
 A slight alteration, and it appears the next time as a 
 drinking trough. (See Plate IV, Fig. 25.) 
 
 " The drinking trough is so long that the cow and its 
 calf, the horse and its colt, may quench their thirst from 
 it at the same time." 
 
 There come the herdsman and the herd : 
 
 " The herdsman drives before him horse and cow, calf 
 and colt ; the colt is galloping after the horse, the calf is 
 frisking after the cow." 
 
 At a somewhat more advanced age little stories may 
 
130 PEDAGOGICS OF THE KINDERGARTEN. 
 
 be told to the child which may be altered in the most 
 various ways ; the whole cube, for example, is arranged in 
 the representation given in Plate IV, Figures 22 and 23. 
 They may be considered as ladders ; then the mother says : 
 
 " Father let his neighbor's son Fred pick cherries from 
 the tree in the garden ; he went there and wanted to get 
 the great heavy roof ladder; but when he wanted to stand 
 it up, it fell and broke. * See, there it falls ! ' The gar- 
 dener, Frank, saw it, and said, * The heavy roof ladder 
 does not belong in the garden, but the light double gar- 
 den ladder.* Fred saw that Frank was right, and went 
 to get it. ' See, there it stands ! ' (Fig. 23.) And now 
 he climbed up high and picked beautiful cherries, but he 
 gave some to Frank and to mother and father." 
 
 Thus result for each design the most various percep- 
 tions and the most manifold applications to the life of 
 the child. We must here content ourselves with these 
 few hints, and in respect to the further details, we must 
 refer to the play, to the description, and to the directions 
 for its use, and to the text for the play itself. Enough ! 
 the child is allowed the greatest possible freedom of in- 
 vention ; the experience of the adult only accompanies 
 and explains. Yet the nurse in charge may also request, 
 " Make a chair once more." 
 
 All this in reference to the forms of life represented 
 by the plaything ; these inventions of form may perhaps 
 more manifestly to the child's understanding be called 
 olject forms, or forms of tliiiigs ; for example, " Come, 
 we will make an object — a thing. ^^ " What kind of an 
 object, what kind of a thi?ig have you made?" It is 
 here quite essential to remark that all the eight cubes 
 always belong to each design — that is, they must stand 
 in some relation to the whole. Thus the child could 
 
THE THIRD PLAY OF THE CHILD. 131 
 
 indeed have made the design (Fig. 23), for example, so 
 that the ladder should be formed of two times three 
 cubes, and one above, connecting the two sets ; hence, of 
 seven cubes; in this case the eighth cube must be the 
 " hand basket in which the cherries were picked, and 
 which is now so full that nothing more will go into it." 
 
 So with this play nothing need ever exist without a 
 relation to something else, nor must anything appear 
 without relation, as also in actual life nothing ever exists 
 anywhere separate and without relation. Only our gaze 
 is often too weak, our eye too short-sighted or too far- 
 sighted always to notice and to recognize this ; but so it 
 ought not always to remain. And to develop man's inner 
 as well as his outer eye from an early age for the near 
 and distant relations of life, for perceiving them rightly, 
 and for seeing through their inner coherence, is one of 
 the ultimate and highest aims of these plays for the wel- 
 fare and blessing, for the joy and peace of the individual 
 human being as well as of humanity. 
 
 We now advance further in the exposition of the use 
 as well as in the introduction into the spirit of the play. 
 
 Another time the child makes from the whole eight 
 cubes a form in which there are none too many, none too 
 few ; each is in its right place ; but we can not say of the 
 design that it is any particular object^ we can not say it 
 is any particular tiling ; only it is a something^ for all the 
 eight cubes are used in it, and also the whole eight cubes 
 seem necessarily to belong to it. And so the design says, 
 as it were, silently and always anew to the inventor and 
 observer, "Take notice! take notice!" {HaV Acht !)* 
 and we observers do not know how to explain this to our- 
 selves ; we do not know whether the design means to say 
 
 * HaV Acht means " have eight " as well as " Take notice." — Tr. 
 
132 PEDAGOGICS OP THE KINDERGARTEN. 
 
 to us that it has eight {Acht) members or parts, or if 
 it means to say to us observers that we should notice 
 (beachten) it. This much is certain, that it begins as 
 an external phe7i07ne7ion^ and becomes in us as a presenti- 
 ment; it wishes to appear something to us, and we say 
 involuntarily, " It is beautiful." * It appears to us some- 
 thing, but we do not know what is formed by it ; we 
 call it a picture, and it will look now like a flower^ the 
 inner life of which blossoms out, as it were, in outward 
 appearance — its inner unity in outward manifold ness ; 
 now like a star, in which its inner individual being 
 breaks forth into the manifoldness of its rays. We can 
 do no otherwise than call these forms beautiful, or rather, 
 in one word, as they themselves are but one in themselves, 
 beauty -forms; or, in the mouth of the child, picture- 
 forms ; often, however, but not always, flower-torms, and 
 still less often s^ar-forms. It is enough that unity always 
 shines forth from them as the one light shines forth from 
 the star ; they are, to the inner nature, to the mi?id and 
 feeling, not only something, but something very delight- 
 ful, without, however, being a something, an object, a 
 thing of outward use in life. 
 
 But now how shall we bring to the child's perception 
 this inner unity manifesting itself in the form and by 
 means of it, as if the self-moving unit were a light with- 
 in the form ? To say, " That is beautiful " is indeed very 
 fine ; but what does our child know about it ? To say "It 
 is pretty " is indeed true, for it makes prominent one form 
 rather than another ; yes, it effaces the other. But how 
 
 * Here is another one of Froebel's puns or etymologies. What 
 appears scheint (shines), and this is schon, or beautiful. The same 
 punning is continued below in formed {gehildef) and picture {Bild), 
 —Editor. 
 
THE THIRD PLAY OF THE CHILD. 133 
 
 shaW we make this perceptible to the child ? Just through 
 raising, through moving, as the light and the brightness 
 ray out and send their beams upon its path. 
 
 Let us also now go on this path ; let us move and re- 
 move what moves and removes itself by its own efforts, 
 although for the outer eye it stands still. For instance, 
 the stone always moves [inclines to move] toward the 
 depth [center of the earth], although it apparently lies 
 still before us ; as the bud or the blossom on the plant 
 always strives upward and actually rises constantly, and 
 yet to a brief observation can not be seen to move. 
 
 Although the child does not now understand the mute 
 language, the word expressed by the visible shape of the 
 object, " Take care," yet we will notice it ; since we en- 
 deavor to perceive the inner speech of things, the speech 
 of Nature and of living facts. 
 
 Practice and experience will later show that it makes 
 no difference here from what form we proceed, or whether 
 we go forward or backward from this form. 
 
 We proceed, therefore, to our lesson on Fig. 1, Plate 
 V. What do we now notice here? Four cubes stand 
 close together in the center. Four others stand around 
 them less close, and, we might actually say, movable. But 
 what now is shown to us by this relation of the four outer 
 movable cubes to the four inner quiescent firmly standing 
 cubes ? It shows that surfaces or sides join surfaces or 
 sides. But the cube shows also edges or lines. Just as 
 surfaces joined surfaces, or surface touched surface, so 
 can and must edges join edges, or edges touch edges. 
 
 But if, now, surfaces can join on to surfaces, edges on 
 to edges, and so always the like can join to one another, 
 so also, therefore, in the progressive course and completion 
 of the development and movement, opposites can and must 
 
134 PEDAGOGICS OP THE KINDERGARTEN. 
 
 unite or join with one another, edges with surfaces and 
 surfaces with edges. Now, how is all this to be made per- 
 ceptible to the child in the simplest way ? As already 
 said, by moving and removing. We begin with the ar- 
 rangement of Plate V, Fig. 1 ; we move one after another 
 of the four outer cubes which now stand with surface 
 against surface, round to the left or right (application of 
 the earlier ball game), so that now edges come to end in 
 (i. e., touch) edges (see Plate V, Fig. 2) ; then further, 
 edges touching surfaces (Plate V, Fig. 3), and finally sur- 
 faces touching edges (Fig. 4, Plate V) ; and we have thus 
 attained and represented before the child's eye what we 
 wished : we have made manifest and clear the inner unity 
 of the shape in the manifoldness of the movements in and 
 through the change of shapes, and the child will soon 
 give evidence through lively gestures and looks that he 
 finds this dance of shapes beautiful ; he will soon find the 
 word heautiful descriptive of this dance, and wall of his 
 own accord designate it as beautiful when repeated. How 
 now invite the child to the exhibition and consideration 
 of this change of shape ? By the thing itself : " Come, 
 child ! we will dance the cubes once more. But in order 
 that they may not be tired, always let each wait a little ; 
 now dance around to the right, now around to the left." 
 (Plate V, Figs. 1, 2, 3, 4.) 
 
 " Come, child ! we must also sing for the dancing " ; 
 
 ro] 113 3 5 5 3 
 
 L J Face to face put ; | that is right, | 
 
 8 8 7 7 6 6 5 
 
 Edges now are | meeting quite ; 
 
 6 6 5 5 4 4 3 
 
 Edge to face now | we will lay, 
 
 2 2 115 5 2 1 
 
 Face to edge will | end the play.* 
 
 * The figure 2 at the left hand means that there are two half- 
 
THE THIRD PLAY OF THE CHILD. 135 
 
 The same alterations that have been made with the 
 four outer cubes, or changes similar to them, can now also 
 be undertaken with the inner. The four cubes, hitherto 
 quiescent in the center, can now unfold their activity also. 
 (Compare on Plate V, Figs. 1, 5, and 8 ; also 3, 6, and 7 ; 
 2 and 10 ; 4 and 12.) 
 
 Singing can then accompany this action, thus : 
 
 Only the outer blocks 
 
 Seem now to go, 
 For the four inner blocks 
 No movement show. 
 But all this seeming is only show, 
 Inner makes outer this way to go. 
 Its rule is quiet, but we shall see 
 It makes the inner the outside be. 
 
 So, for example, with the above-described last develop- 
 ment of the four inner cubes (from Fig. 4 to Fig. 12), 
 one can now also return from Fig. 12 through Figs. 11 
 and 10 to 9 ; so that now again the four inner cubes re- 
 main standing unaltered ; and the four outer cubes, on 
 the contrary, move around the first in a dance, as it were, 
 either round to the right or round to the left, or alter- 
 nately to the right and to the left (Plate V, Figs. 12 to 9). 
 
 We deliberately give prominence to this example and 
 to this change of form in order to show that, with this 
 treatment of the child's plays, no undue pressure has been 
 put on the course of development of the child, or on the 
 expression of its inner nature in shaping and making 
 forms, but that, as in Nature, the whole can be compre- 
 hended from each point and continue to be developed 
 vitally and connectedly. 
 
 notes to each measure and the number over the words signify : the 
 1 = do ; the 3 = mi ; the 5 = sol, etc. — Editor. 
 
136 PEDAGOGICS OP THE KINDERGARTEN. 
 
 During the formation of these and similar series of 
 shapes, something like the following may now be sung 
 to the child : 
 
 rq-i 5 8 7 6 6 5 
 
 L^'J In I joyous dance | going, 
 
 5 6 5 4 3 
 
 In I frolicsome | play; 
 
 3 2 3 2 5 5 
 
 "We I unity | showing 
 
 3 5 5 4 2 1 
 
 Reveal the whole al- | way. 
 
 Or, 
 
 As in our dance we wind, 
 A garland now we bind. 
 In all our changes we 
 Keep unity, you see ; 
 And so our little play 
 Brings you much joy alway. 
 
 This may here suffice as a hint for the introduction to 
 the exhibition of the forms of beauty to the child's life. 
 For what concerns their more extended treatment I must 
 repeatedly refer to the description accompanying the play- 
 thing itself, and to the text. 
 
 These forms could also be called dance forms, as we 
 speak of the dance of worlds, of the dance of the seasons, 
 the dance of Nature in general. Dance forms are forms 
 possessing totality, total forms in which each individual 
 heeds and obeys the whole ; dance forms, wherein each 
 individual is there on account of the whole and the whole 
 on account of the individual. [That is to say, the posi- 
 tion of each one of the cubes is determined by the others 
 through laws of regularity, symmetry, and harmony ; the 
 whole determines the part] 
 
 Yet in the progressive course of creative activity there 
 will originate from and by this activity forms which can 
 neither be classed with the forms of the first nor with 
 those of the second kind. These are to be designated 
 
THE THIED PLAY OF THE CHILD. 137 
 
 neither as forms of life or object forms, nor as forms of 
 beauty or picture forms (for example, Plate III, Fig. 2). 
 Suddenly as by a blow or cut appear two in the place of 
 one ; in the place of the whole appear parts — two parts. I 
 feel that the parts are exactly alike ; they are two halves, 
 two portions of the whole. What does this experiment 
 now tell me ? It tells and teaches me that I can separate 
 a whole, that I can separate it into two parts, into two 
 halves, into two portions. Bodies can thus have different 
 sizes ; bodies can have the same size j moreover, the two 
 halves have a different form from the cube, though the 
 form of each half is like the other. 
 
 Again, in another lesson the whole is divided in a dif- 
 ferent direction, into two halves (Plate III, Fig. 3). Each 
 part is, in reference to the cube, the same as before. 
 Again, there are two parts which are equal parts, two 
 halves, and yet in reference to the person who creates 
 the new combination, exhibits it and observes it, all is 
 quite different ; there the two narrow sides, here the two 
 broad ones, are turned into view. The parts are placed 
 differently as well in reference to the cube itself as in ref- 
 erence to the observer ; it is therefore the different posi- 
 tion which here attracts attention. The cube, so arranged 
 and considered, teaches therefore that like parts can have 
 different positions. And hence these different groupings 
 have taught us and brought to our knowledge the fact that 
 groups or bodies can be looked at and contemplated, first of 
 all, in respect to their form, size, and position, but, second- 
 ly, in respect to their comlination. For the two halves of 
 the cube remain the same two halves in respect to their size, 
 form, and position, even if their broad sides are again 
 joined to form the whole cube. But what the cube has 
 taught to the child by this, what he has learned and recog- 
 12 
 
138 PEDAGOGICS OF THE KINDERGARTEN. 
 
 nizedf is also true ; and hence, therefore, these forms may 
 be called forms of truths forms of knoiuledge^ forms of in- 
 struction ; indeed, for the child they are most suitably 
 called forms of learning. But could forms of knowledge, 
 truth, and instruction and learning be for a child from 
 one to three years old play forms, and thus forms of cre- 
 ative independent activity ? 
 
 Well, why not ? 
 
 Arrange all the eight part-cubes together (Plate III, 
 Fig. 1), and say, " One whole." But divide it immediately 
 (Fig. 2 of the same plate), and say " Two halves ! " Re- 
 peat now the union and separation several times, singing : 
 
 One whole, two sides ; one whole, two sides. 
 Another time : 
 
 One whole, two parts ; one whole, two parts. 
 Again, another time : 
 
 One whole, two halves ; one whole, two halves. 
 
 What a variety of changes through this use of different 
 words and tones ! But the change of position can also be 
 brought into combination with it, for example : 
 
 One whole (Fig. 1, Plate III), two sides (Fig. 2, Plate III) ; 
 
 One whole (Fig. 1), two sides (Fig. 3) ; 
 
 One whole (Fig. 1), two sides (Fig. 4). 
 
 The next time " two parts " can be sung instead of 
 " two sides," and again a third time " two halves." More 
 variety still can be brought into the whole by changing 
 both word and position, for example : 
 
 One whole (Fig. 1, Plate III), two sides (Fig. 2) ; 
 One whole (Fig. 1), two parts (Fig. 3) ; 
 One whole (Fig. 1), two halves (Fig. 4). 
 
 Or comparing and connecting and describing hy song at 
 the same time that the objects are manipulated : 
 
Or 
 
 THE THIRD PLAY OF THE CHILD. 139 
 
 (Fig. 1) Look here and see ! One whole, two halves (Fig. 2) ; 
 
 One'half, two fourths ; two halves, four fourths (Fig. 5) ; 
 (Fig. 1) One whole, four fourths (Fig. 5) ; 
 (Fig. 5) Four fourths, eight eighths (Fig. 8) ; 
 (Fig. 8) Eight eighths, one whole (Fig. 1). 
 
 Here are many, here are few ; 
 
 It's a magic way to do. 
 
 If piles are large, few will they be ; 
 If many, they are small, you see. 
 Now, pray, what can the reason be t 
 
 Or, in general : 
 
 Now large, and now small, 
 
 Now small, now large grown ; 
 
 Yet, dear, the cube has 
 
 A size of its own. 
 Or: 
 
 Now many, and now few ; 
 
 Now few, now many view, 
 
 This change is pleasant too. 
 
 Or bringing adverbs and prepositional words into use to 
 describe new relations in the play : 
 
 One half is there, one half is here (Fig. 2) ; 
 
 One half before, one back, my dear (Fig. 3) ; 
 
 One half above, one half below (Fig. 4) ; 
 
 Which I like best I scarcely know. 
 
 1 Or reversed : 
 
 One half above, one half below (Fig. 4) ; 
 One half before, one back will go (Fig. 3) ; 
 One half to left, one half to right (Fig. 2) ; 
 This changing is a pretty sight. 
 Or: 
 
 The one half here, one there will go (Fig. 2) ; 
 One half above, one half below (Fig. 4) ; 
 One half before, one half behind (Fig. 3) ; 
 Thus finely word and act combined 
 Will into one another wind. 
 
140 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Similar and yet different forms can be on another oc- 
 casion represented with quarters (Plate III, Figs. 5, 6, 7). 
 The perception of the relations of position as forms of 
 knowledge admits of another beautiful play — viz., where 
 one, for example, in Fig. 2, turns the two inner planes of 
 separation to surfaces or sides outward, and, on the con- 
 trary, the two outer surfaces or sides inward, and at the 
 same time sings to the child : 
 
 Inner to outer and outer to in, 
 
 Which of them, pray, by the change will win t 
 
 To think of that I must begin. 
 
 These hints concerning the use of the forms of learn- 
 ing as play may now suffice with reference to the text of 
 the plaything. 
 
 All these little songs and exercises in perception can be 
 introduced in very many other ways into the life of the 
 child, and indeed they may be quite generally employed 
 for quieting him — e. g., rocking him on your hands now 
 to the left, now to the right side : 
 
 From inner to outer, then inner at last. 
 Time in our playing: will go very fast. 
 
 Or, now shutting the two hands together, now opening 
 both and the fingers on both ; then closing each of the fin- 
 gers on both hands, then again opening them, and singing : 
 
 Now but few, now many see ; 
 Now but few, now many see. 
 
 And now the finger-tips, starting from the little finger, 
 must be allowed to run, as it were, round one another, as if 
 one wished to count them, and the song must be continued : 
 It's a pretty play for me. 
 
 In the same manner observant and energetic nurses are 
 everywhere given opportunity to apply the lessons of the 
 
THE THIRD PLAY OF THE CHILD. 141 
 
 play, derived from the dead blocks of wood, so that they 
 exert a direct influence on the life of the child ; for exam- 
 ple, the play of swinging the child up and down in the 
 arms, and at the same time singing to it : 
 
 Up and down, and down and up, 
 
 So do lively children run ; 
 
 Down and up, and up and down, 
 
 Up the hill and down again. 
 
 Now, what is the aim of all this? That the child 
 should never be surrounded by anything dead, but only 
 by what he himself is — namely, by life and by living 
 things ; that the child should never see nor hear what is 
 destitute of sense and significance, or what is empty ; but 
 that he should see, perceive, and discover sense, signifi- 
 cance, and connection in all things, as well as the fullness 
 and harmony of life. It is thus by no means intended, 
 especially with the so-called forms of learning, that the 
 child should already definitely comprehend relations of 
 size and number, but that a certain tone be always con- 
 nected with a certain perception, and the tone, when it is 
 again heard, may recall a certain perception, and so any- 
 thing indefinite or empty may never come near the child. 
 
 We will later return to this subject when we have be- 
 fore us the child of two or three or four years old with 
 bodily powers quite developed, and with free use of his 
 limbs in walking, in lifting, in jumping and swinging. 
 And then the play with the ball, in harmony with the 
 bodily and spiritual development of the child, is seen by 
 us to be a means of education, training, teaching, and 
 learning, altogether as a genuine means of life. For what 
 is the highest gift to child and man ? — life. The use of 
 what gift is the most important for child and man ? — the 
 use of life ! 
 
14:2 PEDAGOGICS OP THE KINDERGARTEN. 
 
 What presents are the most prized by the child as well 
 as by mankind in general ? Those which afford him a 
 means of unfolding his inner life most purely, and of 
 shaping it in a varied manner, giving it freest activity 
 and presenting it clearly. 
 
 So it now seems to me we shall soon discover what is 
 meant by " Come, let us live with our children ! " Only 
 let us not shun the labor needed to lay a foundation for 
 life in the small, in the deep, and in the united. The 
 tree of life will surely blossom for us. The twigs will 
 wind themselves into garlands ; as the foliage will give 
 us a shade, so will the branches afford us fruit. Let us 
 only faithfully care for our children, and soon will grow 
 up around us a garden of God. Let us only loyally foster 
 the children, and nothing in heaven or on earth has such 
 high promise, such abiding blessing ; for God loves his 
 creatures, his human beings ; he loves his children ; and 
 we children, we human beings, should therefore love our 
 children as much ! Let us only show in life union, har- 
 mony, and singleness of purpose, and hence reveal the di- 
 vine. Soon will union, peace, joy, and the godlike incline 
 toward us, and hence toward our children ! If you can not 
 already perceive in the individual the totality and unity, 
 in the germ, the blossom, the fruit, the plant, you must 
 have faith in the seed, the soil, the sky, the gardener, the 
 whole, the harmony of life. 
 
 Would that this sketch, here given in outline, mighi 
 show in what all-sided relation to life we look upon the 
 child's plays and occupations ! It will show how they 
 ought to be, and are to us for the child the most centra} 
 point of all, and the point to which all the phenomena of 
 his life relate, so that the child may early also find in him- 
 self the inner central point to which all relate, and in 
 
THE THIRD PLAY OF THE CHILD. I43 
 
 which all is united, the harmony and unity of life, of 
 his life, of all life. 
 
 THE MOTHER'S CRADLE SONG. 
 
 Rest ! rest ! 
 Rest, my little son, rest ! 
 Rest thou in thy mother's arms ; 
 
 Rest thou on thy mother's breast ; 
 While my love my baby warms, 
 My heart's delight, rest ! 
 
 Rest ! rest ! 
 Rest, my darling boy, rest ! 
 Thy mother's care strict watch shall keep 
 
 That sister's loving gaze on thee 
 Shall not awaken thee from sleep, 
 For that would grieve both her and me. 
 
 Rest ! rest ! 
 Rest, my trusting one, rest I 
 To listen to the life within. 
 
 The softly heaving breast to see, 
 
 Sweet looks of love and trust to win, 
 
 Oh, this is bliss indeed for me I 
 
 Rest ! rest ! 
 Rest, my little heart, rest ! 
 True, tender name ! Thou art a part 
 
 Of father, and of mother too ; 
 For father's heart and mother's heart 
 Have found in thine their union true. 
 
 Rest ! rest ! 
 Rest, my little son, rest ! 
 All life's finest gifts around thee 
 
 Spring forth from the loving heart : 
 Ever may these gifts surround thee, 
 Banish pain, and joy impart ! 
 
144 PEDAGOGICS OP THE KINDERGARTEN. 
 
 Rest ! rest I 
 Rest, my little son, rest ! 
 The peace of soul, the true heart-rest, 
 
 May I ever keep for thee ! 
 These are the highest gifts, the best 
 For earth and for eternity. 
 Rest ! rest I 
 
X. 
 
 THE CONTIN^UED DEVELOPMENT OF THE CHILD, AKD 
 THE SELF-UNFOLDIKG PLAT WITH THE BALL. 
 
 It has, in the course of these expositions, been repeat- 
 edly asserted — and indeed it was first asserted at the con- 
 clusion of the first of them — that the giving of a new play 
 by no means precludes the further use of the preceding 
 and earlier plays. But, on the contrary, the use of the 
 preceding play for some time longer with the new play, 
 and alternating with it, makes the application of the new 
 play so much the easier and more widely significant. On 
 the other hand, the practice of the new play following 
 has a retroactive effect on the more animated and thought- 
 ful, as well as on the more intelligent and freer use of 
 the preceding plays in general. It was also stated that 
 the plays are in themselves a whole, and, indeed, a whole 
 the parts of which develop from one another, and their 
 spirit is felt and recognized as a spirit of union and sin- 
 gleness of purpose. So also is the development of the 
 child himself felt and perceived, and therefore striven for 
 by himself as well as by his observant nurse, as a whole 
 constantly unfolding from itself ; hence it receives further 
 nurture. 
 
 Yet these playthings, or rather the comprehension of 
 the play and playing of the child as a great living whole 
 dependent upon Nature and life in all relations, show also 
 
146 PEDAGOGICS OF THE KINDERGARTEN. 
 
 a different quality. They show, namely, that they con- 
 tinue to unfold in the progressive course of the develop- 
 ment and education of the child in a logical sequence ; 
 and yet, as it were in harmony with the growth of the 
 child, and unfold themselves anew and generate new 
 things from themselves in their use, in their application, 
 and in a manner suited to the course and the then exist- 
 ing stage of the child's development. 
 
 Let us now in this connection stop here at the first, 
 the simplest of the playthings, at the ball. 
 
 As the strength of the child develops, the use of the 
 ball becomes more varied, certainly freer, and I might 
 say more personal. So as, for example, the child in the 
 beginning merely lets the ball roll from the box on the 
 table and fall back into the box ; then next he lets the 
 ball run back from the cup into the box ; from the box 
 again into the cup, and lets it roll round in the cup (both 
 of these acts are frequently repeated actual facts of the 
 first child life and child play), so will the child also very 
 soon — as soon as he has perceived that he can hollow his 
 little hands like a cup — let the little ball run from one 
 hand into the other, (as the child, and especially the little 
 girl, later employs itself for a long time merely by pour- 
 ing water or sand from one vessel into another alternate- 
 ly). This activity of the child is now taken up and imi- 
 tated. It is repeated, and at the same time extended by 
 letting the ball run from one hand into the other, but 
 also at the same time — in order to render prominent the 
 resting in the different hands — inclosing and hiding it 
 now in one hand, now in the other, but again showing it 
 alternately at rest now on one hand, now on the other. 
 
 The child (like the man) would like to learn the sig- 
 7iificance of what happens around him. This is the foun- 
 
THE DEVELOPMENT OP THE CHILD. I47 
 
 dation of the Greek choruses, especially in tragedy. This, 
 too, is the foundation of very many productions in the 
 realm of legends and fairy tales, and is indeed the cause 
 of many phenomena in actual history. This is the result 
 of the deeply rooted consciousness, the at first deeply 
 slumbering premonition of being surrounded by that 
 which is higher and more conscious than ourselves. In 
 this unconscious premonition the child calls upon all 
 which surrounds him, and particularly on the conscious, 
 speaking beings about him, to tell him this meaning^ or 
 at least give him some information or hint concerning the 
 kind of relation which exists between things. Indeed, 
 the child demands even of the mute object that it tell 
 him its meaning, and let him perceive these relations. 
 This premonition and demand of the innermost child 
 nature shows itself to all who have the care of chil- 
 dren, and especially to the mother. By the satisfaction 
 of this premonition and this demand the child will grow 
 to love and reverence its parents, and acquire respectful 
 recognition of age and experience. The nurse may, there- 
 fore, when she brings the child's own play to his more 
 definite perception by imitating it, sing to him as follows : 
 
 Over there, 
 
 Over here ; 
 
 Now it is there, 
 
 Now it is here ; 
 
 Now it is far. 
 
 Now it is near ; 
 
 I see now no more ^ 
 
 What just now I saw. 
 Or: 
 
 Go there, here ; there, here ; there, here ; 
 
 Like a shuttle, wander, dear. 
 
 You have woven long enough 
 
 For a yard-long piece of stuff. ■■ 
 
148 PEDAGOGICS OF THE KINDERGARTEN. 
 
 It is scarcely necessary to say that through this play the 
 interval of time quickly consumed ia weaving is symbolized. 
 It is likewise by no means necessary, still less perhaps is it 
 required, that this should be expressed by the child, or even 
 to him. The significance lies open to the feeling, to the 
 emotion, to the perception of the child when the little one 
 complainingly or entreatingly comes to his mother, say- 
 ing, " Mother, the time seems long to me ; what shall I 
 do ? " He is briefly answered, " Weave "—that is, in other 
 words, "Busy yourself with the means around you." I 
 believe nothing more is needed for thinking and sen- 
 sible parents, mothers and nurses, in order to perceive 
 thoroughly the inner constant coherence even of the first 
 and smallest of the child plays with the later manlike 
 professional or business life of the human being now still 
 in the stage of childhood. Or the simple play can be ac- 
 companied by singing the words : 
 
 Over there, 
 
 Over here, 
 
 It quickly 
 
 Can spring ; 
 
 And clearly 
 
 I sing 
 
 A song to it, dear. 
 
 In this is indicated the harmony, the accord of the 
 inner, experiencing life with the outer, active life, and 
 the animating, delightful influence of the play. 
 
 Yet, before we advance further in the onward develop- 
 ment of the free play with the ball, we will first pause to 
 consider another side of the play with the ball, which is 
 in a certain respect related to it- 
 It will not have escaped the notice of the reader of this 
 book that whenever an opportunity presents itself to chil- 
 
THE DEVELOPMENT OF THE CHILD. 149 
 
 dren they throw the ball upon an inclined surface — for 
 example, on a roof — that the ball may roll down it, and 
 they standing below may catch it in the hand. 
 
 Seeing this, one can sing with the child, and accord- 
 ing to his experience : • 
 
 Off 1 send thee ; 
 Yet thou lov'st me, 
 And show'st to me 
 Thy constancy. 
 The shortest track 
 Will bring thee back, 
 Straight back to me. 
 
 The appearance and meaning of this play are inclind^ 
 tion and union ; the straight path is under certain con- 
 ditions the nearest way, at least the straight line is always 
 the shortest. Or, further : 
 
 The higher goes my ball, 
 The swifter it will fall ; 
 And yet I always see 
 It coming back to me. 
 
 Object observed and meaning : the greater the space 
 through which it falls and the longer the unobstructed 
 line of its fall, the quicker is the movement, the stronger 
 is the action and power of the falling body. If one wishes 
 to point out this latter phenomenon for children somewhat 
 older, one can add, singing to the ball as if from the mouth 
 
 of the child : 
 
 Yes, the greater space 
 Does not destroy your force, 
 But makes it more, of course. 
 Did I not perceive it, 
 I scarcely would believe it. 
 
 Yet the child is delighted not only by the rebound of 
 the ball from the slanting surface and the catching it 
 
150 PEDAGOGICS OF THE KINDERGARTEN. 
 
 again, but also with its rebound from the flat wall, as 
 will be noticed everywhere where children are. One can 
 sing to the child again, as it were, from its own mouth, 
 the following. We will, however, let the little songs, for 
 better understanding, follow in descending series : 
 
 I throw my ball against the wall, 
 Back to my hand now flies ray ball. 
 Again I throw it far away, 
 But far from me it will not stay. 
 
 ball ! what can the reason be. 
 Thou always comest back to me ? 
 
 This is a hint of the elasticity of the ball, etc. 
 
 Or: 
 
 1 long to catch thee. 
 Quickly to snatch thee ; 
 Come like an arrow 
 Let loose from a bow ; 
 Come like the wind 
 
 Which from hill-tops doth blow. 
 Thou bringest to me 
 Much pleasure, much glee. 
 
 Or: 
 
 Fly from the wall, 
 Back to me, ball ! 
 And as you spring, 
 Joy to me bring ! 
 
 Hand, 
 Wall; 
 Spring, 
 Ball. 
 
 Now, since the child has practiced itself in this way in 
 catching the ball, we return to the free manipulation of 
 it, or rather to the manipulation of it in perfectly free 
 space. We were considering above the play in which the 
 child threw the ball from one hand to the other ; now 
 
 Or, briefly : 
 
THE DEVELOPMENT OF THE CHILD. 151 
 
 we will also bring into the play the act of throwing it or 
 tossing it vertically into the air. The child first tosses 
 the ball into the air, then catches it again with the same 
 hand, tosses it into the other hand from this again back 
 into the first hand, which, as in the beginning of the play, 
 tosses it again into the air, and again catches it, then again 
 tosses it into the other hand, and so goes on as before. 
 Upon this one can sing to the child, and perhaps later 
 
 sing with him : 
 
 Go up, 
 Down fall ; 
 Fly off, 
 Come, ball. 
 
 Up to this point we have merely represented plays in 
 which the child played alone. But the pleasure and live- 
 liness, and, as the children themselves call it, the fun of 
 the play, will soon bring a second, a companion to the one 
 player. 
 
 They can then again begin with the simple tossing 
 back and forth to each other, and they can themselves 
 sing, or the nurse can at first sing to them or with them, 
 
 as above indicated : 
 
 Over there, 
 
 Over here, 
 
 Quickly 
 
 'Twill spring ; 
 
 Clearly 
 
 We'll sing. 
 
 A song to it, dear ; 
 
 A song to it, dear. 
 
 But this play can also soon, especially for skillful chil- 
 dren, receive a very simple but considerably extended 
 alteration. Instead of the tossing being done from the 
 right hand into the left hand opposite, or from both 
 hands into both hands as in the former play, it can now 
 
152 PEDAGOGICS OF THE KINDERGARTEN. 
 
 be varied by oblique movements, for example, thus : from 
 the right hand of the first the ball goes in an oblique direc- 
 tion to the right hand of the second boy ; from this hand 
 again in a straight direction to the left hand of the first, 
 and from this again in a slanting direction to the left 
 hand of the second boy ; he now with his left hand throws 
 the ball back into the right hand of the first boy, who then 
 begins the play anew. To this can be sung : 
 
 There and here, 
 Straight across, 
 And then obUque. 
 There and here, 
 Straight across, 
 And then obhque. 
 We will tightly 
 Weave in playing. 
 Good work wins the 
 Mother's praises ; 
 But, alas ! now 
 All is in pieces. 
 
 A symbolical portrayal of an activity without any visi- 
 ble results. 
 
 But the first play, the simple throwing or tossing to 
 one another, may also be extended in the following beau- 
 tiful manner : While the two players toss the ball to each 
 other, they either alternately or both at the same time 
 recede from each other by a short step, and at the same 
 time, in proportion to the increasing distance, toss the ball 
 to one another in a higher and higher arch, and sing : 
 
 Going high, now, 
 Lightly fly now. 
 
 In an arc. 
 Always farther. 
 Always farther 
 
 Be the mark. 
 
THE DEVELOPMENT OP THE CHILD. 153 
 
 A very beautiful alternation in the form of an exten- 
 sion to this play may be produced if two balls are taken, 
 so that each player holds one which he tosses to his fel- 
 low ; this play can be accompanied by the following 
 words, sung or spoken : 
 
 If now we balls are two, 
 
 We'll show you something new ; 
 
 See I now a race we try, 
 
 And in a race we fly, 
 
 Each to the other's hand. 
 
 But this play can be also sung alone by a child prac- 
 ticed in these exercises, in which case the conclusion of 
 the song is different, viz. : 
 
 Each to the other hand. 
 
 It can be seen from this how these plays are not only 
 precisely adapted to the developed strength and acquired 
 skill of the child, but that also both strength and skill are 
 developed by the plays, which are a measure of their de- 
 velopment. 
 
 But more than two, three, or four children, placing 
 themselves in a triangle or quadrangle, can at the same 
 time take part in this play, so that the first child always 
 throws the ball to the second child, the second to the 
 third, and so on. Since now a greater interval of time 
 elapses before the ball comes to be caught, the desire 
 is increased in the child that the ball may now also 
 come to him ; this the children can now again sing, for 
 
 example : 
 
 Ball, I have 
 A great desire 
 
 You to seize ; 
 Quickly come here, 
 If you please. 
 13 
 
154 PEDAGOGICS OF THE KINDERGARTEN. 
 
 If there are four, Jive, or six children or more, one can 
 sing to them, and they can sing to themselves, or rather 
 
 to their ball : 
 
 Gayly to wander 
 Prom one to another, 
 Ball, fly up so, 
 High in a bow. 
 For you to seize 
 Will me much please. 
 
 The expression of both is the yearning to subordinate 
 one's self to a higher general law of life, and to a higher 
 requirement of life. 
 
 When the number of the playing children increases to 
 six, or perhaps eight, and the ability to play has risen to 
 skillf ulness — indeed, to a high degree of accomplishment — 
 one can also bring into the play two or more balls in the 
 proportion to the number of children ; for example, a 
 green, a red, a yellow, so that they, like flowers, may wind 
 themselves into a garland. To this may be sung : 
 
 Dear little balls, 
 
 Your places take, 
 Swinging and dancing, 
 
 A wreath to make, 
 You, like flowers 
 
 Intertwining, 
 Should be ready 
 
 For combining. 
 
 Here enters now especially the subordination to the 
 law of motion, which is just what makes the orderly, con- 
 certed, and especially the circling movements and activi- 
 ties of all plays, not only so animating, but also so forma- 
 tive, so uniting. Being in harmony not only with the 
 higher life of Nature, but even with the higher human 
 life, and introducing the child into those phases of life 
 
THE DEVELOPMENT OP THE CHILD. 155 
 
 these plays unfold to receive and become penetrated by 
 these two kinds of life, and they can not be too carefully 
 cultivated, and can not be represented with too much 
 purity, clearness, and accordance with the laws of life. 
 
 We now again return to the plays in which an outside 
 foreign object (for example, a wall) is brought into the 
 play. These plays admit of new adaptations, in which 
 two or more children take part, especially now since the 
 development of the whole system of plays has made some 
 essential progress. The familiar game of the apprentice 
 and master worTcman finds here not only a place quite 
 suitable for it, but it comes forth here wholly rejuvenated 
 from the living whole of the plays, and as a new thing. 
 We will assume that there are four children of about the 
 same age and development. The first, A (for example, 
 Augustus), begins to throw the ball at the wall, so that it 
 rebounds and falls into his hand, held open to catch 
 it ; he sings, meanwhile, and the rest accompany him 
 
 in chorus : 
 
 Tap, tap, tap ! 
 Springing from the wall straight back,* 
 You to catch will well please me ; 
 An apprentice then I'll be. 
 
 One after another of the four players takes his turn in 
 throwing the ball ; those who could not catch the ball but 
 let it fall to the ground remain mere candidates, and 
 must begin anew with the next round of the game. We 
 will suppose this to have been the case with B (for exam- 
 ple, Bernhard). 
 
 Now the second round begins, or, in other words, the 
 new contest. The first player. A, sings ; the others ac- 
 company him, singing, or merely saying, in chorus : 
 
 * As it were, by its own volition. 
 
156 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Tap, tap, tap ! 
 Quickly * from the wall spring back ; 
 You to catch will well please me ; 
 One time, two times, three times, four times, five times, 
 Then a journeyman I'll be. 
 
 We will assume A to have also here again fortunately 
 succeeded and attained the rank of journeyman. But B, 
 who in the first round did not reach the rank of appren- 
 tice, but was obliged to remain in the rank of candidacy, 
 must now begin anew, as above said, and we will assume 
 that he now attains the rank of apprentice. 
 
 Now steps forward C (for example, Carl). He suc- 
 ceeds likewise as did A ; for he arose to the rank of an 
 apprentice in the first game, and we assume that he, like 
 A, now ascends to the rank of journeyman. D, however, 
 can not fulfill the requirements for admission to this rank ; 
 he can not catch the hall once during the singing of the 
 journeyman song ; but the ball sinks to the ground before 
 the song is ended, and hence D must remain in the rank 
 of apprentice. A and C alone have reached the journey- 
 man stage. 
 
 Kow begins the third round. A again steps forth 
 first. The others accompany him, singing, or merely 
 speaking , in chorus : 
 
 Tap, tap, tap ! 
 Springing from the wall far back, 
 You to catch will well please me ; 
 One time, two times, three times, . . . ten times, 
 Then I can a master be. 
 
 And A has now actually become a master. B must 
 repeat the song of the journeymmi stage and fulfill its 
 requirements, which D must also afterward do. C also 
 
 * As if quickening its motion by its own power. 
 
THE DEVELOPMENT OF THE CHILD. 157 
 
 raises himself to the rank of master. Thus A and C are 
 now masters^ B and D journeymen, 
 
 Now begins the fourth round. 
 
 A again first enters the lists ; he says or sings, and the 
 others accompany him in chorus : 
 
 Tap, tap, tap ! 
 Springing from the wall high up, 
 You to catch will well please me, 
 One time, two times, three times, . . . twenty times, 
 A head master then I'll be. 
 
 But A has not fulfilled the requirement of the song ; he 
 yet remains at the master stage. 
 
 B sings the master song and rises to a master, 
 
 C attains the head-master stage. D only can not ful- 
 fill the demands of the master stage, but remains at the 
 journeyman stage. 
 
 What an image of life is now given to the child in this 
 simple play, carried out only in its pettiest connections ! 
 What genuine education for life, and what an education 
 for genuine life ! What a comprehensive instruction 
 about life — about true life — taking the whole human be- 
 ing into consideration ! What an exercise for life as it is, 
 and is to be ! Are there yet directions needed as to the 
 details? Not only the developed but the harmoniously 
 developed strength, not only the dominion over the out- 
 ward but the unison and harmony of the outward with 
 the inward, leads to the beautiful goal of life. 
 
 But that the plays may lead to this, it is by no means 
 sufiicient to resign the plays to the children ; but it is 
 above all quite essential that the spirit of these plays, as 
 in general the genuine spirit of all plays and of each play, 
 should live in the observant mother or nurse, and, above 
 all, in the first genuine teacher. For only on condition 
 
158 PEDAGOGICS OF THE KINDERGARTEN. 
 
 that in him lives the genuine spirit of play — i. e., the true 
 spirit of life — will he call it forth in the children. Through 
 this even the very neighborhood of such a teacher has an 
 educating effect — that is to say, it acts like a magnet, 
 drawing forth the nobleness, elevation, pure humanity 
 lying in the disposition of the child. Therefore now all 
 our thoughts and efforts, all our meditations and aspira- 
 tions, should be directed to educating and training moth- 
 ers and nurses for such fostering of childhood and hu- 
 manity. I shall be obliged to return to this subject at 
 the close of this article. I must now, first of all, complete 
 the discussion of the play lying before us. 
 
 That not only the strength called into activity leads to 
 the constant development of the whole life, but that the 
 strength adjusted in every direction to the requirements 
 of life, so as to produce a harmony, has the same result, 
 can be taught to the child by the simple play in which 
 the ball is thrown down to a level plane surface, and 
 bounding from this perpendicularly into the air, is driven 
 back again and again by the flat hand to the plane sur- 
 face. This play can be accompanied by the words sung 
 or spoken by the child, or by the attentive teacher : 
 
 Spring I spring ! spring ! 
 You are a brave thing ; 
 On the ground you will not lie, 
 Always up from it you fly. 
 
 Your own force 
 
 Does, of course, 
 Take you up so high. 
 
 The child not only finds outside of himself in play, 
 indeed by his play, and indeed by his plaything the ball 
 (although it be a so-called lifeless body), that use of the 
 strength incrycases the strength, and that orderly employ- 
 
THE DEVELOPMENT OF THE CHILD. I59 
 
 ment of the strength prolongs its use ; but he perceives 
 this fact of his own accord, and as a fact of his own 
 nature, and not merely as an external fact limited in its 
 application to his play or to his plaything. Therefore 
 the child now likes to sing at each suitable opportunity to 
 its ball, playing with it at the same time : 
 
 How much my ball I prize ! 
 My strength I exercise — 
 All my strength on thee. 
 Joy thou bringest me. 
 
 To catch thee I must try 
 Quickly to spring, and high. 
 If I can succeed, 
 I am glad, indeed. 
 
 When to catch I'm ready, 
 Must my eye be steady, 
 And, in glad play, see 
 No other aim than thee. 
 
 My hollowed hands I learn 
 Always to thee to turn ; 
 If thou dost in them fall, 
 How glad I am, my ball ! 
 
 How much my ball I prize ! 
 My strength I exercise — 
 All my strength on thee. 
 Dear ball, stay with me ! 
 
 Hence the meaning of the play is to apply a similar 
 procedure to a solution of the highest problem of life, and 
 to hold fast the one high purpose amid all the vicissitudes 
 of time and place. 
 
 Little as it has been possible for us up to this point to 
 present an exhaustive or complete view of the manifold 
 details of the plays and occupations already discussed and 
 tested in many of their applications, and to show them in 
 
160 PEDAGOGICS OF THE KINDERGARTEN. 
 
 their influence upon the whole human being, in their de- 
 veloping and training effects on the human being as a 
 child, yet we hope that we have proved our thesis even 
 through this brief presentation from life, since it is de- 
 rived clearly and unequivocally as a strict consequence 
 from our insight into child nature. We have tried to 
 show that through such a childhood and child nurture as 
 that here aimed at and mapped out, the child is influ- 
 enced, developed, and cultivated, in the totality of his na- 
 ture and in the all-sidedness of his being and life. You 
 will also perceive how, through this, it will be quite suf- 
 ficient for the purpose of the education of children (and 
 this is the only true purpose) that there may be offered to 
 the child through these plays and occupations — that is, 
 through the free sway and action of their pure and unit- 
 ing influence (especially in the earliest and first founda- 
 tions of this education), and in such a form that he may 
 receive it into his life — all that we always yearn to obtain 
 for him as his portion on his long life-path. 
 
 It is therefore impossible for us longer to repress the 
 thought and wish that these plays might be an undisputed 
 possession of the child- world. And then with this the 
 genuine and original spirit of child life, and of humanity, 
 could make itself everywhere free, and through the spirit 
 of these plays be clearly recognized. 
 
 But now how shall we reach this result most effectively 
 and easily, and at the same time make sure that these 
 plays shall be also the possession of the individual fami- 
 lies, and that their spirit, above all, may be the spirit of 
 the individual family life, of the family sitting-room as 
 well as of the nursery ? Even through the introduction of 
 these plays and occupations into the numerous infant 
 schools already existing in many places, where the chil- 
 
THE DEVELOPMENT OF THE CHILD. 161 
 
 dren till now were too little employed, or not judiciously — 
 that is to say, not self-actively enough. Something essen- 
 tial could be gained by their introduction into these infant 
 schools, because the children would then bring these fun- 
 damental and culture-giving occupations home with them 
 from the school and introduce them into the family life. 
 These would serve for judicious and useful self-occupation 
 and further culture for themselves, as well as for their broth- 
 ers and sisters, and for their companions and playmates ; 
 and these things would even be worthy of the notice of their 
 parents. However, we must consider these plays in their 
 reference to the totality of human development, and on 
 account of their pure human influence, as a common pos- 
 session of the whole child-world. The mere introduction 
 into the institutions for the care of little children, and 
 the so-called infant schools now existing, greatly as its 
 realization is to be desired and striven for, can there- 
 fore, in many respects, especially for the reasons just 
 given, by no means suffice. But these plays should first 
 of all become a common possession of those families 
 whose children (so greatly needing satisfactory care and 
 nurture) are not provided for by such institutions. There- 
 fore, in such places as are pointed out by the demands of 
 life as well as by the favorableness of the situation, there 
 should be established ly the union of intelligent fami- 
 lies blessed with children of the proper age, such institu- 
 tions for the bodily as well as spiritual nurture of the 
 whole period of infancy, in which under the guidance of 
 one trained for the purpose, the activity of the children 
 should be carefully fostered and nourished in the way 
 here pointed out, although at first only during a few 
 hours of the day. 
 
 The children will thus be soon fitted quietly to carry 
 
162 PEDAGOGICS OF THE KINDERGARTEN. 
 
 out and apply for themselves, although under the eyes of 
 the parents at home, what they learned in the institution. 
 In this way will suitable occupation for children influ- 
 encing the life of the child, as a whole, enter the families. 
 But in the families themselyes, as a whole, true associated 
 family life, which is in itself as elevating as it is rejuve- 
 nating, will be again formed by the new, uniting, instruct- 
 ive, and hence entertaining, things which the children 
 bring home from this institution of nurture and employ- 
 ment. This reformation will be further aided by the sym- 
 pathy which (according to experience) they will find in 
 the parental and family circle, and thus the family will 
 become again the temple and sanctuary for the nurture 
 and preservation of pure human life. And this will be 
 made sure because the several families would unite them- 
 selves in this associated [gemeinsam — describes what is 
 done for a mass or collective whole rather than for a sin- 
 gle individual — hence a school] nurture of life, and bring 
 together their children as if to a genuine family festival. 
 
 Therefore we make this precise, clear, well-established 
 proposition, and — according to the well-weighed facts 
 lying before us, and the needs of the children, parents, 
 and families, as well as of the collective whole of the rela- 
 tions of life, clearly recognized and proved by us — we most 
 earnestly summon all to the accomplishment of this plan. 
 Our plan is this, namely, that first of all, in the cities 
 best adapted to the purpose, families already united in 
 themselves and by their nature, inspired by the same 
 genuine love and care for their children, feeling them- 
 selves humanly connected with each other, having a re- 
 ciprocal human respect for one another, may also by asso- 
 ciation form societies for the establishment of institutions 
 which have for their aim and the point of union of their 
 
THE DEVELOPMENT OP THE CHILD. 1G3 
 
 collective life the careful preservation and harmonious 
 development of their children, especially by fostering 
 their impulse for activity in a manner worthy of hu- 
 manity. The beneficial results, the blessings of such in- 
 stitutions for the domestic as well as for the public life, 
 for the life of the citizen as well as for that of common 
 humanity, would be quite incalculable, and would develop 
 endlessly. For all that has now been done as well in pub- 
 lic life as in private associations and families for the fos- 
 tering care of childhood ; for the observation, develop- 
 ment, and guidance of the children in their first years of 
 life and up to the proper age for school, suits as little the 
 present state of human development, the present state of 
 social and civil life, as it suits the present state of human 
 knowledge or the advance of science, of art, and of the 
 trades. And it is so limited in respect to the true com- 
 prehension of the totality of human life, in regard to the 
 means of development, education, and training which are 
 at our command, that the necessary means must be sought 
 to provide what is more satisfactory for the guidance of 
 children from their first childhood up to the commence- 
 ment of the school period. But this means is simply the 
 voluntary association of like-minded families to form or- 
 ganizations in order to afford a system of nurture adapted 
 to the guidance and employment of those of their children 
 who are not yet fit for school — in short, to give such chil- 
 dren all that which they must require in accordance with 
 their nature ; and, indeed, what the parents must demand 
 for them, in conformity with the needs of the present life. 
 As now the situation of all the relations of life, with 
 the greatest earnestness, calls upon families to form such 
 united organizations for the associated (gemeinsam) guar- 
 dianship and guidance of their younger children, brought 
 
164 PEDAGOGICS OF THE KINDERGARTEN. 
 
 together for the purpose at least for a few hours of the 
 day ; we recognize also the duty on our part to work with 
 them with all our powers, and to lend them a helping 
 hand in carrying out these organizations by elaborating 
 and presenting the means best adapted to the object, as 
 well as by training for it the requisite directors and teach- 
 ers. It therefore not only lies in the aim of this joint 
 undertaking on account of the high importance of the 
 object, but it even makes an essential part of it to call 
 into life an institution for the education or preparation 
 of teachers trained for the care of childhood. This should 
 be founded here at the same time with it — in accordance 
 with the needs repeatedly expressed to us for the purpose 
 often indicated, namely, the observation of the life of 
 children, and the preparation of teachers through this 
 observation, and especially through fostering their tend- 
 ency to creative activity and play — in other words, their 
 impulse to constantly busy themselves. Therefore this 
 would be a training school in which leaders and edu- 
 cators can directly have charge of a number of children 
 in the period before the school age, and for the inculca- 
 tion of the first elements and instruction of sense-percep- 
 tion. We will therefore willingly impart the necessary 
 information to parents, and especially to large associations 
 of families that may be inclined not only to take into 
 earnest consideration the ideas here expressed, but also 
 to carry them out. We would explain in this connection 
 that we have entered into association with women and 
 men who love children and childhood for the satisfactory 
 and comprehensive execution of this design. We have a 
 sufficient number of children of suitable age, and, in addi- 
 tion to this, the means required. The locality chosen for 
 the institution is situated in a favorable spot, surrounded 
 
THE DEVELOPMENT OF THE CHILD. 165 
 
 by rich and beautiful scenery, and the power of a pure, 
 human, associated effort will essentially favor the carrying 
 out of the idea and plan. 
 
 May the idea find deeply reaching accord as well as 
 genuine sympathy in its behalf, for the sake of the welfare 
 of the children as well as of the families ; may it benefit 
 entire communities and the entire human race, and thus 
 prove a blessing to the individual as well as to the whole ! 
 
XL 
 
 THE FOUETH PLAY OF THE CHILD. 
 (See Plates VI, vn, VHI, IX.) 
 
 The Child akd the Play. 
 
 Before we give the child a new play, a new means of 
 fostering his tendency to employment, let us seek to make 
 ourselves familiar with the exact state of cultivation to 
 which the little one has been raised by the means of de- 
 velopment hitherto provided for him, and with the further 
 requirements of this stage of cultivation. Kot only what 
 we give hereafter to the child may by such knowledge be 
 made actually to exert a beneficial influence in his life, but 
 also we, as conscious givers, may know what onward de- 
 velopment is to be effected in the child in harmony with 
 the development of his whole life by means of the gift ; 
 and the child may thus confide in us more and more, may 
 so much the more willingly receive our gift, and so much 
 the more compliantly take it into his life. For the deep, 
 though to the child himself unconscious, cause of angelic 
 purity, the confidence, peace, and joy with which in his 
 yet serene childhood he receives gifts from his parents 
 and from all those who love him, is that he trustingly 
 feels that they give him exactly that which for the mo- 
 ment is beneficial to his inner as well as to his outer life ; 
 they do not give him a hard stone instead of nourishing 
 bread ; they do not give him a poisonous serpent instead 
 
THE FOURTH PLAY OF THE CHILD. 167 
 
 of the joyous fish which gayly plays in the water and in 
 the sun. Parents, nurses, and kindergartners should spare 
 no effort to preserve this childish faith and confidence. 
 Their effort should be the more strenuous because the 
 child's feelings, are on the one hand, unconscious, uncon- 
 firmed, and unfortified, and, on the other, because precisely 
 these unconscious feelings are the soil from and in which 
 sprout forth and grow the most beautiful blossoms and 
 plants, the most glorious fruits of life. 
 
 But how is this result attained ? Manifestly through 
 the child's oft-repeated experience that what fatherly care 
 and motherly love now give him is precisely what he 
 needs for the fostering and development of his life ; and, 
 furthermore, that fatherly wisdom and motherly love 
 know how to adapt to his present condition and needs 
 even what befalls him through chance or accident. But 
 just as these experiences confirm faith, opposite ones de- 
 stroy it. If parents offer to the child at any stage of de- 
 velopment either what he does not then need (though it 
 be intrinsically good and useful), or if they offer it to him 
 in a form wherein he is unable to recognize that which 
 has a beneficial effect upon his life, they will inevitably 
 weaken and indeed destroy (though unconsciously to the 
 child himself) his belief that his parents bear within 
 themselves his whole life, and that they are interested not 
 so much in the outward aspects of that life as in the 
 child's inner nature and its necessary requirements. Such 
 a course of action has, moreover, other and even more in- 
 jurious effects. Through the child's effort to repel that 
 which is contrary to the needs of his life, indignation and 
 discontent are wakened in his soul ; and, on the other 
 hand, from the fact that his normal desires are ungrati- 
 fied, they become inordinate and mischievous. 
 
168 PEDAGOGICS OF THE KINDERGARTEN. 
 
 How may parents, nurses, and kindergartners obtain 
 means of opposing these evil results ? Most satisfactorily 
 through a threefold and yet single glance at life. Let 
 them first look into themselves and into their own course 
 of development, its phenomena and requirements; let 
 them recall their own earliest years, and their later stages 
 of development, and look deeply into their own present 
 life. Next, let them look as deeply as possible into the 
 life of the child, and into what he must necessarily re- 
 quire for his present stage of development. Having recog- 
 nized what the child needs, let them scrutinize his envi- 
 ronment, and observe, first, what it offers and does not 
 offer for the fulfillment of such requirements. Let them 
 utilize all offered possibilities of meeting normal needs ; 
 and when such needs can not be met, let them recognize 
 this fact, and show the child plainly the impossibility of 
 their fulfillment. Finally, let them clearly recognize what- 
 ever in the child's environment tends to waken antagonism 
 and discontent, to remove it if it be removable, and admit 
 its defect if it be not removable. 
 
 The child very often seeks for something without at 
 all knowing what he seeks; in like manner he repels 
 something without at all knowing why, for this some- 
 thing was dear to him, and is so still under certain con- 
 ditions. Yet the child does not for this reason turn away 
 accidentally, neither does he seek the accidental ; but he 
 seeks that which is indeed unfamiliar to him but still 
 suited to his present stage of development. Generally, it 
 is the novel for which he seeks, but not a novelty which 
 has no connection with what has hitherto been, for that, 
 should it appear, would obstruct development. He seeks 
 the new which has developed from the old, like the bud 
 from the branch. The child seeks a new, unexpected 
 
THE FOURTH PLAY OF THE CHILD. 169 
 
 turn ; a new, unexpected use of a thing ; new, unexpected 
 properties ; new and yet unconsciously anticipated de- 
 velopments ; a new, unexpected connection with his life ; 
 and thus, above all, a new connection of his life with that 
 of his parents, of adults, from whom he hopes for and 
 receives suitable life food. The child indeed seeks for the 
 new that is outside of himself, but not on account of its 
 externality. Really he is seeking the new, of which he 
 feels premonitions in himself in his own development. 
 Since, however, he does not yet know this and so can not 
 give an account of it, the child seeks especially for change^ 
 in order, as has already been intimated, to gain a means 
 of growing up within himself and of growing forth out- 
 wardly from himself. 
 
 Above all, therefore, it is the old within the child 
 which clarifies, unfolds, and transmutes itself, thus de- 
 veloping that which is new. The whole process takes 
 place according to a definite law resting in the child him- 
 self, in his life, in life as such. Hence it is that the child 
 unconsciously (yet for this very reason positively) de- 
 mands that not only all may unfold around him accord- 
 ing to definite laws, but that this external development 
 shall make known to him its law, and thus the law of his 
 own life, the union or opposition of the two, and conse- 
 quently the higher relativity of life. 
 
 But for the attainment of all this it is, as already 
 stated, necessary that educators should always carry in 
 themselves, as a whole, the course of development, the 
 course of cultivation of the child. 
 
 But now how has the child developed up to this point ? 
 How have the world, the objects, and things around him 
 developed ? 
 
 How has the child developed himself, especially through 
 
170 PEDAGOGICS OP THE KINDERGARTEN. 
 
 the means of play and employment which have thus far 
 been given to him ? 
 
 The brightening light in the child's mind illuminates 
 the objects around him. In proportion, therefore, as the 
 inner light increases, the nature of external objects grows 
 clear to him. In proportion as he perceives in his own 
 life a definite course of development, and recognizes it as 
 a law of development — in proportion as he perceives in 
 his own life a process of development — he will recognize a 
 process of development in things around him. In pro- 
 portion as he learns to reason from effect to cause and 
 from cause to effect within himself, will he recognize 
 causality in the external world. In proportion as he 
 recognizes within himself that the course of development 
 indicates a law of development, will he recognize this law 
 in its external manifestations. This process and law of de- 
 velopment is no other than that of progression from the 
 unlimited to the limited, from the general to the special, 
 from unity to individuality, from embryonic to structural 
 life, from the whole to the part, from an undifferentiated 
 to a membered totality. 
 
 In conformity with this law the child has been edu- 
 cated up to this point through the gifts already consid- 
 ered ; for the education which brings peace and blessing 
 to children and to human beings in general is that which 
 early suggests the truth that the outer world in its es- 
 sence does not hinder but helps the life of the soul. Such 
 help, however, is realized only in proportion as the inner 
 and outer worlds are comprehended in their essence, their 
 destiny, and their polar opposition. Thus understood, 
 the outer world not only corresponds wholly to the re- 
 quirements of the inner world, but even comes to meet 
 them, and represents the inner world in and through itself. 
 
THE FOURTH PLAY OF THE CHILD. 171 
 
 The man advanced in insight should be as clear as 
 possible in his own mind about all this before he intro- 
 duces his pupil or his child into the outer world. Even 
 when he gives the child a plaything he must make clear 
 to himself its purpose, and the purpose of playthings and 
 occupation material in general. This purpose is, to aid 
 the child to freely express what lies within him — to bring 
 phenomena of the outer world nearer to him, and thus to 
 serve as mediator between the mind and the world. 
 
 Eecognizing the mediatorial character of play and 
 playthings, we shall no longer be indifferent either to the 
 choice, the succession, or the organic connection of the 
 toys we give to children. In those I offer them I shall 
 consider as carefully as possible how the child may, in 
 using them, unfold his nature freely and yet in accord- 
 ance with law, and how through such use he may also 
 learn to apprehend external things correctly and employ 
 them justly. 
 
 As the child's first consciousness of self was born of 
 physical opposition to and connection with the external 
 world,* so through the play with the ball the external world 
 itself began to rise out of chaos and assume definiteness. In 
 recognizing the ball the child moved from the indefinite to 
 the definite, from the universal to the particular, from mere 
 externality to a self -included, space-filling object. In the 
 ball, especially through the movement^ through the oppo- 
 sites of rest and motion, through departing and return- 
 ing, the object came forth out of general space as a spe- 
 cial space-filling object, as a tody ; just as the child, by 
 means of his life, also perceives himself, his corporeal 
 frame, as a space-filling object, as a tody. The child has 
 
 * See, in Mutter und Kose Lieder, The Kicking Song. 
 
172 PEDAGOGICS OP THE KINDERGARTEN. 
 
 thus obtained two important terms of comparison for his 
 first intellectual development : body and body, object and 
 object. But just on that account it is by no means un- 
 important what kind of an object, what kind of a body is 
 given to the child for comparison — that is, for play and 
 playing. He feels and perceives himself as life ; so he 
 may and does perceive the ball at least, outside of himself 
 in motion and as motion. 
 
 At the same time there begins in the child, as in a 
 seed-corn, a development advancing toward manifoldness. 
 For this reason he should receive a corresponding seed- 
 corn in the object which he first detaches as object from 
 the external chaos. Such object should, like himself, in- 
 clude an indefinite manifoldness, and be susceptible of a 
 progressive development. Such an object is the ball. 
 
 The second gift consists of a sphere and cube, and 
 illustrates the idea of a self -opposed unity. Through the 
 simplest of contrasting forms it calls the child's attention 
 to differences of form. In the sphere is accentuated unity 
 of form, yet it has the three dimensions of space and 
 contains the possibility of the threefold division which 
 the cube makes outwardly manifest. Thus the sphere 
 illustrates the undeveloped unity of form ; the cube, the 
 differentiation of form. This second gift, moreover, re- 
 tains and develops the movableness already illustrated 
 with the ball, and, what is particularly interesting, devel- 
 ops it chiefly through exercises with the very body (the 
 cube) which in its form embodies the idea of rest. (Com- 
 pare section 53.) 
 
 In the cube, divided once through the middle parallel 
 with its sides in all three directions, and so into eight 
 parts, each of the qualities of the whole or principal cube 
 is shown eight times (achtmal) ; thus requiring (as we be- 
 
THE FOURTH PLAY OF THE CHILD. 1Y3 
 
 fore explained this numerical word), to rightly consider 
 (achten) [one of Froebel's etymologies or puns] each of 
 these qualities. Thus the three different kinds of inner 
 directions (surface, edge, and corner direction) come forth 
 very remarkably by means of the divided cube ; but, above 
 all, the three principal directions^ the three surface direc- 
 tions which stand at right angles to each other. These 
 three directions, however, are still undistinguished by 
 difference of dimension, and no inner variety is brought 
 to light. Hence, ly and through them, each can be 
 placed in the position of the other. Through the build- 
 ing and grouping of these eight component cubes, how- 
 ever, there is temporarily manifest a difference between 
 the three principal directions standing at right angles to 
 each other, as lengthy breadth^ and height (or as length, 
 breadth, and thickness), but as abiding properties deter- 
 mining the form these differences of dimension are still 
 lacking. (Compare section 7, page 1.) 
 
 Hence a new gift is demanded — a gift wherein the 
 length, breadth, and thickness of a solid body shall be dis- 
 tinguished 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. Such a gift 
 is the cube divided into eight equal oblong prisms or 
 parallelepipeds. This is, therefore, the fourth gift of the 
 means of play and employment, which now follows. 
 Through this gift the child receives a fixed measure both 
 for permanent and vanishing forms, and thus he is able 
 to produce a richer variety of figures and to recognize 
 them in the forms which surround him. Hence the new 
 gift corresponds both to his increasing constructive ability, 
 
174 PEDAGOGICS OF THE KINDERGARTEN. 
 
 and to his growing capacity to comprehend the external 
 world. 
 
 We beg those parents and friends who have atten- 
 tively followed us up to this point in the presentation of 
 our means of employment for children to pause here a 
 moment, in order to notice the simplicity and certainty 
 with which the process of development that has been 
 recognized as true is followed out, and the conditions of 
 satisfactory human education fulfilled. 
 
 One of the fundamental principles of such a process 
 of development is that each object given must condition 
 the one which follows ; each new gift fulfills and interprets 
 its predecessor, by making explicit what it implied. The 
 child must receive no new gift which was not suggested 
 by that which preceded it, neither must we require of him 
 anything not conditioned by his previous achievements. 
 Both these requirements find themselves wholly fulfilled 
 in the sequence of gifts furnished up to this point, as has 
 been already definitely shown in many points of view in 
 the foregoing pages. 
 
 Another requirement of a satisfactory human educa- 
 tion is this : that each object shall appear to the child as a 
 self-included whole, and at the same time, through a many- 
 sided connection, as a part of a greater whole. This re- 
 quirement is also met clearly in each of the means of play 
 hitherto furnished ; each is in itself a complete whole ; 
 each stands in active connection with those which precede 
 and follow it ; each bears them partially within itself, 
 presents them from itself, and can develop them. 
 
 Another fundamental idea is, that all knowledge and 
 comprehension of life are connected with making the in- 
 ternal external, the external internal, and with perceiving 
 the harmony and accord of both. As the sphere (and still 
 
THE FOURTH PLAY OF THE CHILD. 1Y5 
 
 more the cube), makes more and more externally percepti- 
 ble its own internal being, and that of other objects (for 
 example, middle and directions, etc.), so, on the other 
 hand, the child through its use learns to recognize both 
 its own internal characteristics and the internal charac- 
 teristics of external objects in general, and through such 
 recognitions rises into knowledge of the world and of 
 himself. 
 
 What a quiet, clear advance in the development of the 
 child, as well as in the unfolding of the outer world, is 
 thus given ! How would it be possible to render promi- 
 nent on all sides even an intimation of it in its particulars ? 
 
 The Cube divided into Eight Buildii^g Blocks — 
 
 THE FOUKTH GiFT OF THE SeEIES— ITS NaTUEE. 
 
 Plaything and play receive a quite new significance 
 by the above-given alteration, which is not only simple 
 but even almost insignificant — namely, that the inner dif- 
 ference, 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. 
 
 While the forms produced with the preceding gift 
 were massive and space-filling, those produced with the 
 fourth gift incline toward surface forms, may be given 
 either a horizontal or vertical position, and are space- 
 bounding and inclosing. 
 
 These forms are also divided into forms of life, of 
 beauty, and of knowledge. Especially in comparison with 
 the forms of the preceding play, the latter have the pecul- 
 iarity that they show more the extension of surface and 
 length ; yet all forms — a few square surfaces excepted — 
 are confined to rectangles. Thus the relations of form 
 
176 PEDAGOGICS OF THE KINDERGARTEN. 
 
 and size of the square and rectangle especially are here 
 presented to the perception. (Compare Plate VI, which 
 contains about half of these forms.) In addition to these, 
 two more new phenomena come forth with this play: 
 these are equilibrium and self -propagating movement. 
 
 Use of the Play. 
 
 Necessity, accident, or, in short, free play as such, re- 
 ceives here also its due. The only requirement is that a 
 name be quickly given to what has originated under the 
 hand of the child. The name defines the object produced 
 by connecting it with something familiar. Thus the first 
 forms are often a small liouse^ a room^ a taUe^ chairs and 
 benches, etc. But pleasure is given even by merely build- 
 ing up the blocks so that the form may be kept in place 
 by equilibrium and gravity ; and it is then a high toivery or 
 perhaps the staircase, which pleases the child. He is also 
 pleased by the fact that what is built up separates easily 
 into its parts again. Let no one doubt that the child's 
 inner development is furthered by these building exercises, 
 though no abiding result in the way of outward represen- 
 tation is obtained. By this building the child compre- 
 hends the form and use of the single part just in propor- 
 tion as he receives into himself an abundance of perceptions 
 and conceptions. We must, however, never forget to talk 
 with the child about what he does, or at least designate 
 the result clearly and precisely, with suitable words, so 
 that through the name the child's thought may be 
 aroused, and he may never play heedlessly even when he 
 plays alone. In other words, let us form such habits of 
 attention that the child will never play without precisely 
 grasping and comprehending inwardly what he has out- 
 wardly represented. 
 
THE FOURTH PLAY OF THE CHILD. 177 
 
 As all representations are connected with an inner 
 precise condition^ so here. This condition is simply that 
 before expressed, that for every representation, whether 
 simple or compound, whether the parts are connected or 
 separate (as, for example, a monument, a garden wall, or 
 a village), all the blocks should be used, or, at least, be 
 put in connection with the form. The aim of this con- 
 dition also, as has been already clearly stated, is manifold : 
 firstly, that the child should not busy himself thoughtlessly y 
 but should have in view a definite aim for his action, or 
 at least be incited to perceive an aim ; secondly, that he 
 should view the object to be represented in many-sided 
 references and connections, which is necessary when, for 
 example, an unused block is to be put in necessary con- 
 nection with the object already represented ; thirdly, and 
 lastly, that the child should employ all the material lefore 
 him, and leave 7iothing unconsidered and unused. Through 
 fulfilling these conditions the child develops on the one 
 hand his powers of perception and conception, and on the 
 other the more spiritual powers of fantasy and inner con- 
 templation. 
 
 We have above stated that necessity, accident, or free 
 play determines the first use of the new gift. We will 
 now indicate the next thing to be done. The mother 
 takes the play-box, reverses it, placing it with the cover 
 on the table, draws out the cover from under the box and 
 raises up the latter, so that the cube (Fig. 1, Plate VI) 
 stands before the child. The representations may be most 
 satisfactorily made on a board or paper provided with a 
 square network, each side of the square being of the same 
 size or length as the width of a building block. The 
 mother transforms the cube, as she speaks, into a fireplace 
 in the kitchen, at which she prepares the soup for the 
 
178 PEDAGOGICS OF THE KINDERGARTEN. 
 
 hungry child and cooks the food for the father when he 
 comes from his work. The fire burns in the middle of 
 the fireplace, on the fire-iron. One can go round the fire- 
 place in order to poke the fire better, in order to cook the 
 food more carefully. 
 
 The soup is ready, the food is cooked. The mother 
 and child give the fireplace a push, and it separates into 
 stones for building. The fireplace consists of building 
 stones of equal size. 
 
 The child wants the soup. The father comes ; he de- 
 sires to eat, but there is no table. The material is imme- 
 diately changed ; the building stones become building 
 blocks^ or boards, and there stands the table (Plate VI, Fig. 
 11). But the bench is now lacking ; the chairs, the benches 
 are wanted, so that the mother, with the child and the 
 father, may sit down to eat. The table (Fig. 11) is 
 generally too large, and one half of it (or rather one 
 half of its material) is quickly changed to a bench 
 (compare Fig. 14, Plate VII) or to two such benches. 
 On the one bench the father sits and eats his food ; on 
 the other the mother sits with the child and gives it 
 its soup. 
 
 Again, the fireplace is separated into parts ; the ma- 
 terial does not change. It is summer ; it is a beautiful 
 warm evening. The child plays in the yard at the stone 
 table or on the stone benches (Plate VII, Fig. 19). The 
 father comes and sits down by the child; the mother 
 brings him his food and the child its soup. On the 
 bench at the right the father sits ; upon the one at the 
 left the mother sits with the child. The mother tells 
 the father how nicely the child has played, how quietly 
 he has occupied himself with his blocks, and thus given 
 her time to prepare the food. The father brings the 
 
THE FOURTH PLAY OF THE CHILD. 179 
 
 child a beautiful blue flower from the field. " See, dear 
 child, here is the flower." 
 
 Or, again, another time the stone table and benches are 
 viewed as a turf-table and benches ; they stand now, not 
 in the yard but in the garden. When the father hears 
 that the child has pleased his mother, he goes and picks 
 for him the beautiful red flower which nodded to him so 
 kindly. 
 
 As two benches (Plate VII, Fig. 13) were formed from 
 the one half of the large table (Plate VI, Fig. 11), so two 
 more benches are now made from the other half. In the 
 middle of the garden is a round plat ; around this stand 
 four tenches turned toward it (Plate VII, Fig. 20). See ! 
 five little children are playing " Eooms to let." One child 
 asks now of one, now of another, " Is there no room to be 
 had?" "No chamber to let?" "Is no place open?" 
 "All are occupied." See! there two neighbors change 
 places, and the questioner has quickly taken the place of 
 one of them. 
 
 Another time the children play " Visiting." Each of 
 the benches or seats becomes a little house. Or, again, 
 the child builds itself a little house or open garden-hut 
 (Plate VII, Fig. 23). Visits are paid or received ; or the 
 mother sits with the child in one corner. Either she tells 
 him something about the carpenter or joiner who has built 
 the house of boards and laths, and made it so strong that 
 they can sit in it quietly, or the tired child sleeps in the 
 mother's arms or on her lap, and she sings to him a little 
 slumber-song : 
 
 The child has tired itself of play ; 
 
 Its eyelids droop at close of day ; 
 
 It lies upon its mother's breast, 
 
 To children a sweet place of rest, 
 Willingly — yes, willingly ! 
 
180 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Another time, the mother goes to walk with the child 
 in the garden ; but the wind blows strongly, the rain beats 
 down ; so she hurries with the child into the " opened 
 garden-hut." That has doors, which the mother can shut. 
 Now both are safe, for the hut has a roof, so that it can 
 not rain in, and doors, so that the wind can not drive the 
 rain in. 
 
 In like manner, if some manifestation of the child 
 gives occasion thereto, the fact may be brought out that 
 the wooden benches and chairs have backs, but the stone 
 and turf benches have none. 
 
 It is quite important for the child, and it greatly 
 pleases him, to notice how one object springs from another, 
 and can be turned into another ; for example, a table (Fig. 
 11) into a table and tivo benches (Fig. 13) ; these into four 
 benches (Fig. 20), etc. Through such transformations 
 " the bench with high back and arms " may be produced 
 from the throne (Plate VII, Fig. 22) ; from this bench 
 may be made the bench with back, arms, and foot-rest ; 
 from this, again, the open garden-hut, etc. This chang- 
 ing one thing into another, and so being able to see one 
 in another, is what gives the children pleasure and brings 
 life into their employment and play. The anticipation of 
 a certain necessary inner coherence in the thing, whether 
 it be in its form or in its purpose — this manifold percep- 
 tion of a certain inner life throughout — not only awakens, 
 but fosters and forms the life of the child. Isolation and 
 exclusion destroy life ; union and participation create life. 
 
 But living objects also may be represented with the 
 blocks ; for example, " six blocks form an avenue ; father 
 and mother, brothers or sisters, go to walk in it." Another 
 time, " two blocks, laid one on another, with their broad 
 sides touching, form a cow, or one standing alone, a calf ; 
 
THE FOURTH PLAY OF THE CHILD. 181 
 
 in the same manner, three or more blocks form a horse 
 and its colt; two blocks joined like a cross represent a 
 herdsman" — thus the child has the herd and herdsman. 
 Then the herd may be driven in, and presto^ change, six 
 blocks form the stable with two stalls ; the two remain- 
 ing blocks are two cows, etc. 
 
 These representations are, indeed, not found on the 
 lithograph leaves, but we indicate them up here in order to 
 show how life itself may be connected with and represented 
 by inanimate objects. The scope of this work makes it 
 unwise to enter into further detail with regard to the life 
 forms which may be produced with the fourth gift. In 
 the actual use of this gift with children many more forms 
 will be produced; indeed, they have already been pro- 
 duced, and shall be indicated hereafter. 
 
 That the salient characteristics and organic members 
 of the life forms may be thrown into relief by means of 
 stories and talks we have already sufficiently shown, both 
 in connection with this gift and with the third gift. What 
 has been written should, however, be carefully connected 
 with actual use of the gift, and this is especially important 
 in those cases where a moving force is manifested out- 
 wardly, as equilibrium or as self-propagating activity. 
 Self-propagating activity, moreover, may be simple or in 
 one single direction, divided or having different direc- 
 tions. It may also be uniform or accelerating. [Froebel 
 is referring to those exercises with the fourth gift where, 
 by arranging the blocks in different groups and striking 
 the first block of each group, force is passed along a 
 straight line, around a circle, etc.] 
 
 Let us now turn to a new consideration — to the ob- 
 servation of the forms of knowledge. 
 
 The whole eight building blocks of the fourth gift, 
 
182 PEDAGOGICS OF THE KINDERGARTEN. 
 
 taken collectively, resemble the cube of the third gift; 
 therefore its parts (as can be seen at the first glance) sepa- 
 rate into equal and proportional parts. This fact is made 
 yet more manifest by the play with the blocks. Thus the 
 one bench (Plate VI, Fig. 12) is divided into two equal 
 benches (Plate VII, Fig. 14), and the bench with the foot- 
 rest (Fig. 15) into the two equal benches with foot-rests 
 (Fig. 17) ; likewise the table (Plate VI, Fig. 11) into two 
 halves, of which the one gives again a table, while the 
 outer half appears divided into two halves in the two 
 chairs or benches (Fig. 13). So, the fourth gift illustrates 
 almost the same relations of size as the cube divided once 
 through the middle on all sides, or, in other words, with 
 the third gift. Should the relations of size, learned by 
 observation and abstracted from the forms of life, be 
 looked at purely as relations of size, they would appear in 
 the fourth gift more as relations of surface and its exten- 
 sion, while with the third gift they appeared as extension 
 of solids and as relations of solids. (Compare Plate VIII.) 
 The "high wall" (Plate VI, Fig. 8), which one can 
 think of when lying on the horizontal surface as a 
 " floor " and can actually place thus before the child, 
 makes the easiest transition from forms of life to forms 
 of knowledge. The treatment of these forms has been 
 already shown in general in the illustrative exercises with 
 the third gift. The fourth gift, however, throws into re- 
 lief the perception of size by showing similarity of size 
 with dissimilarity of dimension and position. For exam- 
 ple, the gift as a whole may be shown first as a cube (Plate 
 VI, Fig. 1), then as a tablet (Plate VIII, Fig. 1). Changes 
 such as these between the representations of solids and 
 surfaces give the fourth gift a peculiar charm for the 
 child: 
 
THE FOUETH PLAY OF THE CHILD. 183 
 
 As cube I stand here in my place ; 
 
 As surface now, I show my face, 
 
 Yet always am the same — 
 
 I like this pretty game. 
 
 Now without delay 
 
 Divide me in your play ; 
 
 Making fleetly, 
 
 But yet neatly, 
 
 Two quite equal parts. 
 
 While the mother or kindergartner sings this [or some 
 better] rhyme, she divides the whole cube by one motion 
 into two equal parts. The division may be made either 
 vertically or horizontally. In both cases the result is the 
 production of two square prisms, the positions of which vary 
 according to the manner of division. While the mother 
 represents these, she sings in the person of the square to 
 
 the child : 
 
 From above if you divide me, 
 Both the halves will be upright ; 
 Straight across if you divide me, 
 Halves recumbent meet your sight. 
 In position not the same ; 
 But in size they are the same, 
 Each is like the other half. 
 
 If one now wishes to represent more strikingly to the 
 child that the size and form remain the same in different 
 positions, one places the halves with their broad sides now 
 upon one another, thus doubling their height ; now side 
 by side, thus doubling their length. In both cases the 
 action is interpreted by song : 
 
 Place one half upon one half,* 
 
 The form is high, we see. 
 
 Lay one half beside one half (Plate VIII, Fig. 8), 
 
 A long form this must be ; 
 
 * This illustration is lacking in the plates. 
 
184 PEDAGOGICS OP THE KINDERGARTEN. 
 
 Yet equal form and size do show 
 In each position, as we know. 
 
 The upright rectangle may also be turned by degrees 
 on the horizontal plane, as it were, around its middle, or 
 like the hand of a clock or watch around one of its ends, 
 till it assumes the horizontal position. 
 
 Whether I am high or low, 
 Equal form and size I show. 
 
 Then different form with equal size : 
 
 Place one half lefore a half, 
 
 It shows the square complete (Plate VIII, Figs. 3, 5). 
 
 Place the half beside the half, 
 
 And an oblong shape we meet (Plate VIII, Figs. 8, 9). 
 
 Though different the forms may be, 
 An equal size in each we see. 
 
 That objects identical in form and size may be pro- 
 duced in different ways may also be illustrated in the play 
 with the fourth gift. The child's attention should be 
 called to all these features of his play sls perceptible facts, 
 and nothing should be passed over heedlessly. 
 
 Place a half beside a half, 
 
 It shows the square complete (Plate VIII, Figs. 2, 5). 
 
 Place a half before a half, 
 
 A square form still we meet (Plate VIII, Figs. 3, 6). 
 
 Though made in different ways, 'tis clear 
 Equal the size and form appear. 
 
 A new variation of these exercises may be made by 
 dividing the square prism into two equal halves and giving 
 to one a vertical, to the other a horizontal position. The 
 two may then be compared with one another : 
 
THE FOURTH PLAY OP THE CHILD. 185 
 
 Now I will give you something new, 
 
 Something you will like to do : 
 
 Twice as long and half as wide (Plate VIII, Fig. 3), 
 
 Half as long and twice as wide (Plate VIII, Fig. 2), 
 
 The same size are we two (Plate VIII, Figs. 6, 8). 
 
 From this representation of the whole as a square 
 tablet, from halving it in two different ways, and from 
 the different possible combinations of these halves, it is 
 evident that the fourth gift offers a far greater number 
 of forms of knowledge than its predecessor. The plates 
 illustrating this gift show a much greater variety of 
 forms than is indicated in the text ; and in the descrip- 
 tion of the gift others will be mentioned. The hints here 
 given suffice to show that the forms of knowledge are 
 adapted to children of three and four years of age, and 
 that they incite plays which are both spontaneous and 
 nourishing to heart and intellect. Yet more than has 
 been here presented is represented by the tablet itself, 
 and yet more is rendered prominent by the description of 
 the play. Yet these few indications for the use of the 
 forms of knowledge as play must here suffice; for they 
 already show with quite sufficient clearness how their 
 contemplation and comprehension are perfectly suited to 
 the life, mind, and spirit of children three and four years 
 of age, and so wholly adapted to actual free play which 
 forms both spirit and heart. The comprehension and 
 treatment of the gift by the motherly spirit, and the 
 representations and perceptions to which such treatment 
 gives rise, will impart to the play a life it is impossible to 
 indicate by the lifeless word. When, however, the word 
 and play are used to throw light upon each other, the 
 exercise is refreshing, elevating, and life-giving. Such 
 
 exercises, moreover, give the child a presentiment of the 
 15 
 
186 PEDAGOGICS OF THE KINDERGARTEN. 
 
 inner harmony of Nature and life. To lead to compre- 
 hension of this harmony is, in a certain sense, the true 
 aim of education. 
 
 We now turn to the consideration of forms of beauty y 
 or picture forms, or, as they might be called in a figura- 
 tive sense, harmonious forms; and perhaps this name 
 might also have its good and its developing effect, since it 
 is certainly acknowledged that the true comprehension of 
 a thing proceeds especially from its connection with its 
 opposite ; thus, in this case, from the connection of the 
 visible and the audible, of quiescence and movement. 
 
 The transition to the forms of beauty (picture forms, 
 or, as we have just called them, harmonious forms) is 
 most suitably effected through the forms of knowledge. 
 I consider it very important to retain this transition in 
 general, and more especially in the life and play with the 
 still quite small children. 
 
 If, for example, the four fourths in Fig. 1 or 5, Plate 
 VIII, are separated from one another, as in Fig. 4, they 
 appear, in a certain point of view, already as a form of 
 beauty, since, as the parts appear more manifestly as mem- 
 bers of a whole, so also the middle and the unity to which 
 they refer in common become more prominent. Now, if 
 each of these four members is turned into the opposite 
 position, so that the corner of each square or member 
 comes to lie where its side lay before, and thus appears 
 as an opposite square, and the corners touch at the same 
 time, the whole becomes still more definitely a form of 
 beauty. 
 
 If, now, each of these four members is further sepa- 
 rated into two, and thus the whole four members into 
 eight, and they enter in this way into symmetrical refer- 
 ence to the invisible but nevertheless determining middle, 
 
THE FOURTH PLAY OF THE CHILD. 187 
 
 the unity and (by the connecting greater manifoldness) 
 the inner beauty of the whole are rendered yet more 
 prominent. (Compare Plate IX, Eigs. 1, 3, 3.) But this, 
 again, conditions a double variety : either the broad sides 
 are turned toward the middle (Figs, la, 2a, and 3a), or 
 the end surfaces (Figs, lb, 2b, and 3b). In the latter case 
 the form appears radiate; in the former case, circular or 
 inclosing. These forms are counterparts. 
 
 The appearance of forms which are at once antithetic 
 and related calls for mediation or transition from one to 
 the other. Hence the radiate form must be connected 
 by intermediate forms with the circular (see Plate IX, 
 Figs. 4a, 4b, 4c). Such connecting forms are of two 
 kinds : in one kind the radiate form is within the circular ; 
 in the other it is outside the circular (Plate IX, Figs. 4a 
 and 4b). These transitional forms demand a fresh media- 
 tion ; hence the figure (Plate IX, Fig. 4c) where the radi- 
 ate form both contains and is contained by the circular. 
 (Compare with 4a and 4b.) 
 
 But now what takes place with the building blocks, 
 when they rest on their Iroad faces as in the cases indi- 
 cated (Figs. 4a, 4b, and 4c), takes place also when they are 
 placed on their long^ narrow faces (see Figs. 2a and 2b), 
 and appears again when they stand upright on their ends 
 (see Figs. 3a and 3c, where the forms on this as on the 
 preceding plate are represented in a ground plan ; thus 
 as only perceived and comprehended from above). Each 
 change of position gives rise to five new forms, and thus 
 fifteen forms are produced by placing the blocks first on 
 their broadest faces, next on their long, narrow faces, and 
 finally on end. If these three different kinds of position 
 are connected among themselves, over a hundred new and 
 constantly differing forms may be by degrees produced 
 
188 PEDAGOGICS OF THE KINDERGARTEN. 
 
 in the course of fostering the child's impulse to develop- 
 ment, and can be represented by him, for child-life gives 
 time and opportunity enough for this. So originates a 
 blissful filling up of many hours which were before un- 
 employed by the children ; or, at least employed in un- 
 meaning and worthless activity, since in each individual 
 form, and yet more in each particular series of forms, lie 
 laws of life, of Nature, and in general of formation, which 
 in that course of the development of the human being en- 
 ter into his consciousness in the comparison with Nature 
 and life. 
 
 We must now glance at another consideration, differing 
 from the preceding, but not less fruitful for child and 
 play as well as for the adult playmate. 
 
 If we survey the forms of beauty produced with the 
 fourth gift in their totality and in connection with the 
 unity from which they are developed — if, in order to at- 
 tain yet greater unity, we compare them with the forms 
 of beauty produced with the third gift — it strikes the eye 
 very significantly that all these forms and structures rest 
 inclosed, wrapped up, as it were, in the form of beauty of 
 the third gift as in a bud. We have taken, as a proof of 
 this, the form on our Plate IX, Eig. A. The first com- 
 paring glance at this, and also at the remaining forms of 
 the plate, shows how all forms (and chiefly Figs, la and 
 lb. Figs. 2a and 2b, and Figs. 3a and 3b) are conditioned 
 — one might say contained — in Fig. A as in a germ or 
 bud. But also Figs. 4a, 4b, and 4c, and those correspond- 
 ing to them which proceed from the fundamental form 
 Figs. 2a and 2b and Figs. 3a and 3b, as well as the yet 
 remaining forms which it is possible to develop by the con- 
 nection of these two fundamental forms, all rest, as it were, 
 veiled in the form of union and unity, Plate IX, Fig. A. 
 
THE FOURTH PLAY OF THE CHILD. 189 
 
 In and through what characteristic of the fourth gift 
 is grounded the vast number of different forms which 
 proceed from the single germinal form A ? Is it not be- 
 cause the three principal dimensions of space, which in 
 the cube only make themselves known as differences of 
 position in the fourth gift, become more prominent, and 
 manifest themselves as differences of size 9 These three 
 relations of size are in the fourth gift as abiding and 
 changeless as the position of the three principal direc- 
 tions was before and still is. 
 
 If we now admit that every one of the forms of beauty 
 produced with the fourth gift may be regarded and used 
 as a fundamental form just as well as Fig. A, we can per- 
 ceive what a number of forms of beauty (scarcely calcu- 
 lable, and yet more difficult to survey at a glance) may be 
 produced with this gift, and how, nevertheless, the con- 
 ditions for the representation of each longer or shorter 
 series may always be given in the most exact and definite 
 manner. To illustrate : We may require the child to pro- 
 duce either forms whose sides are all equal, or again forms 
 whose sides are unequal. Confining our attention to the 
 former class, we observe that these may be either encir- 
 cling, radiate, or made up of the two. Eestricting our- 
 selves again to this third variety of figures, we may still 
 further narrow our activity by requiring that the com- 
 ponent blocks be placed either on their largest, smallest, 
 or intermediate faces. Placing them upon their largest 
 faces, we produce the figures shown in Figs. 4a, 4b, 4c, 
 Plate IX. Finally, each of these forms is susceptible of 
 manifold alteration. Hence the fourth gift combines 
 universality, boundlessness, and freedom, with restriction 
 and limitation. In this play, indeed, law and coherence 
 emerge even from the apparently capricious and acci- 
 
190 PEDAGOGICS OF THE KINDERGARTEN. 
 
 dental, for, by following the path of development indi- 
 cated, each particular form appears as a member of a 
 relatively higher and more inclusive unity, until finally 
 all forms are related to the germinal form. Fig. A, Plate 
 IX. In the visible connection of the pure antitheses lies 
 the formative and instructive influence of this gift for the 
 child. The child early anticipates, perceives, and recog- 
 nizes how intimately the finite and infinite, necessity and 
 freedom, law, and free will are connected with one an- 
 other ; how inner limitations and law lie at the founda- 
 tion even of accident, if we are only in condition to 
 perceive and solve all the limitations and connecting 
 links and combinations given at the same time in and 
 with it. 
 
 The illustration of this universal law by means of per- 
 ceptible phenomena is, in our judgment, as important for 
 the heart and soul culture of the child as the absorption 
 of light and color through the day, and the inhalation of 
 air from the atmosphere. 
 
 How shall these representations of forms of beauty be 
 carried on with the children ? Precisely as has been al- 
 ready explained in the original delineation of these plays : 
 in the same way as mothers play with their children, of 
 their own accord, and guided by motherly love and 
 motherly feeling. Mothers observe some kind of a thing 
 which they believe will captivate the child's mind, be it 
 only for an instant, and they try forthwith to retain it for 
 the child's observation. Some particular object which has 
 a symmetric form has been represented by the mother or 
 the child, or by both together. Through its symmetry it 
 captivates for an instant the child's attention. Let us 
 assume it to be any one of the forms. Figs, la, 2a, or 3a, 
 Plate IX. The watchful mother perceives the fascination. 
 
THE FOUETH PLAY OF THE CHILD. 191 
 
 and seeks to heighten and retain it through words spoken 
 or sung — e. g. : 
 
 This is a very pretty play, 
 
 All our blocks in a wreath to lay. 
 
 If, on another occasion, the accidentally originated 
 form should be one of those represented in Figs, lb, 2b, 
 or 3b, the mother might throw it into clearer relief by 
 singing or saying : 
 
 Now all our blocks toward the middle go, 
 And clearly a beautiful star they show. 
 
 Again, if forms arise like those represented in Figs. 
 4a, 4b, 4c, the child's attention might be called to them 
 by the words : 
 
 When the stars and circles meet. 
 Then we look like flowers sweet. 
 
 Occasionally forms are produced which, though sym- 
 metrical, are not alike on all their sides. Thus the reader 
 will remember that with the third gift were produced 
 forms whose opposite sides were equal but whose adjacent 
 sides were unequal. Such figures as these may be inter- 
 preted by words calling attention to the positions of the 
 sides and the number of blocks : 
 
 Place three blocks on the left, 
 Place three blocks on the right, 
 With one above and one below, the left and right unite. 
 
 Any mother or kindergartner who sympathizes with 
 the child's habits of thought may with a little experience 
 learn to rhyme all his activities and their results. Through 
 her jingles she will make clear to the little one what he 
 has done, and thus his accidental productions will become 
 a point of departure for his self-development. Word and 
 
192 PEDAGOGICS OF THE KINDERGARTEN. 
 
 form are opposite, and yet related. Hence the word 
 should always accompany the form as its shadow. In a 
 certain sense, giving a form a name really creates the 
 form itself. Through the name, moreover, the form is 
 retained in memory and defined to thought. 
 
 In addition to wreath, star, and flower forms, the blocks 
 of the fourth gift may be used to produce wheel forms. 
 These wheel forms are transitional, and mediate the forms 
 of beauty and the forms of life. This transitional or 
 mediatorial character should be indicated to the child, 
 and through this and similar experiences he should be 
 given a presentiment of the truth that in all the phenom- 
 ena of life there is a connection of antitheses or media- 
 tion of opposites. An early foreboding of this truth is, 
 in our judgment, of the highest importance to the true 
 development of each human being, for thereby all the 
 phenomena of life are connected into a living and life- 
 giving whole, and nothing remains isolated and insig- 
 nificant. 
 
 The fourth gift has now been considered in sufificient 
 detail, and its practical use indicated in the three essential 
 directions [forms of life, knowledge, beauty]. Two points, 
 however, need further consideration : First, the play itself 
 and the adult playmate ; second, the relationship and con- 
 nection of the different gifts. 
 
 The Play a^-d the Adult Playmate. 
 
 How rich is the material afforded by this fourth gift 
 for spiritual and intellectual activity, for correct appre- 
 hension of the life of childhood, and for the develop- 
 ment of that life, has been so clearly indicated in the 
 preceding pages that it need not further be dwelt upon. 
 Nothing of abiding importance for the human being is 
 
THE FOURTH PLAY OF THE CHILD. I93 
 
 untouched by it. It throws light upon life and Nature, 
 touches the springs of feeling and thought, incites action 
 and achievement. It illustrates the laws and conditions of 
 human development, reveals its inner spirit, illuminates its 
 outer manifestations, and throws into relief its successive 
 stages. 
 
 Thus it leads to the attainment of the peace of life 
 and of the joy of life. It elevates the family into the 
 guardianship of peace and the promotion of happiness, for 
 through it means are given by which all that has living 
 worth may be drawn within the circle of family activi- 
 ties. Hence to the thoughtful adult this little play m^y 
 become a mirror which reflects the essential law of life ; 
 a point of departure and comparison, through which the 
 phenomena of life may be interpreted ; a bridge, which 
 shall connect the inner being of the child with external 
 phenomena, and conversely shall interpret external phe- 
 nomena to the heart and imagination of the child. Thus 
 our fourth gift becomes in the hands of a reflective per- 
 son a wonderful means of education; for through sen- 
 sible facts and experiences runs the path to heart and 
 mind, to will and deed. 
 
 The Relation?" akd Coiq"NECTioK of the Difeerent 
 
 Gifts. 
 It was pointed out, in the commentary on the second 
 gift, that the introduction of this gift to the child should 
 not supersede the use of its predecessor, but that, on the 
 contrary, the two gifts should be played with alternately, 
 the one thus assisting to produce a clearer apprehension 
 and more varied use of the other. The same statement 
 was made in the commentary on the third gift, and its 
 relationship to the second gift in particular was clearly 
 .i 
 
194 PEDAGOGICS OF THE KINDERGARTEN. 
 
 shown. It must, however, be repeated again, for the 
 third and fourth gifts complement each other in a strik- 
 ing manner, and their alternate use gives new life and 
 freshness to each, and is most strengthening and develop- 
 ing to the spirit of the child. Hence, if several children of 
 about the same age (from two to four years old) are play- 
 ing, some with the third and some with the fourth gift, 
 they may occasionally exchange boxes with each other. 
 Each child should pass his box in good condition to his 
 neighbor. No one should be allowed to push the contents 
 of his box in a disorderly confusion to the child with whom 
 he exchanges gifts. This requirement is essential both 
 to the retention of the child's respect for the plaything 
 and to the awakening and nourishing of his own sense 
 of order. A similar requirement must be insisted upon 
 when the child, playing alone, wishes to change from one 
 gift to the other. He must combine his component cubes 
 into a large cube, place the box over this, then close and 
 put away the box, before he is allowed to receive the new 
 gift. Such treatment of each gift as a separate and dis- 
 tinct whole is especially important, because thereby the 
 common and unifying elements of the different gifts are 
 accentuated. In like manner, when several children are 
 playing at the same time, with the same gift of the series, 
 it is important that each eight blocks or bricks should 
 have their own box. They should be taken out of this 
 box at the beginning of the play and put back into it at 
 the conclusion. They should never be kept in or taken 
 from a common box or receptacle. Unimportant as these 
 little rules may appear, they are essential to the clear and 
 definite development of the child, to his orderly appre- 
 hension of external objects, and to the logical unfolding 
 of his own concepts and judgments. 
 
THE FOURTH PLAY OF THE CHILD. 195 
 
 In a word, the play box should always be treated as a 
 loved, esteemed, and worthy companion. These three re- 
 quirements hang together. 
 
 In a word, the box of building blocks should be re- 
 garded by the child as a worthy, an appreciated, and a 
 loved comrade. The three feelings are intimately con- 
 nected. 
 
 When the child has learned to use each of the gifts 
 separately, and has seized their essential and distinctive 
 characteristics, he may be allowed to use them together. 
 This joint use of his playthings is particularly important 
 in the case of the third and fourth gifts. 
 
 Since, however, the combination of the third and 
 fourth gifts creates an expansion of the child's play, and 
 requires from him increased power of perception and 
 increased creative ability, the two boxes should not be 
 used together until their separate possibilities have been 
 thoroughly mastered. 
 
XII. 
 
 SECOl^D REVIEW OF PLAYS. — A FRAGMENT. 
 
 Petitions for a more thorough elaboration of my play 
 and occupation material have reached me from many 
 quarters. I am also requested to state in summary their 
 inner and outer connection. As one essential class of 
 these gifts has now been developed in several series, which 
 have been in use among children long enough for me to 
 observe their fruits, I gladly comply with the wishes of 
 those who have shown sympathy with my efforts. I shall 
 endeavor to connect what I have to say with the summary 
 previously presented. Since, however, the careful reader 
 is by this time in possession of many additional experi- 
 ences and insights, I shall enter more deeply into my 
 subject, and try to present it from more varied points of 
 view. 
 
 Let us take nature as our guide-post and example. 
 Let us endeavor to find the essential nature of material 
 objects and the conditions under which this nature un- 
 folds. In a word, let us study the process of natural de- 
 velopment ; for the process of development exhibits the 
 essence of the developing object, precisely as the actions 
 of a man exhibit the inner disposition which is their 
 moving spring. 
 
 In nature each object develops after its own kind. 
 
SECOND REVIEW OP PLAYS.— A FRAGMENT. 197 
 
 Seeking for the ground of this phenomenon, we come to 
 the following threefold result : 
 
 1. Each object develops in accordance with the high- 
 est and simplest laws of life ; hence, in unity and har- 
 mony with these laws and their aboriginal cause. Each 
 living object, therefore, reveals these laws in their partic- 
 ular manifestation and in their totality. 
 
 2. Each particular object develops in accord with its 
 own individual nature, and in conformity with the specific 
 laws of that nature. 
 
 3. Each particular object in nature develops under 
 the collective influence of all other objects. If any ob- 
 ject appears to be withdrawn from this collective influ- 
 ence, such withdrawal is mediate, not immediate — as, e. g., 
 when the object is shielded by a roof from the hot sun. 
 This withdrawal itself, moreover, is grounded in the 
 nature of the influence from which the given object is 
 protected — hence may be said to be a phase of this influ- 
 ence itself. 
 
 If, now, we strive to grasp in a common unity this 
 threefold process of development, we find an element 
 which, corresponding to ascending stages of development 
 is called force, tendency, life, impulse, energy, and which 
 in each particular object manifests itself in the following 
 forms : 
 
 1. As a germinating and developing power (working 
 from within outward). 
 
 2. As a receptive power [from without inward]. 
 
 3. As an assimilative and formative energy [synthesis 
 of the preceding powers]. 
 
 Thus the pivot upon which all turns is recognition of 
 life or activity, which is in union with the source of all 
 life — i. e., God. The condition of all manifestation of 
 
198 PEDAGOGICS OF THE KINDERGARTEN. 
 
 completeness in nature is the retention of this life-unity 
 {Lehens-einheit). We must see clearly the conditions of 
 complete development in nature, and then employ them 
 in human life. Thus only can we help men to attain, 
 upon the plane of human development — which means 
 spiritual development — a degree of perfection correspond- 
 ing to that which the forms and types of nature show 
 upon the plane of physical development. This dwelling 
 in life-unity is necessary even for the wisest of the wise. 
 
 Man, however — the all-surveying man — must rise 
 through ascending degrees of consciousness to perfect in- 
 sight into the ground, conditions, and goal of his life. 
 
 We observe in nature that each successive stage of 
 development does not exclude its predecessor, but en- 
 nobles, transforms, and develops it. Man, likewise, must 
 unfold and develop in unity with nature, and thus in un- 
 disturbed harmony with the life of the whole, with the 
 unity of this total life, and with its source. He must also 
 attend carefully to the manifestations of his own inner 
 life, and must nurture this inner life. He must recognize 
 that the universal and divine laws of life and existence 
 work also in him and manifest themselves through him. 
 Finally, through free choice and free self -activity he must 
 reproduce — first in feeling and later with clear conscious- 
 ness — the divine and unifying life. 
 
 Therefore we must endeavor to make our children per- 
 ceive in nature the divine unity of life. We must also 
 aid them to represent this unity in their own lives. Thus 
 shall nature and life interpret each other. 
 
 Force and life manifest themselves as formative and 
 constructive energies. We know this to be true of light, 
 heat, and other forces. Even more emphatically true is 
 it that life manifests itself and its accord with law in its 
 
SECOND REVIEW OF PLAYS.— A FRAGMENT. 199 
 
 forms. Specific life shows itself in specific structures, 
 conditioned by form and size. Form, again, manifests its 
 nature in the systematic arrangement or articulation of 
 its component parts ; size shows itself in its divisions. 
 Both size and form have multiplicity and divisibility; 
 hence both imply and depend upon number. 
 
 In order, therefore, to aid the child from the very dawn 
 of consciousness, and through the first exertions of activ- 
 ity, to rightly apprehend his environment, we offered him 
 as his first plaything the ball ; for the ball meets all the 
 conditions above enumerated, and hence may be consid- 
 ered as a representative or type of all things severally and 
 collectively. It is in a certain sense, therefore, a symbol 
 of the universal life. 
 
 In the plays with the ball the universal qualities of 
 material objects are thrown into relief. Hence through 
 these plays the child learns to recognize the qualities com- 
 mon to all things in his environment — i. e., material, 
 weight, force, cohesion, elasticity, etc. In the structure 
 of the ball he recognizes form, size, and number in undi- 
 vided unity — a three in one. Thus the ball becomes a 
 key to the child's environment, and a guide to and inter- 
 preter of nature both as regards her outer manifestations 
 and her inner life. The illustrations given in this book 
 show how both these results may be attained. In the 
 hands of thoughtful mothers and kindergartners the ball 
 becomes a help to the child in grasping the objects which 
 he sees around him, in their unity and indivisibility, and 
 it also helps him to make a right use of them. The means 
 to this twofold end are the differing and contrasting 
 qualities which the ball illustrates. The nature and rela- 
 tionship of these contrasts are accentuated through the 
 development of the sphere and cube from the ball. 
 
200 PEDAGOGICS OF THE KINDERGARTEN. 
 
 From this point we connect our second review of the 
 gifts with the review already given. 
 
 In order that the child may get clear conceptions of 
 the sphere and cube they should be given him sometimes 
 separately and sometimes together. To give them to- 
 gether is especially important, because, as has been so 
 often stated, they help the child to seize the contrasts in 
 the objects of his environment and to find their recon- 
 ciliation ; for the sphere is predominantly the image and 
 type of outwardly manifested and yet really veiled inter- 
 nality ; the cube, on the contrary, is predominantly the 
 image and type of an internality which, though only par- 
 tially manifest, is actual and unveiled in this partiality. 
 Thus the two forms are complementary. The plays with 
 the ball lead the child through the universal qualities 
 which the ball illustrates to a general (though vague?) 
 knowledge of particular bodies of nature and of life. 
 The plays with the sphere and cube, and particularly 
 those plays which incite to comparison of these contrast- 
 ing forms, lead to more specific knowledge of these several 
 subjects. 
 
XIII. 
 
 THE FIETH GIFT. THE CUBE DIVIDED EQUALLY TWICE 
 IN EACH DIMEKSIOK AND WITH OBLIQUELY DIVIDED 
 COMPONENT CUBES. EVOLUTION OF THIS GIFT FEOM 
 THE PRECEDING GIFTS, AND FROM THE NATURE OF 
 THE CHILD AND HIS ENVIRONMENT. 
 
 (See Plates X-XIH.) 
 
 In accordance with a simple, necessary, and self-con- 
 ditioned law of life, the development of the child proceeds 
 from a definite, invisible, unchangeable, implicit unity, 
 which is in harmony with a corresponding unity in the 
 cosmos, toward a goal or consummation characterized by 
 the conscious realization of unity in particularity and in 
 manifoldness. 
 
 The means of adumbrating to the child his own nature 
 and life, and the nature and life of the cosmos, are his 
 plays and playthings. 
 
 Proceeding in this manner and with allegiance to the 
 demands of his nature, we have directed the activity of 
 the child by presenting him with gifts moving from a 
 necessary unit and developing according to inner and im- 
 mutable laws. These gifts have moved from the simple, 
 uniform, soft, elastic ball to the sphere, which, though 
 equally simple, and conditioned by an apprehensible 
 though invisible center, is relatively to the ball fixed and 
 inflexible, yet even more easily movable. From the soft, 
 
202 PEDAGOGICS OF THE KINDERGARTEN. 
 
 elastic, quiescent ball, and the hard, inelastic, easily mov- 
 able sphere, we advanced to the undivided cube, an object 
 which to the uniformity of the sphere opposes the mani- 
 foldness of its faces, corners, and edges, and in contrast to 
 the movableness of the former embodies the tendency to 
 repose. From the undivided cube, whose /orm was con- 
 ditioned by contrast to the sphere, we proceeded to the 
 cube divided once in each dimension, and hence consist- 
 ing of eight comjDonent cubes ; and from this, in accord- 
 ance with requirements already fully explained, to the 
 fourth gift, a cube divided by one vertical and two hori- 
 zontal cuts into eight bricks [rectangular parallelepipeds]. 
 
 Casting a scrutinizing glance upon this series of toys 
 we discover the following law of progress : 
 
 The Ball. — A whole complete in itself ; a body round 
 yet easily alterable. [Froebel means that the soft ball is 
 easily changed in shape by pressure.] 
 
 The Sphere. — A fixed, inflexible, unmodifiable round 
 body, in which straight lines [axes] having different direc- 
 tions may be conceived although they are not visible and 
 are interchangeable. 
 
 The Ciibe. — The invisible and interchangeable straight 
 lines conceived as the axes of the sphere have in the cube 
 become outwardly visible and fixed. They retain, however, 
 equality of length. 
 
 The Cube divided once in every dimension (third gift). 
 — In this gift the straight lines and surfaces, which are 
 manifest in the undivided cube as faces and edges, are 
 revealed in their inward nature. Moreover, what the un- 
 divided cube showed once, is here repeated in each com- 
 ponent cube. Finally, in building with this gift the child 
 has now and then experiences of straight lines of different 
 lengths. 
 
\ 
 
 \ 
 
 THE FIFTH GIFT. 203 
 
 Building Bricks (fourth gift). — In this gift the right 
 lines of unequal length, now and then manifest in the 
 combinations of the third gift, become a fixture. 
 
 This review shows clearly that each successive gift in 
 the series is not only implicit in but also demanded by 
 its predecessor. Hence the fifth gift, to which we now 
 advance, must be indicated in and demanded by the gifts 
 already considered. We need, therefore, only to consider 
 their process of development in order to discover what 
 must be the character of their next successor. 
 
 The original gift in our cubical series was a cube 
 divided once in each dimension. The natural progress is 
 from one to two, hence our new gift must be divided 
 twice in each dimension. Each one of its faces will 
 therefore show a division into three equal parts, and the 
 whole cube will be divided into twenty-seven component 
 cubes. This division by threes yields an increase in the 
 number of parts, but not a developing extension in the 
 nature of the gift itself. A new feature must therefore be 
 added to this gift, and it must be one which has been met 
 with occasionally in the combinations made with the pre- 
 ceding gifts. This new feature is the diagonal. 
 
 The diagonal is demanded. Vertical and horizontal 
 lines are both straight lines. They are also in their direc- 
 tions contrasting lines. Contrasts in accordance with the 
 universal law of development imply mediation. The di- 
 agonal mediates the contrasting right lines, and hence is 
 demanded by them. 
 
 The diagonal is also suggested in the preceding gifts, 
 germinates therefore in them and sprouts from them. 
 Whenever, either in forms of life or forms of beauty, sur- 
 faces and edges meet, the oblique is transiently shown. 
 
 The demand of the new gift, therefore, is that the 
 
204 PEDAGOGICS OF THE KINDERGARTEN. 
 
 oblique line hitherto only transiently indicated shall be- 
 come an abiding feature of its material. The oblique line, 
 moreover, in accordance with previous indications, must 
 be the diagonal of a square. Now, how shall this de- 
 manded diagonal be produced ? Simply by cutting the 
 cube through opposite edges, thus dividing it into two 
 parts, each of which is a rectangular column whose ends 
 are equal triangles [triangular prisms]. 
 
 This division of the cube is demanded both by internal 
 and external considerations. The question next arises, 
 Shall the cube be divided diagonally once, thus yielding 
 only halves, or shall it be twice divided and yield quarters ? 
 Manifestly it must be divided in both ways. Finally, we 
 ask ourselves. How many of the component cubes shall 
 be thus divided? As the fundamental number in this 
 gift is three, it would seem right that three component 
 cubes should be divided into halves and three into quar- 
 ters. Through this division in one third of the cube, 
 three of the component cubes remain whole and undi- 
 vided, three are divided into halves, and three into quar- 
 ters. Hence the fifth gift is composed of twenty-one un- 
 divided component cubes, three cubes divided diagonally 
 into halves, and three divided diagonally into quarters ; 
 the whole, therefore, is made up of three times three times 
 three, or twenty-seven small cubes. 
 
 So much in explanation of the essential nature of the 
 fifth gift, its outer form, its composition, and the law of 
 its evolution. Let us now advance to 
 
 Its Use. 
 
 Before beginning his play with this gift the child must 
 apprehend it as a symmetrical whole, complete in itself. 
 The component cubes should be so packed in their box as 
 
THE FIFTH GIFT. 205 
 
 to bring the divided cubes undermost ; it is also essential 
 that cubes similarly divided should be placed in a row. 
 In conformity with this demand the bottom of the box 
 must be occupied by one row of undivided cubes, one row 
 of halved cubes, and one row of quartered cubes. The 
 eighteen remaining undivided cubes fill the rest of the 
 box. 
 
 If the cubes be thus arranged in the box and covered 
 with the lid, it is only necessary to place the box on the 
 table with the cover downward, then to draw out the 
 cover and raise the box with a steady hand. When the 
 box is withdrawn the whole cube, with its parts well ar- 
 ranged, stands before the child. 
 
 This procedure is by no means intended merely to 
 make the withdrawal of the box easy for the child, but, 
 on the contrary, brings to him much inner profit. It is 
 well for him to receive his playthings in an orderly man- 
 ner — not to have them tossed to him as fodder is tossed 
 to animals. It is good for the child to begin his play with 
 the perception of a whole, a simple self-contained unit, 
 and from this unity to develop his representations. Fi- 
 nally, it is essential that the playing child should receive 
 his material so arranged that its various elements are dis- 
 cernible, and that by seeing them his mind may uncon- 
 sciously form plans for using them. Eeceiving his mate- 
 rial thus arranged, the child will use it with ever-recurrent 
 and increasing satisfaction, and his play will produce far 
 more abiding results than the play of one whose material 
 lies before him like a heap of cobble-stones. 
 
 Since the right use of all objects, whether physical or 
 spiritual, implies primarily division and recombination, 
 or analysis and synthesis, according to definite aims, let 
 the first use of the fifth gift be 
 
206 PEDAGOGICS OF THE KINDERGARTEN. 
 
 The Representation of Forms of Knowledge. 
 
 The simplest of these forms of knowledge are obtained 
 by division. The simplest form of division is that which 
 separates the whole cube into equal parts of the least 
 number, and having the greatest similarity in form to the 
 whole cube. Therefore the first division of the fifth gift 
 is into three equal square prisms. 
 
 It will be remembered that the third gift was divided 
 in three different ways, but that the parts thus divided 
 differed only in position. In two of these divisions the 
 plane of division was vertical ; in one it was horizontal. 
 The two vertical planes differed by extending in one case 
 from right to left and in the other from front to back. 
 In the fifth gift this threefold division is repeated, and is 
 now accompanied by variation in the arrangement of the 
 component cubes. In other words, when the fifth gift is 
 divided horizontally all the divided component cubes will 
 be found in one of its thirds. When it is divided verti- 
 cally from right to left, the halved cubes will be found in 
 one of its thirds and the quartered cubes in another. 
 When it is divided from front to back, one of the halved 
 cubes and one of the quartered cubes will be found in each 
 third. 
 
 Perceptions and recognitions which are with difficulty 
 gained from icords are easily gained from facts and deeds. 
 Through actual experience the child gains in a trice a 
 total concept, whereas the same concept expressed in 
 words would be only grasped in a partial manner. The 
 rare merit, the vivifying influence of tliis play material is 
 that, through the representations it makes possible, con- 
 cepts are recognized at once in their wholeness and unity, 
 whereas such an idea of a whole can only very gradually 
 
THE FIFTH GIFT. 207 
 
 be gained from its verbal expression. It must, however, 
 be added that later, through words, the concept can be 
 brought into higher and clearer consciousness. Ehythmic 
 or harmoniously membered speech especially tends to pro- 
 duce this result. Hence all perceptions should be con- 
 nected with words, that thereby they may be more clearly 
 defined in thought. 
 
 Therefore the division and recombination of our cubes 
 may be accompanied by the words — 
 
 One whole, three thirds ; 
 Three thirds, one whole. 
 
 If, in addition to connecting the act with its interpret- 
 ing word, we connect with the words the rhythmic form, 
 then to sense-perception and intellectual apprehension we 
 shall give the apprehension of the heart, or, in other 
 words, we shall influence the whole nature of the child as 
 a triune being : 
 
 15 5 3 11 
 
 One whole now, three thirds see ; 
 
 1 5 5 3 11 
 
 Three thirds now, one whole see. 
 
 This very simple division of the cube gives occasion 
 for a great variety of representations ; the three table- 
 shaped parts produced by the horizontal division can be 
 joined so as to form a rectangular prism, whose greatest 
 length may be either vertical or horizontal (Plate X, Fig. 
 1). In either case the rectangular prism may be again 
 divided into three beam-shaped parts [square prisms] — 
 i. e., in beam-shaped parts having a horizontal position 
 (Plate X, Fig. 2), and into beam-shaped parts having a ver- 
 tical position. To the child these differences of position 
 make the beams seem as different as an oblong whose 
 greater length is horizontal seems to him different from 
 
208 PEDAGOGICS OF THE KINDERGARTEN. 
 
 an oblong whose greater length is vertical. Here, again, 
 division and recombination are accompanied bj word, 
 accent, and song : 
 
 One table — three beams ; 
 Three beams — one table. 
 
 Again, we may consider the rectangular prism formed 
 by uniting the three square prisms (Plate X, Fig. X) as 
 one long table, and, as we alternately divide and recon- 
 struct it, say — 
 
 Long table will three small ones make ; 
 To form long table three small ones take. 
 
 Or, more briefly — 
 
 Long rectangle, three squares see ; 
 
 From three squares, rectangle make for me. 
 
 In this case direct attention to upper face of prisms. 
 
 Or— 
 
 One oblong, three squares ; 
 Three squares, one oblong. 
 
 In this case the oblongs in different positions are recog- 
 nized as having the same form. 
 
 The same law must be observed here as in all other 
 plays — the law which permits the child entire freedom in 
 developing from a given point of departure. Thus pro- 
 ceeding from the rectangular prism the child may, ac- 
 cording to his own impulse, develop the rhomboidal prism 
 (Plate X, Fig. 4) to the trapezoidal prism (Plate X, Fig. 5). 
 These forms lead on to the hexagonal and pentagonal 
 prisms (Plate XI). 
 
 [Froebel omits any consideration of what the child 
 might do if his impulse did not move him to make these 
 forms.] 
 
 In all cases, however, it is an incitement to thought 
 
THE FIFTH GIFT. 209 
 
 and feeling if simple words and melodies are used to de- 
 fine the child's doings. Through such interpretation the 
 act recoils with more developing power — e. g. : 
 
 My cube I can handle 
 With ease, and you'll see 
 Six corners, where four 
 Or where five used to be. 
 
 Or— 
 
 How easy 'tis my cube to take 
 And from one form another make ! 
 
 It is both edifying and enjoyable for the child to dis- 
 cover and repeatedly represent how one form proceeds 
 from another by lawful evolution, as has just been illus- 
 trated in the series moving from the rectangular prism 
 or parallelepiped to the hexagonal prism. It is also im- 
 portant for the child to define each form in words — e. g. : 
 
 A rectangle has four right angles, etc. ; 
 
 A rhomboid has two sharp and two blunt angles. 
 
 Definitions of this kind must be given without any 
 proof, and simply as verbal expressions of perceptible 
 facts. They should be uttered rhythmically, and should 
 be interpreted by pointing with the fingers to the angles 
 indicated. Thus the words, " Two sharp angles, two blunt 
 angles," should be repeated alternately, and the angles 
 touched as they are named. 
 
 Even these definitions may be made rhythmic : 
 
 Sean well these forms, always four angles you will find, 
 Yet ever different are their sides inclined. 
 
 So when the angles are similar but have different posi- 
 tions, the following words may be said : 
 
 Though these angles alike appear, 
 In position they differ here. 
 
210 PEDAGOGICS OF THE KINDERGARTEN. 
 
 [That is, the two equal angles either on different sides 
 (rhomboid) or on the same side (trapezoid).] 
 
 In further explanation may be added the following 
 
 words : 
 
 The two that are blunt are the larger angles ; 
 The two that are sharp are the smaller angles. 
 
 And further [in case of such trapezoids as are illustrated 
 in Plate X, Fig. 5] : 
 
 Blunt angles on the shorter sides we see ; 
 Sharp angles on the longer sides must be. 
 
 In all that is done, however, the aim must be to follow 
 simply, quietly, and thoughtfully the requirements of the 
 child's inner nature — an aim which these gifts make it 
 easy to realize. The child's representations must be lifted 
 into the clearness and precision for which he longs, and 
 finally his productions must be clearly defined in words. 
 
 From this digression, to which we have allowed our- 
 selves to be led as in play by the child, we return to the 
 division of the cubes. 
 
 As the division of the cube into thirds was made in 
 three different ways, so the thirds may be divided in 
 three different ways into ninths, and these into twenty- 
 sevenths. 
 
 Again, the component cubes may be united so as to 
 form a rhomboidal, a pentagonal, or a hexagonal prism, and 
 divided in several different ways into two, three, four, six, 
 and more equal parts ; the shapes of these parts will be 
 four, five, six, and eight sided prisms. They are always, 
 however, right prisms — i. e., prisms whose lateral faces 
 form right angles with bases. The use of the cube makes 
 these facts so apparent, that they need only be indicated 
 for each person to discover them for himself and to lead 
 children to discover them. 
 
THE FIFTH GIFT. 211 
 
 The children may be incited to ejffort and discoyery 
 by rhymed question and suggestion : 
 
 Who can now the large cube change, 
 And one six-sided form arrange ? 
 
 Or— 
 
 And two six-sided forms arrange. 
 
 The cube can change, if each child only tries, 
 
 To four straight rows alike in form and size. 
 
 See ! now I can divide all these 
 
 Into five-sided forms with ease. 
 
 Whoever can handle the cube well can change 
 
 These forms, and four six-sided forms can arrange. 
 
 The four six-sided forms you now may take. 
 
 And of them two eight-sided figures make. 
 
 Look at me now, and lastly you shall learn 
 
 How two eight-sided forms to one may turn. 
 
 Four equal slanting lines we here can view"; 
 
 The other sides are equal two and two. 
 
 This cube is very changeable ; you may turn it with much ease 
 
 To forms whose bases have five sides, and more yet, if you please. 
 
 Or— 
 
 The cube its parts unites in different ways, 
 And with each change a different form displays. 
 
 The transformation of one form into another thrown 
 into relief by these lines is highly important in its devel- 
 oping influence. The forms advance from the simple to 
 the complex and return again to the simple, thus com- 
 pleting a cycle of development. 
 
 [Students of Froebel will recognize that he is trying 
 to illustrate the process of evolution, whose natural sym- 
 bol he finds in the life of the tree.] 
 
 In every case separation and division must be followed 
 by recombination. In this way there result from the cube, 
 
212 PEDAGOGICS OF THE KINDERGARTEN. 
 
 by varied groupings of its constituent parts, prisms, whose 
 bases have 4, 6, or 8 sides. [Froebel here describes these 
 prisms as " four- times-one-sided, two-times-two-and-one- 
 sided, two-and-three-times-one-sided, one- time-three-sided, 
 once two-sided, and once one-sided, four times two-sided."] 
 (See Plate XI, Figs. 1-8.) These bodies after being built 
 up may be easily resolved into their different constituent 
 prisms. The manner of doing this will be perceived at a 
 glance. 
 
 A very delightful exercise is to discover how many 
 Bquare prisms may be made of the twenty-seven cubes. 
 Such square prisms may be, first, all of equal size ; second, 
 all of different sizes ; third, part of equal and part of un- 
 equal sizes. Analogous exercises may be carried out with 
 the pentagonal and hexagonal solids. Here as everywhere 
 the point of prime importance for its formative influence 
 is the development of one form from another. 
 
 Let us illustrate this kind of exercise by the example 
 of the square prism. 
 
 First. Equal Square Prisms. 
 Of these there are three, each composed of nine cubes. 
 Second. Unequal Square Prisms. 
 
 TWO SQUARE PRISMS. 
 
 1 of 25 and 1 of 2 cubes. 
 1 of 18 and 1 of 9 cubes. 
 
 THREE SQUARE PRISMS. 
 
 1 of 16, 1 of 9, 1 of 2 cubes. 
 
 FOUR SQUARE PRISMS. 
 
 1 of IG, 1 of 8, 1 of 2, 1 of 1 cube. 
 
 FIVE SQUARE PRISMS. 
 
 1 of IG, 1 of 4J, 1 of 4, 1 of 2, 1 of i cube. 
 
THE FIFTH GIFT. 213 
 
 Third. Equal and Unequal Square Prisms, 
 
 THEEE SQUABE PRISMS. 
 
 1 of 25 cubes, 2 of 1 cube each. 
 
 FOUR SQUAEE PRISMS. 
 
 2 of 9 cubes each, 2 of 4^ cubes each. 
 2 of 9, 1 of 8 cubes, 1 of 1 cube. 
 1 of 16, 2 of 4^ cubes, 1 of 2 cubes. 
 
 FIVE SQUARE PRISMS. 
 
 1 of 16, 2 of 4^ cubes each, 2 of 1 cube each. 
 
 1 of 16, 1 of 8, 1 of 2 cubes, 2 of ^ cube each. 
 
 2 of 9, 1 of 4|, 1 of 4 cubes, 1 of ^ cube. 
 
 SIX SQUARE PRISMS. 
 
 2 of 9, 1 of 4:^, 2 of 2 cubes each, 1 of ^ cube. 
 
 SEVEN SQUARE PRISMS. 
 
 1 of 9, 1 of 8, 1 of 4, 2 of 2 cubes each, 2 of 1 cube each. 
 
 2 of 4i, 4 of 4, 1 of 2 cubes. 
 
 EIGHT SQUARE PRISMS. 
 
 1 of 9, 1 of 8, 1 of 4, 1 of 2 cubes, 4 of 1 cube each. 
 1 of 4J, 5 of 4, 1 of 2 cubes, 1 of i cube. 
 6 of 4, 1 of 2 cubes, 1 of 1 cube. 
 
 NINE SQUARE PRISMS. 
 
 1 of 9, 1 of 8, 1 of 4, 1 of 2 cubes, 3 of 1 cube, 2 of i cube. 
 
 TEN SQUARE PRISMS. 
 
 5 of 4, 3 of 2 cubes, 2 of |^ cube. 
 
 ELEVEN SQUARE PRISMS. 
 
 4 of 4, 4 of 2 cubes each, 3 of 1 cube each. 
 
 TWELVE SQUARE PRISMS. 
 
 5 of 4 cubes each, 7 of 1 cube each, etc. 
 
 I have illustrated in perhaps exhaustive detail the 
 square prisms which may be made at the same time 
 from the component cubes of the fifth gift. For this 
 
214 PEDAGOGICS OF THE KINDERGARTEN. 
 
 procedure I have had two reasons : first, to give a sample 
 of the great number of instructive forms which this gift 
 makes possible ; second, to show what beautiful combina- 
 tions proceed from these forms. 
 
 Of these combinations I will mention two : 
 
 I. Place two or more square prisms one above the 
 other, taking care that the superimposed prism is just 
 half the size of the one upon which it rests : e. g., upon 
 a square prism formed of eighteen component cubes place 
 one of nine cubes ; upon a square prism of sixteen com- 
 ponent cubes place one of eight, upon this one of four, 
 then in order one of two cubes, one of one cube, and one 
 of one half cube. 
 
 If, now, a series of these diminishing square prisms or 
 tablets be laid one upon another, in such a way that the 
 angles of one tablet alw^ays touch the sides of its prede- 
 cessor, the structure resulting will be both pretty and in- 
 structive. 
 
 Again, if while thus arranging the tablets each tablet 
 be defined relatively to its predecessor as its opposite (be- 
 cause of the contrast in position), the fact will impress 
 itself upon the mind that each opposite tablet is precisely 
 half the size of the preceding or principal tablet to which 
 it refers. Analogous observations may of course be made 
 in many ways, and in a later stage of development receive 
 accurate expression in geometry. As illustrated with our 
 gift it is a mere experience reached through play, and re- 
 lates to simple perception of a composite whole, together 
 wdth the agreeable impression of this whole upon the eye, 
 and through the eye upon the feeling and disposition. 
 
 The following words, which must be connected with 
 contrasting observations (i. e., observation of the form 
 from below upward, and from above downward), will 
 
THE FIFTH GIFT. 215 
 
 inake the relative sizes of the different tablets clear to the 
 child : 
 
 Upward, always half as large ; 
 Downward, always twice as large. 
 
 Or, with each single tablet — 
 I'm twice as large as that above me, 
 And half as large as that below ; 
 But though twofold I appear, 
 One you'll always find me here. 
 
 The second combination alluded to, and which is not 
 less interesting than the one already considered, is as fol- 
 lows : Unite two equal square prisms by their edges (or 
 corners) so that their upper surfaces form a right angle, 
 and connect these prisms by a third square prism extend- 
 ing from the free edge of one to the free edge of the other. 
 This third square prism will contain as many cubes as 
 both the two forms originally united — e. g. : 
 
 Unite two cubes by their edges to form a right angle ; 
 the connecting square prism will contain four cubes. 
 
 Unite square prisms of four cubes each ; the connect- 
 ing square prism will contain eight cubes. 
 
 Unite square prisms of four cubes and a half each ; the 
 connecting square prism will contain nine cubes. 
 
 Unite square prisms of eight cubes each ; the connect- 
 ing square prism will contain sixteen cubes. 
 
 Unite square prisms of nine cubes each ; the connect- 
 ing square prism will contain eighteen cubes, etc. 
 
 If desired, this process may be described in rhyme : 
 
 Let two equal square prisms in a right angle meet. 
 
 The prism formed is twice as large when it is quite complete. 
 
 If one desires that the explanatory word shall accom- 
 pany each stage of the representation (by which means 
 
216 PEDAGOGICS OF THE KINDERGARTEN. 
 
 word, act, and object become reciprocally explanatory and 
 vitalizing), the following lines may be used : 
 
 If you can by an edge unite 
 
 Two equal squares * with an angle right, 
 
 And by a third square can combine 
 
 Two other edges of these squares in line, 
 
 This last third square will, as you plainly see, 
 
 As large as both the others prove to be. 
 
 For tbe further development of this group of forms 
 we must refer to the complete directions for the use of 
 this gift.f 
 
 It need here only be added that the discovery and 
 combination of geometric forms other than square prisms 
 is also full of interest, and that the mathematical re- 
 lationships thrown into relief in such combinations are 
 most interesting and instructive. The combinations of 
 hexagonal prisms may be mentioned as peculiarly attract- 
 ive. 
 
 Up to this point the child has been incited to dis- 
 cover figures of like form but of different content. He 
 may now be led to discover figures having an equal cubic 
 content but dissimilar in form — e. g. : 
 
 First Series. 
 
 1. A square prism of four cubes. 
 
 2. A prism with trapezoidal base, of four cubes. 
 
 3. A prism (whose bases are isosceles triangles) of 
 four cubes. 
 
 [It will be understood that half cubes are used in 
 making the last two forms.] 
 
 * I. e., square surfaces united so as to form a right angle, 
 f These directions have never appeared. 
 
THE FIFTH GIFT. 217 
 
 Second Series. 
 
 4. A square prism two cubes long, one cube wide. 
 
 5. A rhomboidal prism of similar length and width. 
 
 6. A prism whose bases are isosceles triangles, made 
 of one whole and two half cubes, each of its legs or lateral 
 sides being of the length of two cubes, and one of these 
 sides serving as its base. 
 
 Third Series, 
 
 7. One small cube. 
 
 8. One square tablet of lour cubes. 
 
 9. One right column whose bases are one inch square 
 and whose height is four inches. 
 
 A single observation brings to light the following 
 facts : 
 
 1. Two parallel-sided quadrangles having like bases 
 are equal, if of the same height. 
 
 Whatever form the two sides show, 
 Slanting or straight, or high or low, 
 If base and height alike you see, 
 The contents too will equal be. 
 
 2. Any parallel-sided quadrangular form and a prism 
 whose bases are isosceles triangles are of equal size when 
 with the same altitude the base of the latter [i. e., of the 
 triangle] is twice as large as the base of the former [i. e., 
 of the quadrangle]. 
 
 Four corners you can bring to view. 
 While only three / show to you ; 
 And see now — I am just as tall 
 As you ; and yet that is not all. 
 For I can cover twice the ground : 
 Our contents equal thus are found. 
 
 The figures of the second series when compared with 
 one another throw into relief the first of the above-men- 
 17 
 
218 PEDAGOGICS OF THE KINDERGARTEN. 
 
 tioned facts. Again, the quadrangular figures of the 
 second series when compared with the quadrangular fig- 
 ures of the first series show that one parallelogram has 
 half the contents of another when with equal base it has 
 half the altitude. The rhyme for this is easily discov- 
 ered. 
 
 The equality of the triangle of this series with its 
 parallelograms may be thus expressed : 
 
 Four corners you can bring to view, 
 While only three I show to you. 
 Twice as tall I am as you, 
 Just as long, and it is true 
 That, as we cover equal ground, 
 Our contents equal must be found. 
 
 The triangle of the second series compared with that 
 of the first series shows that one triangle is half the size 
 of another when with half the base it has an equal alti- 
 tude. 
 
 In the third series the bases of the two square prisms 
 show : 
 
 1. Proceeding from the smaller to the larger : 
 When the base and altitude of one square prism are 
 
 equal to one half the base and altitude of another, its 
 cubic contents are only one fourth as great. 
 
 2. Proceeding from the larger to the smaller : 
 When the base and altitude of one square prism are 
 
 twice as great as the base and altitude of another, the 
 cubic contents of the former are four times as great as 
 those of the latter. 
 
 The mathematical truths shown in this third series 
 were also presented to perception in the third gift, but 
 repeated experiences are of great profit to the child. 
 
 The transition from these forms of knowledge to 
 
THE^ FIFTH GIFT. 219 
 
 forms of beauty and forms of life is a very simple one. 
 It will, however, not be readily discoverable by children, 
 who will, on the contrary, begin at once with forms of life. 
 
 FoKMS OF Life. 
 
 The one permanent and indispensable condition in the 
 production of these forms of life is that in each total 
 product all the material of the gift shall be used. Any 
 piece that is left over must be somehow placed in relation 
 to the whole, and appear as an essential member of the 
 collective representation. Closely following the inclina- 
 tions of the child, we too will now begin with the forms 
 of life ; * and this so much the more, because the mani- 
 festations of the child show that through life and deed he 
 is led to the consideration and representation of the beau- 
 tiful and the true ; and, again, that it is the apprehension 
 of the beautiful which leads to consideration, representa- 
 tion, and apprehension of the true. The child, in a word, 
 follows the same path as the man, and advances from use to 
 beauty, and from beauty to truth. 
 
 In presenting this gift I have, however, purposely given 
 the precedence to the forms of knowledge. My object is to 
 make parents and kindergartners familiar with the nature 
 of the gift and its possible mathematical combinations. 
 In proportion as the leader is thoroughly acquainted with 
 the material of the gift will be the profit of the plays to 
 which he or she will incite the child, and the pleasure of 
 such plays both to leader and child. 
 
 With regard to the production of forms of life the 
 
 * Froebel means that whereas in presenting the gift he has be- 
 gun with forms of knowledge, the true point of departure for chil- 
 dren must always be the forms of Ufe. 
 
220 PEDAGOGICS OF THE KINDERGARTEN.^ 
 
 same principle holds good as in the production of forms 
 of knowledge. It is essential to proceed from the cube 
 as a whole. In this way the conception of the whole, of 
 unity, stamps itself upon the child's mind, and the evo- 
 lution of the particular, partial and manifold, from unity 
 is illustrated. 
 
 If, now, the box is packed, as above described, so that 
 the divided component cubes lie beneath on the bottom 
 of it, it is only necessary for the child at the beginning 
 of the play to reverse the box, draw away the cover, raise 
 the box vertically and take it away, and the cube stands 
 in complete order before the child. The object may be 
 brought near to the life of the child by the words : A 
 talle — a table ; a house — a house ; or whatever else the 
 imagination compares it to or will see in it. 
 
 From this an armchair or a seat can be immediately 
 made ; it is necessary merely to place the row of halved 
 cubes upon the row of undivided cubes ; this gives the 
 back; the cubes divided in quarters can then be easily 
 separated, and each two quarters placed together in a 
 little four-sided column for arms on both sides, three col^ 
 umns to each side. This chair can be again easily changed 
 into a divan (seat of repose), and this again into a sofa. 
 From this is then soon formed another armchair with 
 half oblique back and arms, and footbench, from which 
 can be easily made a ledstead^ a chiWs hed^ etc. 
 
 Proceeding again from the cube, a large business table 
 may be represented ; from this two different sideboards, a 
 writing table, with a chair, and a basket for paper. Al- 
 though his representations are not before him at one 
 time, yet the child can comprise them all in rhyme, bring 
 them before himself in perception and remembrance, and 
 so survey them as a whole ; for example : 
 
TEE FIFTH GIFT. 221 
 
 See how many a pretty thing 
 I always from the cube can bring : 
 Chair and sofa,, bench and table, 
 Desk to write at when I'm able, 
 All the household furniture, 
 Even baby's bed, I'm sure ; 
 Not a few such things I see ; 
 Stove and sideboard here can be. 
 Many things, both old and new. 
 My dear cube brings into view ; 
 So my cube much pleases me, 
 Because through it so much I see. 
 It is a little world. 
 
 Again, proceeding from the cube, we obtain one large 
 and two small traveling trunks with arched lids ; in the 
 first an empty space of the size of one component cube. 
 
 From this, again, the course is quite simple and easy 
 to buildings and houses, which the children especially 
 like to make. House and room, table and bench, are 
 usually the first things the child represents, and he likes 
 the former best opened with doors and windows. This is 
 quite natural, for the child's world, from the remem- 
 brance of which come his formations and his concep- 
 tions, is at first principally confined to house and room, 
 table, bench, and bed. 
 
 The child's life moves from the house and its living- 
 rooms, through kitchen and cellar,* through yard and 
 garden, to the wider space and activity of street and mar- 
 ket, and this expansion of life is clearly reflected in the 
 order and development of his productions. 
 
 House stairs, and outside steps, wells, church, puUic 
 hall, the whole village with its principal buildings, then 
 
 * The child also loves to build kitchen and cellar, incited there- 
 to, perhaps, by the fascination of the hidden and mysterious. 
 
222 PEDAGOGICS OF THE KINDERGARTEN. 
 
 again the puhlic oven alone, the marTcet place ^ and here 
 again the townhall or the guardhouse^ the city gate, 
 and, going out through this, the Iridge appears. It may 
 be seen from this how intimately my gifts are connected 
 with the course of the child's inner and outer develop- 
 ment; how they promote and illuminate this deyelop- 
 ment ; how the child by means of them strengthens and, 
 as it were, grows out of himself. His representations pro- 
 ceed from his nearest experiences, and are intimately con- 
 nected with them. The child is not forcibly torn away 
 from his inner world and from his enyironment. But 
 the mother or kindergartner has many opportunities of 
 correcting the child's perceptions by his representations ; 
 and the amendments will be gladly accepted by the child 
 if only they lie within the circle of his experiences and 
 ideas. As these building gifts afford a means of clearing 
 the perceptions of the child, they give occasion for ex- 
 tending these perceptions, and for representing in their 
 essential parts, objects of which the child has only heard, 
 as was the case in the above representations. (Thus the 
 village child has heard only of the guardhouse, and the 
 city child of the public oven, and probably neither of 
 them has seen the monuments, the columns of honor, the 
 lighthouses, the hermitages, etc., which may also be rep- 
 resented.) Instructive and elevating explanations and 
 stories, forming mind and heart, can be joined with these 
 representations of the children, and experience has shown 
 that children are then doubly attentive ; it seems as if the 
 story made more impression on the child when referring 
 to his own work. 
 
 Children of five years of age, who have gone through 
 with similar exercises with the previous gifts, can build in 
 common at the same time. For example : 
 
THE FIFTH GIFT, 223 
 
 Lay four times two whole cubes in an oblong before 
 you ; place perpendicularly upon them again four times 
 two whole cubes. Over each two cubes lay two half 
 cubes, so that they touch in the middle by their sharp 
 edges; with the last two cubes, each of the two half 
 cubes yet required is represented by two quarters. In the 
 long hollow thus made sink four whole cubes. What 
 have you made which now stands before each of you? 
 " A house with an overhanging roof, four cubes high and 
 two cubes broad." 
 
 What have each of you still left ? " A whole cube and 
 two cubes each divided into quarters." 
 
 Place the one whole cube by the right gable exactly in 
 the middle of the wall. 
 
 Place one of the cubes, divided into quarters, in the 
 same way, in the middle of the left gable wall. 
 
 Divide the quartered cube into two halves, and lay 
 each of these halves in roof form on each of the two cubes 
 so that the two small roofs shall slope in the same direc- 
 tion as the large roof. What have you now ? " Two 
 little outbuildings to the right and left of the house." 
 " A large house with two little outbuildings, one on each 
 side, each of the size of one cube, with an overhanging 
 roof of a half cube." Can you, each of you, now build 
 this alone ? " Yes ! yes ! " Well, then, do it. 
 
 This play also gives great pleasure. This pleasure, as 
 well as the principal characteristics of his product, can 
 also be expressed by the child in song : 
 
 A house, a house, a house ! 
 A house belongs to me. 
 A house, a house, a house ! 
 ^ Come here, come here and see ! 
 
 In length it is four cubes, ' 
 
 In breadth it is two cubes ; 
 
224 PEDAGOGICS OF THE KINDERGARTEN. 
 
 In this house one has no fear. 
 Room, in grief and joy * is here 
 It is two cubes high ; 
 A broad roof here I spy. 
 For smaller matters stand 
 Two houses at each hand. 
 
 In order further to exercise the child's power of mem- 
 ory and conception, all the space in the house may be 
 filled with things with which the child is familiar ; for ex- 
 ample, here is the sitting-room, here the kitchen, etc. 
 
 A quite peculiar kind of architecture which the chil- 
 dren like very much is that which is designated by the 
 name of art luilding ; the forms originate especially in a 
 separation and grouping of the parts determined by sym- 
 metry and proportion, principally in vertical mural sur- 
 face extension, but also in erections having in both 
 horizontal and vertical extension at the same time ; these 
 erections receive, then, predominantly the character and 
 expression of the columnar and monumental. 
 
 From this art building in horizontal and vertical ex- 
 tension proceed then easily 
 
 The Picture Forms, or Forms of Beauty. 
 
 These forms of beauty may, however, also be pro- 
 duced by proceeding from certain forms of life and archi- 
 tectural forms — e. g., from a four-sided well, or from a 
 square table with ornaments and four cushioned seats. 
 
 "With these forms of beauty it is above all important 
 that they be developed one from another. Each form in 
 the series should be a modification or transformation of 
 its predecessor. No form should be entirely destroyed. 
 
 * " Gjbt Raum in Leid und Freud'." 
 
THE FIFTH GIFT. 225 
 
 It is also essential that the series should be developed so 
 that each step .should show either an evolution into 
 greater manifoldness and variety, or a return to greater 
 simplicity. These points have been already discussed in 
 connection with the forms of life, and also in the chap- 
 ters devoted to the consideration of the third and fourth 
 gifts. 
 
 We may either let the child proceed voluntarily to 
 these forms from any chosen form of life, or we may 
 make the series of picture forms proceed from a fixed 
 and simple starting point. Before, however, carrying out 
 the latter course the following fact should be consid- 
 ered : 
 
 The fifth gift is a cube of three times three times 
 three, and contains twenty-seven component cubes. 
 Therefore either the equilateral triangular form or the 
 square form can be represented by it. Thus all the forms 
 of beauty of the fifth gift are essentially different from 
 those of the third and fourth gifts in this, that they 
 separate themselves into two great distinct series : 
 
 The series of squares and the series of triangles. 
 
 The surest foundation of both, as series of cultivation 
 and development, is found in the forms of knowledge. 
 This foundation of the first series is found in that form 
 of knowledge in which the cube is divided into four 
 prisms (whose bases are isosceles triangles, each of which 
 is composed of four and a half component cubes), and 
 one square prism or tablet of nine cubes, around which 
 the four triangular prisms are arranged in a square form. 
 (See Supplement, Plate XII, Fig. 1.) 
 
 The second series of forms of beauty (the triangular 
 forms), on the contrary, find their best foundation in 
 that form of knowledge in which the cube is divide4 
 
226 PEDAGOGICS OF THE KINDERGARTEN. 
 
 from right to left into three equal beam-shaped parts. 
 These parts are easily put together, so as to inclose an 
 equilateral triangle. Each of the sides of this inclosure 
 is nine cubes long. (See Plate X, Fig. 4.) 
 
 We contemplate here, first of all, a series of forms of 
 beauty which can be developed from the fundamental 
 form of the square. (See Plate XII, Fig. 1.) 
 
 The essential beauty and the developing and forming 
 influence of these plays, for which the greatest freedom 
 is always given in respect to the choice of the starting 
 point, consist in the fact that when a way of formation 
 and development, a way of representation, is once entered 
 upon, and we wish to come to a definite, clear aim in a 
 definite, clear manner, we must always proceed in accord- 
 ance with the chosen way till we attain to the ultimate 
 aim of the development. This course of development, 
 everywhere perceptible in these plays, expresses itself 
 here with special clearness. 
 
 In the second place, it is important that each line of 
 development entered upon be clearly, sharply, and exactly 
 apprehended both by ourselves and by the playing child. 
 Perception must be clear, use and adaptation exact, and 
 the words in which our procedure is described specific. 
 This manner of carrying out the play is of every possible 
 advantage, not only in its influence in the culture of the 
 child's intellect, heart, and practical efficiency, but also 
 in its power of creating a trustful relationship between 
 the nurturer and the nurtured, mother and child, kinder- 
 gartner and pupil. Such a trustful relationship is kept 
 intact by an easily comprehended interchange of thought 
 and act. 
 
 So in the case before us, especially with the execution 
 of the first series of the forms of beauty proceeding 
 
THE FIFTH GIFT. 227 
 
 from the square. (Compare the above-named Plate XII, 
 Figs. 1-6.) 
 
 Inner and outer are pure opposites ; therefore it may 
 be left to the playing child himself to begin his changes 
 from the square prism in the middle, or from the four 
 triangular prisms outside. Inner and outer appear also 
 in each of these two cases as opposites ; and so the play- 
 ing child may begin his play either in the middle of the 
 square prism or in its outer cubes ; either with the inner 
 or outer sides of the triangular prism. 
 
 A still further choice is whether the movement shall 
 be on all sides (that is, on four sides), or on two and two. 
 Each beginning requires a specific development, as a cer- 
 tain limitation is always implied in so much change and 
 freedom. Of course, each series of development may ba 
 broken off at any stage, and a new one entered upon, 
 but then the playing child should himself (in the stated 
 manner, although not by words, yet clearly, according to 
 the object and the perception) give an account of the 
 connected ways of formation through which the accom- 
 plished form has resulted. 
 
 We will now proceed from the fundamental form 
 (Plate XII, Fig. 1). This form, though simple, bears a 
 great variety within itself and renders a yet greater one 
 possible. The way of formation is that of unfolding 
 from the middle on all sides. 
 
 Firstly, therefore, the four cubes a in the corners of 
 the square prism are moved outward in a straight direc- 
 tion to the point where they are, as it were, fixed fast. 
 Now, the four cubes 5 move in the same way to the four 
 sides of the square ; these together, when accomplished, 
 give the form (Plate XII, Fig. 2). 
 
 This movement of both is continued, bringing the 
 
228 PEDAGOGICS OF THE KINDERGARTEN. 
 
 first four cubes a to the corners of the principal square 
 prism, and the second four cubes h to the place of the 
 cubes a, giving the form in Plate XII, Fig. 3. 
 
 These eight cubes, continuing their path of formation 
 symmetrically (round to the right or to the left), give the 
 form in Plate XII, Fig. 4. 
 
 If this way of development is further continued, this 
 gives again the outward appearance of Fig. 3, although 
 represented by wholly different cubes or members— that 
 is, where the cube or member a stood before, the cube 
 or member h now stands, and where h stood a now 
 stands. The position of the cubes has thus wholly 
 changed, notwithstanding the outward appearance is the 
 same. 
 
 This change in the members of a whole, while the 
 whole itself remains the same, is a fact of great impor- 
 tance for the child to observe. It is a law of Nature and 
 of life, and one which must be recognized in studying 
 Nature and life. Hence in the course of our plays it 
 shall be frequently referred to, though only in the way of 
 cursory suggestion. Other important laws of Nature and 
 development will be dealt with in the same way — e. g., 
 the law that the course of development may be different, 
 but its point of departure must always be either from 
 within, from without, or from that which mediates inner 
 and outer. 
 
 The four cubes a now return to their places, the four 
 cubes 1) remain, as it were, firmly fixed at the corners ; 
 this gives the first part of the form (Plate XII, Fig. 5). 
 
 Now the developments begin in the four triangular 
 prisms, in the middle of the longer sides (which are turned 
 inward), and with the half cubes each of which is again di- 
 vided into two parts or quarters ; first,' they may, while 
 
THE FIFTH GIFT. 229 
 
 still united, merely step forth from their connection with 
 the whole, giving the form Fig. 5. 
 
 But now they may themselves separate, and, as it were, 
 one half be attracted by the middle, one half by the out- 
 side. But at the same time a development may proceed 
 in the right-angled corners of the triangular prism, so that 
 the outside corner cube &, with the one already standing 
 at the corner, may touch the two whole cubes of the cen- 
 tral prism by their edges. This gives Fig. 6. 
 
 With these ways of formation, the precise aims and 
 final form toward which the whole course of development 
 works, should be kept in mind, so that at last the whole 
 appears as a purely encircling form, or as a rectangular 
 ray-form, or as a wheel-form, connecting the two. 
 
 Each of these conceptions, again, admits of a double 
 manner of representation, and the environing form may 
 be either a circle or a square ; the crossing rays may be 
 either in right or oUique position, and the same may be 
 said of the connection of both. 
 
 Be it here remarked, in respect to all forms of beauty 
 developed both from the square or the triangular prism, 
 that it is essentially good if they be brought before the 
 playing child for quiet, clear, thoughtful consideration, 
 even if this be actually only through the relations of num- 
 ber. Thus we may proceed from a corner, which we 
 touch with the fingers, accompanying the act with words 
 
 as follows : 
 
 Two and four and one and three. 
 
 Or, while contemplating the circle form : 
 
 Two and two and two and two, 
 Four and four and four and four, 
 One and one and one and one, 
 Three and three, three and three more I 
 
230 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Or— 
 
 Four times two, 
 Four times four, 
 Four times one, 
 
 and 
 Four times three ! 
 
 (Compare Plate XII, Fig. 6.) 
 
 The fact remains to be brought out that very beauti- 
 ful forms of connection show themselves between the 
 forms of beauty from the square prism and the forms of 
 life or architectural forms ; these are the forms used in 
 fortification. Reference can here be made only to Plate 
 VIII, of the forms of beauty in the lithographed pages of 
 the fifth gift. A connoisseur in art said about this that 
 Fig. 42, Plate VIII, is actually the simple fundamental 
 form of the art of fortification. 
 
 We now turn to the triangular forms of beauty. 
 
 As the starting point, it appears here best and simplest 
 to proceed from a triangular inclosure, each side of which 
 is bounded by nine part cubes, and then fix upon the con- 
 dition of advancement, viz., that the triangle remains the 
 fundamental form of each newly developed figure; but 
 that, in order to attain at the same time greater change 
 and greater variety, one cube more at each change is by 
 degrees set free for voluntary movement ; so that the first 
 boundary form contains on each of its sides nine, the 
 second eight, the third seve7i of our component cubes, etc., 
 and in the second case one, in the third two component 
 cubes, or their parts, are destined for alternating move- 
 ment. (Compare Plate XIII, Fig. 1, the starting point ; 
 in each of its sides are nine component cubes.) 
 
 Since each side, according to the stated limitation, 
 must contain this number, so here no other alteration can 
 
THE FIFTH GIFT. 231 
 
 be further undertaken than shifting the cubes inside the 
 series, either toward the inside or outside, yet only so that 
 the direct coherence within the sides and among the cubes 
 be not thereby broken up ; thus that the pushed-out cube 
 be pushed out of a certain part (one fourth, one half, three 
 fourths, etc.) of the one side, but always so that side re- 
 main connected with side. Each side of the original 
 form, which at first was straight, may now appear as a 
 broken line, or as a serpentine line bending in and out at 
 one side or at the other, or as a wholly curved line, bend- 
 ing either inward or outward. 
 
 Simple as this alteration appears, it yet yields very 
 manifold forms, and pleases the child just on account of 
 the ease with which it can be accomplished. 
 
 Now a cube is set free for play, that is, for movement 
 (Plate XIII, Fig. 2). What different positions may this 
 one cube take ? 
 
 It may move either inside or outside of the inclosing 
 cubes. 
 
 In each of these two cases, again, it may be placed 
 either in the angle (on the corner) or at the side ; and 
 here, again, either with a side or with an edge turned 
 toward the side or the angle (corner) of the inclosing 
 line of cubes. 
 
 There are thus given six different forms, which, how- 
 ever, in the series of their representation yield a logical 
 whole, so that the child gains practice in seeking for 
 logical members. 
 
 Further, these three free cubes may combine in the 
 center of the triangle, and here, again, in a threefold 
 manner: either always with an edge, or always with a 
 side of each turned toward the other ; or, thirdly, in con- 
 nection, so that the edge of the one cube is always 
 
232 PEDAGOGICS OF THE KINDERGARTEN. 
 
 turned toward and touches the side of the other. In the 
 first case, three edges touch in the center ; in the second 
 case, each two edges, and this three times. 
 
 Here, again, is rendered prominent the law so highly 
 important for life, and therefore so manifoldly expressed 
 in nature, and hence, also, in my series of gifts — the 
 law, viz., that in nature and in life a third connecting 
 appearance always shows itself between two purely oppo- 
 site appearances. This phenomenon was pointed out as 
 essential even with the forms of beauty of the third gift, 
 and on account of its deep significance we shall often 
 return to it in the course of our demonstration. 
 
 Yet the alterations which are possible with a trian- 
 gular form, one side of which contains eight component 
 cubes, thus leaving one cube for free play, are by no 
 means exhausted by what has been now brought forward. 
 This whole component cube may again be diagonally 
 divided into two equal parts, or, otherwise expressed, 
 instead of playing with one whole cube the child may 
 be permitted to play with two half cubes in the stated 
 division. To give here all the alterations which are pos- 
 sible in this case would be impracticable, easy as they are 
 in the execution. 
 
 The principal alterations may be : First, the two 
 halves are divided (see Plate XIII, Fig. 3) ; then, again, 
 combined to form a prism whose bases are a right-angled 
 triangle. 
 
 In the first case, not only may all the combinations 
 above given with one cube be carried out — for example, 
 so that both stand either on the side of the line of in- 
 closing cubes, or in the angle where two lines meet, and 
 here, again, placed toward the outside or toward the in- 
 side; but these positions may also be manifoldly con- 
 
THE FIFTH GIFT. 283 
 
 nected ; for instance, one outside, one inside ; one at the 
 side and one in -the angle or at the corner. 
 
 In the second case, where the two halves appear as 
 triangular prisms, at least all the combinations take place 
 which have already been given above with one cube, so 
 that it is easy to suppose, and by calculation approxi- 
 mately find, that about one hundred combinations, or 
 rather different representations, are possible by means of 
 the cube divided into two halves. And we are still a 
 great distance from the end. One of the half cubes may 
 be again divided into two quarters, so that thus the alter- 
 able members are three : one half and two quarters for 
 each side. What a multitude of connections and alter- 
 ations are given by these three members, only at one side 
 and only in one direction I The total number of repre- 
 sentations beginning with these three members, accord- 
 ing to a general estimate, may amount to nearly three 
 hundred. Notwithstanding, we are not yet at an end 
 with the representations by means of one cube ; for the 
 second half cube may be replaced by two more quarters, so 
 that thus four quarters are free to move. Let us here, 
 again, assume as possible only five hundred new altera- 
 tions, which is certainly not too much in proportion to the 
 former ones ; then with the triangle (Fig. 1), where eight 
 part cubes are on each side and one part cube either un- 
 divided or in two halves, or in one half and two quarters, 
 or in four quarters, is free for alternate transposition, 
 nearly one thousand different representations are possible. 
 
 It may easily be seen from this how necessary it is to 
 separate and classify the number of possible representa- 
 tions, so that the child may not be oppressed, or at least 
 wearied, by their multitude. A want of classification 
 
 is the bane of all the combination plays for children 
 18 ^ ^ 
 
234 PEDAGOGICS OF THE KINDERGARTEN. 
 
 which have till now been known to me, and the said 
 plays lose by this their formative influence for spirit and 
 mind, as well as their applicability for life. But here 
 each limitation made excludes a countless number of 
 forms, and the child and kindergartner easily find their 
 way amid the manifold ness of possible forms, and define 
 the place where they stand. This may at least be done 
 by the guide who is a true guide in virtue of ability to 
 make such limitation and discrimination. Thus these 
 plays are not oppressive and wearying, do not lead into 
 unfathomable depths, but, on the contrary, are truly 
 strengthening and developing. The educator at least 
 always knows where he is at home, whence the child pro- 
 ceeds, whither his direction tends, and to what side he 
 turns. 
 
 As in the preceding series there were always eight 
 cubes remaining in each side of the inclosing form, so in 
 the next there must be but seven ; thus Uuo cubes are free 
 for play. These two may now be either both undivided 
 (see Plate XIII, Fig. 4), or one cube undivided, the 
 other divided ; and, again, either into two halves, or into 
 one half and two quarters ; or into four quarters (Fig. 5). 
 Or both cubes are divided either into four halves, or into 
 three halves and two quarters; or into two halves and 
 four quarters (Fig. 6) ; or into one half and six quarters ; 
 or into eight quarters. 
 
 Whoever has attentively followed the course of play 
 up to this point will be aware of the great number of 
 possible representations, and will realize how essential to 
 the welfare of the child it is to restrict the freedom of 
 change by limiting it to fixed members and by determin- 
 ing it to a definite direction and goal. 
 
 It is evident that with all the representations indi- 
 
THE FIFTH GIFT. 235 
 
 cated may be connected a movement in the environing 
 cubes. This form of change has purposely been omitted, 
 in order not to bewilder the imagination vrith too much 
 variety. These pushings in and out may, however, be 
 carried out practically with the different representations, 
 and will give to the play an entirely new charm. Here I 
 can only refer to the lithograph plates for the fifth gift, 
 especially Plate B, Figs. 10, 11, and 12, where such rep- 
 resentations are carried out. 
 
 The smaller the number of the cubes which must re- 
 main in one side of the fundamental form, the more nu- 
 merous in parts and the richer in structure become the 
 representations. The individual parts as well as the 
 whole also tend toward the curved form. I must here 
 again refer to the lithograph plates of this gift, especially 
 Plates C and D. 
 
 Erom this point the progress can be easily made to 
 two and two sided forms, rectangular as well as curved, 
 and from these to the circle as the conclusion of the 
 whole series of representations. 
 
 From these forms approximating to the circle there is 
 an easy transition to the representation of the different 
 kinds of cog-wheels, and hence to a crude preliminary 
 idea of mechanics. 
 
 Mediational between the triangular forms of beauty 
 and the forms of life are the representations of intrench- 
 ments, sconces, and redoubts. Allusion has been made 
 to forms of this kind in connection with the transitions 
 from forms of beauty based upon the square and forms 
 of life. A few of these are given on the lithograph 
 plates of the fifth gift — life forms (Plate XIX). 
 
 As the outcome of the representations indicated it is 
 clear that in the forms made with the fifth gift there 
 
236 PEDAGOGICS OF THE KINDERGARTEN. 
 
 rules a living spirit of unity. Even members and direc- 
 tions which are apparently isolated are discovered to be 
 related by significant connecting members and links, and 
 the whole shows itself in all its parts as one and living 
 — therefore also as a life-rousing, life-nurturing, and life- 
 developing totality. 
 
 In conclusion, just a single word with regard to the 
 use of the lithographed leaves. 
 
 These leaves are intended originally and predomi- 
 nantly for parents and kindergartners, and their object 
 is to help the person who is to guide the child's play to a 
 comprehensive view of the gift as a whole, in order that 
 she may intelligently follow the indications given by the 
 children, and may be able to show to the latter the mean- 
 ing of their own productions, and the connection of these 
 productions with their life, its moving impulses and its 
 demands. 
 
 Later, when the children have discovered and made 
 several, or indeed most, of the things represented by the 
 plates, or at least similar ones, then the diagrams rep- 
 resenting the things they have themselves formed may 
 be shown to them for imitation. This serves several 
 purposes : it gives them a picture of what they have 
 already represented and may again represent like the 
 picture ; it makes their insight into the whole more clear, 
 and it extends their survey ; finally, it develops their 
 power of thought, makes their conceptions richer and 
 more definite, and their representations of these concep- 
 tions more sure and fixed. Thus it awakens in them the 
 power and desire to increase such conceptions by the 
 contemplation of sculpture and pictures, whenever they 
 have an opportunity. 
 
XIV. 
 
 MOVEMENT PLATS. 
 (See Plates XIV, XV.) 
 
 IiT every activity and deed of man — yes, even in every 
 activity of the smallest child — is expressed a relationship. 
 Each act attempts to promote some end or to represent 
 some idea. To realize his aims, man, and more par- 
 ticularly the child, requires a material (a substantial par- 
 ticular means, though it be only a bit of wood, or a peb- 
 ble) with which he makes something or which he makes 
 into something. In order to lead the child to the han- 
 dling of material, we gave him the ball ; the sphere which 
 develops from it ; the cube and the other bodies discussed 
 in the chapters relating to the kindergarten gifts. Each 
 of these gifts incites the child to free self-activity, to in- 
 dependent movement. Up to the present, however, no 
 special consideration has been given to the movement 
 plays which develop from the gifts. This omission has 
 been deliberate, and has been in the spirit of my general 
 method of development and nurture — a method which 
 descends from the universal to the particular, from the 
 whole to the part, from unity to diversity. Now, how- 
 ever, that we have reached a determinate point in the 
 consideration of those plays which require a given ma- 
 terial, it is well that we should also give our attention to 
 
238 PEDAGOGICS OF THE KINDERGARTEN. 
 
 the pure movement plays. It would have been preferable, 
 before discussing the movement plays, to explain the sixth 
 gift (the cube divided into twenty-seven bricks, three of 
 which are divided lengthwise, and six of which are di- 
 vided crosswise into square prisms) ; but in this case it 
 would have been necessary to postpone too indefinitely 
 my answer to the appeals which flow in from all sides 
 with reference to the kindergarten games. To these 
 games I shall now exclusively confine myself. 
 
 For the nurture and development of childhood it 
 is by no means sufficient to respond through play 
 material to the external manifestations of unfolding 
 power. We must spy out the inner process and meth- 
 od of development and meet the needs indicated 
 thereby. 
 
 All outer activity of the child has its final ground in 
 his inmost nature and life. The deepest craving of this 
 inner life, this inner activity, is to behold itself mirrored 
 in some external object. In and through such reflection 
 the child learns to know his own activity, its essence, 
 direction, and aim, and learns also to order and deter- 
 mine his activity in correspondence with the outward 
 phenomena. Such mirroring of the inner life, such 
 making of the inner life objective, is essential, for 
 through it the child comes to self-consciousness, and 
 learns to order, determine, and master himself. The 
 child must perceive and grasp his own life in an ob- 
 jective manifestation before he can perceive and grasp it 
 in himself. This law of development, prescribed by Na- 
 ture and by the essential character of the child, must 
 always be respected and obeyed by the true educator. 
 Its recognition is the aim of my gifts and games appre- 
 hended relatively to the educator. 
 
MOVEMENT PLAYS. 239 
 
 The external .phenomena in the active life of the child 
 must not be considered externally and isolatedly by the 
 educator. They must always be studied in their relation 
 to the inner life, either as proceeding from it or in their 
 recoil upon it. The children themselves will be our guides 
 and teachers in this twofold consideration. The smallest 
 child moves joyfully, springs gayly, hops up and down, 
 or beats with his arms when he sees a moving object. 
 This is certainly not merely delight in the movement of 
 the object before him, but it is the working of the inner 
 activity wakened in him by the sight of outer activity. 
 Through such vision the inner life has been freed. Fur- 
 thermore, observation even of very small children shows 
 that they do not rest contented in the moving object, but 
 seek to find out whence the movement proceeds. Similar 
 should be the procedure of the educator with reference to 
 objects in movement (movement perhaps called forth by 
 the child's own activity). In the nurture, development, 
 and education of the child, and especially in the effort to 
 capacitate him for action, his own nature, life, energy, 
 must be the main consideration. The knowledge of iso- 
 lated and external phenomena may occasionally be a guide- 
 post pointing our direction, but it can never be a path 
 leading to the specific aim of child culture and education ; 
 for the condition of child education is none other than 
 comprehension of the whole nature and essence of hu- 
 manity as manifested in the child, and the most com- 
 plete possible realization and representation of the same, 
 from the first appearance of the man as child and through- 
 out the whole course of life. No education which fails to 
 hold this aim consciously and persistently in view can, 
 strictly speaking, claim to be an education worthy the 
 nature of man. 
 
240 PEDAGOGICS OF THE KINDERGARTEN. 
 
 After this introductory preface we consider the move- 
 ment plays, their starting point, and their course of de- 
 velopment. 
 
 Starting Poiis't an^d Course of Development of 
 THE Movement Plays. 
 
 The child, although unconsciously, strives to make his 
 inner life outwardly objective, and thus perceptible, and 
 so to become conscious of it, to see it mirrored in the 
 outward phenomena. It is for this reason that the child 
 tries to do himself whatever he sees done. 
 
 The ball may now be set in motion, either by the 
 activity of the child or that of the mother. 
 
 Let it, therefore. 
 
 Its power to prove, 
 
 Stir and move, 
 
 Go and come, 
 
 Roll and run, 
 
 Hop and spring. 
 
 Turn and swing, 
 
 Go low, then high. 
 
 In circle fly, 
 
 Go far, come, nigh. 
 
 From one place to another then 
 
 The little ball can roam again. 
 
 But it can also hide itself, 
 
 To tease the little one ; 
 
 Away into the dark can go. 
 
 Or fly toward the sun. 
 All this the little child can learn. 
 Can gladly in the ball discern, 
 And learn to trust his strength in turn. 
 What rich, what active life and thought 
 The ball to this young child has brought I 
 The life in both but one life stays, 
 Though it so many forms displays. 
 
MOVEMENT PLAYS. 241 
 
 In these activities of the ball, which in reality and 
 practice yield more variety than is here indicated, the 
 whole of the movement plays are contained as in a germ. 
 The manner of their development is also in some degree 
 implied, or shown, as it were, in a rough sketch. 
 
 As the ball stirs, moves, goes, runs, and rolls, the child 
 who is playing with it begins to feel the desire to do like- 
 wise. Thus the little game, "The child wants to go, 
 too!" was actually born of the incitement of the ball- 
 plays. 
 
 Each sure and independent movement, either of his 
 whole body or of one of his limbs, gives the child pleasure 
 because of the feeling of power which it arouses in him. 
 Even simple walking produces this effect, for it gives the 
 child a threefold feeling, a threefold consciousness : First, 
 the consciousness that he moves himself ; second, that he 
 moves himself from one place to another ; third, that 
 through this movement he attains or reaches something. 
 
 If, therefore, we desire to work beneficently upon the 
 future activity of a child, if we wish to give a solid foun- 
 dation to his later doing and creating, we must carefully 
 observe and foster his earliest activities, his earliest move- 
 ments, his first walking. 
 
 It is a well-established fact that his first walking gives 
 the child pleasure as an expression of his power. To this 
 pleasure, however, are soon added the two joy-bringing per- 
 ceptions of thus coming to something, and of being able 
 to attain something. These several perceptions should all 
 be fostered at the same time. Care should be taken that 
 the child use his whole power even in his earliest walk- 
 ing. He should move securely, firmly, and in an orderly 
 manner. In other words, he should get his limbs, and 
 indeed his whole body, into his own power. He should 
 
242 PEDAGOGICS OF THE KINDERGARTEN. 
 
 learn to use his bodily strength, and the activity of his 
 limbs for definite purposes. The careful guidance of the 
 child in these respects is important for his whole future 
 life, and undoubtedly the very first manifestations of the 
 child in his own attempts at walking point to the three- 
 fold consciousness and purpose indicated. Thus, when 
 holding by the hand or finger of mother or nurse, the 
 child makes his first attempts at walking he frequently 
 tries to go to some particular object (often, too, he will 
 avoid some particular object in order not to be impeded 
 in his walking). The effort to reach a particular object 
 may have its source in the child's desire to hold himself 
 firm and upright by means of it, but we also observe that 
 it gives him pleasure to be actually near the object, to 
 touch it, to feel it, to grasp it, and perhaps also — which is 
 a new phase of activity — to be able to move it. Hence we 
 see that the child, when he has reached the desired object, 
 hops up and down before it, and beats on it with his little 
 arms and hands, in order, as it were, to assure himself of 
 the reality of the object and to notice its qualities. 
 
 It is well, while the child is making these experi- 
 ments, to name the object — e. g., There is the chair, the 
 table, the bench, the fiower, the sister, etc. 
 
 In like manner it is well to name the parts of the 
 object — e. g. : This is, or here is, the seat ; here is the leg ; 
 here is the corner ; here is the edge, etc. Its properties 
 may also be named : The chair is hard or soft ; the seat 
 is smooth; the corner is pointed; the edge is sharp. 
 The object of giving these names is not primarily the 
 development of the child's power of speech, but to assist 
 his comprehension of the object, its parts and its proper- 
 ties, by defining his sense-impressions. Through a rich 
 store of such experiences the capacity for speech will of 
 
MOVEMENT PLAYS. 243 
 
 necessity be developed. Language will, in accord with 
 the nature of spirit, break forth of itself through the 
 augmentation of spiritual self-activity. 
 
 In order to help the child to this store of rich experi- 
 ences it is well, from the time that he begins to walk, to 
 accustom him to raise himself to his feet by the help of 
 different objects, and also to incite him to go around such 
 objects. Each new phenomenon is a discovery in the 
 child's small and yet rich world — e. g., one may go 
 round the chair ; one may stand before it, behind it, 
 beside it, but one can not go behind the bench or the 
 wall. 
 
 Proceeding in this way, the nurture of the child ceases 
 to be a task performed thoughtlessly and tediously, and 
 becomes a duty which arouses and nourishes the spirit, 
 and satisfies the inner nature. When these truths are 
 understood, the noble and blessed calling of a true nurse 
 will be entered upon not from motives of cold external 
 obligation, but for the satisfaction and fulfilment of the 
 craving for a higher degree of inward life. 
 
 The smallest child who begins to exercise the power 
 of walking loves to go from place to place — i. e., he likes 
 to turn about and to change the relationships in which 
 he stands to different objects, and in which they stand to 
 him. Through these changes he seeks self-recognition 
 and self -comprehension, as well as recognition of the dif- 
 ferent objects which surround him, and recognition of his 
 environment as a whole. Each little walk is a tour of 
 discovery ; each object is an America — a new world, which 
 he either goes around to see if it be an island, or whose 
 coast he follows to discover if it be a continent. 
 
 Aiter this apparent digression, which is, however, in 
 reality not a digression but a penetration into the heart 
 
244 PEDAGOGICS OF THE KINDERGARTEN. 
 
 of our subject, let us return to our movement plays, and 
 especially to our first movement play, " The child wants 
 to go on a journey " ; recognizing therein the point of de- 
 parture for a new and distinctive series of games — viz. : 
 
 A. The Teayelling or JouEKEYiiq^G Plays. 
 
 The significance, spirit, and aim of these plays we 
 have already recognized. They are plays whose object is 
 to exercise and develop the child's power of independent 
 movement. They are journeys of discovery. They are 
 plays which enrich the child with perceptions and expe- 
 riences. 
 
 1. The Child wants to travel^ or go about. 
 
 For this play the children stand in a circle ; the ball 
 has just moved from one child to another, and has thus 
 called forth the desire for locomotion in the child. I 
 might say that one can feel this in the children, even in 
 one particular child. Eemarking this, let the wandering 
 of the ball cease, and, while drawing the child by the hand 
 into the middle of the circle, express the observation just 
 made, " Lina [or Adolph, for example] wishes also to 
 walk about." 
 
 Or if the kindergartner perceives that the wandering 
 of the ball no longer enchains the attention of the chil- 
 dren, let her awaken the slumbering inclination of the 
 children by the question, " Will not one of you also walk 
 about?" We have never yet asked this question that 
 several children have not at the same time stepped forth 
 and called out, " I," « I," « I." 
 
 The leader now sings to the play-circle : 
 
 Our Lina [Adolph] likes to walk 
 From one place [child] to another. 
 
MOVEMENT PLAYS. 245 
 
 Or from the heart and lips of the child itself come the 
 
 words : 
 
 I, too, would like to walk, etc. 
 
 While the child who desires to walk steps up to any 
 one in the circle, reaches his hand to that one and moves 
 relatively to himself from the right to the left, but rela- 
 tively to the circle of children from the left to the right 
 hand ; the children sing ; 
 
 Our Lina [Adolph] you see will walk 
 From one place [child] to another. 
 
 As the walking child holds out the right hand, each 
 child in the circle responds by extending the right hand 
 toward him. 
 
 Smaller children can, at the first, be permitted to go 
 round merely with this silent offering of the hand ; but 
 the next time, or even at once with larger children, the 
 greeting may be added : 
 
 And wish you a good day, good day, 
 Good day, good day, good day. 
 
 Or the song proceeds from the children in the circle : 
 
 And wish us a good day, good day, etc. 
 
 The walking child, moving on, reaches his right hand 
 to another child, and says " Good day " at the same time. 
 The greeted child in the circle does the same. 
 
 The children play this game very willingly. When 
 one child has ended his walking, several more always step 
 forward who wish to "walk" in the same way. It is, 
 of course, understood that the leader must see that all the 
 children have walked at the close of the play. 
 
 An extension of this play may be added at the close 
 of the walking of each child, by asking the child, who 
 has again placed himself in the middle : 
 
246 PEDAGOGICS OF THE KINDERGARTEN. 
 
 " Whom have you then learned to know on yonr 
 journey?" 
 
 As an answer to this, the child must mention the 
 names of the children standing in the circle. This brings 
 about a double exercise : it teaches him not to pass by 
 objects without observing them, and also helps him to 
 form a definite conception of the name of the object and 
 its qualities, or at least its general impression. A third 
 exercise may be added to this, viz., older children may be 
 required to name their companions in the exact order in 
 which they were greeted. This is a very beneficial exer- 
 cise, as it links memory and perception ; it also exercises 
 the power of grasping objects in a series and of holding 
 in mind their arrangement and sequence. 
 
 Very young children may be permitted at first to point 
 with one finger to each child as he is named (the name 
 "pointing" finger receives thus its true significance). 
 Older children should merely follow with their eyes the 
 order of the children standing on the circle. The still 
 more developed child should be able to name the children 
 standing on the circle in proper order, even when his back 
 is turned toward them. Finally, when the child has gained 
 a degree of intellectual power, he should be asked to close 
 his eyes and name his comrades on the circle in their proper 
 order, and, if he has an unusually vigorous and active 
 mind, he may even mention their names in reverse order. 
 
 These hints are sufficient to show that the walking 
 game admits of a progressive development running paral- 
 lel with the development of the child's intellectual power. 
 It admits also of a progressive external development, for, 
 as the child gains power of walking longer, the children on 
 the circle can step farther apart and thus increase its size. 
 
 Instead of arranging themselves in a circle, the chil- 
 
' MOVEMENT PLAYS. 247 
 
 dren may form a square or rectangle, if the shape of the 
 playroom permits. 
 
 I purposely recur to the possibility of development 
 which lies in the simplest of the plays suggested by me ; 
 for through this capacity for development they meet the 
 requirement insisted upon, that each new and separate 
 play should develop from those already given. This qual- 
 ity of continuous evolution in correspondence with the 
 unfolding of the child gives a quite peculiar value to my 
 plays and my method of playing. 
 
 Following the genetic idea of the walking game, our 
 next development and extension of the play must be the 
 walking of all the children at once. This development 
 came of itself in the playroom, unfolding naturally from 
 the children and the game. 
 
 It is natural (i. e., it lies wholly in the nature of the 
 object and in the nature of the child) that the wandering 
 of the individual should awaken the impulse of wandering 
 in all, and should inspire the desire of wandering together. 
 Thus, in actual experience, the general wandering or trav- 
 eling game arose as a spontaneous and yet necessary de- 
 velopment, just as leaves and blossoms develop from the 
 bud. Let us now describe — 
 
 3. The General Traveling Game. 
 
 The children are standing side by side on the circle. 
 The magical question of the leader, " Would you all like 
 to go on a journey ? " raises into consciousness, or at least 
 into articulate feeling, the wish that slumbers in each 
 heart, and the children arrange themselves easily by twos 
 in a line. The leader gives expression to the wish stirring 
 in all, in the form of a song, the words of which she re- 
 peats while walking around the room. The words are 
 
248 PEDAGOGICS OF THE KINDERGARTEN. 
 
 learned with unconscious quickness by the children, be- 
 cause expressive of their own life. When learned, leader 
 and children sing in concert : 
 
 We all like well to walk about 
 
 From one place to another ; 
 
 This walking suits us well to-day, 
 
 For all things in the world look gay. 
 
 Walking, walking, walking. 
 
 I have described the blossoming of this play out of 
 the life of the children just as it actually occurred. Im- 
 agine the line of wandering children moving repeatedly 
 around the playroom, and occasionally making a change 
 by marching on its diagonal. The words " All things in 
 the world look gay " wakens the wish to see the gay and 
 beautiful world, and on the first spring day the shining 
 sun beckons through the window, and the clear blue sky 
 is seen through it, the doors open as if of themselves, they 
 open repeatedly, and the gay garland of child-flowers goes 
 through them into the open air, singing first with in- 
 creased zest the already given words, then giving words 
 to the new observations and perceptions for which God's 
 free world offers occasion : 
 
 We hear the birdies singing, 
 
 We hear their glad songs ringing; 
 We see the fruit trees blow ; 
 
 We hear the small bees humming ; 
 
 We hear the beetle [chafer] drumming ; 
 The clouds above us go — 
 
 Let us too be going. 
 
 To pasture flocks are going ; 
 The meadows green are growing ; 
 And all things joy are showing ; 
 So let us too be going ! * 
 
 * The preceding song was composed as it proceeded from life. 
 H. Langethal, to whom the words were afterward communicated, 
 
.MOVEMENT PLAYS. 249 
 
 Not merely for a change, but in order to guide the 
 child yet more to the notice of surrounding things, to the 
 perception of the increased feeling of life in his own 
 
 took up the song, for the easier singing and comprehension of 
 the children in regular stanzas, with a concluding extension as 
 follows : 
 
 We all like well to wander 
 
 From one place to another ; 
 
 This wandering suits us well to-day, 
 
 For all things in the world look gay. 
 Wander, yes, wander ! 
 
 We see the trees now blowing, 
 White clouds above us going ; 
 We hear the birdies singing. 
 We hear their glad song ringing. 
 Wander, yes, wander ! 
 
 See flocks to pasture going ! 
 The meadows green are growing, 
 We hear the beetles drumming, 
 Bees busily are humming. 
 Wander, yes, wander ! 
 
 The children now hear daily 
 The brooklets rushing gayly ; 
 Where'er our footsteps lead us, 
 There Nature's beauties feed us. 
 Wander, yes, wander ! 
 
 [Note by the Editor. — The German word wandern means, to 
 stroll, to ramble, to take a walk, to go on a journey, to travel, and 
 also simply to move or change place, or to go. The English word 
 wander has in it a sense of aimlessness, or else that of vain and in- 
 effectual seeking for some object or goal. This makes it necessary 
 to translate the word wandern in Froebel's remarks about the trav- 
 eling or journeying games sometimes by one and sometimes by an- 
 other equivalent, but very rarely by our word wander.'\ 
 19 
 
250 PEDAGOGICS OF THE KINDERGARTEN. 
 
 breast, and for the fostering of human childlike feeling, 
 the following words may also be sung : 
 
 Journeying, traveling, 
 
 Gives us joy too great to tell ; 
 
 Makes our breasts with pleasure swell. 
 
 Merry we, and safe from harm, 
 With our dear ones arm in arm. 
 
 Many good things now we know, 
 
 Pretty things we've named also ; *^- 
 
 Now a resting place choose well ; 
 
 We of all these things will tell. 
 
 According to the words of the song, when the place of 
 rest is reached questions are asked concerning what each 
 of the children has particularly remarked and retained in 
 its memory, and praise is awarded to most acute obser- 
 vation. 
 
 But these walkings or journeys can also take place 
 as — 
 
 3. Walking plays with a great number of children in 
 a relatively small space, as was shown by Principal Jeckel 
 in Frankfort-on-the-Main, suggested by our smaller walk- 
 ing play ; where they performed a walking play in which 
 several hundred children joined by fours, with a suitable 
 gay song, in a spacious school garden. 
 
 Our children in Blankenburg play this game in their 
 large playroom as well as in the open air, with great 
 willingness and delight. I think, therefore, always with 
 gratitude of the one who made us acquainted with it, and 
 especially who presented us with the suitable song. 
 
 But walking and journeyings are very often connect- 
 ed with visiting ; visiting, again, is connected with social 
 calls ; this has given rise in our circle to 
 
• MOVEMENT PLAYS. 251 
 
 4. Visiting Play^ or Going to Make Calls, 
 
 which, as will readily be perceived, is a progressive de- 
 velopment from the walking, and embodies the same 
 spirit. 
 
 The children stand opposite to each other, and accord- 
 ing to their number are arranged either against two or 
 four of the walls of the playroom. 
 
 Two of the rows, which thus stand opposite to one 
 another, now sing : 
 
 Those whom opposite we see 
 Come to yisit you and me : 
 
 and while they sing they approach each other, so that at 
 the end of the rhyme they meet in the middle of the 
 room. 
 
 One of the two rows, now standing closely opposite to 
 one another, sings, while bowing to the other : 
 
 We greet you all — we greet you all. 
 
 The second row answers : 
 
 We thank you all — we thank you all. 
 
 The two rows now unite to form a double line, and, 
 turning toward the play-leader, sing : 
 
 Come, let us all go walking ; we 
 So many pretty things will see ; 
 In our stories we will tell 
 What we see and love so well. 
 
 While the song is sung the column of children moves 
 toward one corner of the room, bends there and moves 
 along the side of the wall until opposite a second corner, 
 then turning, walks first toward the middle of the room 
 and next to the third corner. When this corner is 
 reached the column bends again and moves along the 
 
252 PEDAGOGICS OF THE KINDERGARTEN. 
 
 second wall until the fourth corner is reached, from 
 which point it diverges again toward the middle of the 
 room. Here the children remain standing in their origi- 
 nal order after having formed in their journey a figure 
 eight in a horizontal position (oo ). 
 
 The leader (or whoever else may wish to do so) now 
 goes to each child and asks what he has seen in his 
 journeys. The children may describe either what they 
 have actually seen, or something they " make-believe " 
 to have seen. 
 
 The questioner connects the different objects named 
 by means of an impromptu story in which all bear 
 some part. This story should both give the child pleas- 
 ure and convey some helpful conception of Nature or 
 human life. 
 
 Whenever the story-teller mentions an object which 
 one of the children has seen, or made believe to see, dur- 
 ing the walking in room or garden, this child must raise 
 his hand partly as a sign that he is giving his attention 
 to the story, and partly that the story-teller may be sure 
 not to omit the mention of any object. 
 
 At the close of the story the travelers sing to the 
 story-teller : 
 
 For your story now we pay 
 Hearty thanks to you to-day. 
 
 While the children sing, the double column separates 
 into two lines which face each other. Each line then 
 moves backward to its original place, singing : 
 
 We now go back and take our place ; 
 Please turn to us again each face. 
 
 If there are four lines, or, rather, two double columns 
 of children, the second column now begins the play. If, 
 
MOVEMENT PLAYS. 253 
 
 as has generally been the case in my experience, the chil- 
 dren enjoy the play and wish to repeat it, they should be 
 permitted to do so. 
 
 The sources of the children's delight in this game are 
 manifold. The song itself is pretty; the children loye 
 to greet each other ; finally, there is a fascination in the 
 winding movement, with its varied suggestion of the re- 
 lationship between center and circumference. For the 
 same reason, perhaps — 
 
 5. The Winding Brooh 
 
 was one of the first movement and traveling games de- 
 veloped by our circle of children, with whom, moreover, 
 it was always a prime favorite. 
 
 The children stand side by side in a large circle. They 
 hold each other's hands. The leader breaks the circle at 
 a point near one corner of the room, and by a series of 
 winding movements parallel to the shorter sides of the 
 room leads the children first toward the inside of the cir- 
 cle and then outward toward the wall opposite. As the 
 first child follows the leader, so each successive child fol- 
 lows his neighbor. When the winding line has thus 
 reached the opposite narrower side, it turns, going along 
 one of the long sides back to the starting point, and this 
 is repeated as often as the duration of the song requires. 
 To this the following song is sung, partly by full chorus, 
 partly more softly by a single voice : 
 
 Chorus : Side by side now, fast or slow, 
 
 Winding like a brook we go. 
 Single : By the brook the flowers blow, 
 
 Gayly past them we all go. 
 Chorus : Side by side now, fast or slow, etc. 
 Single : In the watery mirror see, 
 
 Clearly showing hill and tree. 
 
254 PEDAGOGICS OP THE KINDERGARTEN. 
 
 Chorus : Side by side now, fast or slow, etc. 
 Single : Mirrored in our hearts, too, shows 
 
 Love that toward us ever goes. 
 Chorus : Side by side now, fast or slow, etc. 
 Single : Filled with thanks and great delight 
 
 Are our hearts ; our eyes are bright. 
 Chorus : Side by side now, fast or slow, etc. 
 Single : Oh, how happy are we all 
 
 Here together, large and small ! 
 Chorus : Side by side now, fast or slow, etc. 
 Single : Now we turn in circle gay, 
 a. Singing in our childish way, 
 h. Singing in another way. 
 
 As the final chorus is begun, the play-leader tries to 
 lead the merry band of children so that with the begin- 
 ning of the last stanza, " Now we turn in circle gay," all 
 the children move in a well-arranged large circle. The 
 conclusion " a " is sung when the play is here ended ; the 
 conclusion " ^," on the contrary, when a new play is con- 
 nected with it. 
 
 This brook play forms the transition from the pure 
 journeying plays to those which through form or move- 
 ment represent some object; hence to the branch of 
 movement plays called — 
 
 B. REPEESEiq^TATION PlAYS. 
 
 One of the favorite plays which very early budded and 
 developed in our play-circle is — 
 
 1. Tlie S7iail 
 
 The children stand, side by side and hand in hand as 
 before, in a large circle ; they also like very much to play 
 this as a continuation of the brook, in which case the 
 strophe " J " is sung at the end of the latter. 
 
 The play-leader now takes the hand of one child in 
 
MOVEMENT PLAYS. 255 
 
 the circle at any point lie thinks best, breaks the circle, 
 and leads this child, whom the rest easily follow, firmly 
 clasping each other's hands, always round the inner side 
 of the circle till he has formed in his course a snail line, 
 or rather a spiral line, and stands in the middle with all 
 the children wound round him. Then, turning backward 
 himself, and going first of all between his own and the 
 next line of children, he tries to unwind from the inside, 
 which is also easily done if, firstly, the children hold firmly 
 together, and, secondly, if the snail line is not too closely 
 wound. To this the children sing : 
 
 THE SNAIL SONG. 
 
 Hand in hand, as all can see, 
 Like a little snail go we ; 
 
 Always nearer, always nearer ; 
 
 Always closer, always closer ; 
 
 Always tighter, always tighter — 
 Till in closest union stand 
 All we children, hand in hand. 
 
 At these words the play-leader should stand exactly 
 in the middle of the circle. If the circle of children is 
 large, the lines " Always tighter, always tighter " must be 
 repeated until the winding is complete and the central 
 point attained. 
 
 When the play -leader has come into the middle of the 
 circle, he turns immediately as above described, and the 
 following words are sung : 
 
 Hand in hand, as all can see. 
 Like a little snail go we ; 
 
 Always farther, always farther; 
 
 Always wider, always wider ; 
 
 Always looser, always looser — 
 From the smallest point we go. 
 Till the large ring we can show. 
 
256 PEDAGOGICS OF THE KINDERGARTEN. 
 
 With these words all the children should again be 
 standing in a closed circle, and the following lines may 
 then be sung : 
 
 Gayly we each other greet, 
 Thus our play we now complete. 
 
 The snail game frequently and fittingly forms the 
 conclusion of the circle plays. It is well adapted to this 
 purpose, since it unites all the children in one whole of 
 living activity, and finally yields the form of the circle, 
 which is symbolic of wholeness. 
 
 As an evolution from the actual play of the children 
 this game had its point of departure in the swinging of 
 the ball attached to a string around the forefinger in such 
 a way that the ball moves in a snail line, and, gradually 
 approaching the finger, finally rests against it. It is then 
 unwound by a reverse movement from the finger, and 
 finally by its own recoiling activity wound again around 
 it. In Nature the child sees the form of these winding 
 lines on the snail shells he so dearly loves. These visible 
 lines interpret the words of the song, "Always nearer* 
 always closer," also the "Always farther, always wider," 
 and help the child in feeling to connect movement and 
 form. 
 
 Enough has been said to show plainly the spirit and 
 aim of these plays. Their object is to lead the child to 
 observation and apprehension of the life that surrounds 
 him. I suggest, in addition, a few representative move- 
 ment plays which in experience proceeded freely from the 
 inmost life and needs (if I may so express myself) of very 
 little children. Who has not noticed how children love 
 to turn themselves around a smooth tree or pole while 
 clasping it with one hand or clinging to it with one arm ? 
 From this practice was developed the following play. On 
 
MOVEMENT PLAYS. 257 
 
 account of the size of our playroom, a slender column 
 stands in the middle to support the ceiling. This column 
 exercised a magnetic attraction upon the children. One 
 after another would rush to it, embrace it with his little 
 arms, and swing himself around it with shouts of pleasure. 
 As this merry play soon attracted all the children, it be- 
 came necessary to introduce a certain order into it, and so 
 resulted the following — 
 
 2. Mill Play. 
 
 Six or eight children place their right hands on the 
 smooth column and try to hold fast by it. This feat is 
 easily accomplished in spite of the small size of their 
 hands. The left hand of each of these children is grasped 
 by a second child, and the left hands of this second row 
 of children by a third row, and so on, according to the 
 number of the children and the size of the room. In this 
 manner, proceeding from the column as center, are formed 
 six or eight lines, each consisting of three or four children. 
 The whole gives the effect of rays^ or- looks like the spokes 
 of a wheel. The children should be so grouped that the 
 members of each concentric circle are of equal strength 
 and size. The smallest children should be placed either 
 in the first or the last row, in order that the length of 
 stride and quickness of movement may be proportioned 
 to their strength. If the smallest children stand in the 
 outermost circle, and if besides the leader there are pres- 
 ent several grown persons, each of these takes the hand of 
 one of the weaker and more delicate children, and thus 
 determines the speed of movement, which in the begin- 
 ning must of course be very slow. Even the smallest 
 children, however, show great agility in this play ; hence 
 the speed is soon accelerated. The leader and other adults 
 
258 PEDAGOGICS OF THE KINDERGARTEN. 
 
 must, however, watch the children individually and col- 
 lectively, and must see to it that the movement is uniform, 
 and that the order of the children is not disturbed. 
 
 As the children move around the column, the follow- 
 ing lines are sung : 
 
 The old mill wheel is never still 
 
 If strongly the clear water flows ; 
 And our mill wheel turns with a will 
 
 The way that our own pleasure shows. 
 
 In this song the whole figure produced by the children 
 is represented as the wheel of a water mill, and the child 
 is led to the perception of the moving power in himself 
 and in the water, and to a comparison of these powers — 
 i. e., of the desire which impels his own activity, and the 
 force of the water which turns the mill wheel. 
 
 In Mr. Hochstadter's kindergarten, at Frankfort-on- 
 the-Main, the whole was looked on as the wings of a wind- 
 mill, and the first four verses of the following song were 
 adapted to it, to which the four lines here following were 
 added : 
 
 See the windmill how it goes ! 
 
 As the wind so strongly blows, 
 
 Always round it turns ; it will 
 
 ) Never idly stand quite still. 
 
 Our strong wind is our own fun, 
 
 So we swiftly, swiftly run. 
 
 Quickly thus the time goes by ; 
 
 Oh, how happy now am I ! 
 
 Our children like very much to sing this song also on 
 account of its appropriateness. The comparison of the 
 power of Nature and of the mind, and the interpretation 
 of the one by the other, go through this play also. 
 
 In this same kindergarten at Frankfort the following 
 
MOVEMENT PLAYS. 259 
 
 verses were afterward added, from the children's percep- 
 tions of life : 
 
 Quickly sails the ship along, 
 
 Driven by the winds so strong. 
 
 If a stormy wind should blow, 
 
 Then aground the ship might go. 
 
 This closing of the play is also appropriate, because it 
 leads the child's attention to the disturbing effect of a 
 too vigorous movement in this play. 
 
 This game may also be played in a room without a 
 pillar, and also in the open air. The play-leader fastens 
 around his waist a piece of cloth or strong string, twisted 
 several times, which is grasped by the children standing 
 nearest, and they then turn at the same time with him. 
 In the open air this play is particularly beautiful, if a 
 smooth-barked, full-crowned tree is found for it. 
 
 When the movement has been executed once to the 
 right, it is also carried out by turning to the left. (For 
 a change, and in consideration of the small children, 
 the short triple step may be taken instead of the longer 
 stride.) 
 
 This representative play proceeded from girl-life. As 
 a complement to it I give another, which owed its existence 
 to boy-life ; this is — 
 
 3. The Wheel 
 
 Four, fivCj or six children, with their faces turned 
 toward the middle of the circle, take each other's hands. 
 At the place where two of the children, thus standing in 
 a circle, have joined hands, another steps up from the 
 other side, who grasps their joined hands with one of his 
 and stretches the other outward like a ray. A second 
 child in like manner grasps the hand of this child, so that 
 
260 PEDAGOGICS OF THE KINDERGARTEN. 
 
 in this way a four, five, or six rayed star results. Each 
 two of these rays are now again connected in a tangential 
 direction by two children who have taken hands, so that 
 in this way a larger circle results, like the first and parallel 
 with it. If there are many children, this can be repeated 
 as often as the number of the children permits. When 
 the wheel is thus inclosed, the movement begins toward 
 the side to which the faces of the children forming the 
 rays or spokes are turned. To this is sung : 
 
 See here a wheel we make, 
 
 Which turns itself around ; 
 The spokes must all be straight, 
 
 And by the felloes bound. 
 
 Principal Jeckel calls this play a star game, and has 
 carried it out with a very large number of children in 
 the spacious garden belonging to his school. 
 
 It is very evident, as has already been mentioned, that 
 through these plays, and the free and joyous self-expres- 
 sion which they involve, the child is led to observe both 
 surrounding objects and the phenomena of his own life ; 
 that through such observation he is further led to com- 
 parison and recognition of the two orders of phenome- 
 na, and, finally, to healthful and salutary judgments 
 and inferences. The pleasure with which the children 
 play these games, and others of a similar kind, may there- 
 fore have its ground in a presentiment of what is sym- 
 bolic and significant in them. May not their delight in 
 these encircling movements, for example, spring from the 
 longing and the effort to get an all-round or all-sided 
 grasp of an object ? 
 
 Through many considerations, and as the result of 
 many and various experiences, I am convinced that the 
 exalted and often ecstatic delight of children in their 
 
MOVEMENT PLAYS. 261 
 
 simple movement plays is by no means to be explained 
 through the exertion of mere physical force — mere bodily 
 activity. The true source of their joy is the dim premo- 
 nition which stirs their sensitive hearts (Gemuthe) that 
 in their play there is hidden a deep significance; that it is, 
 in fact, the husk within which is concealed the kernel of 
 living spiritual truth. 
 
 Hence it is that we can not too strongly insist upon 
 the thoughtful observation of children's plays — upon their 
 nurture and development, and upon their purification 
 from all that obscures or is foreign to their ideal content. 
 Through the exclusion of foreign elements the immanent 
 ideal of the play — which is what really stirs the soul of 
 the susceptible child — will become more powerful in its 
 influence. I am convinced that in this way we may not 
 only arouse and illuminate the ethical feeling of the child, 
 but also strengthen it and elevate it into practical activity ; 
 and, finally, that this practical moral activity will recoil 
 with blessed effect upon the nurture and development of 
 religious aspiration. 
 
 In the presentation of these plays I have purposely 
 followed their historic genesis and evolution in our own 
 circle of children. My object in this historic presentation 
 has been to show how, through holding in my own mind 
 the fundamental idea and characteristic essence of these 
 plays, I have been enabled to follow with fostering influ- 
 ence the absolutely free development of the child, and to 
 respond to the indicated needs of his being. Generalizing 
 the results of this experience it becomes apparent that, 
 through an education which is rooted and grounded in 
 the nature of man, which recognizes in that nature the 
 one true point of departure for its whole procedure, it is 
 possible to combine a fixed adhesion to the universal with 
 
262 PEDAGOGICS OF THE KINDERGARTEN 
 
 the most searching and careful nurture of the particular 
 and individual. 
 
 f To the representative circular movement plays belong 
 also — 
 
 4. The Circle, Star, Flower mid Crown Play. 
 
 The children form a large circle. The leader quietly 
 arranges it so that the more advanced children are dis- 
 tributed in the four quarters of this circle. These quar- 
 ters (of the circle) are then pointed out by the leader, 
 and the advanced child in each quarter is asked to watch 
 over the development of the play in his or her quarter, 
 and to preserve order. The whole circle moves round 
 first to the right, afterwards to the left, singing : 
 
 Side by side now, fast or slow, 
 In a large round ring we go ; 
 While around our circle going. 
 Prom our lips gay songs are flowing. 
 'Tis as pleasant, we soon learn, 
 In the smaller rings to turn. 
 And to sing out soft and gay — 
 That is happy children's way. 
 
 At the conclusion of the words " 'Tis as pleasant, we 
 soon learn," the play-leader claps his hands, and each of 
 the four quarters of the circle forms immediately a smaller 
 circle of its own, which is closed at the words " In the 
 smaller rings to turn " ; and now each of the smaller circles 
 turns round to the right ; at the repetition of the verse 
 " 'Tis as pleasant, we soon learn," each circle turns round 
 to the left. 
 
 Again the play-leader claps his hands. All the chil- 
 dren in each circle stretch the right hand into the middle 
 of the circle, reach out the left in ray form toward the 
 outside, turn to the right, and sing : 
 
MOVEMENT PLAYS. 263 
 
 Now we have formed a star, 
 
 Now we have formed a star, 
 
 Clear shining, though so far ; 
 
 Our parents love [father, mother loves] the star. 
 
 Or, generally, 
 
 Who does not love the star f 
 
 The play-leader claps again, all the children in each 
 circle stretch the left hand into the middle of it, and the 
 circle now moves to the left, singing the former song. 
 
 The play-leader claps again, each of the children in 
 each circle lays its right arm over the left, the right hand 
 turned inward above, the left turned inward below, so that 
 the opposite hand may be easily grasped by two neighbor- 
 ing children ; when this is done, the children of each circle 
 turn round to the right and sing : 
 
 Our flower's form complete must be, 
 As those we in the garden see. 
 Which with their glances bright 
 The gardener delight. 
 
 Again the play-leader claps, the children lay the left 
 hand over the right (the left turned inward above, the 
 right below), then clasp hands, turn round to the left, and 
 sing as before. At the conclusion of the song the play- 
 leader claps again, the children drop each other's hands 
 and raise their arms, the palm of the hand turned out- 
 ward. Each two neighboring children lay their opposite 
 palms firmly against one another, so that the whole forms 
 a crown with alternating points. The children turn to 
 the right and sing : 
 
 Great pains we now are taking. 
 
 Crowns for our parents making ; 
 
 We try to make them right. 
 
 Our parents to delight. 
 
264 PEDAGOGICS OF THE KINDERGARTEJI. 
 
 The play-leader claps again, and the children turn to 
 the left. 
 
 Again he claps. Each of the children lets his or her 
 hands fall on the shoulders of his or her two neighbors. 
 With this they turn and sing : 
 
 We have formed a garland gay 
 
 Which completes our little play ; 
 
 Lovingly we thus were bound 
 
 As happily we turned around. 
 
 Let us now, the selfsame way, 
 
 Turn in circle large and gay ; 
 
 Clear and loud our merry singing 
 
 From the echo back is ringing. 
 
 Though both star and wreath have vanished, 
 
 From our circle none are banished. 
 
 At the words "Let us now, the selfsame way," the 
 play-leader claps, and the four circles open in the places 
 turned toward the middle of the room. From this point 
 each circle swings or goes backward in the two opposite 
 directions outward, so that the four smaller circles now 
 again stand in the large circle as in the beginning of the 
 play. Here the children standing by one another (who are 
 as yet separate) take hands immediately, and at the words 
 " Turn in circle large and gay " the whole circle turns 
 round to the right. After the concluding words the circle 
 dissolves. Each child gives his right hand to his two 
 neighbors. 
 
 These four representations — circle, star, flower, and 
 crown — are considered and treated in a composite and 
 connected play ; but with quite small children, each may 
 be played by itself as a single game, and several times re- 
 peated, though the intermediate children like very much 
 to play it as a coherent whole. 
 
 The nature and spirit of this play are plain — viz., that 
 
MOVEMENT PLAYS. 265 
 
 the children are to be led by it to the observation of 
 Nature, of their own life, of the movements of their 
 hearts and of their childlike human feelings, and to the 
 fostering of these as of their thoughtful child life in 
 general. 
 
 From these plays develop— 
 
 C. The Kukkikg Plats. 
 
 The child seeks to exercise his ever-increasing power 
 of walking, and to measure his strength with that of 
 others ; the pure running plays, the outrunning and over- 
 taking plays, are the first plays of the completely devel- 
 oped power of movement. The play with his ball incites 
 the child to movement games, and gives him an oppor- 
 tunity to practice them. The little ball escapes from the 
 child's hand ; it runs away, and the child tries to overtake 
 it, to reach it by running after it. But the pure running 
 plays are also developed from the play itself. Up to this 
 time — 
 
 1. The Racing Game 
 
 is the prime favorite with our children. It is played in 
 the open air, on the playground, and on the sufficiently 
 broad garden paths, as well as in the spacious playroom. 
 
 This racing ground is a large, quadrangular course, 
 which incloses the beds and gardens of the children as 
 the frame incloses a slate. 
 
 The V3hildren are arranged by twos, as nearly as pos- 
 sible according to equal size, strength, and dexterity. 
 
 Each pair of children step in turn before the play- 
 leader into the course in the middle of one of the broad 
 sides, back to back. The play-leader and the remaining 
 
 children sing : 
 20 
 
266 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Children, your limbs move now — 
 Run ! Your swiftness prove now. 
 Run now — run now faster, 
 Faster still, and faster ! 
 
 At the word " run " the leader claps his hands, and the 
 children, using all their power, run in opposite directions. 
 At the point opposite from the starting place the runners 
 pass each other, and each of them tries to reach first the 
 opened arms of the play-leader. 
 
 Upon the second repetition of the race two of those 
 who have won the prize in the former race go first into 
 the course. Even this very simple movement game is 
 played by the children with great pleasure. 
 
 Other running plays will be mentioned when we reach 
 the point whence they proceeded, as it were, from the life 
 of the children with their gifts. 
 
 Hitherto the position of the hody and the movement 
 of the limhs have not been restricted, hut both of these 
 can be considered in simple walking. This gives — 
 
 D. The Puke Walking Games. 
 
 Be it said, by the way, that the name wallcing games 
 (since girls also share them) is much more appropriate 
 than the foreign designation of " marching." 
 
 1. The Simple Wallcing Game. 
 
 This can be done in a single row as well as in a double 
 row by children standing in pairs ; the latter is easier for 
 the children, and they like it better. 
 
 A good deal of discretion can be used in the arrange- 
 ment of the children. Either a larger child can be placed 
 with each smaller one, or children of like size can be put 
 
MOVEMENT PLAYS. 267 
 
 together, and then again either the largest or the smallest 
 children may be permitted to take precedence. The room, 
 playground, or garden is then traversed in various straight 
 and curved, circular and winding movements, to which 
 the following words are sung : 
 
 Step by step now let us go, 
 
 Equal paces take also. 
 
 Not to right nor left we turn ; 
 
 To keep the knees straight, we must learn. 
 
 Upright must the body be, 
 
 Head and chest and leg and knee ; 
 
 Turning out the feet must be. 
 
 And the arms be hanging free. 
 
 Not too near nor far away 
 
 From his neighbor, may one stray. 
 
 How glad are we, as two by two 
 
 We march with measured step and true ! 
 
 Or the play may be accompanied by the simple little 
 song composed by the before-mentioned Herr Langethal : 
 
 We move in equal spaces. 
 And all make equal paces, 
 La, la, la, etc. 
 
 This walking play always gives the children great 
 pleasure. 
 
 In changing the play and the room, the children, who 
 are going in pairs behind one another, merely sing : 
 
 Breast to back now, that's well ; so 
 To our playing let us go. 
 
 That disorder and rough disturbing willfulness may 
 never enter, it is a good plan, wherever it is possible, to 
 accompany each change in the play by rhyme and song ; 
 so that the latent sense of rhythm and song, and, above all, 
 the sense of order in the human being and child, may be 
 
268 PEDAGOGICS OF THE KINDERGARTEN. 
 
 aroused and strengthened to an impulse for social co- 
 operation. 
 
 .With the simple walking plays may be sung simple 
 melodies without words. Such melodies are especially 
 adapted to the longer walks taken out of doors, when 
 such walks are over level paths. 
 
 2. Circular Walking Game. 
 
 The walking plays, which take place around a circle, 
 are always more difficult than those in which the move- 
 ment is straightforward, because the feet have to be set 
 sidewise. It is therefore well to practice the latter first, 
 and to use them oftenest, especially with very small chil- 
 dren. Nevertheless, it is noticeable that circular position 
 and circular movement seem to have a special attraction 
 for the smallest children. Therefore it is well to com- 
 bine the two forms of play by allowing the children to 
 move around a circle ; only, instead of moving sidewise, 
 to walk one behind the other, singing : 
 
 Breast to back now, that's well, so ; 
 In the circle let us go. 
 
 In the specific circling games the children stand, not 
 breast to back but side by side and hand in hand. When 
 the object is to direct attention to the circle itself, the 
 children sing : 
 
 Merrily now, side by side. 
 In a circle round we glide. 
 
 If, however, attention is to be directed in part and 
 prominently to the turning out of the feet, the children 
 
 sing: 
 
 Feet turned outward, that's fine, so ; 
 Gayly in a ring we go. 
 
MOVEMENT PLAYS. 269 
 
 For the movement plays thus far considered the freely 
 moving ball has furnished incitement and type. The ball 
 attached to a string gives the incitement and point of de- 
 parture for another series of plays. To illustrate : The 
 children stand in an orderly circle around the leader ; 
 the leader reaches the ball (fastened to its string) to any 
 one of the children ; he himself retains firm hold of the 
 string ; he pulls the string slowly, the ball escapes from 
 the child's hand and swings rhythmically here and there 
 before him. The leader gives words to this phenome- 
 non by singing : 
 
 The Uttle ball moves easily, 
 
 There, here — there, here — there, here. 
 
 He now either asks the child from whose hand he lets 
 the ball escape, " Will you also do what I have done?" or, 
 generally, " Who will try to do as I have done ? " 
 
 Usually several children come forward, and, decided 
 by good reasons, he chooses one of them, places him in 
 the middle of the circle of children, lets him make the 
 swinging movement with the ball, and at the same time 
 sing twice the above-quoted words. 
 
 The first time this game was played I noticed that the 
 movement of the ball seemed to affect the children mag- 
 netically. As the ball moved, many of them moved also, 
 bending first on one side, then on the other. Afterward 
 this happened again. The movement of the children was 
 immediately given a rhythmic form, and thus arose a 
 whole series of movement plays proceeding from the ball, 
 which aim at the definite training of the body and its in- 
 dividual members. 
 
270 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Movement Plats proceeding from the Ball on 
 THE String, which have iis" view at the same 
 Time an Exact Training of the Body and 
 Limbs. 
 
 A. Swinging Movement Plays. 
 
 As soon as the ball, which has been swung by the child 
 standing in the raiddle of the circle, has ceased to move, 
 the general impulse of the children to move likewise is 
 greeted by the following song : 
 
 We too can move lightly 
 Here and there, here and there. 
 
 Accompanying the song, the children move their bodies 
 lightly from one side to the other. As they sing the word 
 " we " they rest firmly on the left foot and slightly raise the 
 right ; with the next syllable they rest upon the right foot 
 and raise the left. This rhythmic alternation occasions a 
 slightly waving movement of the upper part of the body. 
 Manifestly the rhythmic alternation may proceed from the 
 right foot to the left, as well as from left to right, and 
 thus produce a waving movement in a direction opposite 
 to the one already described. 
 
 This waving movement, when continuous and uniform, 
 not only delights the children but has a very pleasing 
 effect, resembling a field of grain moved by the wind. It 
 is of course understood that the leader watches the circle 
 and sees that it is kept in good order. Each member of 
 the circle should have a chance to lead, for it is especially 
 developing to a child to recognize himself on the one hand 
 in his own independent activity, and on the other as the 
 member of a well-ordered totality. 
 
 To stand in the middle of the circle and freely swing 
 
MOVEMENT PLAYS. 271 
 
 the ball gives the children great delight, and I am firmly 
 convinced that it is important for the welfare and develop- 
 ment of the child that this delight should be fostered. 
 Hence I am of the opinion that this game should be re- 
 peated often enough to allow each of the participating 
 children to act as leader. 
 
 When the circle is a large one, however, it becomes 
 necessary to introduce another movement to alternate with 
 the rocking movement of the whole body. The most 
 obvious movement which suggests itself is the swinging 
 of the arms, and, primarily, the swinging of one arm alone, 
 beginning naturally with the right arm. 
 
 Thus, when the child in the middle of the circle has 
 swung his ball after the fashion of a pendulum, each child 
 in the circle may swing his right arm, accompanying the 
 movement with the words : 
 
 My arm is lightly swinging 
 Here and there, here and there. 
 
 According to the feeling of the children, either these 
 two lines or only the last line may be repeated twice. 
 
 Instead of the words " here and there," may be sung 
 the words "front," "back." 
 
 In order that the play may have a developing effect 
 upon the children, it is important that there should be 
 harmony of action. Hence care must be taken that the 
 motion of the arm is the same at each repetition of the 
 words. Thus, with the words " front," or " here," the arm 
 should be swung toward the center of the circle ; with the 
 word " back " or the word " there " it should be swung 
 toward the circumference of the circle. 
 
 Only through this harmony of word and movement 
 can the true life and spirit of this play work freely and 
 effectively, and exert its fostering influence. 
 
272 PEDAGOGICS OF THE KINDERGARTEN. 
 
 After repeating the movement with the right arm from 
 four to six times, it should be carried out with the left 
 arm, to the accompaniment of the words — 
 
 My left arm now is swinging, etc. 
 
 Next, both arms may be swung, and this in several 
 different ways. 
 
 First. With both arms parallel to the sides, and here 
 again — a. Both arms may be swung at the same time and 
 in the same direction ; or, t). The two arms may be swung 
 alternately and in opposite directions, to the song ; 
 
 Both arms I swing lightly, 
 Front and back, front and back. 
 
 Second. Both arms may be parallel to the breast, and 
 here again — a. Both arms may be swung at the same time 
 and in the same direction ; or, b. The two arms may be 
 swung alternately and in opposite directions. 
 
 Simultaneous movements may also be executed by the 
 children standing with intertwined arms, around the circle. 
 
 Similar movements may be made with the legs, though 
 they naturally admit of less variety. Thus : 
 
 The right leg here and there, or front and back ; left 
 leg moved in same manner; right leg sideways to the 
 right ; left leg sideways to the left. 
 
 For a change may be sung the words— 
 
 Or- 
 
 Happy and successful I always shall be, 
 Swinging my arms [legs] like the pendulum free. 
 
 My arm swings quickly to and fro, 
 And like the pendulum doth go. 
 
 If exercise of the hip joints seem desirable, the trunk 
 may be moved in the same way while the lower part is 
 held firm, singing : 
 
MOVEMENT PLAYS. 273 
 
 I bend my body, too, 
 
 Front and back, front and back. 
 
 To make the swinging of the ball and the swinging of 
 the arms points of departure for the perception of living 
 Nature, and in order to give more precision to the obser- 
 vation of nature, the following words by Langethal may 
 be sung as an interpretation of the movements already 
 described : 
 
 When they like wind-blown twigs appear. 
 Well pleased are then the children dear, etc. 
 
 If the number of the children is not too large, the 
 leader may call each child singly into the circle, grasp it 
 under the arms, and, lifting it, allow the closed legs to 
 swing to and fro while the trunk remains quiescent. Suit- 
 able words will of course accompany this exercise. 
 
 This play will be a pleasant rest for the children if 
 they have previously been playing very active games. 
 
 When the ball is vigorously swung toward either of the 
 two sides, it swings also wholly around itself, or in a circle 
 around the finger tips which are holding the string fast. 
 This circling movement of the ball on the string swung 
 by the finger tips of the right hand now gives rise to a 
 whole series of circling and turning child plays. 
 
 B. Circling and Turning Movement Plays proceeding 
 from the Ball. 
 
 The child, standing in the middle of the play circle, 
 connects again with his earlier play with the ball, by sing- 
 ing while at the same time swinging the ball : 
 
 My little ball moves easily 
 There, here— there, here— there, here — 
 And then it swings around. ' 1 
 
274 PEDAGOGICS OF THE KINDERGARTEN. 
 
 The children standing in the circle then move, rock- 
 ing from one foot to the other [or, in other words, poising 
 themselves first on one foot and then on the other], as 
 aboye stated, and sing : 
 
 And we like to move easily, 
 There, here — there, here — there, here — 
 And then we move around. 
 
 With these latter words the whole circle goes round 
 either to the right or left. 
 
 Each time, after all the children have turned in the 
 circle, another child steps into the middle of the circle 
 and swings the ball. 
 
 Just as all the children turned in a circle, so may each 
 child turn one of its limbs in a circle. Thus the child 
 standing in the middle can sing and show — 
 
 My little ball, etc., 
 
 And then it swings around. 
 
 Upon this, all the children in the circle sing : 
 
 My arm, too, can, etc., 
 And then it swings around. 
 
 The arm hanging vertically can now be swung either 
 from behind toward the front or vice versa. 
 
 As with the right arm, so with the left ; and as with 
 the arms, so with the legs. With the swinging of the legs 
 the resulting circle is, of course, horizontal, as that with 
 the swinging of the arms is vertical. 
 
 With the circling swinging of the arms may also be 
 sung for a change : 
 
 As the wind turns the sails of the mill, 
 So my arm turns when moved by my will. 
 
 This movement may also be used as a windmill play. 
 
MOVEMENT PLAYS. 275 
 
 One of the children steps into the middle of the circle, 
 swinging its arm round, and singing : 
 
 When fresh and strong the wind blows, 
 Around with speed my mill goes. 
 Though small the mill may be, 
 It grinds fine meal for me. 
 
 The circle of players then turn around the child in 
 the middle, and sing : 
 
 Because the miller good meal made, 
 Our thanks to him shall now be paid. 
 
 Another child now steps forward, and sings : 
 
 Please let me grind as well as you, 
 And then to me thanks will be due. 
 
 The song begins again : 
 
 When fresh and strong the wind blows, etc. 
 
 All the children may turn their arms at the same time. 
 To do this they must stand at a suitable distance from 
 each other, and hence form a considerably enlarged circle. 
 The following words may be sung : 
 
 The mill stands high on the windmill hill ; 
 The strong wind blows it — it stands not still ; 
 The people bring the grain to the mill, 
 Which grinds it to meal, the bags to fill ; 
 The baker bakes it — he has great skill. 
 And little children eat with a will. 
 
 The many-sided developing influence of this play may 
 be plainly seen. The final form of the game can be played 
 as the conclusion of the whole series of exercises, and after 
 several children have individually represented the mill. 
 
 With the circling movement of the legs and feet, the 
 ball on the string is to be swung so that it describes a 
 horizontal circle : 
 
276 PEDAGOGICS OF THE KINDERGARTEN. 
 
 i 
 
 Round and round quickly my feet I can swing, 
 And, like the ball, I can make a round ring. 
 
 With the circling movement of the ball on the string 
 (especially when played in the circle), attention may be 
 called to the fact that one side of the ball looks toward 
 the middle, or that it always points out the middle by its 
 string. The child who turns the ball by the string, with 
 constant attention to its action, sings : 
 
 As the ball goes high and low, 
 It always does the middle show. 
 
 This indication now again points to a new series of 
 pure movement plays. All the children of the circle raise 
 the right arm to a horizontal position, point with it to the 
 middle, and, turning in a circle, sing : 
 
 Round and round now as we go, 
 We, pointing, do the middle show. 
 
 What was at first done with the right arm is now done 
 with the left. 
 
 Now the children let their arms sink, turn all their faces 
 toward the middle of the circle, turn themselves, and sing : 
 
 In a circle now turn we. 
 And always do the middle see. 
 
 Especial care must here be taken that the circle is a 
 perfect one. The children will themselves notice that the 
 more perfect the circle, the more clearly can the middle 
 be seen and the more precisely can they point to it. This 
 is also brought forward by the song : 
 
 If now the ring is wholly round, 
 The middle easily is found. 
 
 When this is clearly recognized by the playing children 
 the leader asks : " Can any one now show me the middle ? 
 
MOVEMENT PLAYS. 277 
 
 Can any one step into the middle?" A many- voiced 
 " Yes ! " will certainly follow. 
 
 The leader now begins with the child who he thinks 
 has best understood what he has asked, and says, turning 
 
 to him : 
 
 Dear one, I pray thee 
 The center to show me. 
 
 The leader then conducts the child as slowly as pos- 
 sible to the exact middle of the circle, lets him stand there 
 a few seconds, and then leads him back, singing : 
 
 Our order you fulfilled with grace, 
 Now step back to your former place. 
 
 In this manner the leader conducts each child in the 
 circle to the middle and back again. We saw this play 
 carried out more than three years ago in several institu- 
 tions with quite young children, and always to their de- 
 light. It may also be mentioned that this play was in 
 one case spontaneously originated by the children of such 
 an institution. Langethal, to whom this fact was com- 
 municated, has developed the play and written the follow- 
 ing words : 
 
 Dear one, I beg thee 
 
 The middle to show me ; 
 
 Then we shall know 
 
 How we should go. 
 
 If while turning in the circle there is any disorder or 
 any deviation from the curve, etc., it is the duty of the 
 child who stands in the middle to call attention to this 
 deviation by raising his arm toward the side of the circle 
 where the disorder exists. If the child fails to do this, 
 the circle has the right to make him attend to his duty, 
 
 by singing : 
 
 Would you in the middle stay f 
 You must order keep alway. 
 
278 PEDAGOGICS OF THE KINDERGARTEN. 
 
 This reciprocal effect of center and circumference 
 upon each other have aroused great interest whenever 
 the play has been repeated, and the circle has always 
 joyfully submitted to the decision of the little leader, 
 although small cases of disorder have been purposely in- 
 cited in order to test the attention of the leader. 
 
 From this play is now developed " Child, turn thee," 
 a play which, therefore, should follow those above de- 
 scribed, and which, just because it has by degrees pro- 
 ceeded from child life, is very willingly played by the 
 children. 
 
 The children arrange themselves according to their 
 number in three, four, and even more circles of six or at 
 the most of eight children. Children of different sizes 
 must stand in each circle, so that the smaller ones may be 
 joined with the larger. The circles must be so disposed 
 in the playroom that, considered together, they again 
 form a whole circle. 
 
 The largest child in each circle is the leader of that 
 circle ; the general leader of all the circles stands in the 
 middle, so that the movements in all the circles take place 
 simultaneously. Particular and general are beautifully 
 brought together, and, as it were, reciprocally join hands 
 for united and clear representation; for the very spirit 
 and character of my plays demand that the child act with 
 the fullest and purest demonstration of his individual life, 
 and at the same time in accord and harmony with, in 
 respect for and with acknowledgment of the whole and 
 its requirements. Without fidelity to this higher spirit of 
 play and life which can actually show itself even with ten 
 or twelve children, the plays would lose their significance 
 for mind and heart. 
 
 The children, arranged as described, turn and sing at 
 
MOVEMENT PLAYS. 279 
 
 the same time in the different circles at a sign from the 
 plaj-leader : 
 
 We stand here hand in hand, and sing, 
 
 And wish to turn round in a ring ; 
 
 But first we would the middle know : 
 
 To the child who will it show, 
 
 Our hearty thanks shall surely go. 
 
 The child who offers himself for this position, or any 
 child the leader chooses, is now placed exactly in the mid- 
 dle of the well-formed circle, and the children in the cir- 
 cle bow toward the middle, and sing : 
 
 We bow to you, we bow to you. 
 
 We bow to you. 
 And while your little song you sing. 
 We'll join, and move round in a ring. 
 
 The child standing in the middle claps its hands, and 
 sings (the rest softly accompanying it) : 
 
 Around, around, in ring around, in ring around, 
 Always around, yes, always around. 
 
 IJpon this, the circle turns to the right. 
 
 At the end of the song the child claps his hands again, 
 and the circle turns to the left, to the accompaniment of 
 the same song. 
 
 After the conclusion of the song the child claps again, 
 the circle stands still, and sings in chorus : 
 
 Now, all standing still, will we 
 Your smooth dancing like to see ; 
 We to you a song will sing, 
 While you dance in this round ring. 
 
 The children in the circle now clap their hands and 
 sing while the child turns exactly in the middle of the 
 circle, and as nearly as possible upon his own axis. 
 
280 PEDAGOGICS OF THE KINDERGARTEN. 
 
 For small children this spinning movement is difficult, 
 BO the leader may enter the circle with the child and ex- 
 tend to the latter the middle finger of her right hand. 
 Holding the leader's finger, the child easily turns like a 
 wheel about its axle. 
 
 When the song is completed, the children standing in 
 the circle clap their hands, whereupon the child in the 
 center spins around, beginning toward the left instead of 
 toward the right. The game is repeated until all the 
 children have had the chance to spin. 
 
 The reciprocal activity of the individual and the whole 
 circle is also marked in this game, for which reason it is a 
 favorite for children. 
 
 At the close of this whole series of games the several 
 small circles are again merged in the one large circle from 
 which they were previously formed. In this way the par- 
 ticular, the individual, and the universal are shown in 
 gradation and harmony. Through experiences of this 
 kind the child is prepared to recognize the relationship 
 of particular and universal in nature and in life, and 
 finally to realize the significance of these relationships in 
 the structure of the universe. 
 
 Among the most important experiences of life for the 
 child, as for the adult, must be reckoned the experience 
 that in the process of development from each given object 
 is evolved its antithesis. The manner of this evolution 
 is also most significant. 
 
 To enrich the child with this experience, while he is 
 in the age of innocence and purity, should be one chief 
 aim of early education. This truth of evolution by an- 
 tagonism should therefore be adumbrated in his plays. 
 Later, a wise education will lift it into the region of 
 clear consciousness and reveal it as a guiding law of life. 
 
MOVEMENT PLAYS. 281 
 
 Happy the child, happy the youth who has been led to 
 recognize this weighty truth ! The child educated in this 
 way possesses a talisman which secures to him in his im- 
 passioned youth not only purity of life, but, what is higher, 
 purity of mind and heart. 
 
 Such an experience we offer the children, particularly 
 in our circling movement plays. Take for example the 
 play " Seeing each other and not seeing each other." The 
 children form a circle ; the circle moves around. The fol- 
 lowing words (written in part by Langethal) are sung : 
 
 In circle we are winding, 
 La, la, la, la, la, la, la, 
 Each other's faces finding, 
 La, la, la, la, la, la, la, 
 Clip-a-clap, clip-a-clap. 
 And now the middle showing, 
 Yes, yes, yes, yes, yes, yes, yes, 
 Round which the ring is going, 
 Yes, yes, yes, yes, yes, yes, yes. 
 This is splendid — 'tis fine, so 
 In a ring to go ! 
 
 The circle now divides. The leader turns with his next 
 playmate toward the outside and moves in the opposite 
 direction from that before pursued, this time with his 
 back to the center of the circle — while all the players 
 follow him hand in hand, and so by degrees each turning 
 from his place backward — close round the circle, accom- 
 panying their movements, all the children sing : 
 
 Now turning, we are winding. 
 The ends together binding. 
 
 According to the size of the circle, this is to be done 
 after ^singing the words once or tivice. As the circle is now 
 closed, and the turning has caused all the players to stand 
 
282 PEDAGOGICS OF THE KINDERGARTEN. 
 
 with their faces turned outward, the leader, immediately 
 followed by the whole circle, begins to sing : 
 
 In circle we are winding, 
 
 La, la, la, la, la, la, la, 
 
 Each other now not finding, 
 
 La, la, la, la, la, la, la, 
 
 Clip-a-clap, clip-a-clap. 
 
 We trust the middle surely, 
 
 Yes, yes, yes, yes, yes, yes, yes ; 
 
 So look around securely, 
 
 Yes, yes, yes, yes, yes, yes, yes. 
 
 This is splendid — 'tis fine, so 
 
 In a ring to go. 
 
 Upon this begins again, as before (but reversed), the 
 turning of the face toward the inside, with the words : 
 Now, turning, we are winding. 
 The ends together binding. 
 
 And now the play can begin anew, as above. 
 
 In order to let the children see, as it were in a mirror, 
 their different ways of standing, they may clap the palms 
 of their hands together at the beginning, when the faces 
 are turned toward one another ; but later, when back is 
 turned to back, strike the back of their hands together. 
 Such comparisons of position, by aid of touch, are quite 
 essential to help the child to clear insight, and must be 
 retained whenever presented. In so far as play affords 
 this comparison it has a developing, educating, formative 
 influence. In the games presented by me this compari- 
 son has been employed with clear consciousness of its 
 significance. 
 
 The game of " Seeing and not seeing each other '* 
 may, if the playroom admits, be played in a second and 
 prettier way. 
 
 The game begins as before, with the exception that the 
 
MOVEMENT PLAYS. 
 
 circle is made only large enough to occupy one half of the 
 free space of the room («), so that in the other half may 
 be formed the second circle (Z*), wherein the children's 
 faces are turned toward the outside. Standing in «, the 
 children sing, as before : 
 
 In circle we are winding, 
 La, la, la, la, la, la, la, 
 Each other's faces finding, 
 La, la, la, la, la, la, la. 
 Clip-a-clap, clip-a-clap. 
 And now the middle showing, 
 Yes, yes, yes, yes, yes, yes, yes, 
 Round which the ring is going, 
 Yes, yes, yes, yes, yes, yes, yes. 
 This is splendid — 'tis fine, so 
 In a ring to go. 
 
 The leader opens the circle toward the side J, where 
 the second half of the space is as yet free, and moves with 
 the rest, following hand in hand, as if she would form a 
 circle similar to the first. Turning, however, toward J, 
 she moves in such a way that with the second circle now 
 to be formed the backs of all are turned toward the mid- 
 dle, and their faces toward the outside, so that the whola 
 forms a winding line. 
 
284: PEDAGOGICS OF THE KINDERGARTEN. 
 
 While this is going on the players sing : 
 
 Now turning, we are winding, 
 The ends together binding. 
 
 Upon this the second circle t is closed, with the faces 
 turned outward in the second half of the play-space. The 
 circle, turning as above, then sings : 
 
 In circle we are winding, etc., 
 Each other now not finding, etc. ; 
 We trust the middle surely, etc. ; 
 So look around securely, etc. 
 
 Here also applies the previous remark about the different 
 ways of clapping the hands. 
 
 The leader opens the circle as before, but toward the 
 opposite side, toward a, and forms again a winding line 
 in the opposite position to the first, to which the whole 
 circle again sings : 
 
 Now turning, we are winding, etc. 
 The play then begins anew. The figure, therefore, which 
 the movement of the play makes, regarded as a whole, re- 
 sembles a horizontal eight. 
 
 Here conclude the movement plays proceeding from 
 the ball, and the indications of their significance for the 
 
MOVEMENT PLAYS. 285 
 
 physical, intellectual, and moral life of the child and of 
 the future man. What is omitted here will be beautifully 
 supplied by the more definite and sharper movements of 
 the sphere, from which the further progression of the 
 movement plays proceeds. 
 
XV. 
 
 HOW LIl^A LEAKNED TO WRITE AlfD READ. 
 
 A Pretty Story for Children who like to ie busy. 
 
 LiKA was a little girl about six years old, who liked to 
 employ herself independently. She could accomplish a 
 great many things with simple playthings; could build 
 many pretty things with cubes and bricks ; and lay many 
 pretty things with tablets of different forms and colors, 
 and with sticks, etc. She could make many beautiful 
 things in yarious ways by putting together colored sticks, 
 strips of paper, and other material ; make many objects 
 with her little playthings, which were on that account so 
 much the dearer to her. 
 
 Lina could also easily catch the ball, and had by this 
 means acquired such dexterity and such control of the 
 body — such skillful use of her limbs — that she did not 
 easily let anything fall, nor awkwardly push it out of 
 place. 
 
 Lina also knew many pretty little songs, and could 
 sing them. She could accompany many of her little plays 
 with songs, which increased her pleasure in the plays, for 
 the songs instructed her as to what she was doing, and so 
 she did not need to be always disturbing father and mother 
 by asking, " What is that ? " " Why is that ? " 
 
 So Lina was always cheerful and active, for she never 
 
HOW LINA LEARNED TO WRITE AND READ. 287 
 
 felt time hang heavily, and so was never ill-humored. On 
 the contrary, because she was always contented and cheer- 
 ful, she was the special delight of her parents, as well as 
 an example for other children who would like to he the 
 delight of their parents, and who like to play and are 
 happy in lively, orderly activity. 
 
 As Lina, on account of these good qualities, was per- 
 mitted to be much with her parents and to play beside 
 them, she noticed, one day, that her father was very glad 
 to receive a letter, and soon after sent one in reply. Turn- 
 ing entreatingly to her mother, who was in the room, she 
 said : " Give me a little piece of paper, dear mother, please, 
 please ; I want to write a letter too, like dear father." 
 
 " Little children like you, dear Lina," said her mother, 
 " can not write like your father, and still less on paper. 
 Your little fingers are too weak for skillful holding or 
 guiding of a pen or pencil. But I will show you how you 
 can lay letters with little sticks, and so, in a certain way, 
 write at least as much as you wish to or are able to." So 
 spoke the good mother to her little Lina, who went on 
 entreating : 
 
 " mother, teach me ! But could other people read 
 what I write in that way ? " 
 
 " Let us try at once, my child. I have sticks here at 
 hand, and this smooth, dark-colored table just suits our 
 purpose; the pure white wooden sticks will look very 
 pretty on it." 
 
 " But do you know also, my child," the kind mother 
 went on, " that when your father sends a letter he always 
 writes his name at the close of it, and on the outside he 
 writes the name of the one who is to receive it ? So, my 
 child, you must first of all learn to write your name — 
 that is, learu to lay it with sticks," 
 
288 PEDAGOGICS OF THE KINDERGARTEN. 
 
 " Oh, yes, dear mother, that I will, that I will." 
 
 " Now, what is your name, my child ? " 
 
 " Oh, you know that ; my name is Lina." 
 
 " I know your name indeed," said her mother, " but 
 if you wish to write it, or at first lay it with sticks, we 
 must listen to it carefully, and give attention to the dif- 
 ferences between open and close sounds which we notice 
 in it. We must learn to know the signs for these open 
 or close sounds, so that we may lay those letters next to 
 each other, just as we hear the open and close sounds 
 follow one another in your name." 
 
 So said the dear, thoughtfully instructive mother to 
 the attentive child, and went on : " Now, little daughter, 
 tell me your name again, very slowly and clearly, and 
 notice what different sounds you find in it. I will then 
 also tell you what I hear." 
 
 The child, eager to learn, now spoke her name slowly 
 and clearly — " L-i-n-a." 
 
 " I heard the sounds i and a," said the mother ; " now 
 we will try to speak your name once more together, and 
 notice whether you hear the same open sounds as I." 
 
 Mother and child now say together : " L-i-n-a, 
 L-i-n-a; i — a." 
 
 "I hear the same as you, dear mother," said Lina; 
 " the open sounds are i and a." 
 
 " So, in Lina, we hear the open sounds i and a." 
 
 " Now, my child, I will lay this straight stick vertically 
 before you," went on the mother, | . " When you see 
 it in this position let me hear at once the sound i." The 
 mother now again laid the stick several times vertically 
 before the child | and the child at once uttered the 
 sound i. 
 
 " See," the kind mother now said to the child, " this 
 
HOW LINA LEARNED TO WRITE AND READ. 289 
 
 vertical stick " — pointing to it — " is always the sign for 
 the sound i." 
 
 The mother, for practice, now laid the sticks several 
 times before her little daughter, who at once said " i." 
 
 " But did we not hear a second open sound in your 
 name ? " questioned the mother. 
 
 " Yes, the sound a," answered the child. 
 
 " See," said the mother, " now I lay two sticks here, 
 close to each other at the top, and join them by a third 
 smaller one in a horizontal direction — A* ; when you 
 see this sign let me hear at once the second open sound 
 of your name." 
 
 The mother now took away the sign, and laid it again 
 repeatedly, and the child uttered the sound every time as 
 soon as the sign lay before her. Lina and her mother had 
 such a lively, happy time, that it was a pleasure to watch 
 them ; for the mother laid now the vertical stick ( | ), 
 when the child immediately uttered clearly the sound i, 
 for which it was the sign ; now again the three con- 
 nected sticks (A), and then the child uttered at once the 
 sound a. 
 
 Then they changed : the child laid the sticks and the 
 mother gave the sounds. Another time the mother again 
 made the sounds, and the child had to lay the right sign 
 or letter for each sound. 
 
 * Since it would not be possible, or at least would be very diffi- 
 cult, to represent the stick-letters by simple strokes of equal width, 
 the Roman capital letters must be here employed to indicate them. 
 I must also remark that the round lines in R, P, D, 0, etc., are to 
 be laid with slender sticks which have been nipped or indented on 
 the inside, in little incisions between the thumb nail and that of the 
 forefinger, and then curved, one of which is used in the R and P, 
 but two in D, 0, Q. 
 
290 PEDAGOGICS, OF THE KINDERGARTEN. 
 
 Now both signs or letters 
 
 I A 
 lay before the child and mother. The mother then asked 
 her child, " But is your name only i and a ? " 
 
 " No, my name is Lina." 
 
 " Well, then, we need some more signs for your name. 
 Say it to me once more, very slowly, but pay attention to 
 your mouth, and especially to the movement of your 
 tongue, and listen carefully too, and observe whether you 
 notice anything." 
 
 The child said, as her mother had desired, " L-i-n-a." 
 
 " Now I will also speak your name in the same way," 
 said the mother. " Be attentive — L-i-n-a." 
 
 "Oh, yes," the child immediately remarked, "there 
 are some more sounds added to the i and a by the move- 
 ment of the tongue." 
 
 " Quite right, my child ; now attend once more. Be- 
 fore the letter i I lay the sign for the close sound which 
 you hear before the open sound i — 
 
 LI. 
 Now, that is Li ; and before the letter A I lay the 
 sign for the close sound which you hear before the 
 
 sound a — 
 
 NA. 
 
 Now, that is na ; and the two put close together— 
 
 LINA— 
 make Lina." 
 
 So the mother taught the attentive child, who was 
 eager to learn; and the delighted child read, and said 
 " Lina — Lina." Then she took the signs away and laid 
 them anew. 
 
 *' Oh, how glad I am, dear, good mother, that I cau 
 
HOW LINA LEARNED TO WRITE AND READ. 291 
 
 now lay and read my name ! How I thank you ! But 
 could father and other people read it too ? " 
 
 *' It is about noon now," said her mother ; " your father 
 and uncle will soon come home ; then we will see if they 
 can read what you have laid." 
 
 " If father and uncle were only here now, how glad I 
 should be!" 
 
 As the child said this, they came into the room, and 
 Lina scarcely left them time to speak to her mother be- 
 fore she caught hold of her mother's dress and looked up 
 at her entreatingly. The mother understood the implor- 
 ing look, and took the father by the hand and led him to 
 the table, saying, " See, father, what Lina has laid here." 
 
 The father looked, and read : " ^ Lina.' Ah, my child, 
 you have really laid your name. You can write your 
 name with sticks." 
 
 Then the uncle came up, and said : " Now I must see 
 that too. It is really so. 'Lina' is written here with 
 sticks." 
 
 Then they were all very glad. 
 
 But the father said : " Now, my child, let me see you 
 lay your name. I will take up the sticks ; now write it 
 again with them." 
 
 And she said, " Directly, dear father," and again laid 
 LINA. 
 
 Now the father, then the uncle, asked first about the 
 one, then about the other, letters or signs, and the child 
 was required to utter the open or close sound signified. 
 Then, changing the order, they pronounced one of the 
 sounds of the name Lina, and the child had to lay the 
 sign for it. 
 
 The pleasure and delight of this needed to be seen iu 
 order to be realized. 
 
292 PEDAGOGICS OF THE KINDERGARTEN. 
 
 But the mother said : " Children, you are forgetting 
 your dinner. The food will be cold." 
 
 When they had all come to the table, Lina's uncle 
 said : " The dear mother takes care of us all ; first she 
 helps Lina, and now she takes care for us that our dinner 
 may not get cold. You have to-day, Lina, given us pleas- 
 ure by laying and reading your name; to-morrow give 
 us pleasure by laying and reading the beautiful word 
 * mother.' " 
 
 " You are quite right, dear uncle," said the child. 
 
 And every one at the table was as pleased and glad as 
 if they were celebrating a birthday. 
 
 The next day, the hour which the careful mother usu- 
 ally devoted to her child had scarcely arrived when the 
 child came to her, entreating, " Please teach me to-day to 
 lay the beautiful word * mother,' so that I may again please 
 father and uncle when they come home." 
 
 " It is indeed a beautiful word which you, my child, 
 wish to lay, and we will learn to lay it," said the mother. 
 " But there is another word just as beautiful and dear, and 
 that is Do you know what that is ? " 
 
 " Ah, yes — ' father,' " said Lina. 
 
 " Well, we will learn to lay this to-day, so that father, 
 when he comes, may see that we thought of him and love 
 him." 
 
 Now the mother required the child to utter again, very 
 plainly, the word 
 
 Y_A-T-E-E, 
 
 and asked Lina what open sounds she heard. It was not 
 only easy for her to answer a '[as in far], and " e" [e, as 
 in prey, quickly spoken, a little longer than e in get], but 
 she also said at once, ' ' See, mother, I already know the 
 
HOW LINA LEARNED TO WRITE AND READ. 293 
 
 sign for the sound * a ' " ; and she laid it on the table 
 before her mother — 
 
 A. 
 
 " That is fine,'' answered her mother. " Now I will 
 teach you the sign for the open sound e [a, spoken 
 quickly] ; and she laid, at a little distance from one 
 another, 
 
 A E. 
 
 By means of Lina's attention and her mother's help 
 the close sounds in the word (V T E) and the three signs 
 for them 
 
 V T E, 
 
 were soon found, and learned by means of practice and 
 change of place, and the beautiful word 
 
 VATEE 
 lay before them. And this also Lina could read just as 
 easily as she had before read her own name, and, after the 
 sticks were taken up, she was soon able to lay the word 
 herself. 
 
 There was now again great delight — her present de- 
 light, and that which Lina expected when her father and 
 uncle came home again. The little girl, pleased with 
 what she had done, and eager to learn, wished to go on. 
 " Mother, dear mother," she said entreatingly, " my uncle 
 wanted me to lay the beautiful word * mother' [Mutter]. 
 Please teach it to me, so that when he comes to-day he 
 may be pleased ; and father certainly will be glad also if 
 I can lay it." 
 
 " Willingly," answered her mother ; " only you must 
 not forget the old as you learn the new." 
 
 " Oh, no, certainly not ; you can question me whenever 
 you wish." 
 
294 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Now the mother asked her little daughter first to speak 
 the word slowly and distinctly, and to notice the open 
 sounds u [oo] and e [a, quickly spoken]. The child soon 
 found that there was only one new open sound (u), and 
 her mother at once taught her the sign for it, 
 
 u, 
 
 and told her to lay the two letters on the table before her, 
 a little way apart, which she did, thus — 
 U E. 
 The new close sound, m, which occurs in the word, 
 was also soon found, and the sign for it, 
 
 M, 
 was learned by the child. So there soon stood, or rather 
 lay, before her on the table the whole word 
 
 MUTTER, 
 
 to which the child, full of joy, added the word she had 
 already learned — 
 
 VATER. 
 
 After the mother and child had in various ways com- 
 pared the sounds and signs in the two words, and discov- 
 ered the resemblances and the differences in the two, and 
 the child could with certainty both lay and read them, 
 then, to her great delight, her father and uncle entered 
 the room. 
 
 The child's eyes shone as brightly as they had done 
 on the last Christmas morning, when she saw the joy of 
 her beloved father and of her dear uncle. 
 
 Signs and sounds were examined, and, as Lina answered 
 all questions correctly, her pleasure was so great that she 
 at last said, " I will take up the sticks for both words, and 
 then lay each again." No sooner said than done. The 
 
HOW LINA LEARNED TO WRITE AND READ. 295 
 
 sticks were taken up, and soon there lay again, beautifully 
 arranged, before them all — 
 
 YATEE, 
 
 MUTTER, 
 
 and quickly, too, 
 
 LINA 
 lay beneath. 
 
 Then the father added to his little daughter's name 
 the word 
 
 LIEB [German for DEAR], 
 
 and said, laughing, and asking to test her knowledge, 
 " Now read also what I have written." 
 
 " I know the first sign already," said Lina ; " the sec- 
 ond and third I know too ; but I do not know what the 
 bow above the IE means." 
 
 The mother : " It shows that the two thus connected 
 are the sign for the somewhat lengthened I [pronounced 
 like the English ee in seen]. Now say what you know." 
 " Lie " [Lee}, said the child. " Now close your lips," 
 said the mother. " And you have the word * Lieb,' " said 
 the child. 
 
 " Now read both words," said the father encouragingly. 
 
 " Lieb Lina" [Dear Lina], read the child, and clung 
 lovingly and gratefully to father, mother, and uncle, look- 
 ing up at them with glad eyes ; and she softly said, " My 
 beloved father, my good mother, my dear uncle ! " 
 
 " Yes, to have good parents is a great good fortune for 
 children," said the uncle. " Let us see now, Lina, if jou 
 can lay these beautiful words for us to-morrow." And 
 then they all went quietly to dinner. 
 
 The next morning, when the appointed hour brought 
 mother and child together again for common employment, 
 
296 PEDAGOGICS OF THE KINDERGARTEN. 
 
 it was Lina's first care to fulfill her father's and her uncle's 
 wish, and to lay the words which they desired. 
 
 By exact observation of the words and their parts, the 
 child then soon discovered that only two new open sounds, 
 and but one close sound, with their signs, occurred in the 
 whole : namely, the open sound ei, sign EI [like the Eng- 
 lish letter I in pine], aiid the open sound o, with the sign 
 ; then the sound h, with its sign H. 
 
 All this was soon learned by the attentive Lin a, guided 
 by her faithful mother, and, after thorough and repeated 
 practice, the desired words lay before mother and child 
 on the table : 
 
 " MEIN LIEBEE OHEIM " [My dear uncle]. 
 " MEIN LIEBER VATER " [My dear father]. 
 To these Lina quickly added : 
 
 "HEINE LIEBE MUTTER" [My dear mother]. 
 
 " MEINE LIEBEN ELTERN " [My dear parents]. 
 
 Great was the joy ; but it was greater still when the 
 father, after he had come home with the uncle somewhat 
 earlier than usual, had read what was laid ; and Lina 
 had, with the help of her mother, read the words which 
 he added : 
 
 " LINA 1ST UNSER LIEBES KIND " 
 [Lina is our dear child] ; 
 for it soon appeared that there were in it but three un- 
 familiar signs — S, K, D — which the good mother easily 
 pointed out to the child. 
 
 Now, when the father and uncle had again read the 
 words aloud, Lina took her mother by the hand, led her 
 to the window where her sewing table stood, and whispered 
 something to her. Then the mother looked kindly at the 
 
HOW LINA LEARNED TO WRITE AND READ. 297 
 
 child, made some marks witli her fingers on the sewing 
 table, and Lina, satisfied, went back to her father and 
 said to him : " Go to the window for a little while ; I will 
 now lay something more, and see if you can read it." 
 
 With her mother's quiet help the following soon lay 
 on the table : 
 
 " DU BIST UNSER GUTER VATER " 
 
 [You are our good father]. 
 
 The mother had to show Lina but one new sign, G. " Kow 
 
 come, dear father," said the mother, " and read what Lina 
 
 and I said to you in silent words." 
 
 After he had read it he embraced mother and child, 
 and said, " You are my joy, my happiness." 
 
 Then the uncle quietly approached them, and said, 
 " Now let me be the fourth in your band of happiness, 
 joy, and peace." 
 
 " I have indeed thought of you, dear uncle ; but there 
 is no more time now to make words, for mother says the 
 dinner is waiting for us again." 
 
 Thus passed many a joyous day for the happy family. 
 Lina always had her box of sticks at hand, and whenever 
 she could she tried to lay the names of the members of 
 her family and point out their relations to the whole 
 (whether cousin or grandmother), so that there was soon 
 no name and no relationship that she had not been able 
 to lay with sticks. 
 
 At this time the father was obliged to take a journey, 
 which he said would keep him away from home for some 
 time. As soon as her father had gone, the child's old 
 wish arose again. " Mother, I wish I could write, so that 
 I might send a letter to father." 
 
 " As far as possible I will grant your wish," said the 
 22 
 
298 PEDAGOGICS OF THE KINDERGARTEN. 
 
 kind mother to the expectant child, who immediately 
 sprang up joyfully, embraced her mother, and jubilantly 
 cried : 
 
 " To-morrow ! to-morrow ! " 
 
 The next day came, and with it the hour fixed for the 
 mutual employment of mother and child. Eull of expec- 
 tation, Lina hastened into her mother's room. She had 
 scarcely taken time to say " Good morning" to her mother, 
 who was working at her sewing table, when involuntarily 
 her eyes, head, and body turned toward the table in the 
 middle of the room, whence a beautiful new slate seemed 
 to beckon to her kindly. By the slate lay a slate pencil 
 glued into a penholder, and with a few flying steps the 
 little girl stood next to the table looking joyfully at the 
 slate, and, as it were, caressing it, turning it on all sides, 
 and twirling the pencil between her fingers. Again at- 
 tentively examining the slate, she ran with it to her 
 mother, exclaiming, " See, mother, the beautiful straight 
 marks and the many little squares on the slate ! " 
 
 " Yes, my child, they will make writing easy to you." 
 
 All at once Lina stood quite perplexed, and as if awak- 
 ened from a dream, before her mother ; at last she found 
 words, and said : " mother, I thought I should write 
 now with the pen on paper. I can not send this slate to 
 father as a letter." 
 
 " You will very soon be able to write on paper," said 
 her mother consolingly, " although not yet with pen and 
 ink, but with a lead pencil, so that you can write a letter 
 to your father and send it before he returns ; only you 
 must be as attentive as you were before." 
 
 " mother, that I will be certainly ! " 
 
 " Come, then, we will begin at once." 
 
 Her mother now taught Lina first how to hold the 
 
HOW LINA LEARNED TO WRITE AND READ. 299 
 
 slate pencil properly, so that the unpracticed little fingers 
 would not be unnaturally bent and pressed together. Then 
 she desired her again to lay her name, " Lina," with sticks 
 on the table, and showed her how to indicate the length 
 of one of the sticks laid on the table by a straight mark 
 two squares long. After some help from her mother, Lina 
 had soon written her name with her pencil on the net- 
 work of the slate. When, after some practice, it stood 
 completed on the slate, she showed it to her mother. 
 " See, dear mother, is it right ? — 
 * LINA.' " 
 
 " Quite right," said the mother. 
 
 The child joyously exclaimed : " Oh, how nice ! how 
 nice ! Now I will lay and write ' father ' and ' mother ' 
 and * uncle ' ; and * dear father ' and * dear mother ' and 
 ' dear uncle.' Then I can certainly send a letter to 
 father." 
 
 " G-ently, gently, my child ; one thing at a time. Your 
 desire shall soon be granted, but do not be in too great a 
 hurry." 
 
 You, dear children, may imagine that this new ad- 
 vance in ability was gladly made known to Lina's uncle, 
 who had not gone away with her father, and that he took 
 a great interest in it ; and he thought to himself, " Lina 
 is so diligent, and gives her father and mother and me so 
 much pleasure, that I must give her a pleasure the next 
 time I come." And as he thought, so he did the next day. 
 
 " Mother," said Lina, when the hour for employment 
 brought them together again, " let me to-day at least try 
 to write a little letter to father on the slate ; then, when I 
 write a letter on paper, some time, it will be easier." 
 
 " Well," said her mother, " we can try, even if we do 
 not succeed." 
 
300 PEDAGOGICS OF THE KINDERGARTEN. 
 
 " Oh, with your help, mother, it will go beautifully," 
 said Lina joyously. 
 
 " But what will you write ? " asked her mother. 
 
 Lina thought for a short time, and then said, " Dear 
 father, please come home again soon." 
 
 " Stop a moment," said her mother ; " we will first see 
 if we can write all this. The first two words you can 
 easily manage." These words were soon placed on Lina's 
 slate. The other words were slowly spoken (one at a 
 time), the letters for each word fixed upon, and after a 
 short time the following stood as a letter upon the slate : 
 
 "LIEBER VATER, KOMME DOCH BALD 
 WIEDER." 
 
 " Is the letter finished ? " asked Lina's mother. 
 
 ** Oh, no ; I must tell father that I can now write on 
 the slate." 
 
 And soon, with the mother's help, there appeared upon 
 the slate — 
 
 "ICH KANN SOHOIS" AUF DIE TAFEL 
 SCHREIBEN." 
 
 " Now the letter is done," said Lina. 
 
 " Oh, no," replied the mother, " there is something still 
 wanting. I told you, when we began the laying of words 
 with your name, what is required in every letter." 
 
 Then, after a few moments' thought, the little girl 
 said : " You said, whoever wrote a letter must also write 
 his name underneath it. I will do that too." 
 
 "DEINE LINA" 
 ■she wrote below the letter, and said, " has written this 
 letter to you." 
 
 She had just finished, and had shown the letter to her 
 
HOW LINA LEARNED TO WRITE AND READ. 301 
 
 mother, who was satisfied with it, when her uncle came 
 into the room. Lina sprang from her chair, caught up 
 her slate, ran to her uncle, and held it out to him in 
 joyous expectation. 
 
 " Ah, what do I read ? " said her astonished uncle. 
 " A letter to your father already ? That is well, my dear 
 Lina ; your father will be pleased." In a lower tone he 
 added : " But the slate letter will cost a good deal of post- 
 age. I am afraid it will be broken before it reaches your 
 father." 
 
 In a sorrowful tone Lina replied : " I have asked 
 mother for paper ; but she thought I ought first to try to 
 write with the pencil on the slate, and so this letter is 
 only a trial." 
 
 " Only wait," said the mother consolingly to Lina ; 
 "we will let the letter stand on the slate, and, as you 
 have done very well for the first attempt, 1 will to-morrow 
 morning bring some cross-lined paper and a lead pencil 
 with me from the city, and then we will copy the letter to 
 your father and actually send it." 
 
 Then the uncle laughed pleasantly, and said, while he 
 took something wrapped in gay paper from the breast- 
 pocket of his coat, " Well, the first is already provided." 
 He unrolled before the child a sheet of paper ruled with 
 cross-lines, and laid a colored pencil beside it. 
 
 Greatly surprised, Lina stood by the table, and looked 
 with delight at that which lay before her, and then at her 
 uncle, who said : " That is yours, Lina. To-morrow you 
 can write your letter with the pencil on the paper to your 
 father." 
 
 " I call that being an uncle indeed," said the mother, 
 "who can guess people's thoughts. I wish I also had 
 such a good, dear uncle." 
 
302 PEDAGOGICS OF THE KINDERGARTEN. 
 
 " Ah," said he, " the wishes of grown people can be 
 guessed, but not so easily granted as those of children." 
 
 This was the first really cheerful noon they had passed 
 since Lina's father went away ; for he lived always in the 
 remembrance of the happy little circle. 
 
 The next day it was Lina's first object to copy care- 
 fully on the beautiful paper, and with the gay-colored 
 pencil which her uncle had given her, the letter to her 
 father. 
 
 The letter was actually sent off by the next post, to the 
 great delight of the child. 
 
 " Oh," said Lina to her mother questioningly, " will 
 my dear father write me a letter, as he does to other peo- 
 ple when he gets letters from them ? " 
 
 "I do not know, and so I can not tell you. Your 
 father has a great deal of business to do on his journey, 
 and we must wait and see what he will do." 
 
 Anxiously the child now looked forward to each fresh 
 post-day and each approaching letter-carrier. At last the 
 carrier came, and brought a letter to Lina's mother. It 
 was actually from her father. Lina knew it immediately 
 from the seal and writing. Eull of expectation that there 
 might be something in it for her, she stood by her mother 
 as the latter opened the letter. 
 
 And, to her great delight, Lina noticed that the mother 
 took out a folded paper and held it between her fingers. 
 She waited silently till her mother should have finished 
 reading her letter. Then the mother turned to the child, 
 and said : " Your father sends you kind greetings, and 
 thanks for your little letter. He sends you one also ; you 
 may try to read it, in order to find in it whether your 
 father has read your letter, and has understood what you 
 wrote in it." 
 
HOW LINA LEARNED TO WRITE AND READ. 393 
 
 With these words the mother gave Lina the folded 
 page which she had till then held ; it was the father's an- 
 swer to the little girl. Joyfully and gratefully she received 
 it from the hand of her loving mother, who was thus de- 
 veloping the child's inner nature in the apparent fostering 
 of outward life. 
 
 Happy over this unexpected gift, the child went with 
 it to the window, and after she had looked into the dear 
 sheet, thinking and comparing, separating and uniting, 
 showing this by the quick motion of her eyes, she cried 
 gayly to her mother, holding up the sheet to her : 
 
 " Mother, I can read father's letter ! " 
 
 " Well, my child," replied her mother, " come here and 
 read it aloud to me." (The father's letter was written in 
 the same way as Lina's, with Roman capital letters, or, 
 in other words, with simple straight and curved lines, but 
 without a network.) 
 
 "LIEBE LINA: 
 
 "DEIN BRIEFCHEN HAT MIR VIEL FREIJDE 
 
 GEMACHT, ABER KOMMEN KANN ICH JETZT 
 
 NOCH NIGHT, WARUM?— WIED DIR DIE LIEBE 
 
 MUTTER SAGEN. MIR DAGEGEN MACHE DIE 
 
 FREIJDE UND SCHREIBE RECHT BALD WIE- 
 
 DER.* 
 
 « DEIN DICH LIEBENDER YATER." 
 
 " That I will," said the little girl, made glad by her 
 
 * Dear Lina : Your little letter has given me great pleasure ; 
 but I can not return home just yet. Your mother will tell you the 
 reason why. So you must write me again very soon and give me a 
 new pleasure. From your loving father. 
 
304 PEDAGOGICS OF THE KINDEEGAKTEN. 
 
 father's letter. " But tell me, dear mother, why does father 
 not come home now ? He promised so certainly, when 
 he went away, to come back again very soon, and now he 
 has been away so long." 
 
 " Your good father has not been away so very long," 
 said the kind mother, " only the time till his return seems 
 long to you. But I confess that I am glad of this ; for 
 your wanting your father so much is a proof to me of your 
 love for him." 
 
 " Oh, yes, dear, good mother, I love you indeed very 
 much, and am glad to be with you ; but I love father 
 also, and wish he may come back soon." 
 
 " As I have already told you, I am very glad of it ; but 
 we must be patient for some time longer before he can 
 come." 
 
 " But do tell me why, dear mother." 
 
 " Have you not often heard your father say, when he 
 went away : ' I have a great deal of business to do to-day ; 
 eat your dinner without waiting for me ' ? That was not 
 agreeable to us ; but when later, your father came back, 
 and met us with such glad looks because he had success- 
 fully completed his business, his return brought us double 
 pleasure. You see, dear Lina, he has business now also 
 which he would like to finish successfully for the pleasure 
 of us all. But now we too will do something, my dear 
 child, so that we on our side may give pleasure to your 
 dear father on his return." 
 
 " Oh, yes, dear, good mother ; tell me what I shall 
 do." 
 
 " That is easy. Your father wishes to have another 
 letter from you, and says it will give him pleasure to re- 
 ceive one. This wish of your dear father you can easily 
 grant if you choose." 
 
HOW LINA LEARNED TO WRITE AND READ. 305 
 
 " best mother, only tell me when you write again 
 to father, so that I may inclose a little letter." 
 
 " I shall write again in a few days, for your father, in 
 his love for us all, will be very glad to have news of us 
 soon, and to be certain that all is well with us. Now, till 
 I write again, take great pains with your writing, so that 
 your father may find an improvement in your letter." 
 
 " That I certainly will," said the little girl to her 
 mother quietly, but with self-confidence that was rooted 
 in a firm will, and which greatly delighted her mother. 
 
 After this, all Lina's activity had a quite peculiar ex- 
 pression of earnestness and of joyousness and inward hap- 
 piness. 
 
 With the next letter the regular correspondence be- 
 tween father and daughter began. The wish of the absent 
 father to obtain information of the health and life of the 
 family he had left behind gave almost more material for 
 the little letters than their writer could manage, and so 
 they had a developing influence on the dear little girl's 
 capacity, knowledge, and power; but the certainty that 
 her letters pleased her father (as each succeeding answer 
 from him expressed in ever-new ways) increased Lina's 
 diligence, and with its growth her courage also grew; 
 with the growth of both, her perseverance also grew, and 
 so in turn grew the comparatively greater completeness of 
 the little girl's results. She deeply experienced the truth 
 of the words of our poet, without knowing anything of 
 them or of him : 
 
 " Joy, joy drives the wheels in the great clock of the world." 
 
 But her mother and uncle knew the words and the 
 poet, as well as the truth, and so they fostered and 
 strengthened, by little gifts, the child's capacity, will, and 
 power of action, and, above all, the results of these three. 
 
306 PEDAGOGICS OF THE KINDERGARTEN. 
 
 Thus the father's desire to please the dear child was 
 also increased. — But what delights a child more, what 
 gives it more pleasure, than to have a book of its own ? It 
 understands as yet nothing at all of the contents, but, not- 
 withstanding, sits in a corner of the room with the book 
 turned upside down, and imagines, strangely enough — de- 
 ceiving itself — that it finds and reads in the book that 
 which springs out of its own inner being in its uncon- 
 scious striving after development. 
 
 This experience, or remark, which may have been re- 
 called to his mind, determined the loving father, who felt 
 actually grateful to his little daughter, and also wished to 
 encourage her (since his absence was to be longer than he 
 himself had expected), to send home with the next letter 
 a Story and Picture Book for Children, which he had met 
 with in the family of one of his friends, and had found to 
 be developing and instructive, and at the same time pleas- 
 ing, and which had been particularly recommended to 
 him in this respect by his friend. 
 
 The eyes of the astonished little girl shone with joy 
 and surprise when her dear father's book and the accom- 
 panying letter came forth from the sealed wrapper, and 
 were handed to her by her mother with the following 
 words : " See, my child, your father sends you this. Be- 
 cause your little letter gave him pleasure, he wishes to 
 give you pleasure also." 
 
 Yes, with a joyous and happy heart, Lina went to the 
 nearest window — now reading her dear father's letter, 
 now looking at the pretty book and turning over its 
 leaves. 
 
 As usual, the sympathizing uncle entered the room (it 
 was just the dinner hour), and with great delight Lina ran 
 toward him, arms and hands stretched out holding the 
 
HOW LINA LEARNED TO WRITE AND READ. 307 
 
 beautiful gift. " Only see, uncle, what papa sent me ! " 
 And then she drew him to the table, where, after a slight 
 glance at the book, he explained the pictures to her. 
 
 The midday meal (which had to-day been a festival) 
 passed pleasantly, and a part of the afternoon was glad- 
 dened in the little circle by giving, receiving, and sharing 
 happiness, to which the invisible but faithful thought of 
 the absent father gave a peculiarly spiritual character. 
 
 But now, called away by his business, the kind uncle 
 had to leave the happy circle. The mother, drawn away 
 by domestic cares, had also left the room, and Lina found 
 herself alone with her new companion — her book. She 
 devoted herself wholly to looking at the pictures. At first 
 she tried to recall, as she looked at them, what her uncle 
 had said to her about them, and then she added to this 
 what she could discover herself. But after some time she 
 had come to an end of this also, and now she stood 
 thoughtfully with the book in hand. Anticipation and ex- 
 perience within the circle of her surroundings, especially 
 of the life and actions of her mother, said to her — " If I 
 knew the printed letters here, and could read what is said 
 by means of them, then the book could tell me its beauti- 
 ful little stories." Eagerly she tried to find a resemblance 
 between the letters written by her with simple straight and 
 simple curved lines and those printed here, and she actu- 
 ally succeeded in bringing out certain similarities here 
 and there, especially with the capital letters. However, 
 they were not so clear that she could with certainty recog- 
 nize her written letters in the printed ones. 
 
 So, in wishing, anticipating, seeking, and hoping, time 
 had passed and the twilight hour had come. For her 
 dear mother — taught by her own experience in childhood 
 and youth — had, as we shall later see, with good foresight 
 
308 PEDAGOGICS OF THE KINDERGARTEN. 
 
 — that is, with a true fostering sense of educating by de- 
 yeloping, and with a view to the welfare of the child — left 
 her alone with her book ; and, though separate and absent 
 from the child, she nevertheless knew well what thoughts 
 were stirring in her during this time. Now the mother, 
 whose presence Lina had so long desired, entered the 
 room. Lina went to her at once, saying, in a mournful 
 voice, " dear mother, I can read father's letter, which 
 is written ; I wish I could also read the book, which is 
 printed ; but the letters in the book are so different from 
 those which father and I have written, and which you 
 have taught me ! " 
 
 " They are not so entirely different, my child. If you 
 are only earnest in learning to know the printed letters, 
 you will soon find that there is but a very slight differ- 
 ence between the two, and such as you can easily see and 
 remember. And so you will soon find the likeness be- 
 tween the two kinds of letters — that is, between those you 
 have written and which your kind father used in his letter 
 to you, and the printed letters in the book." 
 
 " Yes, dear mother, it seems so to me in regard to a 
 few of the letters ; but there are so many lines that curve 
 like a snake, and I do not at all know where they come 
 from, what they mean, and what I am to make of them." 
 
 " My child, you shall very soon see how the simple, 
 straight, and curved lines are connected with the winding 
 or snake lines {m S), so that not the smallest line of the 
 latter is superfluous or accidental. You will then easily 
 find your written letters again in those in which your 
 book is printed." 
 
 " Do, do, dear mother, show it to me now ! " 
 
 " Well, you have already told me that you found a 
 likeness between some of the letters which you have until 
 
HOW LINA LEARNED TO WRITE AND READ. 309 
 
 now used and those printed in the book, although you 
 could not make quite clear their complete agreement. 
 Now, show me these letters in your father's letter, and in 
 your book." 
 
 The child then pointed out the letters D and X), B and 
 S3, and several others.* 
 
 " You are quite right," said her mother. " The like- 
 ness between the letters you have used and those with 
 which your book is printed appears at first generally in the 
 so-called large letters, but mostly in those you have just 
 pointed out. But it is too dark to be able to further indi- 
 cate to you the likeness — indeed, the agreement— between 
 each two of the letters you pointed out, and it is not yet 
 dark enough to have lights ; let me, then, as my house- 
 keeping is done and I have time to chat an hour with 
 you, first tell you a little story ; and then, when the light 
 comes, show you the agreement between the letters." 
 
 " Yes, tell me a story, dear mother. Here is a chair ; 
 sit down." 
 
 " You know that you played with your doll, and talked 
 with your father, your uncle, and with me before you could 
 write, even before you knew anything about writing. So 
 also the people who lived on the earth a long, long time 
 ago, surrounded by objects, talked to them, but especially 
 with one another, just as you also have done at times; 
 they even talked to themselves before they could write, 
 before they knew anything about writing, before writing 
 was found out. 
 
 " But now what is writing, and being able to write ? 
 Just think about it. Judge by your own observation and 
 experience whether I am right, when I say that writing is 
 
 * English letters do not present this difficulty. — Tr. 
 
310 PEDAGOGICS OF THE KINDERGARTEN. 
 
 the joining of the sound that we hear and which passes 
 away, with a silent and still sign which is permanent ; or 
 putting the picture or sign which is permanent in the 
 place of sound which is transient, vanishing." 
 
 " That I understand very well," said Lina ; " that is 
 just the way we did when you taught me to first speak 
 my name correctly, and the dear, dear words ' mother ' and 
 'father,' and then to lay them with silent sticks, point 
 them out, and at last write them." 
 
 " You are quite right, my Lina ; and here you can im- 
 mediately remark this great fact of life : that one under- 
 stands everything which is said and taught, or even told, 
 much better if one has already experienced it, although 
 perhaps in a different way in one's own life — that is, in 
 outward action and inner observation. Try, therefore, 
 my child, to notice your own actions and the actions of 
 others, and to gather for yourself many kinds of expe- 
 riences, even now in your happy child-life. You will in 
 that way much better understand what you meet with, 
 what you see and hear, which you will now prove to 
 yourself. 
 
 " I will go on with my story. They say that when 
 men could not yet write — that is, had no fixed, exact, mute 
 signs for the single open and close sounds of the words 
 by which an absent one could again make audible what 
 was spoken, or the writer recall what was thought — then 
 a shepherd, who had pastured his sheep on a grassy island, 
 invented writing. It is also said that the shepherds dis- 
 covered many things — for instance, the observation and 
 knowledge of the glorious, starry heavens, raising the 
 heart, and so lifting man's feeling to God, the giver of 
 all good. In the starry sky they perceived the signs of 
 language for praising and thanking God. You see, my 
 
HOW LINA LEARNED TO WRITE AND READ. 311 
 
 child, it was a shepherd who was to find out how to write 
 with letters. We can both now explain, by our own ex- 
 perience of life, why the finding out and invention of so 
 many excellent things is ascribed to the shepherds ; we 
 can appreciate the truth of it. Did we not, when we last 
 wandered on the hillside, see how the careful shepherd 
 always kept the flock as a whole in view, and looked upon 
 each individual sheep — even the smallest lamb — as an es- 
 sential part of this whole ? — and so always in reference to 
 the whole, and to the aim and object of the whole, the 
 fostering of life. Thus, you see, a genuine shepherd, gath- 
 ering his flock unto himself, learns to look upon others 
 (e. g., the hunter or fisherman) as seemingly separate but 
 in truth related to one great whole ; indeed, related to the 
 fundamental unity back of all things. Thus it was with 
 the lonely shepherd in a foreign country many, many 
 years ago. He talked for himself and with himself ; he 
 heard himself ; he spoke perhaps at first the name of a 
 dear absent one, as the name of your father is now es- 
 pecially dear to you. This name sounded perhaps in his 
 heart ; perhaps the echo repeated it. And so his thought- 
 ful mind and reflective intellect easily observed the differ- 
 ent voice-sounds, and the different open sounds in the be- 
 loved word, as we did in the dear names of Lina, mother, 
 father. 
 
 " Now we have ourselves, as you know, in our frequent 
 ramblings seen thoughtful and active shepherds with their 
 crooks dig out the turf at their feet into figures express- 
 ing their thoughts, while their flocks grazed or lay down 
 around them. The thoughtful shepherd in our story may 
 have sought some sign that he could see by which to rep- 
 resent what was speaking within him, and what he saw 
 around him ; and the obedient hand may have indicated 
 
312 PEDAGOGICS OF THE KINDERGARTEN. 
 
 on the level ground, may even have marked upon it, as it 
 were, involuntarily, that which his mind sought for and 
 possibly perceived in the movements of the mouth when 
 speaking aloud ; for we have observed elsewhere that the 
 inner activity of thought and the outer creative activity 
 of the hand stand in unconscious relationship to each 
 other, react upon each other, and often in their united 
 action seem to flow into each other and to be as one. 
 Thus the individual absorbed in thought, holding some 
 long object in his hand — i. e., a stick — and unconscious 
 of all about him, involuntarily draws something with this 
 stick, makes impressions on the ground spread before 
 him. These signs and figures thus traced are in the main 
 straight or simple curved lines, because of the manner in 
 which they were produced. They may also owe their 
 origin to the different positions of the mouth necessary 
 in uttering the sounds ; for you will remember how we ob- 
 served the various positions of the mouth in connection 
 with the sounds i, o, and a, when I taught you how to 
 write. And so we may readily understand, my child, as 
 we remarked before, how writing and the alphabet may 
 have been invented by a shepherd in a far-away country 
 thousands of years ago ; and that these traveled from that 
 country through all these many, many years, and finally 
 reached us, came to me, and through me to you ; but they 
 must have been much changed in the course of these 
 wanderings through many countries and among many 
 peoples these many, many years. 
 
 " Therefore regard shepherds with respect whenever 
 you meet them ; think at least, at such times, how one's 
 solitary hours can be made useful by thoughtful observation 
 of what is nearest — as in this case the shepherd's speaking 
 with himself — and how we can thus discover what may be 
 
HOW LINA LEARNED TO WRITE AND READ. 313 
 
 of great benefit to children as well as to grown people, 
 and give pleasure through endless years. Only think of 
 the writing which even now gave you so much pleasure, 
 and of the reading which will soon no less delight you. 
 Think, therefore, as often as you write, or will hereafter 
 read, that you should always employ your time well even 
 when you are alone, like the shepherd who invented writ- 
 ing and the alphabet, and by their means taught reading. 
 But now it has become quite dark without our noticing 
 it. Go now, Lina, and get the light ; we will employ the 
 rest of the time, since I have nothing more in particular 
 to do to-day, in teaching you what you wish and need for 
 the understanding and reading of your book — namely, the 
 correspondence between written letters and the printed 
 letters of your book." 
 
 AV^ith a deep, long-drawn breath, which told that what 
 she had heard had awakened in her mind many things 
 before unfamiliar, the thoughtful child went to do what 
 her mother had bid her. 
 
 The light, when brought, altered the whole scene, and 
 also Lina's whole frame of mind. Joyously she entered 
 the room with the light, and scarcely had she placed it on 
 the table before she ran to get her dear book, which was 
 to bring her so much pleasure. 
 
 " Come, sit down, dear mother ; here is the book. Now 
 teach me to know the letters in it." 
 
 " Willingly, my dear child ; but you must also take 
 one of your dear father's letters as a help. You have al- 
 ready rejoiced over the greater neatness, exactness, and 
 completeness with which his letters were written in com- 
 parison with yours. We now need these more perfect 
 letters for satisfactory comparison. 
 
 " Now take the I in your father's letter and observe 
 
314 PEDAGOGICS OF THE KINDERGARTEN. 
 
 the printed 3 in your book, and compare them. What do 
 you find ? " 
 
 " There, nothing but straight lines ; here, nothing but 
 wound or twisted lines ; there, a long, large, vertical line ; 
 here, a large line wound in a vertical direction ; there, two 
 smaller parallel horizontal lines ; here, in a horizontal po- 
 sition, two winding spiral lines almost parallel in their 
 windings. So the two horizontal parallel straight lines 
 in the written I are almost opposite to, yet like, the par- 
 allel spiral lines in horizontal position, with only the 
 little difference that each of the two straight parallel 
 lines goes beyond the vertical line on both sides, but the 
 parallel bent lines stretch out wholly on the left side." 
 
 " Then what do you find, dear Lina, when you com- 
 pare the two letters I and 3 ? " 
 
 " That the two are like one another, but with the dif- 
 ference that the lines of the first are straight, and those 
 of the second curved." 
 
 " Now let us look at the two Fs. What do you find 
 there ? " 
 
 "I find almost all that I did before ; only here the 
 upper horizontal curved line of the ^ stretches on both 
 sides beyond the vertical curved line, and that the lower 
 horizontal line of the I — which also lies in a horizontal 
 direction in the 3 — has curved upward further in the F. 
 So that thus both letters F and ^, except these two little 
 differences, are again quite like one another." 
 
 " Quite right, my Lina. Now compare once more, after 
 what you have already found out, the two letters L and S, 
 and tell me what their comparison shows you." 
 
 " As F and L are alike — only reversed — so that the line 
 which is above in the F is below in the L, and, on the 
 other hand, what is below in the F is above in the L, and 
 
HOW LINA LEARNED TO WRITE AND READ. 315 
 
 that the L has not the triangle in the middle which points 
 out the F, so also in an equal degree g and S turned 
 round are like one another except the small hook" (in 
 the g). 
 
 " 'Now we will repeat them all, comparing them with 
 one another. Now, my child, do the thrice different letter- 
 forms show you something alike in each kind, yet differ- 
 ent in the two kinds, and yet again a resemblance in this 
 difference ? " 
 
 " Yes, my dear, good mother, the same we spoke of 
 before : that where the first kind of letters always has 
 straight lines, the lines of the second kind are always 
 winding, and at times there are slight changes in the po- 
 sition. But do you know, mother, in what the likeness 
 is very close ? It is in the letters T and Z ; what is 
 straight in the first is simply crooked in the second." 
 
 " Very good, my Lina. But you have already told me 
 this afternoon that you found a likeness between the let- 
 ters B and 33. What is it ? " 
 
 " Ah, dear mother, you see that better than I do, and 
 can also say it much better. The first likeness is, that 
 what is straight in the B is again bent in the 33 ; only 
 that in the former letter the main line, which is straight 
 in B, forms in the S3 not a double curve, but only a simple 
 bent line ; and what in the B are mere circular lines, are 
 in the 33 differently curved lines ; also the upper small 
 horizontal line in the B forms a downward curve in the 
 33 ; but the lower horizontal line is according to the prin- 
 ciple of the X, a twisted curve." ^areu 
 
 " Since you found this agreement^ by will be easy for 
 you to find that between E and 9^1, K anH ^." 
 
 " Yes, quite easy ; looking at the 33 and 3 teaches 
 that." 
 
316 PEDAGOGICS OF THE KINDERGARTEN. 
 
 " Now, for to-day that will be enough. To-morrow, if 
 I have time, we will go on. Till then, can you try with 
 your father's letter by your side to find the rest of the 
 large letters in your book, and learn to know them ? The 
 more of these you learn the more I shall be pleased, and 
 your uncle will certainly be glad, too, when he comes at 
 noon. Now I will get supper ready." 
 
 As Lina had gone to bed the night before thinking of 
 her book, she rose the next morning with the thought of 
 the dear letters in it, and of her mother's wish that she 
 should find out the rest of the large letters in the book. 
 
 Lina had been brought up until now in all-sided life- 
 union, without anticipating it, still less actually knowing 
 it, and still less being able to designate it by a precise 
 word, but showing it in life, in action, in feeling, and in 
 mind; and so also the careful mother had fostered in 
 the thoughtful, intellectual child the gradual anticipation, 
 which was scarcely yet an impulse, quietly to pray to Him 
 who is the giver of all good which we receive and enjoy, 
 for the things which she desired for her parents, her 
 absent father especially, and all other dear ones ; and so, 
 as she remembered what her mother had said yesterday 
 evening at the end of their talk, unconsciously to herself, 
 and in scarcely audible childish words, the wish of her 
 heart uttered itself : " Thou who givest all good, grant to 
 me also to-day that I may give mother and uncle the 
 pleasure which they expect from me." 
 
 Cheerfully and quickly Lina's dressing was done. The 
 love of the earr^"^' fostering mother had led the child on 
 in the one day,' ': ^iihat each day was to her a valuable gift 
 which pointed to an invisible fount of blessing. 
 
 The simple but wholesome breakfast had been cheer- 
 fully eaten, and the child hastened to draw forth her dear 
 
HOW LINA LEARNED TO WRITE AND READ. 317 
 
 book, in order, first of all where it was possible, to examine 
 the yet remaining large letters in it. 
 
 By degrees, and with a great deal of comparison, she 
 succeeded in her attempt, and recognized the U in the XJ, 
 the f in P, the O in 0, the X) in D, the (S in S, the 51 in 
 A, the ^ in H, the W in M, the ^ in N, the SS in W, the 
 25 in y, the g in 0, the ® in G ; finally, the 3 in Z. 
 
 So it was not yet quite noon when Lina could show in 
 her book all the letters her father had used. 
 
 Her mother was still employed in domestic matters, 
 and had not yet been able to come back into the family 
 room. But Lina could not wait ; she had to find her in 
 the house, and in the midst of her business to say that to 
 her great joy she could now point out, in the capital let- 
 ters of her dear book, the letters which she and her father 
 had used. 
 
 " I will come to our room soon," said her mother, shar- 
 ing the joy of her child. 
 
 " But if uncle would only come, so that I could show 
 it to him too ! For he certainly does not know or believe 
 that I know already the large letters in dear father's beau- 
 tiful book. If he only would come ! He stays away so 
 very long to-day." 
 
 " The stay is no longer than usual," soothingly replied 
 her mother. " He is sure to come, only wait quietly." 
 
 And he came, this much-desired uncle. How Lina's 
 eyes beamed as she joyously held out to him her father's 
 present, and could tell him of the advance she had made 
 since yesterday ! Her uncle heartily shared her well-earned 
 delight, which he increased yet more by letting her find 
 the same letters on different pages, and very many differ- 
 ent letters on the same page. 
 
 Then, at last, Lina's mother joined the happy pair. 
 
318 PEDAGOGICS OF THE KINDERGARTEN. 
 
 She fully shared in the joy which came no less from the 
 heart of the uncle than from that of the happy little girl, 
 who clung closely to her mother, as if she had received 
 from her the power to win what she had won, and wished 
 to obtain yet more from her. Lina looked also at her 
 uncle from time to time with joyful, shining eyes, as if 
 the sympathizing clear gaze of his eyes would make her 
 perceive more clearly what her heart desired. 
 
 The dinner was scarcely ended when Lina with her 
 two treasures — the book and her father's letter — settled 
 herself by her uncle, who usually spent some time after 
 dinner in the midst of the little circle, in order to enjoy 
 with him the pleasure of comparing and finding out the 
 likenesses and the differences in the two kinds of letters. 
 The mother, having attended to her domestic duties, soon 
 made a third in the bright group. It was clearly per- 
 ceived by all three that there is a simple, comprehensive 
 law, according to which our common large printing let- 
 ters were formed from the predominantly straight-lined 
 ones — namely, that the straight lines of the latter are 
 mostly replaced in the former by winding, rarely by sim- 
 ple curved lines ; and the simple curved lines of the latter 
 are replaced in the former by pointed and irregularly 
 curved lines ; but that the two kinds of letters are in the 
 main alike in their internal construction and connection 
 of parts. 
 
 Lina now showed great skill in recognizing the large 
 printing letters, but, instead of being delighted, she turned 
 with unexpected sadness to her mother : " But, dear 
 mother, I can not yet read in my book, for there are 
 so few large letters in it, and there is only one of them 
 in any word ; but there are so many small letters ! How 
 shall I learn to know them all ? Oh, do teach me ! " 
 
HOW LINA LEARNED TO WRITE AND READ. 319 
 
 " Do not be uneasy, my child," soothingly said her 
 mother, who had expected this request when she came 
 into the room ; " there are really no more of these than of 
 the others you already know ; only a few of them show 
 some difference. If you are attentive, and will compare 
 them yourself as you did before, you will easily learn to 
 know these also." 
 
 " Well, then I shall surely be glad to-morrow," said 
 Lina's uncle, rising from his seat. " Now I must say good- 
 by to you for to-day, since my business calls me, as you 
 know. So to-morrow we will have as pleasant a meeting 
 as to-day." 
 
 " Certainly," said the mother. 
 
 " Yes, certainly," said the child, " if dear mother helps 
 me again. 
 
 " Please do, now," was all Lina said when her uncle 
 had gone away; and the mother understood the child's 
 simple words. 
 
 " Now sit down by me, and bring your father's two 
 presents with you. I need not tell you much ; you will 
 soon be able to help yourself as before, and will like to do 
 it, for you have now found out that what we learn by our- 
 selves not only gives us greater pleasure than what we 
 learn from others, for we gain from it the beneficial and 
 strengthening feeling of our own activity ; but we also 
 much more easily retain what is thus learned, and can 
 apply and use it again much more readily. What was the 
 first letter which we learned to know ? Show it to me." 
 
 " Here it is— 3." 
 
 "And from which of those you knew before did it 
 result by changing the straight lines into the waving or 
 winding lines ? Show me this also," 
 
 " Here, from the L" 
 
320 PEDAGOGICS OF THE KINDERGARTEN. 
 
 " Yes, the 3 lias sprouted from the I, as the curled-up, 
 unopened leaf from the germ, the bud. But you know — 
 for we have a great many times wonderingly noticed it in 
 our walks and among our flowers — that the many-petaled 
 flower or blossom bring forth the simple seed, and seems 
 to gather itself up in this once more. So it is, my dear 
 child, with very many things ; they must become small 
 again — that is, they must be drawn up into themselves 
 and concentrated before they can be really of use. And so 
 it is with our large printing letters : they also had to be first 
 simplified, drawn into themselves as it were, stripped of 
 all ornaments, before they could serve the great purposes 
 and prepare the many pleasures for which they were in- 
 tended — by reading. Let us see once more. 
 
 " Look again in your book. Which of all the little 
 letters in it could well represent the 3 and I ? " 
 
 " This one, I think." 
 
 " And you are quite right. You can really find again 
 in the small i all the crooked coarse and fine lines and 
 ornaments which the 3 shows. They are reduced to the 
 vanishing point; only the upper ornamental stroke has 
 freed itself and become independent, although reduced 
 to a small dot. Now compare 3 and I once more by the 
 light of what we know, so that the differences and like- 
 nesses maybe clear and vivid to you, and so that you may 
 find them again with other letters. Now, which of the 
 small letters do you think indicates the ?5 ? But I must 
 tell you beforehand that you must cut off many ornaments, 
 and only keep the essential part. Now what may be the 
 essential part of the ^ beside the curved middle line ? " 
 
 " I think the little stroke which is at the right, and 
 also the curved roof. The little line bending upward to 
 the left may very well be left out," 
 
HOW LINA LEARNED TO WRITE AND READ. 321 
 
 " So I think too. Now try which among the little 
 letters has some likeness to the large ^." 
 
 Examining and comparing, the child sought in her 
 book, and looked somewhat doubtingly at her mother, 
 pointing at the same time to the f in the book. 
 
 " Let me see if you are right. First, there is the prin- 
 cipal stroke, only more vertical and but little curved ; 
 second, there is also here the little stroke at the right. 
 The essential part of the twisted roof is also left ; only the 
 little curved line at the left has disappeared. And see, 
 you are right — the f indicates among the little letters what 
 the 5 does among the large ones. We will now try to find 
 among the small letters one more which means the same 
 as one of the large letters ; then that will be enough for 
 to-day. I mean the T), and compare it first with the let- 
 ter which it started from, the D. Notice what is the 
 most essential part of it, and then try to find it among 
 the smaller letters." 
 
 It was not long before Lina pointed, with greater cer- 
 tainty than before, to the b. 
 
 " See, this time you have found it easily and quickly ; 
 this gives me pleasure. But now we will place the three 
 letters D, D, b side by side, and see if you are right. Yes, 
 it is true ; the principal stroke is in all of them — in the 
 first very winding, in the second quite straight, and in the 
 third something of both. So also the principal curved 
 stroke is in all three, but in the first it curves downward ; 
 in the third, on the contrary, upward ; but in the second, 
 the middle one, neither way, but goes straight from the 
 vertical line. We now must stop for to-day ; you know 
 house affairs need my attention. You, my Lina, if you 
 like, may easily find some more resemblances between the 
 large letters which you know and the small ones which 
 
322 PEDAGOGICS OF THE KINDERGARTEN. 
 
 you do not yet know. To-morrow you can show me what 
 you have found ; now you may play what you like." 
 
 " If I may, I would like to go once more to the kin- 
 dergarten." 
 
 " Willingly, my child ; you may go for your little 
 neighbor, Minna, and take her with you." 
 
 " Oh, that is nice, if I may do that ! I like little Minna 
 very much. Thank you, dear mother." 
 
 The two children, hand in hand, went happily to the 
 kindergarten, which both had attended daily until a short 
 time before ; but now Minna, who was the younger of 
 the two, was the only one who still went regularly. Lina 
 only went occasionally, since during her father's absence 
 her mother could devote more time to her, and because 
 she had already outgrown the kindergarten and was to 
 attend the primary school after the return of her long- 
 expected father. 
 
 But now how delighted were her former playmates and 
 companions in work, to see her whom they all loved, after 
 being deprived of her company for what seemed to them 
 a long time! And how happy was Lina once more to 
 join the circle in which she had been so often and so 
 joyous ! 
 
 What was more natural than that she should be ques- 
 tioned as to what she had done at home during this time, 
 and what she was still doing? The kindergartner also 
 willingly permitted Lina to answer these questions, so 
 that her little audience might hear how children could be 
 busy at home also, and how good children actually were 
 so, for she knew Lina's employment. 
 
 But what Lina first spoke of — for her heart was full of 
 it — was of her beautiful book, which her absent father had 
 sent to her because she had written letters to him, 
 
HOW LINA LEARNED TO WRITE AND READ. 323 
 
 " Written letters ! " cried the children, astonished. 
 " Where did you learn ? Who taught you ? " 
 
 These and other questions were at once pressed upon 
 her. She told how her mother had first taught her to lay 
 her name with sticks. 
 
 " Show us — show us how your name looks laid with 
 sticks." 
 
 " Yes," said the kindergartner, who was quietly listen- 
 ing to their talk, and had again convinced herself how 
 children unconsciously teach one another and like to 
 learn from one another — " yes, show it to us, for we have 
 figure-laying with straight sticks ; so that comes in very 
 nicely. Come, place yourself at the middle of the table ; 
 then all the children can see very well." 
 
 And Lina laid her name, and showed her former com- 
 panions what signs indicated the I and the A, the L and 
 the N. 
 
 " Can you lay my name too ? " said Minna coaxingly, 
 standing by her side. 
 
 " Oh, that is easy," said Lina. " Listen — your name 
 sounds almost like mine : Minna — Lina — and only one 
 closed sound, the first, is different ; and one closed sound, 
 the middle one, you can hear double." So she now easily 
 laid with sticks the name Minna. 
 
 " Oh, if we could only lay our names too ! " said the 
 larger children. " Do teach us ! " 
 
 " I will ; but you must first speak your names very 
 plainly, find their parts, and notice which of the sounds 
 are open and which are closed ; then you must learn 
 to know the particular and proper sign for each of the 
 sounds." 
 
 "The dear gardener" (so the children liked to call 
 their loving fosterer, as, on the other hand, she liked to 
 
324: PEDAGOGICS OF THE KINDERGARTEN. 
 
 call them her plants and flowers) " will certainly like to 
 teach it to you, as my good mother did to me." 
 
 " Certainly," answered the kindergartner kindly, " only 
 we must also fulfill the condition which Lina mentioned 
 to us : that is, we must first speak clearly and in full 
 tones." 
 
 " Oh, certainly, that we will," said all the children, who 
 understood what she said. Some of them clung lovingly 
 to the kindergartner ; others looked with joyous gratitude 
 into the clear eyes of the happy little girl. Two of the 
 children clung entreatingly round the neck of their com- 
 panion, who now wished to go away. 
 
 " No, you must not go yet, Lina — must she ? " said 
 they all, turning entreatingly and questioningly to the 
 kind kindergartner, who they were sure would carry out 
 their wish. 
 
 " Lina must do as she wishes," she replied. But before 
 Lina could answer, the children had drawn her into the 
 circle for their favorite play. The Doves, which was fol- 
 lowed by a second and a third play. But now Lina be- 
 gan in earnest to prepare to go home. The two little 
 ones who had formed a peculiar, silent friendship for her, 
 again embraced her, kissed her cheek, and said : 
 
 " Come soon again ; you brought us beautiful things." 
 
 " Yes, come soon again," repeated the vigorous voice 
 of a healthy, blooming boy almost five years old, who 
 with a few companions of his own age had been hitherto 
 a silent listener and thoughtful observer of the little 
 teacher. 
 
 And nodding a cordial " Yes," almost involuntarily 
 the departing child vanished behind the door which closed 
 upon her ; for, almost unconsciously to herself, the atten- 
 tion of the children (since one development always de- 
 
HOW LINA LEARNED TO WRITE AND READ. 325 
 
 mands another) had called forth in her the urgent desire 
 to endeavor in her home to meet her mother's wish and 
 expectation. 
 
 " Yes, see," said the child-loving kindergartner — who 
 made use of every circumstance to lead her little charges 
 to notice the phenomena of life around them, but especial- 
 ly to observe their own life and action — " see how nice it 
 is to know something, and to be able to teach others ! 
 Lina is only a little older than the oldest among you, 
 and only a short time ago was your playmate and the 
 playmate of us all ; and now she comes and kindly 
 teaches us beautiful things. You see that those who are 
 attentive and diligent can, even when still young, be of 
 use to others." 
 
 But Lina's short visit had been not only useful to the 
 children, but had also brought them much good. It had 
 made them attentive to all which concerns the perception 
 and relations of forms, for on that partly depended the 
 knowing how to lay the letters ; but especially does it de- 
 pend on attention to correct and full-toned speaking, in 
 order to learn to write ; for even the smallest child, in 
 order to meet the requirements put upon him, must have 
 the feeling, however dimly, that from this tax upon his 
 power, out of this exercise of his will, there will proceed 
 that which is beneficial to him. 
 
 This foreboding in the child is by no means a hidden 
 self-seeking, but the natural outcome of the desire and 
 impulse toward spiritual selfhood, self-dependence, and 
 the wish to place himself in perfectly harmonious rela- 
 tionship to his entire environment. 
 
 After returning from the kindergarten it was Lina's 
 first act, as on the afternoon before, to compare the large 
 letters which she knew in her dear book with the small 
 
326 PEDAGOGICS OF THE KINDERGARTEN. 
 
 letters in it, in order to find out those which correspond, 
 which she actually succeeded in doing, to her great de- 
 light. So was it also the next morning : after all the little 
 duties of cleaning, arranging, and clearing up which were 
 required of her were done, and the simple breakfast was 
 enjoyed, she immediately sought out her dumb teacher, 
 which in a remarkable manner taught her — under her 
 mother's thoughtful guidance — to inform and instruct 
 herself. 
 
 She first of all compared the large letters again with 
 each other, and soon found that in one there are three^ in 
 another two, and again in still another there is one essen- 
 tial line, however curved it may be. She discovered, too, 
 which of the hooks, bows, or curves were essential, and 
 which unessential. She found the same to be the case in 
 the small letters — three, two, or even one stroke, but 
 (now with, again without little strokes, circles, or curved 
 lines) were essential. And so she succeeded in finding 
 out a considerable number of the small letters whose simi- 
 larity to the corresponding large letters was now readily 
 detected. With some of the former it was of course the 
 case, in spite of all repeated comparison, that she could 
 not at all see her way clearly. Yet in all these difficulties 
 she hoped for her mother's certain glance and guiding 
 word. So, with glad expectation, she looked forward to 
 the noon, when she was to give an account to her mother 
 of what she had found ; and she joyously cried out, as 
 business brought her mother into the room, " I know al- 
 ready twelve more of the small letters." 
 
 " I am very glad to hear it. When we have eaten our 
 dinner you can show them to me, then we will examine 
 what you have found. Now you can do your other work, 
 and then provide what is necessary for the noontime." 
 
HOW LINA LEARNED TO WRITE AND READ. 327 
 
 And the noon, which Lina so longed for, came at last ; 
 but her uncle, whom Lina had expected with equal long- 
 ing, did not come for an unusually long time, and Lina 
 had to practice patience, and could not tell him of the ad- 
 vance she had made and of her delight in it. But finally 
 he came, having been detained by business. His com- 
 munications to her mother prevented Lina from gaining 
 his attention for her dear letters. At last appeared the 
 desired opening, and, with a long-restrained, deep-drawn 
 breath, Lina brought forward the proofs of her diligence, 
 and said, turning to her uncle : " Ah, dear uncle, now I 
 know nearly all my little letters, and I can soon read in fa- 
 ther's beautiful book. — But look here, dear mother, and see 
 if I am right," and she pointed to the letters which she 
 had found, by careful comparison in her father's letter 
 and in her book, as having the same meaning : M, 9)?, nt ; 
 N,9l,n; U,U,u; W, SB, m ; V, 35, d ; 0,D,o; P, ^, ^ ; 
 H,ip,|; B, S3,B; S, @, ^ ; K,^,f; K, 9^,r; Z, 3, j. She 
 was doubtful as to the letters 31, a ; (S, e ; ®, g ; O, q ; 
 2;, t ; S^, c ; and she did not know in the least where to 
 place the letters f, ff, ft, f , (^, f(^, ff, j, and several others. 
 " Will you please tell me, dear uncle, what these signs 
 mean, and how they are to be spoken so that they can be 
 heard ? " said Lina, turning to him entreatingly. 
 
 " That I shall be very glad to do, my child, especially 
 as I have some time to spare, for I did my afternoon's 
 work this morning. But I will not encroach upon your 
 mother's office of teaching, which she does so well." 
 
 "Do so now, since you have time; it will please me 
 particularly, for I have a great deal to do to-day. I will 
 then later," she added jestingly, " test whether you two 
 have done your work well," and with a farewell, accom- 
 panied by a kind nod, she left the room. 
 
328 PEDAGOGICS OF THE KINDERGARTEN. 
 
 " Now bring your slate and pencil here and let us try 
 what we can do," said her uncle. 
 
 And the uncle, who could draw a little, drew first the 
 three forms of each of the doubtful letters plainly side 
 by side ; and then again drew two of each of these, one 
 within the other. In this way Lina could easily perceive 
 what was too much in one form and too little in another, 
 but principally what was essential and therefore abiding 
 in all three forms ; and, to the child's great delight, the 
 vanishing doubt changed to complete certainty. 
 
 " But what shall we do with the other single letters, 
 which seem to belong nowhere ? " 
 
 " See, Lina," said the uncle, " only look at them more 
 carefully ; they are mostly letters made up of two or more, 
 and you already know most of them singly. The few that 
 you do not know are this, and this," pointing to the f and 
 the i- " That you could not find these two letters among 
 those you knew is no fault of yours, for they have been 
 changed greatly. The two beautiful curved letters S and 
 © have straightened themselves in f, and so are scarcely to 
 be recognized again in it, although the latter comes quite 
 simply from the former." 
 
 " I can very well imagine that. It is like a crooked, 
 bent wire which is almost straightened." 
 
 " Quite right ; and now you will be able to tell what 
 they are, and also to sound them, which you did not know 
 how to do before. See, now, first of all, the ff." 
 
 " Oh, that is all quite easy. It is a double f. " 
 
 "And that?" asked the uncle, pointing to the let- 
 ters (I. 
 
 " That is quite easy too ; it is an f and t joined to- 
 gether." 
 
 " Yes, and spoken in one open sound. And do you 
 
HOW LINA LEARNED TO WRITE AND READ. 329 
 
 know how you have to write this joined, double, open 
 sound with your letters ? Show me." 
 
 " I know that very well ; it is ST. 
 
 " That you could not make out this letter " (pointing 
 to the 5 ) "is no fault of yours. It is also a double letter — 
 that is, an f and a g — and means that the open sound f is 
 to be sharply spoken." 
 
 " Yes, I know that too. Mother taught me the sign 
 for it— SS." 
 
 " Quite right. I am glad that you have been so atten- 
 tive to your mother's words. I shall tell her how glad I am. 
 But now you must also learn to explain the double sign 
 here " (pointing to the (^), " and to sound it. Look at it 
 closely ; you know the single signs." 
 
 " Ah, I know these very well ; they are the c and the ^. 
 But in c^ I can not speak the two letters in one sound." 
 
 " No ? I think you can. How did your mother teach 
 you to write these two signs or letters ? Show me upon 
 the slate." 
 
 " That I know very well : C and H " (drawing both on 
 the slate). 
 
 "And if you should speak these two signs as one 
 sound ? " 
 
 " Oh, now I know : (^ means the open sound CH." 
 She drew the sign quickly on her slate without difficulty. 
 
 " See how any one who is attentive and compares 
 thoughtfully can easily find out many things for himself. 
 We have next a sign made up of three letters " (pointing 
 to the f(^) ; " can you analyze this for me and point out 
 its sound ? " 
 
 " Just let me try, uncle. Are not the three letters 
 f cl^ joined here in one sign ? " 
 
 " Well, but do you not remember that you have al- 
 24 
 
330 PEDAGOGICS OF THE KINDERGARTEN. 
 
 ready joined them, and so shown that they were to be a 
 single sound, when you were writing under your good 
 mother's directions ? " 
 
 " Of course, I know it now, as you are so kind as 
 
 to help me to it ; it is the sign SOH for the sound " 
 (she utters the sound). 
 
 " Now we have another sign which you could not ex- 
 plain — it is this " (the letter j ) ; " but you have already 
 learned to know a similar letter. Do you remember it ? " 
 
 " Certainly ; it was the i " (looking it out in the book 
 and pointing to it). 
 
 " Well, what capital letter, and which of your letters, 
 are like that ? " 
 
 " The I and the 3 " (pointing to each in the letter and 
 the book). 
 
 " Now, you must know that the signs or capital letters 
 I and 3 each have two sounds : first, the voice sound j, 
 for instance, in the name Ida ; and, second, a soft, flowing, 
 open sound, for instance, in Julie, Johann." * 
 
 " But now if this soft, flowing, open sound is to be 
 represented by a small letter, it is done by the sign or 
 letter | (j), which, as you quite rightly noticed, is like the 
 small t, only it is made longer below so as to indicate its 
 flowing. So you see the sign j, the small letter, represents 
 an open sound similar to that of the g " (pointing to this 
 sign in the book), " only very soft ; as, for instance, when 
 you say [in German] 'That picture pleases me.'" "I 
 want that doll." f 
 
 " How glad I am that I know all these small letters, 
 and can find them again in the large ones, and show them 
 
 * The German J has the sound of our English Y .—Translator. 
 \ " Jenes bild gefallt mir." " Jene puppe mochte ich haben." 
 
HOW LINA LEARNED TO WRITE AND READ. 331 
 
 to my mother ! How I thank you, uncle " (nestling up 
 to him), " for being so kind, and helping me so nicely by 
 your drawing. Without that I should not have found it 
 so easy ! " 
 
 " You are right, my child ; drawing makes it much 
 easier to notice and examine. Therefore give heed to the 
 instruction in drawing which your mother gives you. It 
 will at a later time, like a shining light, show you the 
 way many times even when you would not expect it. But 
 now I must go too. Do you remember what your mother 
 said jestingly when she went away?" 
 
 " Oh, yes ; she said she would examine us by and by, 
 to see if we too had done our work well." 
 
 " You have remembered very well. Since we are both 
 to be examined, go over it all by yourself very carefully. 
 For to-day, farewell. Say farewell to your mother also 
 for me." 
 
 " Farewell." 
 
 Lina's first act now was to open her book according 
 to her uncle's advice and request, and to pronounce the 
 signs or letters wherever she pleased. When she had 
 done this successfully several times, she ran to her mother 
 to give her uncle's message, and to give an account of the 
 new advance she had made, and of her kind uncle's assist- 
 ance. "Do come soon, so that I may show it to you." 
 
 " I am very glad. I knew that your uncle, who is 
 skilled in drawing, would teach you more easily and better 
 than I. Now, my child, go to your usual work. I shall 
 soon be ready, and then I will come to you. If you are 
 ready before I come, and have done your work well, you 
 can play whatever you like." 
 
 " May I then go for our neighbor's Minna, and lay, 
 interlace or build something with her ? " 
 
332 PEDAGOGICS OF THE KINDERGARTEN. 
 
 " You may, if you have done what you were told." 
 
 " Oh, that is good — that is good ! " 
 
 The little girl was in an extremely happy mood. The 
 employment under the guidance of her uncle, the prog- 
 ress which she had thus made, and the new knowledge 
 she had gained had made her so glad, and the joyous hope 
 of being permitted, after well-done work, to get her dear 
 little neighbor to play with her, had called such serenity 
 into her soul that her remaining work was not only done 
 with unusual quickness, but also so well that she had no 
 doubt that her mother would be satisfied with it when she 
 afterward gave an account of it. And so she went to her 
 young neighbor, Minna, with the request : " Come with 
 me, Minna ; we may play ; my mother is willing. Go and 
 ask your mother if she will let you go home with me to 
 play." And scarcely had the words passed Lina's lips 
 when Minna hastened to her mother to beg the desired 
 permission, with which she soon returned. 
 
 " Take your great doll with you, and give me your 
 building boxes, and your laying and interlacing sticks. 
 We will play kindergarten, and will teach our dolls the 
 building, laying, and interlacing, the counting, writing, 
 and reading." 
 
 So a pleasant play soon began ; but the time passed 
 quickly to the happy children thoughtfully and busily 
 employed. 
 
 " Minna," said Lina soon after the play had begun, in 
 quite an earnest tone, "we must leave what our dolls 
 build, interlace, etc., so that when mother comes she can 
 see what our dolls can already do — counting, writing, and 
 reading." 
 
 The mother came. 
 
 " Oh, what have you there — a whole market?" 
 
HOW LINA LEARNED TO WRITE AND READ. 333 
 
 " Yes, we have been playing at kindergarten. Only see 
 what beautiful things our dolls have made ! They can 
 count, and write, and read too. Only see here : my doll 
 has written her name Fanny, and Minna's doll her name 
 Anna. They can read too — just hear. Anna can read the 
 name Fanny, and Fanny the name Anna," and she sup- 
 posed that the creations of her imagination would be 
 reflected in her mother's mind. And the mother did 
 actually rejoice like the children, but in a different way 
 and from other causes. She rejoiced that the instruction 
 which life gives to children becomes a vital part of their 
 lives, and so again blossoms and bears fruit in full, fresh, 
 healthy lives. 
 
 " This is all very beautiful," said the mother. " Your 
 dolls have been quite diligent, now they must rest again ; 
 but, before they go, tell them they must put things in 
 order, each thing in its place. Then, thanking her for 
 playing with you, take Minna home and thank her mother 
 too for letting her come. Come back soon, and then I 
 will, as you wish, see what your uncle has taught you." 
 
 Before her mother was aware Lina had returned and 
 greeted her with the entreating question, "You stayed 
 here, did you not, that I might show you what my uncle 
 has taught me ? " And, not waiting for an answer, she 
 seized her mother's hand and drew her to the table. 
 " Come, sit here ; here I can show you all that my uncle 
 taught me, and how he taught it to me ; for see, it is still 
 all upon the slate." 
 
 And Lina now showed her mother first the relation 
 and development of the form of the letters A, 51, a ; E, @, 
 e ; G, ®, g ; Q, Q, q ; T, 3:, t ; C, S, c ; that she could 
 comprehend and make them again on the slate. In doing 
 this many things became clearer to her, for the mother 
 
334 PEDAGOGICS OF THE KIXDERGARTEN. 
 
 made her notice this and that thing which she had either 
 forgotten or overlooked in her uncle's explanations. She 
 also pronounced for her mother the signs j, f, and the 
 compounds formed of the latter, ff, ft, ^, f(^, c^, and the 
 doubled and sharpened ff. 
 
 " I will beg your uncle to be your teacher for the 
 future, for you have retained his instructions as easily as 
 you have understood them." 
 
 " Only see how nicely he has drawn it all for me ! It 
 is just as if one thing grew out of the other, like the 
 blossoms from the buds, and from the blossoms again the 
 fruit or the seeds. Do you know how prettily you showed 
 me this on our blossoming aj^ple tree, and the June apples 
 you picked up ? " 
 
 " Yes ; you see, my good child, we can show, by means 
 of drawing, a great many things which it is either very 
 difficult or quite impossible to show by words ; and, again, 
 the living forms of nature testify to the truth which, as 
 it were, lies slumbering or even dead to us in word and 
 picture. Therefore, my dear daughter, esteem highly the 
 teachers, inwardly bound together like three loving sis- 
 ters: : the living nature, the representative drawing, and 
 the explanatory word — this latter heard as well as read. 
 One explains the other, and makes what it says more com- 
 prehensible." 
 
 " Then I am glad, my dear mother, that my kind 
 father sent me this beautiful book, for now I can read a 
 great many words in it ; and I was able to read them just 
 as soon as I knew the small letters. May I show you ? " 
 
 " Yes, I am eager to hear." 
 
 " Oh, it is easy ; they are the same letters and words 
 you have taught me to write, and which I can read in 
 father's letter. See, I will show you all the words I can 
 
HOW LINA LEARNED TO WRITE AND READ. 335 
 
 read now : in, im, an, am, nm, tin, mdn, metne, meine^, bein, 
 'Dnnt, teiner, beinem, beine^, netn, hin, fetn, ^in, ntmm, !ann, 
 man, lam, ba, ba^, bac^* And see, here I can read a whole 
 line : ' When the child cried, a man came at once and 
 said, " What do you want, child ? " "I want to go to my 
 mother," said the child.' " 
 
 " That is well done indeed," said the mother to Lina ; 
 " now you will soon be able to read the whole book ; at 
 least, you may try the first story to-morrow." 
 
 " Yes, if you will help me, I shall get along very well." 
 
 " If you can not immediately read a word, you must, 
 as soon as you know all the letters of it, make it with your 
 writing letters, then you will be able to read it more easily." 
 
 " How glad I shall be when I can read the whole 
 book ! " 
 
 " Well, to-morrow we will see. At present you have 
 had enough. Now we must go to other work." 
 
 That evening after supper, before she went to bed, and 
 early the next day when the morning tasks were done, 
 Lina took her dear book in hand to try to read the first 
 story in it, from the beginning to the end, aloud to her- 
 self, and she succeeded quite well, so that her heart beat 
 with delight to be able to read aloud to her mother and 
 her uncle the first story in her book ; and she could not 
 hide her joy when her mother came into the room to set 
 another task. 
 
 " You seem so pleased, that it is a good omen for this 
 noon." 
 
 Laughing joyously, Lina set about her task, for such 
 it actually was ; and to the delight of her mother and 
 uncle, as well as to her own, Lina read quite accurately 
 the first little story in her book ; only her mother had first 
 to make her notice the meaning of the punctuation marks. 
 
336 PEDAGOGICS OF THE KINDERGARTEN. 
 
 After the general joy over Lina's progress in the little 
 book had somewhat subsided, she nestled up to her mother 
 mournfully, and said, " I only wish I could read the stories 
 aloud to father, and that he could thus hear that I can 
 already read in his book." 
 
 " Well," replied her mother, " he will believe us if we 
 write to him that you read the first story aloud to us this 
 noon. But 1 know another way in which you can prove 
 to your father that you have read the story. Write off a 
 part of it for him with your letters and in your writing ; 
 for your father will easily see that you could not write 
 anything from the book if you could not first read it." 
 
 " That is really excellent ! What good advice your 
 mother knows how to give everybody ! " said her uncle. 
 
 " Oh, that is good ! " said Lina, delighted. " Please, 
 dear mother, give me some paper and draw me some lines ; 
 I will write at once." 
 
 " You shall have paper and all else you need presently, 
 but there is no such hurry about the writing ; you can 
 take great pains with it, for I shall not send the letters 
 for some days." 
 
 " I am very glad of that," said the uncle, " otherwise 
 I should run the risk of not seeing Lina^s work at all. 
 Business will prevent my coming to you for ^the ^next two 
 days. But I shall be so mucih the more pleased to see 
 something new when I return. Now, good-by." 
 
 During the next few days Lina was busy in doing the 
 work she had set herself. With the kind help of her 
 mother she succeeded to the satisfaction of the latter, and 
 to her own delight, as well as to that of her uncle, who 
 took such hearty interest in the development of little 
 Lina, when some days after, as he had promised, he again 
 .appeared at the dinner table> 
 
HOW LINA LEARNED TO WEITE AND READ. 337 
 
 Scarcely was the meal finished than she availed her- 
 self of her mother's permission to show her work to her 
 uncle. 
 
 " But what a great sheet this has become ! " said her 
 uncle. " That will scarcely go into the letter," he added 
 jestingly. 
 
 " Oh, yes," said Lina, turning entreatingly to her 
 mother. " I wish, dear mother, that I could write as fine 
 as you and father do, and use such letters. It is so 
 quickly done when you write ; besides, you do not use 
 so much paper as I do. Please, mother, teach it to me ! 
 Please do ! " 
 
 " Yes, my child, that can be done ; but we should have 
 to give more time to it than I can spare, now that your 
 father is away. You will learn it better at the prepara- 
 tory school, to which you are to go when your father, 
 whom I soon expect, has returned ; till then you will have 
 to be contented. You can pass your time in reading 
 your book." 
 
 " Oh, yes ; and after that I will write as you do." 
 
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 (2) 
 
INTERNATIONAL EDUCATION SERIES* 
 
 Books by and about Froebel. 
 
 The Education of Man. By Friedrich Froebel. Translated 
 by W. N. Hailmann, Ph. D. $1.50. 
 In all directions this book sounds the keynote of a new education. It lifts all educa* 
 tional work from narrow, merely utilitarian standpoints, to an intensely and broadly 
 Christian view of life; it measures every activity by its influence on character and full 
 life efBciency. In all questions of system and method Froebel places the teacher on 
 •olid ground, and indicates the way to loftiest achievements. 
 
 Froebel's Laws for all Teachers. By James L. Hughes. $1.50. 
 
 This book is a clear and comprehensive statement of Froebel's principles, adapted 
 to the work of every one engaged in the education and the training of humanity in the 
 kindergarten, the school, the university, or the home. It is the most intelligible expo- 
 sition of the fundamental principles of the New Education as revealed by Froebel. 
 
 Pedagogics of the Kindergarten. By Friedrich Froebel. 
 Translated by Josephine Jarvis. $1.50. 
 This volume contains a practical elucidation of the theories of Froebel, and will bo 
 fnvaluable to earnest educators — particularly to parents, kindergartners, and primary 
 school-teachers. Froebel explains very fully and carefully his motives for the entire 
 plan of the work and play of the kindergarten, and its purpose and influence on life. 
 
 Education by Development. By Friedrich Froebel. Trans- 
 lated by Josephine Jarvis. $1.50. 
 In this volume the educational principles underlybg the " gifts " are more thor- 
 oughly discussed than in "The Pedagogics of the Kindergarten." The student of 
 Froebel has great advantage, therefore, in reading " Education by Development," in- 
 asmuch as Froebel cast new light on his thoughts in each exposition that he made. 
 
 The Mottoes and Commentaries of Friedrich Froebel's 
 Mother-Play. By H. R. Eliot and Susan E. Blow. $1.50. 
 
 The Songs and Music of Friedrich Froebel's Mother-Play. 
 
 Prepared and arranged by Susan E. Blow. $1.50. 
 The increased interest in kindergarten work and the demand for a clearer exposition 
 of Froebel's philosophy have given these excellent books the widest popularity. No 
 one could be better equipped for their preparation than Miss Blow. In the first vol- 
 ume the original pictures have been faithfully reproduced. 
 
 Symbolic Education. A Commentary on Froebel's Mother-Play. 
 By Susan E. Blow. $1.50. 
 
 This book discusses in a practical way the foundations of the philosophy of Froebel 
 as found in " The Mother's Songs and Games," and shows the significance of the 
 kindergarten and its claims for being the comer-stone upon which all child education 
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 Froebel's Mother-Play Pictures. Three series. Plain and 
 colored. See special list for prices and description. 
 
 D. APPLETON AND COMPANY, NEW YORK. 
 
NEWS FOR KINDERGARTNERS. 
 
 The Froebel Mother- Play Pictures, as reproduced 
 in Miss Blow's book, " Mottoes and Commentaries," 
 are now furnished printed in colors from lithographic 
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 I. Play with the Limbs. 2. The Wind. 3. All Gone. 4. Tick- 
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 13. Naming the Fingers. 14. The Greeting. 15. The Family. 
 16. The Children on the Tower. 17. The Child and the Moon. 
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 Also, the complete list of forty-six pictures reprinted from ** Mot- 
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 Price per dozen, $2.00. Single picture, postpaid, 18 cents. 
 
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 Knights and the Good Child ; The Pigeon House ; Pat-a-Cake ; The 
 Fish in the Brook ; The Little Gardener ; The Children on the Tower ; 
 The Greeting; The Family; The Light-Bird; The Child and the 
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INTERNATIONAL EDUCATION SERIES, 
 
 Later Infancy of the Child. 
 
 By Gabriel Compayr6. Translated by Mary E. 
 Wilson. Vol. 53. Part II of Vol. 35. Price, $1.20 net ; 
 postage 10 cents additional. 
 
 This book completes the translation of Professor Compayre's well- 
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 It brings together, in a systematic pedagogic form, what is known of 
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 education. Professor Compayre's treatise is one of the most sagacious 
 and fruitful products of the modem attention to child study. Since 
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 fascinating field has gone forward at a rapid pace, and an immense 
 mass of new material is now available. This has been utilized and 
 interpreted in its manifold applications. 
 
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 ascertain the best methods of encouraging the one and of suppressing 
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THE INTERNATIONAL EDUCATION SERIES. 
 
 Edited by WILLIAM T. HARRIS, LL.D., 
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 A Neil) Volume,— No, LV* 
 
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 Psychological Foundations 
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 necessary to explain its point of view. Psychology is too frequently 
 only an inventory of certain so-called " faculties of the mind," such as 
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 have been offered such an inventory under the name of " educational 
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 been taken as valid for the soul, and, inasmuch as we can train 
 this or that muscle, it is inferred that we can cultivate this or that 
 faculty. The defect of this mode of view is that it leaves out of 
 sight the genesis of the higher faculties from the lower ones. 
 Muscles are not consecutive, the one growing out of another and 
 taking its place, but they are co-ordinate and side by side in space, 
 whereas in mind the higher faculties take the place of the lower 
 faculties and in some sort absorb them. Conception, instead of 
 existing side by side with perception, like the wheels of a clock, 
 contains the latter in a more complete form of activity. Sense- 
 perception, according to the definition, should apprehend individual 
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 conception really transforms perception into a seeing of each object 
 as a member of a class, so that the line between perception and con- 
 ception has vanished, and we cannot find in consciousness a mere 
 perception of an individual object, but only that kind of perception 
 which sees the object in its process of production. This indicates 
 the point of view of this book. It is an attempt to show the 
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INTERNATIONAL EDUCATION SERIES* 
 
 Dickens as an Educator. 
 
 By James L. Hughes, Inspector of Schools, Toronto. 
 Vol. 49. i2mo. Cloth, $1.50. 
 
 Adopted by the Indiana State Teachers' Reading Circle. 
 
 All teachers have read Dickens's novels with pleasure. Probably 
 few, however, have thought of him as a great educational reformer. 
 But Inspector Hughes demonstrates that such is his just title. U. S. 
 Commissioner William T. Harris says of " Dickens as an Educator " : 
 " This book is sufficient to establish the claim for Dickens as an edu- 
 cational reformer. He has done more than any one else to secure for 
 the child considerate treatment of his tender age. Dickens stands 
 apart and alone as one of the most potent influences of social reform 
 in the nineteenth century, and therefore deserves to be read and studied 
 by all who have to do with schools, and by all parents everywhere in 
 our day and generation." Professor Hughes asserts that " Dickens 
 was the most profound exponent of the kindergarten and the most 
 comprehensive student of childhood that England has yet produced." 
 The book brings into connected form, under proper headings, the 
 educational principles of this most sympathetic friend of children. 
 
 " Mr. James L. Hughes has just published a book that will rank as one 
 of the finest appreciations of Dickens ever ytxiXXQU."— Colorado School 
 yournaL 
 
 " Mr. Hughes has brought together in an interesting and most effective 
 manner the chief teachings of Dickens on educational subjects. His extracts 
 make the reader feel again the reality of Dickens's descriptions and the 
 power of the appeal that he made for a saner, kindlier, more inspiring peda- 
 gogy, and thus became, through his immense vogue, one of the chief 
 instrumentalities working for the new education." — Wisconsin Journal 0/ 
 Education. 
 
 D. APPLETON AND COMPANY. NEW YORK. 
 
THE APPLETON SCHOOL BOOKS 
 
 The Culture Readers. 
 
 In Six Books. Embodying the Natural Method 
 in Reading. By Ellen E. Kenyon- Warner, Pd.D. 
 
 NOW READY 
 
 Book I. — Primer. Small 4to. Cloth, 124 pages, 
 30 cents. Book 11. Small 4to. Cloth, 124 pages, 30 
 cents. Edited by Jenny B. Merrill, Ph.D. 
 
 AIMS 
 
 1. To teach the Art of Reading in enjoyable lessons, obeying 
 psychologic law, following the * ' line of least resistance," and securing the 
 most rapid and substantial progress. 
 
 2. To train the taste, cultivate the moral nature, and aid in the 
 assimilation of all knowledge. 
 
 The Culture Readers differ from other series in 
 the following characteristics ; 
 
 1. They draw their initial stock of "sight words" from literary 
 sources, and base their text from the first upon thought values instead oi 
 upon word studies. 
 
 2. The forms and laws of English words are taught, and without 
 the use of artificial text. 
 
 3. The method by which children learn to recognize and spell 
 words is evolutionary. It proceeds by a natural unfolding of the con- 
 tent of the text. It is logical, employing both induction and deduction. 
 The child does his own work, experimenting upon the material of his 
 own experience, finding the law, and applying it in the exploration of a 
 larger world. 
 
 4. A deep ethical intent threads the course from beginning to end. 
 The great structural facts of nature are gently impressed by giving each 
 its place in a graded sequence and making it prominent in its turn. Out 
 of these phenomena emerges law, and gradually the moral law. By the 
 study of lessons drawn from nature and from literature, the student is 
 taught to cherish the pure and the generous and to live toward the 
 highest ideals. 
 
 Write for further details and sample copies to 
 
 D. APPLETON AND COMPANY, 
 NEW YORK. BOSTON. CHICAGO LONDON. 
 
THE APPLETON SCHOOL BOOKS* 
 
 JUST PUBLISHED. 
 
 Arithmetics. 
 
 In Three Books. By J. W. A. Young, Ph.D., 
 Assistant Professor of the Pedagogy of Mathematics 
 in the University of Chicago, and Lambert Lewis 
 Jackson, A.M., Head of Department of Mathematics, 
 State Normal School, Brockport, New York. 
 
 Now ready: Book L For third and fourth 
 years. Book II. For fifth and sixth years. 
 
 i2mo. Cloth, each, 35 cents. 
 
 These books represent a new departure in the teaching of arithmetic. 
 
 Perhaps nine-tenths of all the elementary arithmetics published in 
 America during the last twenty years have been largely inspired by the 
 Grube idea. But educators are now advancing such views as the follow- 
 ing : "Avoid the interest-killing monotony of the Grube grind on the 
 three hundred and odd combinations of half a dozen numbers which thus 
 substitute sheer mechanical action for the spontaneous activity that 
 simultaneously develops numerical ideas and the power to retain them." 
 Young and Jackson's Arithmetics favor the Tanck-Knilling plan of 
 counting or the natural method of learning number. 
 
 The Young and Jackson books use a series of steps by grades which 
 enlarge the number field gradually and admit of a systematic develop- 
 ment of processes. 
 
 The Young and Jackson Arithmetics make the logic of arithmetic 
 the backbone of the subject ; treating definitions, principles, and processes 
 inductively, but formally and systematically. 
 
 In the treatment of problems these books are unique. A topical 
 treatment lends itself readily to correlation, and the authors of these 
 books have drawn upon the best of geography, drawing, manual training, 
 and nature study. The introduction of this material in its quantitative 
 aspect is the newest and strongest feature of modern arithmetic. 
 
 The Young and Jackson Arithmetics contain a simple but formal 
 treatment of concrete geometry graded to correspond to the pupil's needs 
 from the third year to the eighth. 
 
 These books provide a chapter on formal algebra in the eighth 
 year's work, but the simple equation and literal quantities in the form of 
 abbreviations are used from the fifth year. This gradual introduction of 
 the algebraic notation leads easily to formal algebra. 
 
 Have you seen these books ? If not, ask your friends. Better still, 
 ask us. 
 
 D. APPLETON AND COMPANY, 
 NEW YORK. BOSTON. CHICAGO. LONDON.