Froebel's Gifts Part 5

The Cube.

We will now turn to the investigation of the cube and open a new world of information to the child, and here we seem to deviate a little from the famous educational maxim, "Proceed from the known to the unknown,"

and almost to make a leap into the dark. However, we very soon give the cylinder, and thus connect the opposites. Here he meets a dazzling quant.i.ty of new appearances; the square sides or faces, and the many edges and corners, all of which must be viewed in comparison with the sphere. We can give him an experience of the faces of the cube without conscious a.n.a.lysis, by letting the ball roll against them.

Mediation of Contrasts.

Of course we shall see the underlying idea of the gift to be the connection of opposites. Not too much can be said of this law, so all-important and significant in Froebel's system.[26] We should bear it constantly in mind, and bring it in connection with every new phase of our work. Froebel cannot be understood clearly unless this deep principle, which lies at the very root of his system, is appreciated and comprehended. At the same time it is, when formulated, an abstract and metaphysical statement, which one cannot grasp at once, but to which one must grow.

[26] "But each thing is recognized only when it is connected with the opposite of its kind, and when the union, accord, similitude with this object are found; and the connection with the opposite, and the discovery of the uniting, renders the recognition so much the more complete."--Froebel's _Education of Man_, page 26.

It may be said that comparatively few kindergartners know its value; nevertheless knowledge of this kind can never be useless or fruitless to the person who is forming the mind of the child, and who should be a perfect mistress of her science and her art.

Value of Contrasts.

These contrasts of the second gift, and all contrasts, arouse the mind to attention. We can have no judgment without comparison. We should have no idea of heat or darkness if we had not a conception of cold and light; the quality of sweetness would have no meaning if its opposite did not serve to stimulate comparison.

The sphere is sharply contrasted with the cube, so that there may be a ready perception of the striking qualities of both. The more abrupt the contrast the more readily noticed and described; for it takes a more developed eye to discern the difference between a sphere and a spheroid, for instance, than between a sphere and a cube.

The contrasts of the first gift were contrasts of color, mediations of them being shown also, and contrasts of direction and position or situation. Another point less readily seen in the first gift perhaps was Froebel's thought that the ball, in its perfect simplicity and unity, when first given to the young child, is regarded by him as another contrasted individuality, almost as capable of life in its varied movements as he is himself.

Mobility of Sphere.

The sphere is the symbol of motion, the cube the embodiment of rest, and the fact should be ill.u.s.trated in divers ways. We may, for instance, place the sphere near the rim of a plate, and by inclining the latter a little, the sphere will roll rapidly round its own axis and round the rim. A few simple little rhymes may be taught, which the children may say or sing together while the sphere is journeying rapidly round and round the plate, for, as Froebel says, the thought always grows clearer to the child when word and motion go hand in hand.

Sphere and Cube.

The cube can only be moved, on the contrary, when force is exerted, and then it merely slides, to stop when the force is removed. The children will soon see why the cube is so lazily inclined, and why the sphere is ever rolling, rolling about, scarcely to be kept still, for by various experiments we may show that the sphere stands only on a little part of its face, the cube on the whole.

The sphere is always the same in whatever way regarded, and to whatever tests subjected. It is always an emblem of unity, and cannot be robbed of its simplicity, its unity, its freedom from all that is puzzling.

The cube, on the contrary, being made to revolve on any one of its axes, constantly shows a different aspect, so that the child views it as a very extraordinary little block, full of fascinating surprises and whimsical apparitions.

It is put upon the string, and, when whirled rapidly, mysteriously loses its ident.i.ty, and appears to the little one's laughing gaze as an entirely different object; and yet as the motion grows more sedate, the new form fades away and the cube reappears so quickly as to make him rub his eyes and wonder if he has been dreaming.

Counting Faces.

The square faces of the cube, in comparison with the one curved, unbroken surface of the sphere, must now be noted, and may be counted if we are using the gift as a means of instruction.

We must beware, however, of making this counting exercise into a lesson, or requiring that the number of faces shall be learned and recited. Every teacher of experience will corroborate Mr. W. N.

Hailmann when he says: "If the kindergartner sets the cube before the child and counts the faces, edges, and corners, so that he may 'know all about it,' the child's interest, if born at all, will soon die."

If the faces are counted, as they are all so exactly alike, the children may sometimes be puzzled as to the number, by enumerating the same one more than once. This difficulty may be obviated by pasting a paper square of a different color on each face, and then submitting it to examination, giving each child an opportunity to count, since independent self-activity is to be more and more encouraged.

If the faces, edges, and corners be made the integral point of an interesting story or play, the child will have little difficulty in recalling their number and character, but we must remember that "lively interest and steady progress come only from following and feeding the child's purposes."

Cylinder.

We now proceed to the cylinder, the reconciliation of the two opposites; an object which having qualities possessed by both occupies a middle ground in which each has something in common.

Froebel originally took the doll[27] as the intermediate form "uniting in itself the opposites of the sphere and cube," and thus showed that he understood child nature well, for no toy follows the ball with greater certainty than the doll.

[27] "But now as man both unites the single, which finds its limits in itself, and the manifold, which is constantly developing, and reconciles them within himself as opposites, 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_."--Froebel's _Pedagogics_, page 106.

The cylinder, however, was subsequently selected, as being more in line with the other geometrical forms shown in the sequence of gifts.

It is as easily moved as the sphere, upon one side; as p.r.o.ne to rest as the cube, when placed upon the other; it has the curved surface of the sphere and the flat faces of the cube; it has no corners but two curved edges; more edges than the sphere, fewer than the cube; less unity than the sphere, more than the cube.

Its importance as a mediation, or connecting link, is further shown by suspending the cube on a string, by which it may be twisted rapidly and caused to revolve; in this motion a cylinder being readily seen.

When the cylinder is spun in like manner a sphere suddenly appears, and so the wonderful and subtle bond of union is complete.[28]

[28] "On revolving the cylinder on an axis parallel to the circular faces, we find that it incloses a solid, opaque sphere; teaching us the lesson, not only that each member of the second gift contains each and all of the others, but that whatever is in the universe is in every individual part of it; that even the meanest holds the elements of the n.o.blest; that the highest life is even in what in short-sighted conceit we call death."--W. N. Hailmann, _Law of Childhood_, page 35.

Hints as to Manner and Method.

Let the children call the cylinder a "roller" or "barrel" if they choose, and tell them the right name when it is needful. Each gift must be thoroughly understood before we pa.s.s to the next, or there will be no orderly development; but as the impressions have all been made through the senses of the child, we must not expect him to voice these impressions in logical phrases all at once, so beware of making the lesson irksome or wearisome to him through a formal questioning that does not properly belong to childhood.

When the keen appet.i.te for knowledge disappears we may well despair.

If several children in our cla.s.s express dislike of a certain exercise or lesson, and seem to dread its appearance, we may be well a.s.sured that the fault lies in our method of putting it before them, and strive in all humility for a better understanding of them, of ourselves, and of the subject.

We must not, however, be too hard in our self-judgments and lose courage. We are not responsible for a child who is "born tired," and who seems to have no interest in anything, either in heaven above or in the earth beneath, until, by ingenuity and perseverance, we are able to open the eyes and ears which see and hear not.

It will be remembered that in discussing the first play or lesson with the second gift great freedom was advised; but let us note the difference between liberty and lawlessness, between spontaneity and the confusion of self-a.s.sertion which is sometimes mistaken for it.

No lesson or play amounts to anything unless conducted with order and harmony, unless at its close, no matter how merry and hearty the enjoyment, some quiet and lasting impression has been made on the mind. Many teachers miss the happy medium, and in trying with the best intentions to allow the individuality of the child proper development, only succeed in gaining excitement and disorder.

Dangers of Object Lessons.

The second gift is, more than any other, too much used for mere object lessons, and these are invariably dangerous because there is apt to be too much impressing of the teacher's own ideas upon the mind, and too little actual handling, perceiving, observing, comparing, judging, concluding, on the child's part, and that is the only logical way in which he is able to form a clearly crystallized idea.

We can have no higher authority than Dr. Alexander Bain, who says that the object lesson more than anything else demands a careful handling; there being "great danger lest an admirable device should settle down into a plausible but vicious formality."

How to deal successfully with Second Gift.

It is not uncommon to hear students in kindergarten training cla.s.ses (and even some full-fledged kindergartners) express a distaste for the second gift, and it is, unfortunately, even more common to find the children dealing with it either sunk in deepest apathy, or mercifully oblivious of the matter in hand and chatting with their neighbors. The fact is that we have too commonly made the exercises dull, dreary affairs; we have doled out the forms to the children and asked a series of formal questions about them, giving no experiments, no concerted work, and no opportunity for action. The children have been intensely bored, therefore either stupid or wandering, and the kindergartner has attributed her want of success to the gift, and not to her method of dealing with it.

Let the light of imagination shine on the scene, and note the answering sparkle in the children's eyes. Who cares for the names of all the faces on a stupid block; but who doesn't care when it's a house and Johnnie can't find his mother, though he looks in the front door and the back door, the right-hand door, the left-hand door, the cellar-door, and finally the trap-door leading to the roof? n.o.body knows, or wants to know, when questioned if the cylinder rolls better on its flat circular face, or on its rounding face; but when it's a log of wood in the forest, and must be taken home for winter fires, then it is worth while to experiment and see how it may be moved most easily.

The second gift, too, is delightful for groupwork in the sand table, where the objects may be treated symbolically, and likened to a hundred different things. With the second gift beads, which in the natural wood color are admirable supplements to the larger forms, the children are always charmed, a.s.sorting and stringing them according to fancy or dictation, and with the addition of sticks making them into rows of soldiers, trees in flowerpots, kitchen utensils, churns, stoves, lamps, and divers other household objects.

The kindergartner may give many a lesson in the simple principles of mechanics with the second gift and its rods and standards, allowing the children to experiment freely as well as to follow her suggestions. The pulley, the steelyard, the capstan, the pump, the mechanical churn, the wheelbarrow, etc., may all be made, adding the beads where necessary, and thus the child gain a real working knowledge of simple machinery.