Chapter 10

"With a few packets of Froebel's sticks," as has been very well said, "the child is provided with an excellent calculating machine." The use of this machine in the primary school in word making as well as in number work is practically unlimited; but in the kindergarten it may very well give a clear, practical understanding of the first four rules of arithmetic,--an understanding which will be based on personal activity and experience.[69]

[69] "Thus the child's sphere of knowledge, the world of his life, is again extended by the observation and recognition, by the development and cultivation, of the capacity of number; and an essential need of his inner nature, a certain yearning of his spirit, are thereby satisfied.... The knowledge of the relations of quantity extraordinarily heightens the life of the child."--Friedrich Froebel, _Education of Man_, page 45.

Evolution of the Kindergarten Stick.

It is well by way of prelude to the first few lessons to draw from the children the origin and history of the tiny bit of wood given them for their play, and they will henceforth regard it in a new light and treat it with greater respect and care.

Let us trace it carefully from its baby beginnings in the seed, its germination and growth, the influences which surround and foster it from day to day, its steady increase in size and strength, its downward grasp and its upward reach, the hardening of the tender stem and slender cylindrical trunk into the massive oak or pine, the growth of its tough, strong garment of bark, its winter times of rest and spring times of renewal, until from the tender green twig so frail and pliant it has become too large to clasp with the arms, and high enough to swing its dry leaves into the church tower.

Then let us follow out its usefulness; for instance, we might first paint a glowing word-picture of the logging-camp, the chopping and hewing and felling, the life of the busy woodcutter in the leafy woods in autumn, or in the dense forests in winter time, when the snow, cold and white and dazzling, covers the ground with its fleecy carpet. Again, let us depict the road and the busy teamsters driving their yokes of strong oxen with their heavy loads of logs to the towns and cities where they are to be sold. A scene, a perfect word-picture, should be painted of everything concerning the trip,--the crunching of the oxen's hoofs on the pressed snow, the creaking of the heavy truck as its runners slip along the smooth surface, the breath of the men and animals rising like steam into the clear, cold air. All these things rise in image before the child's eye and are not soon forgotten, you may be sure. The work and life of the river-drivers might also be described, and their manner of floating the logs down river in springtime when the water is high and the current strong. Then perhaps the children will help to tell us about the mill of which they doubtless know something,--where the sawmills are built, how the water helps in turning the great wheel, the buzzing and hissing of the big saws, and the way in which they quickly make boards of the long, strong logs. This and much more may be said, and if it is well said, no child can ever look at the tiny stick afterwards and entirely forget the charm which once surrounded it.[70]

[70] "These terse graphic descriptions of objects will be found very serviceable in sharpening and intensifying the powers of observation, as well as securing clearness, distinctness, accuracy, and life in verbal description. Here the pupil learns practically to give due prominence to essentials, and to appreciate the full value of accessories; to look for and discover the fundamental ideas of which things are the modified, adorned, garbled, or stunted expression; to seek and find the very soul of things."--W. N. Hailmann, _Primary Helps_, page 17.

Group Work with Sticks.

The sticks are especially serviceable for group work of various kinds, either at the long or square tables. As the children have now an abundance of material they can make all the objects, perhaps, which may be mentioned in a story the kindergartner tells. If it is about the origin of Thanksgiving Day, for instance, Abby, who sits at one end of the line, may make a picture of the Mayflower, and John, her neighbor, make the Speedwell. The next child may construct a cradle for Oceanus, the little Pilgrim baby born on shipboard; the next use his material for the Indian huts the settlers saw after landing; and so on, each child making a different object, which remains upon his table until the close of the story. When this is completed, it will have been fully illustrated by the children with their sticks, and they will be delighted to inspect the different pictures which they will plainly see are much more varied and beautiful than any one of them could have made alone. Thus the value of coöperation will be plainly shown, without a word from the kindergartner.[71]

[71] "In this group work it is desirable that the common aims should be fully within the comprehension of each little worker, yet sufficiently beyond his powers of execution and endurance to make him sensible of the need of assistance. The former secures the possibility of individual enjoyment, and hence the only reliable incentive to persistence; the latter insures free subordination to the will of the whole, the essential condition of success."--W. N. Hailmann, _Primary Helps_, page 18.

Forms of Life.

As to Life forms in general, their number is practically unlimited, though as they are only line-pictures, and heavy lines at that, they are not as real as those made in the Building Gifts. They are easily made, however, and the veriest baby in the kindergarten who handles the sticks as a prelude to his drawing exercises invents with them all sorts of rude forms which he calls by appropriate names.

The question of color as it enters into these forms needs, perhaps, a moment's consideration here. As the gift includes both white and colored sticks, would it not be well to use the former for all dictations in Life forms, reserving the brilliant hues for the forms of symmetry whose charms they would greatly enhance?

Connection of other Objects with Stick Dictations.

We may sometimes connect simple, inexpensive objects with stick dictations, with a view to making them more realistic and delightful. When the little ones are just getting the various positions and corresponding terms into their minds, and when therefore it is advisable to keep them amused and happy with one to three sticks as long as possible,--that is, until the fundamental principles have become very familiar,--these objects are most invaluable.

Innumerable lessons may be practiced with one stick only, calling it at last a whipstock and giving it a bit of curly paper for a lash. Far from being an instrument of punishment, it makes every child laugh with the glee of possession.

With two sticks laid horizontally we may give a little paper horse-car, or when one is vertical and the other runs horizontally across its end, we may call it a candlestick and snip a half-circle of paper into the semblance of a flame. The effect is electrical, though the light be only one candle-power.

And so on, _ad infinitum_; it is enough to give the hint for the play. We can cut little paper birds for the bird-cages, tumblers for the rude little tables, green leaves for the trees, etc., making the stick exercise, even in its first more difficult details, a time of great satisfaction and gladness.

Complete sets of these card-board objects, one for each child, should always be kept on hand; if well made they will last a year.

Forms of Beauty.

Enough has already been said of the possibilities of the sticks to show that they are most valuable for symmetrical forms. They may be combined with the tablets, and thus very pretty effects be made, and when four children unite their material at the group work tables, the dictations and inventions produced are of course very large, and may be really beautiful if constructed on artistic principles.

Border work may be very fully carried out with the sticks, and another charming feature of the gift is the way in which it lends itself to the making of snow crystals. These are symmetrical combinations and modifications of familiar geometrical forms around the hexagon. Mr. W. N. Hailmann says regarding them: "At first, it is best to give each child only six or twelve sticks, and to dictate the central figure (a hexagon or hexagonal star) verbally or by means of a drawing on the blackboard. They may then receive a number of additional sticks, and let the central figure grow, all obeying the teacher's dictation, or each following his own inventive genius."[72]

[72] "These forms are invaluable even as _silent_ teachers of geometrical and numerical relations. Used judiciously in conversational lessons, leading to partial or complete analysis of the figures in spoken or written descriptions, their teaching power is inexhaustible."--W. N. Hailmann's _Primary Helps_, page 21.

In this gift, as well as in the seventh, the child's imitative and inventive powers are obviously more greatly taxed than in the others, and the danger will be, if he is not well trained, that, as he apparently can do anything with the material, he will end by doing nothing. The greater the freedom given to the child, the greater the necessity of teaching him to use that liberty in and through the law, and not to abuse it by failing to reach with its aid the highest ends.

Connection of Sticks with Drawing.

We may make the laying of one-inch sticks in vertical and horizontal positions, in angles and squares, a prelude to the drawing of similar lines; and the copying of stick dictations, either from the table, or from memory, into drawing, is a most excellent exercise, calling into requisition great correctness and good judgment, besides an unusual amount of calculation, since the stick dictation will be on a scale of one inch, and the drawing on a scale of one fourth inch, reducing the original design to one in miniature. The child will almost always begin by attempting to make the picture exactly like his model in size without counting the inches and trying to make it mathematically correct; but after the idea is carefully explained and fully illustrated, he will have no further difficulty excepting, perhaps, with the more complicated figures containing slanting lines.

Ambidexterity.

We should encourage in all possible ways the use of both hands in all the exercises with gifts and occupations, not only that one may be as skillful as the other, but also to avoid a one-sided position of the body which frequently leads to curvature of the spine. The well-known physiologist, Professor Brown-Séquard, insists on the equal use of both hands, in order to induce the necessary equal flow of blood to the brain. Through the effect of our irregular and abnormal development, the cause of which is the too persistent use of the right hand, one lobe of our brains and one side of our bodies are in a neglected and weakened condition, and the evils resulting from this weakness are many and widespread. Dr. Daniel Wilson says: "In the majority of cases the defect, though it cannot be wholly overcome, may be in great part cured by early training, which will strengthen at once both the body and mind."[73]

[73] "Whenever the early and persistent cultivation of the full use of both hands has been accomplished, the result is greater efficiency, without any corresponding awkwardness or defect. In certain arts and professions, both hands are necessarily called into play. The skillful surgeon finds an enormous advantage in being able to transfer his instrument from one hand to the other. The dentist has to multiply instruments to make up for the lack of such acquired power. The fencer who can transfer his weapon to the left hand places his adversary at a disadvantage. The lumberer finds it indispensable, in the operation of his woodcraft, to learn to chop timber right-and-left-handed; and the carpenter may be frequently seen using the saw and hammer in either hand, and thereby not only resting his arm, but greatly facilitating his work. In all the fine arts the mastery of both hands is advantageous. The sculptor, the carver, the draughtsman, the engraver, the cameo-cutter, each has recourse at times to the left hand for special manipulative dexterity; the pianist depends little less on the left hand than on the right; and as for the organist, with the numerous pedals and stops of the modern grand organ, a quadrumanous musician would still find reason to envy the ampler scope which a Briareus could command."--Dr. Daniel Wilson, _Left-Handedness. A Hint for Educators_.

Abuse of Eighth Gift.

No materials of the kindergarten (save the beans, lentils, etc., which serve to represent the point) have been so over-used and so abused as the sticks. When no other work was prepared for the children, when helpers were few, and it was desirable to give something which needed no supervision, when inexperienced students were to take charge of classes, when the kindergartner was weary and wanted a quiet moment to rest, when everybody was in a hurry, when the weather was very cold, or oppressively warm, when there was a torrent of rain, or had been a long drought, the sticks were hastily brought forth from the closet and as hastily thrust upon the children. These small sufferers, being thus provided with work-materials in which it was obvious that superior grown people took no interest, immediately lost interest themselves. In riotous kindergartens the sticks were broken, poked into pockets, and thrown on the floor; in the orderly ones they were gazed at apathetically, no one deeming it worth while to stir a hand to arrange them, save under pressure. Sticks had been presented so often and in so tiresome a manner that they produced a kind of mental atrophy in the child,--they were arresting his development instead of forwarding it.

Such an abuse of material is entirely unnecessary in the kindergarten, where so many ways are provided of presenting the same truths in all sorts of different and charming guises. It is unnecessary and most unfortunate, for it has frequently thrown undeserved contempt on an innocent and attractive gift, which, when properly treated, is one of the most pleasing and useful which Froebel has bequeathed to us.

READINGS FOR THE STUDENT.

Paradise of Childhood. _Edward Wiebe_. Pages 39-45. Kindergarten Guide. _J. and B. Ronge_. 33-36. Kindergarten Guide. _Kraus-Boelte_. 239-373. The Kindergarten Principle. _Mary J. Lyschinska_. 103-20. Law of Childhood. _W. N. Hailmann_. 39. Kindergarten Culture. _W. N. Hailmann_. 70-72. The Kindergarten. _H. Goldammer_. 154-72. Primary Helps. _W. N. Hailmann_. Industrial Art in Schools.[74] _Charles G. Leland_. Drawing and Decorative Design. _Charles G. Leland_. Art and the Formation of Taste. _Walter Crane_. Manual of Design. _Richard Redgrave, R. A._ Principles of Decorative Design. _Christopher Dresser_. Art and Ornament in Dress. Introduction. _Charles Blanc_.

[74] Circulars of Information of the Bureau of Education, No. 4, 1882.

FROEBEL'S NINTH GIFT

THE RING OR CURVED LINE

"Art developed in the same way. The Egyptian temples show us only straight-lined figures, which consequently show mathematical relations. Only in later times appeared the lines of beauty, that is, the arched or circular lines. I carry the child on in the same way." FRIEDRICH FROEBEL.

"The curve bears with it in its unity and variety, its rich symbolism to everything which lives and moves, the most intimate relation to that which the child sees, feels, and loves." EMMA MARWEDEL.

"It might be said that to produce useful objects is the result of the struggle for life; but the tendency to create that which is simply artistic results from no such urgent need, yet it is found wherever the former exists." CHARLES G. LELAND.

"Thou canst not wave thy staff in air, Or dip thy paddle in the lake, But it carves the bow of beauty there, And the ripples in rhymes the oar forsake." EMERSON.

1. The rings of the ninth gift are made of silvered wire, either soldered or unsoldered, and are whole circles three inches, two inches, and one inch in diameter, with their respective halves and quarters.

2. As the first six gifts emphasized solids and divided solids, the seventh, the plane, and the eighth, the straight line, so the ninth, the ring, embodies the curve, and illustrates the circumference of the sphere and the edge of the cylinder.

3. All the objects hitherto used have, with the exception of the ball and cylinder, dealt with straight lines and the figures formed by those lines. We now begin a series of exercises with the curve, and the variety of symmetrical figures that can be constructed is immensely increased.

4. Much new knowledge can be conveyed by means of this fresh material, a complete set of new figures may be produced, and the imitation of objects passes from that of things constructed by man, which are mostly rectilinear, to those of nature in which curved lines in every possible variety prevail.

5. The geometrical forms illustrated in this gift are:--

{ Circles. { Semicircles. Planes. { Quadrants. { Sectors. { Segments.

By the union of straight and curved lines (sticks and rings) the entire geometry of the circle may be illustrated, and the child may thus become acquainted with the appearance of the

Diameter. Radius. Circumference. Chord. Arc.

6. The law of mediation of contrasts is shown as follows: the semicircles, when placed on the table with ends towards right or left, connect points of opposite direction up and down, and when placed with ends pointing upward or downward they connect the right with the left side.

The circle is of course an unending line traced from a given point back to itself, according to certain laws, but it is also a union of two semicircles curving outward in opposite directions. "It is a representation of the general law, since the periphery and centre stand in contrast to each other, and are connected by the radii."--(Froebel.)

* * * * *

The New Gift and its Charms.

Having already analyzed straight lines in the sticks, we will pass directly to the consideration of the ninth in the series of Froebel's gifts, the rings, which are whole, half, and quarter circles of bright silvered wire.

If the sticks were fascinating to the child as the embodied straight edge or line, and perfect treasure-houses of new possibilities to the kindergartner, the rings are just a bit more delightful as, with their glittering surface and curved lines, and their wonderful property of having neither beginning nor end, they are quite different in appearance from anything which precedes or follows them. Of course the child sees at once that here is an entirely new field for invention, and he hastens to possess it, fully conscious of his power of combining the new elements.

Introduction of the Ring.

We must first discuss the new form with the children so as to be certain that they fully understand its relation to the other gifts. Perhaps in a previous exercise with the eighth gift we have allowed the children to experiment with a stick, and to break it partially in a number of places so as to produce a measurably correct curved line, afterwards promising them that they should soon have perfect curves to play with. This exercise has its value because it illustrates practically that a curved line is one which changes its direction at every point.

Let us see when to-day's play begins if the children can think of any way to make such curves, save by the stick already used. Some quick-witted little one will remember at once the surface of the ball and his repeated experiments in dividing it, and will suggest in sufficiently plain words that a curved line might be made from a clay sphere. His neighbor thinks a clay cylinder would make one more easily, and both experiments are tried by all the children with a resultant of quite perfect clay rings. Then some one wants to make paper rings, and some one else cloth rings, and the wise kindergartner encourages all this experimenting, knowing that "the power of memory increases in the same ratio as delight, animation, and joy are connected with free mental activity."

Material of the Rings.

When the wire rings are at last given, some conversation about their material will be pleasant and timely, as it is of a kind we have not had before in the gifts, and shall not have again. The children will see that it is akin to the substance of which their sewing and weaving needles and their scissors are made, and possibly some one may know that both are products of iron. At this juncture it may be well to show a piece of iron, to let the children handle it and note its various properties, and while this is being done, to tell them of the many parts of the world in which it is found, of its great strength and usefulness, and that its value is greater than that of the shining yellow gold. A description of iron mines will easily follow, and the children will delight to hear of the great shafts sunk deep in the earth, of the baskets in which the miners travel up and down, of the darkness underground where they toil all day with pick and shovel, of the safety lamps they carry in their caps, of the mules that drag the loads of iron ore to and fro, and--startling fact, at which round eyes are invariably opened--that some of these mules have their stables down in the ground below, and never come up where the sun shines and the flowers bloom. If there is a foundry in the vicinity of the kindergarten, and we can take the little ones to see the huge furnaces, the intense fires, the molten iron, and the various roasting, melting, and moulding processes necessary in refining the ore, they will gain an ineffaceable idea of the value of the metal in human labor, and of the endless chain of hands, clasped each in the other, through which the slender wire rings have passed to reach them.

First Exercises.

In the first dictation exercise several whole circles of the same size may be given, and their equality shown by laying one on top of the other. Then we may lay them side by side in actual contact, and the important fact will be discovered by the children that circles can touch each other at one point only. Subsequent exercises take up rings of different sizes, when concentric circles are of course made, showing one thing completely inclosed in another, and next follow the half and quarter rings, which the children must be led, as heretofore, to discover and make for themselves.

With the semicircles, which offer still richer suggestions for invention than the whole rings, another property of the curved line is seen. Two blocks, two tablets, two sticks could not touch each other without forming new angles, nor could they be so placed as to produce a complete figure. Two semicircles, on the other hand, form no new angles when they touch, and they may be joined completely and leave no opening.