It is most unlikely that this experiment will have been forgotten, but if it has been, it may be easily repeated. Speak next of the edges of the cube, and let the children recall the derivation of the stick.

That portion of the cube not yet discussed will now be seized upon by the children, and they will ask if any of their playthings are like the cube's corners. Can they think of anything; shall we not try to make something?

Now the clay appears, cubes are quickly fashioned, and each child is allowed to cut off the eight corners of his block. He has no sooner done this than he sees the nearest approach we can make to a point, and proceeds to make a design from them while he recalls the beans, sh.e.l.ls, lentils, etc., he has used before in a similar way.

It is well here to suggest making the bits of clay into tiny oblate spheroids, and laying them away to dry so that we may make a group work invention of them to-morrow. Better still, however, is the instant introduction of sticks or wires to connect with the clay points, and thus form at once the skeleton of the solid, which will give an ineffaceable impression of the relation of point and line to each other.

Pleasure of Child in Point-laying and Stringing.

The pleasure the child finds in point-laying is not confined to the kindergarten, for playing with beads and pin-heads is an ordinary nursery occupation in all countries, and which of us cannot recall long happy hours on the seash.o.r.e, or by the brookside, when we gathered and sorted sh.e.l.ls and smooth glistening pebbles, and laid them in rows and patterns? The mere handling of a great store of these gave a Midas-like delight, and what primitive artistic pleasure we felt as we arranged them according to the principle of repet.i.tion to border our garden-beds or to inclose our miniature parks and playgrounds.

The same joy is felt in plucking, arranging, and stringing rose-hips, the seeds of the ailantus, the nasturtium, the pumpkin, or the "cheeses" of the mallow and wild geranium.

Miscellaneous Materials.

It will commonly be found that the child enjoys tenfold more the objects for point-work which he finds himself than the more perfect school-materials. Imagine the joy, for instance, of a bevy of kindergarten children set free on Pescadero Beach (California), and allowed to ramble up and down its shining sands to pick up the wonderful Pescadero pebbles. What colors of dull red and amber, of pink and palest green, what opaline lights, and smooth, glimmering surfaces! "Busy work" with such materials would be worth while indeed,--yet easy to obtain as they are, they are almost never seen in use.

Smooth, white pebbles, washed entirely clean and sorted according to size, are not uncommonly seen in the kindergartens, however, and are especially useful in the sand-table, and if these and the shining cream-colored sh.e.l.ls could be found by the children themselves, their pleasure in them would be immensely increased. That this is true is proved by the experience of many teachers with seed-work. One of our own brood of kindergartners once had a birthday melon party for one of her children. The melons were brought to the kindergarten room and there divided, the small host serving his guests himself. Great interest was immediately shown in the jet-black seeds of the water-melon in contrast with the smaller light-colored seeds of the musk-melon, and unanimous appeals were made to the kindergartner that they might be saved and used for inventions. This was done, and they were always called for afterwards in point-work, rather than the beans, or vegetable and wooden lentils.

In those kindergartens where the seeds of all fruits are saved by the children at lunch hour, it is also noted that the collection thus made is always the object of universal interest and preference.

Use of the Gift.

One of the first uses of the point may be in following the outline of some form of life which the kindergartner has drawn in white or colored chalk on the child's table. This is much more fascinating work than the placing of seeds one s.p.a.ce apart, three in a row, etc., for the latter belongs to the "knowledge-acquiring side of the game,"

which, as Froebel says, is the "quickly tiring side, only to be given quite casually at first, and as chance may provide suitable openings for it."

The forms drawn in chalk may very well be of curving outlines of vegetables, fruits, leaves, and flowers to connect with the study of the first gift, and may include any other simple appropriate object which the kindergartner is capable of drawing.

The more advanced child can of course make his own Life forms without the aid of drawing, and if he is given different sizes and kinds of sh.e.l.ls, seeds, or pebbles, often arranges them with great ability to imitate the shading of the object.

The beginning of the forms of knowledge is in placing the points in regular order on the squared tables at the intersection of vertical and horizontal lines. Next, the child lays one s.p.a.ce vertical lines, three points in a line, then two s.p.a.ce lines with five points, then horizontal lines, angles, parallelograms, borders, etc., following out the school of linear drawing, and in this way progresses in an orderly manner to the designing of symmetrical forms. Curved lines of course are quite as easily represented as the straight, and really beautiful designs are often made by the children with them.

Tenth Gift Parquetry.

Tiny circles and squares of colored paper corresponding to the wooden lentils are also to be had with this gift, and afford a means of preserving the designs in permanent form. They are so small, however, as to give occasion for considerable patience in pasting them, and are rather difficult to arrange with regularity without first drawing the design. It is doubtful, in our opinion, if they may be considered to be of any particular educational benefit, if indeed they are not a positive harm to the child in that they require a too minute and long-sustained use of the finer muscles.

Objections to the Gift.

These strictures on the tenth gift parquetry bring us naturally to the criticisms lately made by eminent authorities upon some of the Froebel materials. The objection that many of them require too minute handling and too close attention on the part of children of the kindergarten age seems, as far as the gifts are concerned, to hold especial weight in regard to point-work.[79]

[79] The development of motor-ability in children and its furtherance or arrest by the kindergarten materials concerns the occupations more particularly, and as such will receive full consideration in a later volume.

We need not consider here the physio-psychological tests lately made of the early motor-ability of children and the results which these have shown, but simply concern ourselves with what we have seen and noted many times in daily kindergarten practice. Is it not true that the laying of beans and lentils one inch apart on the tables, for instance, is an occupation which requires very delicate handling on account of the smallness of the object, its easy mobility, and the exactness required to place it precisely at the crossing-point of vertical and horizontal lines? Is it not true that such work requires considerable effort from the kindergartner to make it interesting to the child? Is it not true that there is a cramp of the fingers, shown by a slight trembling, in getting hold of the tiny object and placing it, a cramp of the eye in foreseeing and following the movement, and a cramp of the body accompanying the tension of hand and arm? If all these observations are correct, or measurably so, if they hold with a majority of children, then point-laying as an occupation clearly needs considerable modification in the kindergarten.

What are then the objections to the point as ill.u.s.trated in bean, coffee-berry, seed, and wooden lentil? In a word, that when represented as above, it becomes too small and too mobile. The difficulty of using these materials is immensely increased by the fact that a slight movement of the child's table will send them all on the floor, while even an ill-timed cough or sneeze, or puff of wind, will blow them out of position. Point-laying is quite difficult enough for the child's small powers under the best conditions, and need not be made more so by undue mobility in the materials with which it is carried on. This criticism would not hold of course as against large sh.e.l.ls or pebbles or as against Miss Marwedel's hemispheres and ellipsoids.

How these Objections may be obviated.

The only good reason for using the small materials to which the preceding objections have been made is a very good one, viz., that if we are to take any concrete object to represent the point, it should be as small as possible, since the point is in reality an intangible something, having no one of the three dimensions. This reasoning seems to be logical enough, and it is surely equally so, to insist that the child shall at some time derive his own points from the cube and make them as small as possible, that he may the better understand their relation to line, plane, and solid. When once this relation is understood, however, and before it is suggested to his mind, why may he not use the larger materials, even though they do not ill.u.s.trate the point as perfectly? Any lack in perfect representation would probably be more than compensated by the removal of the strain on the accessory muscles and the gain in artistic development. This latter point, indeed, needs special consideration, for there seems no doubt that the continued use of such small objects for design leads to accuracy and prettiness rather than breadth and power.

The Marwedel Materials.

If we throw out all the smaller materials used for point-laying, and it seems advisable so to do, we still have left smooth pebbles from one half to three fourths of an inch in diameter, and sh.e.l.ls of any univalve, such as the "money-cowry" (_cyproea moneta_). These should be polished, as free from convolutions as possible, and not less than half an inch in diameter. To these we may add Miss Emma Marwedel's wooden ellipsoids and hemispheres, already mentioned, which are satisfactory in size, and add the delights of color.[80]

[80] _Marwedel's Materials for Child-Culture_. D. C. Heath & Co.

The hemispheres, which are about one half inch in diameter, come in eight colors and also in the natural wood, are pierced for stringing, and are similar to ordinary b.u.t.ton-moulds, having of course one flat side.

The ellipsoids in the six rainbow hues, black gray, brown, and wood colors, resemble elliptical sh.e.l.ls, having one flat side, are also pierced for stringing, and vary in length from three fourths of to something over an inch, being nearly an inch wide, perhaps, and a half inch thick.

The children are invariably delighted with both hemispheres and ellipsoids, and need no stimulus from the kindergartner in their use.

Mind-Pictures.

In some of Miss Marwedel's pamphlets on the use of these materials, she speaks of the mind-pictures which can be made with them, and which are of course quite possible with any of the other gifts. These mind-pictures, showing form and number groups, are drawn by the kindergartner on the blackboard, where they are left a second and then erased. They are then copied from memory, and the results compared, described, and criticised by the children. This const.i.tutes a valuable mental exercise, and if the tests are simple at first and made gradually more difficult will be most valuable in increasing the memory-span as well as in developing language power.

Abuse of the Gift.

If some of the materials used in the kindergarten are unwisely chosen, and if this objection applies in the gifts, especially to the point, then the kindergartner has been, and still is, unnecessarily increasing her sum of error, for no one of the connected series of objects (save the stick) is commonly so forced upon the child. It is somewhat unusual for this reason to find a whole cla.s.s of children really enjoying point-work, though several conscientious and industrious members of the group may be toiling away with praiseworthy diligence.

Sometimes the children's feeling toward the gift goes beyond indifference and pa.s.ses into active dislike, but in either att.i.tude of mind the beans, lentils, etc., are likely to be mistreated.

It is not that the work with them is not in itself pleasing to the child, but that it has been forced upon him _ad nauseam_, and that the kindergartner has lacked interest in presenting it. His own interest has in consequence gradually died out, and when once the fire is cold, who shall light it again?

That there is no need of this abuse of the gift is clear enough, and it can only come from entire lack of originality in using Froebel's materials, or from a mental or physical inertia on the part of the kindergartner, which causes her to prefer giving out such work as needs neither preparation nor previous thought.

READINGS FOR THE STUDENT.

Kindergarten Guide. _Kraus-Boelte_. Pages 439-53.

The Kindergarten. _H. Goldammer_. 181-84.

A System of Child-Culture. _Emma Marwedel_. 6-8.

Hints to Teachers. _Emma Marwedel_. 49.

Decorative Design. _Frank S. Jackson_.

Art in Education. _Thos. Davidson_.

Manual of Design. _Richard Redgrave, R. A._ Exercices et Travaux pour les Enfants. _f.a.n.n.y Ch. Delon_.

Manuel Pratique des Jardins d'Enfants. _J. E. Jacobs_ and _Mme. von Marenholtz-Bulow_.