draw alone without copy, two things are needed, viz: to guide the hand and A B C D O P Q R PAPA 1234 | || ||| |V V сове direct the intellect. Froebel gives the net of squares as a guide for the hand, whilst the intellect is directed by his law of contrasts and their connections-the law of harmony, which exists throughout nature. Vertical and horizontal lines form opposites-the slanting line their intermediate. After the straight lines follow the curved lines; free drawing or inventions are combined with the course. After body, surface and line the next step from the concrete towards the abstract, forms the point. In pea-work lines and points are connectedsticks and peas-or wire and pieces of cork. These are the chief means to teach the child to form plastically. Besides forms from life and nature also geometrical and symmetrical forms are made. This work trains also to carefulness and patience and practices eye and hand. The fact, that the forms are skeleton forms, is essential in order to recognize the mathematical forms clearly. It serves also for needle and a pad to prick on. As in drawing, so here eye and hand are exercised, and thus this is also an exercise preparatory for reading and writ ing. Before we have given the outlines of forms in lines; in this occupation the outlines are made in points. This occupation develops the sense for the beautiful and educates the artistic taste. The sewing-occupation stands in the same relation to pricking, as cuttingout to paper-folding. In this occupation perforated points are connected by colored threads to geometrical or symmetrical forms when worked on a net of squares; also leaves, flowers, animals, etc., in outline form are used, when close attention must be paid to copy the colors of nature. Number, form, color, etc., are developed. Often this occupation is mechanically carried out by giving the child ready-pricked cards, and thus it is degraded to a mere sewing-school. The inventive power of the child shall be furthered together with teaching him the necessity of careful preparation for any kind of work as the chief thing to make the following work either a success or a failure. If the child has pricked, that is, prepared himself carefully the card he will use for sewing-out, he will be rewarded by the regular beauty of of the after work; if, however, he made his preparation in a careless manner, - all symmetry and beauty is lost. Now this lesson can not be taught if we give to the child prepared, perfectly-pricked cards. Modelling in clay is a most effective occupation in the Kindergarten System, it is like the fruit which bears the germ of new growth. Here we have it not to do with the knowledge of things and their abstractions,-but the child makes the object himself. The sense of the beautiful will be developed in a higher degree, and the moral being will be drawn out in full activity. Modelling does not depend on understanding the laws and the beauty of things and to mirror forth abstract ideas,-for they must be found as reali ties! This "self-forming" has a wonderful influence on moral beings, and fills up the difference which exists between knowing and doing. Through modelling we also implant a love and understanding of nature. Like in all other gifts and occupations a certain course is followed dividing it as usual into three parts: forms of life or what surrounds us, forms of geometrical bodies, and forms of symmetry or beauty. I strictly follow this course of mine based on Froebel's doctrine of opposites, where for each of the three abovementioned divisions the sphere, cube, and cylinder, conjointly form the basis, and which course has been acknowledged in Europe among the first Kindergärtners, and has been introduced into the Kindergartens of the pupils of our Training-School for Kindergärtners in America. This doctrine of the opposites and their intermediates, can, practically applied, be easily understood by a child; it pervades the entire Kindergartensystem, and we find it everywhere in nature. The Kindergarten gymnastics or games develop all parts of the body as well as the senses. These games are representations from nature-its life, and human occupations; they are more or less dramatic and are accompanied by song relating the story of action. There are different kinds of games, viz: for marching, walking, hopping, running; there are circle games; games for intuition, instruction; also arm, hand, and finger games. These games must be well understood by the teacher; they should vary according to seasons, weather, number, age, and mood of children, etc., etc. Music trains the ear, wakes the sense for rythm and time. Music and games include the learning of songs and verses. Also the relating of stories is in the Kindergarten of great importance. Stories are the means to form the mind, to see objets and appearances in nature; they develop language. The care for animals and plants are also a means of education in the Kindergarten, so important that Froebel would have a real garden connected with each Kindergarten, that the child's love for nature may be developed; and the cul tivation for the soil as well as the love and veneration of the Creator fostered. But all this does not make as yet a Kindergarten. The word "Kindergarten" does not mean "educating each child singly, "-it means:"learning and playing together in company" as well as the individual management of the child. Recapitulating the gifts and occupations we find them connected as follows: Up to the Sixth gift we have the bodies. Tablets are the next steps from the concrete to the abstract. |