{"1": {"fulltext": ";iK .K)i!-\\nX I v\\nT.V\\\\.; SI", "height": "3850", "width": "2346", "jp2-path": "psychologyoffroe00snid_0001.jp2"}, "2": {"fulltext": "V^\u00c2\u00abi0r\\n7 ^5 O.\\nv-^ X^\\nC\\n9d/^o\\ncP^:-\\n9^", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0002.jp2"}, "3": {"fulltext": "C-^ v o^^- Sol Vr.\u00c2\u00b0\\n0. i-\u00c2\u00bb\\n.^Q\\nV\\n0.%\\n^^^0^\\nI\\ncr", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0003.jp2"}, "4": {"fulltext": "", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0004.jp2"}, "5": {"fulltext": "", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0005.jp2"}, "6": {"fulltext": "", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0006.jp2"}, "7": {"fulltext": "THE PSYCHOLOGY\\nOF\\nfROEBEL S PLAY-GIFTS.\\nBY\\nDENTON J. SNIDER,\\nOf the Chicago Kindergarden College.\\nSIGMA PUBLISHING CO.,\\nSt. Louis, Mo., 210 Pine St.\\nChicago, Ills., 10 Van Buren St.\\n(For Bale by A. C. M Clurg Co., Booksellers, Chicago, Ills.)\\nW\\\\", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0007.jp2"}, "8": {"fulltext": "TWO COf lES RECEIVED,\\nL/brary of Congrast c.\\nOffice of the\\nFP 2 11900\\nHegleter of Copyrlghfi^\\n54261\\nCopyright by D. J. Snider, 1900.\\nb OwixJ OvJr*!,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0008.jp2"}, "9": {"fulltext": "6 2^7\\nffO\\nTABLE OF CONTENTS.\\nPAGE\\nIntroduction v\\nChapter First.\\nThe First Gift (Potential) 1\\nTheBaU 8\\nPsychology of the Ball 20\\nGeneral Terms 31\\nThe Ball in relation to the external\\nworld 38\\n(iii)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0009.jp2"}, "10": {"fulltext": "iv TABLE OF CONTENTS.\\nPAGE\\nChapter Second.\\nThe Gifts (Quantatitive) 42\\nI. The Second Gift (Originative) .49\\nII. The Derived Gifts 101\\nA. Concrete Magnitude 103\\n1. The rectilineal series 105\\n2. The curvilineal series 168\\n3. Unification 178\\nip. Abstract Magnitude 187\\n1. The Surface 200\\n2. The Line 229\\n3. The Point 251\\nC. From Abstract to Concrete 266\\nIII. Eet urn to the Originative Gift .270\\nChapter Third.\\nThe Occupations 288\\nI. The Plastic Occupation .316\\nn. The Industrial Occupations .339\\n1. The Plastic Industrial Occupa-\\ntion 347\\n2. The Useful Industrial Occupa-\\ntions 354\\n3. The Graphic Industrial Occu-\\npation 369\\nIII. The Graphic Occupation 374", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0010.jp2"}, "11": {"fulltext": "INTRODUCTION.\\nUnder the title of Play-gifts we include that\\nportion of Froebel s work usually called the\\nGifts and Occupations, such as are employed in\\nthe kindergarden. The attempt is here made to\\norganize them according to their fundamental\\nprinciple, and thereby to put them into their\\npsychological order, which will show their educa-\\ntive value.\\nThe appreciation of the worth of the child,\\nwhich seems just now to be dawning upon man-\\nkind in all its splendor and fullness of meaning,\\nis one of the greatest facts of our time, and is\\nits supreme educational fact. The movement is\\nan outcome of the ao^e, but it finds its mio^htiest\\nexpression in Froebel, who was filled with the\\n(V)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0011.jp2"}, "12": {"fulltext": "vi THE PSYCHOLOGY OF\\nidea and gave to it his life. Moreover, he was\\nthe first man who in any adequate sense devel-\\noped the instrumentalities for unfolding the child\\nin harmony with its own nature. Such is the\\npurpose of these Play-gifts.\\nStill, much remains to be done. The kinder-\\ngarden is as yet hardly more than the seed-corn\\nwhose planting is to be completed by the incom-\\ning generation, with the happy prospect of a vast\\nharvest in the future. One of its advances must\\nbe in the way of theoretic formulation, which\\nFroebel did not, and probably could not, give.\\nFroebel is not to be regarded as a very successful\\nf ormulator of psychology, even of that psychology\\nwhich lies at the basis of his own work. He was\\na great maker of educational instrumentalities for\\ndeveloping the child, in fact the very greatest in\\nhistory; but he never did give, and apparently\\ncould not give, an organized expression of what\\nhe had done. Rightly taken, he was a far better\\nthinker with his hands than with his brains.\\nIt may seem presumption to some ardent dis-\\nciples to try to improve upon Froebel. But the\\nbusiness of writing has in it always a concealed\\nvanity. The author of a book must have a lurk-\\ning egotism that he is going to do something\\nwhich nobody else in all antecedent time has\\ndone. He may be mistaken, usually is; still he\\nwould not write and certainly ought not to write\\nhis book unless he believes that he is al)le to do", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0012.jp2"}, "13": {"fulltext": "FBOEBEL S PLAY GIFTS.\u00e2\u0080\u0094 INTBODUCTION. vii\\na better thing than any of his predecessors has\\ndone. So much of self-esteem may be pre-sup-\\nposed by the very act of taking pen in hand.\\nStill this book claims to be emphatically Froe-\\nbelian, resting upon faith in Froebel s work, and\\ndeeming him the greatest of all modern educa-\\ntors. Let us express our position in this regard\\na little more fully.\\nIn the kindergarden world of to-day there are\\nthree main attitudes towards Froebel: the sta-\\ntionary, the evolutionary, and the revolutionary.\\nTo the first class belong the literalists, who by\\nword and deed show that their belief is that the\\nchild exists simply for the kindergarden, and not\\nthe kindergarden for the child. There must be\\nno change from the transmitted text, no variation\\nfrom the established ritual, unless the audacious\\ninnovator wishes to be put down among the\\nburning heresiarchs in a nether circle of the\\nkindergarden Inferno. Instead of Froebel s\\nmotto Come, let us live for the children, we\\nseem to hear this revised edition: Come, let\\nthe children live for Froebel. In such fashion\\nthe crystallized formalists, unconsciously, doubt-\\nless, turn their master s doctrine inside out, con-\\ntradict it in its very heart, pervert Froebel till\\nhe would not know himself. To this class the\\npresent book has no ambition to belong.\\nThen there is just the opposite class, the revo-\\nlutionists, who react so strongly from the fore-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0013.jp2"}, "14": {"fulltext": "Vlii THE PSYCHOLOGY OF\\ngoing f eticli -worshipers, that they rush head-\\nlong to the opposite extreme, and become\\nfollowers of the Destroyer, veritably the Satanic\\nelement of the kindergarden. It may be ques-\\ntioned if these should still be called kindergard-\\nners, their object being to destroy the kinder-\\ngarden. They are the Froebelians who are\\ndoing their best to dethrone Froebel, bearing\\na strong family resemblance to those fallen\\nangels of the old Mythus, those children of God\\nwho conspired to dethrone God. Of course the\\npresent book would not for the world enroll itself\\nin this class.\\nFinally there is the middle or mediating class,\\nwhich insists upon being neither stationary nor\\nrevolutionary, but evolutionary, unfolding with\\nthe progress of the time, keeping step to the\\nspirit of the age, whose watchword is evolution\\nin its widest and worthiest meaning. Here we\\nplace ourselves, worshiping neither the fetich on\\nthe one hand nor the fiend on the other. Our\\nbelief is that Froebel has given to the world a\\nseed-thought which is to be developed into its\\nfullness by and in the great kindergarden organ-\\nism, whose principle of existence must be growth,\\nnot being crystallized on the one hand, not being\\ndestructive on the other.\\nWe have placed all the Gifts and Occupations\\nunder the much-needed common name of Ph\\\\y-\\ngifts {Spidgaben)^ which name comes from their", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0014.jp2"}, "15": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 INTRODUCTION, ix:\\ninventor. We also put the whole stress of our\\nbook upon the Psychology of the Play -gifts in\\ntheir immediate genesis. Hence it comes that\\nwe have very little to say of what may be called\\nthe Morphology of the Play-gifts, which deals\\nwith the manifold combinations of these Forms\\nafter they have been generated. That is, we do\\nnot try to teach the manipulation of the Gifts\\nand Occupations, we say nothing of those well-\\nknown Froebelian terms Forms of Life, Forms\\nof Beauty, Forms of Knowledge. These are the\\nproper theme of Morphology, or the Science of\\nForm.\\nUndoubtedly Morphology is based upon a psy-\\nchical process, like everything else in the world;\\nthere is a psychology of all these combinations\\nof Forms in both the Gifts and Occupations.\\nBut, as before said, this part of the subject lies\\noutside of the present treatise, though it may be\\nour portion to take up the same hereafter. Still,\\nif the eager student desires at once a more exact\\nnomenclature for expressing these two divisions,\\nlet them be named, first, the Psychology of the\\nMethod of the Play -gifts (Methodology), and,\\nsecondly, the Psychology of the Forms of the\\nPlay-gifts (Morphology).\\nThe psychical movement of thought here\\nemployed is often deemed unreal, far-fetched,\\nfantastic. To the sensuous mind all thinking\\nappears fantastic and is so branded by it, at times", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0015.jp2"}, "16": {"fulltext": "X THE PSYCHOLOGY OF\\nTrith a considerable outpour of insulted dignity\\nproceeding from a profound feeling of its own\\nignorance. But how can the case be helped?\\nTo the senses thought must seem merely a prod-\\nuct of subjective fancy turned loose and allowed\\nto roam at will in the fields of No Man s Land.\\nThat thought is creative, creating anew the ob-\\njective world of things, the sensuous mind can-\\nnot conceive, because it cannot truly conceive\\n(grasp creatively) anything whatsoever. True\\nconception is not simply an imaging, but an ideal\\ncreation of the object.\\nSo Psychology has here the emphasis, and well\\nit may have, being that science in which the\\nspirit of the age just at present is most busily\\nand most deeply mirroring itself. But what\\nPsychology whose Not the old rational Ps}\\nchology nor the new physiological Psychology,\\nthouo^h both have brous^ht and delivered their\\nmessage. Not the Spencerian, Herbartian, or\\nHegelian Psychology, though each has its place\\nin the history of the science. The psychological\\nformulation of the present book is taken directlj^\\nfrom the form of mind itself, from the Ego with\\nits threefold process inherent in every act of\\ncognition. (For a fuller development of this\\nview of Psychology, the author must refer to his\\nwork. Psychology and the Psychosis.)\\nStill, the earnest kindergardner, free of all the\\nschools of Psychology and innocent of its detailed", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0016.jp2"}, "17": {"fulltext": "FBOEBEL\\\\S PLAY GIFTS.\u00e2\u0080\u0094 INTRODUCTION, xi\\nstudy, can, we believe, get the bearing of the\\npresent book with a fair degree of application.\\nUndoubtedly the procedure is carefully ordered,\\nand such procedure has to have its nomenclature\\nat every important step, but the object of this\\nnomenclature is to give clearness and definiteness\\nto the somewhat complicated movement of the\\nthought. So, what at first seems an obstacle\\nmay at last turn out a friend in disguise.\\nOn one point, however, we confess ourselves\\nto be in open revolt against kindergarden usage,\\nand refuse submission. It is in the spelling of\\nthe word hindergardner we cannot bring our-\\nselves to associate with that awful linguistic\\nmonstrosity hindergartner, which is neither Ger-\\nman nor English, nor of any other known speech,\\nbeing an unearthly hybrid comparable only to\\nthose monsters, half-man, half-beast, which\\nDante saw in the ditches of the infernal world.\\nThe full German word Kinder gdrtnerinn has\\nbeen introduced into some writinojs in Ensrlish\\n(for instance by Miss Lyschinska). This recog-\\nnizes the trouble, but does not solve it satisfac-\\ntorily, in our opinion. The word hindergarte^i\\nmight pass in English, but the change in its\\nderivative involves it also. We are aware of the\\nobjection to this spelling of ours, namely, that a\\nGerman and an English word are united in a\\ncompound, but really garden is likewise German\\n(Saxon, Platt-deutsch), and though it be spelt", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0017.jp2"}, "18": {"fulltext": "xii PSYCHOLOGY OF FBOEBEU S PLAY GIFTS.\\nwith a t, this is almost universally pronounced as a\\nd among English-speaking people. At any rate we\\ncannot be brouofht to desicrnate any human being\\nby such a monstrous name, certainly not those\\nwhom we confess to be the nearest and dearest to\\nus of all sublunary beings, namely the kinder-\\ngardners.\\nComing back to the Play-gifts, we shall divide\\nthem primarily into three grand divisions, to each\\nof which we shall devote a chapter. These will\\nbe set forth in the following order\\nChap. I. The First Gift (Potential Gift).\\nChap. II. The other Gifts (Quantitative\\nGifts).\\nChap. III. The Occupations (Qualitative\\nGifts).\\nIt will be observed that we have placed the\\nFirst Gift in a Chapter by itself, parallel with\\nthe other two divisions. The ground of this\\nclassification is to be unfolded in the course of\\nthe following exposition, so that we may now\\ndrop all further preliminaries and come to the\\nmain business at once.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0018.jp2"}, "19": {"fulltext": "CHAPTER FIRST,\\nTHE FIRST GIFT (POTENTIAL).\\nWe have already stated that the First Gift is\\nput into a chapter by itself, co-ordinate with the\\ntwo other chapters of the present book. Within\\nitself it has no genetic movement like the Second\\nGift it remains implicit, potential, undeveloped,\\nor at least mainly so. Its six Balls cannot be\\nsaid to be derived, one from the other, in any\\nway; they are chiefly repetitions, one of the\\nother, the chief difference being that of color.\\nStill, in this Gift we shall begin to find the\\ninkier educative process which belongs to all the\\nPlay-gifts of Fro^bel. Here we shall have to\\nconsider the Ball, which shows in its conception\\nan external psychical movement which corre-\\nsponds to the child s mind, and so calls it forth,\\neducates it in its primal stage.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0019.jp2"}, "20": {"fulltext": "2 THE PSYCHOLOGY OF\\nThe First Gift consists of six Balls, covered\\nwith a soft netting of worsted, elastic, showing\\nsix colors of the spectrum the primary, red,\\nyellow, blue and the secondary, green, violet,\\norange.\\nIf we notice more closely the leading items of\\nthis Gift, we find the foUowing: (1) The Ball-\\nis, first, the symbol of unity, as Froebel\\noften declares; (2) multiplicity, however, is\\nbrought into this unity by the six Balls 3 a\\nunity of qualities is maintained in the six Balls,\\nthey are alike in size, form, softness, elasticit}^\\netc. (4) multiphcity, however, is brought into\\nthis qualitative unity by color, each Ball being of\\na different color.\\nThus we find, after a little analysis, a double\\nunity and a double multiplicity (or difference),\\nthe one being quantitative, and the other quali-\\ntative.\\nAccordingly there is a suggestion or intimation\\nin this First Gift of the two grand divisions\\nwhich are to follow, in general called the Gifts\\nand Occupations. The former are quantitative,\\nprimarily geometrical, and may be at times\\nnamed the geometric Gifts, yet they have a\\nstrong current of arithmetic (counting) under-\\nneath; the latter, the Occupations, we shall see,\\nare chiefly concerned with the qualities or prop-\\nerties of bodies.\\nOf course, it will be understood that what we", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0020.jp2"}, "21": {"fulltext": "FBOEBEUS PL Ay GIFTS. THE FIB ST. 3\\nhere have said concerning the First Gift is not yet\\nunfolded is still implicit within the same in\\nfact, the object of the present book is to develop\\nthese faint intimations into something like full-\\nness and completeness. In profound harmony,\\ntherefore, with child-nature and with his own\\nnature (the two were grown together in him),\\nFroebel has begun his whole series of Gifts with\\nthe one Avhich may be considered the Gift of\\nAnticipation (Ahming).\\nWe have, for this reason, placed the First\\nGift as the grand overture and introduction to all\\nthe rest namely, the Gifts and Occupations.\\nIt is not merely the first of the Gifts, though it\\nbe that too it is also the first division of the\\nentire theme, and is co-ordinate with the other\\ntwo divisions. It shares, by a kind of instinct,\\nin the characteristics of both Gifts and Occu-\\npations, it is the germ of which they are the\\nunfolding.\\nHere, then. Lies the primal unconscious\\nthought, the ideal creative principle, as yet un-\\ndeveloped, implicit, premonitory the faint,\\nprophetic foreshadowing of what is to be. It is\\nthe infantile lisp which has babbling within itself\\nthe coming word and all that human speech can\\nutter. It is supremely the Gift belonging to\\nbabydom, intended for the nursery mainly, and\\ngiving echo in its deepest note to the new-born\\nsoul. The first Gift is, therefore, a kind of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0021.jp2"}, "22": {"fulltext": "4 THE PSYCHOLOGY OF\\nspeech, endowed with a voice intelligible to the\\nspeechless infant (m and fans), and calling it\\nforth, educating it (e and duco) into its earliest\\nseK-utterance, into the primal expression of its\\nEgo.\\nNow we have to select a name for this First\\nGift, a name which will be most significant of its\\ncharacter. Among the many epithets applicable\\nto it, our vote is for the word potential designat-\\ning the fact that it is a potentiahty, not yet a\\nreality, yet always working to make itseK real.\\nAccordingly, we shall call this First Gift tJie\\nPotential Gift. It connects with the quantita-\\ntive Gifts directly through the Ball, out of which\\nthe latter are deduced then it connects with the\\nOccupations (qualitative Gifts) through the prop-\\nerties of matter common to both. All of which\\nis, of course, to be unfolded in the forthcoming\\nexposition.\\nThe fundamental character of the First Gift is,\\ntherefore, that it is a potentiality, undeveloped\\nyet developing, implicit yet becoming explicit.\\nIn psychological speech, it is the first or imme-\\ndiate stage of the Psychosis.\\nIt may be aflSrmed with truth that the First\\nGift, as the Potential Gift, above all others is in\\nthe deepest correspondence with the infant, who\\nis supremely a potential being, the unrealized\\nman, and yet contains the germs of all culture,\\nthe possibility of all progress. Take the Ball;", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0022.jp2"}, "23": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE FIB ST. 5\\nit is the child s first plaything, the earliest friend\\nwho can talk to the new unspoken soul, itself in-\\ncapable of talking. But the Ball is not dropped\\nwith the passing of infancy it goes out of the\\nnursery into the kindergarten beyond the kin-\\ndergarten it flies into the hands of the schoolboy\\nfrom youth it passes into the recreations of even\\nthe grown man. Thus the Ball is a universal\\nplaything, perpetuating itself through several\\nages of the human being. Still it keeps its po-\\ntential character to the last. For the grown\\nman too has his potential element hovering ob-\\nscurely around all that he may have realized or\\ncan realize enveloping his sphere of conscious\\nlife lies a vast, quite illimitable periphery of un-\\nconscious existence, in which lurk, darkly fer-\\nmenting, all the possibihties of himseK and of his\\nrace, as well as all the inheritances, still dimly\\nworking in him, of that by-gone world from\\nwhich he has sprung. So the Ball, as a repre-\\nsentative of the grand human potentiahty, is not\\nso easily superannuated.\\nThere is something in the nature of affection\\nin the Ball when taken into your hand, especially\\none of these soft, pliable, responsive Balls of the\\nFirst Gift. Do you not feel its gentle pressure\\nupon your palm? It is trying to join hands with\\nyou in friendship by its first act, and you cannot\\nhelp responding with a slight caress your very\\norganism must give answer with a little kiss.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0023.jp2"}, "24": {"fulltext": "6 THE PSYCHOLOGY OF\\nYou cannot blame your hand if it soon closes\\nmore passionately upon that Ball, with an eager\\nembrace, to which the latter replies by a stronger\\nand warmer osculation imparted to your palm and\\nfingers. There is in it a yielding yet deeply re-\\nsponsive nature it loves you and how can jou\\nhelp loving it? You nestle it, you coddle it, you\\nrock it and swing it with both hands, you toss it\\nup into the air like a baby and catch it coming\\ndown with a smile. It has all sorts of domestic\\nsuggestions that of a nest with its birdling\\nyou can house it between your palms in a cosy\\nlittle home.\\nTo the child the Ball lives, from the start he\\nregards it as an animated thing, and does not get\\nover his living intercourse with it for a long time\\nAnd certainly for him it has a voice, speaking to\\nhim, and calling him out of his dumb self, com-\\nmunicating to him important matters otherwise\\nunutterable. And I have seen the kindergardner\\nplay with the Ball in such a sympathetic manner\\nthat her radiant face showed that she had re-\\nturned into the soul of infancy and was taking\\ndeep draughts from that primal fountain of\\njoy and hope along with the little ones over\\nAvhom she had guidance.\\nLooking: a^ain at the First Gift we see that it\\ncontains more or less implicitly both the Gifts\\nand the Occupations, both the quantitative and\\nthe qualitative elements, which are to unfold out", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0024.jp2"}, "25": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE FIBST. 7\\nof it into reality. The Ball connects it with the\\nSecond Gift; while color, elasticity, and other\\nproperties suggest the Occupations. Yet the\\nFirst Gift is a sense-gift, immediate it has not\\nthe reproductive principle which characterizes\\nthe Occupations.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0025.jp2"}, "26": {"fulltext": "THE PSYCHOLOGY OF\\nTHE BALL.\\nThere are certain characteristics of the Ball\\nwhich the kindero^artiier will take delisfht in\\nthinking out, as this plaything is the starting-\\npoint, and, in fact, generative principle of a large\\nportion of her vocation. It begins so many\\nthings in her work that it comes to possess a\\npeculiar fascination for her mind. Here, too, it\\nis proper to note with what love and fullness\\nFroebel has treated of the Ball in his writino^s.\\nWe shall append at this place some cardinal\\nthoughts upon the Ball.\\n1. The first statement usually made about the\\nBall, is that it shows unity. But what kind of\\nunity or oneness? For there is a kind of unity\\nwhich is dead, lifeless, without process; then\\nthere is just the opposite kind, manifesting all\\nthe movement and richness of the spirit. Let us\\nthink.\\nThe Ball is, in the first place, round, when\\nconsidered as a whole it has no developed point\\nor line, no edge; the one center controls the\\nperiphery through the radius. Such is the con-\\nception of the unity of the Ball. It is self-cen-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0026.jp2"}, "27": {"fulltext": "FBOEBEUS PLAY GIFTS\u00e2\u0080\u0094 THE FIRST. 9\\ntered; its outer manifestation is determined by\\nthe one central principle, always equidistant\\nfrom the surface.\\nLike the seK-centered human being or Ego\\nits outward seeming or conduct is ruled by the\\none controlling center within. Thus it suggests\\nthe self-contained element in man, the possibility\\nof moral control. The thought of the Ball\\nalways brings it back into relation with itself;\\nso it evokes the conception of the self -related,\\nthe self-determined, which is just the process of\\nfreedom.\\nDoubtless some reader of ours will think these\\nterms and these ideas as very abstruse speculation\\nabout a very simple thing. But they all seek to\\nexpress the one fundamental thought which\\nutters itself in the unity of the Ball. We must\\nalso add, that this thought is not lifeless, but is\\na process.\\n2. The Ball has only surface manifested, and\\nthis is unlimited surface, that is, nothmited any-\\nwhere by point or line. Hence the Ball has been\\nsometimes taken as the symbol of the Unlimited,\\nthe Infinite yes, the Divine. Points and Lines\\nby the millions are implicit in it potentialities\\nwhich are to become realities.\\n3. The Ball is, accordingly, a small universe\\nof possibilities. It is the possibility of all points\\nand Hues and /bounded surfaces, hence of all\\nforms. Being round, it is also the possibility of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0027.jp2"}, "28": {"fulltext": "10 THE PSYCHOLOGY OF\\nall directions it may turn itseK any whither if\\nnot stopped by some developed point or Hne.\\nThis is its mobihty and has a close correspond-\\nence to the child-mind, which is likewise an in-\\nfinite possibility of direction. What turn will\\nthis infantile soul take in its unfolding? As yet,\\nit is potentially all, it is the round rolling Ball,\\nor at least the inner counterpart thereof. No\\nwonder that the Ball speaks to the infant in the\\ncradle as nothing else can, declaring in all its\\nmotions as well as in its shape its kinship to\\nthat seedling of a soul recently become visible in\\nflesh.\\n4. We must also think, that the Ball through\\nits external rotundity suggests everywhere the\\nreturn into self, which is the fundamental fact in\\nthe process of the Ego, and hence the basic\\nprinciple in every psychological movement.\\n5. The seen rotundity of the Ball gives a sug-\\ngestion of the unseen center, which is the point\\nwithin, and is ideal. The visible manifestation,\\nwhich is here the round surface of the Ball, calls\\nup in the soul of the child the invisible center\\nwhich determines that round surface. That\\nwhich is seen goes back to that which is unseen\\nas its source, cause, determinant.\\nIn like manner, though more dimly, the felt\\nrotundity of the Ball projects darkly the inner\\ncentral point which is unfelt as well as unseen.\\nThe infant, clutching in his little hand the little", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0028.jp2"}, "29": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE FIB ST. 11\\nBall, begins to feel its rotundity; with such feel-\\ning, however faint, starts a corresponding spirit-\\nual unfolding the tiny fingers closing round the\\nBall feel the turn within, and have a premoni-\\ntion of that inner point which determines the\\nouter.\\nThus the Ball by its very shape opens the\\nsoul s anticipation through the senses, in fact,\\nthrough the very humblest, least definite of the\\nsenses, that of touch. The Ball seems to have\\nthe power of breaking the spirit s shell and letting\\nthe chick out.\\nAnd here we may be permitted to give a prac-\\ntical suggestion. Let not the Ball be made too\\nlarge the little hand or hands must be able to\\ninclose it, otherwise this sense of rotundity Avill\\nbe dimmed or quite lost. The hand or the two\\nhands surrounding the Ball make a Ball, the\\nsecond Ball, which incloses and feels the first\\nBall, feels that this is a Ball by making itself a\\nBall for inclosing and sensing and taking up the\\nsame. Through such adaptation the organism\\nbecomes that which it seeks to make its own. S6\\nthe hand halls itself to receive the Ball (in some\\nlanguages the closed fist is said to be hailed).\\nNow, it is evident that if the ball be too laro-e,\\nthe little hand cannot perform its part, and there\\nwill be no sense of rotundity, or a blurred one.\\n6. As the child takes up into himself rotundity,\\nfirst through tactual and then through visual sen-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0029.jp2"}, "30": {"fulltext": "12 THE PSYCHOLOGY OF\\nsation, he must project its invisible counterpart,\\nwhich is its determinant, nameljthe central point\\nalread}^ mentioned. Let the sensation or feeling\\nof the round be never so slight, it cannot be\\nwithout the inner susfofestion of the center.\\nBut this inner central point is the negation of\\nall extension and of visibility. Through the Ball\\nthe child s soul passes from the visible to the\\ninvisible, as the source and cause of the visible.\\nAnd this invisible element is not merely negative,\\na canceling of the external and visible, but is\\npositive, is truly the creative principle of the\\nthing seen. For we must always keep in mind\\nthat the unseen central point with its radius is\\nwhat creates the rotundity. In like manner, the\\nspatial or extended is determined by what has no\\nextension the ideal point.\\nThus throuo^h the Ball the child-soul beo^ins its\\ncareer of education, which is, in general, the rise\\nfrom the sensuous to the supersensuous as con-\\ntroller, the rise from the subjection of mind to\\nthe mastery of mind in the realm of matter.\\n7 In this connection we may take a glance at\\nSymbolism, that much-discussed doctrine in Froe-\\nbel s system. Granting that his use of the word\\nis not always clear, and sometimes vacillating and\\neven reckless, we still may catch from our pres-\\nent standpoint a general outline of his meaning.\\nThe most inveterate objector to presentiment\\nmust confess that this ideal germ, this unsensed", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0030.jp2"}, "31": {"fulltext": "FB0EBEV8 PLAY GIFTS,\u00e2\u0080\u0094 THE FIB ST. 13\\npoint at the center of the sphere, is in the child,\\nelse it could never come out of him. Otherwise he\\ncould never learn geometry, which must be at last\\nhis own inner evolution of the point, line, surface\\nhe could never acquire the idea of rotundity, and\\nconsequently he could never know form.\\nFor this reason, primarily, the Ball may be\\ncalled symbolic. It is an outer shape which\\nimages the child s Ego and its process (and the\\ngrown man s Ego too, for that matter). The\\nchild plays with the Ball, and through such play\\nhis Self is called out of its sleep, and becomes\\nactive; thus self -activity begins, and the Ego is\\nled to go through its own process by means of\\nits outer counterpart or symbol.\\n8. Thus, what we may name the external pro-\\ncess of the Ball, calls forth the internal process\\nof the child s Ego. This is the main educative\\nfact under the present head. So there comes to\\nlight the connection between point and peri-\\nphery, inside and outside, visible and invisible,\\nideal and real. This thought takes the form of a\\nconnecting line, the radius, which joins the Seen\\nand the Unseen.\\nIn thinking, or rather sensing, the Ball, there-\\nfore, we have the following process\\nFirst is the outer surface or periphery, that\\nwhich is seen or felt, hence the sensuous, the\\nimmediate it is that element which first appeals\\nto the child through his senses.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0031.jp2"}, "32": {"fulltext": "14 THE PSYCHOLOGY OF\\nSecond is the opposite, that which is different\\nfrom the sensuous and is absolute!}^ separated\\nfrom it the negation of surface and extension.\\nThis is the central point.\\nThird is the return to the surface from the\\ncenter, which creates or determines the peri-\\nphery with its rotundity.\\nThis process we shall develop more fully here-\\nafter in connection with the psychology of the\\nBaU.\\n9 The child has the immediate sensuous expe-\\nrience of being himself the center of a Ball.\\nVery early does he look up and behold the sky\\noverhead, which surrounds him on all sides with\\nits dome. Still he is the center always, the cen-\\nter of this hollow Ball, or half -Ball which goes\\nwith him everywhere and environs him in every\\ndirection. As he sees a little Ball outside of him-\\nself held in his little hand, yet with its center\\ninside, so he sees himseK inside a great Ball, he\\nbeing himself that center. He goes forward and\\nmay long to reach the wall where the world\\ncomes down, but it recedes as he approaches;\\nlet him go as far as he pleases he remains the\\ncenter of the Ball made out of sky, he cannot\\nsomehow run away from his central position.\\nHe soon discovers that he is the determinant of\\nthis Ball; he makes the round dome above, the\\ncircling horizon 3^onder, in fact the whole over-\\narching canopy of heaven; with every step, too.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0032.jp2"}, "33": {"fulltext": "FROEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE FIRST. 15\\nhe must make it anew, and so reconstruct and\\nrepossess his former possession.\\nThus the most persistent sensuous fact pres-\\nent to the vision of the child is that he is the\\ncentral point of the material universe about him,\\nwhich shapes itself like the inside of a Ball, and\\ncovers him over with a kind of protecting roof\\nas far as his eye can reach. He finds that he\\nlives in a Ball or Hemisphere, ever changing in\\nspace Avith him, yet ever remaining the same in\\nall his wanderino s. So he sees in the vanishino^\\na reappearance; in the transitory is always the\\nabiding, and within such a shifting yet permanent\\nworld is his home, just at the heart of it.\\nBut he must remake it, and forever be re-\\nmaking it this his outermost physical environ-\\nment. Such also he is to do with all nature\\nremake it and transform it into the abode of his\\nspirit. This is the meaning of our modern in-\\ndustrial progress. Still further, and chiefly, the\\nchild is surrounded with an unseen institutional\\nworld, a vast overarching unseen canopy of which\\nhe is the center and which protects his soul, the\\ninvisible yet essential portion of himself. This\\ninstitutional world also he is in the course of his\\nunfolding to remake, to reform, to repossess,\\nand thus to come into a true ownership of his\\nspiritual inheritance. All this is again symbolic\\nhis sense-world is the symbol of his spirit- world,\\nsuffojestino and callino- for the unseen in the seen.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0033.jp2"}, "34": {"fulltext": "16 THE PSYCHOLOGY OF\\n10. We must repeat here that the word Gift\\nin the present connection means something given\\nin the sense of pre-established, prescribed, and\\npresented in advance to the child. This is true\\nof all the Gifts and Occupations, yet they have\\ndifferent degrees of prescription. In the First\\nGift the child is almost wholly the recipient\\nwithout changing the material or the thing\\ngiven still he is to move more and more toward\\nmaking over or transforming what has been given\\nhim, till he gets to be the producer of his own\\nworld or the maker of his own presuppositions.\\nThus he is always advancing toward a completer\\nfreedom.\\nSo the child in the present Gift is essentially\\nreceptive. But to receive, he has to act; he\\nsees, feels, tests the Ball in various ways; the\\nsenses and the will he employs in receiving.\\nThe red Ball is usually taken first, as its color is\\nthe most striking or stimulating to the eye which\\nhas to be roused from its infantile somnolescence.\\nA string is attached to the Ball, showing control\\nby an outside power, by a providential hand; so\\nthe Ball is the image of this early stage of the\\nchild, who soon demands that the string be put\\ninto his hand, that he be the controller; as fast\\nas possible, he is going to be his own Providence,\\nthough this end he never quite attains even as a\\nman.\\nIn the play with the Ball, motion of many", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0034.jp2"}, "35": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE FIB ST. 17\\nkinds begins to manifest itself, as the Ball is the\\npossibility of all directions. Circular motion in\\nwhich the Ball by means of the string attached\\nis made to come back to its starting-point in\\nspace, has a special interest for the child, and inti-\\nmates the free motion of the earth around the\\nSun, which he is afterwards to comprehend.\\nThe central luminary has its string attached to the\\nlittle earth-ball and is pulling or rather whirling\\nthe same around itself in an orbit, or self-return-\\nino^ circle. Is not the Sun the brio^ht luminous\\nhand of the Lord (otherwise invisible), and is\\nnot gravitation the string he has tied to the little\\nearth-ball, which he keeps whirling around and\\naround through the Heavens, possibly for the\\namusement of the baby angels up there? Thus\\nour First Gift has its place in the kindergarden\\nof the skies, literally full of whizzing balls en-\\ncirclino^ central Suns Avithout collidino^ the\\nhappy stars of the firmament forever playing\\nand sino^ino[ tos^ether in the celestial kinder-\\ngarden, which began in the primordial chorus of\\ncreation.\\n11. A suggestion in regard to the Ball of this\\nFirst Gift may be permitted at this point.\\nIt is said that the original Froebel Ball was\\nwound from the center and covered with a soft\\nnetwork. The modern rubber Ball has not this\\nidea of being unfolded or generated from the cen-\\nter, which idea is necessary to the genetic move-\\n2", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0035.jp2"}, "36": {"fulltext": "18 THE PSYCHOLOGY OF\\nment of the Gift, and is what con.stitutes the\\npsychical correspondence of the Ball with the\\nchild.\\nThe so-called clipped Ball, which is made of\\nyarn in the form of radii springing out of the\\ncenter, thus suo^orestino^ the movement from the\\ncentral point outwards, has been warmly recom-\\nmended for the older children in the kinder-\\ngarden.\\n12. There is no doubt that to employ six Balls\\nin the First Gift for the nursery is a mistake.\\nThe result is complication, confusion, and final\\naversion to the Gift many a kindergardner will\\nconfess that she, of her own accord, has reduced\\nthe number of these Balls in the interest of good\\nwork and good order.\\nThe proper number of Balls for this Gift, at\\nleast in the beginning, is three, which makes it\\nfar simpler and easier to handle, and moreover,\\nis in harmony with the movement of the Ego it-\\nself. But chiefly, there are the three primary\\ncolors which in the order of Nature are first and\\ngive the natural starting-point, forming a whole\\nby themselves, nay more, a Psychosis. Then\\nin due time will come the secondary colors, and\\neven the tertiary, though color must not be al-\\nlowed to run to excess in the kindergarden.\\nFinally, for the sake of the number idea three is\\nfar better than any other number, being in direct\\nnumerical correspondence with the stages of the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0036.jp2"}, "37": {"fulltext": "F ROE BEL S PLAY GIFTS.\u00e2\u0080\u0094 THE FIRST. 19\\nchild s mind, which are one, and Wo, and three,\\nthis last being a return and union of the other\\nnumbers (one and two). There can be no doubt\\nthat number dawns with the dawnino^ of the\\nEgo and its three stages, which, when they take\\nplace, are faintly, unconsciously numbered by the\\nchild. The mind itself is stamped in its very\\ncreation with the number three, which it has to\\nreveal when it acts and in every act. By means\\nof the three Balls, each a separate unit empha-\\nsized by form and color, yet all combined to-\\ngether in a box and by various plays, the implicit\\nnumber in the child s Ego is wakened out of its\\nunconscious slumber and beg^ins to become ex-\\nplicit. Now it is manifest that if we have more\\nthan three Balls, or even less than three, there is\\na lack of correspondence between the inner and\\nthe outer, between the Ego and the object, Avhich\\nproduces a jar, a discord, where there ought to\\nbe harmony. Though the dissonance seem\\nslight, the tender budding child -mind feels it and\\nis delayed. As the obstacle is not difficult to re-\\nmove, the kindergardner should look after this\\nmatter, and adjust her presentation of the First\\nGift to the psychical nature of the child.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0037.jp2"}, "38": {"fulltext": "20 THE PSYCHOLOGY OF\\nPSYCHOLOGY OF THE BALL.\\nIn makino: the transition from the First to the\\nSecond Gift, the name Ball (in German Ball) is\\nchanged to that of Sphere Kugel) Froebel gives\\ncertain external distinctions between the two, such\\nas softness and hardness, di:fference in elasticity,\\netc. This is well enough, but we would fain\\nbelieve that there is some inner reason for the\\ntransition from Ball to Sphere. Though these\\ntwo words are employed in common usage inter-\\nchangeably, we shall try to have them do service\\nas bearers of two distinct meanings in the follow-\\ning exposition.\\nPrimarily, we are to penetrate to the concep-\\ntion of the Ball, which signifies the creative\\nprinciple of it, the thought which generates it.\\nConception is not merely the reproduced image\\nof the Ball, its outward shape drawn from mem-\\nory, but the genetic energy creating it grasped\\nby the mind.\\nThe Ego in conception enters the Ball, as it\\nwere, and makes the same anew after its own\\nideal process to conceive an object is an inner\\ncreation of it after the thought which originally\\nmade it.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0038.jp2"}, "39": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE FIBST. 21\\nThe conception of the Ball, therefore, being\\nitself the movement of the Ego, will show the\\ninherent psychical process thereof, namely, the\\nPsychosis.\\nThe following exposition, which seeks to set\\nforth the total conception of the Ball, mil move\\nthrough the threefold development of it in har-\\nmony with the underlying process of mind. In\\nthe first place, the Ball is to be grasped simply,\\nas it is in itseK; secondly, it is to be seen as it\\nis taken up by the child s senses and united\\nwith his Ego, in which stage (the separative)\\ntwo BaUs come before us, the outer and the\\ninner; thirdly, the Ego, having sensed the Ball,\\nreturns to it and beholds in it the movement of\\nitseK in three stages, Avhich it specially desig-\\nnates, thereby revealing the concrete Ball or the\\nSphere.\\nSuch is the transition which we shall now un-\\nfold on psychological lines, marking carefully the\\nvarious steps. The purpose is to bring out\\nprominently the inner elements of the Ball, which\\nare indispensable for deriving the forms of the\\nSecond Gift, and out of them the rest of the\\nPlay-gifts.\\nWe are, then, to witness the following\\nstages\\nI. The process of the Ball as it is in itself\\nfrom within outward and back again Center,\\nPeriphery, Radius.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0039.jp2"}, "40": {"fulltext": "22 THE PSYCHOLOGY OF\\nII. The process of the Ball in relation to the\\norganism from the outside going inward and\\nthen back again the sensed without, the\\nunsensed within, the union of the two in the\\nspherical.\\nIII. The process of the Sphere with its central\\nPoint, diametral Line, and intersecting Plane.\\nThese brief designations in advance are to un-\\nfold into their full meaning in what follows.\\nLet the student, however, note the psychical\\nmovement which these three stao^es suo^orest at\\nthe start, and observe that the whole sets forth\\nthe transition from the simple Ball to the con-\\ncrete Sphere through the intermediate process\\nof the Ego.\\nI. First, then, let us conceive the Ball, as it is in\\nitself without any relation, as immediate. What\\nare the essential factors of it? Let us take it in\\nthe hand and look at it closely and think let us\\nfind the elements which it must have in order to\\nbe. We shall observe three.\\n1. The Center. This we put first, as it is first\\nin thought, though not first to the senses. It is\\nthe determinant primarily, the genetic i)oint;\\nit determines the object to be a Ball. The cre-\\native germ of the Ball is now conceived in the\\nCenter. So we employ the Avord metaphorically\\nwhen we speak of coming to the center of things.\\n2. The Periphery. Tliis is that Avhich is\\ndetermined h\\\\ the determining Center hence it", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0040.jp2"}, "41": {"fulltext": "FBOEBEVS PLAT GIFTS.\u00e2\u0080\u0094 THE FIRST. 23\\nis the separated, not the concentrated; it is the\\nopposite of the central point which is now con-\\nceived as propelled outwards in all directions to\\nthe limit, which is the Periphery. The inward\\nCenter thrown outward becomes the extended\\nsurface, accessible to the senses.\\n3. The Radius. This is properly to be regarded\\nas the return from the Periphery to the Center,\\nconceived as a connecting line from the outward\\nto the inward. Not till we have the Periphery\\ncan we explicitly have the Radius, as uniting the\\ndetermined Periphery to the determining Center,\\nthough we have it implicitly in the movement\\noutwards from Center to Periphery, which, how-\\never, has to be fixed before the length of the\\nRadius can be fixed.\\nSuch are the three simple elements of the Ball\\nwhen taken as it is in itself. We observe in it\\nthe stages of the Psychosis, yet as immediate, un-\\ndeveloped. Center, Periphery, Radius enter into\\nthe primal conception of the Ball when unrelated\\nbut we soon find that the Ball must be related in\\norder to be conceived, namely, related to the\\nEgo, which must now be reached from the out-\\nside, through the senses.\\nII. The Ball as related to the bodily senses\\ncomes next in order. We have just seen the Ball\\nas it is in itself now its relation to the organism\\nis to be considered.\\nFor the purpose of understanding this relation", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0041.jp2"}, "42": {"fulltext": "24 THE PSYCHOLOGY OF\\nmore fully, we may regard the human organism\\nas having an outer surface or Periphery in which\\nare located all the senses. These are to connect\\nthe mind with the external world, which stimu-\\nlates them by some kind of irritation, in contact\\nor at a distance. This stimulation is borne to the\\nbrain by the afferent nerves, turns at the invisible\\ncentral point (Ego) and is carried back to the\\nPeriphery by the efferent nerves, thus completing\\nthe cycle of sensation.\\nThe resemblance between this process of the\\norganism and that of the Ball just given is strik-\\nins:. The human bodv is also a Ball with its\\nCenter as determinant, with its Periphery and its\\nEadii. But the living human Ball is a self -active\\nprocess, self -moving, while the dead material Ball\\nis the outer, externalized image, is the outered or\\nothered counterpart of the unseen process.\\nIt may be noted here that the child of himself,\\nwill play that he is the Ball, he will enact its part\\nand go through its motions. Thus he uncon-\\nsciously reflects what his own organism is a\\nliving Ball with its own Center, Periphery, and\\nRadii, which unfolds into activity through playing\\nAvith the Ball. Yet this is not all: the child not\\nonly plays with the Ball, but plays himself to be a\\nBall, converting himself into a kind of Ball in play.\\nAnd it may be said that in every kind of Ball-play\\nthere are really the two Balls co-operating and\\ninterplaying the animate and the inanimate.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0042.jp2"}, "43": {"fulltext": "FBOEBEL S PLAY GIFTS.\u00e2\u0080\u0094 THE FIBST. 25\\nSuch is the stage of separation in the pres-\\nent process the two Balls, the sensing and the\\nsensed; the first takes up the second, yet is\\ncalled into activity by the second. This relation\\nand interaction between the two sides is what we\\nshall next unfold.\\n1. The sensed Ball, which is seen or felt.\\nNow we start with the outside, the surface as\\npresented to the senses. The infant closes its\\ntiny fingers around the Ball, sensing the surface\\nof the same its Periphery, overlaid with nerve\\ntissue, is brought in contact with the Periphery\\nof the Ball, overlaid (in this Gift) with a soft\\nnetwork of worsted, and is stimulated to activity.\\n2. The unsensed element of the Ball unseen\\nor unfelt. This, of course, is the Center within,\\nposited by the Ego, which also has such a Cen-\\nter, to which the stimulus goes, and which deter-\\nmines the outer Periphery. Thus the sensible\\nflies to the supersensible as its determinant.\\nThe Seen in the Ball calls for the Unseen as its\\ncreative principle.\\n3. Rotundity or Sphericity of the Ball is now\\ngiven as the complete process of the outer and\\ninner, of the Periphery as seen and of the Center\\nas unseen yet posited as the determinant of the\\nPeriphery. Tlius while we sense the Periphery\\nand then pass to the Center, we must return\\nfrom the Center and reconstruct this Periphery\\nas a Avhole in our thought, which cannot be done", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0043.jp2"}, "44": {"fulltext": "26 THE PSYCHOLOGY OF\\notherwise than by thinking. For we cannot see\\nor feel or sense in any way the total Periphery\\nat once on the outside, some part of it lies be-\\nyond the reach of the senses. So we get the\\nidea of Rotundity only through the process,\\nwhich conceives the entire Ball as created from\\nthe Center.\\nThe completed Rotundity is as necessary to the\\nconception of the Ball, as the completed cycle of\\nsensation is necessary to the conception of sen-\\nsation. We have to create the total Rotundity\\nof the Ball from within, since we can sense only\\na portion of the same the Ego has to make the\\nsame complete through its own movement.\\nThe Ego has now sensed the Ball and pene-\\ntrated to the Center, from which it has moved to\\nthe Periphery, thus creating the Sphere, which\\nhas the total process. For the Sphere cannot be\\nsensed from the outside merely, it must also be\\nconceived from within, created or re-created by\\nthe Ego.\\nIn our thinking we have to use terms carefully,\\nand we may name the mentioned transition as\\nthat from the Ball to the Sphere, or from the\\nabstract Ball of the first staoe to the concrete\\nBall of the third stage, to which we have now\\ncome.\\nIII. We have before us the Sphere, whose\\nprocess we are to seek and unfold. The first or\\nabstract Ball has been taken up and sensed by the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0044.jp2"}, "45": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE FIRST. 27\\nEgo its elements again come to notice, but are\\nendowed mth a new power, being filled with the\\ncreative activity of the Ego.\\n1. The central Point. The Sphere has not\\nsimply a center, but a creatively active central\\nPoint, such as is the Ego itself, for the Ego is the\\nself -active principle which, being stimulated by\\nthe external object, has gone forth out of itself\\nand sensed the same.\\nNow this central Point of the Sphere, in order\\nto be central, must generate radii going in oppo-\\nsite directions, moving out from it equally.\\nThat is, it must generate the diameter of which\\nit is the center, and which is a right line.\\nThe central Point will show, therefore, the\\npsychical process within itself.\\nFirst, it is seK-dividing (hke the Ego), self\\nunfolding, and projects itself outward into the\\nLine.\\nSecondly, it projects itself into opposite direc-\\ntions, into two opposite Lines.\\nThirdly, these two Lines, however, are one\\nstraight Line with central Point in its middle.\\nThis gives a new element, the diametral Line\\nof the Sphere, to Avhich we now pass.\\n2. The diametral Line. The Sphere has,\\ntherefore, a central Point, which lies in the\\nmiddle of its diametral Line and creates the\\nsame.\\nMoreover, this separation of the central Point", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0045.jp2"}, "46": {"fulltext": "28 TEE PSYCHOLOGY OF\\ninto the diametral Line, will be threefold, or in\\nthree directions, all of which unite at the central\\nPoint and make three diametral Lines. These\\nwill manifest the three demensions of the Sphere,\\nsince they measure the separative process of the\\ncentral Point, as it unfolds and creates the\\nSphere.\\nWe may note, in passing, that the necessity of\\nthe existence of three dimensions in the Sphere\\nand in all matter goes back to the threefold\\nprocess of the Ego which in the first place\\ncreates it, and in the second place conceives it\\nby identifying the same with its own triple\\nmovement.\\nThe diametral Line reveals a psychical move-\\nment within itself.\\nFirst, there is the one diametral Line, con-\\nceived as the unity of opposite directions in the\\ncentral Point.\\nSecondly, there are three ways of conceiving\\nthis unity of opposite directions up and down,\\nto and fro, right and left or length, breadth,\\nand height, showing the three dimensions in three\\ndiametral Lines.\\nThirdly, these three diametral Lines are united\\nand concentrated in the central Point, through\\nwhich they produce the right angle, in fact, the\\neight right angles possible around the center.\\nBut the diametral Line, sprung of the Point,\\nwill show the latter s separative nature and will", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0046.jp2"}, "47": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE FIRST. 29\\nmove in opposite directions, producing the Plane,\\nto which we now pass.\\n3. The intersecting Plane. Each of the three\\ndiametral Lines, having within itself the central\\ngenetic Point, will divide within itself and pro-\\nject itself in opposite directions through the\\nSphere. Thus the Plane appears dividing the\\nSphere according to the three dimensions\\nalready indicated, and becoming three intersect-\\ning Planes, which unite around the common\\ncentral Point.\\nSuch is the process of the Ball into the Sphere.\\nThe Ball with its Center, Periphery, and Radius\\nsimply, is sensed and taken up by the Ego, which\\nprojects into the Ball its own creative movement\\nand makes it a Sphere with central Point, diamet-\\nral Line, and intersecting Plane, which are thus\\nthe inner determining elements of the Sphere.\\nHere, too, we observe the psychical Ego re-\\nvealing itself in the three distinct elements of the\\nSphere.\\nFirst, the Line, being self -separating like the\\nPoint, projects itself in opposite directions up\\nand down, to and fro, right and left and then\\nunites these two directions into the one Plane.\\nSecondly, as there are three ways of conceiving\\nthis unity of opposite directions, there will be the\\ndivision into three Planes passing through the\\nSphere.\\nThirdlv, these three Planes intersect on the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0047.jp2"}, "48": {"fulltext": "30 THE PSYCHOLOGY OF\\ndiametral Lines at right angles, and concentrate\\naround the central Point, making eight corners.\\nThe starting-point of the whole series of Play-\\ngifts is the inner central Point of the Ball as\\ngenetic. This genesis will unfold till the Point\\nbecomes explicit (in the Tenth Gift as usually\\nnumbered), when it will return and generate the\\nstarting-point of itself in the Ball, thus producing\\nthe cycle of the Play-gifts. But the develop-\\nment of this subject lies ahead of us and cannot\\nbe adequately grasped at the present stage.\\nLooking to the immediate future, however, we\\nmay say that the mentioned elements of the\\nSphere, namely, the central Point, the diametral\\nLine, and the intersecting Plane, will retain their\\nofenetic character in the next Gift, and will ex-\\npress or externalize themselves in the Cube, from\\nwhich they will propagate their creative energy\\nthrouo:hout the entire series of Gifts. Herein\\nlies the educative power of the Sphere, whose\\nouter creative process calls forth through play\\nthe corresponding activity of the child.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0048.jp2"}, "49": {"fulltext": "FBOEBEUS PLAY GIFTS.- THE FIBST. 31\\nGENERAL TERMS APPLIED TO THE BALL.\\nWe have just seen the Ego determining the\\nessential elements of the Ball as an object, and\\nemploying terms which especially designate it.\\nFor Center and Periphery, Radius and Diameter\\nbelong peculiarly to the Ball, and properly to\\nnothing else.\\nBut the Ego will apply to the Ball terms or\\ncategories which are universal, which pertain to\\nall things it may conceive of these terms like-\\nwise apply to the Ego itself conceiving all things,\\nand conceiving itself. They are its most abstract\\nand general terms, since they combine in one\\nword all it can grasp and itself grasping all.\\nWe shall set down and order the most impor-\\ntant of these terms here, since Froebel often uses\\nthem in his works and applies them to the Ball.\\nThey are employed to explain the Ball and other\\nGifts such explanation in abstract categories is\\nnot to be rated the best, since they themselves\\nneed explanation or at least derivation. And this\\nbrings us to the main point such general terms\\nare really derived from the Ego and used by it\\nto express its own operations. Hence they must", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0049.jp2"}, "50": {"fulltext": "32 THE PSYCHOLOGY OF\\nbe brought back to it and filled with its process\\nin order to mean much. That is, they are to be\\nseen as a Psychosis or some phase thereof.\\nThree of these most common terms we shall inter-\\nrelate in the process of the Ego, from which they\\nare usually isolated.\\n(1.) Unity. The Ball is said to have unity\\nand it has Froebel affirms this as the funda-\\nmental attribute or category of the Ball. Still\\nthere is something inert and lifeless in mere\\nmonotonous unity we feel that there must be\\nanother element in the Ball besides simple one-\\nness. Furthermore, Froebel states that the Ball\\nis the symbol of unity; what does he mean? In\\nour judgment he takes the Ball as an outer visible\\nmanifestation of something internal or spiritual,\\nwhich must ultimately be the Ego or some phase\\nof its movement. Thus the Ego asserts oneness\\nof the Ball as of itseK the Ego is supremely one\\nand the source of oneness or unity; the term\\nbeing inherently its own, is applied to the Ball\\nwhich is also one. Yet the Ball is something:\\nelse, yea the opposite.\\n(2.) Diversity. The Ball has diversity, which\\nis the contradictory term to unity. For in-\\nstance, there is a complete diversity, and, indeed,\\nopposition, between Center and Periphery, yet\\nboth belong to the Ball. Likewise, the Peri-\\nphery has in itself diversity at every point,\\nbeing round.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0050.jp2"}, "51": {"fulltext": "FBOE BEL S PLAY GIFTS.\u00e2\u0080\u0094 THE FIB ST. 33\\nThe term diversity, as well as the thouo^ht of\\nit, spring from the Ego which has in its own\\nprocess the stage of separation, difference, diver-\\nsity. There could be no such word as diversity\\npredicated of the Ball, unless such predicate be-\\nlonged to the Ego in advance. It belongs to the\\nBall likewise, and to everything else which the\\nEgo takes up and appropriates through knowing.\\nPrimarily, diversity pertains to the Ego, which\\nprojects it, or may project it, into every process\\nof its own.\\nYet the Ego does not stop with diversity or\\nseparation. It returns out of this second stage\\nto unity, which, however, is not the first simple\\nunity, but a concrete unity, to which we now\\npass.\\n(3.) Unification. This term is perhaps the\\nbest in the present connection, though others\\nhave been employed. The words in its compo-\\nsition suggest the making of one out of what was\\nnot one, the going back to unity out of diversity.\\nThus it hints the total process, which is not the\\nlifeless unity, but the active one yea, the self-\\nactive one, which is the Ego itself.\\nSometimes the term individuality is applied to\\nthe present stage, audits component words suggest\\nthe negating of division, separation, diversity.\\nThe Ball is certainly an individual object, and\\nwithin its limits it asserts its individuality. It\\nresists intrusion, and in the case of the elastic", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0051.jp2"}, "52": {"fulltext": "34 THE PSYCHOLOGY OF\\nBall, it reacts against assault and recovers itself\\nwith such force that it rebounds from the assail-\\ning object.\\nFroebel s favorite category was perhaps just this\\nterm unification, or life s unification (Lebenseim-\\ngung). Not simple, abstract, dead unity was this,\\nbut unification alive, active, uniting the diverse and\\nseparated parts into a process. Here, then, we\\nmay make an application of this Froebelian term\\nand put it into relation with the other two.\\nUnification, in the sense just unfolded, has in\\nit not only unity, but hkemse, as already indi-\\ncated, the total movement which is a return out\\nof diversity to unity. Such is the inner process\\nof the Ego now applied to the Ball but the same\\nprocess and hence the same terms may be ap-\\nphed to the knowing of any object by the Ego.\\nThat is, the process with its categories here given\\nis universal, though now specially predicated of\\nthe Ball we may say that a stick of wood also\\nhas unity, diversity, and unification (or individ-\\nuality). It may be asked. Why did not Froebel\\ntake a stick of wood as his starting-point? Be-\\ncause the Ball is the most perfect manifestation\\nof the Ego s movement found in Nature, as well\\nas the simplest and most common. From the\\ninfinite multiplicity of the physical world the\\nright object has to be selected, the one which\\nbest embodies and reflects the triple movement of\\nthe Ego. That object is certainly the Ball.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0052.jp2"}, "53": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE FIRST. 35\\nBesides the mentioned abstract terms, Froebel\\nemploys other sets of them, usually in the form\\nof a triad. Universality Particularity, and Sin-\\ngularity (or Individuality), in one shape or\\nother, are often found in his writings, notably in\\nhis Education of Man. We have to confess\\nthat to our mind, these terms remained an alien\\nelement in Froebel to the last. In fact, as he\\ngrew older, they dropped more and more out of\\nuse in his writings. It is our judgment that they\\nAvere philosophical terms which he picked up\\nwhile at the University of Jena in his youth,\\nchiefly from the discussions he heard at that\\ntime amono^ the students. ScheUino^ was lectur-\\ning then at Jena, and his was the great phi-\\nlosophical name, his doctrines being the theme of\\ngeneral comment and disputation.\\nLike all young thinkers (and some old ones\\ntoo) who seek to master the nomenclature of a\\ngreat philosophy, he was mastered by it more or\\nless, and the same fact may be traced in his style\\ndurino^ his whole life. There was somethincr in\\nthese abstractions which he never fully digested\\nand made his own they were really not his best\\nutterance of what was best and deepest within\\nhim.\\nIn fact one cannot help coming to the conclusion,\\nafter carefully studying his works both of hand\\nand of head, that Froebel thought far better with\\nhis hand than with his head. These Gifts and", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0053.jp2"}, "54": {"fulltext": "36 THE PSYCHOLOGY OF\\ntheir manipulation show order, logical sequence,\\nthe keenest insight into their educative meaning\\nas well as into the nature of the child they very\\njustly place Froebel s name among the greatest\\neducators of the human race. But when he\\ncomes to tell what he has done, the word falls far\\nbehind the deed his exposition, though full of\\nintuitive flashes, is deeply defective in order,\\nclearness, pointedness, often repeating non-\\nessentials and often omitting [essentials. Still\\nFroebel s writings are to be studied and pro-\\nfoundly studied by the kindergardner, both for\\nwhat they say and what they do not say they\\nreveal much which is important for her to know,\\nparticularly the limits of the man. For it has\\nbeen one of the drawbacks of the kindergarden\\nthat its devotees heap upon the founder the most\\nindiscriminating eulogy, and thereby repel judi-\\ncially-minded men by their extravagance. Ap-\\npreciate by all means, first and foremost; but\\nthen discriminate too, if our long and deep affec-\\ntion will not let us criticise.\\nFrom the preceding remarks the reader may\\nwell infer that we do not intend to make much\\nuse of the current Froebelian abstractions in the\\nforthcoming exposition. Still the attempt is to\\ndo justice to the thought underlying the Gifts\\nand Occupations, the most fertile educative\\nthought of this century already, and as yet just\\nin the beginning of its career.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0054.jp2"}, "55": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE FIB ST. 37\\nFrom this little excursion we feel like calling\\nthe reader s attention back to the Ball, and re-\\npeating to him its educative principle, which was\\nFroebel s great insight, and the ground of his\\nselection of it as the first plaything for the child\\nout of the vast treasury of nature. The Ball,\\nwith Center, Periphery, and Radii, is an outer\\nEgo, whose supreme destiny is to call forth from\\nits unconscious, undeveloped state the inner\\nsleeping Ego of the infant, and through play to\\nstir the same to self -activity. The Ball is, there-\\nfore, educative; in fact, it is the primal educa-\\ntional instrumentality for unfolding the infantile\\nsoul into its heritage of knowledge and power.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0055.jp2"}, "56": {"fulltext": "38 TEE PSYCHOLOGY OF\\nTHE BALL IN RELATION TO THE EXTERNAL\\nAVORLD.\\nHitherto we have considered the Ball as it is\\nin itseK and in relation to the Ego. But it also\\nstands in relation to the whole external world, and\\nthereby becomes the means by which the child\\nis brought to know the phenomena of nature.\\nThe Ball thus stands between the child-eo-o and\\nthe cosmos, being the mediating principle of\\nboth sides.\\nSuch is, then, the present thought: the in-\\nfant through his Ball is being gently led into\\nrelation and communion with the whole universe.\\nIn one way or other this small round object,\\nbeing external, is connected with and influenced\\nby all externality, which is thus brought home to\\nthe child s mind. A mediatorial instrument we\\nmay regard the Ball, though a little plaything\\nfor the baby, bearing his Ego to the outer world\\nand helping him grasp it and identify it with\\nhimself and thus to know it first in sensation,\\nthen in image, and finally in thought.\\nThis characteristic of the Ball was emphasized\\nby Froebel throughout his entire kindergarden", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0056.jp2"}, "57": {"fulltext": "FBOEBEL S PLAY GIFTS.\u00e2\u0080\u0094 TEE FIEST. 39\\nperiod. Says he in one of his earliest essays on\\nthis subject\\nThe child is in himself unity and diversity,\\nand is destined to develop these traits by means\\nof the outer world, for which purpose the Ball\\nwith its play is adequate.\\nThe Ball is the representative of all objects,\\nand hence is the unity and unification of all\\nproperties essential to all objects.\\nThe Ball shows contents, mass, matter,\\nspace, size, form, figure; it shows qualities of\\nbodies, elasticity, color, gravity, attraction.\\nThe Ball is the mediating link between the\\nchild and nature.\\nThese citations (and others of like import\\nmight be made) indicate his view Avhen he wrote\\nhis first published essay on the Ball. (See\\nLange s edition of Froebel I. s. 41. Translated\\nby Miss Jarvis I., p. 53. This essay was first\\nprinted in the Sonntagshlatt^ 1838-40.)\\nFrom a later production of Froebel, we take a\\nfew extracts on the same subject\\nThe first plaything of the child (the Ball)\\nnmst be, as it were, the complete representative\\nof all objects existent in space, and hence the\\nbearer of all the universal properties of these\\nobjects.\\nThe Ball is of such a character that it can-\\nnot hurt the child, nor can he injure himself or\\nanything else with it. The Ball does not excite", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0057.jp2"}, "58": {"fulltext": "40 THE PSYCHOLOGY OF\\nthe sensual nature of the child, nor does it waken\\nbad tendencies of head or heart.\\nIn the Ball are represented all the essential\\nproperties, phenomena, and relations of the\\nchild s environment, as matter, form, figure, size,\\nmotion of all kinds as well as repose. Also, space,\\ntime, light, color, are brought to the child by the\\nBall, which thus becomes for him the medium of\\nintroducing and knowing the surrounding world.\\nSo much for Froebel, who clearly saw the\\nfunction of the Ball in the above-mentioned rela-\\ntion. But that which is wanting is the order in\\nwhich the environing world is taken up by the\\nEgo of the child. Here again the psychological\\nprocess is to furnish the ordering principle,\\nwhich will show how the total physical universe\\nin its outlines is received into the child-mind\\nthrough the Ball. But this part of the subject\\ncannot now be entered upon, though something\\nabout it may be given in another place.\\nIn conclusion, we may take a glance back over\\nthe total sweep of the First Gift and seek to re-\\nnew the various thoughts which have been set\\nforth. The earnest student will reflect upon the\\nfollowing points\\nIt is the Potential Gift of the whole series of\\nGifts and Occupations.\\nIt is the first stage of the complete Psj^chosis\\nof Froebel s Play-gifts, namely, the Gifts and\\nOccupations.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0058.jp2"}, "59": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE FIBST. 41\\nIt unfolds the psychology of the Ball in rela-\\ntion to the mind of the child.\\nThe educative meaning of the First Gift must\\nbe seen in this relation.\\nIt shows the transition from the simple Ball\\nwith Center, Periphery, and Eadius, to the con-\\ncrete Sphere with central Point, diametral Line,\\nand intersecting Plane. This is, moreover, the\\ntransition from the First into the Second Gift.\\nThree Balls having the three primary colors\\nare recommended to be given at first.\\nA subject left to the further study of advanced\\nkindergardners is the child getting acquainted\\nwith the external world through the Ball, which\\nthus becomes the mediating principle between\\nhim and the cosmos.\\nAt present, however, we, having made the\\ntransition from the Ball to the Sphere, shall pass\\nto the next grand division of our theme.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0059.jp2"}, "60": {"fulltext": "CHAPTER SECOJSTD.\\nTHE GIFTS (quantitative).\\nThis chapter embraces the Gifts which lie be-\\ntween the Sphere and the Point, or the series\\nwhich begins with the Second Gift and ends\\nwith the Tenth Gift, according to the usual\\nnumbering.\\nAs already stated, the general idea underlying\\nthe Gift is something given, taken for granted,\\npresupposed, prescribed; it is composed of fixed\\nforms given to the child which he is to take and\\ncombine into ncAV forms through his activity,\\nmental and bodily. Then he will pass to trans-\\nforming his material, and to making the forms\\nhitherto given, which work, however, properly\\nbelongs to the Occupations (qualitative Gifts).\\nBut the present series of Gifts (quantitative)\\n(42)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0060.jp2"}, "61": {"fulltext": "FBOEBEVS PLAY GIFTS QUANTITA2IVE. 43\\nhas the principle of extension, is space-occupy-\\ning, and produces its new forms by external\\ncombination.\\nThe fundamental fact in this series of Gifts is\\nits inner psychical movement, which, in deep cor-\\nrespondence with the movement of the child s\\nmind, is threefold, and reveals what may be called\\nthe Psychosis of the Quantitative Gifts.\\nI. The Origixatia^e Gift. This is the\\nSecond Gift, composed of the Sphere, Cube, and\\nCylinder. Its essential characteristic is origi-\\nnative, genetic it generates its own forms within,\\nand generates in direct line the other forms of\\nthis series till the Point. It is thus the parent\\nGift of the whole family, in which the domestic\\nrelations mil often be employed by way of met-\\naphor. Also it may be deemed the potential\\nGift of this series, bearing in itself implicitly all\\nthose which follow. Such is the first or imme-\\ndiate stage, which is now to unfold; origination\\nmust separate from itself and pass into deriva-\\ntion, which is the second or separative stage.\\nII, The Derived Gifts. The name indicates\\nthe general character of this division of the Gifts\\nwhich embraces all the rest of the quantitative\\nseries after the Originative Gift. The method\\nof derivation is some form of separation, hence\\nall these Gifts belong to the second or separative\\nstage of the Psychosis in the present series,\\nthough each has its own distinctive Psychosis or", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0061.jp2"}, "62": {"fulltext": "44 THE PSYCHOLOGY OF\\nthreefold movement, all of which is to be un-\\nfolded hereafter.\\nIt may here be stated, however, that this Derived\\nSeries has its own threefold process, which starts\\nwith the Gifts of Concrete Magnitude (real or\\nsensuous separation) and passes to the Gifts of\\nAbstract Magnitude (ideal or mental separation),\\nwith the final return out of the Abstract to the\\nConcrete.\\nIn this division lies the main body of the quan-\\ntitative Gifts, which unfold to the Point as\\nexplicit, where begins a new stage, that of\\nreturn.\\nIII. The Eeturn to the Originative Gift.\\nOut of Derivation we pass back to Origination\\nthrough the Point, which, though at first\\nderived, becomes self -moving and generative,\\nproducing the Sphere and its central Point.\\nThus we see that the movement of the quantita-\\ntive Gifts is from Point to Point, going forward\\nto the Point and then returning to the Point, as\\nthe seed unfolding through the vegetable process\\nreturns to the seed, producing the same, that is,\\nproducing itself. Such is the completed cycle\\nof the Gifts, in a line of descent and of ascent\\nor return, whereby the Point as explicit in the\\nlast of the Derived Gifts bends back, as it were,\\nand connects with the Point as implicit in the\\nOriocinative Gift.\\nThe above indicates in brief the psychical", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0062.jp2"}, "63": {"fulltext": "FEOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 QUANTITATIVE. 45\\nmovement which underlies and orders the pres-\\nent (quantitative) series of Gifts, showing their\\ninner conformity to the mind of the child and\\nrevealing the ground of their educative character.\\nIn every Gift as quantitative there will be\\nsome phase of Form, Number, Measure.\\nThe quantitative Gifts deal primarily with\\ngeometric or spatial forms, by which man gets\\nthe first control of external nature. The child\\nmust follow in his footsteps. Geometry is the\\nscience of Space, into whose presence the child\\nis brought by the first act of his existence, the\\nact of birth. The child begins his mastery of\\nthe space-world and with it of the whole realm\\nof externality, through these Gifts, which induct\\nhim into the knowledge of Form.\\nBut they also develop in him the conception of\\nNumber, which is an abstraction from Form, or is\\nindifferent to it. Thus he is fi^ettino; his release\\nfrom the sense-world, and begins to employ\\nabstract or ideal things. The child learns count-\\ning in these Gifts, and becomes acquainted with\\nthe integer and the fraction. Arithmetical\\noperations he performs with the blocks, combin-\\ning and dividing numbers.\\nLikewise he obtains in these Gifts the very\\nimportant idea of Measure, which is an applica-\\ntion of Number to Form, whereby the latter is\\nmeasured or reduced to the terms of mind.\\nMeasuring is a kind of smelting of the things", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0063.jp2"}, "64": {"fulltext": "46 THE PSYCHOLOGY OF\\nof the solid world, and pouring them into the\\nideal moulds of the spirit, by which they can\\never afterwards be handled mentally. An old\\nphilosopher regarded all thinking as a measuring,\\nand one definition of man has pronounced him\\nto be supremely the Measure (Homo Mensura).\\nSuch are the three quantitative principles which\\nare unfolded from the present series of Gifts,\\nand determine its name and general character\\nForm, Number, Measure which correspond to\\nthe sciences of Geometry, Arithmetic, Mensura-\\ntion (applied number). Hence it is evident that\\nthe best way to designate these Gifts is to call\\nthem quantitative, which means not simply geo-\\nmetrical, or numerical, or measuring, but all\\nthree and something more.\\nTo the foregoing educative purposes of the\\nGifts is often added that of position or location,\\nwith the accompanying word which introduces\\nthe teaching of language. These two matters,\\nindeed, belong here, and cannot well be left out.\\nThen comes the external combination to produce\\nnew forms, which properly belongs to the Mor-\\nphology of the Gifts, a subject which lies outside\\nof the scope of the present book.\\nIn the total movement of the Play-gifts (in-\\ncluding all the Gifts and Occupations) the quan-\\ntitative series belono^s to the second stao-e of the\\nPsychosis, as it deals primarily with the spatial.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0064.jp2"}, "65": {"fulltext": "FB OEBEV S PL A Y GIF TS. -QUA NTITA TIVE. 47\\nthe extended, the external element of nature.\\nBut chiefly, its first principle is origination, that\\nis, separation, which is an unfolding of that\\nwhich was before implicit, a making real of that\\nwhich was before potential. This character we\\nshall at once see in the Second Gift, the starting-\\npoint of the series, being that which distinguishes\\nit from the First Gift, which is not directly origi-\\nnative, or separative, though it has six different\\nobjects. If these Avere derived in any way from\\none another, the First Gift would be internally\\norofinative. Still the First Gift has slumberino^\\nwithin itself, baby that it is, all the potentialities\\nwhich are hereafter to become realities in this\\nsense it has also a genetic power, though som-\\nnolescent.\\nThe Second Gift may be well regarded as the\\nmost important of all the Play-gifts of Froebel,\\nquantitative or qualitative; it, therefore, deserves\\nthe most thought and the fullest treatment. In it\\nmust be seen and felt the creative Idea at work,\\nbeing a kind of demiurge or world-creator, pos-\\nsessing the divinely active spark of genesis, out\\nof which moves forth the cosmos. Nor can we\\never forget the marvelous conception of an old\\nGreek philosopher, Empedocles, who actually\\ndeified the Sphere, calling it the God Sphairos,\\nwho is the beginning of all things, who is the\\nperfect and concordant union of all the elements", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0065.jp2"}, "66": {"fulltext": "48 THE PSYCHOLOGY OF\\nin a kind of pre-evStablished divine harmony,\\ninto which, however, discord, separation, war, is\\nfinally to enter. Such a divinity, we may almost\\nimagine, to be presiding over Froebel s little\\ncosmos of Play -gifts for the little child, whom\\nthey take literally by the hand and lead step by\\nstep into the grand cosmos of which he is a mem-\\nber, and in which he is to play a part.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0066.jp2"}, "67": {"fulltext": "I.\\nTHE SECOND GIFT (ORIGINATIA^)\\nThe Second Gift, then, we call the Originative\\nGift, since this term suggests its genetic charac-\\nter. In it we may note a kind of triple genesis\\nor three stages of the creative process.\\nFirst, it starts with the Sphere which, as dis-\\ntinct from the Ball, has within itself its own\\ncreative movement, as Center, Periphery,\\nEadius.\\nSecondly, this Sphere generates out of itself\\nthe Cube and Cylinder, the whole constituting\\nthe three forms of the Second Gift.\\nThirdly, these three forms generate the other\\nGifts of the quantitative series (Third to Tenth\\ninclusive).\\n4 (49)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0067.jp2"}, "68": {"fulltext": "50 THE PSYCHOLOGY OF\\nThus we behold the Second Gift in three\\nphases of creative energy the creation of the\\nSphere, the creation of the Gift, the creation of\\nthe series of Gifts (quantitative). An inner\\ngenerative power we see at first, and then an\\nouter, producing other Gifts. Yet it is always\\nto be emphasized that these genetic principles of\\nthe Second Gift are inherently connected. If it\\nhad no inner creative energy, it would have no\\nouter its external production is but the mani-\\nfestation of its internal activity. Thus it is hke\\nman, like the Ego, which has its own creative\\nprocess (the Psychosis) whereb}^ it becomes the\\nproductive source of manifold works in the\\nworld. The inner genesis not only precedes but\\nnecessitates the outer genesis.\\nIn accordance with the educative movement\\nalready unfolded, the present series of Gifts\\nshould start with a Gift which contains implicitly\\nthe whole series, and from which all the other\\nGifts of the series should come forth by an\\ninner evolution. Then the movement, when\\ncompleted, should return to its origin, and psy-\\nchically justify the same by such return.\\nSo, we must observe that this Second Gift is\\nalso the potential Gift of its series as the First\\nGift, already described, is the potential Gift of\\nthe total sweep of all the Gifts and Occupations,\\nso the Second Gift, being likewise a starting-\\npoint and a germ of beginning and becoming, is", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0068.jp2"}, "69": {"fulltext": "FBOEBEVS PLAY GIFTS \u00e2\u0080\u0094THE SECOND. 51\\nthe potential Gift of the entire quantitative\\nseries.\\nThe Second Gift is composed of three\\nsliapes Sphere, Cube, and Cylinder, made of\\nwood. They are perforated in such a manner\\nthat they can be made to whirl and to perform\\nvarious kinds of movement. The triplicity is\\nthe foremost outer fact here, which fact, how-\\never, must be finally justified by an inner reason.\\n1 The Ball Si:)h ere This has been already\\nso fully treated in the preceding Gift, that very\\nlittle need be added. It is essentially a repeti-\\ntion, yet in a new relation. It is now taken as\\nthe source of the present series of Gifts, which\\nare inherently quantitative, not qualitative.\\nHence the Ball is at present to be considered, as\\nfar as possible, without its properties.\\nStill it has, and must have, properties, being a\\nmaterial object, and these properties are first to\\nbe looked at briefly, in contrast especially with\\nthe preceding Ball. The former is much softer\\nthan the latter one is, however, smoother, less\\nelastic than the other or may be the First Gift\\nis many-colored, the Second has only one color,\\nwhich is or mav be retained throuo^hout the whole\\nseries. Then the hard Ball gives forth a much\\nlouder sound when pounded with on the table or\\nthrown upon the floor, than the soft Ball a fact\\nstrongly insisted on by some kindergardners.\\nStill the child has been introduced to the sound-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0069.jp2"}, "70": {"fulltext": "62 THE PSYCHOLOGY OF\\nworld by the soft Ball, which also has its little\\ncry when punched or assailed. Finally a verbal\\ndistinction is sought to be maintained between\\nthe two by calling the one a Ball and the other a\\nSphere or Globe, in correspondence with German\\nusage in the present case.\\nStill, though these contrasts hold good, we\\nare to see just by means of them that the\\nproperty of the Ball is not now the main\\nthing, is quite an indifferent thing, is, in\\nfact, even that which we are henceforth to\\ntake away in thought. In other words the ab-\\nstraction is to be made from the qualitative, and\\nthe stress is to be placed upon the quantitative,\\nthe extended, the spatial. For this is what is\\nmost immediately present to the senses of the\\nchild, and is the first element of the external\\nworld which he is called upon to master.\\nThe Ball, having been brought over from the\\nFirst Gift to the Second, is next to be seen as\\nthe point of departure for the latter. What is\\nimplicit within it, is to become explicit; what\\nconstitutes its inner essence is to be externalized\\nand to be made visible. What are the implicit\\nelements which the Ball must now make explicit\\nand manifest to the senses?\\nIn the Ball (or the Sphere) there are three\\ninner elements\\n(1.) The central Point, from which the ro-\\ntundity of the Sphere is determined.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0070.jp2"}, "71": {"fulltext": "FROEBEUS PLAY GIFTS.-THE SECOND. 53\\n(2.) The diametral Line, in the middle of\\nwhich is the central Point fixed between two\\nradii.\\n(3.) As a solid, the Sphere must have the\\nthree dimensions length, breadth, height\\nrepresented by three Planes passing through the\\nSphere at right angles in the three different\\ndirections. The intersecting Plane.\\nTo these inner elements we may add in thought\\nthe external periphery, into which they are to be\\nbrought.\\nThus we have the Point, Line, and Plane, as\\ninternal in the Sphere, not visible, not explicit.\\nMoreover, the Point is fixed in the Line, the\\nLine is fixed in the Plane, and the Plane is fixed\\nin the solid. Now all these are to come out and\\nto manifest themselves in a shape which we are\\nsoon to see.\\nHere we may introduce into this Gift a valu-\\nable help, the so-called skeleton Sphere made\\nof ^paper. Its object is to render visible these\\ninvisible elements of the Sphere, and thus to\\nbring home to the mind through the senses what\\nis really supersensuous. Three round discs of\\npaper are taken, representing three planes, and\\nincisions are to be made into them that they can\\nbe brought to intersect with one another at right\\nangles round the center. Thus we see the inner\\nelements the Plane, the Lnie, the Point of\\nthe Sphere in their relation.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0071.jp2"}, "72": {"fulltext": "54 THE PSYCHOLOGY OF\\nBut the destiny of what is implicit is that it\\nbecome explicit; the potential is to be made\\nreal; the internal invisible secret is to be re-\\nvealed and brought to light; the undifferenced\\nis to be differentiated. Such is the inner process\\nof the spirit and the outer process of the world,\\nwhich is not only a reflection but a creation of\\nthe spirit. From the Sphere we pass to the\\nopjDOsite.\\n2. The Cube, We remember that the Sphere\\nhas as its internal unseen determinant the point\\nat the center. This Point is now separated from\\nits position at the center, and is brought to the\\nsurface such is the fundamental separation which\\nnext takes place, wherein we see the second stage\\nof the Psychosis.\\nBut what happens? That central Point,\\nbrought to the surface of the Sphere, must destroy\\nits rotundity, since this is what is determined by\\nthat central Point with its radius. When the\\nunseen center is brought into the seen periphery,\\nthen the periphery in its turn can be no longer\\nseen, but becomes ideal, a possibility. Thus the\\nseen and the unseen change places.\\nThe Cube is the Ball (or Sphere) turned in-\\nside out. The Point, Line, Plane, implicit and\\ninvisible in the Sphere, are explicit and visible in\\nthe Cube with its eight corners, twelve edges, and\\nsix surfaces. The inner essence of the Sphere\\nis externaUzed, realized, uttered (outered) in the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0072.jp2"}, "73": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 55\\nCube. We may look at this transition in a little\\nmore detail, in order to bring out its importance,\\nsince the genetic movement of the quantitative\\nGifts has its starting-point just here.\\n(1.) The central Point comes first, Avhich we\\nhave just noticed in its inner, hidden, undevel-\\noped state, and have seen it thrown out into the\\nperiphery which it previously determined as outer.\\nWhat brings about this separation? It is a\\nnecessity of thought as well as of thing, it is the\\ninherent process of the Ego as well as of the\\nUniverse. What lies in the Ball (or Sphere)\\nmust come out; it has to express itscK, else it\\nwould not be Nature s; it is as natural for the\\nSphere to burst forth into the Cube as it is for the\\nseed to otow. What is ideal is under an eternal\\nstrain to become real the potential, always big\\nwith the actual, must at last give bii th to its\\nchild.\\n(2.) The diametral Line will also be brought\\nto the surface with the central Point, which\\nbrings with itself to visibility its invisible con-\\nstituent. For the center of the Sphere is the cen-\\nter of two radii or of the diameter of the Sphere,\\nalso inner and unseen; this diameter is made\\nexternal and visible along with the center, which\\ncannot be without it. That is, the central Point\\ncannot be separated from its diametral Line,\\nwhich conditions it, and so both come to the\\nperiphery, when the inner is to be made outer.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0073.jp2"}, "74": {"fulltext": "56 THE PSYCHOLOGY OF\\nMoreover, this diametral line is a straight line,\\nthe shortest way between its two ends it is a\\nright line, and all that it determines is rectilineal.\\nThis is the opposite of the curved surface hitherto\\nvisible. Now when this right line comes into this\\nspherical surface and determines it, the sphericity\\nmust fall away, and become straightened; the\\nsurface is rectilineal throughout, that is, a plane\\nsurface bounded by right lines.\\nStill, one Point and one diametral Line, ex-\\nternalized in the periphery, cannot remain alone\\ntherein, without effect; they are genetic, and, in\\norder to be at all, they must transform the entire\\nperiphery of the Sphere, which cannot exist half\\ncurved and half straight. The generative prin-\\nciple of the Sphere, namely, the Point with its\\nLine, has come to the surface and generates the\\nsame anew, determining it and dividing it up\\ninto corners, edges, faces, with just as many of\\neach as it is capable of. For the central Point\\nwith its radii determines the whole periphery, not\\na part of it so the whole periphery must yield\\nto the new determinant.\\n(3.) The three intersecting Planes of the\\nSphere, representing the three inherent dimen-\\nsions of the solid, must also be externalized and\\nbrought out into the periphery. With these\\nPlanes passing into the surface, its rotundity must\\nvanish and be divided up into a number of faces\\nor sides of the Cube.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0074.jp2"}, "75": {"fulltext": "FB OEBEU S PL A Y GIFTS. THE SE C OND. 5 7\\nIn like manner we saw rotundity disappear\\nwhen the Point was made explicit, and also when\\nthe Line came forth into the surface. Still more\\ndistinctly, when this third element, the Plane, is\\nbrought into the periphery, does the spherical\\ndrop down to the flat surface.\\nThe fact is, however, that all these elements,\\nthe Point, the Line, the Plane, belong together\\nin the Sphere; the Plane passes through the\\ndiametral Line, and this diametral Line passes\\nthrough the Point, which lies in its middle. All\\nthree elements must come out too^ether and form\\nthe faces, edges, and corners of the Cube.\\nWe shall next consider the number and the\\nvarious relations of these elements when exter-\\nnalized in the Cube. In the first place, each\\ndimension in the form of an inner Plane, passing\\nthrough and intersecting with the other two\\ndimensions in the form of Planes, divides with-\\nin itself and moves in an opposite direction\\ntoward and into the surface, in which it produces\\nthe six (three times two) faces. In the second\\nplace, each diametral Line, formed by the inter-\\nsection of two Planes in the middle of the\\nSphere, will be in each of those Planes, will\\ndivide within itself and move toward and into\\nthe surface, where will be formed, as there are\\nthree such intersecting diametral Lines, the\\ntwelve edges of the Cube (two times two times\\nthree). In the third place, these same dimen-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0075.jp2"}, "76": {"fulltext": "58 THE PSYCHOLOGY OF\\nsions in the form of intersecting Planes of the\\nSj)here form eight inner corners round the central\\nPoint, there being two bi-sections (halving and\\nquartering) of each Plane (two times two times\\ntwo). These inner corners externalized become\\nthe corners of the Cube.\\nLet us illustrate. Take some round object\\n(apple, orange, potato) which is easily divided;\\ncut it in the three directions indicated, each cut\\nmay be conceived as a Plane passing through the\\nobject at right angles to the other two cuts or\\nPlanes in the center. You will notice at once\\nthe eight pieces with their corners around the\\ncentral Point these separated and brought to\\nthe surface opposite are the eight separate cor-\\nners of the Cube. Secondly, observe the three\\ndiametral Lines formed by the cross-cuts of the\\nPlanes through the center; further note that\\neach such Line is in two of the Planes finally\\nseparate each of these Lines as Line in each\\nPlane and move it outward to the surface by\\nsuch act of separation you generate the twelve\\nedges. Thirdly, take the three Planes inter-\\nsecting inwardly, divide them as Planes and\\nmove them in each direction outward, and you\\nhave the six faces of the Cube. In this way we\\nsee the Point, Line, Plane in separation, which,\\nhowever, must be united and in position that\\nthey all form the Cube.\\nEach of these pieces with its corner can be", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0076.jp2"}, "77": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 59\\ntransformed by the same general process into a\\nsmall Cube, making eight in all, which brings to\\nlight the Third Gift. In each piece are corner,\\nedge, and face, as yet not developed into their\\nperfect fulfillment in form; still, they are all\\ngenerative in thought, and will unfold into their\\ncomplete reality in the Cube.\\nThis movement of separation in the three\\nPlanes is essentially the same, though in different\\ndirections. We may discriminate these direc-\\ntions in the various Planes by the use of terms\\nup and down for the separation in the horizontal\\nPlane, right and left for the same in the front\\nperpendicular Plane, to and fro for the same in\\nthe cross-perpendicular Plane. These terms may\\nalso be used to distinguish the separative move-\\nments of the Line and Point, as they go out to\\nthe surface in opposite directions.\\nStill another illustration may be employed in\\nthis connection the skeleton Sphere already\\ndescribed, or, when its corners are attached, the\\nskeleton Cube. This figure is the counterpart of\\nthe solid, since it brings out the ideal elements\\nPlane, Line, Point and makes them material.\\nThe skeleton, usually hidden in the body, is here\\nmade visible, external, hence the name. We\\nlook through the solid, as it were, and behold its\\ninner workings. We see the eight corners clus-\\ntered round their central Point we see the three\\ndiametral Lines in their six Planes movino: out-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0077.jp2"}, "78": {"fulltext": "60 THE PSYCHOLOGY OF\\nward and forming the twelve edges finally we\\nsee the three intersecting Planes dividing within\\nand going forth into their external position as the\\nsix faces of the Cnbe. To be sure this genetic\\nvision is ideal, but it always lies back of and\\ncreates the real.\\nWe may remark in passing, that it does not\\nhelp along very much to call this inner external-\\nizing principle a force, as the scientists and cer-\\ntain philosophers do, and as Froebel sometimes\\n(though not always) does. For we have to ask\\nwhat is this ^force? We find that it is usually\\nconceived as some outside energy, not to be\\nthought of any further, or openly declared to be\\nunknowable. So the difficulty is simply thrown\\nback one step and dropped. Force itself must\\nbe put under thought, as well as the process of\\nthe Sphere which it seeks to explain. Force, in\\nso far as it means anything, is ultimately a phase\\nof the Ego, especially of the Will, without which\\nforce could not be nor be conceived to be. It is\\nthe Ego which has mthin itself this inner power\\nof separation, externalization, manifestation, to\\nwhich the material universe corresponds and of\\nwhich it is primarily the creation. And so, in\\norder to understand the present movement of the\\nSphere, we have to identify it with the move-\\nment of the Ego, to make it a part of ourselves;\\nthus we psychologize it and come to know it truly,\\nfirst integrating it Avith ourselves and then sep-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0078.jp2"}, "79": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 61\\narating and distinguishing it, as it is in itself. We\\nmay, therefore, refrain from injecting force as\\nan exphmation of the present process, as that is\\nan explanation which explains nothing, and\\nwhich is itself in sore need of explanation.\\nAccordingly we always come back to the Ego\\nin its thinking, creative activity, as the primal\\nsource of things. We have illustrated the sub-\\nject previously both by a solid and by a skeleton\\nfigure still we have to return to the thought of\\nthis transition from Sphere to Cube, in order to\\nbe fully satisfied. For thought is the creative\\nprinciple of the universe, and is what really\\ncreates the Cube from the Sphere. This thought\\nis what we are to take up into ourselves, and we\\nmay re-iterate briefly its main steps\\n(a.) The periphery of the Sphere is deter-\\nmined by the central Point with its radius.\\n(6.) This Point is determined as central by\\nbeing in the middle of two radii which constitute\\nthe diametral Line.\\n(c.) This Point with its diametral Line is\\nbrought to the surface, whose rotundity falls\\naway.\\n(d.) The whole rotundity must vanish, as the\\nwhole periphery was determined by this Point\\nand Line.\\n(e.) The three dimensions as Planes are\\nbrought to the surface, in which they become\\nsides.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0079.jp2"}, "80": {"fulltext": "62 THE PSYCHOLOGY OF\\nSo we find the Point, Line, and Plane of\\nthe Sphere separated and externalized in the\\nCube in eight corners, twelve edges, and six sides.\\nAnother noticeable fact is the duality of these\\nthree elements in the Cube. That is, the Point,\\nLine, and Plane, are not lost even in the Cube,\\nthey are both inner and outer the Cube has still\\nthe central Point, the diametral Line, the inter-\\nsecting Planes. But these are at present mere\\nshadows, though they once determined the\\nSphere; they are now cast out of power, reduced\\nto a kind of ghosts which love to haunt the scene\\nof their former glory. So the Cube has still the\\nspectral counterparts of the actual Plane, Line,\\nPoint, holding both elements together in a sort\\nof union which is hke that, of soul and body.\\nStill even these ghostly forms will again see the\\nlight of day in the Third Gift, which makes a\\nnew division of the Cube through Plane, Line,\\nand Point, transforming these hidden elements\\nonce more into visible corners, edges, sides of\\nsmaller Cubes. So there is a re-incarnation but\\nthis second body in each case projects a second\\nshadow of itself, and the duality above men-\\ntioned clings to the reproduced forms. All this\\nmust be regarded as characteristic of the separa-\\ntion which lies in the origin and nature of the\\nCube.\\nAccordingly, this transition from the Point\\nthrough the Sphere to the Cube must ultimately", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0080.jp2"}, "81": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 63\\nbe grasped as thought, not as image. For the\\nimage is the copy of the visible, while this tran-\\nsition is just the movement from the invisible to\\nthe visible. At any rate the Point not having\\nlength, breadth, or thickness, cannot be out-\\nwardly seen, but must be inwardly conceived,\\nconcernino^ which fact somethino^ will be said\\nhereafter when we come to the explicit Point at\\nthe end of the Gifts. The distinction between\\nthought and image, or between the creative and\\nrepresentative activities, makes itself felt in the\\nmentioned transition, but we need not develop it\\nnow.\\nAn intermediate f or ni between the Cube and\\nBall was introduced 5yF roebel, and has emphat-\\nically assert^d^its place to the present tune. This\\nform ^v^^e to consider next.\\n3. The Cylinder. If the edge of the Cube be\\nmade to revolve, that is, to return into itself, a\\nround surface will be generated, but as hnear,\\nand every edge of the Cube will disappear. The\\ntwo corners will describe two circular edges,\\nwhich will bound the two flat sides and the round\\nsurface just mentioned. The result will be the\\nCylinder a linear Sphere or a spherical Line.\\nThe explicit diametral Line (not the implicit)\\ngenerates its round solid which will be the Cylin-\\nder, not the Sphere. It is the edge of the Cube\\nseeking, as it were, to return to the Sphere, its\\norigin, rotating back toward the same and carry-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0081.jp2"}, "82": {"fulltext": "64 THE PSYCHOLOGY OF\\nins: the Cube alonoj. Yet this Line, remainins^\\nexplicit, cannot reach the Sphere, which requires\\nthat it be implicit.\\nThe Cylinder, therefore, will roll easily in one\\ndirection, that is, on a line, wherein it betrays its\\norigin. The Sphere, however, rolls in all direc-\\ntions, being the possibility of all lines. When it\\nis projected into a line, and becomes a Cylinder,\\nit loses this trait and rolls one way only. The\\nother ways or directions are cut off by the two\\nflat surfaces of the Cylinder which it has inher-\\nited from the Cube. Hence it stands firm on its\\ntwo sides like a Cube, and rolls on its other side\\nlike a Ball. Thus it unites traits from both\\nancestors. Still the Cylinder must be seen com-\\nino^ from the Cube since it has Line and Surfaces\\nexplicit, yet moving toward and coalescing with\\nthe Spliere, returning out of separation to its\\nmother, or perchance, to its grandmother.\\nThe Cylinder, therefore, we should place in\\ndue order as the third shape of the Second Gift,\\ncoming through the Cube from the Sphere origi-\\nnally, to which it is returning.\\nThus we bring before ourselves the process of\\nthis Gift moving through its three shapes accord\\nino; to the inner order of the Es^o, thousfh the\\nouter order (that of the senses) is possible and\\nmay sometimes be preferable with the child.\\n(See a further discussion of this matter in the\\nObservations on the present Gift.)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0082.jp2"}, "83": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 TS:^ SECOND. 65\\nQn the si^e pf it s spherical descent, we may\\nregard the Cylinder as the Sphere prolonged into\\nits diametral Line, giviug to the same the length\\nof the diameter, yet without making the central\\nPoint explicit as a corner. The Cylinder, as\\nalready said, has two round edges, showing the\\ntwo limits of the diametral Line, and marking\\nthe Cjdinder sharply by this Line.\\nIn what order shall we place the three shapes\\nof this Gift? The Cylinder we have already\\ngrasped as the return of the Cube to the Sphere\\nill the total psychical process of the Second Gift.\\nThe diametral Line, explicit in the Cube as edge,\\nis conceived as going back to its source, the Sphere,\\nand uniting with that in the creation of a new\\nshape, which is the Cjdinder. For this Line now\\ntransmutes the Sphere into itself as a straight\\nline, so that the whole Sphere elongates itself or\\nstraightens itself out into a diametral Line, which\\nnewly generated body is round as the Sphere,\\nyet long and straight as the diameter. So the\\nCylinder may be regarded as the explicit diamet-\\nral Line of the Cube returning to its source, the\\nSphere, absorbing the same, and thus becoming\\none with it. Note that the rotundity falls away\\nat the ends of the Line, being determined thereto\\nby the diameter.\\nThus the Second Gift contains within itself\\nthe psychical movement of the Ego, which fact\\nis its final justification. Li the process of the\\n5", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0083.jp2"}, "84": {"fulltext": "66 THE PSYCHOLOGY OF\\nBall, Cube, and Cylinder the child s mind is un-\\nfolding out of its implicit, undeveloped condition,\\nis being borne forth into consciousness out of the\\ninfantile sleep of the spirit. From potentiality\\nthe child is moving into reality through this Gift,\\nsince it is identifying itself with the real world.\\nSuch is the basic principle of what is often called\\nthe symbolism of the Gifts the outer process of\\nmaterial shapes corresponds to the inner process\\nof the child s Ego, which he unfolds through an\\nordered play with these shapes. Play it must be,\\nspontaneous, yet not chaotic or capricious play,\\nbut ordered. The child must learn to combine\\nliberty and law in his play from the beginning.\\nIt is manifest, however, that other shapes be-\\nside the Cylinder are generated in this return\\nof the Cube to the Sphere. Though they have\\nhardly yet been adopted into the kindergarten\\nfamily, they are often heard knocking at the door\\nfor admission. Froebel himself seems not to\\nhave fully made up his mind what to do with\\nthem. The two chief ones we may look at for\\nthe sake of comparison and of completeness.\\n4. Pyramid and Cone. The most direct prod-\\nuct of the Cube, the first form that it unfolds in\\nits return to its source, is the Pyramid with the\\nsquare base. We must conceive that in the\\nPyramid, the Cube, though starting to divide\\nwithin, still preserves the half of itself, but has\\nto let the other half go and allow it to be pro-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0084.jp2"}, "85": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 67\\njected into a Point, which is the product and\\nextremity of the inner diametral Line. In such\\na projection the Pyramid succeeds in keeping its\\nbasic lower face whole, but it loses all of its upper\\nface, and a considerable portion of each of the\\nfour side faces, which come together in the form\\nof triangles at the apex, whereby the whole figure\\nis made to point significantly upward.\\nThe Pyramid shows a kind of dumb, stonvstruof-\\ngle within itself; it is the flat-sided, indifferent\\nCube broken up and stirred within to aspiration\\nwhich longs to reach out beyond itself, to the\\nunseen, to the very Heavens above, yet keeping-\\nits bodily form as far as possible, and still stand-\\ning squarely on the Earth, in spite of that\\nprophetic outreach upward. The people of the\\nNile valley at one period of their history must\\nhave had this lons^ino- for the invisible with such a\\nmighty intensity that they built it into the\\nPyramids of Egypt, the most coUossal monu-\\nments of the ancient world.\\nThe Cone is a further step in the return to the\\nSphere, though it has, like the Pyramid, the Point\\nexplicit in an apex. But it has lost the four\\nbasic Points or corners, and the four straight\\nlines as edges are transformed into one circular\\nedge, and therewith the four triangular surfaces\\nhave vanished into one round surface. It is\\nmanifest that rotundity is getting the upper hand\\nover the cubical elements. The Cone is the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0085.jp2"}, "86": {"fulltext": "@i THE PSYCHOLOGY OF\\nPyramid made round or it is the Sphere pulling\\nitself out to a Point, There is but one Point\\nexplicit in the Cone, and that is determined by\\nthe inner diametral Line, as in the Pyramid. Ac^\\ncordingly, we may derive the Cone from either\\ndirection from the Cube or from the Sphere.\\nWe may conceive of the Cone as the central\\nPoint of the Sphere projected into externality by\\nthe diametral Line and carrying the Sphere along\\nto the apex, so that rotundity gets pointed in the\\nCone.\\nThe Cylinder we have already considered, but\\nin its present aspect we may regard it as the third\\nstep in the return from the Cube to the Sphere.\\nIn it the diametral Line has become explicit with-\\nout any Point, so that the Cylinder may be con-\\nceived as a Sphere projected into the diametral\\nLine, having length but no corner or apex or\\nstraight edge. Make this Line purely internal\\nor diametral, and the return to the Sphere is\\ncompleted. The Cylinder is a Sphere which is a\\nLine, or a Line which is a Sphere; or, as already\\nsaid, a spherical Line or a linear Sphere.\\nWe have now unfolded the Second Gift in the\\nthree stages of its psychical process the imme-\\ndiate or potential (the Sphere), the separative\\nor explicit (the Cube), and the returning and\\nuniting (Cylinder). But we have found that\\nthis last or returning stage manifests within itself", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0086.jp2"}, "87": {"fulltext": "FBOEBEUS PLAY mFTS.--THE SECOND. 69\\nthree steps, which are shown realized in the\\nPyramid, Cone, Cylinder.\\nPutting all these shapes together, we have the\\nf oliowiilg succession briefly stated\\n1. The Ball Point, Line, and Plane implicit.\\n2. The Cubie Point, Line, and Plane explicit.\\n3. The Pyramid the Cube projecting itself\\nto a Point.\\n4. Tlie Cone the Sphere projecting itself to\\na Point.\\n5 The Cylinder the Sphere projecting itself\\ninto a Line.\\nThe other distinctions between these shflpes,\\nas well as their movement, have been sufficiently\\nindicated already in the preceding ejipOsition.\\nOther Accessories. Doubtless the Sphere, Cube,\\nand Cylinder will remain the heart of the Sec-\\nond Gift, but for the purpose of explaining and\\nunfolding it more fully certain additions will be\\nmade from time to time. Beside the Pyramid\\nand Cone already considered, which may be in-\\ntroduced to the older children, we mention other\\naccessories, very helpful indeed. If not an organic\\npart of the Gift*\\nFirst of all We would place the skeleton Sphere\\nand Cube before described. Both of these fornls\\nare most important aids to the Second Gift, find\\nare also useful in the First and Third. By means\\nof these forms the child sees eilibodied division", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0087.jp2"}, "88": {"fulltext": "70 THE PSYCHOLOGY OF\\nin the paper planes, or embodied production,\\nsince here the production is bj division. Also it\\nsuggests one kind of physical generation, that by\\nfissiparism, seen in many protozoans. Then the\\nwhole shape suggests the cell or the cluster of\\ncells as the primary type of life which is also a\\nphysical reproduction. The histologist tells us\\nthat the unit of human organism is the cell, which\\nlikewise reproduces itself by division, separating\\nitself into two, four, and even eight parts, each\\nof which becomes a cell. If this be so, the skele-\\nton Cube with its eio-ht cells is a marvelous imao^e\\nof the self -reproduction which is always taking\\nplace in the living human body. For the Cube\\nis seen dividing itself by means of the planes,\\nwhich are walls of the cells, and these again when\\ndivided are small Cubes or small cells, if you\\nplease. Bee-cells, though hexagonal and not\\nusually clustered about a center, have a similar\\nsuo:o-estion. The round hornet s nest with its\\nmultitudinous cells can also be compared. At\\nany rate these skeleton figures as a kind of em-\\nbodied origination correspond deeply with the\\norio^inative character of the Second Gift and are\\nvery suggestive both to the kindergardner and\\nthe child.\\nIn the second place we should not fail to con-\\nsider the division by concentric layers or shells.\\nThe Sphere ought to be seen in three such layers", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0088.jp2"}, "89": {"fulltext": "FBOEBEVS FLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 71\\nmoving inward to the Point or outward from the\\nPoint. Likewise the Cube and Cylinder are to\\nbe similarly divided. As illustrating the Point\\nprojecting itself in all directions into the Peri-\\nphery, the concentric Spheres are very signifi-\\ncant and touch the child with a peculiar power,\\nshowing the activity of his own central Ego to\\nitself. For the sake of derivation, particularly\\nin the case of the curvilinear Gifts, we must have\\nthe concentric Cylinder whose sections give the\\nthree different arches, as well as the rings of\\nAbstract Magnitude, which are likewise halved\\nand quartered, as well as of different sizes. So\\ntoo the round tablets. And we must add that\\nFroebel, among his mature thoughts on the\\nKindergarden, unfolds this idea of concentrism\\nin the forms of the Second Gift whereof\\nsomething will be said later.\\nOur subject has now brought us to a new kind\\nof division, the outer or cross division of the\\ninner or concentric division, separating the round\\nforms of the latter into halves and quarters.\\nThus in this Second Gift we see three kinds\\nof separation or origination. First is the outer\\none, by external division, by fission or fissipa-\\nrism; second in the inner one, that of concen-\\ntrism; third is a unity of the two, in which the\\nconcentric forms are divided by straight lines.\\nThus the Second Gift vindicates again its title", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0089.jp2"}, "90": {"fulltext": "72 THE PSYCHOLOGY OF\\nof originative; also it asserts anew its place as\\nthe second or separatiye stage of the Psychosis\\nin the total movement of these Play-gifts of\\nFroebel. From it are derived primarily the quan-\\ntitative Gifts whose unfolding is to follow in due\\norder hereafter.\\nOnce more it must be affirmed that the Second\\nGift is, all in all, the most important of the whole\\nseries. Particularly should the kindergardner\\nherself be imbued with its spirit; she must\\nassimilate its genetic nature, making the same\\nher own, both through play and thought. One\\nmay well say that the Second Gift is a spiritual\\nGift, it has an inner life of its OAvn, which must\\nbe made outer, not so much in its own limited\\nrange as in the entire sweep of the Gifts and\\nOccupations, whose creative principle it is in a\\nsupreme sense. Veritably it is the soul, the rest\\nof them make up the body, which has little\\nmeaning without the creative spark.\\nBy way of confirming, expanding, and illus-\\ntrating what has been said upon this Gift, we\\nshall append some observations, into which the\\nstudent will dip with the hope possibly of catch-\\ning a few stray stimulating thoughts.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0090.jp2"}, "91": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 73\\nOBSERVATIONS ON THE SECOND GIFT.\\n1 It will be noticed by the student that the\\ntreatment of the preceding geometric forms is\\ndifferent from that of the ordinary geometry.\\nThe attempt here is to generate them, one out of\\nthe other, and all of them out of a common\\nsource. This method is based upon the convic-\\ntion, that they have in themselves a generative\\nprinciple which produces them, and it is just this\\nprinciple that thought must at last seize and\\nexpress, inasmuch as thought is the creative\\nenergy in all things.\\nWe must, therefore, reach into the creative\\nmovement, which is the soul of even the geo-\\nmetric form, the latter being a creation of an\\nEgo, and bearing the imprint thereof, along with\\nthe whole universe. It is that genetic act which\\nwe must identify and know, producing the divine\\nprocess of creation over again in our thought.\\nGod geometrizes, said the old philosopher,\\nand we must geometrize after Him in His way in\\norder to know Him, or even to know geometry.\\n2. The manner of presenting the Second Gift\\nhas been discussed a good deal by kindergaidners.\\nWe have above unfolded the succession as Ball,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0091.jp2"}, "92": {"fulltext": "74 TEE PSYCHOLOGY OF\\nCube, and Cylinder; but ought it not to be Ball,\\nCylinder, and Cube, inasmuch as the Cylinder\\nstands next to the Ball in shape? The question\\ncalls up the whole subject of Methods, or the\\norder of presentation, upon which we remark the\\nfollowing:\\n(a.) There is, first of all, the sense-order, in\\nwhich the appearance of the sensuous impression\\ncontrols the method. We proceed in an experi-\\nmental or even chronological way. Given the\\nobject to start with, we take as next in order\\nwhat is most similar in form or nearest in time or\\nplace; then we pass to the object which has a\\nlittle greater difference from the first, and so on\\ntill we reach the completely opposite object.\\nAdopting such an order in the preceding exposi-\\ntion, we would have the series Ball, Cylinder,\\nCone, Pyramid, Cube. First is the least possible\\ndifference and the greatest possible similarity,\\nthen a little more of the one and a little less of\\nthe other so we go on increasing the amount of\\ndifference till we land in the realm of absolute\\nopposition.\\nSuch is the one order, the sense-order, the near-\\nest to the antecedent in form, time, place, hence\\nthe easiest for the senses, or at least generally\\nso, for there would seem to be exceptions to the\\nrule. Now we shall glance at the other kind of\\norder.\\n(h.) This is the thought-order, which, given", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0092.jp2"}, "93": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 75\\nthe object to start with, leaps at once to its op-\\nposite. For when you take up difference into\\nthought, it is universal; when yoM think dif-\\nference, you think all difference, not some little\\nfragment of it scattered about somewhere. But\\nthe senses can receive only some small bit of\\ndifference at a time in other words the senses\\nare particular, while thought is universal. We\\nmay call this the logical order, or even the psy-\\nchological order, though the latter is not a good\\nexpression, as psychology includes or ought to\\ninclude both, ways, dealing with the senses as well\\nas with thought.\\nThe logical order, therefore, introducing dif-\\nference into the Ball, demands that the object\\nnext in succession be completely different, have\\notherness in it at every point. Hence this order\\nproceeds from the Ball to the Cube, and then\\ngives the return, revealing the Psychosis in the\\n-Second Gift.\\n(c.) Which order is the kindergardner to use\\nwith the child? She is not called upon to ex-\\nclude absolutely either, she may use both.\\nThere is no doubt that the child is a sensuous\\nbeing at the start, yet has in him the potentiality\\nof a spiritual being he is to rise from the first\\nto the second. Moreover, a certain class of\\nminds remain sensuous, experimental, inductive\\nto the last, and nothing else yet even the most\\nideal man has or ought to have a strain of this", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0093.jp2"}, "94": {"fulltext": "76 THE PSYCHOLOGY OF\\nelement in him for his own private use in an\\nemergency.\\nMost children have doubtless the need of a\\ns^fige-order at the beginning, though some chil^\\ndren seem to take at once to the thought-order;\\nLet the kindergardner know both ways, and\\nstudy the needs of her flock; let her be willing\\nto employ one or the other, without prejudice or\\nforegone conclusion. Yet so much may be vig-\\norously affirmed: the movement is toward the\\nthought-order as the highest, though the sense-\\norder be used as an educative means. In the\\npreceding exposition we have unfolded the\\nthought-order for the kindergardner, which she\\nmust understand that she may know the goal of\\nher labors.\\nWe may compare the two ways by an illustra-\\ntion* The sun still rises for the child as for the\\nprimitive man, he is controlled by what appears\\nto his senses immediately in that case, he cannot\\nunderstand any other way. That is, the child\\nis geocentric in his view of the external world,\\nthe earth where he stands is for him the center\\nof the universe. Yet in due time he must be-\\ncome heliocentric, he must make the sun the\\ncenter, round which the earth moves. Thus he\\nmust get beyond the sensuous appearance, and\\nreconstruct it according to his own inner vision,\\nwhich contradicts so glaringly the outer from\\nthe sense-order of the solar system he must rise", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0094.jp2"}, "95": {"fulltext": "FEOEBEL^^ BLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 77\\nto the thoviglit-order. But at the st^rt he has to\\nchvell m the first.\\nIndeed it is a grajid act of self-estrangement\\nto take the sun as the center instead of the earth.\\nIt hurls the individual out of his immediate sense-\\nworld of appearance and forces him to create it\\nfrom the standpoint of thought. Incalculable\\nhas been the value of the training of the Coper-\\nnican theor3^ It compels a person to change his\\nview of the imiverse internally as well as extern\\nnally, to pass from an outer geocentric vision to\\nan inner heliocentric vision of the grand oosmical\\norder.\\nIt may be said that up to the time of Coperni-\\ncus and his followers, the race had been\\ngeocentric, though some of its great spirits had\\nhad a presentiment of the truth. Even the\\nchurch was geocentric, it fought for and perse-\\ncuted for that principle against heliocentrism.\\nThe lower orders of mankind are stiU geocen-\\ntric, to their minds the sun do move.\\nThe child has to follow the movement of its\\nrace in this as in so many other respects. The\\nkindergardner should understand the httle soul\\nboth in its present reality and in its future possi-\\nbility; she should give due vahdity to both\\nprocedures, that of the senses and that of\\nthought. If she drops back into the purely sen-\\nsuous method, she may endanger the child s\\nwhole spiritual destim Then she can err on the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0095.jp2"}, "96": {"fulltext": "78 THE PSYCHOLOGY OF\\nother side and pass out of the horizon of the\\nchild, who thus becomes listless and hopeless.\\nWe may divide minds into geocentric and helio-\\ncentric. In spite of all culture, some keep to\\nthe last their terrestrial center, round which all\\nthings revolve, even the celestial luminary.\\n3. The Ball is found everywhere in Nature,\\nwhile the Cube is rare in Nature. But the mo-\\nment man begins to transform Nature for his\\nown use, the cubical or at least the cuboidal form\\nbegins to show itself. Especially when he starts\\nto building his place of abode or defense, the\\nround, independent shape has to disappear, while\\nthe squared, close-fitting block of stone is laid as\\nthe foundation of his structure, and becomes the\\nconstituent of his inclosing wall.\\nAccordingly, the transition from the Ball to the\\nCube is almost the transition from the nature-\\nmade to the man-made, it suggests the rise from\\nthe physical to the spiritual. The human being\\nhas to make-over the crude, material object, and\\nput upon it his impress, and employ it for his\\npurpose. In going from the Ball to the Cube,\\nthe child is starting on his journey from senses\\nto spirit, from what is given by the external\\nworld he is passing to the creative principle of\\nmind and its forms.\\nThe objection, therefore, which is often heard\\nfrom teachers unduly devoted to Natural Science,\\nthat the Cube is not common in Nature, is really", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0096.jp2"}, "97": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 79\\nan argument for its educational value when\\nrightly understood. The challenging cry has\\nbeen heard with a tone of triumph Run out\\ninto the woods and pick up a Cube if yow can,\\nas if that settled the matter. Only in the\\nhouse, in the city, in the abodes of civilized life\\ndo you find the cubical form in abundance, only\\namong the artificial degenerate works of man,\\nnot among the pure and holy works of God.\\nOf course this is again the shout of Rousseau,\\nBack to Nature, a principle long since utilized\\nand transcended, though its present advocates\\nproclaim themselves the most advanced educa-\\ntional reformers.\\nBut we strongly afiirm that if the child is\\nturned loose in Nature and allowed to pick up\\nany object and play with that, he is not getting\\nmuch education some information doubtless\\nbut very little education. If he passes from the\\nBall to a stick, or leaf, or lump of mud, he is\\nsimply going from one physical object to another,\\nas caprice strikes him it is the movement from\\nlike to like, aiid that too, external. But when the\\nchild passes from the Ball to the Cube, the\\nmovement is from the nature-form toward a\\nthought-form, and the process is truly educative;\\nhe is going out of a mere phj^sical life determined\\nby what he sees into the life of civiHzation whose\\ngrand function is to transform the natural world.\\nTo be sure, this step is small, is but the begin-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0097.jp2"}, "98": {"fulltext": "80 THE PSYCHOLOGY OF\\nning, and has to he so, the child bemg what he\\nis, namely the beginner. Still the Cube is the\\nstarting-point for these geometric Gifts, in fact\\ntheir originative form, their germ; as t\\\\\\\\Qj\\nunfold, the child unfolds with them, they are\\nthe outer vehicle for his inner development.\\nIn this sense we may call these Gifts symbolic,\\nthey are the external image of his spirit in its\\npresent stage, they move as it moves; they pick\\nit up, unite with it, unfold it, and at last reflect\\nit back into itself, so that it becomes self-con-\\nscious, as is its destiny.\\nThis symbolism we may carry out a little fur-\\nther in our thought. The child is primarily a\\nBall, implicit, potential, a rounded bud, seed,\\ngerm. But the child is to be a Cube, with all\\nits poiuts and directions made explicit, brought\\nout, educated every innate power is to be un-\\nfolded in the right way and in the way of right.\\nFinally from this universal training and this train-\\ning in the universal, he is to pass to his special\\nbent, to his vocation thus he is like the Cylin-\\nder, Cone, or Pyramid, having one point exphcit\\nor one line still he is to keep and forward his\\nuniversal culture along with his particular call-\\ning. So he becomes in life a kind of union\\nbetween the Cube and the Ball.\\n4. The Second Gift has its difficulties for the\\nkinder Of ardners, whose resources are often taxed\\nto make it interesting to the children. It is cer-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0098.jp2"}, "99": {"fulltext": "FROEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 81\\ntainly not rich in forms, having only three, and\\none of these quite intractable for building or com-\\nbination. Leaving out the Ball-plays, which\\nchiefly belong to the First Gift, we have to\\nacknowledge the dearth of the materials for\\ndirect play. The difficulty is, therefore, inherent\\nin the Gift.\\nStill the skiUful kindergardner can employ va-\\nrious devices to help herself and her children\\ninto the golden field of interest. Some of these\\nwe shall jot down.\\n(a.) She can introduce the story and set\\na-going the child s imagination through her own.\\nThe Cube can be a little person with a history\\nit can be transformed into a variety of objects to\\nwhich it bears some resemblance. Herein an\\nexcess is possible the child can be trained to a\\nhabit of wild fantastic dreaming or brooding,\\nwhich may come to distort or neglect the fact.\\n(6.) Song can be resorted to, for it has a\\npower in its own right, and will help out in a\\ngood way. Still singing is not to be overdone,\\nit cannot take the place of the total educative\\nprocess.\\n(c.) There are Cube games, which may give\\nyou much assistance in a right manner. The\\nmost common of these is the hiding of the faces\\nof the Cube, by means of a handkerchief or piece\\nof paper, and then showing them successively in\\nvarious combinations. Thus counting, guessing,\\n6", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0099.jp2"}, "100": {"fulltext": "82 THE PSYCHOLOGY OF\\ncalculation, etc., are introduced in a playful\\nway.\\n(cZ.) But perhaps the most successful of these\\ndevices for assisting the Second Gift is what is\\nusually called the whirling game. The three\\nforms are provided with staples in which a string\\nmay be inserted for the purpose of making the\\nobject rotate rapidly. The Cube when whirled\\nin this manner reverts to round shapes, to a\\nCylinder, a double Cone, and a wheel. The\\nCylinder revolved with a certain velocity has the\\nappearance of a Ball, in fact a double Ball. The\\nmanuals describe a considerable variety of these\\nshapes of motion, which show a tendency to the\\nround through rotation. That is, the round move-\\nment of a derived shape sends it back to or toward\\nits original shape. But these whirling shapes are\\nshadows, sometimes two or three shadows within\\none another, as if showing an entire line of\\nghostly ancestors of the actual body. One may\\nconsider the whole process a kind of idealizing\\nthe real, or making the real form show its ideal\\nrelations.\\n5 The movement of the Sphere into the Cube\\nand other rectilineal shapes, suggests crystalliza-\\ntion, in which Nature shoots into straight lines.\\nFroebel, as is well known, was a crystallographer\\nin his earlier career; we see the effect of his\\nstudies on this subject in his Education of Man,\\nas well as in these quantitative Gifts. He has", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0100.jp2"}, "101": {"fulltext": "FitOEBEUS PLAY GIFTS \u00e2\u0080\u0094THE SECOND. 83\\nelaborated the rectilineal element in four Gifts\\nwith a loving fullness, while the curvilineal ele-\\nment is not represented at all in the Gifts of\\nConcrete Magnitude, as they were left by him.\\nMoreover Froebel was an architect, or at least\\na student of architecture, and this influence may\\nbe supposed to have made itself felt in his Build-\\ning Gifts. Man constructs primarily by means\\nof rectilineal forms, making them of brick, wood,\\nstone. He cuts the native rock into rectangular\\nshapes mostly; the early masonry, like the\\nCyclopean, shows it everywhere. When he\\nbuilds of earth, sun-baked or fire-baked, it is the\\nbrick. The temple Parthenon has blocks square\\nand oblong in its inclosed cella, though some\\nmodern walls have broken up this regular line\\nand have inserted stones of irregular outline\\nanother move for freedom. In the backwoods\\nthe frontiersman gets rid of the round form of the\\nlog which is built into his humble cabin, he hews\\nit to a rio^ht line and thus takes oH its savas^e\\nlook. He, too, in the heart of the primeval forest,\\nmakes a start out of rude nature toward civiliza-\\ntion.\\n6. Objection has been made in some quarters\\nagainst the Cylinder of the Second Gift on the\\nground that it is not beautiful, that it ought to\\nbe at least twice as long in order to show the\\nform and proportion that are pleasing to the\\ncultivated eye.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0101.jp2"}, "102": {"fulltext": "84 THE PSYCHOLOGY OF\\nThe objection cannot hold for a number of\\nreasons. First of all, the Second Gift is genetic\\nand the Cylinder is derived from and measured\\nby the diametral Line of the Sphere. To\\nlengthen the Cylinder would be to break this\\ngenetic thread, which is to connect finally all\\nnature, and which is the truly educative principle\\nof the Gifts. To sacrifice this educative princi-\\nple to supposed esthetic considerations cannot be\\nthought of for a moment. It would be the\\nsurrender of the soul to the body.\\nBut, in the second place, the deeper view of\\nwhat is beautiful would not disturb the Cylinder\\nin its present place. We should feel the inner\\nharmony between it and the Ball, the harmony\\nof genesis itself; we should hear in spirit its\\ntruly musical movement out of and into other\\nforms of this Gift, a kind of symphony of trans-\\nformation. If we increase the length of the\\nCylinder, we introduce a horrible discord into this\\nsong of the Sphere, Cube, and Cylinder attuned\\nto the primordial key-note of all creation. For\\nthe sake of mere outer beauty at the very best,\\nwe destroy that inner beauty which springs\\nfrom the deeper correspondences between nature\\nand the soul of man. We hold, therefore, that\\na true conception of the beautiful will justify the\\nCylinder in its present shape and relation.\\nThe Gifts of Froebel, however, will not neglect\\nthe forms of beauty even in their external mani-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0102.jp2"}, "103": {"fulltext": "FBOEBEVS PLAT GIFT8.\u00e2\u0080\u0094THE SECOND. 85\\nfestion. They will have their place in the order,\\nwhich belongs not here, but to that part of the\\nsubject which we have called the Morphology of\\nthe Gifts.\\nIt may be added in this connection that some\\nbuildings, essentially cyhndrical in shape, with a\\nheight not greater or even less than the diameter,\\nare counted among the most famous structures of\\nthe world. The Eoman Colosseum, somewhat\\noval, has an altitude less than one-third of either\\ndiameter. Yet it would hardly be considered\\ninartistic for this reason. The small round Tem-\\nple of Vesta at Tivoli is distinguished for its\\nbeauty; nobody probably ever thought that it\\nwas out of proportion, yet its height differs little\\nfrom its diameter. The Pantheon at Rome is a\\nlow cylinder surmounted by a dome. Surely in\\narchitecture a cylindrical shape of a height equal\\nto its diameter cannot be put under the ban of\\nugliness.\\n7. It is a significant fact that various nations\\nhave applied these geometric forms Cylinder,\\nCone, Pyramid in their simphcity to the erec-\\ntion of tombs, the houses of the dead, in which lies\\nmore or less darkly a symbol or intimation of the\\nBeyond, or of the Eternal.\\nThe cylindrical tomb finds its most famous\\nexamples at Eome, some of which were built in her\\nmost civilized epoch. Outside the walls can still\\nbe seen the large drum-like monument of CeciHa", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0103.jp2"}, "104": {"fulltext": "86 THE PSYCHOLOGY OF\\nMetella, eighty feet through. Inside the walls\\nnot far from the Vatican stands the lofty mauso-\\nleum of Hadrian, now known as the Castle of St.\\nAngelo, with a massive Cylinder over two hun-\\ndred feet in diameter, above which rose a roof\\nsomewhat like a tent or cone. The substructure\\nwas square, so that it had its resemblence to\\nFroebel s Cube, Cylinder, and Ball.\\nConical tombs are ruder and belong to an\\nearlier epoch, often being hardly more than simple\\ntumuli of earth Still they are frequently built of\\nstone, wholly and in part, like the so-called treas-\\nuries (now considered to be tombs) in Greece,\\nof which the best known are those at Mycenae\\nand Orchomenus. Conical tombs are found in\\ngreat numbers throughout Asia Minor, and with\\nthem legend has often coupled the name of some\\nTrojan hero, or of some personage famed in\\nstory; for instance the tomb of Tantalus, cone-\\nshaped, is still pointed out on the Lydian coast not\\nfar from Smyrna. Likewise Etruscan tombs are\\noften conical.\\nBut the greatest tomb which man has built is\\nthe pyramidal, and is seen in the Egyptian PjTa-\\nmids. Why should the living construct such a\\ncolossal abode for their lifeless shapes? The\\nflat-footed Cube, base of the Pyramid, stands firm\\non the earth, yet mightily projects itself upward\\nto a point, aspiring for the Unseen, striving from\\nbelow to the Beyond in a Titanic struggle.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0104.jp2"}, "105": {"fulltext": "FB0EBEV8 PLAY GIFT8.-THE SECOND, 87\\nAll these forms Cylinder, Cone, Pyramid\\nthe reader will note, are those produced by the\\nCube returning to the Sphere with its inyisible\\nPoint. They all hint, therefore, a going back to\\ntheir source, to their primal origin they suggest a\\nmoyement from the terrestrial to the celestial, or\\nfrom the material to the spiritual. Also a return\\nit is may we not call such a monument an inti-\\nmation of the return of the soul to its Creator?\\nMan cannot help constructing a symbol of him-\\nself eyen in his tomb, which says by its very\\nshape: The departed haye indeed left us, but\\nhaye returned whence they came.\\nFroebel s monument at Schweina is made of\\nthe Cube below, the Cylinder between, and the\\nSphere at the top in it Ave may read a hint of\\nhis return upwards, after the separation of his\\nyisible portion from the inyisible.\\n8. It may haye been noticed by the student that\\nthe aboye development of the Second Gift takes\\nfor granted that there are three dimensions of\\nthe solid and only three. It is a yery pertinent\\nquestion: Why just three, no more and no less?\\nThe answer belongs to Philosophy, or, as we\\nthink, to Psychology, but cannot be fully giyen\\nhere. Still the earnest inquirer will reflect that\\nthe solid, both as Space and Matter, shows this\\nagreement with the triple division of the Psychosis.\\nIt would seem that the material world is condi-\\ntioned by triplicity as strongly as the Ego itself.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0105.jp2"}, "106": {"fulltext": "88 THE PSYCHOLOGY OF\\nor even more strongly, being tied up in the\\nadamantine chain of three dimensions and no\\nfourth.\\nSpace and Matter are the creation of an Ego\\nand show its movement, even if completely exter-\\nnalized, so that each dimension, though absolutely\\nunited with and determined by the other two, are\\nyet wholly outside of the other two. The measur-\\ning principle (dimension) of the solid universe is\\nthreefold, bearing the outer impress of the Ego\\nwhich made it, the Divine. Therefore, the Ego,\\nthe human, can account for it, can know it, using\\nitseK as measurer with its own threefold process,\\nwhich shows itself in the outer material world as\\nthe three dimensions.\\n9. The method employed in the preceding ex-\\nposition of the Second Gift is not the connec-\\ntion of the opposites, not the mediation of\\ncontrasts. On the contrary, the process of the\\nEgo is introduced to explain the unfolding of the\\nchild s mind through this Grift. The movement\\nof the Ball, Cube, Cylinder, must be seen as an\\nouter manifestation of the child s own soul (or\\nEgo) in its development. Thus the Second Gift\\nis profoundly educative, having in it the educative\\nprocess in outward realit}^ by means of which\\nthe infantile mind is made to put forth a fresh\\nflower, or is led out (educated) into a new stage\\nof itself.\\nThis process, therefore, does not start with the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0106.jp2"}, "107": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 89\\nconception of the Ball and Cube as two opposites,\\nwhich are simply united in the Cylinder. On the\\ncontrary it starts with the Ball, out of which is\\nevolved the Cube, which unfolds into the other\\nforms (Pyramid, Cone, and Cylinder). This is\\nnot the law of opposites in strictness it is\\nnot a law at all, which seems some iron necessity\\nimposed upon the mind from the outside by an\\nunknown power. It is the free movement of the\\nEgo itself in its own self -active nature, which\\nherein is its own law and its own law-maker.\\nWe hold that Froebel s practice conforms to\\nthe process above given, though his explanation\\nusually does not. Still he sometimes drops the\\nlaw of opposites and seizes the pure psychical\\nmovement. On the whole, however, the student\\nwill have to confess that his practical work is far\\ngreater and deeper than his explanation of it.\\n10. In the preceding exposition it has been\\ndeclared that the central Point of the Sphere\\nbecomes explicit in the corner of the Cube. This\\nis true, still we say here in advance that the\\nimplicit central Point just mentioned \\\\vill become\\ncompletely explicit when it is free of the Cube\\nand is taken by itself, as it is in Abstract Mag-\\nnitude. The last of the Gifts (quantitative) is\\nthe Point, separate from all matter and extension,\\nfully explicit and free.\\nThus we observe that the sweep of the Gifts\\nlies between the two Points, the beginning and", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0107.jp2"}, "108": {"fulltext": "90 THE PSYCHOLOGY OF\\nthe end, the completely implicit and the com-\\npletely explicit Points, the latter being repre-\\nsented by the seed or pebble. These two Points,\\nthe beginning: and end of the Gifts, are connected\\nby an inner genesis, which will be better under-\\nstood at its conclusion, when this thought is to\\nbe specially emphasized.\\n11. The Second Gift, with Cube below. Cylin-\\nder in the middle, and Ball on top, has a\\nsurprising resemblance to the human form, a\\nrough-hewn outline of man himself, not yet un-\\nfolded into his full noble shape, but distinctly\\ngoing thitherward. Not yet evolved, but evolving\\na somewhat awkward, unfree figure of humanity\\ndeveloping into the image of its very self it is\\na rude statue of the incipient Ego taking on its\\nvisible counterpart, the body. It is a kind of\\nhieroglyphic of the child-soul who has to read it,\\nand thereby come to a knowledge of himself.\\nMake him stand \u00c2\u00abrect, that primeval Man,\\nwith base firmly planted on the earth, with\\ncylindrical body upright, and capped with the\\nsphere, that round head of his, which is the seat\\nof his thought, of his creative power, generating\\nanew all things. Certainly a rude figure of a\\nhuman being, yet statuesque, recalling the child\\nstatuary making himself out of mud and thus\\nlooking at himself, or the primitive sculptor of\\nsavage life with his sun-baked divinities of clay\\nin fact, I might be able to point out the granite", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0108.jp2"}, "109": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 91\\ncousin of this Froebelian shape among the Egyp-\\ntian Gods. Hardly, however, is he to be found\\nin the Greek Pantheon, or even in the Greek\\nPandemonium.\\nStill this Second Gift bears in itself the cre-\\native Idea embodied, and is a world-maker a sort\\nof demiurge we have already called it, and the\\nrude statue of it already alluded to represents a\\ndivinely creative principle which is yet to unfold\\ninto fullness, and to realize itself in a veritable\\ncosmos of forms. It is truly the Man-Gift, not\\nonly showing Man in rude sculpturesque outline\\nembodied to vision, but also revealing Man as\\nthe spiritually generative energy of and within\\nhimself, and hkewise as the genetic source of the\\ntransformation of the whole material universe.\\nLook again at its triune shape it is an em-\\nbodied Ego, a materialized Psychosis, of a rather\\nprimitive cast, doubtless, yet deeply genuine,\\nfor the child and of the child. Undeveloped, one\\ncannot help reiterating, not yet having sloughed\\noff its prehistoric cuticle altogether, though\\nmightily engaged in the process thereof Man it\\nis assuredly, with head and trunk plainly visible,\\nbut he cannot walk, his feet are not yet evolved,\\nnor are his hands. Man, yes, but Man in his\\ntadpole stage just look at that statue again\\nnot yet able to march on two legs, though lustily\\nwriggling toward the step of freedom\\nSo we may seek to make a living fact out of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0109.jp2"}, "110": {"fulltext": "92 THE PSYCHOLOGY OF\\nthis profoundly suggestive Gift. Its originative\\ncharacter we can imagine in many ways, and\\ncast into many sorts of illustrations, still its\\ncreative soul is a thought, not an image, and in\\norder to be adequately understood, must be\\nthought anew, that is created anew in and by\\nthe spirit of the student.\\nHistorical, Froebel s conception of the Sec-\\nond Gift was a growth and a long one. But in\\nhis last written production of any length, the let-\\nter to Emma Bothman (reprinted by Lange, II.\\n501), he shows that he has in mind this Gift in\\nits present form Ball, Cube, and Cylinder.\\nThe mentioned letter is dated May 25th, 1852;\\nFroebel died June 21st, 1852, less than one month\\nafterwards (according to most authorities, but\\nsome say the date of Froebel s death was July\\n21st, 1852).\\nIf we go back a dozen years or more to Froe-\\nbel s long essay on The Sphere and Cube as\\nsecond play-gift of the child, we find no Cylin-\\nder, but the doll. This essay or series of essays,\\nsince there are several parts (^Lange^ II. 53;\\ntranslation by Miss Jarvis, I. 70), was taken\\nfrom the 8onntagshlatt^ which was published\\nby Froebel in the years 1838 and 1840 (see\\nSeidel s edition of Froebel s Works, Vol. II,\\nVorwort). Thus the intermediate form was de-\\nveloped later somewhere about 1844 the Cylin-\\nder as the third or mediating body had taken its", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0110.jp2"}, "111": {"fulltext": "FBOEBEVS PLAY GIFTS\u00e2\u0080\u0094 THE SECOND. 93\\nplace in the Second Gift (Hanschmann, Lehen\\nvon FroeheU S. 327).\\nBut also the Cone appears prominently in one\\nof his longer expositions (see Lange, II. 559.\\ntrans, by Miss Jarvis, II., p. 306. On the Cone\\nsee p. 315 in the latter). Here he says directly\\nthat the Second Gift consists of four bodies, and\\ngives his reasons why there should be so many.\\nStill in the letter just cited he does not mention\\nthe Cone, but the Cylinder is the sole interme-\\ndiate form. So he must have rejected the Cone\\nin the intervening years, and have retained\\nsimply the Cylinder.\\nWe may now seek to find the epoch when\\nFroebel occupied himself specially with the\\nSphere, which is the beginning and source of his\\nGifts. In the year 1821 he wrote out and pub-\\nlished his Aphorisms among which are found\\nthe following reflections on the Sphere. We\\ntranslate from Lange (I. 263)\\nThe spherical is the representation of multi-\\nplicity (diversity) in unity, and of unity in\\nmultiplicity.\\nThe spherical is the representation of multi-\\nplicity developing itself out of unity and the\\nreferring of all multiplicity back to unity.\\nThe spherical is the universal and the par-\\nticular, the general and the special, unity and\\nindividuality at the same time.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0111.jp2"}, "112": {"fulltext": "94 THE PSYCHOLOGY OF\\nUnity and multiplicity joined together in\\ntheir greatest perfection is the spherical.\\nEverything develops its spherical nature to\\nperfection only in this threefold way, that it\\nstrives to represent and does actually represent\\nits essence in itself and through itself in its\\nunity, individuality, and multiplicity.\\nEverything shows this threefold representa-\\ntion of its nature, is through the same closed\\n(completed, geschlossen) and is in and through\\nthe same alone perfectly intellegible and recog-\\nnizable. (Very important this, as hinting the\\nfundamental process of knowing.)\\nEverything obtains through the same (this\\nthreefold representation) its true end, and its\\ntrue appreciation as a member of a whole.\\nGlied eines Ganzen, an intimation of Froebel s\\nlater Gliedganzes^ or member-whole.)\\nIt is supremely the vocation of man to un-\\nfold, to cultivate and to reahze his spherical\\nnature, then the nature of the spherical in\\ngeneral.\\nTo work consciously for the development of\\nthe spherical nature of a being means to educate\\nthat being. (Here the educative apphcation of\\nhis thought comes out.)\\nThe law of the Sphere is the fundamental law\\nof all true, adequate culture of mankind.\\nSuch was Froebel s grand grapple with the\\nSphere, seeking to seize it as it is in itself and as", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0112.jp2"}, "113": {"fulltext": "FB0EBEV8 PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 95\\nti means of education. Many years later he will\\ntake up the Sphere again and incorporate it into\\nhis kindergarden for the training of the little\\nchild.\\nThe above aphorisms show a struggle, dark,\\ndifficult to understand fully unless you know\\npretty well beforehand what the author means.\\nBut he sees that the spherical principle and its\\nmovement run through all things and constitute\\ntheir essence. And he also sees that this move-\\nment is inherently threefold, and just through\\nsuch threefold process is it cognizable by the\\nEgo, which also has the same triple process (he\\ndoes not say this last and probably does not see\\nit, 3^et it is implicit in his statements). Likewise\\nhe shows an insioht into the educative bearing of\\nthe process of the Sphere (he calls it the spherical\\nJaw), which insight he had probably obtained\\nchiefly at Keilhau in his practical work of\\nteachino^.\\nOne other point should be noticed the nomen-\\nclature of the above passages. It is manifestly\\nderived from the nature-philosophy of Schelling,\\nwhich Froebel picked up at Jena in his youth.\\nMoreover, the manner is not empirical, but\\ndeductive, or rather intuitive.\\nWe also know that Froebel began to reflect\\nprofoundly upon the spherical in nature and in\\nman at Gottingen when a student there in 1811,\\nten years before the publication of the above", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0113.jp2"}, "114": {"fulltext": "96 THE PSYCHOLOGY OF\\nAphorisms. He was led into this line of thought\\nby the appearance of a comet in the Heavens, a\\nsight which stirred him to the deepest thinking.\\nSays he, in his autobiographical letter to the\\nDuke of Meiningen (Lange, I. 103)\\nWalking in the beautiful suburbs of Got-\\ntingen till nearly midnight, I was suddenly\\nsurprised by a new phenomenon appearing in the\\nstarry skies above me. I knew very little about\\nAstronomy, and so the existence of a great comet\\nhad remained unknown to me I discovered it,\\nso to speak, by myself, and hence it produced\\nwithin me a peculiar charm. It remained in the\\nstill nights an object of my contemplation, and\\nthe thought of the universal spherical law devel-\\noped itself and formed itself at that time\\nparticularly, and during those nocturnal walks,\\nfrom which I often returned in order to fix the\\nresults of my thinking, and after a short sleep\\nto pursue the further development of my mind.\\nAt Gottingen, then, when Froebel was twenty-\\nnine years old, the Sphere, as the mediating\\nprinciple between spirit and nature, had entered\\ndeeply into his thought-life. From the Sphere\\nhe had not yet made the transition to the Cube\\nthis no doubt came to him more or less distinctly\\nthrough the study of crystallography with Pro-\\nfessor Weiss, of Berlin, to which city he went on\\nleaving Gottingen. Still, he has not one word\\nabout the Cube in his Aphorisms that fruit he", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0114.jp2"}, "115": {"fulltext": "FEOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 07\\nplucked not till the Kiiidergarclen had ripened in\\nhis soul.\\nWe have already noticed that the language and\\nmanner of thinking shown in these Aphorisms\\nrecall the philosophical construction of nature,\\nwhich is connected chiefly with the name of\\nSchelling, but which was a mighty spiritual in-\\nfluence working in the time. In this impulse\\nFroebel shared to the end of life, and, more than\\nany other man, carried it over into education.\\nUndoubtedly he received its first dawnings as a\\nstudent at Jena, where he was from 1799 to\\n1801. During this time Schelling was lecturing\\nat the University of Jena, and was the strongest\\ninfluence there, probably, being in the meridian of\\nhis philosophic career. Froebel does not seem\\nto have attended Schelling s lectures, but the\\neager receptive youth must have heard much\\nabout his doctrines from brother Traugott and\\nother fellow-students Young Friedrich imbibed\\ndoubtless obscurely and fragmentarily, the phi-\\nlosopher s view of nature as well as his termi-\\nnology, both of which can be traced in his later\\nwritings, notably in The Education of Man.\\nIt may be here remarked that the influence of\\nJena upon Froebel has never been adequately\\nappreciated by any of his biographers.\\nSo we have reached back to the beginning of\\nthe development of the Froebehan Gifts in the\\nsoul of Froebel himself. For they were a con-\\n7", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0115.jp2"}, "116": {"fulltext": "98 THE PSYCHOLOGY OP\\ntinued evolution going through his whole mature\\nlife, from youth upwards it may be said that\\nFroebel s spirit unfolded with his Gifts and into\\nhis Gifts, which are at least one very significant\\nexpression of the man in his striving for seK-\\nrealization. The Second Gift, including, as it\\ndoes, the First Gift in the Ball, is truly the\\norginative or genetic Gift of the whole series, and\\nFroebel s creative spirit poured itself out into\\nthe same at important stages of his life, which is\\nconnected together on an interior line by this\\nGift. These stages we shall briefly recapitulate\\nin an ascending order, as they were before given\\nin a descending order.\\nI. Jena, 1799-1801. Schelling s influence.\\nThe dark brooding idea of the unity in man and\\nthe world begins to ferment, uttering itself in a\\nvague philosophic nomenclature. Froebel was\\nnineteen years old when he left Jena after a stay\\nof nearly two years altogether.\\nII. Gottingen, 1811. He finds an object\\nwhich gives reality to his idea, namely the Sphere,\\nin which he sees the oneness of spirit and nature.\\nThus his inner thought has found an outer form\\nfor its bearer. Twenty-nine years old.\\nIII. Keilhau, 1821. He now shows his in-\\nsight into the pedagogical purpose of the Sphere,\\nwhich is to become a grand means of human\\neducation. See the last aphorisms above cited.\\nThirty-nine years old.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0116.jp2"}, "117": {"fulltext": "FROEBEL S PLAY GIFTS.\u00e2\u0080\u0094 THE SECOND. 99\\nIV. Education of Man, 1826. In this work\\nthe Cube is added to the Sphere, and both are\\nthe results of force indwelHng in nature, which\\nis especially seen in the production of crystals,\\nall of which is educative. Forty-four years old.\\nV. The Kindergarden, Blankenburg, 1837.\\nThe Sphere and the Cube have reached their\\neducative purpose in the Second Gift, being\\nemployed for the unfolding of the child-mind.\\nThey are opposites, yet in unity; but the Cube\\nis not distinctly derived from the Sphere. (See\\nhis essay on the Second Gift. Fifty-five years\\nold.\\nYI. About the 3 ear 1844 (Hanschmann in\\nFroeheVs Lehen, s. 327) the intermediate forms\\nare added, namely the Cylinder and apparently\\nthe Cone with it. Sixty-two years old.\\nVII. His last statement (1852) drops the Cone\\nand mentions the Ball, Cube, and Cylinder as the\\nthree forms of the Second Gift, which has\\nremained as he left it down to the present.\\nSeventy years old.\\nSuch is the development of Froebel himself into\\nhis Second Gift, a development running through\\nmore than fifty years of his life and receiving\\nthe last touch with the last thoughts of his last\\ndays. It begins with the vague, indefinite idea\\nfermenting chaotically within the soul of the\\nyouth, and passes through various stages of\\nclarification, till it attains its final shape within", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0117.jp2"}, "118": {"fulltext": "100 THE PSYCHOLOGY OF\\nthe soul of the old man. Undoubtedly he\\nis struggling to obtain clearness himself; but\\nwith this effort is coupled another end, at first\\nunconscious, yet becoming conscious with time;\\nit is to find an educative means by which the\\nhttle child can be assisted to unfold into his spir-\\nitual heritage, bringing him into harmony with\\nhis true self, with nature and with the Divine.\\nIn a deep and worthy sense Froebel himself was\\nalways a child, he unfolded as a child, yet with\\nthe creative power of a genius. Not till he\\ncreated the instrumentalities for developing the\\nchild, did he himself develop fully and attain the\\nfinal fruitage of his spirit.\\nLooking over the works of his successors in the\\nexposition of this Second Gift, we are compelled\\nto say that they all drop far behind him in pro-\\nf unity and in deep living intensity of purpose\\nsometimes we have unwillingly to think that they\\nhave not rightly understood him.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0118.jp2"}, "119": {"fulltext": "II.\\nTHE DERIVED (ilFTS.\\nWe now come to the series of the Gifts\\n(quantitative), which distinctly point to the\\nSecond Gift as their origin. The}^ include all\\nthe rest of the Gifts so-called till the Occupa-\\ntions, and are usually counted as eight, nine, or\\nten in number. The first six Gifts were desig-\\nnated in their numerical order by Froebel him-\\nself, and his designation of them has become\\nsettled.\\nThe chief term or category which characterizes\\nthese Gifts is, accordingly, Derivation; they all\\ngo back to the Cube and Sphere in plain ances-\\ntral lineage. This Derivation takes place by\\ndivision, abstraction, separation in some form;\\nit belongs fundamentallv to the second stage of\\n(101)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0119.jp2"}, "120": {"fulltext": "102 THE PSYCHOLOGY OF\\nthe Psychosis. As the shapes are extended in\\nspace, are quantitative, the division is manifested\\nto the senses, is made visible, and thus is adapted\\nto the child.\\nThe line of Derivation running through all\\nthese Gifts, is to be carefully brought out, as it\\nis that which connects them in a transparent\\nunity which the child first feels and then sees,\\nthereby acquiring his best lesson.\\nThe Derived Gifts, taken by themselves, pass\\nthrough a triple process, of which the stages are\\nthe following\\nA. Gifts of Concrete Magnitude, having all the\\ndimensions length, breadth, thickness show-\\ning sensuous completeness. That is, they are\\nsoHds, and are derived directly from the Cube by\\nvisible separation.\\nB. Gifts of Abstract Magnitude, in which the\\nideal separation or abstraction takes place from\\nthe Cube, producing the surface, line, point,\\nwhich, however, are visibly re-embodied for the\\nchild in a solid.\\nTo the first belong the Third, Fourth, Fifth,\\nand Sixth Gifts to the second belong the rest of\\nthe Gifts.\\nC. The Return to Concrete Magnitude out of\\nAbstract the point by its very nature turns about\\nupon itseK and goes back, through line and sur-\\nface, to the solid. This third stage, though\\nabsolutely necessary to the psychical movement.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0120.jp2"}, "121": {"fulltext": "FBOEBEVS PLAY GIFTS.^THE SECOND. 103\\nneeds no new Gift for its expression, but only a\\nconforming adjustment of the old ones.\\nSuch is the general process underlying and\\nlinking together the Derived Quantitative Gifts.\\nThis process must be grasped not simply as the\\nunity of opposites, but as the living movement of\\nthe mind which manifests itself in these external\\nshapes. With them the child s Ego feels its\\nown inthnate relationship, and is thereby set to\\nwork in its own inner process of unfolding.\\nA. Gifts of Concrete Magnitude. These\\nGifts are solid and embrace what are usually\\ncalled the Building Gifts. They belong to the\\nfirst stage of the total Psychosis of the quanti-\\ntative Gifts, as in them the Ego takes the\\nimmediate sensuous object in its material full-\\nness. They are geometrical primarily, but arith-\\nmetical secondarily, and then show the union of\\nboth in measure or mensuration. For this reason\\nthey are architectural, since all architecture has\\nform and number, and must measure the sohd\\nform by means of number.\\nThe Gifts of Concrete Magnitude will also\\nshow in themselves the complete process of the\\nEgo, which made them, and in the present case\\nmade them for the purpose of unfolding itself.\\nThe three stages will be as follows\\n1. The rectilineal series^ in which straight or\\nright lines dominate the forms. The above meii-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0121.jp2"}, "122": {"fulltext": "104 THE FSYCHOLOGY OF\\ntioned Gifts (Third to Sixth inclusive) are wholly\\nrectilineal and mostly rectangular. This is a one-\\nsidedness even in a geometrical aspect, which\\nloudly calls for a new adjustment. Hence the\\nfollowing\\n2. The curvilineal series^ in which the curved\\nline finds its recognition. But this series was not\\nelaborated by Froebel, though he seems to have\\nthought of it. Nor has it been wrought out to\\nits due fullness by any of his successors, though\\nGoldammer has made a good beginning.\\n3. The unification of the rectilineal and curvi-\\nlineal elements^ by which means some of the most\\nimportant architectural forms of the past can be\\nshown. For the right line and the curved line,\\nthough different, at last belong together and\\nmust be built together in the complete edifice.\\nThe architecture of the human race can now be\\nillustrated and rebuilt in its essential features by\\nthese little blocks for the use of children.\\nThe distinction between the rectilineal and the\\ncurvilineal o-oes back to the two kinds of hues,\\nthe diametral and the peripheral, implicit in the\\nSphere. But these two kinds of lines will become\\ncompletely separate and explicit in the Gifts of\\nAbstract Magnitude (in the Sticks and Rings).\\nAt present the line is still held fast in the solid,\\nthough visible; it is not yet free.\\nIt may be said here, that, without the curvi-\\nlineal element the derivation from the Second", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0122.jp2"}, "123": {"fulltext": "FBOEBEV 8 PLAY GIFTS.~THE SECOND. 105\\nGift is incomplete, since there are no round solid\\nforms corresponding to the Sphere and Cylinder.\\nYet rotundity comes first in the genetic process,\\nso that the cur^dlineal may be regarded as deeper\\nthan the rectilineal, since it reaches further back,\\nindeed it returns to the very origin of the Gifts\\nin their generating shape, the Ball.\\nTo leave out the curvilineal element, there-\\nfore, deeply violates a well-known Froebelian\\nprinciple, namely, to employ all the material\\nwhich we once introduce, and not to have any\\npiece left after our construction, as litter on the\\ntable or in the mind. Particularly the Cylin-\\nder what is the use of it, unless it too be\\nge-netic, the source of forms?\\nAt present, however, Ave shall drop this subject\\nand pass to the rectilineal Gifts, which lie before\\nus for exposition. This, in order to be educa-\\ntive, must bring into prominence the psychical\\nmovement which lies implicit in the child s mind,\\nbut which is brought out and made explicit by\\nthese Gifts, whose innermost process is in deep\\ncorrespondence with the budding Ego.\\n1. The rectilineal series. This is what Ave are\\nnow to set forth in some detail. These Gifts are\\nfour in number (Third to Sixth inclusive), are\\nall soKds of various sizes and shapes, and are\\nall derived directly from the Cube by division.\\nWe have alreadv noticed the fondness of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0123.jp2"}, "124": {"fulltext": "106 THE PSYCHOLOGY OF\\nFroebel for right lines. His was a crystallo-\\ngraphic spirit both by nature and by training.\\nMoreover, this training extended to architecture,\\nespecially the Greek, which is almost wholly\\nrectilineal and rectangular. And in the moral\\nnature of Froebel we think we can trace an\\nanalogy to the rectilineal. He was a man of\\nrectitude, a straight-lined character even to\\nobstinacy at times.\\nThe rectihneal series embraces what are usually\\ncalled the Building Gifts of the Kindergarden.\\nAs before indicated, man begins to use the right-\\nlined forms in his early construction; he first\\ngets rid of the round shapes of nature. Still he\\nreturns to the round shape, makes it over, and\\nadjusts it anew to his rectihneal forms. This\\nmovement we shall see justify itself in the hist ^ry\\nof architecture. Hence the curvilineal element\\nmust be added to complete the process within and\\nwithout.\\nHaving laid out in advance these divisions, and\\nsubdivisions, whose justification is to be ade-\\nquately [seen at the end, we shall proceed to give\\nsome special remarks on the Building Gifts in\\nsuccession.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0124.jp2"}, "125": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE THJBD. 107\\nTHE THIRD (4IFT.\\nFroiii the i)recediiig Gift the Cii))e is taken\\nand repeated in the present Gift; thus the con-\\nnection is manifest. Still, difference enters also\\nthis Cube is divided into eight small Cubes, the\\nformer having the size of two inches, the latter\\none inch. The two-inch Cube is thus halved\\neach way, that is, according to its three dimen-\\nsions, length, breadth, and height.\\nHere we observe the fact of separation visibly\\npresented to the child, and this separation pro-\\nductive of objects of a similar kind, though\\nsmaller than their parent they may be called\\nthe lesser members, the children of the Cube\\nfamil}^\\nThus the Derived Gifts, of which this is the\\nfirst, begin with the seen act of separation. Such\\nwe must regard as the characteristic fact of it,\\nfor all Derivation is a birth, is in some manner a\\nseparation, a dividing of the thing from its source.\\nThe Cube in the preceding Gift was also derived\\nby separation from the Sphere, but this separa-\\ntion was internal, ideal, whereas the present\\nseparation is external, visible, manifest to the\\nsenses of tlie child. Or we may say that the first", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0125.jp2"}, "126": {"fulltext": "108 THE PSYCHOLOGY OF\\nor ideal separation of the preceding Grift is made\\nreal in the present Gift.\\nAt the same time the child, after separating,\\ncan put together again, and thereby show the\\nreturn to unity, which, though external, sug-\\ngests always the inner process of the Ego. Then\\nhe can begin to combine several of these cubical\\nforms and so bring to light new forms in this\\nway he starts to using the principle which runs\\nthrough all the quantitative Grifts, that of exter-\\nnal combination to produce forms.\\nIn this Third Gift the child will be acquiring\\nslowly the conception of size (quantitative or\\nspace-occupying) as distinguished from form\\n(qualitative) since the forms are the same, while\\nthe sizes are of two kinds. Moreover counting\\nwith incipient arithmetical operations will start into\\nactivity, as the child sees the one become two by\\nseparation, then each of these two is separated\\nagain, and finally each of the fours is separated.\\nThus he sees a unit reached at which separation\\nstops, and the movement begins the other way.\\nThis final unit is worthy of a name it is the unit\\nof measurement, and the returning process is\\nproperly that of measure, and this unit (the\\nsmall Cube) measures the total object (the large\\nCube).\\nSuch is the most important fact of the present\\nGift. The cubic inch, which is now visible, is\\nthe unit of all measurement of solids. By means", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0126.jp2"}, "127": {"fulltext": "FBOEBEUS PLAY GIFTJS.-^THE THIRD. 109\\nof it and its multiples (cubic feet, cubic yards,\\netc.) the solid contents of the whole earth are\\nmeasured and expressed. Nay, the child beholds\\nthe actual unit, which is the cubic inch, and the\\nprocess of measuring, though he may not be able\\nto count the number of cubic inches in the hirge\\nCube. Still the principle he sees and he will not\\nlose it. The skillful kindergardner will be able\\nto play this process of measurement in a number\\nof engaging ways, so that the child mil get pos-\\nsession of a veritable modulus or measuring\\njDrinciple of the material universe, or indeed of\\nall space. Just that little wooden cubic inch has\\nsuch a magic power\\nFrom the cubic inch is derived directly the\\nsquare inch, which is the unit of measurement\\nfor all surfaces, with its multiples (square feet,\\nsquare yards, square miles, etc.). So we meas-\\nure the earth s surface, and draw boundaries in\\ngeography, and compare the size of countries.\\nIn this way the little child is getting into his\\nhead the primary measuring principle for the\\nwhole world. By a like derivation we can get\\nthe line which is now the linear inch made visible\\nin the small Cube, by means of which the child\\nslowly acquires a judgment of length and dis-\\ntance. Of course the kindergarden Gift is\\nadjusted to the legal standard of measurement.\\nMoreover, this inch is what the race, or the\\nAnglo-Saxon portion of it, has adopted as its", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0127.jp2"}, "128": {"fulltext": "110 THE PSYCHOLOGY OF\\nprinciple of measurement, and the child is follow-\\ning therein the footsteps of his kin and kind.\\nUndoubtedly the inch must be derived, deter-\\nmined, obtained by some process but this need\\nnot trouble us here. For us and for the child\\nthe inch is something given a Gift of which\\nwe have to take possession and learn to use.\\nNow we see the fundamental necessity of the\\nsmall Cube and the large Cube in the present\\nGift only thereby can the child get the con-\\nception of measure, and start to comparing the\\nmaterial world quantitatively. And this quanti-\\ntative measurement of sensuous objects rises into\\na great spiritual fact in judgment and reasoning.\\nLanguage has an important place in this Gift,\\nas every kindergardner knows. The position\\nmust be accurately designated, and the move-\\nments determined by the word of command all\\nof which requires a careful use of speech.\\nThe Third Gift, being the first one of the\\nBuilding Gifts is a kind of overture to what\\nfollows out of it flows the silent music of con-\\nstruction. The child will see the Cube or cuboidal\\nforms in the edifices around him especially he\\nwill notice the large hewn stone in foundations\\nand walls, if he lives in city or town. The house\\nitself, apart from its sloping roof, has usualh^\\nsome shape approaching the Cube. Man s archi-\\ntectonic soul might almost be said to be cubical,\\nespecially at its opening, for the Cube seems to", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0128.jp2"}, "129": {"fulltext": "FBOEBLVS PLAY QIFTS.-THE THIRD. Ill\\nbe that form which it builds about itself as its\\nouter garment. The hut, the room inside, the\\ndoor and window, even the materials of stone and\\nbrick suggest the Cube as their typical, origina-\\ntive shape. The builder must first set his house\\nfirmly on the ground, like the face of a Cube on\\nthe child s table; then he constructs the other\\nsides around himself and overhead, whereby he\\nhas a home for his inner life and that of his\\nfamily. He goes inside of a Cube in order to\\nlive and to have protection for this shape does\\nnot rock on its foundation, and it has all its\\ncorners, lines, and surfaces explicit against the\\nouter world, standing ever prepared for an assault\\nfrom Nature s rude elemental forces, a fortress\\noutside, a home for the nestlings inside.\\nAnother characteristic of the present Gift has\\nbeen often emphasized it satisfies, by its division\\nthrough the center and the visible results thereof,\\nthe child s stronoj bent for seeinor the inside of\\nthings. Has not his own home this inside, has not\\nhe too? So he often breaks his toy as soon as\\nhe takes it into his hand. He has the presenti-\\nment that the outside is not the true reality, that\\nit is sornehow determined from the inside as he\\nis himself. For he soon becomes aware that\\nevery motion of his limbs has its inner cause, his\\noutward manifestation simply tells w^hat is inward.\\nSo the getting to the point which determines\\nwhat appears is his strongest aspiration, and its", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0129.jp2"}, "130": {"fulltext": "112 THE PSYCHOLOGY OF\\nfulfillment brings his greatest pleasure. If he\\ncuts open the apple or the orange and beholds\\nthe seed, he is really at the source of the apple\\nor the orange, though he does not know it; he\\nsees the point whence the fruit came, he sees the\\ncentral point which determined the round ball,\\nits genetic principle. Still he cannot see the\\ntotal vegetable process by which the seed becomes\\nthe apple. But he can see directly with outer\\nvision the Cube and its divisions, by which the\\none larger Cube (say as parent) generates many\\nsmaller similar Cubes (say as children).", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0130.jp2"}, "131": {"fulltext": "FBOEBEVS PLAY GIFTiS.^THE THIRD. 113\\nOBSERVATIONS ON THE THIRD GIFT.\\n1. As the outer separative fact and the inner\\nseparative act are the most striking and significant\\nmatters in this Third Gift, we shall do well in\\npenetrating to its psychological import. The\\ninfant loves the play of separation and return,\\nand will amuse itself for a long time with the\\nsimplest form thereof. It will take off the Kd of\\na small box and put the same back again over\\nand over in dozens of repetitions, out of pure\\ndelight at the process. We need hardly remind\\nthe reader that this process is really that of the\\nchild s own Ego, in an external manifestion.\\nThe child, therefore, is finding himself, he is\\ngetting to know what he is within by this outer\\nplay he is educating himself\\nBy means of the Third Gift vrith its division,\\nthe child is developing the separative, analytic,\\ndiscriminating power of mind. He must practice\\nthe separative stage of the Ego, which is the\\nfirst unfolding out of his implicit, potential state,\\nand corresponds to the bud separating itself into\\nthe full-blown flower. His means of practice\\nmust be found in the forms of the sense-world,\\nespecially in this Third Gift, which also shows\\nso well the return out of the separation.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0131.jp2"}, "132": {"fulltext": "114 THE PSYCHOLOGY OP\\nIn this process the first separation which the\\nchild makes is to distinguish himself from the\\nblock as an object; thus he has primarily to\\nmake the distinction between himself and what is\\nnot himself (technically expressed, between Ego\\nand non-Ego). Thereby he has the ground of\\nall separation, division, distinction within him-\\nself, ideally; this he finds to be real also in the\\nCube, which, in a manner similar to himself,\\ndivides within itself. Truly he is getting most\\nvaluable experience, he is finding out that the\\nwhole material world is separable, in fact is just\\nthe separable, divisible, derived, not the self-\\ncentered or the self-determined.\\nStill he must always re-combine the separated\\nhe must not remain destructive, but must be\\nconstructive, nay, he must come back to himself\\nthrough reconstruction. This is the return,\\nwhich, though outward, is also inward, having a\\nresponse in the child s own Ego.\\nHere lies the deepest function of the kinder-\\ngar dner. She gives to the child the established,\\nthe prescribed this Gift but in order that he\\nmay work it over into himself and thereby reach\\nthe process of his freedom. She is a kind of\\nProvidence over the child, yet with the one grand\\nend of helping make him free. For the child is\\nnot free at first hand, nor is the man; he must\\nmake himself free.\\n2. We can still further carry out the thought\\nd", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0132.jp2"}, "133": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE THIRD. 115\\nof measurement, which belongs to this Third\\nGift through the division of the Cube into Cubes.\\nIt contains a subtle psychological process which\\nwe can find by a little study in the right\\ndirection.\\nThe Cube Avith which the Gift starts, is imme-\\ndiate as a form of magnitude, is limited in space\\nit takes up so much extension, it has a bound on\\nthe outside. In this first stage it shows simple\\nquantity {quantum) or magnitude.\\nThen we pass to the second stage, that of\\nseparation, in which the Cube is divided into\\nCubes, and the conception of number enters;\\nhow many {quanta) is now the question, not\\nhow much. Quantity is thus discrete, and the\\none (Cube) has become many ones (Cubes).\\nHere we have reached the unit of measure-\\nment, and with it the third stage of the psychical\\nprocess in which this last unit returns and meas-\\nures the first limited quantity (9 i\u00c2\u00aban/?rm). The\\nquestion now is, How-man}^ (Cubes) in the How-\\nmuch (the one Cube)? How many cubic inches\\nin the given solid? This is measure.\\nSuch is the Psychosis of quantity, as illus-\\ntrated neatly and clearly by the Third Gift with\\nits Cube and Cubes. We shall set down this\\nprocess briefly in outline.\\n(1). How much simple magnitude.\\n2 How many number\\n(3). How many in How much measure.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0133.jp2"}, "134": {"fulltext": "116 THE PSYCHOLOGY OF\\nAll of which the child, simply observing and\\nthen performing the operations of the Third\\nGift, acquires unconsciously, whereby he has\\nmade a start in geometry, in arithmetic, and in\\ntheir unity, which is measure (or mensuration).\\nIt may be said that these Gifts show the\\nprimary Mathesis, or the becoming of Mathe-\\nmatics, which is the beginning of man s com-\\npleter mastery over nature, and the primordial\\nassertion of himseK as spirit. We may still find\\nin ourselves a sympathetic response to the idea\\nof ancient Pythagoras that number is a God, or\\nat least a divine manifestation of a spirit-world.\\nBut if the old Greek altitude be a little too great\\nfor us in these days, we may come down to earth\\nin the thought that the child is beo^inninoj in this\\nThird Gift to measure all things first, things\\nexternal, from which he will certainly pass to\\nthings internal, measuring them also by some\\nstandard or criterion, ultimately himself, or his\\nEgo.\\n3. We may note again that the genetic process\\nin the Third Gift is external, visible, an act of\\nmaterial separation, producing from the one large\\nCube the little Cubes in an interesting family of\\neight.\\nBut if we compare this open genetic process of\\nthe Third Gift with the secret, invisible process\\nof the Second Gift, the contrast is striking.\\nThe oreneration of the Cube from the Ball is a", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0134.jp2"}, "135": {"fulltext": "FBOEBEV 8 PLAY GIFTS.\u00e2\u0080\u0094 THE THIBD. 117\\nwork involving thought, and is far more difficult\\nfor the child, who can see with his eves the pro-\\nducing act of the Third Gift. Hence the one is\\nmore a thought-gift, the other more a sense-gift.\\nTiie Third Gift, therefore, is best for intro-\\nducing to the child the genetic idea which runs\\nthrough all the Gifts and Occupation, and which\\nhe is to unfold within himself, coming back to\\nthe inner and deeper phase of the Second Gift\\nwhen he is more fully developed.\\n4. The division of the Cube by three intersect-\\ning planes which cross at right angles to one\\nanother, and unite at the center, has already\\nsuggested the Third Gift. The skeleton Cube,\\npreviously described, by means of its paper\\nplanes shows the eight small Cubes. The Third\\nGift springs directly out of the process of the\\nSecond Gift, which is verily the originative Gift.\\nThus the Third Gift shows a stag^e of evolu-\\ntion out of what has gone before, and presents\\nto the child a Little fortune in the shape of men-\\ntal training through play. It brings to him\\nform, number, and chiefly measure; it calls\\nforth arrangement, location, speech; it wakens\\nhis judgment, and starts his building soul to\\nwork. Especially does he begin to verify that\\nancient definition of man as the measure of all\\nthings.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0135.jp2"}, "136": {"fulltext": "118 THE PSYCROLOQY OF\\nTHE FOURTH GIFT.\\nThe two-inch Cube is again taken as the start-\\ning-point, whereby the line of connection with\\nwhat has gone before is visibly kept up, Divis-\\nion is also introduced, but in a new way; the\\nCube is first halved, then each of these halves is\\nhalved at right angles to the previous cut finally\\neach of these four pieces is halved, not cross-\\nwise into a Cube (as in the Third Gift) but\\nlengthwise into a Parallelopiped or Brick. The\\nfirst two cuts are the same as in the Third Gift,\\nthe last two cuts make the difference of form\\nby the difference of direction, which is longitu-\\ndinal, thus producing a long block (or oblong).\\nMark, then, this change of division, which is\\nreally a change of derivation, so that the derived\\nblocks have a new shape. The result is we see a\\nGift with eight Bricks forms oblong, not\\ncubical. This manner of division is always to be\\ncarefully noted, for it leads back to the manner\\nof genesis, the movement of creation, w^hich\\nmay be compared with generation by division in\\nNatural Science (sometimes called fissiparism).\\nThus the Cube in the present Gift has pro-\\nduced a shape unlike itself in shape, whereas in", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0136.jp2"}, "137": {"fulltext": "FBOEBEUS FLAY GIFTS.-THE FOURTH. 119\\nthe previous Gift the shape produced was like\\nits own the cubical though not of like size.\\nThe parent has now begotten a child of a more\\ndeeply different character, not merely his own\\npicture in miniature (as in the Third Gift), but\\nof another aspect and behavior.\\nNow the character of the child must be pro-\\nnounced to be a decided advance upon that of the\\nparent, taking the human as the criterion. The\\nCube has begotten the Brick, but the latter is\\nmore varied, more versatile, more man-like than\\nthe former. Let us compare. The Cube, though\\na stable, is a stolid being; the same thing which-\\never way you place him; sameness, indifference,\\nfrom whatever point you look at him a figure\\nwhose nature is to be ahnost wholly ])()ttoni try to\\nelevate him a little, raise him up on his corner or\\nhis edge; now let go, and, behold! he falls back\\nupon his broad base with a supreme content\\nyet with a stolidity which is captivating to the\\nscoffer, but creates despair in the heart of the\\nbenefactor. We might almost call him a swine\\nfor thesohd comfort he takes in lying down, and\\nwe almost hear his grunt. Indeed why is not\\nthat expressive term, solid comfort, originally\\nderived from the Cube, the self-satisfied solid?\\nBut we have strangely disturbed this phleg-\\nmatic repose of the Cube by the new process to\\nwhich we have subjected it. We have diWded it,\\nnot according to the three dimensions but accord-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0137.jp2"}, "138": {"fulltext": "120 THE PSYCHOLOGY OF\\ning to two say, height and breadth behold the\\nresult. The third dimension, length, remains\\nundivided, and in that state appears in ever}^\\nblock of the Gift. Thus length is emphasized\\neach block is twice as long as it was in the pre-\\nvious Gift, and the whole Fourth Gift taken as\\na line is twice as long; as the Third Gift taken as\\na line. Surely the movement is toward the sur-\\nface and the line, ideal elements of magnitude,\\nwhich are here prophesied, and which are here-\\nafter to come forth in their own right.\\nLet us now take a glance at the Brick. First\\nof all, he can stand upright, like a human being,\\neven if a little tottering; when he lies down, he\\ncan turn over on his side first on his right side,\\nthen on his left side, like many another poor\\nmortal seeking repose. To be sure, when he\\ndoes lie on his back, he is as flat as the Cube,\\nyes, even flatter. Then he is slumbering, with\\nall his capabilities not only at rest but asleep.\\nManifestly the Fourth Gift shows an approach\\ntoward the human, when compared with the\\nThird Gift there is an evolution out of a lower\\nmore homogeneous form into a higher, more\\nheterogeneous form.\\nThis fact will be further emphasized by noting\\nthat the Brick has differences in its parts, in\\nitself. That is, the Brick is not only different\\nfrom the Cube, but is different within itself.\\nThree faces of it di:ffer from each other which", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0138.jp2"}, "139": {"fulltext": "FBOEBEVS PLAY GIFTS. THE FOUBTH. 121\\nwe shall designate as the flat face, the side face,\\nand the end face. Each of the three dimen-\\nsions length, breadth, height, is represented\\ndifferently, by a different surface in size and\\nform, whereas in the Cube the three dimensions\\nare the same. Thus into the shape itself differ-\\nence has entered difference of dimensions,\\nwhich thereby are contrasted with one another in\\nthe same block.\\nIt is manifest that the simple implicit unity of\\nthe Cube, in which all three dimensions were\\nalike and indifferent, has been broken up by the\\nFourth Gift and differenced all three being\\ndifferent in the Brick, and likewise beings made\\nvisible. Hence the child can now perceive and\\ncontrast length, breadth, and height in the pres-\\nent Gift, and learn the names corresponding.\\nMoreover he can begin to acquire the idea of\\nproportion, as these dimensions are here propor-\\ntionate the breadth is twice the height, and the\\nlength is twice the breadth, or four times the\\nheight. So the proportion 1:2:4 becomes a\\nvisibly attested fact in this Fourth Gift.\\nMoreover, the child will begin to catch the\\nglimmer of a psychical process in these three\\ndifferent faces of the brick, each of which has\\none line in common with the other two faces, the\\nwhole surface being bounded by the repetition of\\ntwo different lines. For instance, the flat face\\nis the largest in size, and so has in it the least", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0139.jp2"}, "140": {"fulltext": "122 THE PSYCHOLOGY OF\\ndifference. On the contrary, the end face is the\\nleast in size, and so has in it the most difference.\\nFinally the side face is intermediate, being\\nbounded by the shortest line in common with the\\nend face and by the longest line in common with\\nthe flat face. Thus we catch the faint outlines\\nof a Psychosis in these three faces, very external\\nand shadowy as being spatial, yet hinting in its\\ntriple process the genetic source of the three\\nfaces and of the three dimensions length,\\nbreadth, and height hinting also the reason\\nwhy there are three, only three, and no fourth\\ndimension.\\nIn each Brick each face is repeated, is double,\\nand the two look in opposite directions in\\nwhich again difference appears. Then the Brick\\nis repeated seven times, making eight pieces in alio\\nThe next matter coming up in the considera-\\ntion of the present Gift is combination. Herein\\nthe field is far larger, more varied and interesting\\nthan in the preceding Gift. The power of in-\\nclosing space is much greater in the Bricks than\\nin the Cubes, for the Brick is a Cube flattened\\nout to twice its length.\\nAlso we should notice the different kinds of\\nsuperposition, of which the Cube has only* one\\nkind, while the present Gift has three kinds\\nend to end, side to side, face to face. Then\\nthese three primary kinds of superposition are\\ncombinable in an almost infinite diversity of ways", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0140.jp2"}, "141": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 TEE FOURTH. 123\\nwith one another, showing a magic power of\\nmetamorphosis out of the simplest forms. No\\nwonder that the elementary form of so much of\\nman s construction goes back to the Brick.\\nThe Cube has no such innate power, as we\\nmay name it. The reason is that the Cube has\\nno diversity in itself, in its own nature it is every-\\nwhere alike, in length, breadth, height. But the\\nBrick has just this diversity within itself, each\\ndimension is different, and this difference is car-\\nried over into every form constructed of it. The\\nindifference of the Cube destroys its formative\\npower.\\nBut with this increase of formability in the\\nFourth Gift there is need of a corresponding\\nincrease of skill in manipulation. The hand of\\nthe child now gets unusual lessons in delicacy of\\nmovement, and his eye must employ niceties of\\ndiscernment never before called forth. Let him\\nstand the eight Bricks end to end, one on top of\\nthe other it is quite a discipline, not only for hand\\nand ej^e, but also for the inner spirit. Surely\\nthe child has to balance himself within before he\\ncan perform this act outside his mental line of\\ngravitation must be put within its base, before he\\ncan adjust the physical hne of gravitation in cor-\\nrespondence. The equilibrium of the blocks\\ncompels the equilibrium of his Ego, which has to\\npass from the unbalanced to the balanced in this\\nGift, from the scattered to the collected.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0141.jp2"}, "142": {"fulltext": "124 THE PSYCHOLOGY OF\\nIt has long been noted by observers that the\\nchild is much fonder of the Fourth than of the\\nThird Gift. The reason becomes obvious from\\nthe preceding statements. The Cube is monoto-\\nnous, has in it too little difference to call forth\\nthe separative stage of his mind, which is really\\nhis creative energy. But the Brick has diversity\\nin its very form, yes a triple diversity, which at\\nonce appeals to him because it corresponds to the\\ntriple activity of his Ego, which is thus roused\\nfrom its dormant state by the voice of the outer\\nobject attuned to his own soul.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0142.jp2"}, "143": {"fulltext": "FH OEBEU S FLA Y GIFTS. THE FO UR TH. 125\\nOBSERVATIONS OX THE FOURTH GIFT.\\n1. A very significant point in the Fourth Gift\\nis its power of inclosure, which is the main ele-\\nment of it as a Building Gift. For all houses are\\ninelosures, and the walls are made of some kind\\nof block, stone, wood, brick. The child may\\nbegin to remake in this gift the first faint out-\\nline of his own abode, the house where he was\\nborn, which in one way or other he has to recon-\\nstruct at some time for himself, though it has to\\nbe criven him at the start.\\nThe Third Gift has a very small power of\\ninclosure the eight Cubes are able to inclose\\njust one of their kind, when completely used for\\na wall. But the Fourth Gift has a relatively\\ngreat power of inclosure, which varies from the\\nsize of two Cubes up to twelve and more. There\\nare three fundamental ways of inclosing through\\nthe Bricks by placing them together on the\\nend-face, on the side-face, and on the flat-face.\\nEach of these three ways of inclosure has two\\ndifferent forms, the oblong and the square; the\\nlatter will inclose more than the former. The\\nCubes of the Third Gift, however, when used as\\na complete wall, will produce no oblong form,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0143.jp2"}, "144": {"fulltext": "126 THE PSYCHOLOGY OF\\nbut simply the square form, inside of which is the\\nempty square. The diversity of the Fourth Gift,\\nor, we may say, the versatihty of it, is, in this\\nregard, marked by a striking contrast with the\\nstohd conservatism of the Third Gift, which,\\namid all its changes, cannot be driven from its\\nsquare or cubical form, or only with great\\nunwillingness.\\nIndeed two very different temperaments they\\nhave, these two Gifts; the one phlegmatic, we\\nwere going to say Teutonic, but that is not exactly\\nfair, especially to our beloved Teuton Froebel.\\nThe other is sano^uineous, we were oroino^ to sav\\nAmerican, changeful, adjustable, possibly a little\\nvolatile, certainly capable of presenting a num-\\nber of different sides to the world by merely\\nturning over.\\n2. Still the Third Gift has its own special\\nprovince, its own function, which it is to fulfill\\nin the organism of these Gifts. We have already\\nsaid that it was the measurer, that it had the\\nmodulus or measuring unit for all space and all\\nmatter. Accordingly the Cube is used as the\\nmeasurer of the Brick in all its shapes, as well as\\nof what it incloses. For instance, the child puts\\nthe Cube inside the inclosed space which the\\nflat sides of the Brick placed together produces,\\nand he find show many Cubes it will hold. Thus\\nhe starts to measuring his little universe, and he\\nbegins to behold in it an order, whereby cosmos", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0144.jp2"}, "145": {"fulltext": "FB OEBEV S PL A Y GIFTS.\u00e2\u0080\u0094 THE FO UR TH. 127\\nprimordially rose out of ehoas, and will rise\\nao^ain out of his chaotic little soul.\\nSo the Third Gift retains its character and\\nfunction, it is not by any means lost or to be\\nlost in the multiplicity and changefulness of the\\nchameleon-like Fourth Gift. Its very solidity\\nand permanence makes it the basis of measure-\\nment, for the standard ought not to change.\\nIts fixed character causes it to be a fixed criterion\\nfor guaging anything. The objections which\\nhave been uro^ed ao^ainst the Third Gift on\\naccount of its lack of variety and variability, are\\nreally in its favor when it is regarded in its true\\nfunction, that of furnishing the measuring unit\\nto the child, and also to the man.\\n3. In such fashion wx may unite in a kind of\\nmarriage the Third and Fourth Gifts, and make\\nthe union a happy one. The heavy Cube and\\nthe versatile Brick each has its own part and\\nplace in the kindergarden family. In a number\\nof respects they are alike, each has eight corners,\\ntwelve edges, six sides, thus hinting the common\\nderivation which we saw coming forth from the\\nSphere. Both are rectilinear and rectangular,\\nthough in different ways.\\n4. Another analogy we may draw, taken from\\nthe past nations of the world, though such anal-\\nogy must not be pushed too far. The Cube and\\nthe square are more Egyptian, the Brick and\\nthe parallelogram are more Greek. The pyra-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0145.jp2"}, "146": {"fulltext": "128 THE PSYCHOLOGY OF\\nmidal form, which belongs with such tremendous\\nemphasis to the valley of the Nile, rises to a\\npoint out of a Cube, as already set forth the\\nform of a Greek temple was that of the oblong\\nparallelopiped the Brick with a slanting roof\\nset on top. The ground plan, the faces and\\nsides of the Parthenon are parallelograms, as\\nwell as the temenos or sacred inclosure. Egyp-\\ntian art is massive like the Cube, heavy, fixed,\\n=linfree, monotonous, full of samenesss and self-\\nrepetition to^a surprising degree think of those\\nsix hundred sphinxes and more ranged in two\\nlines alonof each side of the road at Luxor.\\nGreek art has variety, has freedom, and thus\\nstrikes the key-note of all artistic form for the\\nfuture. Yet both Egypt and Greece contributed\\nmightily to the culture of the human race both\\npeoples, we would fain think, have a faint, far-\\noff reflection in these two play-gifts of Froebel,\\nintended for the little child who is to play over\\nin his way the history of humanity. So we may\\nsay, if we keep in the bounds of moderation, that\\nthe Third Gift is an Egyptian, and the Fourth\\nGift a Greek.\\n5. The Brick has varying degrees of stability,\\nas an offset to its versatility the Cube has one\\nand the same degree of stability, as an offset to\\nits stolidity. Each has its drawbacks along with\\nits advantages. Place the Bricks erect in a row,\\nand each seems to stand up like a man but a", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0146.jp2"}, "147": {"fulltext": "FBOEBEL S PLAY GIFTS.\u00e2\u0080\u0094 THE FOUBTH. 129\\nlittle blow from the outside upsets it, and if it\\nfulls against its neighbor, the whole row goes\\ndown. You cannot do that with a Cube or a\\nrow of Cubes; it presents the same stolid, stoical\\nface to the blow of fate though you tumble it\\nover, you cannot upset it, as it presents to you\\nexactly the same look without the least twitch or\\ndistortion of feature, changeless as the face of\\nthe Sphinx. I do not think that I like very well\\nthat play of the Bricks in which the whole row\\nis made to fall by some external impact, though\\nundoubtedly the children are fond of it, and it\\nseems to have the approval of Froebel. But it\\nhas too strong a flavor of external determination,\\nof unfreedom, in flne, of fatalism, which is cer-\\ntainly not to become the belief of the child, at\\nleast not in a free land. Not too much of that\\nplay, my dear kindergardner. Rather that other\\nplay of equilibrium, which cultivates the well-\\nbalanced soul within, erecting a lofty monument\\nof eight Bricks end on end, without its toppling.\\nA httle feat of daring it is, which, however, can\\nbe done with perfect safety by keeping the center\\nof gravity always inside the base.\\nIt is true that the historic parallel already\\nhinted holds good here the Greek world, with\\nall its genius and versatility, was at last struck\\nby the blow of fate, coming from an outer might,\\nwhich hurled it as a nation to the ground, never\\nto rise again in its ancient glory. Well, that\\n9", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0147.jp2"}, "148": {"fulltext": "130 THE PSYCHOLOGY OF\\nblow of fate struck Egypt too, which stood the\\npummeling thousands of years, it may be said,\\nbefore the Cube was broken to pieces. But the\\npyramid and the sphinx are there yet.\\n6. The Brick shows more the surface, less the\\nsolid is more ideal, less material than the Cube\\nshows a moyement from Concrete towards\\nAbstract Magnitude.\\nIt has a triple diversity, yet also repetition;\\nbut it is just this diversity which is repeated.\\nThus the Brick may be called double-faced the\\nfront face which is seen, suggests the threefold\\nvariation length, breadth, thickness; but the\\nrear face which is unseen, is simply a copy of\\nthe front face; so the Brick, though double-\\nfaced, is honest.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0148.jp2"}, "149": {"fulltext": "FBOEBEL 8 PLAY GIFTS.\u00e2\u0080\u0094 THE FIFTH. 131\\nTHE FIFTH GIFT.\\nThe Cube is again taken as the starting-point\\nin the present Gift, but it is the three-inch Cube.\\nIt is now divided into three sections, in three\\ndifferent ways length, breadth, and height.\\nThe result is 27 one-inch Cubes, in contrast with\\nthe 8 one-inch Cubes of the Third Gift. Here\\nwe see the connection between these two Gifts, as\\nwell as their primary difference. The unit of\\nmeasure is the same, but in the one case there is\\nthe cube of two, and in the other case the cube\\nof three.\\nHere it is necessary for the student to begin to\\nconsider the reverse process in both these Gifts.\\nIf the large Cube be taken as the unit (which is\\npossible), we have the regressive or fractional\\nseries for instance, in the two-inch Cube (Third\\nGift) it is V2, V4, Vs while in the three-inch Cube it\\nis Vs, V9, V27. To be sure, this regressive or frac-\\ntional series is as yet implicit, not yet unfolded,\\nbut is soon to be unfolded we shall see it make\\nits appearance in the course of the present Gift,\\nin which the fractional act is made external and\\nvisible to the child.\\nSuch is the primary division or derivation of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0149.jp2"}, "150": {"fulltext": "132 THE PSYCHOLOGY OF\\nthe rifth Gift; but now comes the secondary\\ndivision which is wholly different in kind from\\nany division heretofore. This is the diagonal\\ndivision. Three of the one-inch Cubes are\\nhalved by a diagonal line bisecting opposite\\nright angles, making six triangular half -Cubes\\n(prisms). Then still another cut at right angles\\nto the preceding cut gives four quarter-Cubes,\\nmaking twelve such pieces for three Cubes.\\nAs the result of the foregoing divisions we\\nhave before us the Fifth Gift, made up of 6\\ntriangular half -Cubes, 12 triangular quarter-\\nCubes, one-half in size but the same in form,\\nand 21 Cubes 39 pieces in all.\\nWe may now study the various kinds of dif-\\nference which have been introduced by the above\\ndivisions. First of all, the derived forms are in\\npart like and in part unlike the total Gift, which\\nis a Cube. Thus they unite in this regard the\\nThird and the Fourth Gifts, combining the like-\\nness and theunlikeness of both. Herein we may\\nnote the advance of the Fifth Gift. In the sec-\\nond place, the derived forms differ from one\\nanother in part, and in part resemble one\\nanother. To be more precise, there are three\\nsets of descendants from the ancestral Cube in\\nthe present household first, there are the chil-\\ndren, the small Cubes, just Uke the parent in\\nform, only not so large; secondly, there are the\\ngrandchildren, the half -Cubes, sprung of the chil-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0150.jp2"}, "151": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 TEE FIFTH. 133\\ndren, the small Cubes, but not resembling father\\nor grandfather in form, or just half like him\\nfinally there are the great-grandchildren, the\\nlittle quarter-Cubes, sprung of the half -Cubes,\\nsprung of the little Cubes, sprung of the big\\nCube. Such a lengthy genealogy rises before\\nour astonished eyes in this business a gene-\\nalogy not temporal but spiritual.\\nIn the third place, we must consider the differ-\\nences which are in the form taken by itself\\ndifferences in dimension. Here the three sets of\\ndescendants show diversity, each being marked\\nby its peculiar traits, each having its own individ-\\nuality. The Cube has no difference in the three\\ndimensions, being alike in length, breadth, and\\nheight. But the half -Cube has within itself two\\ndifferent dimensions, so too the quarter-Cube,\\nwhich, however, differs from the half -Cube in\\nsize. It may be here added, in parenthesis, that\\nthe perpendicular height of these triangular\\nprisms is not considered, otherwise each of the\\nthree dimensions in them would be different.\\nThe foregoing account seeks to describe the\\nnature and the genesis of the Fifth Gift. Next\\nwe ask for its central fact, its very heart.\\nWhat is the distinguishing part of it Can\\nwe put our finger upon its essential character-\\nistic\\nUndoubtedly the diagonal division is the dis-\\ntinctive thing in the present Gift. It introduces", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0151.jp2"}, "152": {"fulltext": "134 THE PSYCHOLOGY OF\\na new geometric principle, the bisection of an\\nangle, not of a line as hitherto. It calls up a\\nnew geometric form, the triangle; previously we\\nhave seen only quadrangular shapes (except those\\nmade by external combination). Moreover it\\nbrings to view a new angle, the acute hitherto\\nwe have had only right angles. We see plainly\\nthat a vast fresh vein of geometric wealth has\\nbeen opened to the sides of the figure have been\\nadded angles, and to the quadrangular has been\\nadded the triangular. On account of this pro-\\nfusion of geometrical elements the present\\nGift is especially rich in symmetrical forms\\n(usually called by kindergardners forms of\\nbeauty) which are mainly based on balanced\\ngeometric relations. Indeed these forms are\\nmuch better adapted to this than to any other\\nGift, for the Fifth Gift is the most completely\\ngeometrical of all the Building Gifts.\\nBut that which we may set down as the most\\nimportant educative fact of the Gift is that the\\nfraction now appears to the vision of the child,\\nand, more remotely, the measurement by frac-\\ntions. In the Third and Fourth Gifts we have had\\nthe one-inch Cube as the unit of measurement;\\nbut in the present (Fifth) Gift we have also the\\none-inch Cube bi-sected and doubly bi-sected;\\nthe result is the appearance of the fraction of\\nthe inch. That is, the unit of measure now\\nmeasures not simply wholes of itself, but parts", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0152.jp2"}, "153": {"fulltext": "FBOEBEVS PLAY GIFTS\u00e2\u0080\u0094 THE FIFTH. 135\\nof itself likewise it works by division as well as\\nby multiplication.\\nThus the fraction becomes explicit in the pres-\\nent Gift, explicit in thought previously it has\\nbeen implicit in thought, the fractional possibility\\nof the Third Gift was not developed in treating\\nof that Gift. But now we go ])ack to it and be-\\nhold our new knowledge applicable there also\\nthe child is likewise to return and see the new\\nfact in the old play. In the Third Gift Ave may\\nnow unfold the fractional scries of two, namely,\\nV2, ^/4, ^/s and in the Fifth Gift we still further\\nunfold the fractional series of three, namely, I/3,\\nV9, V27. Thus Ave have developed for the child\\nthe two kinds of series, multiplicative and frac-\\ntional, in tAA^o different numbers (tAA^o and three).\\nAnd these numbers, Ave should note Avell, make\\nup the thought-basis of all numbers, Avith the\\none added, Avhicli is also present as the starting\\npoint in either series and in both Gifts.\\nSuch, then, is the beginning, and Ave may\\nrepeat that the first three numbers one, tAA^o,\\nthree constitute the o-enerative thouoht for all\\nother numbers. And the psychological reason\\neven if a little abstruse mtiy be here given to the\\nkindergardner these three numbers are a Psy-\\nchosis, the primary triple process of the Ego\\nnumbered that is, each step of this process is\\nheld apart by itself, and the acts of such abstrac-\\ntion are named in order, one, tAVO, three. Such", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0153.jp2"}, "154": {"fulltext": "136 THE PSYCHOLOGY OF\\nis the numerical Psychosis, foundation of all\\nnumber begotten by the Ego for the Ego, and\\nhence bearing the impress of its threefold move-\\nment, namely, unity (one), separation (two),\\nreturn (three).\\nAccordingly, the child sees and makes frac-\\ntions in seeing and making that diagonal cut;\\nfurther, he beholds the principle of fractional\\ndivision repeated in the second cut. And now\\nwe wisli to declare our opinion that the third\\nand fourth cuts ought to be made or some-\\nhow represented in at least one of these one-\\ninch Cubes, through bisecting the four right\\nangles at the center, whereby the Cube will\\nbe divided into eight small triangular prisms.\\nThus the fractional series (I/2, V4, ^/s) is\\nmade complete, and the conjunction with the\\nThird Gift is without a break. As it is, the\\nlast link of connection seems missing, and the\\nchain is left hanging down in the air, without\\nhaving joined itself to its source. For the Fifth\\nGift, as we have it, stops the series with I/2 and\\nV4, omitting i/s, which leaves one of its most\\nimportant relations to the Third Gift unestab-\\nlished, and its symmetry, specially its cubical\\nsymmetr}^ incomplete (i/s being a numerical\\ncube).\\nThus the Fifth Gift Avould show the unity\\nbetween the two complete fractional series that\\nbased on three, I/3, Vo, V27, and also that based", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0154.jp2"}, "155": {"fulltext": "FBOEBEVS PLAY GIFTS.^THE FIFTH. 137\\non two, 1/2, V4, Vs. In this respect it would be\\na perfect unification of the two Gifts, without a\\nfrao^ment or fraction missing:.\\nBut in the sweep of this Gift is found a deeper,\\nmore comprehensive unity than in the foregoing\\nunity of the fractional element taken by itself\\nthe unity between both the fractional and the\\nmultiplicative. This will be manifest in the\\nfollowing statement\\n1. It has the progressive or multiphcative\\nseries, composed of the multiples of the unit of\\nmeasure (cubic inch).\\n2. It has the regressive or fractional series\\ncomposed of divisions of the unit of measure\\n(cubic inch).\\n3. It has their unity in its movement, for these\\nfractions reunite and return to their source,\\nwhich is the unit of measure, and which is thus\\nrestored out of its division.\\nWe need hardly remind our reader that here\\nagain we find the psychical process of the Ego.\\nAnd it all can be played by the child and taken up\\ninto his mind through play. The whole thing is\\nvisible in the blocks and their manipulation.\\nIt can be truly said that the child is now playing\\nmathematics into himself both geometry and\\narithmetic, as well as their union in measure (or\\nmensuration)\\nAmong the arithmetical forms and processes we\\nnote the odd and even numbers, the inteoer and", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0155.jp2"}, "156": {"fulltext": "138 THE PSYCHOLOGY OF\\nthe fraction, the multiplication and the division\\nof them in many ways, even their self -multiplica-\\ntion and self -division, in the forms of cubing and\\nsquaring, as well as of cube-root and square-root.\\nThe geometric forms we have already noticed in\\ntreatino^ of the different anoies, and also trian-\\ngular and quadrangular shapes.\\nIt is not so o ood a Buildinoj Gift as some\\nothers, still we must observe that to the cubical\\nor cuboidal house it adds a roof with its trian-\\ngular gable or pediment. Also the child may\\nbeo^in to build round, makins^ the suo^s^estion of\\nan arch by using the small triangular prisms as\\nvoussoirs.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0156.jp2"}, "157": {"fulltext": "FROEBEVS FLAY GIFTS,-THE FIFTH. 139\\nOBSERVATIOXS ON THE FTFTII GIFT.\\n1. One of the difficult questions in regard to\\nthis Gift pertains to its adaptation to the child\\nAugust Koehler, who had great insight into the\\npractical side of the Gifts, and was a very suc-\\ncessful trainer of kinder ofardners, says it ouoht\\nnot to be given before the fifth year, and ought\\nnot to be withdrawn before the eighth year\\n(see his Praxis I. 202). It would have, there-\\nfore, to pass out of the kindergarden into the\\nprimary grade, or connecting school. Koehler s\\nthought is that the Fifth Gift should be taught\\nthrough a period of three years. Goldammer\\nwould extend this period, making it four years,\\ntwo in the kindergarden, and two in the next\\ngrade.\\n2. It Avould be well to have a second size of\\nthis Gift a cubic foot has been sugoested.\\nThere is no doubt that the smaller pieces of this\\nGift in its present size make it difficult for chil-\\ndren to handle. If the division into eio^hths be\\nadded, the difficulty is increased. The claim is\\nmade that for group work the larger size is bet-\\nter. The child may also behold advantageously", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0157.jp2"}, "158": {"fulltext": "140 THE PSYCHOLOGY OF\\nthe foot linear, square, cubic as the foot be-\\ncomes the standard for all large measurements,\\nand the inch drops into the background. Then\\nthere is something in having the larger child\\nadvance to the larger blocks, with which he has\\nbeen before familiar in a smaller form. Pos-\\nsibly the one size could be used in the kin-\\ndergarden, and the other size in the advanced\\ngrade.\\nAlready we have had two diJfferent sizes of the\\nCube; this new size will give a third one, which\\nis a multiple of the other too thus the child has\\na new field of comparison as well as a fresh\\napplication of the unit of measure. Though the\\nmaterial be increased, the time employed upon\\nthis Gift can remain about the same.\\nWith the large size the fractional element,\\nwhich is the salient characteristic of the present\\nGift, becomes more striking to the mind of the\\nchild, more easy to be handled, and hence more\\neasy to be played with. That is, the most import-\\nant meaning of the Gift becomes more accessible\\nto the child, for whom it was intended.\\n3. When we come to the Gifts of Abstract\\nMagnitude, we shall find that the Fifth Gift has\\nfurnished the solid form from which the triangle\\nis taken. This triangle is the right isosceles\\ntablet.\\n4. This Gift, taken as whole, is capable of\\nbeino^ divided into halves, thirds, fourths, sixths,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0158.jp2"}, "159": {"fulltext": "FBOEBEU S PL A Y GIFTS.\u00e2\u0080\u0094 THE FIFTH. 141\\nand even twelfths. Thus division become visible\\nto the child in play. By the same means multi-\\nplication can be shown. But it is not the pur-\\npose of this book to 2^0 into the manipulation of\\nthe present Gift or of other Gifts so we may\\npass to the next.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0159.jp2"}, "160": {"fulltext": "142 THE PSYCHOLOGY OF\\nSIXTH GIFT.\\nThe three-incli Cube is ao^ain taken as the\\nstarting-point, which fact connects the present\\nwith the precednig Gift at the beginning, while\\nthe cubical form unites it with the whole series\\nof Building Gifts. The primary division of the\\nCube is into 27 oblong Bricks (parallelopipeds),\\nwhich fact carries the present Gift back to the\\nFourth Gift in a strong bond of connection.\\nYet the number of pieces is the same as in the\\nFifth Gift, and a Brick, though so different in\\nform, is equal in size to a one-inch Cube, being\\nV27 of the large Cube. So the Brick can also be\\nthe unit of measure. And the same fractional\\nrelations exist between the Sixth and the Fourth,\\nas we noticed existing between the Fifth and the\\nThird (1/3, 1/9, 1/27 and I/2, i/4, i/s). Still the\\nunit of measure must remain the cubic inch, for\\nit is easily adjustable to all solid shapes on account\\nof its equal dimensions, while the Brick, Avith all\\nthree of its dimensions unequal, would be a very\\nintractable unit of measure. So the Cube of the\\nFifth Gift and the Brick of the Sixth Gift are\\nthe same in contents, but diverse in form.\\nThe Sixth Gift has also a secondary division", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0160.jp2"}, "161": {"fulltext": "FEOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE SIXTH. 143\\n(like the Fifth) but in a very different way.\\nSix Bricks are halved transversely, making twelve\\nsquare plinths, and three are halved longitudi-\\nnally, making six square columns or pillars. Such\\na division is not diagonal, or of the angle (as in\\nthe Fifth Gift) but diaplagial, of the side or\\nedge.\\nThe result of the two divisions just described\\nwill give the following forms for the Sixth Gift\\n18 Bricks undivided 18 Bricks.\\n6 Bricks halved crosswise .12 Plinths.\\n3 Bricks halved lengthwise Pillars.\\nThus we have 36 pieces all told. AVe may\\nnext consider the various differences, which have\\nbeen introduced into this Gift by the divisions\\njust described. In the first place, the derived\\nforms are totally unlike the Avhole Gift, as we\\nalso saw in the Fourth. In the second place, the\\nderived forms differ from one another in part,\\nand in part are like one another, as in the Fifth\\nGift. Here we may employ the same image we\\ndid there, an image taken from the domestic\\nrelation. We observe three sets of descendants\\nfrom the ancestral Cube. First, there are the\\nimmediate children of the parent, the Bricks,\\nunlike him both in form and size; secondly,\\nthen come the grandchildren in two different\\nbreeds, and both of them unlike their parents or\\ntheir grandparent. The fact is, there seems to", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0161.jp2"}, "162": {"fulltext": "144 THE PSYCHOLOGY OF\\nbe in this Gift a tendency in the descendants to\\nshun any kinship with their progenitors, the\\nchildren disown their ancestry, disclaiming to\\nlook like their fathers. What is the matter?\\nSome trouble in the family, or an increase of\\nfreedom? It may be said, however, that this\\ndifference between parents and children has been\\ngrowing ever since the Third Gift, in whose\\nhappy domestic circle everybody was like every-\\nbody else in looks.\\nIn the third place, we must consider the di:ffer-\\nences within the form itself di:fferences of\\ndimension. The brick is herein the opposite\\nof the Cube, having a different length, breadth,\\nand height, not one dimension of it alike. But\\nthe Plinth and the Pillar have each two dimensions\\nalike and one different the Phnth has lensfth and\\nbreadth the same but not height the PiUar has\\nbreadth and height the same, but not length.\\nThus in the Sixth Gift the three sets of descend-\\nants have each in its way a difference in its own\\nform; we may call it a rise in individuahty.\\nHence the Sixth Gift shows greater independence\\nin its members than the Fifth Gift, or any other\\nBuilding Gift. This fact we may set down as\\nprogress. For the homogeneous is becoming\\nmore and more heteroo^eneous in the or onanism of\\nthese Gifts, which statement indicates the upward\\nmovement of organic growth. Or, taking another\\nformula, the physical instead of the biological,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0162.jp2"}, "163": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE SIXTH. 145\\nwe may say that the process of these Gifts is\\nmore and more approaching the process of the\\nEgo, which is really their creative prototype as\\nwell as their end.\\nIf we now seek out and emphasize the dis-\\ntinctive thing in the present Gift, we shall find it\\nin the secondary division of the Brick, the di-\\nvision into Pillar and Plinth. The latter are new\\nforms which re-inf orce strongly the architectural\\nelement in these Building Gifts. Previously we\\nhad inclosure, the wall, which is a product of the\\nFourth Gift specially with its Bricks but now\\nwe have that which holds up the ceiling or roof\\nof the inclosed space, and leaves the room within\\nsubstantially free. For in this Gift a Pillar can\\ntake the place of a wall, as far as supporting the\\ncover overhead is concerned, and wide entrances,\\ncolonnades, open spaces are possible under roof.\\nThe architectural suggestion comes out strongly,\\nas we may note by the following forms with their\\nmeaning:\\n1 The Pillar which supports what is above and\\ndoes not inclose, its idea and purpose being that\\nof support.\\n2. The Plinth, placed under the Pillar as a\\nstrong broad foundation resting upon the earth.\\n3. The Cross-beam, or architrave, that which\\nis supported by the Pillar. It may be the Brick\\nlaid upon its narrow edge and reposing on two Pil-\\nlars, with an open entrance below. Or the Cross-\\n10", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0163.jp2"}, "164": {"fulltext": "146 THE PSYCHOLOGY OP\\nbeam may be another Pillar laid horizontally\\nupon the two perpendicular Pillars and connect-\\ning them. This typical form repeated will pro-\\nduce the edifice with its two constructive elements,\\nthe supporting and the supported.\\nMoreover, this architecture will suggest the\\nGreek, with its severe simplicity, with its recti-\\nlineal and rectangular forms. Yet not quite\\nGreek, as the round column is wanting; still\\nhere is the square column (Pillar), and we may\\nsecretly feel its struggle for, or its longing after\\nrotundity, which must soon come.\\nThe division lengthwise and crosswise which is\\nthe central fact of the present Gift is found in\\nall structure. Every architectural fagade has\\nsuch a division when carefully analyzed. The\\nhuman shape has such a division in its median\\nline and in its two sides, or bilateralness, the\\nlatter being indicated most completely in the two\\narms extended. The great works of literature\\nare architectonic, and are to be studied in their\\nstructural divisions. Shakespeare s plays are\\nbuilt on lines runnino: leno^thwise and crosswise,\\nAvhich reveal the grand masses and proportions of\\nhis work. So the temple, the church, the artistic\\nproduct the cross itself is primarily a rude but\\nfundamental image of man s own tabernacle, his\\nbody.\\nThe student may now see why the Sixth Gift\\nis so dominantly architectural with its three", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0164.jp2"}, "165": {"fulltext": "PROEBEVS PLAY GIFTS.~THE SIXTH. 147\\nforms, ill contrast with tlie Fifth Gift, which\\nlends itself better to the symnietrical figures of a\\ngeometric pattern, and hence leans more to orna-\\nmental than to constructive work. The Fifth\\nGift is chiefly for decorating the Sixth Gift.\\nOut of the one we can make an inclosure, but out\\nof the other we can build a house. It is a char-\\nacteristic of the Fifth Gift that it has the shape\\nof a roof in one of its blocks, and so has a place\\nin building.\\no\\nWe are incUned to suggest a new division\\nin this Gift. The pillar may be divided cross-\\nwise into two half pillars, and these again divided\\ninto two smaller Cubes, one-fourth of the size of\\nthe pillar. Undoubtedly there comes the diffi-\\nculty of handling these little pieces on the part\\nof the child. Still we have to think that the\\nSixth Gift reaches its true conclusion only in this\\nway.\\nFor thus we behold, after all the division and\\nseparation in these four Building Gifts, the\\nreturn to the starting point, the Cube. They\\nform a cycle of derivation, in whose chain the last\\nlink reaches around and connects with the first.\\nThe Cube after quite a line of derived shapes,\\nreproduces itself, and therein has its analogy to\\nthe vegetable process in the seed, which also\\nseparates within itself, and after going through\\nmany forms of growth, comes back to itself\\nthe seed reproducing the seed. Thus the circular", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0165.jp2"}, "166": {"fulltext": "148 THE PSYCHOLOGY OF\\nmovement of the rectilineal Gifts rounds itself\\nout to completion, and in a way suggests the\\nnext series, the curviHneal.\\nWe shall see later that Froebel in his Eighth\\nGift (which was also a Brick Gift), may have in-\\ntroduced this division, and so made the return to\\nthe Cube, the original genetic shape, which re-\\nturn is now wanting in the Sixth Gift. Of course,\\nnothing of the sort is known. But we can easily\\nmake the return through the Sixth Gift and thus\\ncomplete psychically this rectilineal series.\\nAnd here we shall offer a suggestion corre-\\nsponding to the one in the Fifth Gift let us\\nhave two sizes of the Sixth Gift, one small and\\none large. The cubic foot will be best adapted\\nfor the larsfe size. Then the small Cube will be\\ntwo inches square; that is, it will be just the\\nsame in form and size as the two-inch Cube of\\nthe Third Gift, with which the rectilineal series\\nstarted. The kindersrardner will call the atten-\\ntion of the child to this fact, taking out the Third\\nGift, and he will at once make the nexus between\\nend and beginning. Then she can show him the\\nwhole hne of derivation running through these\\nBuilding Gifts, whereby he will get his most\\nvaluable lesson, that of inner genetic connection\\nin the great order of things.\\nThe advantao^es of a laro-e-sized Gift have\\nalready been touched upon: the value of the\\ncubic foot as a measure to which the eye ought", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0166.jp2"}, "167": {"fulltext": "FBOEBEUS PLAY GIFTS\u00e2\u0080\u0094 TEE SIXTH. 149\\nto be trained in social combination for building\\nor in the so-called group-work of children the\\nlarger size is doubtless better then the larger\\nchild feels the inner correspondence when he\\ndeals with laro^er thino^s. The arofument cited\\nfrom the physiological psychologists who affirm\\nthe later development of the small muscles and\\nhence insist upon the necessity of larger blocks\\nthan the usual ones, may be here omitted as of\\ndoubtful application. The chief ground is the\\neducative one, which rests upon the psychical\\nmovement unfolded in the Building Gifts, and\\nincorporated in them to the vision of the child,\\nwho is to play his inner self outwards in playing\\nthe process which moves through and holds\\ntogether these blocks.\\nThus the Sixth Gift, if the preceding division\\nbe carried out, will not only complete itself, but\\nin the same manner will complete the entire\\nrectilineal series. In the final Cube, the Sixth\\nGift comes back to its own beginning, which is\\nthe beginning of the Third Gift, this being the\\nstarting-point of the series. The Sixth Gift as\\nthe last stage, has to bring out this element of\\nreturn both within itself and within the totality of\\nBuilding Gifts, of which it is a member.\\nIn this way we catch a view of the entire\\nsweep of the present series in its inner, psychi-\\ncal process. The first stage is the Third Gift,\\nwhich is simple derivation by means of division,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0167.jp2"}, "168": {"fulltext": "150 THE PSYCHOLOGY OF\\nwhich, however, produces no di:fference of form.\\nThe second stage introduces difference of form\\nin a number of ways, which are seen in the\\nFourth and Fifth Gifts, with their quadrangular\\nand triangular shapes. Thus difference passes\\nfrom size into form. The third step is the Sixth\\nGift, which, producing the plinth and the pillar\\n(as vertical) and the cross-beam (as horizontal)\\nreturns into its origin in the final division,\\nreturns into the beginning of the series, which is\\nthe Cube.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0168.jp2"}, "169": {"fulltext": "FROEBEL S PLAY GIFTS.\u00e2\u0080\u0094 TEE SIXTH. 151\\nOBSERVATIONS ON THE PRECEDING GIFTS.\\n1. They can be combined in many suggestive\\nways. One of the most fruitful is that of\\nco-operation in building. Several little hands\\ncan be employed in rearing one structure, which\\nmay be made of the materials of one Gift or\\nmore. Thus the social principle is cultivated.\\nA higher form of associated play is when the\\nchildren unite and build the tow^n with its public\\nbuildings courthouse, church, market-place,\\npublic square surrounded by edifices. Then the\\nprivate houses are gathered around this center,\\nwiiere are the mentioned institutional buildings,\\nand among them the schoolhouse. A little\\nsociety of children is thus building the home of\\na society, repeating in small what their fathers\\nhave done before them and anticipating in play\\nwhat they are to do hereafter themselves.\\n2. The child is also to have his practice in free\\nbuildino^. When he has learned the use of the\\nblocks and acquired certain forms of construction,\\nhe may be at times left free to carry out his own\\nplans in his own w^ay. But it is a great educative\\nmistake to expect him to build at once. Let\\nhim handle the blocks and play with them a httle", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0169.jp2"}, "170": {"fulltext": "152 THE PSYCHOLOGY OF\\nat the start, till he makes their outside acquaint-\\nance. Then must come ordered building which\\nhas to be prescribed in the beginning, and has to\\nbe continued till he makes the inside acquaintance\\nwith his constructive materials. To ask the\\nchild to use at once these o^eometric forms in\\nbuilding, is to ask him to do on the spot what it\\nhas taken his race thousands of years to accom-\\nplish. He will soon grow weary of the blocks,\\nbecause he has in his mind no structural content\\nby which to order them; they are a chaos just as\\nhe is a chaos. But when he has acquired a\\ncertain constructive mastery of his material,\\nwhen he has, so to speak, learned his trade, then\\nhe can build almost any kind of a home, and will\\nbusy himself for hours in making plans and\\ncarrying them out.\\nThe truth is, when the blocks are given him\\nwithout any previous constructive training, and\\nhe is allowed to build with them, that is not free\\nbuilding at all, for he has no choice between\\ncaprice and order. He has to follow his caprice,\\nsince he has learned no order. He cannot exer-\\ncise his inventive genius (as some say), because\\nhe has no true knowledge of the material with\\nwhich he deals. He cannot realize his native\\nbent unless he have some outer mastery of the\\nthing which he is going to inform with him-\\nseK. Free building can only come after he\\nhas learned something of the inner nature of his", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0170.jp2"}, "171": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE SIXTH. 153\\nblocks. An architect cannot express himself in\\nhis art till he knows how to manipulate its forms.\\nSo there should be free building, but in the\\nright place and at the right time. Nay, there\\nshould be free association in buildins^ among the\\nchildren of the kindergarden, when they reach\\nthe fitting age and have had the proper expe-\\nrience. If left to themselves children show a\\ntendency to free association boys will associate\\ntogether for the purpose of building a cave in the\\nhill, or a dam over the brook. On the whole, the\\nlarger blocks seem best adapted for such asso-\\nciative plays.\\n3. It is sometimes objected that the Building\\nGifts have too much mathematics. Undoubtedly\\nthey do show form and number, or geometry\\nand arithmetic, giving the primary concepts of\\nthe latter. But this is really their great educa-\\ntive value. The first rise of the child out of the\\nsensuous world into that of mind is through the\\nquantitative process. When he can say of two\\nobjects that they are of the same size but of a\\ndifferent form, or that they are of the same form\\nbut of a different size, he has begun to compare,\\norder, and measure the material universe. When\\nhe can count one, two, three, he has begun to\\nmake an abstraction from the whole sensuous\\nworld, and name the act as ideal or mental. All\\nscholastic discipline begins with mathematics,\\nwhich word means (in Greek) primarily things", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0171.jp2"}, "172": {"fulltext": "154 TEE PSYCHOLOGY OF\\nlearned as distinct from other things given by\\nthe senses.\\nIn this connection we have always to recall\\nancient Pythagoras, probably the father of peda-\\ngogy and the first actual schoolmaster in the\\nOccident, with his love of mathematics geome-\\ntry and arithmetic and the divine meaning\\nwhich he put into this science. What the old\\nGreek did for grown-up children 2500 years ago,\\nFroebel is doing for little children now. So far\\nindeed do we seem to have progressed.\\nIt may also be well to note here that the\\nthought of Pythagoras is the infantile thought\\nof the race in its first attempts to conceive the\\nessence of things. Says Aristotle (Met. I. 5):\\nThe fundamental idea of Pythagoras is that\\nnumber is the essence of all things, and that the\\nuniverse is organized in its manifold determina-\\ntions by a system of numbers and their rela-\\ntions. Such is the beginning of thinking,\\nwhich seeks to account for the sensible universe\\nby a supersensible principle, here the mathemati-\\ncal. The school still holds to this curriculum of\\nold Pythagoras, and the school-boy of to-day\\ngets his first lessons in abstract thought by\\nmeans of numbers. For arithmetic is not only\\nuseful in commerce, but its deepest value lies in\\nits being the primary discipline in human culture.\\nMoreover, one of the ten pairs of opposites\\nwhich Pythagoras (or the Pythagoreans) adopted", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0172.jp2"}, "173": {"fulltext": "FBOEBEUS FLAY GIFTS. -THE SIXTH. 155\\nas embracing all things was just the two geomet-\\nric forms which Froebel has employed in these\\nfour Gifts, namely the cube and the oblong. It\\nis strange how this oldest educator, starting to\\ntrain the infantile race, is re-incarnated in the\\nnewest educator, starting to train the infant of\\nthe present time. Truly the race-soul and the\\nchild-soul have been unfolded and are to be\\nunfolded on the same lines. To each form, the\\ncube and the oblong, Froebel devoted two Gifts,\\nand he intended to devote one more Gift to each\\n(the Seventh and the Eighth). So the ancient\\nGreek educator and the modern German educator\\njoin hands across the chasm of centuries, both of\\nthem trainers of the infantile spirit by similar\\nmethods.\\nWhile we are dealing with this subject, we may\\nexpand a little another allusion in the preceding\\nremarks, that concerning opposites or contraries.\\nNothing is better knoAvn in Froebel than his law of\\nopposites and their reconciKation. The thought\\nis old Greek, we may say, infantile Greek. We\\ncatch the first note of it in Anaximander of\\nMiletus (570-520, B. C.), who had pairs of\\nphysical contraries, as Heat and Cold, Moist and\\nDry, etc. Pythagoras had among his ten pairs,\\nphysical, mathematical, and ethical opposites,\\nculminating in the opposition of Good and Evil.\\nHeraclitus emplo^^ed the same thought in his\\nphilosophy, and it reappears in Plato. In fact,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0173.jp2"}, "174": {"fulltext": "156 THE PSYCHOLOGY OF\\nAristotle, the chief voucher for these early Greek\\nthinkers, says (Met. III. 2) that they nearly\\nall agree that the essence and the reality of\\nthings are made up of opposites, and that the\\nchief doctrine which you can extract from them\\nis that the beginnings of existence are in\\ncontraries-\\nWe hold that it was Froebel s greatness as\\nwell his power that in his most mature work he\\nwas still an infant, that he as a man remained a\\nchild and never put away childish things,\\nnamely, the playthings of children, which he\\ntransformed into the first means of human de-\\nvelopment. Thus he could and did bridge the\\nabyss between the race-soul and the child-soul,\\nopening the spiritual treasure-house of mankind\\nto the little ones, who can now enter there\\nthrough the simplest and most immediate act of\\ntheir nature, through play.\\nStill Froebel s thought is, in essence, infantile,\\nand is seen to be so through its correspondence\\nto the infantile thought of the race when phi-\\nlosophy began to bud in that old Greek epoch.\\nOn many sides it has the characteristics of\\ninfancy, nay, it has to be so in order to perform\\nits functions in the world. Whereof a good\\nexample is found in Froebel s law of opposites,\\nwhich really belongs to the first stage of philo-\\nsophic thinking, to the childhood of philosophy.\\n4. We can trace certain architectural elements", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0174.jp2"}, "175": {"fulltext": "FR0EBEU8 PLAY GIFTS.\u00e2\u0080\u0094 THE SIXTH. 157\\npresented in a kind of structural succession in\\nthese four Building Gifts.\\nThe Third Gift shows the primary form of the\\nbody of the house (without the sloping roof),\\nwhich is cubical or cuboidal. The same material\\nwill inclose more space in the shape of a square\\n(or Cube) than in any other form. This fact\\ncan easily be shown with the Bricks of the\\nFourth Gift. Then the division of the Cube in\\nthe Third Gift is a sort of archetype of the divis-\\nion into rooms of the two-story dwelling-house\\nof man. So the Third Gift is a minute fore-\\nshadowing of man organizing his home, and\\nadvancinoj from a one-roomed hut to an\\neight-roomed abode.\\nThe Fourth Gift suggests the inclosure of the\\nbuilding its wall made of oblong stones, bricks,\\nor pieces of wood. And the form of the house\\nwill pass from the square to the oblong or paral-\\nlelogram, as having more beauty, or as being a\\nmore adequate representative of the Ego, since\\nthis form has difference within itself, the three\\ndimensions being different. Still the Cube is the\\nmore immediate, utilitarian figure, since it holds\\nmore room in the same quantity of material than\\nany other figure. The most perfect structure in\\nthe world, the Greek temple, presents to the\\nvision almost everywhere the parallelogram.\\nThe Fifth Gift adds triangularity to the build-\\ning principle, and is most prominently seen in", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0175.jp2"}, "176": {"fulltext": "158 THE PSYCHOLOGY OF\\nthe roof with its gable. In the Greek temples\\nthe triangle is distinctively the pediment, the\\nchief place for sculpturesque figures, which indi-\\ncate the transition from the architectural or\\ngeometric forms to the plastic. By its shape the\\ntriangle suggests a rise, culmination, and end;\\nthus the artistic eye of the ancient Greek took it\\nas the hintful frame of a dramatic action repre-\\nsented in statuary.\\nThe Sixth Gift adds the post and the beam in\\none shape, or the pillar and the architrave, as\\nwell as the plinth under the pillar as a foundation.\\nThis is, accordingly, the architectural Gift above\\nall others it shows the inclosure in its Bricks and\\nthe entrance into the inclosure, guarded and\\nsurrounded by the pillar and beam; the door\\nand the window can now be inserted in the wall\\nwith their own forms.\\nThus the Building Gifts may be made to reveal\\nthe evolution of the house of man till it rises into\\nthe temple of his God.\\n5. Froebel himself has, in an oft-cited passage,\\npointed out the analogy of the Second (or Origi-\\nnative) Gift with its Ball, Cube, and Cylinder, to\\nthe column of Greek architecture with its base\\n(Cube), its shaft (Cylinder), and its capital\\n(Ball or head). So the Second Gift, too, in its\\nway shows its architectural kinship, though its\\nthree parts, superposed in the right order, have\\nalso a remarkable resemblance to the human", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0176.jp2"}, "177": {"fulltext": "FROEBEVS PLAY GIFTS\u00e2\u0080\u0094 THE SIXTH. 159\\nform. Indeed, the Greek column suggests the\\nsame resembhmce, being a statuesque burden-\\nbearer of the architrave above. The chissic\\nbent is pronounced throughout all these Build-\\ning Gifts.\\nIt should be borne in mind that Froebel at one\\nperiod of his life devoted himself to architecture,\\nintending to make it his profession. Already at\\nthe University of Jena it was one of his courses.\\nHe went to Frankfort for the purpose of study-\\ning it further, when he was persuaded to give it\\nup for the vocation of the teacher by Dr. Gruner.\\nThis was in 1805. Thus for six years or more\\nhe had in mind an architectural calling, and he\\ncarried his interest in building over into his school.\\nMoreover Froebel lived in the time of what may\\nbe called the Greco-German Renascence of the\\npresent century, whose greatest exponent was the\\npoet Goethe. The study of Greek antiquity had a\\nnew birth in quite every department of ancient art\\nand culture. Architecture shared in the awaking,\\nand its chief representative was Schinkel, whose\\nworks were starting in Berlin during Froebel s\\nstay in that city. Stuart and Revett had gone to\\nAthens in the latter part of the preceding cen-\\ntury, had drawn and measured the Parthenon\\nand the Greek temples. The results of their\\nlabors began after some years to appear in a\\ngreat revival of the classic style of architecture,\\nespecially in Germany.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0177.jp2"}, "178": {"fulltext": "160 THE PSYCHOLOGY OF\\nIn the midst of this revival Froebel lived and\\nat one time thought of becoming an architect.\\nWe may well see in these Gifts a tendency of the\\ntime, as well as an individual bent, since they\\nlend themselves predominantly to classic forms,\\nwhich are mainly rectilineal. It is a curious fact\\nthat a window which Froebel calls Gothic (repro-\\nduced in Seidel s edition of Froebel s writings,\\nII., p. 263) is not Gothic at all, but Greco-\\nEoman, having in it no sign of a curve.\\nWhen Froebel passed through Southern Ger-\\nmany on his way to and from Switzerland in\\nthe Thirties, he must have again felt the breath\\nof the classic revival, which at that time dom-\\ninated the Bavarian capital under the direc-\\ntion of the architect Leo Yon Klenze, who\\nreproduced there the Propylaea of the Athenian\\nAcropolis, and other classic structures. In those\\ndays a Bavarian prince, Otho, had been called to\\nreign over the new Hellenic nation, which had\\nalso a new birth after hundreds of years of\\nenslavement. The Teuton had wooed and mar-\\nried the Greek, symbolized by the poet Goethe\\nduring this epoch in the Second Part of his\\ngreatest poem by the marriage of Faust and\\nHelen. Froebel, too, participated in the spirit\\nof the time, which his genius impelled him to\\nintroduce into education, yes, into the education\\nof the little child playing with building blocks.\\nAs the two world-educators, Froebel and Pytha-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0178.jp2"}, "179": {"fulltext": "J\\nFBOEBEUS PLAY GIFTS. 161\\ngoras, the modern German and the ancient\\nGreek, seem to be shaking hands across the\\nabysm of time, so the two world-poets, Goethe\\nand Homer, the first and last of their exalted\\ndegree, reveal their brotherhood in many a\\nkindred touch of myth and song, notably in the\\ntale of Helen. Yet how different are these two\\nmodern men, the educator and the poet, both\\ncontemporaries, both sprung of the same people,\\nboth the sons of the same mighty spiritual\\nmovement of the age The one of lofty station,\\nconscious, purposeful, the master of all culture,\\nintendino^ throuo^h his art to reincarnate his elder\\nGreek brother that was the poet. The other\\nof humble life, unconscious, instinctively repro-\\nducing the soul of the race like a child for the\\nchild that was the educator.\\nFvoebeVs Seventh and Eighth Gifts. These\\nare not the present Seventh and Eighth Gifts of\\nthe kindergarden (tablets and sticks), but Gifts\\nwhich Froebel had thought upon and numbered,\\nyet never completed. The Seventh Gift was to\\nbe a continuation of the Third and Fifth, starting\\nfrom a new division of the Cube into sixty-four\\npieces. The Eighth Gift was to be a continua-\\ntion of the Fourth and Sixth Gifts, starting\\nfrom a new division of the Cube into Bricks.\\nThus the two additional Gifts belong to the\\nrectilinear series of Concrete Magnitudes as far\\n11", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0179.jp2"}, "180": {"fulltext": "162 THE PSYCHOLOGY OF\\nas known, they make no transition into the\\ncurvilineal. Somehow Froebel s spirit was caught\\nin those geometric right lines and could not\\nextricate itself.\\nWe also note how Froebel (at the time of the\\nEpistolavy Statement^ from which these facts are\\ndrawn) conceived his solid Gifts. He indicates\\nfour series\\nFirst series is the Ball, or the First Grift in its\\nmanifold application.\\nSecond series is the Ball, Cube, and Cylinder,\\nor the Second Gift.\\nThird series is made up of the cubical Gifts\\nThird, Fifth, Seventh.\\nFourth series takes the Brick as the starting-\\npoint of three Gifts Fourth, Sixth, Eighth.\\nThe idea of the series (Heihe) will be taken\\nup by Froebel and applied to the tablets which\\nfollow the solid Gifts.\\nIn this account there seems to hover before\\nFroebel s mind, though rather indistinctly, three\\nkinds of division which he applies to his Gifts\\ngenerally. They separate, first, into large sec-\\ntions (sometimes he calls each of these a play-\\nwhole, Spielganzes) then these sections he\\nsub-divides into series; finally each of these\\nseries is composed of a certain number of play-\\ngifts. The play-gift is the unit of the system.\\nSuch was Froebel s most complete attempt to\\noro^anize the ever-accumulatins^ materials of his", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0180.jp2"}, "181": {"fulltext": "FBOEBEL S PLAT GIFTS. 163\\nGifts. The document from which the above is\\ntaken bears no date in Lange s edition (a grave\\noversight on the part of Lange), but probably\\nbelongs somewhere in the middle of the Forties.\\n(See the document in Lange II. s. 559. Trans-\\nlated by Miss Jarvis^ Education by Develop-\\nment, p. 306.)\\nStill Froebel does not unfold these divisions\\ninto anything like a complete system, nor does he\\ngive grounds for his distinctions, at least not with\\nany degree of fullness. It is manifest, however,\\nthat he intended a triple set of Gifts for each of\\nthe forms, the Cube and the Brick. We may\\nalso suppose that there hovered before his\\nmind a threefold movement in each case.\\nIt must be confessed, however, that the Seventh\\nand Eighth Gifts, as above conceived, lie outside\\nof the kindergarden. Even the Fifth and the\\nSixth Gifts cannot be finished in the kinder-\\ngarden, but must be carried over into the primarj^\\ngrades, according to the opinion of the best\\nkindergardners.\\nWe can see that the first set of two Gifts\\n(Third and Fourth) take up the Cube and the\\nBrick in the simple or primary division, and thus\\nshow an immediate stage then comes the second\\nset of the same forms (Fifth and Sixth Gifts)\\nwhich introduce a secondary and more complex\\ndivision, calhng forth many new combinations;\\nfinally is the third set of the same forms (the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0181.jp2"}, "182": {"fulltext": "164 THE PSYCHOLOGY OF\\nprojected Seventh and Eighth Gifts) which gave\\nstill more complicated geometrical figures, and\\nprobably introduced crystallization.\\nIn the above cited document Froebel gives a\\nfew hints concerning his Seventh Gift, but dis-\\nmisses curtly his Eighth Gift. In the latter\\nGuillaume has conjectured that there must have\\nbeen a diagonal division of the Brick in order to\\nget the right scalene triangle of the tablets. We\\nwould also like to hazard the suggestion that the\\nEighth Gift ended in a division which produced\\nthe Cube, and thus brought about a return to the\\nbeginning of the series. Of course there is no\\npositive ground for any such conjecture, and this\\nreturn can also be made from the present Sixth\\nGift, as we have already indicated in treating of\\nthe same.\\nAs supplementary to the preceding view of\\nFroebel, we may introduce some statements from\\nanother document of his, the letter to Emma\\nBothmann, dated May 25th, 1852 {Lange, II.\\n509; Jarvis^ II. 283), written not long before\\nhis death. Here he unfolds his use of the four-\\nteen solids or ci^ystal forms, deducing them from\\nthe Cube of the Second Gift. But these he will\\nemploy not so much in the kindergarden as in the\\nconnecting class, which is the bridge over the\\ngrand chasm between the kindergarden and the\\nprimary grades of the school proper which is\\nstill a problem.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0182.jp2"}, "183": {"fulltext": "FB0EBEU8 PLAY GIFTS. 165\\nNow it becomes manifest in comparison that\\nthe Seventh Gift of the previous (undated) letter\\nhas become the fourteen Solids of the present\\n(dated) letter. In each case Froebel goes back\\nto the Cube and develops his forms out of it, so\\nthat these (polyhedrons of various kinds, octo-\\nhedrons, dodecahedrons) seem to spring from the\\nCube as from their creative germ. It is true that\\nthe manner of derivation appears somewhat dif-\\nferent in each case, though the procedure of the\\nSeventh Gift is not distinctly told in any detail.\\nWe may conclude from a comparison of these\\ntwo letters of Froebel, which are several years\\napart, that he abandoned the Seventh Gift as a\\npart of the kindergarden course, and transferred\\nit Avith some changes doubtless, into the con-\\nnecting class, where it appears in his last\\nword upon the subject. Kohler thinks that\\nthese fourteen solids have still a future in the\\nPublic School; this may be so, but a discus-\\nsion of the subject lies outside the horizon of the\\npresent book. It is important, however, for the\\nstudent to keep in mind the difference in time as\\nwell as in development of Froebel s thought\\nbetween the two above mentioned documents, as\\nGuillaume has somewhat confused them in the\\nonly presentation (see his statement in Barnard s\\nvolume on Kindergarden and Child Culture)\\nwhich has been hitherto accessible to the Eno^lish-\\nspeaking world.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0183.jp2"}, "184": {"fulltext": "166 THE PSYCHOLOGY OF\\nIn this connection we may cite a passage in\\nwhich Froebel speaks of his work, taken from\\nthe Baroness Marenholtz von Billow s Erinner-\\nungen an F. Froebel, s. 149 Their simplicity\\nalone makes the Building Gifts adapted to the\\ninstruction of children. I myself once intended to\\ncontinue the regular (^gesetzUch) division of them\\nstill further, but I had to recognize this as a mis-\\ntake. Further division makes the regular pro-\\ncedure impossible (see the passage in Mrs.\\nMann s translation of the Reminiscences of\\nFroebel, p. 230).\\nThis open confession of a mistake which Froe-\\nbel here makes, refers, in our opinion, to the\\nSeventh and Eighth Gifts. Spoken in connec-\\ntion with the Building Gifts, it indicates the\\nchange in Froebel s mind, which we have above\\nindicated. The date suggests the same fact, as\\nthe reported conversation took place in 1851, the\\nyear before Froebel s death.\\nWe shall continue the citation of the above\\npassage, as it contains some of Froebel s latest\\nideas about the Building Gifts For further\\ndiversification of material we can use too-ether the\\nfour Building Gifts. TJte straight line must be\\nstill retained iyi the division. The older pupils\\ncan diversify the material according to their\\nneeds by their own invention, though this ceases\\nto be a methodical means of instruction.\\nThus Froebel had the conception of free build-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0184.jp2"}, "185": {"fulltext": "FBOEBEVS PLAY GIFTS. 167\\ning, which is claimed for these times of om s.\\nYet it was to come after instruction or prescribed\\nbuilding, not before \\\\vhich is the right way.\\nBut how tenaciously he clings to his straight line\\nStill more from the same passage: It is,\\nhowever, permissible to offer to the more\\nadvanced pupil building-blocks which represent\\nthe different styles of architecture of peoples and\\nof ages, but that does not belong in my kinder-\\ngarden, which can only use Avhat is elementary.\\nTo our mind this last expression is but another\\nindication how completely even simple curvilineal\\nforms lay outside of Froebel s horizon. The\\nBall and Cylinder were quite enough for him in\\nthe matter of curves.\\nStill we must note with interest that he refused\\nto crystallographize his kindergarden through the\\nSeventh and Eighth Gifts, and of his own accord\\nleft them out of his system, acknowledging his\\nmistake.\\nAgain the reflection is forced upon us that\\nFroebel s Gifts were not complete at the start,\\nbut were a great development extending through\\nmany years, especially of the later portion of his\\nlife and we must further see that they were not\\nleft in a state of completion by the author him-\\nself, who was unfolding them in various direc-\\ntions at the time of his death. Still the main\\nlines of his Gifts are laid down in all distinctness,\\nand are to be wrous^ht out to their true results", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0185.jp2"}, "186": {"fulltext": "168 THE PSYCHOLOGY OF\\nby those who wish to develop his system in accord\\nwith its spirit.\\nIn fact Froebel s entire life was a genetic\\ndevelopment from its beginning, and this inner\\nnature of himself he projected into his kinder-\\ngarden. His biography is to be conceived as\\ngenetic and thus it becomes the best commentary\\non his works. It is a great mistake to swallow\\neverj^thing that Froebel has written without ask-\\ning where the given statement belongs in his\\ndevelopment.\\nAnd now we proceed to outline briefly an\\naccount of that portion of Froebel s Gifts which\\nhe never completed and which he apparently was\\nunable to complete through force of nature, but\\nwhich the kinder oarden organism, unfoldino^ and\\nworking in his spirit, has to complete in the right\\nmovement of its growth.\\n2. Cwvilineal Seines. This corresponds to the\\nrectilineal series previously considered and is the\\nsecond head under the Gifts of Concrete Magni-\\ntude. It is the separative stage in contrast with\\nthe straight line which is the immediate going\\nforward of the point into the line, whereas\\nthe curve shows the line changing direction at\\nevery point. Thus the curvilineal introduces\\nseparation into the rectilineal at every possible\\nturn, yet this separative act is continuous in a\\nline. The result is curvature.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0186.jp2"}, "187": {"fulltext": "FBOEBEL S PLAY GIFTS. 169\\nStill further, the central point was one \\\\Yith\\nthe line in the rectilineal, but in the curvilineal it\\nbecomes separated and begins to take its own\\nindependent position. The curve projects its\\ncentral point, from which in reality it is\\ndetermined.\\nThus the central point is being separated and\\nbecoming explicit in the curve, while in the\\nstraight line it was in immediate, unseparated\\nunity with the line. Here we have a foreshad-\\nowino^ of two elements of Abstract Mao^nitude\\nPoint and Line while the rectilineal has only\\none of these elements the Line. In such\\nfashion we see the twofold nature of the present\\nsphere.\\nThis curve in its innermost nature is a return\\nout of the Cube (the derived) toward the Sphere\\n(the original). This going from the straight to\\nthe round is a deepening of the rectilineal toward\\nits source, a kind of a search for its genetic\\nfountain-head. But in such a movement the\\nrectilineal will pass through an infinitude of\\nshapes on its way, all sorts of many-sided figures\\nwith division moving more and more toward the\\ncurve. The active right line, as a thought, goes\\non and on, in a state of seeking yet never attain-\\ning it reaches out toward infinity, yet cannot get\\nback to itseK, and so be complete or self-\\nreturning.\\nBut when the rectilineal begins to break loose", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0187.jp2"}, "188": {"fulltext": "no THE PSYCHOLOGY OF\\nfrom itself and turn at every point, and also to\\nrequire an inner determining point, we see a\\ndouble separation, without and within, by which\\nit makes the transition to the curvilineal.\\nLanguage recalls and perpetuates the spiritual\\nanalogy between these two kinds of lines, which\\nare specially applicable to all sorts of conduct\\nand action. We may say that the right line\\nrepresents justice and the unswerving law the\\nright line is right {^rectum and recht^. The right\\nline means straightforwardness in English, recti-\\ntudo in Latin, Gerechtigheit in German. There\\ncan be no doubt that the rectihneal cultivates as\\nwell as expresses these elements of character in\\nthe human being. Hence it has its place in edu-\\ncation, and specially in the education of the\\nchild, who being at the start the possibihty of all\\nlines, must be straightened out, or put into a\\nstraio ht hne in the beo;innino of his career.\\nBut these very utterances about the rectilineal\\nas educative indicate its limitation, and there\\nrises the inner protest, and the demand for the\\nopposite. The curvilineal has yielding, concilia-\\ntion, forgiveness it has mercy, in contrast with\\nthe unbending justice of the rectilineal. The\\ncurve bends, relents, turns back, repents; it is\\nplacable. Achilles in his wrath was rectilineal\\nand in one point right in his reconciliation he\\nwas curvilineal, and in all points right. To be\\nsure, the bendinsf or curved element in man s", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0188.jp2"}, "189": {"fulltext": "FBOEBEVS PLAY GIFTS. 171\\nnature has its limitations also, sometimes he\\nmust not yield. Thus he must have both, the\\nrectihneal and the curvilineal, in harmony.\\nHuman speech has thus seized upon these two\\nkinds of hues to express conduct, especially\\nethical conduct. And as external objects, they\\nstill remain educative. In the Greek world\\nstoical morality Avas rectilineal, epicurean curvi-\\nlineal; both in the end were carried to excess.\\nThe Ethics of Kant are more rectilineal, often\\ntoo much so, the Ethics of Bentham more curvi-\\nlineal, often too nuich so. It may be said that\\nNorthern Europe, the Teutonic peoples, have in\\ngeneral a tendency toward the rectilineal in man-\\nners, art, literature, morals, and perchance relig-\\nion. On the other hand Southern Europe of to-\\nday, the Romanic peoples, have a decided leaning\\ntoward the curvihneal, which shows itself in their\\nouter behavior as well as in their spiritual produc-\\ntions. Froebel himself was distinguished for his\\ndirectness Gradheit, straightness and his spirit\\nwas more rectilineal than curvilineal. This in-\\nnate bent was cultivated by his study of\\ncrystallograplw, which shows nature in her\\nrectilineal mood, shooting into right lines, and\\nalso by his study of architecture, which in his\\ntime was mainly that of the Greco-Grerman\\nrenascence, and largely rectilineal. Of course\\nhis mathematical studies, surveying, geometry,\\netc., helped along in the same direction. Thus", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0189.jp2"}, "190": {"fulltext": "172 THE PSYCHOLOGY OF\\nwe may see why his Gifts are so dominantly\\nrectilineal.\\nAccordingly we hold that these two kinds of\\nlines, furnishing as they do the staple of human\\nspeech in regard to matters right and wrong,\\nand having their analogy not only to the moral\\nbut also to the intellectual nature of man, are\\ndeeply educative; nay they have helped to\\neducate the human race, and must still help to\\neducate the child, who has, in general, to travel\\nthe same road of discipline that his species has\\ntraveled. He gets the very basis of all moral\\ndistinctions in speech from the line, which dis-\\ntinctions are re-created by the child in play.\\nAnd now we have to grapple with the astonish-\\ning fact that Froebel has almost wholly omitted\\nfrom his Gifts the curvilineal, and put all his\\nstress upon the rectilineal. To such an omission\\nthere can be at last but one response the gap\\nmust be filled. The kindergarden world must\\nwork toward the completion of the kindergarden\\norganism, else it will stop growing, and that\\nmeans death. The main reasons why there\\nshould be a curvilineal series of Gifts in corre-\\nspondence with the rectilineal series, may be here\\ntouched upon.\\nIt is necessary for completeness of Deri-\\nvation. The Sphere and the Cylinder, though\\ngenetic in themselves and belonging to the origi-\\nnative (Second) Gift, have no representatives", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0190.jp2"}, "191": {"fulltext": "FB OEBEL S PL A Y GIFTS. 1 73\\namong the Building Gifts. Here lies an offense\\nagainst the very important maxim of Froebel\\nhimself, that all the material is to be used in con-\\nstruction and not left lying around in a loose way.\\nAs in a single Gift, so in the totality of Gifts,\\nno fragments should be left unutilized. More-\\nover, if one piece be barren, say the Cylinder,\\nthere is a denial of the very principle of genetic\\ndevelopment. The child himself will feel the\\ngap, and show a vague longing for completeness;\\nsometimes he will express it in a naive word.\\n(b.) It is necessary for symmetry in the total\\nsystem of Gifts. When we come to the Surfaces\\nand Lines in Abstract Magnitude, which must be\\nderived from forms of Concrete Magnitude, we\\nshall find curvilineal shapes in the tablets and in\\nthe rings; whence did they originate? We may\\nrefer them back to the Cylinder, but the inter-\\nvening stage has dropped out. This violates the\\nsymmetry of the Gifts.\\n(c.) It is necessary on artistic grounds, as we\\nshall see later. Art must have the curvilineal;\\narchitecture, the most rectilineal of all the Fine\\nArts, cannot do without the arch in any complete\\ndevelopment of itseK, and the arch is curvilineal.\\n(d.) It is necessary to ethical proportion in\\nthe human soul, as we have already set forth.\\nThere can be an excess of the rectilineal in the\\nconduct of life, though it certainly forms an\\nindispensable part thereof.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0191.jp2"}, "192": {"fulltext": "174 THE PSYCHOLOGY OF\\n(e.) It is necessary for scientific completeness,\\nsince geometry demands curves as well as right\\nlines, and certainly nature has both. Geometry,\\nin fact, starts with the rectilineal, and moves into\\nthe curvilineal by division of itself till it quite\\nreaches the Point. That movement Ave may\\nfollow in the unfolding of these Gifts.\\n(y.) But the main thing, the thing above all\\nother things is, that the curvilineal element is\\nnecessary for the educative completeness of\\nthe training of the child. This conclusion fol-\\nlows from the statements just made. Genetically\\nincomplete, artistically incomplete, morally in-\\ncomplete, scientifically incomplete are any\\nmore reasons needed for this new curvilineal\\nGift (or Gifts)?\\nSeveral questions now rise with emphasis\\nHow shall this rectilineal Gift be constructed?\\nOf what pieces shall it be composed? What\\nforms can be made of it when its pieces are va-\\nriously combined? Let it be said here that the\\nauthor of this book does not pretend to be able\\nto answer adequately these questions. The cur-\\nvilineal Gift or series remains to be constructed\\nby some skillful kindergardner who is able to\\nthink with the hand like Froebel himself. Such\\nability lies outside of the sphere of the present\\nwriter.\\nStill we may give a suggestion or two, which,\\nhowever, will have to be confirmed by practice.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0192.jp2"}, "193": {"fulltext": "FROE BEL S PLAY GIFTS. 175\\nThe main addition must be found in the arch,\\none of the basic principles of architecture. Here\\nwe may note three shapes which form a process\\ntogether, all of them derived from the Sphere or\\nmore directly from the Cylinder of the Second\\nGift.\\n(1.) The most immediate derivation from the\\nCylinder by division is when it is halved and\\nquartered lengthwise, with a cross section in the\\nmiddle. Thus the three planes are passed\\nthrough the C}dinder at right angles to one\\nanother as through the Sphere and the Cube. If\\nthe division into eighths be made (or modeled\\nin clay), these small slanting pieces will suggest\\nthe wedge-shaped stones of the arch, technically\\ncalled voussoirs.\\nSuch a division of the solid Cyhnder shows\\nthe arc, the half and quarter circle on the out-\\nside, or the convex principle of the curve. Next\\nin order, then, we are to see the concave princi-\\nple unfold out of the Cylinder. But this de-\\nmands a different division of the Cylinder, the\\nconcentric, or the Cylinder within the Cylinder,\\nwhich new shape (or shapes) will be divided by\\nthe three intersecting planes.\\n(2.) The result of this division which should\\nbe performed thrice concentrically, making three\\nhollow Cylinders, one within the other, will be\\nthe semi-circular arch of three sizes, and of two\\ndifferent lengths, or more, according to the cross", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0193.jp2"}, "194": {"fulltext": "176 THE PSYCHOLOGY OF\\ncuts. Also there will be the quarter arches, or\\neven the eighths.\\nThus we have the concave and the convex\\nprinciples of the curvilineal form, as it is seen\\noutside and inside. The hollowness or concavity\\nof the arch constitutes its great importance;\\nbeneath it flow rivers, while over it go roads,\\nheavy vehicles, trains, etc. The arch is perhaps\\nthe most useful of all building devices it will\\nspan a large space, and bear up under the heavi-\\nest burden if well made. The child should build\\nhis arch in the kinder o^ar den and learn somethino^\\nof its character, which is indeed suggestive.\\n(3.) There are many ways of uniting the pre-\\nceding forms. The convex and the concave forms\\nalongside of each other in succession produce the\\nundulatory series of curves, a line which is\\nrhythmic in its suggestion. Many decorative\\nfigures can be brought to light rosettes, bor-\\nders, trefoils, etc. Then these curvilineal forms,\\nconcave and convex, can be united with the\\nrectilineal in many a combination suggesting\\narchitecture, of which we shall speak later.\\nSo we would interweave into these Gifts as\\nwell as into the training of the child a curvilineal\\nelement to counterbalance the one-sided rectilin-\\neal element of the preceding four Gifts (Third to\\nSixth inclusive). Already the Cylinder of the\\nSecond Gift is such a union of the round and the\\nstraight, and the Greek column (soon to be men-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0194.jp2"}, "195": {"fulltext": "FBOEBEUS PLAY GIFTS. 177\\ntinned) shows the same union in a number of\\nways.\\nAt this point we must render homage to the\\nwork of Hermann Goldammer, who, of all the\\nsuccessors of Froebel, seems to have felt most\\nkeenly the above-mentioned defect in the Gifts,\\nand to have made the most earnest beginning\\ntoward its correction. Goldammer, in his Kinder-\\ngarden Manual Gifts p. HI) has given us the\\nresult of his labor in what he calls Gift 5 B,\\nwhich he adds as a kind of appendage to the\\nThird and Fifth Gifts. He also declares that he\\nhas tried to add a similar appendage to the Fourth\\nand Sixth Gifts, but that, after much effort, he\\nhas not succeeded to his own satisfaction.\\nWe think that Goldannner has made a very\\nsolid contribution to the Gifts in his work, but\\nit should be much extended. He has only one\\nkind of arch, whereas there should be at least\\nthree different sizes, for the sake of variety and\\ncontrast. Thus the child can have a large arch\\nand a small arch in his structures, one for his\\ndoor and one for his window, and still another\\none, whereby he can produce the effect of magni-\\ntude by means of the contrasting sizes. As\\nalready stated, these various kinds of arches can\\nbe derived from the concentric Cylinder. The\\narch, being the most important structural element\\nof the curvilineal, or, for that matter, of the\\nwhole building series, deserves to be quite fully\\n12", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0195.jp2"}, "196": {"fulltext": "178 THE PSYCHOLOGY OP\\ndeveloped for the child, even though the time of\\nthe straight-lined Gifts be somewhat shortened.\\nWe think, too, that it is a mistake on Gold-\\nammer s part to make the curvilineal forms a\\nmere appendage to the rectilineal Gifts We are\\ninclined to see in this the ground of his failure to\\nproceed in his task. At any rate, the curvilineal\\nprinciple should be co-equal with the rectilineal,\\nand still further, should be united with the same\\nin the total process of the Gifts of Concrete\\nMagnitude, of which it is the second stage.\\nThus the curved form becomes an integral part\\nof the entire movement, and not a tail tacked on\\nthe outside of something else.\\nStill we feel we must render due honor to\\nGoldammer, our predecessor in this suggested\\nimprovement, who actually constructed something\\nfor its furthering a merit to which Ave can lay\\nno claim.\\nThere are a few scattered hints in Froebel s\\nwritings, showing that he felt the need of this\\ncurvilineal element in his Gifts; still, when he\\nproposed adding two more, the Seventh and the\\nEighth, he again gave way to his rectilineal bent,\\nand fell back once more upon the Cube and the\\nBrick.\\n3. Unification of the two series. The curvilineal\\nelement cannot stay alone; if it does, it runs the\\ndanger of getting crooked. The curve, too,\\nmust be put under the law, the right, and the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0196.jp2"}, "197": {"fulltext": "FBOE BEL S PLAY GIFTS. 179\\nright-lined; capricious crookedness is not the\\nbeautiful artistically, nor the good morally. The\\nrhythmic undulations of the sea move up and\\ndown on a right line, eternally coming and going\\norder and symmetry suggest a rectilineal power\\ncontrolling caprice within and chaos without;\\nwe are to straighten devious conduct both in\\nword and in act. The curve with its versatility,\\nbeing able to turn at every point, has the tempt-\\nation of becoming lawless, or purely capricious,\\nwhirling any whither. Of itself it calls for\\nthe rule, literally and metaphorically, vrhich\\nis straight-lined, but which, taken by itself, is apt\\nto get rigid and remorseless, not to say, fixed and\\ncrystallized.\\nSo we trace in the present stage a few of the\\nanalogies which are real and also educative, since\\nthe human mind has embodied them in its think-\\ning and in its speaking. Just for this reason\\nthey are to be taken up by the child, are to be\\nre-thought and re-spoken by him, in order to reach\\ndown to the fundamental concepts of his race at\\ntheir very source. In these Gifts they are played\\nby the child, alwa^^s attended by the budding\\nword, which is now born anew in the child-soul,\\nas it was primordially in the race-soul.\\nThe child naturally builds; in fact every\\norganism must build, every animal has this\\ninstinct the beaver, bee, bird; in a sense the\\ntree may be said to build. This building instinct", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0197.jp2"}, "198": {"fulltext": "180 THE PSYCHOLOGY OF\\nis deeply connected with the generative impulse;\\nevery animate object constructs in some fashion a\\nhome for itself and its young, the abode of the\\nfamily. The house is originally constructed not\\nso much for the individual as for the species.\\nThe child in building is giving utterance to his\\ndomestic and social instinct, rather than to a\\nselfish one, hence it should be cultivated from the\\nvery start. He will reproduce his own home,\\nprobably, first of all; at any rate he will build\\nhimself into an environins^ structure of some\\nsort.\\nHere enters especially the work of the kinder-\\ngardner, taking advantage of this building instinct\\nof the child. Instead of his own petty, narrow\\nenvironment, he can be made to build in outline\\nthe whole architectural movement of mankind.\\nThe instrumentahties already elaborated in the\\ntwo series, rectilineal and curvilineal, enable him\\nto reproduce the larger and leading features of\\nthe chief edifices of the world. Thus he recre-\\nates in himself the architectonic soul of the ages,\\nand makes it his own what man has constructed\\noutwardly, he will reconstruct inwardly, for it all\\nlies simmering, bubbling, struggling within him.\\nOf course this inner reconstruction of great\\narchitecture is awakened in him throus^h his outer\\nreproducing of it with his little building blocks.\\nA brief survey of this architectural movement\\nof time, which can be re-created in the kinder-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0198.jp2"}, "199": {"fulltext": "FBOEBEUS PLAY GIFTS. 181\\ngarden for unfolding the constructive spirit of\\nthe child, may be here given.\\n(1.) We shall begin with a notice of Greek\\narchitecture, which is mainly rectilineal, its\\nground-form being that of the parallelogram, as\\nalready stated, which determines the most of the\\noutlines of the Greek temple. The whole en-\\ntablature (excluding the pediment) is a horizontal\\nright line, and is the supported the colonnade has\\nthe vertical right line, and represents the support-\\ning; the two lines meet at many points, forming\\nrectangular figures, up and down, on end (be-\\ntween columns), on the side (the front of the\\ntemple), flat on the back (the floor or the stylo-\\nbat). Even the ceiling has quadrangular deco-\\nrations (cassettes). The triangle, still right-\\nlined, appears in the pediment. The whole\\ntemple is a parallelopipedon crowned by a\\ntriangular prism (obtuse-angled isosceles).\\nIt is at once apparent how Froebel s building\\nblocks show the fundamental forms of Greek\\narchitecture, which is so strongly rectilineal and\\nrectangular. Out of them can be built a sug-\\ngestive miniature of the Parthenon, the most\\nbeautiful structure in the world. It is a great\\nmistake to say that they have no artistic element\\nin them, as some objectors have affirmed.\\nStill Greek architecture could not wholly dis-\\npense with the curvilinear element, which is\\nnobly represented in the column. This is really", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0199.jp2"}, "200": {"fulltext": "182 TEE PSYCHOLOGY OF\\na harmonious unity of the straight and the round\\nit is a decided vertical line on the one hand, in\\nstronof contrast with the horizontal hue of the\\narchitrave (or cross-beam) which it supports.\\nStill the rotundity of the column is what draws\\nand fascinates the eye. It is a significant thought\\nthat the supporting principle should be round,\\nwhile the supported is right-lined and right-\\nangled the one erect, the other prostrate.\\nThe Greek architect, however, was not satis-\\nfied with the simple, monotonous roundness of\\nhis column. So he fluted it, cutting its surface\\ninto straight perpendicular lines, thus emphasiz-\\ning its verticalism. But he also added what may\\nbe called the concave straight line, which is the\\nfluting proper. In this way he gave to his col-\\numn three kinds of vertical lines, all carrying the\\neye upwards a simple Hue or edge, a concave\\nHne, and the total columnar line, which is in\\neffect convex.\\nThus the artistic Greek added the variety of\\nthought, yea of the Psychosis itself to his column,\\nthereby involving and interesting the Ego of the\\nbeholder. Of course such details cannot be\\ngiven in the kindergarden, but the incipient crea-\\ntive principle of them is there, and the kinder-\\ngardner should know whither her constructive\\nwork is leading the child, namely to the grand\\narchitectural treasures of the world.\\nThe Greek column shows already a turn toward", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0200.jp2"}, "201": {"fulltext": "FBOEBEVS PLAY GIFTS. 1^3\\nthe curvilineal this tendency is seen unfolding\\nmore and more in the development of the so-\\ncalled orders Doric, Ionic, Corinthian the\\nlast of which breaks out into curved f ohage in\\nits capital. The column with its silent voice of\\nstone at last calls for the arch, which appears\\nwith Rome.\\n(2.) We may conceive of the arch as arising\\nout of the Greek column and the architrave two\\ncolumns bend together and unite Avith the archi-\\ntrave which becomes the keystone. The vertical\\nand the horizontal, giving up their rigidity and\\nturning at every point, are transformed into the\\ncircular or the rectilineal dividing within itself,\\nchanges direction and goes over into the curvi-\\nlineal. Thus the arch is its own column and its\\nown architrave; it unites what is separated in\\nGreek architecture, yet is itself a curve, that is,\\nit separates from itself at every point, and so we\\nmay consider it in this sense as belonging to the\\nseparative stage.\\nThe arch, though not invented by Rome, was\\nadopted by it as its fundamental constructive\\nform. It is, indeed, a type of Rome, and was\\nso regarded by the Romans themselves, who\\nrepresented their own spirit in the Triumphal\\nArch more adequately and originally than in any\\nwork of art. The arch, closely wedged together,\\ncan bear the burden of a world upon its back.\\nNot so the architrave of a Greek temple, which", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0201.jp2"}, "202": {"fulltext": "184 THE PSYCHOLOGY OF\\nwill break under too great a weight, even under\\nits own weight, unless duly supported beneath.\\nThe arch over canopies space indefinitely, and\\nprotects what is under it another suggestion\\nof Eome s spirit in the world s history. But\\nthe Greek temple cannot be pushed beyond\\na certain size; the Parthenon is about the\\nlimit. Hadrian s temple of Zeus at Athens\\nexceeds the limit, it was colossal but ugly, show-\\ninof what Greek art with its moderation became\\nin Eoman hands.\\nWe have already intimated that the Eomans\\nwere not the first people to employ the arch, but\\nthey were the first to realize fully its possibilities.\\nThere is no doubt that the Assyrians and the\\nEgyptians had used the arch before even the\\nfounding^ of Kome. In the ruins of the ancient\\nAssyrian palace at Khorsabad, we find a very\\ncomplete application of the semi-circular arch,\\nffoino- back to the reio^n of Kino^ Saro^on in the\\neighth century, B.C. The Egyptians used the\\narch for the vaulting of drains and of tombs at\\nleast 1000 B. C. The Etruscans, often supposed\\nto be of Oriental descent, knew the arch, and it\\nwas doubtless they who built the Cloaca Maxima\\nat Rome, an arched sewer which is still perfect\\nand in use, and whose round mouth can be looked\\ninto by the curious tourist, where it opens into\\nthe Tiber.\\nBut the arch, when it rises into the realm of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0202.jp2"}, "203": {"fulltext": "FROEBEVS PLAY GIFTS. 185\\nart and becomes truly architectural, seems to\\ndemand a setting of right lines; it shows too\\nmuch of the naked utility to be beautiful in\\nitself. The Roman Triumphal Arch, already\\nalluded to, had to be placed in the framework\\nof Greek column and cross-beam, the whole\\ntaking the shape of a parallelogram in outline.\\n(3.) Thus the union of the rectilineal and the\\ncurvilineal begins to take place at Rome in the\\ndays of her glory. She seized upon Greek\\nbeauty to adorn Roman strength, and so we often\\nsee that the Greek column and entablature at\\nRome were purely decorative, and not structural.\\nThereby, however, Greek art became an external\\nmatter, an outside ornament put on by the con-\\nqueror of the world for self-glorification. Very\\ncommon in Roman architecture is the conjunction\\nof the arch and wall with the Greek column and\\nentablature it is the arch and the wall that are\\ndoing the work of supporting, while the column\\n(usually the Corinthian in full dress) stands by\\nand looks on, a kind of servant in livery.\\nBut this external conjunction of the curvi-\\nlineal and rectilineal of Roman and Greek struc-\\ntural forms, is to become internal, intergrown in\\nan organic unity of the two elements. This is\\nthe work of Christianity, which is to unite the\\nGreco-Roman world by an inner bond, which\\nwill manifest itself not only in creed and doctrine,\\nbut also in buildings, especially in the church,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0203.jp2"}, "204": {"fulltext": "186 THE PSYCHOLOGY OF\\nthe home of worship and faith. Christian archi-\\ntecture will join the column and the arch in a\\nnew marriage, which will assume many shapes.\\nAlready the Basilica gives indications which are\\ndeveloped in the Romanesque and the Gothic.\\nFinally the Renascence will return to Greece and\\nRome and re-embody classic architectural forms,\\nyet with the experience of medieval Christendom.\\nWe have given this brief survey of the archi-\\ntectural movement of the European race in order\\nto bring out the interplay between the rectilineal\\nand the curvilineal, and still further, to indicate\\nthat the child can produce that movement in\\nchild-like outline by means of his play -gifts, if\\nthese be made complete by the addition of the\\nround forms. The arch and the rectilineal par-\\nallelogram composed of two columns and archi-\\ntrave) are the two main elements in the develop-\\nment of architecture both can certainly be given\\nto the child, who will combine them into many\\nstructural forms and ornaments, which have\\ntheir counterparts in the genetic history of\\nbuilding.\\nThough there have been repeated attempts to\\ndevelop more fully the architectural forms of\\nFroebel s Building Gifts, none of them have been\\napparently taken up into the kindergarden or-\\nganism. In Froebel s time such attempts were\\nmade, though he seems not to have adopted them.\\nSee translation from the Reminiscences on a", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0204.jp2"}, "205": {"fulltext": "FEOEBEVS PLAY GIFTS. 187\\npreceding page. Dr. Georgeus building blocks,\\nby means of which architectural forms of the\\nGothic and Italian style can be constructed,\\nare only known to us through the allusions in\\na note to Hanschmann s FroeheVs Leben, s.\\n397.)\\nHere, then, we bring to a conclusion the Gifts\\nof Concrete Magnitude, in which we have deriva-\\ntion by external division, whose parts have\\nremained solid, with Plane, Edge, Corner (Sur-\\nface, Line, Point) present in material connection,\\nunseparated. But now these are to be separated\\nfrom the outside of the solid Gifts, and consid-\\nered as they are in themselves, or, more deeply,\\nthey are to bo extracted from the inside of the\\nsolid Sphere and are to be held asunder and are\\nto be regarded in their own right. Such a deri-\\nvation is now internal, made by the Ego for the\\nEgo, getting rid, first of one dimension of mat-\\nter, then of two, and finally of all. This process\\nis what we are next to study.\\nB. Gifts of Abstract Magnitude. These are\\nthe Surface, Line, and Point, and are derived\\nfrom the Gifts of Concrete Magnitude by abstrac-\\ntion, by separation from the solid with its three\\ndimensions. We are now to go through a series\\nof magnitudes which have successively two\\ndimensions, one, and finally none at all.\\nIn the preceding Gifts ah-eady the child has", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0205.jp2"}, "206": {"fulltext": "188 THE PSYCHOLOGY OF\\nseen, handled and spoken of side, edge, and cor-\\nner, or possibly of Surface, Line, and Point.\\nThey are real, sensuous, material in the Cube and\\nother rectilineal ani curvilineal figures but in\\nthe present stage of the Gifts they are abstract,\\nnon-material, ideal. They are to be grasped by\\nmind as they are in themselves, and not as con-\\nnected with the solid. Thus we are made con-\\nscious of them as the pure elements of form,\\nbeing separated from the material object in which\\nthey were, and given a name in their own right.\\nThereby they become tools of the mind, with\\nwhich it re-shapes and re-constructs the world\\nof matter.\\nIt is evident, however, that the little child is\\nnot equal to this power of abstraction, which in\\nthe educative process properly belongs to the\\nyouth who is beginning the study of Geometry.\\nStill the child is not wholly to lose such a train-\\ning in the present age if he cannot yet think\\napart from the sensuous object, then the sensuous\\nobject is to be brought to him laden with its\\nthought. The Surface, Line, and Point must be\\nmaterialized for him, in order that he may begin\\nhis mastery of the external world of Nature.\\nWith this purpose in mind Froebel comes to\\nhim, having unfolded these Gifts of Abstract\\nMagnitude, which may be said to be a re-embod-\\niment or re-incarnation of the pure geometrical\\nelements Avhich underlie all material forms. Such", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0206.jp2"}, "207": {"fulltext": "FBOEBEUS PLAY GIFTS. 189\\nis the fundamental purpose of the present series\\nof Gifts.\\nThe science of Geometry, therefore, has gone\\nin advance of these Gifts, which, however, are to\\nbring it, in its basic principles, to the child in the\\nchild s own way. The old Greek philosophers cul-\\ntivated this science specially they did not begin it,\\nbut certainly gave it a great development. They\\nquite completed the abstraction of geometrical\\nconcepts from concrete matter, and thus ideally\\nmastered the same. The Geometry of Euclid has\\nbeen the text-book of the ages since its writing,\\nand it still remains a standard work. From\\nPythagoras down it may be said that all the great\\nteachers of Hellas regarded this abstraction from\\nthe sensuous world as the primary discipline for\\nthe soul both intellectually and morally.\\nGeometry is a continuous evolution unfolding\\nalong with the race. From indications of the\\nmonuments, the Egyptians proved the so-called\\nPythagorean proposition by means of square\\nblocks or tablets a method which the kinder-\\ngardner to-day uses or can use with her children.\\nIt may be interesting to note, in regard to this\\nproposition, that the two kinds of proof are the\\nsensuous and the abstract, the latter being purely\\ngeometric, and yet derived from the former.\\nThe kinder gar den in the person of the child, goes\\nback to the race s beoinnins:, and re-embodies\\nthe abstraction in its primordial concrete shape.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0207.jp2"}, "208": {"fulltext": "190 THE PSYCHOLOGY OF\\n(This Pythagorean proposition is the well-known\\none The square of the hypothenuse equals the\\nsum of the squares of the other two sides.)\\nHere, then, we can observe the process which\\nis the characteristic and lif e-o^ivinp^ movement of\\nthe Gifts of Abstract Magnitude: first is the\\nmaterial world as taken up by the senses in all\\nits f ulhless and immediacy second is the separa-\\ntion or the abstraction of these fundamental\\ngeometric forms, the Surface, the Line, the\\nPoint third is the return of these forms to the\\nsense-world, in which tliey are re-bodied for the\\nchild. Such is the threefold act of mind (the\\nPsychosis) which lies at the basis of these Gifts\\nof Abstract Magnitude, and gives to them their\\nfundamental distinction, organizing them in ac-\\ncord with the movement of the child s Ego itself.\\nIt will be worth while to note the same process\\nin other fields of man s spiritual activity. Let\\nus watch it in Ethics. First is the concrete act,\\nlet us say, of the just man; second is the abstrac-\\ntion of the essence of the act, and then the\\ngiving it a name, justice, which is no longer\\nindividual, but universal; third is the re-embodi-\\nment of this abstract concept in the conduct of\\nmen, which is the return to the first stage. But\\nwhat is gained by this procedure? That which\\nbelonged to the one, now belongs or may belong\\nto all; not one man alone is to be just, but all\\nmen are to participate in justice, which thus", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0208.jp2"}, "209": {"fulltext": "FBOEBEVS PLAY GIFTS. 191\\nbecomes a virtue and is impartable, teachable.\\nSo it is with the other virtues, which are abstrac-\\ntions from real life in the first place; the brave,\\nthe temperate, the wise, the good man calls forth\\ncourage, temperance, wisdom, goodness, and,\\nmoreover, starts the science of Ethics, whose\\nfunction is to impart these virtues to all, so that\\nevery human being can re-incarnate them in his\\nown life.\\nIt was, therefore, the grandest epoch in the\\nmoral history of man, when he began to separate\\nvirtue from its immediate, instinctive unity in\\nconduct and to look at it abstractly, as it is in it-\\nself. The grandest epoch, we say, for that which\\nhitherto had been the virtuous property of one\\nhero, or of one good man, began to be the prop-\\nerty of all, universal, just through this might of\\nabstraction. Specially the time of the old Greek\\nPhilosophers was such an epoch, the culmination\\nof which was reached in Socrates, and he trans-\\nmitted the work to the thinkers who came after\\nhim, and who organized ethical science substan-\\ntially as it exists to-day.\\nOf interest to us in the present connection is\\nthe fact that these same Greek thinkers at the\\nsame time were developing the science of Geome-\\ntry, which is an abstraction from the sense- world\\nprimarily in order to get possession of the same.\\nIn like manner the science of Ethics is an abstrac-\\ntion from the immediate sensuous deed in order", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0209.jp2"}, "210": {"fulltext": "192 THE PSYCHOLOGY OF\\nto find out the true nature thereof and then to\\ncontrol the same. Both sciences have, therefore,\\na common character and often have had promo-\\nters in common. Pythagoras, also a moralist, is\\nsaid to have sacrificed a hecatomb in his joy and\\nthanksgiving to the Gods when he discovered the\\ngeometric proposition which goes still by his\\nname. Plato s love of Geometry is celebrated in\\nhis works, and he is said to have made it a kind\\nof examination test for entrance to his Academy.\\nIt indeed tallies with his love of the Ethical and\\nof the Ideal generally, which insisted so strongly\\nupon the subordination of the sensuous and\\nmaterial elements in man and nature.\\nAnd here it ouo^ht to be noticed that the re-\\nembodiment of the Ethical in the concrete form\\nof life is likewise a part of the work of the\\nkindergarden. The story, the fairy-tale, the\\nfable is a kind of re-incarnation of some good,\\nor of some virtue, which the child cannot take in\\nits abstract form. The great end of the story,\\nindeed of all education, is the moral one, and un-\\nless the story has a moral content, it is not\\neducative. To be sure, we are not to moralize to\\nchildren, or at least very little; to moralize is to\\npresent in abstract form that which the story\\nouo^ht to o^ive in concrete. To introduce morali-\\nzing into the story is, therefore, a kind of\\nperversion, which the child himself often resents.\\nBut we must not infer from this, as some have", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0210.jp2"}, "211": {"fulltext": "FBOEBEVS PLAY GIFTS. 193\\ndone, that the story is to have no moral content.\\nIt ought to have always, still this moral content\\nis to be completely incarnated for the child,\\nthough the kindergardner herself should know\\nthe abstract meaning. Indeed it is through such\\nknowledge that slie can rightly choose her stories,\\nrejecting those which are not educative or imper-\\nfectly so, and selecting those which she not only\\nfeels but sees to be genuinely ethical, and also in\\na form which goes home to the child.\\nSo we bring to light the harmony between the\\nethical and the geometrical in the kindergarden\\nof to-day, which harmony, however, was strongly\\nbrought out long ago by the ancient Greek sages.\\nNote again that the Surface, Line, and Point do\\nnot exist in nature, but are abstractions made by\\nthe mind from the concrete object, and hence an\\nideal, pure product of the brain. Now the\\nscience of these ideal forms of Matter or of\\nSpace is Geometry, which is, therefore, a great\\ntrainer of the spirit in the work of freeing itself\\nfrom sensuous dependence on the material world,\\ncreating its own pure forms, and hence so praised\\nby Plato as a discipline, both philosophical and\\nethical.\\nBut the sciences of Ethics and Geometry in\\ntheir abstract shape correspond to the needs of\\nthe more mature or more developed mind. We\\nmust repeat, that for the child they must be\\nre-embodied, which work is specially Froebel s.\\n13", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0211.jp2"}, "212": {"fulltext": "194 THE PSYCHOLOGY OF\\nAnd a mighty work it is, one of the greatest in\\nall education. It was Froebel who not only said\\nthat the child must not lose his childhood, but\\nwho created the instrumentalities so that he\\nshould not lose it, but should have his share in\\nthese two grand disciplines (as well as others) of\\nhis race. The Gifts of which we are treating\\nare just these instrumentalities in one direction.\\nThe subject is so rich and deeply significant\\nthat we may be permitted to employ one more\\nillustration, this time taken from theology. The\\nimmediate embodiment of Christian life was in\\nthat of Christ his deeds, words, conduct in\\no^eneral. Such was the con\u00e2\u0082\u00acrete incarnation of\\nall the Christian virtues and doctrines then began\\nthe abstraction of them, together with their\\ndesignation in creed and dogma. St. Paul began\\nalready to theologize the Christ-life through his\\nGreek culture, and the process kept going on for\\nmore than a thousand years, culminating in the\\nChurch s greatest theologian, Thomas Aquinas.\\nAnd this process has not yet stopped by any\\nmeans, cannot stop, and, we think, ought not to\\nstop. Still, the grand object of creed, dogma,\\nconfession of faith, and of the vast ecclesiastical\\norganism from top to bottom is to re-incarnate\\nthat Christ-life in every Christian, nay, in every\\nhuman being, if possible. The people cannot\\nrest in abstract doctrine, they must have it re-\\nembodied and brought home to their very senses.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0212.jp2"}, "213": {"fulltext": "FBOEBEL S PLAY GIFTS. 195\\nhence Christian Art Painting, Sculpture,\\nMusic. Re-embodied also in word, hence amons:\\nother things the wonderful Christian Mythus.\\nBoth theological and mythical was the spirit of\\nmedieval Christendom, which had a grrand new\\nincarnation in a poet and his works, none other\\nthan Dante Alighieri, who was himself both a\\ntheologian and more deeply still, a genuine myth-\\nmaker.\\nThe student may now see that Froebel s Gifts\\nof Abstract Magnitude are not an isolated thing,\\nnot some whimsical notion of their inventor, but\\nare connected with the great educative movement\\nof mankind. They have their intimate kinship\\nwith some of the deepest spiritual facts in the\\nunfolding of the race. An important element in\\nall education they are, showing both the power\\nand the meaning of abstraction, whereby that\\nwhich was before sensuous, particular, special,\\nbecomes ideal, universal, for all. And now, in\\nthe fullness of time, the little child is to be\\nbroufi^ht to share in this traininof.\\nIn the very term abstraction lurks the thought\\nof separation, and thus it allies itself in general\\nmth the second or separative stage of the\\nEgo, to which we have assigned already the Gifts\\nof Abstract Magnitude. Those elements Sur-\\nface, Line, Point which previously have been\\nmore or less implicit, have now become com-\\npletely explicit, separated and regarded as they", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0213.jp2"}, "214": {"fulltext": "196 THE PSYCHOLOGY OF\\nare in themselves. They had a potential exist-\\nence at the very beginning in the Ball, but they\\nare to be brought out of their hiding-place and\\nare to be made actual to the senses of the child.\\nStill further, these Gifts of Abstract Magni-\\ntude, though they be the second stage of the\\nEgo in the movement of what we have called the\\nDerived Gifts, bear in themselves the total pro-\\ncess of the Ego in its three stages. Here the\\nstudent must seize and apply that most impor-\\ntant psychologic fact which lies in all true organ-\\nizing of anything that which is the single stage\\nof the Psychosis in one relation, shows the total\\ntriple movement of the Psychosis in another\\nrelation. For the Ego is to grasp one phase of\\nitself, but just in the act of grasping a part of\\nitself, it must be its whole self, and thus reveal\\nits total movement.\\nThe Gifts of Abstract Magnitude are now to\\nbe seen going through the three stages of their\\nprocess, which may be stated in advance as\\nfollows:\\nI. Simple separation or the stage of imme-\\ndiate abstraction from the solids of the Gifts of\\nAbstract Magnitude. These abstract elements\\nwill appear as simply separated, each by itself.\\n1. The Surface.\\n2. The Line.\\n3. The Point.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0214.jp2"}, "215": {"fulltext": "FBOEBEVS PLAY GIFTS. 197\\nII. The separative movement the separation\\nis carried not only to the Point, but into the\\nPoint itself, which thus becomes self -separating,\\nand thereby begins a movement out of itself, a\\nprojection of itself, which reveals its generative\\ncharacter.\\n1. The Point as self -separating.\\n2. From Point to Line.\\n3. From Line to Surface.\\nIII. The return to the Surface producing the\\nsolid the movement out of Abstract to Con-\\ncrete Magnitude the Surface generates the solid\\nfrom which it was once separated, and so we\\ncome back to the Cube and its derivations.\\nHerein it is manifest that the cycle of the\\nGifts of Abstract Magnitude has completed itself,\\nhaving passed through those stages which we\\nhave designated above and which correspond to\\nthe Psychosis. Thus it seems to be sprung of\\nthe Ego, and is for the Ego for the Ego of the\\nchild, calling it forth through its innermost\\nnature, Avhich also has implicit within itself just\\nthis psychical movement. Such is the presup-\\nposition in all education the Ego receiving and\\nunfolding must be in a deep correspondence with\\nthe thing received and unfolded.\\nIt may be here remarked that the transition\\nfrom solid to surface has its significant place in\\nthe Fine Arts. Sculpture keeps the solid in", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0215.jp2"}, "216": {"fulltext": "198 THE PSYCHOLOGY OF\\nits length, breadth, and thickness; while Paint-\\ning with Drawing passes to the surface. Archi-\\ntecture in one sense is a surface built in the form\\nof a solid, which is, therefore, hollow. More\\nwill be said on this head under the Occupations,\\nin Modelino and Drawino^.\\nIn general, we shall observe that the Gifts of\\nAbstract Magnitude Surface, Line, and Point\\nbegin to approach closely to the Occupations,\\nwhose principle (that of reproduction) they often\\nmanifest. Still we are in the realm of external\\ncombination in reproducing, for instance, a tri-\\nangle by the laying of sticks, and so this whole\\ndivision properly belongs to the Gifts.\\nI. Simple or External Separation. First,\\nthen, we shall consider these Abstract Magni-\\ntudes in a state of simple separation, just as they\\nare taken from their respective solids, each being\\nconsidered by itself. Of course, in the Gifts\\nnow presented, they are to be re-embodied, not\\nretained in their geometric abstraction.\\nIn an implicit way they have been embodied\\npreviously. We may regard the Surface embod-\\nied as a small brick or even cube; the Line\\nmaterialized may be a small cylinder or column\\nthe Point is a little round ball. Such sugges-\\ntions we have had hitherto but the great fact\\nnow is the re-embodiment of these abstract\\nelements.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0216.jp2"}, "217": {"fulltext": "FBOEBEVS PLAY GIFTS. 199\\nThe numbering of the Gifts of Abstract ^lag-\\nnitude has been and still is unsettled. Froebel\\ndid not number them, and his successors have\\nvaried from one another. Still no great confu-\\nsion has resulted, chiefly because the divisions of\\nthe subject in themselves are so definite Sur-\\nface, Line, Point. It would be well, however,\\nto have a fixed numbering, if possible. No in-\\ndividual of course can determine this, the great\\nkindergarden organism in some corporate capac-\\nity ought to have the leading word in such a\\nmatter.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0217.jp2"}, "218": {"fulltext": "200 THE FJSYCHOLOGY OF\\nTHE SURFACE.\\nThis is the first, most immediate abstraction\\nfrom the concrete object, two of whose dimen-\\nsions (length and breadth) it still retains. That\\nis, the solid loses one dimension and becomes\\nsurface, which is through the Ego and for the\\nEgo ideal.\\nAs a Gift it is usually numbered the Seventh\\nin the regular kindergarden series, though it is\\nnot Froebel s Seventh Gift, as we have already\\nseen. Its embodied forms are known under the\\nname of tablets light thin objects of varied\\ncontour, rectilineal, curvilineal, and also spherical\\nin some of the concentric shapes and they may\\nbe of different sizes. It is the Gift of the Tab-\\nlets, which are the different surfaces, seen first in\\nthe Gifts of Concrete Magnitude, but now ideally\\nseparated and re-materiahzed. We shall, there-\\nfore, apply the term tablet even to a spherical\\nsurface, though usage generally applies it to a\\nflat surface, of straight or round outline.\\nThe present Gift, accordingly, represents the\\nfirst stage of Abstract Magnitude the abstrac-\\ntion of surface from the solid. These forms, we\\nrepeat, do not exist in nature, but are separated", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0218.jp2"}, "219": {"fulltext": "FROEBEUS PLAY GIFTS,\u00e2\u0080\u0094 THE SURFACE. 201\\nfrom the concrete objects of nature by the mind,\\nwhose concepts they are hence they are ideal.\\nYet they are the means by which the mind,\\nand hence the man, gets hold of nature, controls\\nit and uses it for his own purposes. The knowl-\\nedge of surface is a part of the science of Geom-\\netry, which is now to be brought down to the\\nlittle child by a re-embodiment of the abstraction\\nin its own right; that is, we are to have an object\\nwhich represents surface alone. Thus we behold\\nthe movement which lies at the basis of all these\\nGifts of Abstract Magnitude: first, the imme-\\ndiate thing of nature as taken up by the senses\\nsecondly, the separation and the seizing of the\\nconcept of Abstract Magnitude, here specially of\\nthe surface; thirdly, the fresh embodiment or\\nmaterialization of this abstraction, which thus\\ntakes on, so to speak, its own body.\\nThe surface lies nearer to the solid than the\\npoint or the line, having two out of three di-\\nmensions of the solid. Hence it comes first in\\nthe order of the senses, though not in the strictly\\nlogical order, which, through separation, takes at\\nonce a leap to the opposite, the point. Still we\\nshall have to evolve the point first, then we can\\nemploy it; so we start with the surface.\\nThe present Gift, as we have it, always causes\\ntrouble to the student. It has great difficulties\\nin fact, it shows an inner dissonance, as at present\\ntaught and manipulated, which make it a kind of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0219.jp2"}, "220": {"fulltext": "202 THE PSYCHOLOGY OF\\nterror to the kindergardner. It seems to have\\nboth too much or too little, easily derived in\\npart, and in part difficult to derive what shall\\nbe done with it? Then the naming and num-\\nbering of it have caused new confusion on the\\nwhole, it is the most chaotic, disordered Gift in\\nthe whole kindergarden series. Can a fresh\\nstep be made toward the ordering of it?\\nLet us first take a survey of its material. This\\nis usually placed before us in five or seven por-\\ntions each of which has its own separate box.\\n1. The quadrangular or the square tablet,\\nderived directly from the Cube. Thus the child\\nhas the square inch embodied, the unit of meas-\\nure for all surfaces.\\n2. First triangular tablet, or the right-angled\\nisosceles triangle embodied. It is produced di-\\nrectly from the preceding square by a diagonal\\nline, or taken from the end-side of the triangular\\nprism of the Fifth Gift. Note that triangularity\\nin surface now enters.\\n3. The equilateral triangle is usually intro-\\nduced next, being called the simplest and most\\ntypical of all triangles, as it has all its sides of\\nequal length and is also equi-angular. But just\\nhere comes the grand breach in the present Gift\\nthis triangle is not directly derivable from any\\npreceding solid form, and so is unlike the square\\nor the right-angled triangle just given. More-\\nover it breaks the genetic thread which runs", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0220.jp2"}, "221": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE SURFACE. 203\\nthrough all of Froebel s Gifts and holds them\\ntogether in organic unity.\\n4. The right-angled scalene triangle, which is\\neasily derived from the equilateral triangle by a\\nright line bi-secting one of the angles. Or it\\ncan be derived from an oblons^ bv a diaofonal\\nline.\\n5. The obtuse-angled isosceles triangle which\\ncan be constructed from joining two of the pre-\\nceding triangles (right-angled scalene) by their\\nshort sides. Or it can be derived from an\\noblong by the second diagonal line.\\nSuch are the five i-ectilinear divisions of the\\nSeventh Gift, as taught in the earlier manuals.\\nThe order sometimes varied somewhat from the\\npreceding.\\nBut the curvilinear element made itself felt by\\nits absence, and so we have had more recently\\nintroduced some round tablets, or surfaces with\\na circular edge. Two (or three) divisions of\\nthese forms.\\n6. The circular disc, derived from a section of\\nthe sphere or cylinder.\\n7. This disc has been halved, giving a form\\nbounded by a straight and a round edge.\\n8. Quarters of the circular disc are now to\\nbe met with in some places.\\nThus the use of the curvilineal element has\\nshown itself more strongly in the Gifts of Ab-\\nstract Magnitude than in those of Concrete Mao--", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0221.jp2"}, "222": {"fulltext": "204 TEE PSYCHOLOGY OF\\nnitude, though the need would seem to be quite\\nthe same in both.\\n9. Concentric surfaces. Here we may add, by\\nway of completeness, that a new series has been\\nproposed, but hardly yet adopted into the kinder-\\ngarden organism. This is the concentric idea as\\napplied to surfaces, both square, round, and\\ncyclindrical, derived of course from cube, sphere,\\nand cylinder.\\nSuch is the material o:ffered by the Seventh\\nGift, over which the thinking student puzzles\\nherself a good deal, bringing up many problems.\\nFor this material is so abounding and yet so\\ndeficient; with an outward order in spots, yet\\nwith a deep inward disorder and scission certain\\nsurfaces being rejected and others being selected,\\napparently by pure caprice. The fundamental\\nquestion is, How can I make this Gift genetic, in\\ncorrespondence with the total movement of the\\nGifts and Occupations? That is, genetic by sep-\\naration (fissiparism) as has been the chief method\\nhitherto, always of course to be followed by the\\nreturn.\\nOther surfaces possible. Four rectilineal sur-\\nfaces are chosen from the Gifts of Concrete Mag-\\nnitude the square, the right isosceles triangle, the\\nright scalene, and the obtuse isosceles (we may\\nleave out the equilateral for the present). Why\\njust these four, when many others are possible?\\nWhat is the ground of selection? Why take the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0222.jp2"}, "223": {"fulltext": "FBOEBEUS PLAT GIFTS.\u00e2\u0080\u0094 THE SURFACE. 205\\nsquare, for instance, and leave out the oblong\\nsurface? We may indeed put two or more\\nsquares together and produce the oblong. That\\nis not quite the same, still let it pass. We not\\nonly halve the Cube, but we quarter it in the\\nFifth Gift; why not do the same with the\\nsquare and thus make the abstract and the con-\\ncrete Gifts correspond in the child s mind?\\nThen we halve the oblong in order to derive the\\nright scalene triangle, hence it is that we need\\nthe conception of a total oblong, not of two\\nsquares put together. Still further, why not\\ndraw the second diagonal through the oblong\\n(brick), and produce the obtuse isosceles tri-\\nangle? To be sure, another triangle by such\\ndivision makes its appearance which has not been\\nadopted, namely, the acute isosceles. But what\\nreason can be given for taking the obtuse isos-\\nceles and rejecting the acute isosceles, its direct\\ncounterpart and brother? And, in the future,\\nought we to put both in or throw both out?\\nSuch questions will rise in the most conservative\\nmind thinking closely upon this Gift.\\nWhen we come to the curvilineal series we\\nfind that the surfaces have not only been halved\\nbut quartered. Why should not the same rule\\napply to the rectilineal surfaces, the square and\\nthe oblong? If proportion be one of the great\\nends of these Gifts, why should it be violated in\\nthese cases?", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0223.jp2"}, "224": {"fulltext": "206 THE PSYCHOLOGY OF\\nThese questions are all crying for one thing a\\nprinciple of selection. What law shall we follow\\nin selecting and in rejecting the surfaces of the\\npresent Gift? It looks as if caprice had been\\nlargely dominant hitherto, or at least some sup-\\nposed practical necessity. Still practice and\\ntheory ought not to continue in opposition to\\neach other.\\nThe right scalene triangle. This has one angle,\\nthe right angle, permanent, while the other two\\nangles are variable, hence there may be many\\nvarieties of this triangle. The most natural\\nderivation of it in the present Gift is from the\\noblong halved. But this is supposed not to give\\nthe best angles, which are usually said to be the\\nangle of 90, 60 and 30 degrees. So its derivation\\nhas been adjusted to produce these angles. One\\nway is to take as hypothenuse, not the diagonal of\\nthe oblong, but the longer of the two other sides,\\nand construct upon it a new right scalene\\ntriangle, which is supposed to show the desired\\nangles.\\nBut there is a great objection to this deriva-\\ntion it produces a break or dislocation in the\\ngenetic continuity which mars its simplicity and\\ndirectness, and quite places the latter (the ge-\\nnetic unfolding) beyond the reach of the child.\\nMoreover it covertly introduces a wholly new\\nprinciple of determining the triangle, that\\nthrough the angle. Now the time for this, we", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0224.jp2"}, "225": {"fulltext": "FROEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE SURFACE. 207\\nhold, has not yet come, but is to be deferred till\\nstick-laying.\\nAnything like an explicit measuring or naming\\nof angles, excepting possibly the right angle,\\nshould be put off till we have movable sides,\\nwhich is the case with the sticks. If yo\\\\x intro-\\nduce the obtuse and the acute ans^les into the\\nsurface or solid, the child will think that these\\nangles are as fixed as the right angle, whereas\\nthey are variable. Any angle greater than a\\nright angle is obtuse, any angle less than a right\\nangle is acute; thus there are hundreds, yes\\nmillions of each of these angles, while there is\\nbut one right angle in the universe. This total\\ndifference of character must not be lost on the\\nchild: the one angle is invariable in any position,\\nthe others have variability. The one is, there-\\nfore, the keystone of the arch, the others are\\nthe multitudinous stones on each side of the\\narch. Only in stick-laying, in which the line is\\ntotally abstracted from solid or surface, and is\\nfree to move, can the child obtain the true notion\\nof variability, since the angle can determine the\\nsides according to its size.\\nThe right scalene triangle as surface should\\nnot, therefore, be used to instruct the child in\\nthe three kinds of angles. The right may indeed\\nbe designated, for it is the stable unit of all\\nangularity and of all comparison of angles but\\nlet even the names acute and obtuse remain", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0225.jp2"}, "226": {"fulltext": "208 THE PSYCHOLOar OF\\nimplicit, till they can be illustrated by the mova-\\nble sticks which belong to the Eighth Gift.\\nThis need not be long deferred, if we recollect\\nthat it is a principle in all these Gifts that they\\nare not only successive, but also interrelated.\\nSo we can have the sticks very soon after having\\nthe first lesson in the tablets.\\nEquilateral triangle. As already stated, in this\\ntriansrle lies the center of the difficulties of the\\npresent Gift. It is the simplest of all the triangu-\\nlar forms, just the typical one, yet it is the most\\nrefractory one in its derivation. It will not\\nsomehow pull in the harness, but breaks out of\\nthe direct genetic sequence of the Gifts. The\\nkindergardner loves it for its many good qualities,\\nyet she cannot put it in order she will not think\\nof turning it out of school, yet it confuses all\\nher arrangements she is like the man who has\\nhold of the galvanic battery, she can t let go,\\nyet the thing makes her dance.\\nA few words upon the various derivations of\\nthis triangle, which as a surface should be directly\\ntaken from some preceding solid known to the\\nchild. But no such solid presents itself, at least\\nnot directly.\\nFirst of all, it has been derived geometrically\\nby inscribing a hexagonal figure in a circle.\\nThus we can get six equilateral triangles, one of\\nwhich is the shape sought for. But this method,\\nwhich is suggested by Goldammer (in his book", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0226.jp2"}, "227": {"fulltext": "FBOEBEL S PLAY GIFTS.\u00e2\u0080\u0094 THE SUBFACE. 209\\non the Gifts, p. 118, Eng. trans.) is out of the\\nreach of the child, depending as it does upon the\\nproof of a proposition in Geometry.\\nSecondly, the equilateral triangle has been\\nderived from the right scalene. Two of these\\nput together by their middle sides may produce\\nthe form desired, but does not always. This\\nderivation (yet it is really not derivation but\\ncombination of forms already derived), is, there-\\nfore, uncertain. If the two right scalene tri-\\nangles are given the necessary angles, namely,\\n30, 60 and 90 degrees, this method will work,\\notherwise not. The difficulty, then, is thrown\\nback into the rio-ht scalene trians^le.\\nThirdly, a cube can have its corners cut off till\\nit becomes an octohedron. Then each of its faces\\ncan be an equilateral triangle. Here the objec-\\ntion is that we introduce an entirely new geo-\\nmetric form, going back even of the cube, which\\nhas been the source of all derivation hitherto\\nafter the sphere.\\nFinally, it is declared that this octohedron was\\ngenetically introduced into Froebel s Seventh Gift\\n(not the present Seventh Gift) which was left\\nunfinished. Hence the argument has been urged\\nthat this Gift ought to be finished in order to\\nsupply the missing link which is felt in the\\ntablets of the equilateral triangle. Particularly\\nhas this view been enforced by M. Guilliaume,\\nwho argues strongly for the necessity of Froe-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0227.jp2"}, "228": {"fulltext": "210 THE PSYCHOLOGY OF\\nbel s intermediate gifts (Seventh and Eighth) in\\norder to derive in full these triangular tablets\\n(see BamsiTd^ s irmde7^ga7^den and Child Culture,\\np. 361).\\nOur solution, as already intimated, is differ-\\nent. Guilliaume s proposition leaves untouched\\nvv^hat is for us the real source of the difficulty,\\nnamely the problem of the variable angles, which\\ncall loudly for the free, movable line of the next\\nGift (stick-laying). Whenever we come ex-\\nplicitly to the obtuse and the acute angle, we\\nmust pass out of the tablets and take the child\\nalone: For now the determinant is the anoxic and\\na variable one at that, and it must have a fluid\\nline, as it were, under its control.\\nThe angles of the equilateral triangle are\\nacute; they as well as other acute angles in\\ntriangular forms ought to be laid in movable\\nlines by the child. At least this should be done\\nin the beginning, even if we give later to the\\nchild the tablet of the equilateral triangle, that\\nhe may use it for various form-producing com-\\nbinations.\\nA word here upon the preceding derivations.\\nWhen two right scalene triangles of a certain\\nkind (as above described) are put together by\\ntheir middle sides, an equilateral triangle is pro-\\nduced. But such a result is not properly deriva-\\ntion, as there is no genetic separation from a\\nsolid in the process, but it is simply combina-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0228.jp2"}, "229": {"fulltext": "PROEBEUS PLAY GIFTS\u00e2\u0080\u0094 THE SURFACE. 211\\ntion of two surfaces already derived from the\\nsolid corresponding to them. Such a figure,\\ntherefore, belongs properly to Morphology, as\\nhundreds of other forms produced by combina-\\ntion of triangles in the present Gift. Thus an\\nequilateral triangle produced by combination and\\nnot by derivation has no right among the origi-\\nnal tablets, no more than any other form pro-\\nduced by uniting several tablets. In like manner,\\nthe obtuse isosceles has been formed by joinino-\\ntwo right scalene triangles by their short sides.\\nThis again is not true derivation, but simple\\ncombination of forms already derived, and\\nhence belongs to Morphology.\\nHistorical. The troubles of the Seventh Gift\\nreach back to Froebel himself. The classic pas-\\nsage of his works where he treats of it is brief,\\nyet fairly distinct as far jis it goes (see the pas-\\nsage in Lange s Pddagogik des Kindergartens, p.\\n570; translation by Miss Jar^ds, Education hy\\nDevelopment, p. 326).\\nFroebel does not number this Gift, in fact he\\ndoes not consider it a Gift at all, but a wholly\\nnew division {neue Abtheilung) which he further\\ndivides into five series, and these series are sub-\\ndivided into Gifts. For instance, the second\\nseries of this grand division is composed of right\\nisosceles triangles, and this series is made up of\\nfive Gifts, which contain altogether 104 tablets.\\nThe third series (equilateral triangles) of the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0229.jp2"}, "230": {"fulltext": "212 THE PSYCHOLOGY OF\\nsame division has also five Gifts, and the number\\nof tablets reaches the sum total of 149 pieces.\\nThe kindergarden organism has had to reject\\na large part of this enormous material, and still\\nthere is probably too much of it. It is clear that\\nFroebel was still in the stage of experimentation\\nwith this Gift, he had not yet organized it. The\\npassage referred to was written toward the end of\\nhis life.\\nIn reference to derivation, Froebel merely\\nmentions it, adding that it cannot be here car-\\nried out. This sounds a good deal like shun-\\nning the main point. One other expression he\\nuses To the thinking man it (the derivation)\\nlies tolerably near at hand. Really, however, the\\nreader wishes to know how to bring it home to\\nthe child. With this short statement, hardly\\nmore than a page, Froebel passes to something\\nelse.\\nThe next view we shall note is that of August\\nKohler (^Praxis des Kindergartens, Dritte Au-\\nflage, II. s. I-II), who designates this as the\\nSeventh Gift, and its five subdivisions as the five\\nspecies i^Arten) of tablets. This is an advance\\nupon Froebel s nomenclature, and Kohler s\\nmethod of treating the present Gift remains in\\nuse to-day. But he has no curvilineal tablets\\nand no concentric surfaces, the suggestion of\\nwhich also goes back to Froebel. Nor does\\nKohler very seriously concern himself about", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0230.jp2"}, "231": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE SURFACE. 213\\nderivation, being apparently more of an imme-\\ndiately practical than of a theoretical bent.\\nThe last of the earlier important authors whom\\nwe shall cite in this connection is Goldammer,\\nwho names each kind of tablets a Gift and so has\\na series of five Gifts (from the Seventh to the\\nEleventh inclusive). Herein he has not been\\ngenerally followed. But Goldammer pays more\\nattention to derivation than does Kohler. On\\nthis side he is more profoundly sympathetic with\\nFroebel, who always insists upon the inner con-\\nnection and the genetic sequence of his Gifts.\\nGoldammer derives the right scalene triangle\\nfrom the oblong brick of the Fourth Gift by\\nhalving it diagonally (p. 139), just as the right\\nisoscles was derived from the square. This, in\\nour view, is the correct procedure and best\\nadapted to the child. Herein, however, Kohler\\nis different: he changes the hypothenuse and\\nconstructs a new right scalene triangle in which\\nthe longer side, being just double the side of the\\nsquare or of the equilateral triangle, is taken as\\nthe hypothenuse. (^Praxis, H, s. 2.) Goldam-\\nmer s procedure, we cannot help thinking, is\\nmore genetic and more truly educative, though\\nKohler s procedure has largely prevailed, chiefly\\non supposed aesthetic grounds which demand\\nthat the child see in his triangle those three\\nbeautiful angles of 90, 60, and 30 degrees.\\nWe may add here that Goldammer s ordering", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0231.jp2"}, "232": {"fulltext": "214 THE PSYCHOLOGY OF\\nof the five kinds of tablets seems to us better\\nthan that of Kohler (who herein follows\\nFroebel), inasmuch as he (Goldammer) places\\nthe right scalene next to the isosceles, making it\\nthe third of the series and thus suggesting the\\ninner connection as well as the derivation. Still,\\nin this respect also Kohler has been followed\\nmore generally than Goldammer.\\nIn one matter, however, Kohler has not been\\nfollowed by those coming after him. From the\\ntablets he passes at once in his exposition to\\npaper-folding, to an Occupation, which he calls\\nthe Eighth Gift. In general, Kohler makes no\\nfundamental distinction between Gifts and Occu-\\npations, naming and numbering them all as Gifts.\\nHerein Goldammer s work is far more discrimin-\\nating and has, for the most part, furnished the\\nstandard.\\nMost of the recent kindergarden manuals, as\\nfar as we have examined them, call the Gift of\\nthe Tablets the Seventh Gift, and it is probable\\nthat this numbering will continue, though it has\\nno special reason for existence. We think that\\nthe Seventh Gift should be the curvilineal, and\\nthe Eighth Gift the tablets.\\nIt should be noted that one of the discords\\nproduced by the above mentioned change in the\\nhypothenuse of the right scalene triangle is that\\nthe tablet is thrown out of ao^reement with the\\nnet of square inches which are marked off upon", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0232.jp2"}, "233": {"fulltext": "FBOEBEL S PLAY GIFTS.\u00e2\u0080\u0094 THE SUBFACE. 215\\nthe kinclergarden play-tables. The equilateral\\ntriangle shows the same want of corresiDondence\\nto the square inch, the unit of measure, so that\\nno proportion is manifest between the two figures.\\nIn fact, this unit of measure, so carefully un-\\nfolded and preserved in the Building Gifts, is\\nquite set aside by the above mentioned change,\\nwhich, as far as we have been able to find out, is\\nto be attributed to Kohler. The result is that\\nnot only is the thread of genetic connection\\nbroken, but also that the mind of the child\\nbecomes confused about a basic principle of the\\nquantitative Gifts, namely, measure.\\nSummary of Contents. It is evident that the\\nSeventh Gift as the abstraction of surface ought\\nto stand in the closest relation to the preceding\\nGifts of Concrete Mao^nitude. The two belong\\ntogether and should correspond, first, by direct\\nderivation, second, by completeness, third, by\\nsymmetry. If a directly derivable surface is left\\nout, there is an offense against completeness if a\\nsurface not directly derivable is taken up, there\\nis a sin against symmetry as well as against\\nderivation. We shall discuss these terms more\\nfully later on.\\nWe shall now give a short tabular statement\\nwhose purpose is to order the contents of the\\nSeventh Gift, showing them as directly derivable,\\nas complete, and as symmetrical.\\nI. Rectilineal surfaces those bounded by", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0233.jp2"}, "234": {"fulltext": "216 THE PSYCHOLOGY OF\\nstraight lines, in forms both quadrangular and\\ntriangular. Quadrangles are two, the square\\nand the oblong, each of which is divided by a\\nfirst diagonal and then by a second diagonal, pro-\\nducing all the right-lined triangular forms except\\nthe equilateral. So the rectilineal surfaces, both\\nquadrangular and triangular, are to be directly\\nderived by separation from the cube and brick,\\nsolids belonging to the Gifts of Concrete Magni-\\ntude.\\nII. Curvilinear surfaces those bounded\\nwholly or in part by curved lines, the circular and\\nthe semi-circular, derivable from the ball or\\ncylinder. Symmetry demands the round disc\\nalong with two sections of it, the half and the\\nquarter (and possibly the eighth).\\nIII. Concentric surfaces derived not from a\\nside or section of the Cube or Ball, but from the\\ntotal solid, embracing its whole periphery, or all\\nits sides. The idea here is that of totality a\\ntotality of surface is presented, say in three\\ndiminishing forms verging toward the center or\\npoint. As already stated, these concentric sur-\\nfaces have not yet been adopted into the kinder-\\ngarden organism, though they were suggested by\\nFroebel (see Lange II. 583; trans, by Miss\\nJarvis, II. p. 342. Also in Barnard, p. 360).\\nPsychologically we hold that this concentric\\nprinciple both in the Cube and the Ball is neces-\\nsary to complete the doctrine of surfaces in the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0234.jp2"}, "235": {"fulltext": "FBOEBEUS PLAY GIFTS.-THE SUEFACE. 217\\nkindergarden. The rectilinear and curvilinear sur-\\nfaces, as above given, are partials, while these con-\\ncentric surfaces are wholes. Thus they are true\\nintegrating elements which unite the two preced-\\ning forms and point back suggestively to the\\ngenerating center of all Gifts.\\nIt may be stated here that Miss Gliddon, of\\nPratt Institute, Brooklyn, N. Y., has with great\\nlabor and ingenuity, constructed, or rather\\nre-constructed these concentric surfaces in such\\na way that they ought to be, and, we hope, soon\\nwill be, a part of the necessary material in every\\nkindergarden.\\nSuch is a brief ordered survey of the contents\\nof this Seventh Gift, actual and possible. Of\\ncourse the objection is that the material is simply\\noverwhelming, not to be compassed by child or\\nkindergardner. Yet something has to be done,\\nand the question again rises. What selection can\\nbe made out of this mass, getting its essence and\\nomitting things less important?\\nIn making such a selection we should keep in\\nmind the relation between the Gifts of Abstract\\nMagnitude and of Concrete Magnitude (including\\nthe Second Gift), how the former are derived\\nfrom the latter, and how they should correspond.\\nThe surface is the first and most direct abstrac-\\ntion from the solid, and hence the correspond-\\nence of the two is the most intimate and imme-\\ndiate. If the derivation of the surface from the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0235.jp2"}, "236": {"fulltext": "218 THE PSYCHOLOGY OF\\nsolids of the preceding Gifts be broken into, dis-\\nlocated, or interfered with in any way, there is at\\nonce felt a jar, a break in the genetic spirit of the\\nwhole series of the Gifts, which is first perceived\\nby the kindergardner, but is sooner or later com-\\nmunicated to the child. This Seventh Gift has\\nbeen hitherto the seat of a number of such\\ndiscords.\\nDiscussion of Derivation in this Gift. In\\norder that the source of these discords among\\nthe tablets may be understood better, and possi-\\nbly avoided, we shall lay before the student the\\nfollowing thoughts upon derivation in the present\\nconnection.\\n(1.) The derivation should be direct. This\\ncharacteristic will make it clear and natural to\\nthe child, who has already found the correspond-\\ning^ solids in the Gifts of Concrete Mao^nitude.\\nThe derivation proceeds by the principle of divis-\\nion, the surface is taken directly from the cube\\nand the oblong: and their sohd derivatives in the\\nBuilding Gifts, and also from the round bodies\\nof the Second Gift.\\nNow when we introduce a surface not directly\\nderivable from the solids which have gone before,\\nas the equilateral triangle, we snap the genetic\\nlink, and the result is the whole chain of genesis\\nin the Gifts, and in the Occupations too, is\\nbroken. Yov the whole chain is just as strong as\\nits weakest link, which when snapped leaves the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0236.jp2"}, "237": {"fulltext": "FBOEBEL S PLAT GIFTS.\u00e2\u0080\u0094 THE SUBFACE. 219\\ntwo parts of the chain dangling asunder. Hence\\nthe feeling of dissonance which always acompa-\\nnies, according to the testimony of a large num-\\nber of the most experienced kindergardners, the\\nequilateral triangle on the score of its derivation.\\nAgain: when the hypothenuse of the right-\\nangled scalene trianojle is shifted from the diag:-\\nonal to the side of the oblong for the sake of the\\nangles, we have broken the genetic connection for\\nsome outside purpose, and there is a violation of\\nthe principle of direct inner derivation.\\nAgain: when two right scalene triangles are\\nput together by their short sides in order to form\\nthe obtuse isosceles triangle, the procedure is not\\none of derivation from the solid of the Building\\nGifts, but a combination of two pieces into a ncAV\\nform, and so belongs strictly to Morphology.\\nThat is, such a form is not primary and has no\\nmore business to be an independent figure than\\nany other of the hundreds of combined figures of\\nthis Gift.\\n(2.) The derivation should be complete. That\\nis, all the derivable surfaces should be given, at\\nleast all the primary and essential ones. The\\ncorresponding solids of the Gifts of Concrete\\nMagnitude must be fully represented in those of\\nAbstract Magnitude, else there is a gap which\\nthe child himself will feel and sometimes actually\\npoint out. Indeed, if the genetic purport of the\\nGifts be adequately brought out in his manipula-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0237.jp2"}, "238": {"fulltext": "220 THE PSYCHOLOGY OF\\ntion of them, he will be almost certain to discover\\nthe vacancy.\\nNow, when we take the cube and abstract its\\nsurface for the square tablet and leave the oblong\\nwithout any representative in Abstract Magnitude,\\nthere is the shrillest kind of dissonance, and the\\nvery idea of derivation is stabbed to the heart.\\nIn the name of all the prophets, why should\\no^enesis act on the cube and not on the oblono^?\\nThe inconsistency deepens when we derive a\\ntriangular tablet (the right scalene) from the\\noblong, and not its own quadrangular surface,\\nthough the latter has to be conceived (that is,\\ngenerated) before we can get the former.\\nSuch is the original sin against completeness\\nin these tablets, but there are lesser sins of the\\nsame sort. The taking^ of the obtuse isoscles\\nand the leaving out of the acute isoscles when\\nboth are derived by the same act of diagonal\\ndivision of the oblong; the quartering of the\\nround tablet and not of the square tablet the\\nomission of all concentric surfaces, spherical, cy-\\nlindrical, rectilineal, are offenses against complete-\\nness of derivation, as well as against symmetry.\\nWhat is sought for is a totality of derivation,\\ngiving the entire process of the surface in\\nAbstract Magnitude, as derived from the Gifts\\nof Concrete Magnitude.\\n3. The derivation should be sjnnmetrical. That\\nis, the derived forms shoukl be scencominfi: forth", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0238.jp2"}, "239": {"fulltext": "FB0EBEU8 PLAY GIFTS.\u00e2\u0080\u0094 THE SUBFACE. 221\\ngenetically in a certain order and proportion, ful-\\nfilling their inner law. All incompleteness is\\nunsymmetrical, but not all completeness is sym-\\nmetrical. Completeness demands that all the\\nderived forms be given, symmetry demands that\\nall and no 7nore be given, and that they be given\\nin their genetic order. Excess or superfluity is a\\nviolation of symmetry, though not necessarily\\nof completeness. The derivation must be, there-\\nfore, not only direct, not only complete, but also\\nordered, proportionate, neither too much nor too\\nlittle, not omitting anything inside nor adding\\nanything outside.\\nFor instance, when the right-scalene triangle,\\nderived directly from the oblono- by the first\\ndiagonal, is placed after the obtuse isosceles tri-\\nangle, derived from the second diagonal of the\\noblong, there is an offense against symmetry\\npure and simple, against the order of derivation,\\nwhich otherwise may be both direct and com-\\nplete. Yet this offense against symmetry is\\nfound in many manuals. To order the right\\nscalene, or the obtuse isosceles after the equilat-\\neral triangle is, in our opinion, an offense against\\nsymmetry, which does not permit any dislocation\\nor hap-hazard arrangement of derived forms.\\nThe presence of the equilateral triangle in the\\ntablets is a sin against symmetry, which allows\\nno superfluous or outside form, as well as against\\nderivation, which must be direct from the solid.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0239.jp2"}, "240": {"fulltext": "222 THE PSYCHOLOGY OF\\nThe omission of the oblong tablet, and the\\nomission of the acute isosceles triangle are\\nviolations of symmetry as well as of complete-\\nness of derivation. The division into quarters in\\nthe Fifth Gift has no counterpart in the tablets,\\nstill less has the suggested division into eighths.\\nSj^mmetry and completeness require that they at\\nleast be indicated to the child, who will finally\\ncall for them, though they be not especially\\nembodied in the ijiaterial of this Gift.\\nSuch are the three general principles pertaining\\nto derivation, which may be of some guidance to\\nthe kindergardner in her attempts to bring into\\norder this somewhat chaotic Gift. Directness,\\ncompleteness, symmetry these will show the\\nmain lines of relationship between the antecedent\\nsolids and the derived surfaces. Any violation\\nof them, at least in the primary and essential\\nforms, produces a breach or a dissonance in the\\ngenetic sequence, which mars the educative value\\nof the Gift.\\nAnd we affirm emphatically that the child, once\\ngetting into the line of this genetic derivation,\\nemploys far more quickly and easily the present\\nGift and its related Gifts than if they be pre-\\nsented unconnectedly and fragmentarilv. The\\nreason is manifest: he himself, his Ego is just\\nthis creative energy which he sees unfolding and\\ntaking on form in these Gifts.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0240.jp2"}, "241": {"fulltext": "FBOEBEUS PLAY GIFTS.^THE SURFACE. 223\\nOBSEKVATIONS ON THE TABLETS.\\nThe present Gift is not put up in a single box\\nlike the previous Gifts, but has several boxes,\\none for each kind of tablet. The number of\\npieces seems not so fixed as in the solid Gifts,\\nand the rule of using all the material is not so\\nrigidly enforced.\\n1 The training of the eye of the child to the\\nunit of measure is continued in his use of the\\nsquare inch tablet and other tablets. Also the\\ntraining of the eye to the measurement of angles\\nis begun, as it has hitherto been accustomed chiefly\\nto the right angle, which is the fixed unit of\\nmeasure or comparison for the variable angles,\\nobtuse and acute. The right angle dominates in\\nthe Building Gifts of Froebel, and in architecture\\ngenerally, in the house, in its rooms, doors,\\nwindows, etc. Particularly- Greek architecture\\nis in the main rectangular, into which the Eoman\\nintroduced his arch. The right angle is a kind\\nof standard of angularity, which is first to be\\nacquired by the child.\\n2. The most of the tablets can be modeled by\\nthe child out of clay, when he has begun the Oc-\\ncupations, especially the first one, that of clay-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0241.jp2"}, "242": {"fulltext": "224 THE PSYCHOLOGY OF\\nmodeling. Thus the connection between the\\nGifts of Concrete Magnitude and their derivatives\\nin Abstract Magnitude becomes more vivid,\\nindeed it becomes an outer act performed by the\\nchild himself in correspondence to the inner\\nabstraction. In such a way does he think by\\ndoing, or make his doing think. In the Occupa-\\ntions he is to reproduce his material, at least the\\nform of it; so he forms his tablets, which hitherto\\nhave been given him. In other Occupations,\\nsuch as paper-folding and paper-cutting, the\\ntablet is or may be reproduced. In general, the\\nsurface begins to approach and invite the Occu-\\npations, furnishing to them their chief material,\\nnamely paper, which is nothing more than em-\\nbodied surface waiting to be worked over into\\nform.\\n3. If we relegate the equilateral triangle, espe-\\ncially in its formation, to stick-laying, where it\\nproperly belongs, we shall be rid of the chief\\nburden. If we relegate the doctrine of angles,\\nparticularly the acute and the obtuse, to the next\\nGift, where it has the conditions of a proper\\ntreatment, we shall have time and opportunity\\nfor something else.\\nIf we leave out the lesser divisions, the eighths\\nand in some cases possibly the quarters, which\\nare secondary and less essential forms, it will help\\nkeep down the excessive increase of material\\nalways a prime object. Still, for the sake of sym-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0242.jp2"}, "243": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE 8UBFACE. 225\\nmetry and completeness, the skillful kindergarcl-\\nner will be able to indicate even these lesser\\ndivisions, for some child will be sooner or later\\nasking for them.\\n4. Concentric surfaces have little constructive\\nadaptability. One cannot make anything with\\nthem; thus their morphological capacity is in\\nstriking contrast with the flat surfaces, rectilineal\\nand curvilineal, which are capable of an immense\\nvariety of forms. In this respect, the concentric\\nsurface (in Abstract Magnitude) differs from the\\nconcentric solid (in Concrete Magnitude) to whose\\nform the arch in all its sizes belongs. Still the\\nconcentric surface is a logical part of the system\\nof surfaces, and hence should be represented in\\nthe present Gift. It gives the idea of complete-\\nness, which is not in the rectilinear or curvilinear\\nsurfaces. This [completeness is often popularly\\nexpressed in metaphor by the terms all-sidedness\\nand all-roundness (Cube and Sphere). The sur-\\nface in concentrism returns into itseK, so to\\nspeak, and thus completes itself. For instance,\\nthe curve returning into itself as line makes the\\ncircle, but the circle returning into itself makes\\nthe sphere or completed spherical surface.\\nStill further, concentrism suggests the move-\\nment inwards, to the genetic Point, which is the\\nvery source of this Gift and all the Gifts. And\\nthe Point is also the end toward which this Gift\\nof Abstract Magnitude is tending, so that these\\n15", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0243.jp2"}, "244": {"fulltext": "226 THE PSYCHOLOGY OF\\nconcentric forms may be said significantly to\\npoint towards the Point, being prophetic of the\\nsame. Likewise concentrism suggests the move-\\nment outwards, the unfolding of the inner energy,\\nwhich manifests its degrees of power in these\\nsuccessive layers.\\n5. In regard to nomenclature we should\\nobserve that these embodied concentric surfaces,\\neven when spherical, are still called tablets, though\\nthe term is usually applied to flat surfaces,\\nstraight-lined and rounded. In the sense given\\nthe egg-shell would be a tablet. We need a gen-\\neral term embracing rectilineal, curvilineal and\\nspherical surfaces, when re-embodied in this\\nGift for the child so we seize upon the word\\ntablet and press it into service till a better is\\nfound. Moreover the word concentric at first\\nsuggests the circle within the circle, as the con-\\ncentric rings in water, or the concentric half-\\nrings in a rainbow. But here we apply the term\\nto spherical forms, and even to rectilineal square\\nforms, as the cube within cube is concentric.\\nIt can also be applied to the cylinder, the cone,\\nand the pyramid. The principle of concentrism\\nis co-ordinate with, but distinct from, the curve\\nand the straight Ihie,\\nConcentrism accordingly, shows, not the linear,\\nbut the surface movement from inner to outer\\nand from outer to inner. That is, the total sur-\\nface moves, not limited bv straight lines or curves.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0244.jp2"}, "245": {"fulltext": "FBOEBEUS PLAT GIFTS.\u00e2\u0080\u0094 THE SUBFACE. 227\\nThe idea of totality now enters the surface and\\ncompletes it in thought and for thought. The\\nchild will undoubtedly take this idea in his way,\\nnamely through the sensuous forms. Not much\\nmanipulation is required, and therefore not much\\ntime is taken. Still for the child, too, the con-\\nception of surface is by these concentric forms\\nmade complete.\\n6. The question of color has not been touched\\nupon, being deferred till we come to the Occupa-\\ntions, in which it is first to be employed sys-\\ntematically. In the quantitative Gifts, color is\\npresent, but its application is not explicitly set\\nforth, inasmuch as it rightly belongs to the quali-\\ntative Gifts. The fact should be stated, how-\\never, that the earlier kindergardners, including\\nFroebel himself, introduced color into their\\ntablet work, thus making this complicated Gift\\nmore complicated, and adding to its material\\nalready overwhelming.\\n7. Affain let us come back to the fundamental\\nidea in all this mass of things: Derivation.\\nThe child is to develop Derivation within and\\nwithout, to commune with the same and to make\\nit his own. Thus he unfolds the inner genetic\\nprinciple of himself and of the world, he shares\\nin the creative act of the universe, and this is\\nthe highest goal of education. For it is this\\ncreative act which unifies him with the creator.\\n8. Already we have heard the voice of the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0245.jp2"}, "246": {"fulltext": "228 THE PSYCHOLOGY OF\\nSurface crying out for the Line, which bounds\\nit, determines it, in a sense produces it; that\\nwas the call for the movable Line, free, inde-\\npendent, liberated from all servitude to matter\\nand even liberated from the Surface. To this\\nwe now pass.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0246.jp2"}, "247": {"fulltext": "FBOEBEVS PLAT GIFTS.\u00e2\u0080\u0094 THE LINE. 229\\nTHE LINE.\\nIf we now take away in thought a second\\ndimension, saj breadth, from the surface, we have\\none dimension left, length, or the Line. The\\nsolid, losing two dimensions, is simply lineal.\\nUsually the forms of the Line, as straight or\\ncurved, have been classified in two Gifts (sticks\\nand rings). It is a noteworthy fact that the cur-\\nvilineal element first entered the Derived Gifts of\\nFroebel in the Line (the rings), from which it\\nseems to have traveled backwards and to have\\nsuggested the round tablets, and now it is going\\nback still further and is laying hold of the solids.\\nThus it is the Line which classifies and gives\\nname to the rectilinear and curvilinear Gifts of\\nConcrete Mao^nitude solids which are straiffht-\\nlined and curve-lined. In fact, rotundity, with\\nwhich we started in the Ball, becomes completely\\nexplicit and free in the round line or circle.\\nThe same principles of derivation hold good in\\nthe line as in the surface, namely, there should\\nbe directness, completeness, symmetry. The\\ngenetic connection must remain active and in its\\nintegrity, otherwise the educative value of the\\nGift is impaired. The child himself will trace\\nthe relation between the present and the ante-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0247.jp2"}, "248": {"fulltext": "230 THE PSYCHOLOGY OF\\ncedent forms, he will feel any gap in the suc-\\ncession, and be confused b}^ any superfluity or\\ndislocation. If the material be incomplete,\\ndisjointed, disordered, the child, whose mind is\\ninherently genetic, will lose much time and not\\nget the main thing at last.\\nOur task is, accordingly, to make the abstrac-\\ntion of the Line and to embody that in a material\\nform. It has been with us from the beginning\\nin connection with sohds and surfaces, but now\\nit is to be made free and to be regarded as it is\\nin itself. Here we may note the same process\\nas in all the Gifts of Abstract Magnitude first\\nis the concrete sohd, second is the abstraction,\\nhere the Line, third is the re-embodiment of this\\nabstraction for the child in the form of sticks\\nand rings.\\nThe single dimension which is now separated\\nand held fast is length, while the tablet had two\\ndimensions. Thus the line is further removed\\nfrom the material solid, is more ideal than the\\nsurface, in which the line is still an edge and not\\nyet free. We may, therefore, say that the line\\nis more a thing of mind than the surface and is\\nmore adjustable to mind and thought than the\\nsurface. We lay the sticks (lines) as we please,\\nbut in the tablet the line is fixed in the material,\\nis determined by that, and not by us, at least not\\ndirectly by us. Such is the chief new fact\\nappearing in the line its ideality, its freedom.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0248.jp2"}, "249": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE LINE. 231\\nThe bound or the limit, accordingly, is cut off\\nfrom its obiect and set free being no longer fast\\nin matter. It is movable, having all the liberty\\nof space, and can be run any whither, even to the\\nfurthest star. This property is what gives it a\\nform-making power, in a manner we shall see\\nthat these sticks introduce us to formation, even\\nto reproduction, and thus herald the approach\\nof the occupations.\\nLet us trace a little this liberation of the line,\\nwhich in a way has been enslaved from the\\nbeginning of the Gifts, though always struggling\\ntoward greater freedom. Nearest to being free\\nit is in the side of the bounded surface, as it\\nshares in the ideality of the latter, but is still\\ntied to the same as limit. In the edge of the\\nCube it is explicit, visible, yet held fast in matter.\\nIn the Sphere, however, it is implicit, unseen,\\nnot yet brought out, not yet born into the world.\\nAs diameter or axis of the Sphere, it is merely an\\ninternal Line which is, first of aU, to make itself\\nouter. This undeveloped stage is the least de-\\ngree of freedom. So the diameter of the Sphere,\\nthe edge of the Cube, the side of the Square, are\\nall steps in the process of the Line, which in the\\nEighth Gift has declared itself free and inde-\\npendent.\\nWhen we consider the material of this Gift\\n(or Gifts), we find the same general character;\\nthere is no absolute fixity in it, or at least it", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0249.jp2"}, "250": {"fulltext": "232 THE -PSYCHOLOGY OF\\nallows greater variation than other Gifts. The\\nsticks are put up in packages, say ten in number\\nbut this may vary. Then the number of sticks\\nin each package is under no iron necessity.\\nThey are usually of a certain length, yet they\\nare breakable and ought to be broken when the\\nend in view demands it, for this is not destruc-\\ntion, but formation.\\nThus the material through its freedom, is\\nadjustable, it begins to have a kind of plastic\\nquality. The sticks are adjustable in space,\\nbeing movable; adjustable in themselves, as\\nregards length; adjustable in the quantity of\\nmaterial, at least up to a certain point. Thus\\nthe external element of matter is no longer such\\na controlUng thing as in the solid Gifts an inner\\nprinciple seems to be more decisively in command.\\nStill this new freedom must not be allowed to\\nlapse into license, wherein lies the danger of the\\npresent Gift. Too often a bundle of sticks is\\nthrown to the child that he ma}^ give vent to his\\ncaprice, which has become troublesome to the\\nkindergardner, or uncontrollable.\\nBut in such a case the tub will not usually\\nsatisfy the whale, now incarnate in the form of\\nthe little boy, who well knows what the whole\\nthins: means. He is bound to assert his free-\\ndom, having in hand a free weapon. Have we\\nnot seen these sticks broken to pieces and thrown\\non the table and lioor, or used as a kind of bayo-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0250.jp2"}, "251": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE LINE. 233\\nnet with thrust delivered in full charge, each\\nchild trying to poke it into the ear, nose, mouth,\\neye of his neighbor, who sets up a howl and\\nretaliates with grim vengeance? Like freedom\\nitself, these free sticks can be employed for the\\ngreatest disorder, turning the kindergarden into\\na little mob full of riot and fight and chaos\\ngenerally. And so the children, like many\\ngrown people, must make a start to get free of\\nsome of their freedom. Accordingly we are to\\nhave order in stick-laying, as we are to have law\\nin our liberty. The starting-point is to bring\\norder into our material and to connect it ge-\\nnetically, and, if possible, sj^mmetrically, with\\nwhat has gone before. We found in the solid\\nGifts (concrete magnitude), as well as in the\\nsurfaces w^hich we have just considered, a move-\\nment of this sort: rectilineal, curvihneal, unifi-\\ncation of the two. It will be observed that this\\ndivision is based upon the line, that is, upon the\\nvery element which is now abstracted and re-\\ngarded by itself. Thus we have reached down\\nto the principle itself of the previous organiza-\\ntion of the Gifts, which principle is now to\\norganize itseK. Let us see how it will behave\\nin this new domain, whose contents may be\\nordered as follows\\nI. Eectilinear forms, those figures which are\\nbounded by straight lines, and so are given in\\noutline.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0251.jp2"}, "252": {"fulltext": "234 THE PSYCHOLOGY OF\\n1. Quadrangular, or better, quadrilateral fig-\\nures, such as the square or the oblong, which\\nare now re-produced by sticks.\\n2. Triangular figures, formed from the pre-\\nceding by diagonals, which give the various\\ntriangles. Then a deeper separation here takes\\nplace, the separation between sides and angles.\\nThe angle now rises into importance and deter-\\nmines the side which is movable. Triangulation\\nor the makino^ of trianHes accordino to the angle\\nbe\u00c2\u00a3:ins at this stacre of stick-la vinof.\\n3. Concentric figures, both quadrangular and\\ntriangular; or squares within squares and tri-\\nano^les within trianoies.\\n(1.) First is the immediate idea of size\\nthrough the different sizes laid alongside of one\\nanother.\\n(2.) A new difference manifests itself, that\\nbetween size and form, the latter being the fixed,\\nthe invariable all these sizes of triangles in\\nconcentric layers have the same form. Also the\\nform is the determinant of the size, whicli thus\\nfinds its ground.\\n(3.) The inner, invisible pomt, the genetic\\ncenter of all these forms, is suggested by concen-\\ntrism, which moves towards the same as its source\\nor cause.\\nAll concentric figures, though they be recti-\\nlineal in form, hint a determining center and a\\nline extending from within outwards, wliich line", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0252.jp2"}, "253": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE LINE. 235\\ntaken as a radius will produce a circle. Hence\\nwe go over in thought to the following\\nII. Curvilinear forms those figures which\\nare bounded wholly or in part by curved lines,\\nand so are given in outline. Usually they are\\nmade to constitute a new Gift, the ninth, that of\\nthe rino-s. The curves are confined to the circle.\\n1. The entire circle as anouthneof the Sphere\\nwhose rotundity is reduced to a Line.\\n2 The division of the whole circle into halves\\nand quarters (and possibly eighths). Thus the\\nrectilineal element enters the curvihneal and\\nunites with it to produce new figures.\\n3. Concentric circles or rings, of three sizes\\nand in three divisions, all pointing toward the\\ndetermining center.\\nIII. The two elements of the Line, the straight\\nand the curved, are united in many ways, produc-\\nino- many forms. Already we noticed the recti-\\nlineal separating yet joined with the curvilineal\\nin the half and quarter circle. A full develop-\\nment of the forms which result from the union of\\nthese two elements belongs to the Morphology\\nof the Gifts, which subject lies outside of our\\npresent plan.\\nSuch, however, is a brief summary of the em-\\nbodied hue, the second stage of the Gifts of\\nAbstract Magnitude, having one dimension, that\\nof length. Its relation to the Gifts of Abstract\\nMagnitude is manifest from the preceding outline,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0253.jp2"}, "254": {"fulltext": "236 THE PSYCHOLOGY OF\\nwherein are shown its direct derivation, its\\ncompleteness and its symmetry.\\nThe student will note how strong the principle\\nof reproduction of pre^dous forms is in this Gift.\\nHerein it approaches the character of the Occu-\\npations whose essential fact we shall see to be\\njust this reproduction. The sticks reproduce in\\noutline all the surfaces, square and round, resem-\\nbling the Occupations of sewing, dotting, draw-\\ning. In fact, stick-laying may be considered an\\nembodiment of rude linear drawing.\\nStill stick-laying belongs to the Gifts and not\\nto the Occupations, inasmuch as it emploj^s ex-\\nternal combination of objects and not the inner\\nproperties of matter, though when you break a\\nstick you test and employ an inner property.\\nOwing: to the freedom of the Line which the stick\\nrepresents, it has a reproducing power in its\\ncombinations. So the Line is on the border of\\nthe Occupations and is quite ready to go over to\\nthat realm, where we shall often meet with it in\\nthe shape of a thread or slat or strip, or even a\\ncut Line. Indeed the slat is a Gift if its pieces\\nare merely laid or externally combined; when,\\nhowever, its pieces are held together in forms by\\nelasticity, the whole belongs to the occupations\\nthrough the employment of an inner property of\\nmatter. (See this subject unfolded in the intro-\\nduction to the Occupations.)\\nThe Line can be used for counting, indeed a", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0254.jp2"}, "255": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE LINE. 237\\nprimitive way of reckoning or keeping tally is by\\nmeans of little sticks, still in use in cases where\\nfigures can be made to lie by being rubbed\\nout or changed. Indeed the abstraction of the\\nLine has a greater affinity for number, which is\\nalso an abstraction, than the solid or even the sur-\\nface. Lines easily stand for, perchance turn to,\\nnumbers hence they are often used in the kin-\\ndergarden for the first lessons in arithmetic.\\nThe Line gives the inch in length and hence\\nfurnishes the basic measuring unit or modulus\\nfor distance. The linear inch is now separated\\nfrom the cubic inch and also the square inch, and\\ndoes service in its own right. And in the\\nmatter of real service, it mostly performs\\nthe work of the other two, being free and\\nadjustable; we measure the square mile by a\\nLine as well as the cubic yards of a reser-\\nvoir or an excavation. So the Line is the prac-\\ntical man of the family, who finds out by his\\nyard-stick or tape-string the length, breadth, and\\nheight of the object. Actual measuring (and\\nwith this comes necessarily counting) enters in\\ncompleteness with the Line, though we have\\nmade a beginning in the previous Gifts.\\nGeometry has also its strong claim upon stick-\\nlaying we have already seen how important it\\nis for embodying geometric figures. Especially\\nthe doctrine of the triangle with its two variable\\nangles, the acute and the obtuse, belongs here.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0255.jp2"}, "256": {"fulltext": "238 THE PSYCHOLOGY OF\\nIn stick-laying we should introduce whatever\\nthere is of angle-measuring (goniometry) allow-\\nable in the kindergarden (which cannot be very\\nmuch). Those highly important angles in all\\nconstruction, 30, 60, 45, and 90 degrees, the\\nchild may at least see and construct in his more\\nadvanced course, even if he does not name them.\\nTo a certain extent he can become familiar with\\nthem and judge of them, just as he learns dis-\\ntance and computes it unconsciously. Thus he\\nis making a faint start in another mathematical\\nscience, trigonometry, one of whose main elements\\nrests upon angle-measuring in a triangular shape.\\nAlready it has been said that triangularity has\\na special place in this Gift. We may note a\\nsmall beginning and advance in several important\\nsciences arithmetic, geometry, trigonometry,\\ndrawing. All this, of course, is given in play,\\nwith material things but the play, though spon-\\ntaneous, is filled with meaning and instruction;\\nthrough it the child is taking possession of his\\ntrue spiritual heritage transmitted from the past\\nand containing the future. In this way stick-\\nlaying is not a means of license but of freedom,\\nbrino:in(y to the child a little strain of the cosmos\\nand not a discord of chaos.\\nRings. It has been already stated that the\\nsticks and the rings have been arranged in two\\nseparate Gifts. The ring is the embodied circle\\nas distinct from the Sphere. The circle has a", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0256.jp2"}, "257": {"fulltext": "FBOEBEUS PLAY GIFTS.^THE LINE. 239\\nvery important place both in nature and mind.\\nIn the hitter, it has always been taken to repre-\\nsent in outward shape the return, which plays\\nsuch an important part in mythology, poetry, art,\\nas well as in psychology. It is, therefore, one\\nof the most significant and cherished symbols of\\nthe human race. In these gifts it appears in\\ngenetic order next to the last one, symbolizing in\\noutward shape the return which is soon to become\\ninward. Of this we shall speak again.\\nWe have already unfolded these circular forms\\nin their psychical order and connection. Yet\\nhere comes the first discord. That the cur\\\\d-\\nlineal element should be placed in a special Gift\\nand thus separated from the rectilineal throws\\nthe movement out of symmetry with the Seventh\\nGift in which both elements are joined together.\\nStill as all manuals within our knowledge are\\nagreed on this point of making and numbering\\nthe two Gifts, we shall at present have to follow.\\nIt is true, however, that the numbering of the\\nGifts of Abstract Magnitude varies in the differ-\\nent manuals, though most of the later ones call\\nthe rings the Ninth Gift.\\nThe quantity and kind of material have also\\nvaried with different authors. Froebel s widow,\\nwho published after his death this play-gift from\\nsuggestions of Froebel himself, has 24 whole\\ncircles and 48 half circles, and apparently (we\\nonly know the work through others) no quarter", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0257.jp2"}, "258": {"fulltext": "240 THE PSYCHOLOGY OF\\ncircles. The latest books dimmish this material,\\nand add the quarter circles, which make it sym-\\nmetrical with the double cuts previously sug-\\ngested in the solid Gifts and in the tablets\\n(usually 12 whole, 18 half, 12 quarter circles).\\nAlso three sizes, three, two, and one inch in\\ndiameter.\\nThe ring suggests the return to the ball of\\nwhich it is an outline the periphery is seen as a\\nhue whose character is to return into itself.\\nThus the circle has not beginning or end, it is\\nin a way self -limiting and hence has been often\\nused as the symbol of eternity. The ring\\nwith its abstraction from the solid sus^o^ests the\\nself-returning Ego more emphatically than the\\nSphere, since just this self -return is what is ab-\\nstracted in the circle. The straight line is bent\\naround till it comes back to itself, as it were, like\\nconsciousness. M}i:hology has seized upon the\\ncircle and hinted its importance in the earth-\\nserpent, which, coiling round our globe, puts its\\ntail into its mouth and thus holds up our terres-\\ntrial sphere. And somehow at last it must be\\nupheld by self-determination.\\nThe angle, which was such an important ele-\\nment in the preceding Gift (sticks), quite van-\\nishes in the circle. All angularity is trans-\\nformed into roundness, whereof the meaning is\\nhinted in the metaphorical use of the terms. The\\nline of beauty is supposed to be a curve, though", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0258.jp2"}, "259": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE LINE. 241\\ncertainly the straight line is also employed in art,\\nand in morals the right (right-lined) has a better\\nname than the crooked or devious.\\nThe curvilineal outline is more suitable for the\\nreproduction of vegetable and animal forms.\\nNature bends and turns and curves; the tree\\nrounds itself out in going upward into the cylin-\\ndrical stem, and broadens itself into the round-\\nshaped leaf.\\nThe semi-circle shows the circle divided, and\\nis not so permanent a form, not so self-contained\\nas the circle; it participates in other things,\\nwhile the circle produces the impression of ex-\\nclusiveness, self-sufficiency. Turn it about and\\nit is the same, or in the same relation to the\\nouter world. Not so the half -circle, whose self-\\nincluding home (which is the total circle),\\nhas been broken into, and the outside world\\ncan step in.\\nMoreover from tip to tip it suggests a straight\\nline; here the stick can be added. So there be-\\ngins a union of the curvilinear and the rectihnear,\\nwhich is still further developed in the quarter\\ncircles. Thus the circle and its diameter have\\nbecome visible, which conception we started\\nwith in the sphere.\\nAlso letters of the alphabet and figures of\\narithmetic are made by the child from the vari-\\nous shapes of stick and ring united.\\nThe semicircle we can take from the arch and", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0259.jp2"}, "260": {"fulltext": "242 THE PSYCHOLOGY OF\\nthe arc both of which we have noted in the\\nBuildino^ Gifts. Or we can take it from a divis-\\nion of the Cylinder, which belongs to the Second\\n(Originative) Gift.\\nIt has been already observed that the concen-\\ntric rings are seeking the Point inward, which is\\ntheir center and origin. They give in outline\\nthe Sphere or its periphery, so that the Point as\\nthe center of rotundity has now become visible,\\nexplicit, embodied which as implicit was the\\nstarting-point of the Ball. So the concentric rings\\nbegin to carry us back to the beginning which\\nmovement is not yet completed, but will be soon,\\nin the Point taken by itself.\\nWe may consider the circle (or ring) as an\\nouter self -return, the end visibly comes back to\\nthe beginning. But this circle also suggests the\\nPoint within, as central and determining; this\\nPoint will show the inner and deeper self -return\\nwhich embraces the whole series of Gifts, which,\\nhowever, must be ideal, though intimated to the\\nchild by these ordered sensuous objects. This\\nPoint suggested by the circle and specially by the\\nconcentric circles, is next to appear, taking on\\nvisible shape for the child.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0260.jp2"}, "261": {"fulltext": "FROEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE LINE. 243\\nOBSERVATIONS ON THE LINE.\\n1. The first reflection which comes to the kin-\\ndergardner in reference to the foregoing sugges-\\ntions, pertains to the increase of material.\\nAlready we have been giving some hints with an\\neye to this difficulty. It is very generally agreed\\nthat the kindergarden has now all the material\\nit can employ to advantage. Still certain\\nchanges must be allowed, if they are made in the\\nspirit, not of innovation, but of improvement.\\nIf we can find a better ordering of the material,\\nand a better method of presenting it to the child,\\nthere will be progress. Attention may be called\\nto the following points\\n(a.) A little increase of material may be a\\ngreat increase in clearness and genetic sequence.\\nAn additional block may bridge a chasm for the\\nchild and thus bring about a great gain in time.\\nHence we are to consider carefully in what part\\nand for what purpose any increase of material is\\nmade. A stone brought and thrown into the\\nstream may enable us to step over at once,\\nwhere otherwise we would be detained for hours,\\nor brought to an absolute standstill. An in-\\ncrease of material does not necessarily signify,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0261.jp2"}, "262": {"fulltext": "244 THE PSYCHOLOGY OF\\ntherefore, an increase of work, but may mean a\\ndecided diminution of it.\\n(S.) There needs to be no increase of material.\\nThe primary and essential derivation of surfaces\\nand lines must always have representative forms,\\nbut the secondary and less essential derivation\\n(for instance, the division into quarters and\\neighths) can be indicated at times in a simple\\nsuggestion (say, by means of drawing, paper-\\ncutting, or paper-folding). Still the primary\\nderivation must have all the qualities above\\ngiven it must be direct, complete, symmetrical.\\nIn this manner, the material of surfaces and\\nlines becomes, in a degree, elastic; it can be\\nincreased or diminished, without impairing the\\ngenetic process of the Gifts, xind we must recall\\nthat a large portion of this material was origi-\\nnally made by the kindergardner a condition\\nof thino^s which has its decided advantas^es over\\nthe manufactured material of the present time.\\nThough we cannot go back to that condition, we\\nmay seek to restore some of those advantages.\\n(c.) Even if the material be increased, the\\nchild learns to employ it far more quickly and\\neasily when he has before himself the total\\nderivation, than when it is given to him hap-\\nhazard and in fragments. When the genetic\\nthread is clear, consecutive, and whole, the\\nquantity of material makes not so much diifer-\\nence, he can string it all on the thread.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0262.jp2"}, "263": {"fulltext": "FBOEBEVS FLAY GIFTS.\u00e2\u0080\u0094 THE LINE. 245\\nThe great saving to be made is in time and\\neffort, and in the avoidance of mental confusion.\\nNow if the genetic thread be broken, or dis-\\nlocated, a small quantity of material will soon\\nbecome burdensome and confusing.\\nThe main educative object of the Gifts is the\\ngenesis, the derivation, which is the child s own\\ncreativity realized in things which he sees and\\nwith which he plays. If he be truly the child of\\nthe Creator, he must be able to create after his\\ndivine Parent; in fact, he must play creation,\\neven the Creation of the Universe, after the\\noriginal divine fiat.\\n2. The so-called Jointed Slat is a line and thus\\nbelongs under the present caption. The Slat is\\nessentially a stick, though it is sometimes thought\\nto be a transitional form between a surface and a\\nline, on account of its breadth. But its essence\\nis linear, the breadth is employed simply as a\\nconvenience for making the joint, in which lies\\nthe especial characteristic of this kind of line.\\nThe Jointed Slat, therefore, has the point of\\nintersection fixed, yet axial; thus the variable\\nangle as well as its movable sides are made\\nvisible. The sticks now lay themselves, so to\\nspeak, they make their own angles and figures,\\nthe outer inpact being given. The Jointed Slat\\nthus suggests the axial nature of the Point, or the\\nPoint as turning-point when taken by itself. Such\\nis the prophesy here, which is soon to be fulfilled.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0263.jp2"}, "264": {"fulltext": "246 THE PSYCHOLOGY OF\\n3. The Thread-game may also to be introduced\\nin this connection, as it is based upon the line.\\nThere are several kinds of Thread-games; the\\nchief one is the makins: of the outline of forms\\nby means of a wet thread moved by the finger on\\na surface. The pliability of the thread is the\\nproperty which mainly comes into play this use\\nof an inner property suggests the Occupations,\\nbut as the thread is manipulated by the hand\\nwithout an implement, this game may be still\\nregarded as a Gift. On the other hand, the\\nforms of the wet thread are not given to the\\nchild and these combined, but are made by him;\\nthis fact again brings the game into touch with\\nthe Occupations.\\nThe Thread-game has no fixed point, but is a\\nline pliable at every point, wherein lies its con-\\ntrast with the Jointed Slat. Thus the axis is\\nmovable as well as the line, the joint is any-\\nwhere, and the line follows. The rigidity of the\\nstick and ring is now broken at every point, and\\nthe line in its material representative has become\\nabsolutely flexible, yielding, responsive; it is\\nready to be straight or curved or both together.\\nIn fact, other forms now begin to come to light,\\nhitherto not possible, such as the oval, and even\\nthe spiral.\\nIt is manifest that in the thread the line has\\nattained a considerable degree of freedom within\\nitself. At first the line was a liberation from", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0264.jp2"}, "265": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE LINE, 247\\nmatter and then from the surface. Still it was\\nrigid in the sticks and rings which was a kind\\nof unfreedom. This movement toward freedom\\ninside the line itself through various plays we\\nmay briefly designate as follows\\n(a.) The simple stick (straight, round, con-\\ncentric), separate by itself, yet fixed within\\nitself at every point, or at most a little flexible.\\nThese sticks produce forms from an outside force\\nwholly, applied to each stick.\\n(b.) The jointed stick, fixed at one point on\\nwhich it turns or several sticks fixed too^ether\\nat several points. These sticks produce forms\\nfrom the inside, from the fixed point, though the\\nstarting force comes from the outside.\\n(c.) The flexible thread, which is aline with\\nan axis at every point thus line and point are\\nmovable, and in this sense free. The forms are\\nproduced from the inside, not, however, from\\nthe fixed point, but from the movable point\\nshifting anywhere along the line.\\nThus we may trace a movement in these three\\nplays with the line from an outer to an inner\\nfreedom, from the line as externally determined\\nto a condition of internal determination. On\\naccount of this last fact, the wet thread seems\\nto the child to make fissures which have life and\\nwriggle and crawl. Popular belief aflGirms that a\\nhorse-hair thrown into water becomes alive and\\nturns to a snake.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0265.jp2"}, "266": {"fulltext": "248 THE PSYCHOLOGY OF\\n4. All stick-laying, on account of its produc-\\ning line and outline so distinctly to the eye, may\\nbe considered a kind of drawing, and so on this\\nside the present Gift (or Gifts) approaches the\\nOccupations. Especially the Thread-game, by\\nmeans of its free-moving outline, lends itseK\\neasily to a rude kind of picture-making, and\\nthus is .very interesting to the child, who sees\\nthe forms growing, as it were, beneath his fingers.\\nThe ends of the thread being joined together,\\nand the whole thread moistened and laid upon a\\nsurface, any change in its outline produces a new\\nshape. We may also see in this play of thread-\\nforms how the Point as axial moves out of itself,\\nhow it is in a sense self -moving or self -separating,\\nand projects itself into a line a thought which\\nwe shall find to be fundamental when we come\\nto the Point. Indeed we may behold a transition\\nhere from the Line to the Point.\\n5. We may again emphasize the fact that con-\\ncentrism in the Gifts of Froebel first appeared\\nin the Line, specially in the rings. In fact, con-\\ncentric rings, are often seen in nature, for in-\\nstance in water, in certain stones, in the phenom-\\nena of the sky, and in the vegetable kingdom.\\nAnnular shapes and outlines are also very com-\\nmon in art, particularly in decoration.\\nBut in the present exposition we have applied\\nthe term concentrism, not only to the line, but\\nalso to the surface and likewise to the solid.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0266.jp2"}, "267": {"fulltext": "FBOEBEUS PLAT GIFTS.\u00e2\u0080\u0094 THE LINE. 249\\nSuch an application of the term extends its usage,\\nand causes some difficulty at first. Therefore it\\nis well for the student to remember the follow-\\ning items in this matter\\n(a.) Concentrism is applied to straight lined\\nfigures (for instance, the square and the cube)\\nas well as to curved figures.\\n(5.) It is applied to the spherical surface as\\nwell as to the flat surface.\\n(c.) It is applied to the forms of Concrete as\\nwell as of Abstract Magnitude solids, surfaces,\\nand lines.\\n(c?.) The ring within the ring is the plainest\\nand probably the primary usage of concentrism.\\nBut from this its first and simplest application it\\npasses to embracing quite all the Gifts in its\\nsweep.\\nSo much in regard to the use of the word. In\\nregard to principle of concentrism and its place\\nin a complete ordering of the kindergarden\\nGifts, we have already spoken sufficiently.\\n6. We have already alluded to the import of\\nthe Line in its ethical aspect (see the discussion\\nunder the head of the Curvilineal Gifts Lan-\\nguage picks up the Line and applies it metaphori-\\ncally to human conduct. We have to think,\\naccordingly, that there is a moral suggestiveness\\nand hence moral trainino^ in the Line for the\\nchild. In the history of the race, man seems to\\nmake the abstraction of the Line when he makes", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0267.jp2"}, "268": {"fulltext": "250 THE PSYCHOLOGY OF\\nthe abstraction of the virtues, and names a num-\\nber of the latter after the Line, which thus ap-\\npears to him an outer sensuous representation of\\ninner character.\\nIn the Gifts of Concrete Magnitude we have\\nanticipated the Line, making it the basis of the\\nimportant distinction into rectilineal and curvi-\\nlineal. Thus the Line has already shown itself\\na governing principle in the ordering of solids.\\nAnd hereafter in the industrial occupations we\\nshall see the Line manifest the same power. It\\nwill divide and then unite things it will limit\\nand hence form figures it will enter into matter\\nand transform the same, along with the other\\nelements of Abstract Magnitude (surface and\\npoint).\\n7. Already the Line has, in a number of ways,\\nbeen calling to, or, if you please, pointing to\\nthe Point as its source, origin, cause. The\\nbeginning and end of the Line are in the Point,\\nwhich is thus its Alpha and Omega, whence it\\ncometh and whither it goeth In the Thread-game\\nthe Line revealed the Point as its axis. In\\nthe concentric rings the movement is from and\\nto the Point as the central source. So we may\\nsee the Line ever suggesting and indeed return-\\ninoj to its oriojin the Point.\\nThe Line, accordingly, forces us to the Point,\\nliterally and metaphorically. To the Point,\\nthen, we go.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0268.jp2"}, "269": {"fulltext": "FBOEBEL S PLAY GIFTS.\u00e2\u0080\u0094 THE POINT. 251\\nTHE POINT.\\nThis is usually numbered as the Tenth Gift\\nand is the last of the Quantitative Gifts. The\\nPoint has its difficulty, owing to the obvious con-\\ntradictory elements in its conception. It is the\\nabstraction from all Magnitude, yet it is a prin-\\nciple of Magnitude just in such abstraction; it is\\nthe negative of all space yet is spatial just in\\nits negation; it is the annulment of all the\\ndimensions, yet somehow remains a dimension,\\nand the most important one it is the end and\\nwinding up of all the Quantitative Gifts just\\nthrough its undoing of Quantity stiU we have\\nto consider it a true Quantitative Gift.\\nSuch are some of the points which set the\\nbrain to whizzing about the Point. We must\\nconsider this to be not a dead Point, but active,\\nyea self -active in a sense; it is axial, turns on\\nitself, and hence can return; it is indeed the\\nPoint of Return, moving out of the Abstract to\\nthe Concrete, and still further sweeping back to\\nthe beginning, to that initial central Point of the\\nSphere out of which all the Gifts have been\\nunfolded.\\nFrom these statements the fundamental fact", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0269.jp2"}, "270": {"fulltext": "252 THE PSYCHOLOGY OF\\nconcerning the Point begins, we hope, its dawn-\\ning:: it is a tliouo^ht, and hence endowed with the\\ncreative power of thought, of the Ego itself, of\\nwhich it is an externalized representative.\\nSo we have come to the final Gift of Abstract\\nMagnitude, the Point, which abstracts from all\\nthree dimensions length, breadth, and thick-\\nness. What is left? It would seem to be mere\\nnothing and in one sense it is there is no longer\\nany outer extended space, even in the form of a\\nline; all extension is negated, and the extensive\\nor quantitative Gifts have reached their conclu-\\nsion in the Point.\\nStill there is something left, some result, and\\nthat is just this act of abstraction, which is now\\nto be projected into externality. Tlie Point is\\nthe abstract negative power of the Ego exter-\\nnalized, it is tlie Ego s mastery over space made\\nspatial. That is, starting with the Point the Ego\\nbegins to re-construct space out of itself, deter-\\nmining it by Point, Line, and Plane, which are its\\nown,- it makes over space just as it makes over\\nmatter, it produces in space the form or the\\nmould into which it is going to pour the material\\nworld. The Point is really subjective, the Point\\nof the Ego, which has just this separating power\\nwithin itself and self -projection into an object.\\nIn the Point, therefore. Abstract Magnitude\\nhas abstracted from all Magnitude, from all\\nextension, for the Point has no Magnitude, no", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0270.jp2"}, "271": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 TEE POINT. 253\\nextension no length, breadth, or thickness.\\nYet the Point has position, it is said; it is posi-\\ntive, not negative, or not wholly so what is this\\npositive element in it? Inasmuch as it is the\\nactive, negative might which overcomes space,\\nit must have the positive mastery over space;\\nthe Point is the primordial space-controller,\\nthe creative starting-place of form. In this\\nconnection we may note that the Gifts begin\\nwith the Ball and the Ball is determined by an\\ninner central Point, out of which with the dia-\\nmetral Line is generated this whole movement of\\nPlay -gifts.\\nThe Point has existence, accordingly, in the\\nEgo primarily as space-negating, and hence as\\nspace-controlling. It is the turning-point of the\\nGifts, turning them back to the beginning, and\\nhence brino^ins: about the return or the third\\nstage of the Psychosis of the Gifts but it is also\\nthe turning-point forwards, carrying the Gifts\\nover into the Occupations through its generative\\nor reproductive energy.\\nWe noticed the freedom of the Line through\\nbeing abstracted from surface and solid. In like\\nmanner the Point has become free, movable, no\\nlonger fixed as it was in the angle of a triangle\\nor in the corner of a cube.\\nBut the freedom of the Point is different from\\nthat of the Line, being free of spatial length,\\nwhich still incumbers the latter in image or idea.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0271.jp2"}, "272": {"fulltext": "254 THE PSYCHOLOGY OF\\nThe Line is still stiff, so to speak, having many\\npoints infixed relation to one another. But now\\neven this fixity of the Line is dissolved into\\nits elements; the remaining principle of exten-\\nsion, which is length, vanishes into the Point,\\nwhich is the complete abstraction from all space\\nor extension.\\nThere is a kind of history of this liberation of\\nthe Point, as there was of the Line. The Point,\\ntoo, was enslaved, imprisoned, enchained pri-\\nmarily in the very heart of the Ball, where it lay\\nin its dark dungeon, held fast even in the Line\\nbetween two radii. Then came its first seeing of\\nthe light of heaven when it issued forth as the\\ncorner of the Cube, though still involved in and\\nweighed down by matter. A new release it was\\nwhen made into the ideal angle of some line-\\nbounded surface, till now it has escaped even\\nfrom this last thralldom, and is free and inde-\\npendent in its own right. Or we may regard these\\nas the stages of its birth, for as it lies in the Ball\\nit is the child yet unborn, which is to come into\\ndaylight and grow up into independence, becom-\\ning a free individual. An indi\\\\ddual, literally\\nthat which cannot be divided, hence not spatial,\\nnot extended, a true unit, one and indivisible.\\nWe see that the Point breaks up form, spe-\\ncially geometric form, being spatial. Through\\nthe abstraction from all three dimensions\\nlength, breadth, height the outward shape", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0272.jp2"}, "273": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE POINT. 255\\nvanishes into the Point. But the Point as just\\nthis abstraction from all the dimensions, is itself\\na dimension, a new dimension which is master\\nover the former dimensions which belonged to\\nextension. What is this new dimension which is\\nthe dimension (or measurer) of the three dimen-\\nsions? It is number, and so with the conception\\nof the Point we begin to count, count one, the\\nindividual unit as distinct from any form of ex-\\ntension. Thus Geometry passes into and is\\ndetermined by Arithmetic; Form vanishes into\\nand is measured by Number. Fundamentally we\\ncount by Points objects numbered are mentally\\nconverted into Points.\\nHere we may add a word about counting,\\nwhich we have had hitherto in connection with\\nSolids and Lines, that is, in connection with\\nobjects. But counting also is to declare its inde-\\npendence and to be free, free as the Point, in its\\nseparation from all material things. Hence it\\ncomes that abstract counting properly begins\\nwith the Point, begins in its own right, no longer\\nbound to a Cube or a Line. Thus the passage\\nfrom the concrete to the abstract receives a great\\nadvance when number begins to be abstracted\\nfrom its material substrate and to be grasped by\\nthe child as it is in itself.\\nStill at first the child has to count Points,\\nwhich must be made visible. Hence it comes\\nthat the Point, this complete abstraction of all", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0273.jp2"}, "274": {"fulltext": "256 THE PSYCHOLOGY OF\\nbody, must itseK be re-embodied for the child.\\nThe Point, whose essence is the taking away of\\nall material form, must be given a material form.\\nThe abstract must be made real, the ideal must\\nbe re-incarnated. The child has had the Point\\nfrom the beginning, in Ball, Cube, Surface,\\nLine, but not fully explicit, held fast in some-\\nthing alien to itself. But now it is abstracted,\\nseparated, self -included yet just as this act of\\nabstraction it must be endowed with a form.\\nHere we again note the same process which we\\nhave found in all Abstract Magnitude: first the\\nconcrete object in which the Point is implicit;\\nsecond, the abstraction of the Point; third, the\\nreturn to the concrete object for the re-embodi-\\nment of the Point.\\nBut what material shall be taken for such\\nre-embodiment Various small objects have been\\nsuggested, pebbles, shells, bits of wood, cork,\\nclay; but a seed of some sort, such as a bean or\\nlentil, contains the best suggestion of the Point.\\nFor the seed is that central germ which unfolds\\ninto a large line, such as the trunk of a tree\\nyea into a thousand lesser lines seen in root,\\nbranch, stem. Still further, it unfolds into the\\nsurface in the bark, or a thousand surfaces in the\\nleaves all of which are bringing forth the total\\nsolid, the vegetable as a whole. Finally in a\\nself -returning cycle of time, usually the year, the\\nseed too returns into itself, reproducing itself in", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0274.jp2"}, "275": {"fulltext": "FBOEBEUS PL A Y GIFTS.\u00e2\u0080\u0094 THE POIN T. 257\\na thousand seeds possibly, and so completes its\\nown genetic cycle.\\nIn like manner the Point, starting as a germ\\nimplicit in the Sphere, unfolds through all the\\nGifts until it reaches itself again, being now\\nexplicit in the Point of Abstract Magnitude.\\nSuch is the suggestion of the seed, and this very\\nseed ought to be planted by the child, in a box\\nof earth if no other way is possible, and thus\\nmade a part of that garden- work which belongs\\nto the kindergarden and gave to it originally its\\nname. Thereby Nature will be felt to be one and\\nharmonious, showing even in her vegetable pro-\\ncess a deep correspondence with the movement\\nof these Gifts, though they be only spatial,\\nquantitative, and not of life.\\nThe Point must, therefore, be declared to be a\\nmost important matter; its conception is abso-\\nlutely necessary for the comprehension of the\\ncomplete genetic movement of these Gifts. In\\nfact, the genetic conception itself is embodied in\\nthe Point, which must at last be seized not merely\\nas negative, but as positive and productive.\\nFor this reason it is the starting-point and the\\nreturning-point of the Gifts as well as the transi-\\ntion-point to the Occupations. Thus it is the\\npivot, and may be called distinctively the pivotal\\nGift.\\nThe concentric element in surfaces and in lines\\nvanishes in the Point, toward which they seem\\n17", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0275.jp2"}, "276": {"fulltext": "268 THE PSYCHOLOGY OF\\nto move as toward their source. They suggest\\nthe center for which they are seeking. So all\\nmatter, whatever be its form, manifests a seeking\\nof the center, being outside of the same; on the\\nsurface of the earth the material object falls in\\na right line toward the center by gravitation but\\nin the free motion of the heavenly bodies are\\nproduced circles or ellipses round the center,\\nanaloo^ous to these embodied concentric rino^s\\nround the Point. In the case of the planet\\nSaturn, concentric rings become visible encircling\\nthe body of the planet itself.\\nOn the other hand, the concentric rings and\\nsphere-shells suggest the movement outward\\nfrom the Point or the creative center, in a series\\nof successive circling waves, like those which\\nflow from a pebble thrown into the placid surface\\nof a lake. Or we may call up the vegetable\\nworld in one of its great divisions (the exogens)\\nrepresented in the tree and its circling layers of\\nwood telling of the circling years which have\\nrevolved round that plant as a living center and\\nleft behind upon it these memorials of their own\\nconcentric nature, which flings all passing time,\\nand therewith all eternity, into cycles, the\\nso-called cycles of the ages.\\nThus we have found the Point to be active\\nwithin itself to have its own inner separation and\\nself -projection, whereby not only the Point but\\nthe whole series of Quantitative Gifts make a", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0276.jp2"}, "277": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE POINT. 269\\ngrand turn in their career, which is veritably the\\nreturn. This will bring out also a new phase of\\nconcentrism, the inner or spiritual one, which\\nwill reveal all these Gifts returning through the\\nPoint toward their fountain-head in a succession\\nof concentric cycles, till they reach their central\\ngenetic source, which is likewise a Point. Thus\\nthe outer concentrism with which we started in\\nthe Sphere, has become an inner one, and therein\\nhas profoundly justified itself as an element of\\nthese Gifts. The symbol has deepened itseK\\ninto the thing symbolized, that which was given\\noutwardly in a material object to the senses,\\nis turning inward and is being transformed\\ninto the fundamental and the final spiritual fact\\nof the entire process through which we have\\ntraveled.\\nSo much by way of anticipation, for this\\nphase of concentrism is something not yet fully\\nunfolded. We must now grasp the Point as\\nactive, yea as self -active in a sense, as turning on\\nitself and henceforth developing out of itself.\\nThus we pass to the following\\nII. The Active or Internal Separation of\\nAbstract Magnitudes. If the reader will look\\nback to the Simple Separation of Abstract Mag-\\nnitudes, the caption corresponding to the present\\none will be found, and the psychical connection\\nwill be suggested. Separation, there passive and", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0277.jp2"}, "278": {"fulltext": "260 THE PSYCHOLOGY OF\\nexternal, is here active, beginning with the Point,\\nwhich carries its own inner, self -separating\\nenergy over into Line and Surface. Here we\\nreach the axis, the pivot, the Point as turning-\\npoint.\\nThe Gifts of Abstract Magnitude have, accord-\\ningly, been unfolded in their simply immediate\\nseparation Surface, Line, Point. The pre-\\nceding exposition has sought to give each of\\nthese elements its distinctive character. The\\noutcome is the Point, already emphasized as the\\nturning-point of the whole series of Quantitative\\nGifts; that is, the point where they begin to\\nturn back to their starting-point.\\nSuch is the first stage of the Psychosis of Ab-\\nstract Magnitude, that of simple separation, or\\nthe immediate abstraction from the solid form\\npreviously given. But now we are to see this\\nseparation as active within itself, beginning with\\nthe Point as self -separating, and not separated\\nfrom tlie outside, for instance, from length,\\nbreadth, or height (or thickness). This is the\\nsecond stage of the Psychosis in the present\\nsphere, inasmuch as that which was externally\\nseparated in the previous stage, now separates\\nitself internally and becomes creative. The fol-\\nlowing will be the triple process\\n1. The Point as self -separating.\\n2. From Point to Line.\\n3. From Line to Surface.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0278.jp2"}, "279": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE POINT. 261\\nThus the Point is axial, divides within and\\nprojects itself into the Line, which, gifted with\\nthe creative nature of its parent, the Point, be-\\ncomes also reproductive at every point and\\nmoves forth into the Surface, which in its turn\\nwill show the same creative energy. That is,\\nboth Line and Surface, being now generated of\\nthe Point, will inherit the latter s genetic power,\\nand continue its process into the creation of the\\nsolid.\\n1. The Point must first be grasped as self-\\ndividing, negating its negative nature manifested\\nin its negation of space, and becoming positive\\nor having position in space. The conception of\\nthe Point requires that it turn on its own axis\\nit is not a fixed, not a crystallized Point in\\nthought; it is genetic, and first of all, self-\\ngenetic.\\nThis is a difficult part of the subject and\\nwe may look at the Point again as the negation\\nof length, breadth, and thickness, or of all three\\ndimensions. Hence it is the extreme of abstrac-\\ntion in the present sphere. But the Point, as\\nhaving this negative energy which cancels all\\nextension, be it Space, Time, or Matter, must\\nshow its own inherent character, and so cancels\\nitself as Point. That is, it must turn on itself\\nas Point, projecting itself from itself and creating\\nthe Line. Thus it is genetic, and will proceed\\nto reproduce all the Abstract Magnitudes and", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0279.jp2"}, "280": {"fulltext": "262 THE PSYCHOLOGY OF\\nthen will pass to the Concrete. The result of\\nits negative act cannot be mere nothingness,\\nsince its own destructive nature was that which\\nwas canceled. The immanent activity of the\\nPoint is that which makes it overcome itself and\\neject itself into a Line, continuing from the Line\\nits genetic power till it reaches the soHd.\\n2. The Point separating within itself and\\nmoving to another Point, produces the Line, into\\nwhich the Point vanishes, as it were. The child\\nlays a seed alongside another seed, repeats the act,\\nand finds that it has a new element, the Line,\\nwhich is the Point externalizing itself, or making\\nthe separation outside (between two Points) and\\nnot inside (as in the first stage). Hence this\\nis explicitly the separative stage.\\nPoint-laying, which produces the Line, is even\\nmore significant than stick-laying, inasmuch as\\nthe Line is given already in stick-laying, which\\nis simply external combination. Here again we\\nnote the reproductive idea, implicit as yet, but\\nwhich is to be made explicit in the Occupations,\\nfor instance in dotting, pricking, sewing, etc.\\n3. The Line, in general, moves into the Sur-\\nface, having the same genetic power as the Point\\nfrom which it is derived. The Line of seeds\\neasily returns into itself and suggests the Sur-\\nface by the outline which results.\\nThus the Point has unfolded, having pro-\\njected itself through the Line back into the Sur-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0280.jp2"}, "281": {"fulltext": "FROEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE POINT. 263\\nface, which we recollect, was the first abstraction\\nin the process of Abstract Magnitude, whose end\\nwas the simple Point. But this Point has now\\ncome back to the Surface, has really produced it;\\nyet the Surface, as already set forth, ended in\\nthe Point. So this last Surface has in it the re-\\nturn to the Point, which is taken up into it and\\nmakes it active, creative. That is, the Surface\\nmust now become self -separating like the Point,\\nand project itseK into the solid.\\nThough we embody the Point, ultimately we\\ncannot behold it in vision, nor even image it.\\nBut we can image the Line as extended in space,\\nor the activity of the Point moving into the Line.\\nBut the Point as such is just the negation of this\\nextension. What then are we to do? We have\\nto think the Point, not being able to perceive it\\nor to image it we must create it within by an\\nact of thought, which is itself genetic. So we\\nhave to create the Point and then make it creative,\\nso that of itself it moves out of itself and creates\\nthe Line.\\nThus the Point is subjective, is our own,\\nfilled with the creativity of the Ego, which can\\nnegate all extension or externality, yet external-\\nizes this very act. Hence the Point is said to\\nhave position, which cannot mean that it has a\\nreal place or locality in space, but is simply the\\nact of negating all externalty made external\\nall of which can only be the work of the Ego.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0281.jp2"}, "282": {"fulltext": "264 THE PSYCHOLOGY OF\\nSo the Ego may for the nonce be deemed a Point\\nwhich is self-active, self -separating, projecting\\nitself into another Point which is itself as object.\\nWe have now reached the Surface as created,\\nbeing the product of the Point, wherewith this\\nsecond stage of the present process is brought to\\na conclusion. But the Surface is not merely\\ncreated, but also creative, having in itself the\\ngenetic energy of the Point, its origin. This,\\nhowever, constitutes a new departure.\\nIII. The Return to the Surface producing\\nTHE Solid. We must here distinguish between\\nthe Surface as the product of the Point, and the\\nSurface as producing Concrete Magnitude, thus\\nmovino^ out of Abstract Mao^nitude.\\nWhen we reach the Surface it is manifest that\\nwe have returned to the beo-innins^ of the Gifts\\nof Abstract Magnitude. This return completes\\nthe psychical movement of the present stage\\n(Abstract Magnitude), which has shown its\\ntriple process. The Point (Tenth Gift) returns\\nand connects with the Surface (Seventh Gift).\\nBut the Surface now reached is no longer the\\nfirst immediate Surface with Avhich we started,\\nwhen it was obtained by simple separation or\\nabstraction. It has within itself the genetic\\nelement won by the Point, from which it has\\nbeen produced by an inward i^rooess. So it must\\nproceed at once to bring forth the Solid, for the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0282.jp2"}, "283": {"fulltext": "FBOEBEUS PL A Y GIFTS.\u00e2\u0080\u0094 THE POINT. 265\\nSurface now has the Point within itseK as self-\\nseparating, and thus projects itself out of the\\nabstract into the concrete.\\nWe may note in the present connection that\\nthe three dimensions have been reproduced from\\nthe Point, which first unfolded into the Line\\n(length), then this Line unfolded into Surface\\n(length and breadth), and finally this Surface\\nhas unfolded into the Solid (length, breadth,\\nand thickness).\\nThe child will easily and of himself play this\\ntransition from Surface to Solid. He will make\\na fence out of his sticks for holding his seeds,\\nas a farmer makes a bin for his wheat or potatoes.\\nOr he may pile up his seeds, transforming the\\nSurface into the Solid. He can thus construct a\\nCube or cuboidal figure, and suggest the begin-\\nning of the Building Gifts.\\nBut having gone back to the Solid, it is mani-\\nfest that we have moved out of the Gifts of Ab-\\nstract Magnitude. They took for granted the\\nSolid, from which they were abstracted; but\\nhaving swept onward to the Point, they whirled\\nabout and have produced the Solid which was\\ntheir pre-supposition in the first place.\\nLooking back at the Gifts of Abstract Mag-\\nnitude, we note the Psychosis. First was the\\nsimple, passive separation from the outside, yet\\nby the mind second was the inner separation,\\nwhich gave movement, and showed the active", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0283.jp2"}, "284": {"fulltext": "2()6 THE PSYCHOLOGY OF\\n8e})aration third is the retiiru to the Surface,\\nthe first abstraction, 3^et no^y through the Point,\\nand with the creativity of the Point, which gen-\\netically passes to the Solid, the next matter to\\nbe considered.\\nC. Fko:m Abstract back to Concrete Mag-\\nnitude. When the Surface has moved into the\\nSolid, we have returned to the Cube, the begin-\\nning of the Buildimr Gifts. This means that we\\nhave really produced the Derived Gifts, which\\nstart with the Gifts of Concrete Magnitude.\\nFrom the Point we have derived Derivation,\\nthrouo^h the o^enetic movement alreadv mentioned.\\nThe previous process of abstraction was the\\nmental separation of Surface, Line, Point, from\\nthe given Solid, but now we have returned from\\nthe Point, which we have found to be the central\\ncreative principle, and we ha\\\\ e produced the\\nSolid, with which the start was made.\\nFroebel repeatedly puts stress upon this return\\nfrom the Point. The Solid has been separated\\ninto Surface, Line and Point, which is its com-\\nplete dissolution, yet this dissolution is not\\ndestruction but rather the spiritualization of\\nthe material body, which must be the beginning\\nof its genetic power. For this whole movement\\nis like the development of a tree out of the\\nseed into trunk, branch, twig, leaf, flower, pistil\\nand pollen, which last is the division to very", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0284.jp2"}, "285": {"fulltext": "FEOEBEVS PLAY GIFTS\u00e2\u0080\u0094 THE POINT. 267\\npowder, yet also the beginning of the return, of\\nthe generative process. Hence we must now\\nin the opposite yet like manner go back to the\\nfirst unity by bringing together and unifying\\nwhat has before been given in separation.\\n{Lange, II. 575; Miss Jarvis, II. 333.)\\nIn the same passage Froebel gives an illustra-\\ntion of how this transition from extreme division\\nand separation back to collection and unification\\nmay be shown. The child sticks pins in a pin-\\ncushion, whereby he finds the Points (now the\\npin-heads) uniting into a Line and then into\\na Surface. This is a phase of the return of\\nwhich we have been speaking, and is the deep\\ndemand of the child s own Ego for completion.\\nFroebel says: Full of expression, collecting,\\nunifying the spirit is the conjoining movement\\nfrom Points to Lines, and from these again to\\nformation. Soul-satisfying it is to the child,\\nbecause it completes that soul s process, and leaves\\nit not in distracted fragments. Especially in\\nthe Occupations will this movement be repeated\\nin numerous varieties.\\nIn another passage {Lange, II. 345; Miss\\nJarvis, II. 45, 46) Froebel speaks of all educa-\\ntion as proceeding from a Point which has within\\nitself the mentioned genetic power, being the\\nPoint of germination. Training by develop-\\nment recognizes thisPoint as filled with all the\\nchild s future unfolding, as the starting-point", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0285.jp2"}, "286": {"fulltext": "268 THE FSYCHOLOGY OF\\nand source of all true education, as carrjdng\\npotentially within itself the limitations, cause,\\nand laws of all the succeeding manifestations of\\nthe spirit. Thus Froebel uses the Point as a kind\\nof counterpart of the Ego itself, and makes it\\nthe bearer, metaphorically at least, of the child s\\ndevelopment.\\nWe must see, therefore, that the Point is at\\nlast the Point of Eeturn it is the axis upon\\nAvhich the processes of the Gifts of Abstract\\nMagnitude turn about and reproduce the Gifts of\\nConcrete Magnitude. The Point has such gene-\\nrative energy, which, however, is not going to\\nstop with the Gifts of Concrete Magnitude, but\\nwill complete the Eeturn to the very beginning.\\nIt is plain that we have come back to the\\nDerived Gifts, Avhich began with the Cube.\\nFrom this followed the movement of Derivation\\ntill the Point was reached, which in one sense is\\nderived, but in the other and deeper sense creates\\nitself that is, separates itseK and projects\\nitself into the Line, Surface, Sohd. Such is the\\nwhirl back, in wliich Derivation derives itself\\nand so is Origination. Or the Derived Gifts have\\nreached back to the Originative Gift in this\\nreturn to their fountain head.\\nWe have already named the Second Gift\\nSphere, Cube, and Cylinder the Originative\\nGift, since from it were derived the other Gifts.\\nBut it has begotten a child which is also orgi-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0286.jp2"}, "287": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE POINT, 269\\nnative like itself, and has come back seekino- its\\norigin. The Point, which was itself derived,\\nhas now become the source of derivation thus\\nthe stream turns back to its own head waters\\n(say through the clouds) and furnishes its own\\nsupply.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0287.jp2"}, "288": {"fulltext": "III.\\nTHE RETURlSr TO THE ORIGIIS^ATIYE GIFT.\\nSuch is the final step now to be taken in this\\nseries of Eeturns which, however, constitute one\\nsrancl Eeturn from Point to Point\\nPreviously we reached the Derived Gifts in\\nour journey back to their origin but all deriva-\\ntion points to origination, and so our journey was\\nnot then complete. Accordingly we pass from\\nthe Derived Gifts, which start with the Third\\nGift, to the Second Gift, which has been already\\ndesignated as originative. There we interhnk\\nthe end of the chain with the beginning, and the\\ncycle of the Quantitative Gifts is complete.\\nThe Return, therefore, sweeps from Point to\\nPoint; that is, from the Point as explicit, free,\\ngenetic, back to the Point as implicit, undevel-\\n(270)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0288.jp2"}, "289": {"fulltext": "FROEBEVS PLAY GIFTS,\u00e2\u0080\u0094 THE POINT. 271\\noped, potential, lying unborn in the heart of the\\nSphere, yet lustily struggling for birth. Thus\\nthe Point has generated itself, namely, the Point,\\nwhich in its turn is self -generating. In a similar\\nway, the acorn generates, through the vegetable\\nprocess, the acorn which is also acorn-generat-\\ning-\\nWhat have we gained by the movement?\\nGained all gained our starting-point and its\\ncomplete cycle of derivation. That implicit\\nPoint in the Sphere, with its whole creative\\nenergy we took for granted as our point of de-\\nparture whence did it come? We have found\\nthat it unfolds a Point which is not only genera-\\ntive, but self -generative, when conceived in its\\ntotal sweep. Thus the Point has wheeled back\\nand created its own starting-point, with which\\nwe began the process of the Gifts. That which\\nwas taken for granted is now proved, that which\\nwas immediate is now mediated, that which gen-\\nerated all the Gifts is now generated itself; the\\nfiat of creation is itself created, the creator has\\ncreated the creator, the producer has produced\\nthat which produces him.\\nThe student may well contemplate this return\\nto the Originative Gift (the Second) out of the\\nDerived Series in his best thinkino- mood,\\nfor it IS important, and not easy, and needs to be\\ncarefully considered. We have just seen how the\\nPoint being the culmination of the Derived Gifts,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0289.jp2"}, "290": {"fulltext": "272 THE PSYCHOLOGY OF\\nbecomes in its turn originative, generating the\\nLine, Surface, Solid, and thence passing to the\\nSphere, the starting-point of the Quantitative\\nGifts, in fact of the entire series of Gifts and\\nOccupations. Such is, then, the movement:\\nthe Originative once passed into the Derived, but\\nthe Derived has now passed back into the Origi-\\nnative, thus completing the cycle of the present\\nseries.\\nSo we have come back to the central generative\\nPoint of the Sphere, with which we started the\\nSecond Gift and the Quantitative Series. But we\\nhave won a great experience in the process. We\\nnow know that this central Point, generating pri-\\nmarily the periphery of the Sphere, is the genetic\\nprinciple out of which develops all geometric forms\\ncontrolling Nature, and out of which comes the\\nscience of Mathematics in some of its most\\nimportant aspects. The Point has gone through\\na whole series of incarnations, and has finally\\nreproduced itself, or, we may say, the Sphere has\\ncreated itself. The Ego has found the ideal\\ncenter which is self -creative, or at least images\\nthe same; next it must make this generative\\nprinciple a fact, which it aa^II do in the Occupa-\\ntions or Qualitative Gifts. The Ego, having\\nmade the Sphere create itself ideally, must\\nitself now create the Sphere really, putting\\nit into a material shape. In this case the form\\nis not merely given from the outside, but is", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0290.jp2"}, "291": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE POINT. 273\\nmolded through its inner qualities; in other\\nwords the material in the Occupations must be\\ntransformed, since the central Point of the\\nGifts is now creative of Form.\\nIt is true that we (the kindergardner) gene-\\nrated ideally all the Quantitative Gifts, but the\\nchild has had them given to him in material\\nshape now, however, he must produce or rather\\nreproduce them.\\nThrough giving to the child the Quantitative\\nGifts and having him go through their process,\\nwe have led him back to their creative source.\\nWhen he reached the Point and saw it embodied\\nin some object, and there laid the material Points\\ntogether and formed a Line, and in like manner\\nmoved through the Surface into the Solid, he\\nwas getting the genetic Idea of the Gifts, he was\\nchanging from being the recipient of Form to\\nthe producer of Form.\\nThe unseen center of the Sphere can be em-\\nbodied, and thus seen by the child, so that the\\ninvisible creative Point is susffifested. The round\\ndisc of Points with the Point at the center may\\nsuffice but an orange cut in two will show in\\nNature the creative principle, the seed at the cen-\\nter, which may be taken as an embodied Point.\\nThat orange seed is the generative real Point\\nwhich also reproduces itself through the process\\nof Nature, as the return into itself.\\nThe mind of the child through the discipline\\n18", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0291.jp2"}, "292": {"fulltext": "274 THE PSYCHOLOGY OF\\nof tlie cycle of the Gifts lias won its ideal start-\\ning-point, and can now begin to generate that\\nwhich at first it simply took for granted. Its\\nnext step is to produce what has been given to\\nit, and to participate in the deepest principle of\\nthe educative process. Through the training\\nwhich lies in the inner movement of these Gifts,\\nthe child has unfolded the germ of productivity\\nitself, and is getting ready to go forth as the\\nmaster of the material world.\\nAnd the child has specially gotten hold of the\\ninner controlling principle of the Sphere, its\\nessential quality, which he can now use for his\\nown end. He can reproduce the Sphere in any\\npliable material, as clay or wax, for he is in pos-\\nsession of its creative thought and so we are\\nready to pass to the Eeproductive Gifts (Occu-\\npations).", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0292.jp2"}, "293": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE POINT. 21b\\nOBSERVATIONS ON THE PRECEDING MOVEMENT.\\n1. The problem about numbering the Gifts\\ncomes up to every careful student for solution.\\nAs already said, we claim no right to settle this\\nmatter. But we may contribute our opinion\\nalong with other persons interesled in the cause.\\nIt is our judgment that the first six Gifts should\\nnot be tampered with let their numerical desig-\\nnation remain as Froebel o^ave it in the beo^inninff.\\nThe following Gifts we would number in this\\nway:\u00e2\u0080\u0094\\nSeventh Gift The curvilinear Gift.\\nEighth Gift The Surface (tablel^s).\\nNinth Gift The Line (sticks and rings).\\nTenth Gift\u00e2\u0080\u0094 The Point (seeds, etc.).\\nIn several manuals the last two desio^nations\\nare already employed. The Seventh and the\\nEighth would be the chief changes from the\\npresent numbering of the Gifts.\\nThis method would be clear and logically\\nadapted to the subject-matter. For it is illogical\\nand confusing to give two numbers to the Line,\\nas is now done, and only one to the Surface, the\\nlatter being also a much larger Gift. We may\\nwell feel a propriety in making the Point the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0293.jp2"}, "294": {"fulltext": "276 THE PSYCHOLOGY OF\\nTenth Gift. For ten is the end and the return\\nof the decimal system to its beginning; 10 goes\\nback to 1 and also has a sign of its own ten\\nhas thus an inner correspondence with the Point,\\nand m a deo:ree suo^sfests its character. Such\\ncongruences, we hold, have their meaning\\nand educative influence; they are to be disre-\\ngarded in the presence of weightier matters, but\\notherwise should be taken into the account. Let,\\nthen, the Point, which turns back to its begin-\\nning in order to go forward, be designated by\\nthat number in the system of numbers, which\\nalso turns back to its beginning in order to go\\nforward.\\n2. The student may be at first somewhat con-\\nfused by the quantity of the foregoing Returns,\\neach of which is the third stage of the Psychosis\\nand closes a special process, the whole of which\\nthen makes a transition to an antecedent, more\\ncomprehensive process.\\nThe three Returns here set forth we shall\\nrecapitulate in their order and try to designate\\nthem more briefly and sharply.\\nFirst. When the Point produces through the\\nLine the Surface, there is the Return from the\\nTenth to the Seventh Gifts, from the seeds\\n(Points) to the tablets (Surfaces), from the end\\nof Abstract Magnitude to the starting-point,\\nwhich movement constitutes the cycle of the\\nGifts of Abstract Magnitude.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0294.jp2"}, "295": {"fulltext": "FB OEBEU S PLAT GIFTS. THE POINT. 277\\nSecond. When the Surface through its genetic\\nenergy moves into the Solid, there is the return\\nfrom the Seventh to the Third Gift, or we may\\nsay, to the Cube and Cylinder of the Second\\nGift as derived forms. It is the Eeturn from\\nAbstract to Concrete Magnitude, and makes the\\nCycle of the included Gifts, or the totahty of\\nthe Derived Gifts.\\nThird. The final Return is that from Cube\\nand Cylinder to Sphere and Point of the Second\\nGift, which completes the cycle of the Quanti-\\ntative Gifts, showing the Point proceeding from\\nand then returning to the Point.\\nThese three Returns are, however, but steps\\nof one great Return. Still these steps should be\\ncarefully noted, as they constitute the connect-\\ning links of the different cycles of the Gifts to\\nwhich they separately belong. Moreover they,\\neach and all, are necessary to show the psycholog-\\nical process which underlies and organizes these\\nGifts. The Psychosis, the inner process of the\\nEgo itself, is the creative principle of them, and\\nis that which makes them educative in the deep-\\nest sense of the word. The child s Ego, poten-\\ntial, implicit, slumbering, is unfolded into reality\\nand awakened to take possession of itself and of\\nthe world through the inherent psychical move-\\nment of these Gifts.\\n3. We may thus behold three cycles in this\\nquantitative series of Gifts, one within the other,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0295.jp2"}, "296": {"fulltext": "278 THE PSYCHOLOGY OF\\ntill the central Point is reached (in fact we can\\nin a way count four cycles). Here is again sug-\\ngested the principle of concentrism, as the final\\noutcome of the whole process. This, however,\\nis an inner, spiritual concentrism, which is based\\non the return through the Point. Such return in-\\ntegrates the missing link in the three cycles before\\nmentioned, making the same complete in them-\\nselves, 3^et an organic part of the total movement\\nof the Gifts. (See table.)\\nAlready we had the outer manifestation of\\nconcentrism in the Second Gift, where it showed\\nitself in a number of shapes, as in the concentric\\nforms of Sphere, Cube, and Cylinder. Concen-\\ntrism repeated itself in the Surface and in the\\nLine thus it has accompanied us throughout the\\nentire development of the quantitative Gifts.\\nSuch is what we call its symbolic appearance, its\\nmanifestation in outward shapes, which, however,\\nsuggest and carry the soul into the inward mean-\\ning. This suggestiveness of concentric shapes,\\nwhether spherical, circular, or rectilineal, has\\nbeen already emphasized as giving the idea of\\ncompleteness, of a self -returning totality, of the\\nmovement of all things outward from, and in-\\nward to, the central creative Point or Source.\\nBut now these external forms of concentrism\\nare seen to foreshadow the inner character and\\nmovement of the totality of tlic (juantitative Gifts,\\nwhich also show essentially three self-returning", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0296.jp2"}, "297": {"fulltext": "FBOEBEL S PLAY GIFTS.\u00e2\u0080\u0094 THE POINT. 279\\ncycles which are to be grasped through an inward\\nrepresentation. Here again tripUcity makes itself\\nvalid.\\n4. This seems to be the best place for insert-\\ning a tabular statement of the entire series of the\\nquantitative Gifts. The student can see at a\\nglance all the divisions through which she has\\nbeen moving in the foregoing exposition, and also\\ntheir relation to one another and to the whole.\\nProcess within process is shown by the order\\nthe threefold movement is seen to be the unifying\\nprinciple in the largest as well as in the smallest\\nportion. Wheel within wheel like intricate clock-\\nwork, yet all of it moving separately and together\\nin harmony the clock-work of the soul we may\\nname it, just now, into which you look as through\\na transparent crystal covering. The child-soul is\\nunfolding itself by playing with these Gifts,\\nwhich also have a soul and its movement, thouo-h\\nexternalized in material objects. Let the student\\ncontemplate this concentrated epitome of all that\\nhas gone before and take it up within, identify-\\ning the same with her own Ego and its processes.\\nFor the soul of this tabular diagram is just the\\nPsychosis, which is hkewise her own soul s form\\nand movement.\\nLet her trace in the table and at the same time\\nassimilate in her thought the three grand Returns\\nthrough the Point as seen in the divisions of the\\nquantitative Gifts, since they are here indicated", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0297.jp2"}, "298": {"fulltext": "280 THE PSYCHOLOGY OF\\ntat- g\\n-|5 1^^ S^l \u00c2\u00abga3S\\n2\u00c2\u00a7.a -^^Sg 2 5^ ^.5o 0.2 Z\\nHPRCO 0 i:P OPhO cCh^Pn .P^Pkh^\\nrHC JcO i-Ic^co .-^\u00c2\u00a9^co .-4c^co .-ic^Jco S\\ns\\n1\\n1\\nll\\n03\\no\\nS\\n3\\no\\ns\\n03\\niio\\na\\nS\\nW\\nV,\\na\\no\\nu\\na\\n1-5\\n1-4\\n1-^\\nnI^\\nHH\\n1\u00e2\u0080\u00945\\no\\n1\\nhH\\nI\u00e2\u0080\u0094\\n\u00e2\u0096\u00a0M\\no\\n\u00e2\u0096\u00a0\u00e2\u0099\u00a6J\\n.2\\nSo\\n\u00e2\u0080\u0094t\\n-y\\noT\\n6\\noJ\\n\\\\-l\\n\u00e2\u0080\u00a2r^\\n,^2\\nd\\n73\\n\u00e2\u0096\u00a04J\\no\\nS\\n!3\\nS\\no\\no.t5\\n-W.-S\\neS\\n2\\nII\\n(4-1\\nO\\n\u00c2\u00a7S\\n^a\\n-M\\no\\n03\\nm\\n1\\nO\\nd\\nd\\no\\na\\nt^\\n1-^\\n1\u00e2\u0080\u0094 I\\ns\\no\\nS\\no\\n%-t\\no\\nfc\\n-d\\na\\na\\no\\n_\\no\\n\u00e2\u0080\u00a24J", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0298.jp2"}, "299": {"fulltext": "FB0EBEU8 PLAT GIFTS,\u00e2\u0080\u0094 THE POINT. 281\\noutwardly by number and word, which, however,\\nare not merely to be memorized, but are to be\\nre-created by the thinking Ego.\\n5. The attempt of man to return to his origin,\\nto the first fountains of his being, has been cele-\\nbrated in many ways. The hero of Northern\\nlegend, Sigfried, goes through his marvelous\\ncareer and does his memorable deeds in the\\nsearch to find out whence he sprang. Oedipus,\\nin Greek story, must discover who were his\\nparents in spite of the warning of the Oracle\\nMayst thou never know the truth of what thou\\nart! Still he has to know, and know himself,\\nthough fate smite him for his knowledge. The\\nBibles of the world try to tell to man, their\\nfollower, the nature of his origin and the very\\nperiod of his creation. In a more daring spirit\\nHesiod unfolds the origin of the Gods themselves,\\nthe rulers and creators of man.\\nStrange to say, modern science has herein\\ntrodden in the footsteps of the old Mythus,\\nwhich gives always some prophetic forecast of\\nthe future. Darwin is our latest hero, who has\\ngone in search of the Origin of the Species,\\nreally the Origin of the Human Species, and\\nbrought back Evolution, not simply of the spirit\\n(which was known and believed before) but em-\\nbodied in living forms, made visible in organisms.\\nNature s organic development has been incarnated\\nby Darwin in his epos of our modern age, some-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0299.jp2"}, "300": {"fulltext": "282 THE PSYCHOLOGY OF\\nwhat as Nature s inorganic development has been\\nembodied by Froebel in tliese plaj^-gifts for the\\nlittle child. Like the descent and the ascent of\\nthe Point, so we are served to the descent and\\nthe ascent of man himself, in a line of re-incar-\\nnations from the beginning, showing an inner\\ntransforming power which clothes itself in an\\nordered succession of external living shapes.\\nThe most colossal image of this self -return is\\nfound in Northern Mythology, w^hich tells of the\\nhuge earth-serpent coiled around the w^hole ter-\\nraqueous globe, and holding up the same in its\\ncircular fold by putting its tail into its mouth.\\nThus is our earth supported from falling into\\neverlasting chaos, and held in its orbit of light\\nby a self -returning cj cle or perchance by several\\nof them, as that serpent may have been long\\nenough to have reached around the globe two or\\nthree times. Why not? Thus we may behold\\nin it also a kind of Mythus of Concentrism.\\n6. Deeply implanted in the human soul is the\\nidea of the Eeturn, Avhich has its })lace in relig-\\nion also and expresses itself in the faith and hope\\nof a return to the Divine Source. ]\\\\Ian s destiny\\nis to return to God, his Creator; he works,\\ndevelops more and more, makes real his possi-\\nbilties, yet the end is the getting back to the foun-\\ntainhead. All religions make some attempt to\\nembody in rite or to ex})ress in creed this infinite\\nlonging of the human heart, whose deepest aspir-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0300.jp2"}, "301": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 THE POINT. 283\\nation is to see God, the creative Point of\\nthe great Ball whose periphery is the Universe.\\nThus our mortal journey is a going which also is\\na returning, or at least has in it the Eeturn to\\nthe Primal Source as the very soul of its pro-\\ngress. Already we have seen the rectilineal\\npassing into the curvilineal as its higher stage,\\nin order that it may return into itself.\\n7. It will be recollected by the student of\\nDante that when the poet in his descent comes\\nto the central Point of the earth-ball, he has to\\nwhirl about, he makes the grand turn, placing\\nhis head where his feet were before, ere he can\\nbegin the ascent, the movement upwards which\\nis for him the Eeturn. In order to emphasize\\nits meaning, he stops to bid the reader think\\nwhat a point it was that I turned For\\nDante it was indeed the turning-point out of the\\ndeepest depth of the Inferno, to which hitherto\\nhad been his descent, but now came the ascent.\\nThus the mighty imagination of the world-poet\\nhas seized upon the globe itself as his BaU with\\nits central Point, using the latter as the turning-\\npoint in the weightest of all human matters,\\nnamely the Eeturn from Evil to Good, from\\nHell to Heaven, from Satan to God.\\n8. Froebel has given us a glimpse of the re-\\nturning movement which was in his mind con-\\nnected with stick-laying, a favorite play-gift of\\nhis. He notices how the Cube unfolds out of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0301.jp2"}, "302": {"fulltext": "284 TEE PSYCHOLOGY OF\\nthe Sphere, and continues its development to the\\nsticks; then how the latter pass back to the\\nSphere as their source. He claims stick-laying\\nto be an educative means which has both these\\nmovements in it, the descending and the ascend-\\ning (^ahwdrts vom Stdbclien his zur Kugel, und\\nauf warts von der Kugel his zum 8tdhchen.\\nSee the passage in Lange^ II. 392; translation\\nby Miss Jarvis^ II. 123) Hardly more than this\\ndo we find anywhere in Froebel, that is, in the\\nformulated statements of his procedure. The\\nEeturn in its full sweep and bearing seems never\\nto have been developed by him, though he has\\nfitful flashes of it in a number of places. Already\\nwe have cited a sisfnificant orleam of his touchino:\\nthe return from the Point.\\nFroebel sees the process of his play-gifts most\\ndistinctly under the form of an image taken from\\nveo^etable nature. Over and over ao^ain he re-\\ncurs to such an image for their illustration. In\\nthe essay on stick-laying just alluded to he con-\\nsiders the Ball to be a flower-bud, which, when\\nit blossoms, develops a multitude of stamens and\\npistils, which are linear chiefly. So he con-\\nnects organically the Ball or Sphere with the\\nsticks as lines.\\n9. But the most suggestive point of Return as\\nwitnessed in vegetable nature, is the seed, the\\ntrue representative and embodiment of the Point.\\nThe apple is a Sphere which is determined by", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0302.jp2"}, "303": {"fulltext": "FBOEBEL S PLAY GIFTS\u00e2\u0080\u0094 TEE POINT. 285\\nthe seed at the center, or the central Pomt. The\\napple unfolds from the seed, yet produces the\\nseed as its end, the genetic part of itself, since\\nthe pulp of the apple exists to protect and to feed\\nthis reproductive element of itself. Such is the\\nvegetable cycle already alluded to, with its des-\\ncent on the one side and its ascent on the other.\\nThe animal cycle of generation has a similar pro-\\ncess, though more concealed.\\nSurrounding the seed or in the seed itself is\\nwhat largely sustains the life of animate creation.\\nMan lives chiefly on seeds (cereals or nuts) and\\nwhat envelops the seeds (fruit) that which re-\\nproduces the vegetable body through nature s vast\\ndigestive organs, reproduces his body through\\nhis inner apparatus for digestion. The little\\nchild, eating the apple, finds at its center the\\nseed which is to produce the tree, and the tree is\\nto produce the apple with its seed at the center.\\nThus the child actually lives in and through the\\nvegetable cycle, which thereby develops his\\nbody; but he must see that cycle as a whole,\\nwhich thereby develops, calls forth, educates his\\nmind.\\nIn the vegetable world, accordingly, we can\\nbehold both an inner and outer concentrism, as\\nwell as the suggested movement from the Point\\nthrough Line, Surface, Solid, back to Point.\\nThere is, first, in the apple-tree an outer concen-\\ntrism seen in its annual concentric layers of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0303.jp2"}, "304": {"fulltext": "286 THE PSYCHOLOGY OF\\nwood. Secondly there is the inner concentrism\\nor rather cycle, also annual, which we have\\nalready traced from seed to seed, involving the\\nentire vegetable process. The Point (as seed)\\nshoots into Lines (stem, branch, trunk) and even\\ninto Surfaces (leaves thousandfold), and also\\ninto the Solid of many kinds, producing them all\\non its creative journey back (or forward) to the\\nPoint (as seed), embodying in its forms the full\\nsweep of both Abstract and Concrete Magnitudes.\\nLegend, too, has been busy with the seed, yea\\nwith the apple-seed, and has even given to a man\\nthe name of Apple-seed, with a kind of romantic,\\nwhimsical, yet symbolic turn of its many-hued\\nkaleidoscope. This human Apple-seed had the\\ninveterate habit of wandering about and planting\\napple-seeds, that is, himself, throughout the\\nMississippi Yallev, where the Popular Tale has\\npicked him up and keeps him alive and going\\nstill in an everlasting play-gift of planting apple-\\nseeds, which children imitate in the kindergarden.\\nAlso he sang at his work, like the child, who\\nsings into himself the deep germ of all growth\\njust in his play. So little Johnny Apple-seed\\nhad his little play-song, even as Froebelhad, and\\nHomer too, for that matter. One of his songs\\nwe shall here set down, and therewith bring to a\\ntiny musical close the present chapter.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0304.jp2"}, "305": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 THE POINT. 287\\nI love to plant a little seed\\nWhose fruit I never see;\\nSome hungry stranger it will feed,\\nWhen it becomes a tree.\\nI love to sing a little song\\nWhose words attune the day,\\nAnd round me see the children throng\\nWhen I begin to play.\\nSo I can never lonely be\\nAlthough I am alone,\\nI think the future apple tree\\nWhich helps the man unknown\\nI sing my heart into the air,\\nAnd plact ray way with seed,\\nThe song sends music everywhere,\\nThe tree will tell my deed.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0305.jp2"}, "306": {"fulltext": "CHAPTER THIRD.\\nTHE OCCUPATIOXS.\\nThrough the discipline of the Gifts, the mind\\nof the child has won its ideal starting-point he\\nhas generated through the Point what he took\\nfor granted in the beginning what was given\\nhim at first, he has now produced out of deriva-\\ntion he has developed into origination. Moving\\nwith the process of the Gifts, he has become pro-\\nductive, creative; he has reached the inner, cen-\\ntral, o cnetic Pohit out of Avhich unfolds the ex-\\nternal material world from the quantitative or\\nextensive principle he has passed to the qualitative\\nor intensive. Or, we can say, from the recipient\\nof Form in the (iifts he has unfolded into the\\nproducer of Form in the Occupations.\\n(288)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0306.jp2"}, "307": {"fulltext": "FBOEBEU S PL A Y GIFTS.\u00e2\u0080\u0094 OCC UFA TIONS. 289\\nSo the return from the Pomt to the Point\\nmeans not only the closing of the cycle of the\\nGifts, but also the opening of the cycle of the\\nOccupations. And this means not only the outer\\ncombination of what was already given, but also\\nthe inner transformation of it throuo;h its\\nproperties.\\nIn the system of Play-gifts as a whole, we\\nhave already designated three grand sweeps or\\nmovements, of which we have now reached the\\nthird. This embraces what is usually called the\\nOccupations a term Avhich has become so fully\\nentrenched in the minds of kindergardners that\\nit will have to be retained. To be sure, all these\\nPlay-gifts are occupations of the child, and often\\nso called by Froebel himself, inasmuch as they\\noccupy the child and furnish means of employ-\\nment.\\nIf, however, we wish to connect this third\\nstage with the preceding one, and at the same\\ntime designate the difference between the two,\\nwe may call these the Qualitative Play-gifts, while\\nthe former are the Quantitative Play-gifts. The\\nreason for such a designation will, we hope, be\\nmade clear from the following exposition.\\nIt will be well to recall at this point the first\\nstage also, the First Play-gift the six Balls\\nwhich was named the Potential Gift, as contain-\\ning implicitly all the rest. So we must expect\\nin this third stage, that many things which were\\n19", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0307.jp2"}, "308": {"fulltext": "290 THE PSYCHOLOGY OF\\nhinted, intimated, suggested but not developed\\nin the first stage, will now be brought out, made\\nexplicit in thought and given a name. The First\\nGift was also qualitative, hence we observe a re-\\nturn to it which fact already points to the\\npsychical process underlying the total sweep of\\nthe Play -gifts.\\nThe question which is or ought to be upper-\\nmost in the mind of the student at this point is,\\nWhat is the distinction between the second and\\nthird stages? Or, to put the same question in\\nits ordinary form: What is the difference be-\\ntween the Gifts and the Occupations?\\n1. In the Occupations the child begins to deal\\nwith the inner, intensive, physical qualities of\\nmatter while in the Gifts he deals with the outer,\\nextensive, mechanical relations of matter. When\\nhe perforates a piece of paper with a needle, or\\neven dots it with a lead pencil, he is testing it,\\nand is discoverino^ throufi^h his test the inner\\nquahty or property of the object, say its pentra-\\nbility or its tenacity. We call it an inner quality\\nof the object, for he cannot see it or feel it\\ndirectly; he has to test it by some sort of\\nattack upon it, and then see or hear its response\\nto his attack, he has to assail its individuality\\nand make it show its mettle, its inner character\\nand this is the quality of which we speak. We\\ncan see in peace the extensive nature or form\\nof a piece of matter, but we can find out its", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0308.jp2"}, "309": {"fulltext": "PR EBEL S PLAY GIF TS\u00e2\u0080\u0094OCC UFA TIONS. 291\\nintensive nature or quality only through a\\nfight.\\nSo the child opens his battle with all creation\\nor at least with all nature, for he must know the\\ninner quality of eyerj^thing in his enyironment\\nbefore he can be master. Let us now compare\\nhow he proceeds in the Gifts. He does not as-\\nsail the Cubes or the Bricks in building he puts\\nthem on top of one another, he combines them\\noutwardly into some form, he does not attack\\nthem inwardly for some quality of theirs which\\nhe wishes to get at and to employ for his own\\npurpose.\\nIn the Gifts combination is the word and the\\nfact, either by way of superposition or juxtapo-\\nsition in the Occupations transformation is the\\nword and the fact, or inner change of the ma-\\nterial, whereby its quality is manifested.\\nSuch is the first emphatic distinction. Yet\\nthis we must see aright and not in excess. There\\nis no denying that the Gifts Ball, Cube and\\nthe rest have also inner qualities of matter.\\nThey have hardness, impenetrability, a degree of\\nelasticity, etc. And one quality of matter, the\\nmost universal, namely, gravity, has of necessity\\nto be taken into account, in the Building Gifts.\\nYet even here gravity, though always present, is\\nnot explicit except in a few of the more compli-\\ncated forms. The stress in these Gifts is upon\\nthe quantitative element, form, number and", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0309.jp2"}, "310": {"fulltext": "292 THE PSYCHOLOGY OF\\nmeasure Geometry, Arithmetic and ]\\\\Iensura-\\ntion. The qualitative element recedes into the\\nbackground till brought to the front in the Occu-\\npations.\\nElasticity is an inner quality of matter, not\\napparent till tested. When the elastic Ball is\\nthrown against the floor, it rebounds, it asserts\\nitself after being assailed, thus showing its inner\\nquality. The Ball of the First Gift is rightly\\nmade elastic, this Gift being qualitative; but tbe\\nBall of the Second Gift starts the quantitative\\nseries and hence is indifferent to quality, as far\\nas thought is concerned, though its material must\\nundoubtedly show certain qualities. Hence not\\ntoo much stress is to be placed upon the hard-\\nness of the second Ball, as is often done b}^ kinder-\\ngardners. The hardness or softness of the\\nsecond Ball (or Sphere) really cuts no figure in\\nthe quantitative series nobody ever speaks of it\\nor thinks of it afterwards, in the course of these\\nGifts. It is true that Froebel sets the example\\nin the present instance, but that example, we\\nhave agreed, is to be rationally followed, not\\nalways literally. And the rational ground of his\\nquantitative Gifts must make them quite indiffer-\\nent to the qualitative element.\\nIn the Occupations, therefore, the child begins\\nthat great conquest of Nature through investi-\\ngating and utilizing her inner qualities, which is\\nthe })eculiar function of our own time. He", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0310.jp2"}, "311": {"fulltext": "FBOEBEUS FLAY GIFTS.\u00e2\u0080\u0094 OCCUPATIONS. 293\\npries into her secrets literally, using some kind of\\na pry a knife, a pin, a needle, or, it may be,\\nmerely his hand. And this brings us to the next\\nchief difference between the present and the\\npreceding stage the implement.\\n2 In the Occupations the child is to be intro-\\nduced to the use of implements. In the Gifts,\\nwhich require only external combination, he\\ncan get along with his hand alone. But now\\nhe must enter into the heart of the object, he\\nmust overcome its resistance by new means, he\\nneeds something more than hand, finger, or\\nfinger-nail. He has to have a tool, which is a\\nkind of specialized or intensified hand made to\\ngrip this and that shape of Nature in its very\\nvitals.\\nThe simple hand has in the tool a means or\\nmedium which works between itseK and the\\nobject; a mediating principle lies in the tool,\\nwhich is to mediate the grand opposition between\\nMan and Nature. The tool which is turned upon\\nthe physical object with a certain quality is itself\\na physical object with a certain quality thus\\nMan directs Nature against Nature and thereby\\nsubjects her through herself as embodied in the\\nimplement. Or, we may say that Man, having\\ninvestigated and discovered the relative qualities\\nof Nature, turns the stronger quality against\\nthe weaker and thereby triumphs. The tool is,\\nit may be said, the primal military weapon by", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0311.jp2"}, "312": {"fulltext": "294 THE PSYCHOLOGY OF\\nthe aid of which the human being is to win and\\nto secure his freedom against the overwhehning\\npower of external Nature. The child is to be\\ntrained in the use of the implement, and to begin\\nhis traiaiing early, for he needs it in his very\\nfirst years. A kind of military discipline it is,\\nand he a kind of soldier, exercising himself in\\nthe opening yet ever-enduring battle of life.\\nNot without profound insight has man been\\ndefined as a tool-making animal. He seizes upon\\na quality of the physical object and turns it\\ninto his implement for mastering that refractory\\nworld surrounding him everj^where called Nature.\\nBut why does he wish to master her? Other-\\nwise she masters him, she determines him, he is\\nnot free.\\nHere we catch a glimpse of the grand ultimate\\nend which man is seeking by the use of tools,\\nnamely, freedom. The great industrial age, and\\nthe great industrial peoples, those who make the\\nmost perfect tools, and who use them most per-\\nfectly, are in the last view working for a higher\\nliberty, and are realizing not only material wealth\\nbut also free institutions. The locomotive, the\\ntelegraph, the sewing-machine are the mightiest\\nliberators of the human race that the earth has\\n3 et seen; but they are simi)ly huge tools Avhich,\\nonce ])ut into the hands of man and woman, Avill\\nsua}) the adamantine fetters of S])are, Time, and\\nMatter, with which external Nature shackles every", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0312.jp2"}, "313": {"fulltext": "FBOEBEL S PLAT GIFTS.\u00e2\u0080\u0094OCCUPATIONS. 295\\nchild born into the world The tool is therefore\\nan instrument of freedom, and every blow struck\\nby the workman upon his steam engine is, in the\\nfinal outlook of life, a blow for freedom.\\nThe child is to be trained to handle the tool\\nas soon as he begins to show the need of it. In\\nthis way alone can he take possession of his\\nspiritual heritage; through the tool he starts\\nto become an active member of the wonderful\\nindustrial civiKzation which is the deepest\\nfact of his epoch. We must not prolong\\nhis apprenticeship to the hand, though this\\nbe necessary at the beginning, for he must\\nfirst get possession of his hand before he can\\nuse a tool. Still beyond a certain limit, hand-\\nwork becomes enslaving and pulls down the child,\\nwhile tool-work is liberating, and draws him up-\\nward toward a more complete freedom.\\nIn the Occupations when he begins Dottino-, a\\npencil is put into his hand, which is a tool in Per-\\nforation he must have some kind of a sharp tool\\nand learn to use it with care, for he must find out\\nthat he can stick himself with the same weapon\\nwith which he sticks nature. This is a neces-\\nsarj part of the training, and cannot be set aside\\nstill let there be no excess in exposing the child\\nto danger. There is some danger in everything.\\nIt is dangerous to breathe, especially in the city,\\nyet we cannot live without breathing; it is hazar-\\ndous to open the eyes lest something get into", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0313.jp2"}, "314": {"fulltext": "296 THE PSYCHOLOGY OF\\nthem, still we cannot see at all unless we look.\\nSo the tool is dangerous, but the child might\\nas well be unborn as not to learn the use of it,\\nand thereby expose himself to some danger.\\nWe may note here the correspondence between\\nthe tool and its effect the pointed pencil makes\\na point, the sharpened needle shows a correspond-\\ning puncture; the line of sharp points in the\\nknife-blade produces the line in cutting the paper\\nthe brush is a kind of surface applied to sur-\\nfaces chiefly, and the paper knife requires sur-\\nface, line or edge, and point to serve as an\\nimplement in folding. Thus the tool with its\\nspecial quality makes its impress upon the object,\\nwhose refractory quality is thereby met and\\nmastered.\\nIt is, therefore, a great mistake to forbid the\\nchild the use of the tool in the Occupations. It\\nis worse, it is a wrong, since it hinders or delays\\nhim in taking possession of his inheritance as a\\nmember of our industrial civilization. It cripples\\nhim as a tool-user, and hence as a tool-maker; it\\nrears a lame member of the social order, it sins\\nagainst the spirit of the age. Yet the attempt\\nhas been made to banish, as far as possible, the\\ntool from the Occupations and to throw the child\\nback solely upon his hand. But the opposite\\ndoctrine is the true one introduce the tool as\\nmuch as he can use it to advantage.\\nThe point at which the tool should appear may", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0314.jp2"}, "315": {"fulltext": "FB0EBEU8 PLAY GIFTS. -OCCUPATIONS 297\\nbe stated when the object can be made by the\\nchild more perfect through using the tool, the\\nchild must have it, and to keep it away from him\\nis a mistake, yea a wrong. For the grand ideal\\nof attainment is perfection, and to interfere with\\nthat is to strike at the root of all education, in-\\ntellectual and moral. When the child can model\\nhis cube or his house a little better by means of\\na small modeling knife, it must be put into his\\nhands; when he can fold his paper forms in a\\nneater style with a paper-folder, let him have it\\nin spite of any cast-iron rule to the contrary.\\nFor he is not merely to develop his hand, but\\nchiefly is to develop perfection, whose ideal fleets\\nbefore him and lures him onward.\\nThe answer is often made But we must make\\nthe hand perfect first. Not by any means hand-\\ntraining is not an end in itself, it is only a means.\\nWhen the hand fails, the tool must be called for.\\nIn special vocations, like piano-playing or car-\\npentry, a special hand-training is necessary, but\\nthis does not hold in the Occupations, whose\\nobject is to make, not a piano-player or a car-\\npenter, but a man, whose ideal is perfection.\\nBe ye perfect, is the diAdne injunction, placing\\nthe Divine itself as the ideal to be followed.\\nAgain we repeat that the culture of the hand\\nfrees the soul up to a certain point, but beyond\\nthat point enslaves it. There are hand-civiliza-\\ntions and there are tool-civihzations, The Ori-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0315.jp2"}, "316": {"fulltext": "298 THE PSYCHOLOGY OF\\nentals chiefly belong to the former; we cannot\\ncompete with the Hindoos, the Chinese, or even\\nthe Arabians in the manual dexterity required in\\nsome of their fabrics. And if we of the Occident\\ndid train ourselves to such a competition, it would\\nruin us, it would enslave us. We use and make\\nthe tool, and the biggest kind of a tool, the\\nmachine, whose ultimate sacred end, we believe,\\nis the freeing of man from the bonds of Nature.\\nAmong Oriental peoples we admire Japan, which\\nis adopting the Occidental implement in its largest\\nforms, and so is passing from a hand-civilization\\nto a tool-civilization certainly one of the great\\nmiracles of the modern world.\\nAccordingly, in going from the Gifts to the\\nOccupations the child begins to move out of mere\\nhand- work to tool-work, and therein is marching\\non a line with the development of his race.\\n3. We now come to the most important fact\\nof the Occupations, indeed the one all-embracing\\nfact of them, without which t\\\\\\\\Qy would have no\\nreal meaning. This essential fact is that the\\nchild must henceforth go back and reproduce for\\nhimself what has been given him he must make\\nover anew what was previously made for him\\nhe must return upon his work, and the forms\\nwhich he once received and combined he has now\\nto produce through his own activity.\\nSo the child in the Occu})ati()ns goes ])ack and\\nmakes his Ball, his Cube, his Bricks, niid pro-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0316.jp2"}, "317": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 OCCUPATIONS. 299\\nduces his own Points and Lines and Surfaces.\\nOut of clay he can model quite all of the Build-\\ning Gifts and use them he not only combines\\nexternally, but transforms internally, through\\nsome inner quality, his material. Thus he begins\\nto make his own presuppositions, and to create\\nfor himself what he before simply accepted he\\nhas opened his life s career of reconstructing\\nwhat he once took for granted, and he cannot\\nstop till he builds anew the old starting-point\\nand this not only outwardly but also inwardly,\\nwherein lies the true educative value of the act.\\nAnd here we must note again the real meaning\\nof the word Gift in the present connection. It\\nsignifies something given, taken for granted, pre-\\nsupposed it thus represents the given world into\\nwhich the child is born, and which determines\\nhim from every direction. This world is what he\\nis to create over into his own and so possess thus\\nhe makes his own presupposition, he determines\\nhis own determinant, and thereby attains free-\\ndom.\\nFroebel s Gifts are not, therefore, merely little\\npresents to the little child, with Avhich he may\\namuse himself, though they be all this too they\\nstand for something far deeper, nothing less than\\nthe educative movement of the individual and of\\nthe race, into which the child is to be inducted\\nthrough his play with these Play-gifts. For\\nman moves back in order to move forward he", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0317.jp2"}, "318": {"fulltext": "300 THE PSYCHOLOGY OF\\nmust reach behind and take up into himself his\\npresuppositions, his given world, in order to\\nreach forward and grasp the precious boon, the\\nend of all striving, freedom.\\nNow, in the Occupations as here set forth,\\nthere is just this return to and reconstruction of\\nwhat has been hitherto given in the Quantitative\\nGifts specially; the great realm of the extended,\\nthe spatial, in general, the realm of matter is\\ntransformed through its qualities into new quan-\\ntitative shapes by the child. Undoubtedly there\\nis still in the Occupations something given,\\nnamely the material to be transformed so we\\nmay call them Gifts too, but of a different kind,\\nnamely, qualitative.\\nParticularly, then, do the Quantitative Gifts\\nrepresent the given element, which, however, has\\nto be taken up by the child, learned, appropri-\\nated. They have been called the alphabet of\\nform, showing first the total form or solid, and\\nthen proceeding to surface, line, and point. The\\nchild, having learned this alphabet, applies it to\\nthe reproduction of form in the Occupations.\\nJust as he proceeds from the total word to\\nsyllable, letter, and sound, and then reconstructs\\nthem in speech in order to express himself, so\\nhe does here. He luis to get possession of the\\ntwo alphabets, those of Form and of Speech,\\nere he can mould the silent yet soulful statue\\nwhich is made of clay, or the speaking statue", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0318.jp2"}, "319": {"fulltext": "FE0EBEU8 PLAY GIFTS.\u00e2\u0080\u0094 OCCUPATIONS. 301\\n(so called by an old Greek philosopher) which\\nis made of the word. Thus for his self -utter-\\nance, which is self-realization, he is laying under\\ncontribution two sense-worlds, those of sight\\nand of sound.\\nThe Occupations, through this reproduction of\\nmaterial forms, introduce an industrial element;\\nthey connect closely with the useful arts of man-\\nkind. Sewing, weaving, modehng, drawing are\\nsome of the Occupations, and have been employed\\nfrom time immemorial by the race for the pro-\\nduction of its fabrics But in the case of the child\\ntheir object is primarily educative, not utilitarian\\nthey are to develop the total man, not the\\nweaver, the sempstress, the designer they are to\\nunfold that potential Ego into the reality, thereby\\ngiving mastery over all externality and furnish-\\ning a free home on this earth. Herein the\\nOccupations lead the little child toward the great\\nend of education, which is the remaking by and\\nfor himself of the made world, transforming it\\ninto the abode of freedom. The grand destiny\\nof industry and of industrial progress is to trans-\\nshape outer material Nature into man s own forms,\\nso that he beholds on all sides the image of him-\\nself as a self-determined being, and dwells in a\\nself -created universe, harmoniously realizing his\\ndivine nature. Thus he is returning to God, his\\ncreator and prototype, in the most profound re-\\nligious sense.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0319.jp2"}, "320": {"fulltext": "302 THE PSYCHOLOGY OF\\nAnd this activity of the child in the kinder-\\ngarden reaches out beyond his individual self into\\nthe social sphere of which he is a member. In\\nremaking these fabrics above mentioned, he is\\nalso remaking the Industrial Order, of which\\nthey are part and product originally, he is re-\\nproducing the great social organism, making him-\\nself a member thereof, and rebuilding it in his\\nactivity as it once built itself. Through these\\nOccupations he becomes the little architect of\\nsociety, which received him at his birth, but\\nwhich he has to be eternally re-creating by his\\nlabor, that it be his own.\\nMoreover, this pre-formed world of matter\\nwhich surrounds and determines the child, and\\nwhich he has to re-form, has another suggestion\\nthat of his institutional relations which must\\nhere be taken into account. In fact just the\\ntotal movement of the Gifts and Occupations as\\nalready unfolded is a preparation for institutional\\nlife and a discipline in institutional virtue. As\\nthe child is born into a pre-established order of\\nNature, so he is born into a pre-established\\nethical order, that of Law and Institutions; and\\nas he is to take up and make over the one, so he\\nis to take up and make over the other, both unto\\nthe end of his higher freedom. Nay, in going\\nthrough the process of the one, that of Nature,\\nas unfokled in the Gifts and Occupations, he is\\ndeveloping in himself the process of the other,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0320.jp2"}, "321": {"fulltext": "FROEBEUS PLAY GIFTS\u00e2\u0080\u0094OCCUPATIONS. 303\\nhe is becoming unconsciously institutional.\\nFamily, State, Society, Church are the pre-\\nestablished institutional order into which he\\ncomes through birth, and which nourish him\\nwith their spiritual mother s-milk during infancy.\\nBut this is not the end he is to make them\\nover, re-estabhsh, reproduce them; becoming a\\nman, he is to recreate the Family in his\\nown household; he is perpetually to renew\\nthe State, for he is the final law-maker;\\nespecially is he to preserve and reconstruct\\nthe Social Order in accord with the new\\ntime and the new idea nor let him forget the\\noldest of the old, the good grandmother of us\\nall, the ChuTch, and add to her aged bones a\\nbreath of his regenerating spirit, for she needs it.\\nIt is, accordingly, the emphatic judgment of\\nthe educator, who has insight into his vocation,\\nthat these Gifts and Occupations transform the\\ndestructive spirit of the child into the construc-\\ntive, and will make him a positive, not a negative\\nbeing. The tender little soul is acquiring,\\nthrough the habit of always re-forming the pre-\\nformed in the realm of Nature, the far deeper\\nhabit of always re-establishing the pre-estabhshed\\nin the realm of Spirit. He cannot rest in physical\\ndestruction nor in moral negation he becomes a\\nbuilder, not merely of an outward structure, but\\nof the inner temple of life. Such a person will\\nnot become the architect of ruin on the one hand.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0321.jp2"}, "322": {"fulltext": "304 THE PSYCHOLOGY OF\\nnor on the other an asphyxiated specimen of a\\nsoul stuck up somewhere in the museum of the\\npast; neither stationary nor revolutionary, but\\nevolutionary in the best sense neither a fetich-\\nworshiper at the one extreme, nor a God-denier\\nat the other, but an adorer of the Universal\\nSpirit into whose unity with himself he is to rise\\nin vision and in deed.\\nOn this career of spiritual return to his fountain\\nhead we start the child in the Occupations. He\\ngoes back and reshapes those forms which were\\nfirst shaped for him and handed to him from\\nthe outside. It is a great beginning; he is the\\nyoung Prometheus, not only the maker of out-\\nward forms of Nature, but the shaper of Man,\\nthe shaper of himself. For in this return and\\nreconstruction of the previous Gifts, lurks the\\nreturn and reconstruction of himself; once born,\\nhe is now being born again; once creator, he is\\nnow creating himself; in the eternal process of\\nrenewal and rejuvenation, he gets older and wiser\\nand worthier. The days may whirl him onward\\nin the time-stream, but he is always coming\\nnearer to the everlasting source he is unfolding\\ninto his true selfhood in self-creative unity with\\nthe Divine. iSucli is the ever-active palingenesis,\\nthe never-ceasing regeneration of the spirit, which\\nis the inner process of all education worthy of the\\nname, as well as the deepest religious act of the\\nsoul. The new birth is everv dav, the child has", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0322.jp2"}, "323": {"fulltext": "FBOEBEU S FLA Y GIFTS.\u00e2\u0080\u0094 OCC UFA TIONS, 305\\nto go through it even in phiy; playing with\\nmaterial shapes, with blocks of Avood and lumps\\nof clay, he is calling out his own soul, reshaping\\nit, renewing it, moulding it into harmony with\\nthe divine order of the world. For the child to\\nplay the grand palingenesis of the soul, is a daring\\nthought, appearing impious possibly at the first\\nglance, yet it is just the deepest thought of\\nFroebel, which he brings to the Mttle child in\\nplay by means of these Gifts.\\nThis reproduction is, then, the essential fact\\nof the Occupations in them the child is repro-\\nducing himself as a member of the social order\\nabout him, and is also in his way reproducing\\nthat social order. Thus he is getting possession\\nof the institutional world by creating it anew\\nwhich, indeed, is the final end of all education.\\nCriticism, It is often said by kindergardners\\nthat the chief difference between the Gifts and\\nthe Occupations is that the former are to be\\nput back into their boxes in the same condition\\nin which they were taken out, wdiile in the Occu-\\npations the material is to keep the shape\\nimpressed upon it by the child. In the one case\\nthe forms are permanent, in the other transitory.\\nManifestly this distinction is not inherent, but\\nexternal and accidental. With a little glue or\\npaste the building-blocks can be made to stick\\ntogether, and so employed for permanent forms;\\n20", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0323.jp2"}, "324": {"fulltext": "306 THE PSYCHOLOGY OF\\nwhile the material of the Occupations can often\\nbe restored vSufficiently after use that it may be\\nemployed again. The comparative cheapness\\nand abundance of the Occupation material seem\\nto be the main factors in determininfi: the given\\ndistinction. The forms of the Gifts are easily\\nmade permanent, and the forms of the Occupa-\\ntions are easily made transitory thus the criterion\\nreadily reverses itself which fact makes it no\\ncriterion, that is, no essential criterion. As auseful\\ndevice in manipulation, the distinction may be\\nstated, but not by any means as the creative,\\ngenetic thought which differentiates the Gifts and\\nOccupations.\\nSo the given distinction does not distinguish,\\nat least not in any vital sense. And this leads\\nus to look into all the current distinctions in\\nregard to the present subject, which, we have to\\nthink from our contact with kindergarden train-\\ning, needs a critical overhauling.\\nIt is important for the kindergardner to ex-\\namine the terms which have been in common use\\nto designate the difference between the Gifts and\\nthe Occupations. One of the most valuable les-\\nsons which the philosopher Kant has taught us is\\nto criticise our categories those fundamental\\nwords upon which our thought seems to repose\\nas its final utterance. Something of this sort the\\nstudent should attempt.\\nIt is often said that the Gifts are a means of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0324.jp2"}, "325": {"fulltext": "PSOEBEL S PLAT 0IFTS.-0CGUPATI01V8. 807\\nimpression, while the Occupations are a means\\nof expression. But certainly when the child con-\\nstructs with the Buikling Gifts something of its\\nown, these are a means of expression. Such\\nmay be, indeed, his best expression; if his bent\\nbe architectural, there will be a better expression\\nm this way for him than in any Occupation.\\nOn the other hand, when the child models an\\nobject, say a Cube, all observers agree in sayino-\\nthat he receives a stronger and more exact imt\\npression.of that object than when he simply sees\\nIt or even builds with it. Modehng, therefore,\\nIS a means of impression, one of the very best\\nprobably better than any Gift, yet modeling is an\\nOccupation in the kindergarden list. It takes\\nbut little testing to see that both the Gifts and\\nOccupations are or can be a means of both ex-\\npression and impression. So we have to say that\\nthese terms (or categories) do not give the differ-\\nence sought for.\\nWhy then have they been used and reiterated\\nm kindergarden training-classes aU over the\\nworld apparently? Undoubtedly an impression\\nreceived from the Gifts, Hke that of the Cube\\nmay be modeled or drawn in the Occupations,\\nwhich fact is expression. But the opposite is\\nalso true; an impression may be and is expressed\\nm the Gifts everywhere through its forms. And\\nthe same holds of the Occupations. So the\\ntime-honored distinction does not distinguish", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0325.jp2"}, "326": {"fulltext": "808 THE PSYCHOLOGY OF\\nAnother statement often found in the manuals\\nand repeated from mouth to mouth as a kind of\\nAvonder-working formula, is that in the Gifts the\\nchild investigates^ while in the Occupations he\\ncreates. This, however, is less true than the\\npreceding. Certainly every kindergardner calls\\nfor creative activity in the Gifts, be it in building,\\nin stick-laying or in the manifold production of\\nforms. And on the other hand if we are to use\\nthe inner qualities of matter in the Occupations,\\nthey require investigation in a deeper sense than\\nthe Gifts. Still we have to do both in both, just as\\nin the last case, and the distinction does not hold.\\nThe same is true of a rather pretty antithesis\\nwhich is sometimes given the Gifts are a key to\\nthe outside world, the Occupations a door to the\\ninside world. Let the student try, and see if\\nboth the key and the door do not fit both the\\nGifts and Occupations. Certainly the kinder-\\ngardner would affirm that the Gifts are educative,\\nthat they unlock the inside world of the child\\nquite as much as the outside world.\\nBut the favorite formulation of the above\\nmentioned difference is that the Gifts are analytic\\nand the Occupations synthetic. This statement\\nis repeated in the manuals, being placed usually\\nfirst, and is learned by heart as a kind of sacred\\ninfallil)le text which the student is to accept with-\\nout (juestioning. But the kindergardner soon\\ndiscovers, if slie thinks at all, that her practice", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0326.jp2"}, "327": {"fulltext": "FBOEBEUS PLAY GIFTS\u00e2\u0080\u0094 OCCUPATIONS. 309\\ncontradicts the above distinction at every point.\\nThe very essence of the Building Gifts is that\\nthey are synthetic; to build is to put together.\\nIn the simplest of the Gifts, the third, the Cube\\nis indeed divided, analyzed if you please, but\\nonly in order to be reunited, synthesized. It\\nmost deeply violates the spirit and the letter of\\nFroebel to permit separation without restoration,\\nand even to think analysis without synthesis. It\\nmay be declared unhesitatingly that every Gift\\nhas both analysis and synthesis, and has them\\nnot apart, but in a process which corresponds to\\nthat of mind, of the Ego. Indeed every Play-\\ngift has to have such a process, else it would not\\nbe educative.\\nWhen we come to the Occupations we find that\\nthey too are both analytic and synthetic. The\\nattack upon a piece of paper by a needle or a\\nknife is a divisive or analytic act, though it is\\nusually the first thing the child does in the\\nOccupations. The same ultimate process of the\\nEgo is seen everywhere in the Occupations,\\nthough taking on new forms and imparting new\\nlessons.\\nOne has sometimes to think that those who\\nwrite books for kindergardners seem specially\\ngifted in ridding themselves of all thought, which\\nis indeed forever making trouble. We shall\\nextract from a recent manual two propositions\\nwhich follow each other directly", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0327.jp2"}, "328": {"fulltext": "310 THE PSYCHOLOGY OF\\n1. The Gifts are analytic, the Occupations\\nsynthetic.\\n2. In the Gifts there is combination, in the\\nOccupations the material is transformed That\\nis, the Gifts show synthesis, the Occuptitions\\nanalysis, while in the previous proposition the\\nstatement ran just the other way.\\nSuch is an example of Froebel s law of oppo-\\nsites, but with the mediation left out. Still the\\nauthor of the cited statements has unconsciously\\ntold the truth there are both analysis and\\nsynthesis in both the Gifts and Occupations. But\\nthe main question is. In what way? Not as an\\nunreconciled contradiction, but as the living,\\nself -harmonizing process of the Ego, as the\\nPsychosis.\\nSo great has been the authority of this dis-\\ntinction that the student may wish to hear a\\nlittle bit of its history. It undoubtedly i)roceeds\\nfrom Hermann Goldammer, whose kindergarden\\nManual stands in deservedly high repute, though\\nin the present case we have to criticise its j^osi-\\ntion. Goldammer takes a good deal of credit to\\nhimself for haviug ehiboratod this distinction\\n(see his (JccKpitf ions of flic Ivindi r^iardc)} 10,\\nEng. trans. which, however, he chiims to derive\\nfrom Froebel. But the passage in Froebel to\\nwhich he alhides does not l)ear out his interpreta-\\ntion. Froebel sp(\\\\ iks of the rrffirn out of the\\nstage of division which has given surface, line,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0328.jp2"}, "329": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 OCCUPATIONS. 311\\npoint, or the abstract magnitudes of the Gifts.\\nThis return to a whole can be indicated, he thinks,\\nby putting together pin-heads on a cushion in\\nthis way we can see the point passing into the\\nline, then the line inclosing a surface. The same\\nthing can be shown by beads, etc. Such a pro-\\ncedure, however, is hardly an Occupation, but a\\nGift the return Avhich Froebel speaks of must be,\\ntherefore, through the Gifts. Moreover, in the\\npassage (wliich is quite fragmentary), Froebel\\nmakes no distinction between Gifts and Occupa-\\ntions, not even in name. (See the passage in\\nLange s German edition of Froebel, Pddagogik\\ndes Kinder gai tens, s. 575. A translation has\\nappeared in Miss Jarvis second volume Educa-\\ntion by Development, pp. 332-4.)\\nAs far as we can see, therefore, Froebel does\\nnot make the distinction which Goldammer\\nattributes to him. But supposing that he does,\\nor supposing that we take Goldammer s dis=\\ntinction on its own merits, it still does not hold\\nfor all the Gifts and all the Occupations. The\\nanalytic principle would apply only to the point,\\nline, and surface, or Gifts of abstract magnitude,\\nwhich are not by any means all or even a fair\\nhalf of the Gifts. On the other hand the syn-\\nthetic principle would apply only to the industrial\\nOccupations (such as sewing, pricking, weaving),\\nwhich are not all of the Occupations. Hence\\nGoldammer s distinction seems inadequate when", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0329.jp2"}, "330": {"fulltext": "312 THE PSYCHOLOGY OF\\ntested by a complete application to its subject-\\nmatter.\\nStill the question will rise in the mind of the\\nreader Is there no ground at all for the univer-\\nsal acceptance of these terms (analytic and\\nsynthetic) on the part of kindergardners So\\nmuch may be granted if by the term analytic\\nthe second or separate stage in the total process\\nof the Gifts and Occupations is meant, then the\\nGifts (quantitative) may be called analytic.\\nSome such meaning may vaguely lie in the mind\\nof the writer, though no definition of the kind\\ncan be found in any manual. Still further, if\\nby the term synthetic the third stage, which is\\nthe return and reproduction of what has gone\\nbefore, is meant, then the Occupations may be\\ncalled synthetic. Some such meaning may ha\\\\ Te\\nbeen felt in the word, but it certainly has not\\nbeen expressed with any degree of definiteness.\\nThe fact, however, of such a return has been\\noften declared, often by Froebel himself. But\\nit is far-fetched to call it synthetic, to say the\\nleast.\\nSuch is our criticjue of the categories, or\\nterms ordinarily used to express the difference\\nbetween the Gifts and Occupations. They indi-\\ncate no essential diiference, they liold true of one\\ndivision as well as of the other, unless they be\\nexi)laincd away into meaning something which\\nthey do not mean. Many kindergardners have", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0330.jp2"}, "331": {"fulltext": "FB0EBEU8 FLAY GIFTS.\u00e2\u0080\u0094 OCCUPATIONS. 313\\nalready felt and expressed the futility of the\\nmentioned distinctions still it would be a bad\\nbusiness to destroy even a poor foundation and\\nleave nothing in its place. Hence our attempt\\nto unfold a new set of distinctions, whose valid-\\nity is now to be tested by the kindergarden tri-\\nbunal sitting in judgment.\\nWe must at this point return to the character-\\nistic which we found to be the distinctive princi-\\nple of the Occupations, namely Eeproduction of\\nthe given, that is, of the Gifts. We are now\\nready to take an organic survey of the field which\\nlies before us. Accordingly, in the ordering of\\nthe Occupations, we must employ the fact of the\\nEeproduction of the Gifts (quantitative) as the\\nfundamental principle, and hence as that which\\norganizes the subject-matter. On this line we\\nshall note the triple movement.\\nI. The Reproduction of Concrete Magnitudes\\nimmediately^ in their three dimensions length,\\nbreadth, thickness. The preceding sohd Gifts,\\nfrom the Second on, are to be reproduced in\\nsome formable material, such as clay or wax.\\nAbstract Magnitudes (Surface, Line, Point) are\\npresent, but implicit, unseparated from their\\nsolids.\\nHere is the place of Modeling, we may call it\\nthe Plastic Occupation.\\nn. The Reproduction of Abstract Magiii-\\ntudes Point, Line, Surface which are now", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0331.jp2"}, "332": {"fulltext": "314 THE PSYCHOLOGY OF\\nexplicit on the one hand, and on the other hand\\nare connected with or wrought into other mate-\\nrial things.\\nHere lies distinctly the separative stage of the\\npresent sphere. In the first place, it reproduces\\nthe separative stage of the Derived Gifts, namely,\\nthe Abstract Magnitudes, which are not now given\\nto the child, but are to be created by him in some\\nwa3^ In the second place, the twofoldness be-\\ncomes manifest in the fact that the abstract (or\\nideal) forms Point, Line, Surface are to be\\nmade real, visible, nay, tangible in some material\\nobject; thus the abstract and the concrete (or\\nthe ideal and the real) are both present, though\\nunited. The great principle of the present sphere\\nis that the Abstract Magnitudes, as thought or\\nideal, are the transforming power of the solid\\nuniverse. Very profoundly, therefore, does the\\npresent stage reach back and connect with the\\ncorresponding stage in the Gifts.\\nThis is the realm of what is often called the\\nEconomic Arts, and so we may name them the\\nIndustrial Occupations, being many and manifold.\\nThe plural indicates their multiplicity, which, in-\\ndeed, springs from the separative character of\\nthe i)resent stage.\\nThe Reproduction of Concrete Magni-\\ntudes in and throufjli the Atmtract Magnitudes\\nSurface^ Line Outline) aud Point. That is,\\nthe latter take up into themselves and reproduce", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0332.jp2"}, "333": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 OCCUPATIONS. 315\\nthe solid object, which seems to have the three\\ndimensions, but has not in reality.\\nHere we have Drawing, which we name the\\nGraphic Occupation.\\nIt is manifest that in these three sets of Occu-\\npations the Plastic, the Industrial, and the\\nGraphic we have a Psychosis of Reproduction\\nin this sphere. The first is immediate, in the\\nmaterial object; the second is separated, abstract,\\nyet wrought into the material object the third\\nis the return to the Concrete, which is now re-\\nproduced through the Abstract.\\nWe have made no attempt to arrange the\\nvarious properties of matter which are brought\\nout in the Occupations, such as elasticity, plia-\\nbility, tenacity, etc. One of these properties,\\ncolor, has a special place in the present division\\nof the Play-Gifts. It is in one sense an outer\\nvisible property; still it is produced by an im-\\npingement of rays of Light upon a material\\nobject. Thus color also is the result of an assault\\nupon matter, which thereby is made to reveal\\nsome inner quality of itself indeed color may be\\ndeemed the primary visible manifestation of the\\nmaterial world, showing something of its inner\\ncharacter by its outer Appearance in and through\\nlight. This property of matter also the child is\\nto employ and to order in the Occupations.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0333.jp2"}, "334": {"fulltext": "THE PLASTIC OCCUPATION.\\nThis occupation is usually called Modeling in\\nthe kindergarden. Often the name of the material\\nis added, which is generally clay. The word\\n])lastic suggests the formative character of the\\npresent Occupation, and connects it with Sculp-\\nture, which is supremely the Plastic Art and\\ncarries us back at once to ancient Greece, the\\nhome of the noblest statues. Sculpture takes\\nthe human shape in its material fullness, in its\\nthree dimensions, wliile Paiuting employs sur-\\nface, line and point, or the Abstract Magnitudes.\\nThe Plastic Occupation, therefore, seizes and\\nreproduces the material object i)nmediateh/, not\\nas mediated through the Abstract Magnitudes\\nalready mentioned. Not every Oljject nuide in\\n(316)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0334.jp2"}, "335": {"fulltext": "FB0EBEV8 PLAY GIFTS.\u00e2\u0080\u0094 MODELING. 817\\nclay belongs to Modeling in the sense here given\\na box molded out of clay is still a box.\\nWe place Modeling first among the Occupa-\\ntions or Qualitativ^e Gifts as it is the reproduc-\\ntion of Concrete Magnitudes, that is, of forms\\nwhich have the three dimensions, length, breadth,\\nand thickness. It returns to the first or solid\\nGifts and makes them over.\\nModeling, therefore, takes the object inmiedi-\\nately, in its sensuous fullness, and reproduces it\\nin that fullness. The child seizes the object just\\nas it is, without the Abstract Magnitudes, which\\ncome later. He creates his form out of the\\ngiven material by direct fiat. Modeling is the\\nmost immediate manifestation of creative power\\nwhich man can show, and for this reason has\\nbeen celebrated in all as^es. It teaches the child\\nin the very beginning of his career, that the\\nouter world in its most refractory elements is\\nplastic, and will yield to his will and his thought.\\nHe starts, by means of Modeling, to realizing\\nthat the material universe is to be transformed by\\nhim, that he is to be the reshaper of Nature.\\nThough all matter can be modeled ultimately,\\nstill there are some materials especially appropri-\\nate for the child. He naturally takes to clay or\\nmud he begins to transform the very earth be-\\nneath his feet; what he stands upon, he will\\nmake over. Of all thino^s s^iven to man, the\\nearth would seem to be the least dispensable,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0335.jp2"}, "336": {"fulltext": "318 THE rSYCUOLOGY OF\\nyet the little child in his little way starts to reform\\nthe earth by means of mud-pies and dirt-houses.\\nIn the kindergarden this primitiye tendency\\nof the child is not neglected. A fine sort of\\nclay is used mainly, though the sand-pile too has\\nits place, along with wax and other material of\\nthe kind. Turn the little fellow loose and let\\nhim form the earthy stuff, for thus he is really\\nforming himself.\\nIf the child goes back to the first Gift and\\ncommences to make oyer what he started with,\\nhe will model the Ball, the round Ball out of clay.\\nThis, to me at least, has a far-reachin j suo^aest-\\niyeness, and I cannot help thinking something of\\nthe same kind enters the soul of the child, though\\ndimly. For he is making out of dust the earth\\nitself in form, and this is the yery first thing he\\ndoes in his creatiye actiyity he reproduces as\\nhis earliest work an earth-ball made out of yerit-\\nable earth, and possibly whirls it from his hand\\ninto space. The little child cannot help re-\\nenacting the Creator of the Uniyerse, from\\nwhom, indeed, comes that spiritual spark of his,\\nwhich now manifests itself in a sudden scintilla-\\ntion by world-making.\\nSo the child has begun to reproduce his grand\\noutward presupposition, the very earth upon\\nwhich he reposes as his primeval mother, forming\\nit as does its Maker. Yet all this is done in i)lay\\nhe, in his first creative act, plays creation itself.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0336.jp2"}, "337": {"fulltext": "FB OEBEL S FLA Y GIF TS. MODELING. 319\\nAnd if he be really God-sent, what else can he\\ndo?\\nThe great educative fact in this action is that\\nthe child is unfolding what is deepest and best\\nwithin him, what may be truly called the divine\\nelement of his nature. The original creative soul\\nwhich made all things he shares in, and now he\\nshows his participation in the same, he is de-\\nveloping the God-like in himself. Then, too,\\nin forming the Ball, rounding it off to complete-\\nness, he is forming and rounding himself off; he\\nis slowly finding that invisible center which he\\nhas as well as the Ball, and which always\\ndetermines the outside, the periphery of exis-\\ntence.\\nIn ordering the Occupations, Modeling is,\\naccordingly, placed first, though in the Manuals\\nit is often found the last or next to the last on\\nthe list. It may be said to represent better than\\nany other Occupation the primordial creative act,\\nas hinted in Art and in the Mythus of peoples.\\nThe keynote sounding all through the Occupa-\\ntions is reproduction; what has been given here-\\ntofore, is to be transformed; the child is to\\nreturn and begin to make its starting-point.\\nThe next thing to be considered is the inner\\nquality w^hich Modeling pre-supposes in the\\nmaterial, for this quality is now a main element\\nin the present stage, which also bears the name\\nof Qualitative Gifts. What peculiar property,", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0337.jp2"}, "338": {"fulltext": "320 THE PSYCHOLOGY OF\\nthen, does matter reveal to the modeler, when it\\nis handled or assailed?\\nIt is evident that formahility is the essential\\nqualitative fact which underlies this Occupation.\\nThe external world is formabJe^ capable of\\nreceiving a new shape from the hands of man,\\nwho has, indeed, just this as a leading part in his\\nterrestrial vocation to shape anew the material\\nuniverse and to make it the image and the bearer\\nof his spirit.\\nSo the child begins his vocation, or an im-\\nportant part of it, in Modeling, being sent back to\\nthe beginning and led to re-form the pre-f ormed\\nin the most immediate way possible. Such is the\\nfundamental educative note struck here at the\\nstart of the Occupations, winning the child by its\\nprofound harmony with his own instinct, and\\ntraining: him to freedom, the srcat ethical end of\\nhis existence. For he has now to make or begin\\nto make his own presuppositions, and that which\\nbefore conditioned and determined him, he now\\nconditions and determines out of his own voli-\\ntion. Thus he commences to hew out for him-\\nself the first stones which are to be built into the\\ntemple of freedom, of self-determination.\\nAll manual training has to have this principle\\nin view, in order to be educative; hand, eye,\\nmuscle, observation, perception are to be strength-\\nened, still these are but moans, in the final out-\\nlook, to the supremo end, which is the free man", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0338.jp2"}, "339": {"fulltext": "FB0EBEU8 PLAY GIFTS.\u00e2\u0080\u0094 MODELING. 321\\nin a free world among free men. With this idea\\nthe commonest act in the daily humdrum of life\\nis to be filled and transfigured. The child makes\\na start when he models the visible world about\\nhim, thus recreating and perpetually renewing\\nhimself within as well as his environment without.\\nThe child will take delight in getting acquainted\\nwith his material. He introduces himself to it\\nby patting it, pinching it, punching it, testing its\\nformabihty by thrusting his fingers into it,\\nsqueezing it and showing a multitude of other\\ncaresses. He must treat it somehow as he treats\\nhis mother whom he loves, sticking his forefinger\\ninto her eye, tweaking her nose, and pulling her\\nhair. He even notes the response of the mate-\\nrial which shows every act of his by a new form\\nvery submissive is the clay before him, more sub-\\nmissive than his mother, who after all cannot\\nhave her eyes gouged out or her face scratched\\nand beaten like the passive clay. The father will\\ncry out: Give the child some clay, my dear,\\nand let him mould that anew, for your face is\\nthat which I wish to keep. That in my eye is\\nalready perfect and needs no re-modelino-.\\nSo the child will come to love the material, and\\nwill soon find its peculiar quality, called here\\nformability, or the capacity of taking and retain-\\ning form. Hitherto, in the Gifts, his material\\nwas presented to him already formed, and he\\ncombined its given forms, but now he sees him-\\n21", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0339.jp2"}, "340": {"fulltext": "322 THE PSYCHOLOGY OF\\nself tlic maker of these given forms. So he be-\\nholds his Will made visible in the reproduction of\\nform ever}^ little act leaves its impress on the\\nmaterial; he, changing it, can change the outer\\nworld, and he comes to know himself as a world-\\ntransformer, outwardly and inwardly.\\nFormahiUiy Repeatedly the attention of the\\nreader has been called to the fact that Modeling\\nrests upon the formable quality of matter, and\\nthat the f ormability of the material world enters\\ninto the consciousness of the child through the\\npresent Occupation specially. How important\\nsuch a conception is in an industrial epoch, need\\nnot here be dwelt upon, as it may be considered\\nlater. But the earnest student will wish at this\\nstage to take a rapid glance at the innnediate\\nformable elements around him.\\n1. The air you breathe is formable, supremely\\nso every word you speak is a forming of the\\nair, and a transmission of that form indefinitely\\nin every direction. Indeed the soundless breath\\nis separated from the vast aerial mass, formed,\\nindividualized. An old Greek philosopher called\\nwords speaking statues, with a metaphor taken\\nfrom the sculptor who hews the stone into shape.\\nThe child, beginning to speak with an infantile\\nbabble, is practicing a kind of modeling out of\\nair, making rude, short-lived statues of speech,\\nand trainins: himself dav in dav out, till his air-\\nmodel assumes the shape which is correct. In", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0340.jp2"}, "341": {"fulltext": "FB0EBEV8 PL A Y GIFTS.\u00e2\u0080\u0094 MODELING. 323\\nlearning to talk, he has to make over what nature\\nhas given, the very atmosphere around him, and\\nimpress upon it his ideas, yes himself. Thus all\\nliterature may be regarded as a kind of speaking\\nart-gallery, extending down Time and giving form\\nto the best thoughts of the best men of the ages.\\nBut air is not visible, its forms appeal not to\\nsight but to hearing, and thus are limited to one\\nsense which gives merely succession and hence is\\nladen with the vanishing. So we turn to a seen\\nelement, which is also formable.\\n2. Water is capable of form, yet it also soon\\nloses its form, and thus shows to vision the eter-\\nnal transformation, the never-ceasing death and\\nbirth of material form. Because of its formable\\ncharacter, children love to play in water, to wade,\\nsplash, swim in its soft embrace. It is so yield-\\ning, so responsive, so patient of every childish\\ncaprice, taking every blow and closing up the\\nwound as if nothing could hurt it, or estrange\\nits placid love. No wonder that the child is fond\\nof the water, and is going to make its acquaint-\\nance in spite of all prohibitions.\\nWater has in it a sort of mediating principle,\\nit carries heat and cold, it cleanses, it will pick\\nup and bear off that other element, the earthy,\\nwhen too persistent in its attentions. By nature\\nwater is transparent, yet is ready to receive\\nnearly everything and hide it and spirit it away\\nsecretly in its bosom. Receptive, often colored", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0341.jp2"}, "342": {"fulltext": "324 THE PSYCHOLOGY OF\\nby what it receives, determined from without,\\nwater has been called the neutral principle in\\nnature, a kind of impartial mean between all\\nthings.\\nProbably because of its formability, water was\\nthe first principle of the first philosophy of the\\nOccident, which opens with Greek Thales and\\nhis Ionic School. Prophetic of the rising spirit\\nof Greece was this early philosophy, hinting the\\nHellenic plastic art, and its tendency to form\\nanew all things into the beautiful shape. Water\\nis best, cries Pindar, the Greek lyric poet, an\\nexpression which seems trivial to us moderns, but\\nwhich really comes out of the depths of the\\nHellenic soul, which is formative above all\\nothers. Goethe, supremely the master of form\\nboth in nature and in art, has not failed to give\\npoetic utterance to the formability of water in\\nhis orreat reconstruction of the Classic World in\\nthe Second Part of Faust. The sea in its\\nmovement is a tireless form-maker, suggesting\\na multitude of shapes from the rapid hand of\\nthe primeval artist, whose work the Greek\\nimagination caught up and re-embodied in myth\\nand art.\\nThe child is, therefore, to learn about water\\nthrough play, it is a genuine plaything for him.\\nIt may not be practicable to introduce it as a\\nPlay -gift into the kindcrgardon, still this often\\nhas, one may note in })assing, its bathing-tub for", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0342.jp2"}, "343": {"fulltext": "FBOEBEUS PLAY GIFT 8. MODELING. 325\\nchildren, some of whom have to be made ac-\\nquainted with a very important property of water\\nbefore anything can be done with them.\\nThe boy will take to the running stream or to\\nthe swimming pool; it is claimed by scientists\\nthat he still has rudimentary gills, which, though\\nlong disused, produce in him an itching for a\\nlittle development. At any rate, swimming re-\\nquires a mastery of an element, and has usually\\nto be learned, though some boys have been\\nknown to swim at once by being thrown into a\\npool of water, paddling out like a dog or duck.\\nBut others drown in such a case, so there would\\nseem to be a difference in the power of retaining\\nancestral traits.\\n3. Clay or earth is another form able element,\\nand is the one with which we are chiefly con-\\ncerned in the kindergarden. Yet we have to\\nunite the two elements earth and water for\\nour purpose. Water by itself is just a little too\\nformable, it is changeable, perpetually shifting\\nits form, like Proteus, the Old Man of the Sea in\\nthe Odyssey. It must get some stability, which\\nis obtained by mixing it with the more refractory\\nor possibly more friable earth, so that the fixed\\nsolid matter will have enough of the watery\\nformable principle to be easily moulded. Moist-\\nure enters into all modeling material, which is to\\nbe wrought over when moist then the humidity\\nis allowed to evaporate and the form remains.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0343.jp2"}, "344": {"fulltext": "326 THE PSYCHOLOGY OF\\nThus the clay reverts to its hard or brittle, yet\\npermanent nature, preserving, however, the shape\\ninto which it has been made.\\nWater has another striking qualit}^ through\\nan increase of heat it turns to a kind of air,\\nvapor, and flies off into the atmovsphere on the\\nother hand, through a diminution of heat it\\nbecomes a solid, earth-like, and loses its forma-\\nbility. From this point of view water is a kind\\nof mean between air and earth, capable of turn-\\ning to either of these elements, in form at least.\\n4. In this little survey of the physical elements\\nand their formability, we must also mention the\\nfourth one, fire, which takes form through itself,\\nthough hardly formable like the other three.\\nStill man produces marvelous shapes of fire in\\npyrotechny, and the child will make a fiery ring\\nby whirling a stick, one end of which is ignited.\\nFire is a consumer of form, yet in its destructive\\nact it assumes form. We like to see the many\\nshapes which the blaze takes in the hearth, as it\\nundoes and dissolves wood and coal and other\\nmaterial it is good company and speaks to the\\nsoul literally with tongues of fire. But this\\nformative power is more its own, coming from\\nwithin, not so amenable to the hand of man, like\\nthe other elements. Still man gets control of it\\nand turns its negative energy to the transforma-\\ntion of earth s most refractory materials. Iron\\nwill not dissolve in water or very slowly, but it", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0344.jp2"}, "345": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 MODELING. 327\\nwill melt in a hot flame, and even the diamond\\ncan be burnt up.\\nFire too has its relation to the other elements\\nit must, like man, have air to breathe, it must\\nhave earth to feed on, and water will quench it,\\nbeing its direct opposite and antagonist.\\nThe child on every side exists in relation to\\nthese four primary elements of nature, which\\nhave the quality of formability in one way or\\nother. They are his primordial physical environ-\\nment which he has to transform in order to live.\\nMorever in modeling he visibly employs two\\nearth, water, working them over into new\\nforms, so that he is becoming conscious of himself\\nas the formative power of his world. Then he\\nis secretly using in the same act two other ele-\\nments air (breath) and fire (heat).\\nThus Modeling introduces the child into the\\nprimitive workshop of Nature, for she also is in-\\ncessantly employing these four elements, keeping\\nthem in a perpetual round of formation and trans-\\nformation, which constitutes the physical life of\\nthe planet. Nature has this secret plastic power,\\nshe is always forming and her first materials are\\nthe four elements; out of air, earth, water, fire,\\nshe shapes the apple as well as the globe. The\\nchild in modeling uses the same elements, also\\nforming out of them in his way the apple and\\nthe objects around him. Thus he communes\\nwith the spirit of Nature, enters her workship", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0345.jp2"}, "346": {"fulltext": "328 THE PSYCHOLOGY OF\\nand learns her art. Indeed he has this formative\\ninstinct along with Nature, being derived himself\\nfrom Nature, himself a product of her plastic\\nsoul and inheriting her bent in this direction.\\nManifestly by means of the present Occupa-\\ntion something which lies far down in the uncon-\\nscious nature of the child is called forth and\\nbegins to exercise itself, having an outlook upon\\nhis great end, namely freedom. He is learning\\nthe formability of the elements and there\\\\^ath\\nof the whole external world. In a parallel line\\nhe is discovering and practicing the f ormabiUty of\\nhimseK.\\nIn Modeling, therefore, the child gets a pre-\\nmonition of what it can do and is to do with\\nthis material universe. Mould it, transform it,\\nmake it over into the house of freedom. That\\nwhich is given first of all, the dust of the earth,\\nis to be gathered up and shaped anew, primarily\\ninto a ball, w^iich, as before said, is a reproduc-\\ntion of the original act of the Creator. The\\nchild cannot model without feeling his germinal\\npower of creation budding within he is getting\\nthe Promethean touch, world-transforming, yet\\nalso self -transforming.\\nTJie Lnphnnent. In order to obtain adequate\\npossession of this quality of matter, formability,\\nand to employ it for his purpose, the child should\\nin due time be given an implement.\\nThe opposite doctrine has often been declared", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0346.jp2"}, "347": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 MODELING. 329\\nwith emphasis, namely, that the child in the\\npresent Occupation should use no implement, but\\nmanipulate the clay simply with his hand. Un-\\ndoubtedly he has first to obtain control of his\\nhand, and by touch to understand his material,\\nto feel it, to knead it, to test it in various ways.\\nBut he is likewise to employ the tool the moment\\nhe is ready for it. And that moment has arrived\\nwhen he can make his work more perfect by\\nmeans of it, or can save time and labor. To be\\nsure, a perfect work is not to be asked of the\\nlittle child, his outlines are expected to be rude\\nand his handling crude. Still it must be de-\\nmanded always that he strive toward perfection,\\nand use every instrument for attaining it. Bad\\npedagogy assuredly is that which throws the\\nchild back upon his hand, his finger-nails, when\\nhe can do better with a tool. Such training runs\\ncounter to civilization itself, for it makes him\\nspend his time at an economic disadvantage.\\nWe hold it to be a wrong to the child thus to\\nfling him to the rear in the great race of life,\\nwhose success in these industrial days depends\\nlargely upon seizing the tool, the right tool at\\nthe right moment. It is often said by way of\\ndefense that he is kept back in order to acquire\\ngreater skill of the hand, but the greatest possi-\\nble skill of the hand lies in the right use of\\ntools. There is no purpose of making the child\\nan artist in Modehng, but there is the purpose of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0347.jp2"}, "348": {"fulltext": "330 THE PSYCHOLOGY OF\\ntraining him into a more perfect manhood, whose\\nend is perfection itself. To lay down the proposi-\\ntion, No tool in Modehng, is to the last degree\\nnarrowing, confining, destructive of the true aim\\nof this Occupation no supposed ultimate result in\\nacquiring manual dexterity can possibly justify\\nsuch a procedure. The supreme end is to make\\nas perfect as possible what you make, any other\\nend militating with that cannot be allowed.\\nThe fact is, the child has to have a tool of\\nsome kind even in his most elementary work in\\nModeling. He cannot well cut the clay with his\\nhand (often necessary is this careful cutting of\\nit) he must have a thread if a sharp instrument\\nis forbidden. But he is not to use for dividing\\nit a modeling knife. Such a rule is a orettinor\\nback to nature with a vengeance with a ven-\\ngeance wreaked upon the child. Is the little one\\nto be })ermitted to eat with knife and fork at\\nhome? to use a comb for its hair? And yet\\nthis senseless regulation has apparently become\\nthe first principle of some educators, having been\\nissued from the headquarters of a city school\\nsystem.\\nAlready we have sought to impress the fact\\nupon the reader that the chikl is going to the\\nheart of his time, is training to participate in the\\ncivilization of his epoch, hy using the tool. Not\\nonly a tool-user, but a tool-tliinkiT, and so a tool-\\ninventor he is getting to be, which is the spirit", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0348.jp2"}, "349": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 MODELING, 331\\nunderlying all machinery, whose end is the en-\\nfranchisement of man.\\nPsychology of Modeling. The great psychical\\nfact in Modeling is that what the child has taken\\nup into himself as a percept, he must now throw\\nout of himself, separate from himself, and make\\ninto a new object. So Modeling becomes the\\nmost complete re-inforcement of vision, of sense-\\nperception it is the real complement and outer\\nfulfillment of sensuous intuition, which, being an\\nactivity of the Intellect, finds its counterpart in\\nthis formative activity of the Will. The percept\\nis the object taken up and internalized by the\\nEgo, and then ideally projected again into the\\nworld, by an inner creative act. But the modeler\\nof the object makes this inner percept itself into\\nan outer shape, creating it not only ideally but\\nalso really, and projecting it into the world as a\\nnew object.\\nThis is an act of Will, of distinctively creative\\npower, by which the child remakes outwardly\\nthat which he has perceived internally. He is\\nnot satisfied simply to receive by sense-perception\\nthe made world outside of liimseK, he must make\\nit over and thus assert himself as a world-creator,\\nor as a free being Avho can reproduce his presup-\\npositions, even his sensuous environment. Un-\\ndoubtedly Modeling sharpens and intensifies the\\nperceptive faculty, as the books say; but this is\\nnot its best discipline.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0349.jp2"}, "350": {"fulltext": "332 THE PSYCHOLOGY OF\\nModeling satisfies the deepest longing of the\\nchild because through it he shows his validity\\npositively, and not negatively. He can destroy\\nthings, and thus manifest his Will; still he feels\\nit to be a better work when he creates. He can\\nmake himself vahd in the world b}^ destruction\\nbut then he is a devil. He knows himself divine\\nwhen he produces; otherwise, as destroyer, he\\nis ultimately destroying himself, which is not\\nhappy -making. Modeling is happy-making, be-\\ncause it is a positive Occupation, eternally self-\\nbuildins: as well as world-buildins^. All kinder-\\ngardners know the stress Avhich Froebel puts\\nupon keeping the child positive in his play if he\\nunmakes anything, he must be led to unmake his\\nunmaking, or to negate his negative act and\\nreturn to the positive.\\nWe may now say a few words concerning the\\norder of Modeling in the kindergarden, as it has\\ngiven rise to no little discussion. This order ought\\nto be psychological, that is, in harmony with the\\nchild s own mind, his Ego.\\nI. The child may be sent to the sand-pile or\\nto the clay, and allowed at first to phiy with it,\\nto handle it and to form it at his own sweet will.\\nThus he is getting accjuainted with his future\\ncompanion, and likewise he is handed over for a\\ntime to his own caprice, or, as our friends, the\\nRousseauists, designate it, he is given his free-\\ndom. It is well to let him have a little experience", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0350.jp2"}, "351": {"fulltext": "FBOEBEVS PLAT GIFTS.\u00e2\u0080\u0094 MODELING 333\\nof his own inexperienced self, which is empty or\\nnearly so, lacking apperceptive material for this\\nsphere. He will soon get tired, having almost\\nno content in his mind with which to work, and\\nnot being able to form what he has. Jit this\\npoint or perchance sooner, the kindergardner is\\nto step in with her prescribed order, which i^\\nthe second stage of the process.\\nII. The child is now to model what has been\\ngiven hitherto, the Gifts, as they have been un-\\nfolded. Thus he begins to re-form the pre-\\nformed, to make over what he has received from\\nthe outside. The reproductive activity of the\\nOccupations is now the distinctive fact in the\\ntraining of the child, who is to return upon what\\nhe has done previously, and to reproduce the\\nshapes with which he played. This is still play,\\nbut a deeper phase of it, the more creative phase.\\nThe child will go back and model the Ball, the\\nsignificance of which act has been already set\\nforth. Then he will pass to the Building Gifts\\nand mould the bricks and other forms for his con-\\nstruction. He will reproduce the various curvi-\\nlinear shapes, the convex, the concave, with their\\ncombinations. Thus he forms the material which\\nhe had once received ready-made, and is acquiring\\na deeper consciousness of his creative power over\\nthe external world, having modeled these sohd\\nshapes in the Gifts of Concrete Magnitude.\\nSo, in Uke manner, the child is brought to re-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0351.jp2"}, "352": {"fulltext": "334 THE PSYCHOLOGY OF\\nnew and re-establish the pre-established in the\\nrealm of spirit what he has done with the na-\\ntural world, he is to do with the social and institu-\\ntional world, into which also he has been born,\\nand which he is to be perpetually making over\\ninto himseK, renewing and reconstructing the\\nsame. Family, State, Society, Church were given\\nhim at birth, but he has to recreate them all, and\\nthereby possess them through active participa-\\ntion. Thus he is attaining the institutional char-\\nacter, basis of all the virtues.\\nIII. In this third stage, which may be called\\nFree Modeling, the child is again to be handed\\nover to himself, and is allowed to model what he\\npleases. He must not only be permitted, but\\nencouraged to reproduce any object which strikes\\nhis fancy. He is now presented with his free-\\ndom a second time let him turn to nature if he\\nwill, and form it to his heart s content.\\nBut his inner condition is very different from\\nthat of the first stage, when he was thrown\\nimmediately upon his own resources, of which\\nresources he had almost none. He now has a\\ncontent, an apperceptive material upon which he\\ncan draw; he has been given a little world, of\\nwhich he has been the modeler; let him next\\ntry to model the great world, or some fragment of\\nit, in whatever way his bent drives him.\\nThe truth is that previously when he was left\\nsimply to his empty caprice, he had no real free-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0352.jp2"}, "353": {"fulltext": "FROEBEVS PL A Y GIFTS.\u00e2\u0080\u0094 MODELING. 335\\ndom, he had no choice between order and dis-\\norder, between cosmos and chaos, between liberty\\nand license. But when has an ordered whole,\\nsuch as that given him by the previous Gifts,\\nand its opposite to choose between, he has before\\nhim the two roads, the one leading to regulated\\nfreedom and the other to unbridled caprice. In\\nthe one case he is becoming the law-maker, in the\\nother the law-breaker. When turned loose into\\nnature at the start, he may choose between a\\nstick and a stone for his modeling, but that is no\\neducative choice, which must go far deeper and\\nturn upon reproducing the order environing him,\\nboth material and spiritual.\\nMoreover, we may add here, that when the\\nchild or the grown man for that matter is left to\\nrun wild in nature, he is not free in the sense\\nthat he has gotten rid of all pre-established\\nforms. Nature is herself the pre-established,\\nthe transmitted, the hereditary, and rules with an\\niron necessity. She is essentially unfree in her\\ngovernment, determining her subjects from the\\noutside. The flight from societj^ to nature is the\\nunderlying theme of Rousseau, who held it to be\\nthe grand liberation of man, but it is really his\\nenslavement. Yet the child in his education is\\nto taste and to taste deeply of nature in order\\nthat he may transform her, remodel her into the\\nabode of his freedom.\\nSuch, then, is the psychological process of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0353.jp2"}, "354": {"fulltext": "336 THE PSYCHOLOGY OF\\nModeling, which the kindergardner is to embody\\nin her training of the children under her charge.\\nAll three stages belong to the educative unfold-\\ning of the child s Ego; he is to have his caprice\\nat first, but is to be led out of it into true free-\\ndom through an established order, which in the\\npresent sphere is represented by the Gifts\\nso-called.\\nThe great objection. The secret enemies of\\nModeling, strange to say, are found chiefly\\namong the kindergardners themselves. As the\\nmaterial is clay, this Occupation is set down as\\ndirty work, and not fit for a lady. But many or\\nindeed the most employments in this world are\\nnot exactly clean. The house has a mysterious\\ntendency to make hidden collections of dust-\\nparticles which have usually to be spied out by\\nthe female eye. To get rid of dirt is naturally a\\ndirty task. I notice that Bridget in sweeping the\\ncarpet raises a horrid cloud which drives me out\\nof the house. Yet the thing has to be done, I\\nsuppose. So these kindergarden children must\\nnot be afraid of Mother Earth clincrino: to their\\nclothes affectionately, or even kissing them at\\ntimes smack in the face and leaving there a mark\\nof her attachment. A little too much daintiness,\\nofiishness, squeamishness with twisted nose and\\ncontorted features one may see in some kinder-\\ngardners while manipulating the dirty stuff.\\nUndoubtedly we must have cleanliness, tidy", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0354.jp2"}, "355": {"fulltext": "FBOEBEUS PLAY GIFTS.\u00e2\u0080\u0094 MODELING. 337\\nhabits, good manners in these children. What\\nis to be done? Turn them loose upon the sand\\npile, give them the clay lumps, but put them\\ninto some kind of a protecting garment for the\\noccasion. And let the kindergardner herself\\nlead the way by her example let her deck her-\\nself in a neat apron, and then take hold with full\\nhand and heart, not with hesitating finger-tips of\\ndainty disgust. Thus is engendered a sj^mpathy\\nwith toil and the toiler, with the laborino^ millions\\nin the shops who are doing the work of the\\nworld in sweat and smoke and soot. Perchance\\nthis may be considered an advantage of the pres-\\nent Occupation over all the Gifts and other Occu-\\nIDations it is a little dirty. So the child may\\ntake a lesson in keeping himself clean under ad-\\nverse circumstances. What memories I have of\\nthat kindergardner whom once I saw in her white\\ndrapery modeling the plastic clay! To me her\\nappearance was that of a Greek Goddess; she\\nAvould have been a good model herself for the\\nsculptor just in her modeling.\\nNot too fastidious, then, must we be in work,\\nlest we get afiiicted with a sentimental nausea at\\nthe sight of toiling humanity. The legend says\\nthat man was made of clay, and why should he\\nnot sometimes betray his heredity? One thing is\\ncertain thou shalt return to dust. Whimsical\\nJohnny Appleseed has touched upon this sub-\\n22", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0355.jp2"}, "356": {"fulltext": "338 THE PSYCHOLOGY OF\\nject ill one of his shrill quatrains, which may\\nbe here cited\\nBe not more dainty than thy race,\\nFor thou canst not dismiss it;\\nThy Mother Earth has a dirty face\\nAnd thou shalt have to kiss it.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0356.jp2"}, "357": {"fulltext": "II.\\nTHE INDUSTRIAL OCCUPATIONS.\\nThe stage of multiplicity is indicated by the\\nplural in the title just given. Most of the Occu-\\npations of the kindergarden are found under the\\npresent head, as we shall more fully see later on.\\nThe principle of Reproduction continues, but\\nnow it passes to Abstract Magnitudes, which are\\nto show their creative and transforming power in\\nthe material world. The training to productivity\\nwhich is so emphatically begun in the quantitative\\nGifts, is here realized more adequately than\\nbefore, inasmuch as point, line, and surface\\nbecome the moulds, so to speak, for shaping all\\nmatter.\\nMoreover an economic, social or sociological\\nelement enters with distinctness. To a certain\\n(339)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0357.jp2"}, "358": {"fulltext": "340 THE PSYCHOLOGY OF\\nextent the child is to reproduce the industrial\\nworld in which he lives he must take up into\\nhimseK the principle of all industries, and he\\nmust make over within himself the movement of\\neconomic civilization. He is to re-enact the\\norigin of society, creating it in miniature through\\nthese Occupations, and at the same time creating\\nhimself as a member of society. Thus the\\nkindergarden becomes a little society making\\nsociety, and these Occupations give the child a\\ntraining in social genesis, bringing him to pro-\\nduce social relations and to put himself naturally\\ninto those relations.\\nThe fundamental fact, then, of the present\\nsection of the Occupations is the reproduction of\\nAbstract Magnitudes point, line, surface in\\nmaterial objects. In Modeling, we recollect,\\nthere was the immediate reproduction of the\\nsensuous object; point, line, and surface, though\\npresent, were implicit they were not consciously\\nor distinctively brought out in the work. But\\nnow they become explicit, and appear in their\\nown right, as it were; they mediate the form,\\nand have their own separate place in thought and\\noften in visible shape.\\nWhat name can we find to designate the present\\nsphere? We have used the term industrial, as\\nthe Occupations herein embraced are mostly\\nlittle miniature copies of the great industries of\\nthe world. They are also reproductive in the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0358.jp2"}, "359": {"fulltext": "FBOEBEVS TLAY GIFTS.\u00e2\u0080\u0094 INDUSTBIAL, 341\\nsense already given, they reproduce the Gifts of\\nAbstract Magnitude as ModeUug has reproduced\\nthe Gifts of Concrete Magnitude. So we see a\\nparallelism in movement between the Gifts and\\nthe Occupations, though each kind has its own\\nmeaning and its own place in the total process\\nof the system of Play-gifts.\\nIt is manifest that the present section of the\\nOccupations is based upon separation through-\\nout the separation of what from what? The\\nAbstract Magnitudes of geometry (or of space)\\nare separated from their concrete shapes and em-\\nployed to reproduce new objects. Hence this is\\nthe grand realm of the formation and transfor-\\nmation of matter, which is the character of the\\nindustrial realm of human activity. The Ego, in\\ngetting hold of and using these Abstract Magni-\\ntudes point, line, surface stands possessed\\nof the ideal creative principle which dominates\\nall form, and employs the same for its own repro-\\nductive purposes. The point, line, and surface\\nbelong to the material shape really, control-\\nling it, limiting it; they also belong to the Ego\\nideally, which, therefore, controls them and uses\\nthem as its own. So this Ego, this mind, has\\nnow the fundamental ideal implement, the tool of\\nall tools, for the mastering of the external world\\nof matter.\\nIn general, this industrial stage belongs to the\\nsecond stage of the Psychosis, which moves", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0359.jp2"}, "360": {"fulltext": "342 THE PSYCHOLOGY OF\\nthrough, unites and orders all the Occupations,\\nbeing the stage of separation, abstraction, divis-\\nion. We shall find by far the greatest number\\nof separate Occupations under the present head,\\nrepresenting many diverse industries.\\nYet the student must carefully bring to mind\\nthat in the broader sense, in the total sweep of\\nthe Gifts and Occupations this is the third stage,\\nwhich we have in a general way designated as\\nthe reproductive. For now the abstract is re-\\nproduced and formed in the material, but this\\nabstract element is itself a separation from the\\nconcrete. Thus the student will behold in every\\ndivision of the Ego s process its total process\\nat the same time which is the foundation of\\nall psychical knowledge worthy of the name.\\nIn this way alone can he be saved from the\\nexisting psychological Scylla and Charybdis\\nnamely, from the crushing formalism and soul-\\ndestroying dilaceration of the old facultj -psy-\\nchology, and on the other hand from the oppo-\\nsite absurdity, which seeks to do away with the\\nfaculties and denies in substance the separative\\npower of the Ego. This must be seen in its\\neternal process, which divides the one and yet is\\none in all division.\\nWe find a dominant note of the present\\nsphere to be utility. Man takes the forms of na-\\nture, and makes them over into his own forms\\nthrough point, line, surface, in order that they", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0360.jp2"}, "361": {"fulltext": "FBOEBErS PLAY GIFTS,^ INDUSTRIAL. 343\\nmay subserve his end, which lies outside of them\\nin something else. Hence they are essentially\\na means, and we note here another phase of sepa-\\nration, that into means and end. Hence these\\nare specially the useful or economical Occupa-\\ntions even when decorative, they produce what\\ndecorates something else, the product is not self-\\nend but a means, not so much artistic as utili-\\ntarian.\\nWe must observe, however, that for the child\\nthe present Occupations are purely educative.\\nThey are to unfold his mind, not to give him a\\ntrade. To be sure, they may and will help him\\nfind his bent, his special talent, which may lead\\nto a vocation but their true use is to help make\\nhim a man first of all, to unfold him into a well-\\nrounded human being, who is capable of many if\\nnot of all directions. In these days of machinery\\none trade is no certain dependence for the individ-\\nual, who in such narrowness is liable to become\\ntragic; he may have his means of sustenance\\ntaken away from him in a day by a new inven-\\ntion, which saves labor but destroys the man.\\nSo the child is by education to become the pos-\\nsibiUty of all trades, not the slave of one; there-\\nby he meets the social problem of the time with\\na fair hope of victory. He is trained in these\\nOccupations to a manifold industrial activity, in\\nfact to the universal mastery of nature, whose\\nforms he learns to reproduce and control for his", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0361.jp2"}, "362": {"fulltext": "344 THE PSYCHOLOGY OF\\nown behoof, through his intimacy with her\\ncreative sources.\\nIn the present section we enter upon that\\nportion of Froebel s system of Play-gifts in which\\nthere is the greatest room for difference, variety,\\nmultiplicity of all sorts. There is before us the\\nvast field of human industry from which we may\\ndraw. So difference of opinion has here an\\nenormous opportunity for exploiting itself. SoUie\\nkindergardners will allow but few Occupations,\\nsome vdW. run them up to thirty or more. Still,\\nthough the boundary lines of inclusion and ex-\\nclusion be shifting and misty, we shall find a\\npretty general consensus of judgment concerning\\nwhat are the most important Occupations. Thus\\nthere is a solid core of opinion round which the\\nmore volatile penumbra of individual preference\\nand caprice hovers and shifts and struggles.\\nWe shall now attempt to put into psychological\\norder the main Occupations which the kinder-\\ngarden organism has adopted. Three masses or\\ndivisions can be seen, which form the stages of\\nthe process of the present sphere. Let the reader\\nbe reminded once more that the characteristic of\\nthis sphere is the reproduction of Abstract Mag-\\nnitudes. In the following outline, therefore, he\\nis to observe the movement of this reproduction\\nin its various phases.\\nA. Reproduction of Abstract Magnitudes in\\nmaterial immediately, for example through Mod-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0362.jp2"}, "363": {"fulltext": "FBOEBEL S PLAY GIFTS.^ INDUSTRIAL. 345\\neling. The point, line, and surface are repro-\\nduced, are copied as it were, or re-embodied in\\nclay, or, it may be, in other material. The\\nmodels here are the Gifts of Abstract Magnitude\\nalready set forth in the previous chapter.\\nB. Reproduction of Abstract Magnitudes in\\nmaterial, not by copying them but by making\\nthem change or transform the object. Point,\\nline, and surface are now reproduced, not pas-\\nsively in the pliable clay, but actively changing\\nthe material. A line, modeled in wax and laid\\nout on a surface, is simply passive; but when\\nthe same line holds the parts of the surface to-\\ngether, it is active and enters into the character\\nof the object. A thread may represent a line\\ntaken by itself but the same thread sewed into\\na fabric may change it into a garment. Thus\\npoint, line, and surface are not merely formable,\\nthey are forming and transforming; that is, they\\nare twofold, they are an end as in the first stage,\\nyet also a means.\\nHere, then, enters the realm of difference, into\\nwhich we pass in the reproduction of Abstract\\nMagnitudes. Point, line, surface each is sep-\\narately a shape yet makes a shape.\\nC. Reproduction of all the Abstract Magni-\\ntudes point, line, surface as distinct and\\nseparate, yet united into one shape. This is seen\\nin the so-called peas- work, in which the separa-\\ntion of the present sphere is made complete and", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0363.jp2"}, "364": {"fulltext": "346 THE PSYCHOLOGY OF\\nvisible in its three elements point, line and\\nsurface yet all three are joined together in one\\nshape. This figure, therefore, is the whole\\nembodiment and conclusion of the industrial\\nOccupations, whose function is to reproduce\\nAbstract Magnitudes, since they are all now re-\\nproduced and held in unity by this one form, and\\nthe end is just this reproduction.\\nSuch is the inner psychical movement which\\nwe find in this industrial sphere of reproduction,\\nessentially that of Abstract Magnitudes. In it\\nwe note the three stages of the Psychosis. The\\nfirst we shall call The Plastic Industrial Occupa-\\ntion, in which you employ the material to make\\npoint, line, and surface. The second we shall\\ncall The Useful Industrial Occupations, in which\\nyou use point, line, and surface to transform the\\nmaterial. The third we shall call The Graphic\\nIndustrial Occupation, in which you use point,\\nline, and surface, to make point, line, and sur-\\nface; that is, to embody them in a material\\nform whose end is to show them as point, line,\\nsurface.\\nThe last stage evidently completes the c} cle\\nof the Industrial Occupations, since it shows the\\nreturn of the whole series of Abstract Magni-\\ntudes, in its reproductive movement, back into\\nitself. The point, line, and surface as active\\n(second stage) have reproduced the point, line,\\nand surface as passive (first stage), both of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0364.jp2"}, "365": {"fulltext": "FBOEBEVS PLAY GIFTS INDUSTBIAL. 347\\nwhich are united in the production of Peas-work\\n(third stage).\\nOf course these statements are very general,\\nand cannot be fully understood without the de-\\ntailed exposition, to which they are merely a sign-\\nboard pointing out the way. This exposition we\\nare now to give in the proposed order.\\nA. The Plastic Industrial Occupation. In\\nthis name we seek to desio-nate the three lead-\\ning facts of the subject. First, it is an Occupa-\\ntion, and hence reproductive; secondly, it is\\nindustrial, reproducing Abstract Magnitudes\\npoint, line, surface; thirdly, it is plastic, repro-\\nducing them immediately, through Modeling, in\\nsolid material.\\nThe present Occupation is different from the\\npreceding (the Plastic Occupation), inasmuch as\\nit reproduces, not the Gifts of Concrete Magni-\\ntude, but those of Abstract Magnitude, and\\nhence belongs to the second stage in the complete\\nPsychosis of the Occupations. Point, line, and\\nsurface are actually materialized by the child and\\nthat is here the object.\\nWe should not, however, forget to state that,\\nwhile the material in one sense determines the\\npoint, line, and surface, in another and deeper\\nsense they determine the material, giving to it\\ntheir own forms. They, so to speak, passively\\nreceive the material into their molds, and stop", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0365.jp2"}, "366": {"fulltext": "348 THE PSYCHOLOGY OF\\nwith that but in the next Occupation they will\\nbecome active, even in their embodied shapes,\\nand transform other material beside their own.\\nYet even in our present Occupation, point, line,\\nand surface are not absolutely passive.\\nAccordingly, we are to consider the immediate\\nreproduction of Abstract Magnitudes point,\\nline, surface in material by means of Modeling.\\nThey are to be formed now in clay or in some\\nother f ormable substance the child is to re-\\ncreate them, and then to employ them for his\\ncombinations. Previously in the Gifts these\\nAbstract Magnitudes, in the shape of tablets,\\nsticks, seeds, were giv^en him already formed;\\nbut he is now to form them for himself and so\\nmake in this respect his own material.\\nIn the Gifts the point, line, and surface, being\\nideal, were re-embodied for the child Avho could\\nnot yet grasp them in their abstraction from the\\nconcrete object. Still in plajdng with them as\\ngiven things, he was getting their meaning. But\\nhere in the Occupations he is to take the next\\ngreat step forward, he is to form his Abstract\\nMagnitudes himself, not simply receive them\\nalready formed thus he is doing with his hand\\nwhat he is soon to conceive with his mind. He is\\nprojecting outwardly, what he in due season must\\nproject inwardly; then he has reached the ab-\\nstraction or the ideal which is the creative ty^Q\\nof all surfaces, lines, points.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0366.jp2"}, "367": {"fulltext": "FBOEBEVS PLAY GIFTS.\u00e2\u0080\u0094 INDUSTRIAL. 349\\nThe complete logical opposite of the solid or\\nConcrete Magnitude would be the point, which\\nhas not length, breadth or thickness, is the total\\nnegation of the three dimensions, which belong-\\nto the reality. Hence the point is a thought, is\\nideal, is the absolute difference from the solid.\\nIn the present stage of Abstract Magnitude this\\ndifference is what is introduced, so that we might\\nnow expect the direct transition to the point as\\nour beginning.\\nWhile this is true in thought, we must at the\\nsame time not leave out the movement to the\\npoint from the solid. Such is the immediate\\nstage of the process before us we must first pro-\\nceed from the Concrete Magnitude of the pre-\\nvious stage to the Abstract Magnitude of the\\npresent one, starting with the surface which is\\nnearest to the solid, and moving through the line\\nto the point.\\nMoreover, Modeling is the means which con-\\nnects this directly with the preceding stage, in\\nwhich the solids were modeled. The shapes are\\nindeed patterned after the Gifts of Abstract\\nMagnitude, and manifest the same order which\\nwas shown there. This order we shall keep,\\npreserving in it the idea of derivation from the\\npreceding Gifts. That derivation, we recollect,\\nshould have directness, completeness, and sym-\\nmetry. (See these terms illustrated under the\\nhead of Tablets.)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0367.jp2"}, "368": {"fulltext": "S50 THE PSYCHOLOGY OF\\nAccordingly the Gift.s of Abstract Magni-\\ntude surface, line, point should be modeled\\nin the Occupations. Otherwise the movement of\\nreproduction is not complete nor symmetrical.\\nSomething is left out, and the result is a break\\nin the genetic sequence. As a rule kindergard-\\nners do not have their children model point, line,\\nsurface they have not hitherto distinctly seen\\nthat this was a necessary step in the development\\nof the Occupations. Still they report that the\\nchildren of themselves will make out of clay\\npoint, line, surface, through an instinctive bent\\nto produce what has previously been given. The\\nchild who has received in the Gifts the ready-\\nmade shapes of the Abstract Magnitudes, cannot\\nhelp reproducing them when he gets his hand\\nupon some pliable material. And he is right he\\nis educating himself, and if we listen to the silent\\nvoice of his deed, we shall be able to supply a\\nmissing^ link in the kindero^arden succession of\\nOccupations. So we shall be justified in unfold-\\ning the surface, line, and point at the present\\nstage.\\n1. The child is to form in his material the\\nsurface, which corresponds to the tablets, curvi-\\nlineal and rectilineal. The clay cube may be\\ntaken and its side or sides cut off with a string\\nor knife. The process of abstraction thus\\nbecomes visible, and is performed outwardlv by\\nthe child. The triangle can be made by divid-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0368.jp2"}, "369": {"fulltext": "FB0EBEV8 PLAY GIFTS.\u00e2\u0080\u0094 INDUSTRIAL. 351\\ning: the brick. But here aoain comes the diffi-\\nculty which was noticed in discussing the trian-\\nofular tablets some of them are not directly\\nderivable from the preceding forms. In Model-\\ning the derivation becomes specially important,\\nfor the shapes have to be formed by a principle\\noeneticallv. The aro-ument for the easily deriv-\\nable tablets is strongly reinforced at this point.\\nAlso the shortening of the right-angled scalene\\ntriangle is doubtful from the standpoint of\\nModeling, for it cannot be derived but only\\ncopied from the made Gifts. It is evident that\\nthe inner genetic thread which runs through and\\nhold together the whole series of Gifts and Occu-\\npations gets lost, and the child has to drop down\\nto mere external imitation in his Modeling.\\nThus it loses the best part of its training value,\\nwhich is to make him internally unify all that he\\nexternally shapes.\\n2. Following the order of the Gifts, as well as\\nthe movement from the concrete to the abstract,\\nthe child is next to model the line, represented\\npreviously by given sticks and rings. Let him\\nnow shape or cut his material and construct his\\nfigures out of what he has formed. Thus he is\\ncombining not only the pre-formed, but also the\\nre-formed; his products may not be quite so\\nperfect as what others have made for him, still\\nthey are his own and reveal him to himself as\\ncreative. In this way he is makino- his own", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0369.jp2"}, "370": {"fulltext": "352 THE PSYCHOLOGY OF\\nworld, and taking his child-strides toward the\\ngoal of freedom.\\n3. At last he will model the point out of clay,\\nor transform some solid into points by division.\\nThis is the extreme of separation, which he is to\\nsee in its complete abstraction. He will feel the\\nconcentration involved in its making and get the\\ninner discipline. Then he will pass to combining\\nthe points till they suggest lines or surfaces.\\nThus he does with the made points what he once\\ndid with the given points.\\nIn this way the child easily repeats in the\\nOccupations what he has learned in the Gifts,\\nyet Avith a new thought, that of reproducing his\\nmaterial. The kindergardner should not fail to\\ngo through (very rapidly it may be) the Gifts of\\nAbstract Magnitude with material shaped by\\nthe child in order to deepen the creative lesson.\\nHe will take the lesson in his way, connecting his\\npresent activity with his previous one, and feel-\\ning in his work the ever-present hint of repro-\\nduction. All kinds of surfaces and lines\\nstraight, curved, concentric he can model or\\nshape or cut in some way thus he is learning to\\nreconstruct his environment in accord with his\\nown ideals, for even point, line, and surface are\\nideals which he is now realizing.\\nWe have here reached the point which has been\\nreproduced in material form by Modeling. But\\nwhat about this point? It is in thought the com-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0370.jp2"}, "371": {"fulltext": "FB0EBEV8 PLAY GIFTS.\u00e2\u0080\u0094 INDUSTRIAL. 353\\nplete abstraction, the abstraction from length,\\nbreadth and thickness. Still the point is not the\\nsame as simple nothing; it is, and is active, else\\nit would not be a point. It must still be abstrac-\\ntion; but from what can it now abstract? Only\\nfrom itself. Thus the point is self -negative,\\nself -repellent, self-projecting, and so projects\\nitself into a line. The point is, therefore, in its\\nlast character, the turning-point, and moves out\\nof itself into a line. The clay point, divided\\nwithin itself, and made two points, suggests the\\nline. The point, when reached, can go no fur-\\nther in its negative progress, but turns on itself,\\novercomes itself and goes in the other direction.\\nOr we may say abstrusely, the point is the nega-\\ntion of negation, and so becomes positive.\\nThus the point embodied moves out of itself,\\nsuggesting and also embodying the line. The\\npoint thereby becomes the transforming principle\\nof matter, its creative energy will realize itself\\nin line, outline, surface, solid. From this inner\\npower of the point the material world is trans-\\nformed. Here again we have to grasp the point\\nas turning-point, or as transition-point, making\\nthe transition from its more passive and receptive\\ncondition in the modeling of Abstract Magnitudes\\nto its active, generative, transforming character\\nin the following stage. We have already noticed,\\nhowever, that even in the preceding plastic stage\\nthe point, line and surface determine the form of\\n23", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0371.jp2"}, "372": {"fulltext": "354 THE PSYCHOLOGY OF\\nthe material like a mould, and so are not wholly\\npassive. But now the surface, line and specially\\nthe point being moulded in material go forth and\\nmould material in their turn they become imple-\\nments themselves and call for implements. This\\nbrings us to the next stage.\\nB. The Useful Industrial Occupations.\\nHere we enter distinctly the realm of utility the\\nAbstract Magnitudes have become a means, or\\nan implement which is useful, whose end lies\\noutside of itself. Thus the economic world\\ndawns on us, especially in its educative import\\nfor the child, who is to recreate it in and for\\nhimself.\\nAccordingly we are to consider the second\\nstage of the reproduction of Abstract Magnitudes\\nin matter. Point, line and surface are still repro-\\nduced, but not for their own sake as in Modeling\\nthey are employed in changing the object for\\nanother end than the mere reproduction of them-\\nselves. The threads of a carpet may be consid-\\nered embodied lines made into a surface but the\\nlines and the surface are not there for their own\\nsake, they serve a purpose beyond themselves,\\nnamely man s need.\\nHere the industrial principle begins to show\\nitself. The material universe is to be trans-\\nformed by means of point, line, surface, into\\nobjects which in some way are useful to man.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0372.jp2"}, "373": {"fulltext": "FROEBEVS Play GIFTS.- INDCrSTBIAL. 355\\nIn Modeling the immediate end was to model a\\nsurface, line, point, in their own right, though\\nthey too had an ultimate end, namely the educa-\\ntive one for the child. But in the present stage\\nthe Abstract Magnitudes are made into a means\\nfor producing something which has utility; yet\\nall of this is likewise educative for the child.\\nThe movement will henceforth be different;\\nit will be from the point toward the surface and\\nthe solid, though it will never quite reach the\\nlatter. The point now turns on itself, is by its\\nown inherent nature the turning point, negating\\nitself as simple point (which would be nothing at\\nall). The point, to be point, must be axial and\\novercome itself into a line it is not merely passive\\nbut genetic, self -generating, self -unfolding.\\nThe point, having this creative energy within\\nitself, will show its power over all matter, making\\nthe same into lines, surfaces, and thereby trans-\\nforming the solid into new shapes. For the\\npoint can now generate any line and embody the\\nsame in whatever material it selects it is verily\\nthe Ego in its externally creative energy making\\nover the outer world.\\nWhy put the useful industrial Occupations in\\nthe second or separative stage of the present\\nmovement? Because of the already mentioned\\ndivision into means and end; in Modeling the\\nAbstract Magnitudes were reproduced for them-\\nselves, as their own end but now they are repro-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0373.jp2"}, "374": {"fulltext": "356 THE PSYCHOLOGY OF\\nduced as a means for an end other than them-\\nselves. Hence this is sometimes called the realm\\nof the useful Arts in contrast to the fine Arts.\\nSuch, however, is the division: the reproduction\\nof Abstract Magnitudes separates within itself,\\nand becomes a means for an end, in other words\\nthey get the principle of utility.\\nSo the child is to have the discipline which\\ncomes from the industrial Occupations, not\\nsimply for the sake of the dexterity acquired,\\nthough this is not to be despised, but for the\\nsake of the education. He is training to make\\nhimself useful by making useful things. He too\\nmust often transform himself into a means to an\\nend, and give himself up to the small duties of\\nhf e as well to the grand ultimate purpose of exist-\\nence. As an ethical being he has to surrender\\nhimself to an institutional end which lies outside\\nof him, and exists in its own right; yet, on the\\nother hand, institutions have him as their end,\\nand so give back to him his own in its highest\\nform, namely, his freedom. The utilitarian side\\nof education has its meaning, yes its ethical\\nmeanino:, thousth it be not at all the whole of\\neducation.\\nThe child, therefore, transforms his material\\nfor an end outside of the object so transformed,\\nyet this end shows itself more or less distinctly\\nin the form. We must see that in such an act\\nhe is transforming himself, he is making himself", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0374.jp2"}, "375": {"fulltext": "FBOEBEUS PLAY GIFTS.- INDUSTRIAL. 357\\nuseful in making useful things. An important\\nelement of human life and human relationship,\\nyet not all it is to have its due place in the\\nchild s education.\\nUnder the present head nearly all the Occupa-\\ntions of the kindergarden are arranged in the\\nmanuals, varying usually from ten to twenty.\\nWe shall try to put the leading ones into an\\norder which corresponds with the inner move-\\nment of the child s mind.\\nAs the point is now active, we have to indicate\\nthis activity in the statement. In the first place\\nwe shall have to consider the pohit moving into\\nthe line as ideal. We have reached the point as\\nself -repellent or self -projecting into a line. At\\nthe same time it embodies itself in material\\nshape. The point breaks into space and shivers\\nit to atoms, or indeed less than atoms, since it is\\nthe negation of all extension, has not length,\\nbreadth or thickness. Still the point is spatial,\\nin order to be at all, and so must extend itself\\nand become hue. By itself it cannot be with-\\nout being simply nothing, a blank. So the point\\nmust extend itself, project itseK.\\nThe point uttering (outering) itself into a\\nline can be straight or curved, or concentric.\\nThe Occupations which show or suggest the\\nmovement from point to line are Dotting, Per-\\nforating, Cutting, to which others are sometimes\\nadded.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0375.jp2"}, "376": {"fulltext": "358 THE PSYCHOL OGT OF\\nIn the second place the line moves to outline\\nand to surface.\\nAll of the preceding lines which return into\\none another suggest the surface, for instance, a\\ncircular row of dots or stitches. But Weaving,\\nthat most important and universal handicraft,\\nshows the line as material moving into the surface\\nas material the ideal surface is transformed into\\na real substantial one before the eye. Here too\\nwe may place the Interlocking of Slats, the Inter-\\ntwining of Paper, to which list other Occu-\\npations may be indefinitely added. The most\\ncommon of these we shall try hereafter to order\\npsychically.\\nWe are still employing the forms of Abstract\\nMagnitudes, material and non-material (for\\ninstance the thread and the cut line) for the\\npurpose of transforming material objects and\\nthus making them useful. Yet the final end in\\nthese Occupations for the child is educative, he\\nis making himself useful in making useful things,\\nhe is training himself especially as a member of\\nthe social order. It is no objection to these\\nOccupations that they are utilitarian utility has\\nits niche in this world of ours, and utiUty is not\\nto be thrown out of the education of the child.\\nIn the third place we reach the thought of\\nreturn in the self-returning surface. That is, the\\nsurface now bends around and returns into itself,\\nas did the point in order to produce the line, and", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0376.jp2"}, "377": {"fulltext": "FB0EBEV8 PLAY GIFTS.\u00e2\u0080\u0094 INDUSTRIAL. 359\\nthe line in order to produce the outline. Thus\\nthe primal character of the point perpetuates\\nitself, or the total material surface goes back and\\nre-enacts the first stage, the movement from point\\nto line (and outline).\\nThis is shown in the Occupation called card-\\nboard modeling, in which the material surface is\\nbent back into itself and produces a space-con-\\ntaining or hollow object. It is not a solid, though\\nsometimes so designated it would not belong to\\nthe present sphere, which is the reproduction of\\nAbstract Magnitudes, if it were a solid. Its\\nvery nature is to be space-inclosing, to contain\\nemptiness which can be filled. Thus it has a\\nvery important place in the useful Arts, being the\\nexample and prototype of all kinds of boxes,\\nkettles, cups, pans, utensils for holding fluids,\\nfor surrounding them with a fixed surface which\\nwill not let them escape. In commerce the pres-\\nent form suggests what is known as hollow ware.\\nBottom, top, sides, it has, all of them surfaces\\nconnected or self -returning, and thus capable of\\nholding things.\\nThe following movement will, accordingly,\\nshow itself in the. present stage, which also\\nmust reveal its order through the Psychosis.\\nThe student may find it to her profit to turn\\nback to the Gifts of Abstract Magnitude, where\\nthe point unfolds itself ideally as turning-point,\\nand to note the correspondence in movement.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0377.jp2"}, "378": {"fulltext": "360 THE PSYCHOLOGY OF\\nThus the inner, creative significance of these\\nGifts of Abstract Magnitude will become more\\ndeeply impressed upon the mind\\n1. Point moving into the Line (as suggested\\nor ideal).\\n2. Line (as real) moving into the Surface (as\\nsuggested or ideal\\n3. Surface (as real) moving into itself, or\\nself -returning, which gives the suggested solid.\\nAs this is the great field of selection and\\nhence of variation, the kindergardner may notice\\nsome Occupations omitted and others added\\nwhich are little used. The main thing, however,\\nis the psychical process ordering these Occupa-\\npations, which is also the great educative fact.\\nThere may be dozens of Occupations in the\\npresent field, and they may well vary according\\nto circumstances, and even according to locality.\\nStill, in spite of all variations there is the\\nfundamental psychical movement which is to\\nhold them together in an active, yes self -active\\nunity.\\n1. Point to Line as ideal. The Point as\\nalready unfolded in the Gifts of Abstract Magni-\\ntude is self -separating, self -projecting and thus\\nmoves into the Line ideally. From Point to\\nPoint lies the suggestion of the Line, though it\\nmay not be real. We start the useful industrial\\nOccupations with such a Point, truly their start-\\ning-point, reproducing this element of Abstract", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0378.jp2"}, "379": {"fulltext": "FB0EBEV8 PLAY GIFTS.\u00e2\u0080\u0094 INDUSTBIAL. 361\\nMagnitude in a material object as a means for\\nmaking something.\\n(a.) Dotting. The Point is made real in a\\ndot; it is thus immediate, material, the positive\\nPoint. An implement, is employed, say a lead\\npencil; and now color can be introduced.\\n(h.) Perforating. The Point next penetrates\\nmatter, separates it, and thus indicates the\\nseparative stage. The Point is here not a dot\\nbut a puncture, asserts itself actively against the\\nmaterial object, passing from without to within.\\nAgain an implement comes into use, a joointed\\none. If the first Point be called positive, this\\nmay be named the negative Point, showing itself\\nby the negation of matter, which is thereby seen\\nto have no reality against it.\\n(c.) Cutting. The Point as perforation moves\\ninto a line, is continuously active in its division.\\nOr the Point as separative returns to itself, to\\nanother Point, and so produces the separating\\nline. The implement is now itself a continuous\\nline of sharp Points, a needle projected or pro-\\nlonged into an edged tool, the knife or scissors.\\nIt may be here noticed that each of these\\nOccupations Dotting, Perforating, Cutting\\nhas a corresponding implement the dull Point\\nin the pencil, the sharp Point in the needle, the\\nsharp edge (line) in the knife-blade. The sur-\\nface has an implement Avhich is a surface in the\\nbrush or even in the flat of the hand. The tool is", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0379.jp2"}, "380": {"fulltext": "362 THE PSYCHOLOGY OF\\nlike its work, we make a Point with a Point and\\na cut Line with a Line. The dot and the punc-\\nture in succession suggest the Line, and may be\\nbrought to suggest the surface of the outline.\\nStill the Point in the present stage is real, while\\nline, outline, and surface are ideal. But through\\nthe cut line repeating itseK in the material we\\nget the strip, string, the real line with which\\nwe pass to the following stage.\\nThe process which shows itself in Dotting,\\nPerforating, Cutting, will be manifest to the\\ncareful student, who is to hold together all these\\nseemingly distinct things in the unity of her\\nthought. The kindergardner who keeps ever\\npresent and fresh in her soul this genetic move-\\nment in the simple Occupations is the one who is\\ngrowing and is truly creative in her task, which\\nbecomes to her not a disconnected, distracted\\nspirit-deadening routine, but a living fountain of\\ninspiration. When playing with the children,\\nshe still keeps inwardly the generative thread\\nwhich creates and unifies what she is doing.\\nAlready we have come to the real Line, or the\\nLine materialized, which is next to perform its\\npart in these useful industrial Occupations.\\nThis embodied Line in its various forms is to be\\nwrought in material objects of manifold kinds,\\ntransforminof them and making them useful.\\n2. Line to Surface as ideal. Here too we\\nvery properly expect a movement, which connects", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0380.jp2"}, "381": {"fulltext": "FB0EBEV8 PLAY GIFTS.\u00e2\u0080\u0094 INDUSTRIAL. 363\\ngenetically the Occuptions of the present stage.\\nAs in the previous stage the real Point produced\\nthe ideal or suggested Line and they passed into\\nthe real or materialized Line, so now the real Line\\nwill produce the ideal or suggested Surface, and\\nthen pass over into the real Surface, dropping in\\nits passage quite a series of industrial Occupations.\\n(a.) The real Line in these Occupations takes\\na number of shapes thread, strip, string, slat,\\netc. also it is made of a variety of materials. It\\nwill hold together points, lines, surfaces, and\\nstill remain a Line, showing itself the connecting\\nelement.\\n1 Bead-stringing which is a stringing of\\npoints on a line, both of course being material.\\n(2.) Straw-stringing which is a stringing of\\nlines on a line, the straws being cut to a suitable\\nlength for this purpose. Also the perforation is\\nnot given as in beads, but is made by the child.\\n(3.) Tablet-stringing which is a stringing\\nof surfaces on a line. These surfaces may be\\nrepresented by a button or a disc, Avith perfora-\\ntions already given or to be made with the imple-\\nment.\\nThese three Occupations may not be deemed\\nvery important, but they all have been and are\\nstill at times used in the kindergarden. It is at\\nleast worth while to know their place in the\\norder.\\nSuch is the Line as Line, wherein it is shown", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0381.jp2"}, "382": {"fulltext": "364 THE PSYCHOLOGY OF\\ntaking np and holding together in line the Ab-\\nstract Magnitudes points, lines, surfaces. Yet\\nit holds them together as distinct, in separation.\\n(6.) Line passes to outline, returning into\\nitself. Thus we have the two parts the real\\noutline and the ideal or suggested surface. Here\\nbelong a number of important Occupations, since\\nthe outline lends itself specially to form-making,\\nand reaches over toward drawing, which is at\\nfirst a kind of outlining. The line now incloses\\nthe surface, which may be ideal or non-material,\\nand also material or real.\\n(1.) Strip-interlacing. Paper strips are em-\\nployed as lines in various combinations and par-\\nticularl}^ as outlines. These strips may be more\\nor less broad, thus showing something of a sur-\\nface; still the essence is linear. Interlacing of\\npaper strips calls into plaj^ chieflj^ the quality of\\npliability in the material.\\n(2.) Slat-interloching. We change the line\\nfrom paper to wood, which shows a new property\\nof matter hereto be employed, nanieh^ elasticity.\\nSlat-interlocking is distinguished from strip-\\ninterlacing by its independence, being held to-\\ngether by its own inner power, and not required\\nto be pasted to some supporting object outside\\nof itself. It may indeed lean as a whole against\\nan external support, as it is still material but it\\nshould not fall together within or drooj), as paper\\nstrips are inclined to do, if set upright. The", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0382.jp2"}, "383": {"fulltext": "FBOEBEVS PLAY GIFTS.- INDUSTBIAL. 365\\nforms produced by the interlocking of slats show\\nan individuality of their own, an internal bond of\\nconnection which separates them from the pre-\\nceding forms.\\n(3.) Sewing in outline. The real line or\\nthread is made to pass through a perforation,\\nand thus produce an outline. Sewing in one\\nway or other employs point, line, and surface, as\\nwell as implement. It runs a hue through a\\nseries of points, and thereby outlines a surface of\\nsome sort in it we see the Abstract Magnitudes\\ntransforming the material object.\\n(c.) The real Line passes into the real Sur-\\nface. We now behold the fillino- of the outline\\nor the makinoj of the surface, which is no lonoer\\nsimply suggested or outlined but is materialized.\\nWeaving is the Occupation which illustrates\\nthe preceding statement. It has usually two sets\\nof lines (or threads) which cross one another and\\nproduce the surface. By weaving the vast variety\\nof tissues is brought into existence, those fabrics\\nof which man s clothing is chiefly made. Nature\\nweaves in hundreds of ways both in the plant\\nand in the animal. Life has a tendency to cover\\nitself everywhere with its woven garment, whose\\nweaving is a part of its own process. To live is\\nto weave, and this inner tissue of his body man\\nprojects outside into his raiment, to hide his\\nnakedness.\\nWeaving must, therefore, be pronounced a", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0383.jp2"}, "384": {"fulltext": "366 THt: PSYCHOLOGY OF\\ngreat thing. The scattered threads of existence\\n(jDhysical and mental) it gathers into the con-\\nnected surface, thus producing the fabric of\\nlife s unification (Lebenseinigung). After food\\ncomes raiment, which soon calls for some kind\\nof weaving.\\n3. Surface simple to self -returning We may\\nconsider the real surface to have been produced\\nfor us by Weaving. We have, accordingly,\\ngotten our surface materialized, and next we are\\nto transform it by the Abstract Magnitudes, thus\\nshowing some new industrial Occupations.\\n(a.) Sewing which in its primal form is\\nthe fastening together of two material surfaces\\nthrough point and line, also material. This is\\ndistinct from outline sewing, which was previously\\nconsidered.\\n(5.) Papei^-icork^ which has a number of\\nvarieties. Paper is the chief surface employed\\nin the kindergarden it is pliable, adjustable with\\na very shght reaction against assault it is yield-\\ning, responsive, impressible its general character\\nis to receive easily and to preserve what it\\nreceives.\\nPaper will respond to the point and the line,\\nwhich transform it in several significant ways.\\nAs in the Sewing we had the thread or the\\npositive line, so now we have the cut line, or the\\nnegative hue, which separates in becoming a part\\nof the surface.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0384.jp2"}, "385": {"fulltext": "FROEBEUS PLAT GIFTS INDUSTRIAL. 367\\n(1.) Outside cutting^ or the separation of the\\nsurface round the border, whereby manifold\\nshapes are produced.\\n(2.) Inside cutting, or the removal of the\\nsurface within, whereby manifold shapes are\\nproduced; that is, the paper inside the border is\\ncut away. The inside cutting produces a corre-\\nsponding outside cutting, which may be and\\noften is preserved.\\n(3.) Paper-folding the surface is not now\\ncut away but is folded or duplicated; in this\\nsense the present process is the opposite of the\\npreceding. Yet paper-folding uses the line, now\\nin the form of the crease, not of the cut.\\nAll three Occupations diminish the surface of\\nthe paper, though in different ways, and run\\nlines through it to produce figures.\\n(c.) Box-ivorh. Now the surf ace returns into\\nitself out of its form, and produces the box.\\nThis is usually called in the kindergarden card-\\nboard modehng, but the term is a misnomer. In\\nthe first place it is not modeling at all, which\\nproperly belongs to plastic work in the second\\nplace many other materials beside cardboard can\\nbe used, especially paper and wood and clay.\\nThus we have reached the self -returning sur-\\nface, quite as the point returned into itself\\n(another point) and produced the line, quite as\\nthis hne returned into itself and produced the\\noutline with its suggested or inclosed surface.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0385.jp2"}, "386": {"fulltext": "368 THE PSYCHOLOGY OF\\nWe observe that the first genetic nature of the\\npoint has kept itself up through line and surface.\\nThe surface now concludes itself by producing\\nnot exactly a solid, but what seems such a\\nhollow solid.\\nAs regards the shapes which Box-work assumes\\nwe may notice the following movement in them\\n1 The surface returning simply into itself\\nand producing the square and the round box, as\\nwell as their derivative shapes.\\n(2.) The box can be separated within by par-\\ntitions of various kinds the internally divided\\nbox.\\n(3.) Concentric boxes, square and round, can\\nbe reproduced in this Occupation by the child.\\nAs already set forth under the Gifts of Abstract\\nMagnitude, concentrism belongs inherently to the\\nline and the surface; at present it appears again,\\nfor the purpose of being embodied in the work\\nof the child.\\nIt has already been said that the psychical\\nprinciple of the box remains the same, whatever\\nbe the material of which it is constructed. If\\nthe box be made of clay, the work is usually\\ncalled modeling, and it is placed under cla}^-\\nmodeling. Psychically, however, it is box- work,\\nor hollow- ware work, to which most kinds of\\npottery belong. A jar or vase is a round, self-\\nrcturning surface, be it of stone, wood, or clay.\\nThe commercial term is hollow-ware, and that", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0386.jp2"}, "387": {"fulltext": "FBOEBEL S PLAY GIFTS.\u00e2\u0080\u0094 INDUSTBIAL. 369\\nbrings out the idea of the utility of the object, it\\nis good for containing something in its hollow\\nportion.\\nBut now the surface is to return into itself,\\nand at the same time make point and line ex-\\nplicit, which it has hitherto held implicit within\\nitself. Such is the completed return of the Ab-\\nstract Magnitudes in the present stage.\\nC. The Graphic (self-reflecting) Indus-\\ntrial Occupation Peas-work. Point, Line,\\nSurface, picture themselves in their reality before\\npassing into the picture or drawing, in which\\nthey are made to appear real.\\nIn Peas-work the elements of Abstract Mao^ni-\\ntude are reproduced as distinct and separate, yet\\nunited in one shape thus there is the most com-\\nplete separation, yet combined into unitj^ Point,\\nLine, and Surface (Outline) are visible, material,\\nexplicit also there is the return of the Surface\\ninto itself, which makes the object space-inclos-\\ning, hollow a box. It is not solid, though\\nsometimes declared to be so it too holds things\\nand resembles the crate of commerce, which is\\nemployed for the transportation of certain kinds\\nof merchandise. Froebel calls it a transparent\\nsolid, though such a designation is not, and per-\\nhaps is not intended to be, strictly accurate.\\nWe must see that Peas-work is a return to\\nModeling, the first or plastic stage of the In-\\n24", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0387.jp2"}, "388": {"fulltext": "370 THE PSYCHOLOGY OF\\nclustrial Occupations. The Point, Line, Surface\\n(in outline) are reproduced separately in material,\\nfor their own sake, in order to show themselves\\nin their own rio^ht, thous^h they are united in a\\nform which may be used for another purpose.\\nPeas-work cannot be said to represent a useful\\neconomic art, like weaving, sewing, or box-mak-\\ning. In the kindergarden it would hardly appear,\\nwere it not for its educative purpose in showing\\nthe third stage in the movement of the industrial\\nOccupations.\\nIn Peas-work Point, Line, Surface (the Abstract\\nMagnitudes) embody themselves in a material\\nshape, whose end is just this embodiment of\\nPoint, Line, and Surface in a material shape.\\nOr we may say that Point, Line, and Surface now\\nreproduce themselves simply for the sake of mani-\\nfesting their own self -reproduction. That is, they\\nare here seK-reflecting, graphic, making a picture\\nof themselves, and so form the transition to\\nDrawing.\\nFurthermore, they are means to an end, but\\nthis end does not lie outside of themselves as in\\nthe second stage, the useful industrial Occupa-\\ntions they have become the means for their own\\nself -manifestation. They are three, yet one in\\nall distinctness, hence they are a very suggestive\\nimao^e to the Eo^o of itself.\\nPeas- work, like Box- work, is capable of many\\nforms derived from the line.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0388.jp2"}, "389": {"fulltext": "FB0EBEU8 PLAY GIFTS.\u00e2\u0080\u0094 INDUSTRIAL. 71\\n1 Simple forms curved or straight-lined\\n2. Partitioned forms with hnes running in-\\nside and making partitions crates.\\n3. Concentric forms rectilineal and also\\ncurvilineal. Herein a new principle may be em-\\nployed. It is not necessary for the concentric\\nlines or surfaces to be parallel. We may put an\\noctagon inside a cube, and still another figure\\ninside the octaojon. Thus throuo^h concentric\\nPeas- work we begin to see form within form, not\\nmerely of a different size but of a different shape,\\nand we seem to be looking into the transparent\\nsource of all forms. Concentrism ao^ain directs\\nus toward the genetic center, yet by a new way,\\nin the present Occupation. Hitherto we have\\nseen difference of form outside the shapes, in\\nseparation, but now we behold it inside, the\\ntransformation is manifested as internal, even in\\nthe material object.\\nWe may observe, therefore, in Peas-work the\\nreal embodiment of the entire movement of\\nPoint, Line, and Surface, which has shown itself\\nin the foregoing industrial Occupations. Behold\\nthe Point (as pea) moving out of itself to\\nanother Point and so producing the Line here ma-\\nterialized then this Line returns into itself (like\\nthe Point) and incloses the Surface; then this\\nSurface returns into itself and incloses the spatial\\nform of the Solid. All this is represented sepa-\\nrately, in material objects, yet in a single shape.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0389.jp2"}, "390": {"fulltext": "372 THE PSYCHOLOGY OF\\nThus it is manifest that Peas-work is psycho-\\nlogically the third phase of the separative stage\\nin the reproduction of Abstract Magnitudes.\\nSeparated completely to vision, yet self -returning\\nand unified are all of them Point, Line, Sur-\\nface. This return, we may repeat, is the char-\\nacteristic of the third phase of the Psj^chosis.\\nIn Peas-work, accordingly, the reproduction\\nof Abstract Magnitudes taken by themselves has\\ncompleted itself. They unite in the form, yet\\nthe form is what holds them asunder and mani-\\nfests them in their separation as well as in their\\nunity. In Peas-work, therefore, the form has\\nto show the Abstract Magnitudes, but previously\\nin the useful industrial Occupations the Abstract\\nMagnitudes had to show or to bring out the form.\\nYet in Peas-work also they bring out the form\\nwhich in turn brings them out, namely. Point,\\nLine, Surface.\\nIn a sense we may regard Peas-work as the tri-\\numph of the Abstract Magnitudes over the Con-\\ncrete, inasmuch as they take the solid and use it\\nto manifest themselves. The ideal elements\\nPoint, Line, Surface thus indicates their mas-\\ntery over the real, and subject it to their purpose,\\nwhich is ultimately that of self -revelation. This\\nmastery will come out more strongly in the next\\nOccupation, that of Drawing.\\nPeas-work is the solid reduced to its skeleton,\\nto that which simply holds itself together, yet", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0390.jp2"}, "391": {"fulltext": "FROEBEUS PLAY GIFTS.\u00e2\u0080\u0094 INDUS TBI AL. 373\\nappearing still in all its dimensions length,\\nbreadth, height. This actual skeleton is visible,\\nstanding there with bones, joints, perchance some\\nligaments showing themselves to the eye, which\\nmay well wonder what it all does mean. A skele-\\nton of this whole solid world we may deem it in a\\nway, a form concentrating in itself the simple\\nelements of all magnitude. A transparent shape,\\nin fact doubly transparent we may see through\\nnot only its sides, but in it we may begin to see\\nthrough the whole material universe.\\nBut such is not yet the end: this skeleton\\nwhich is still material, real, having length,\\nbreadth and height, is to vanish into a shadow;\\nit is to become a veritable ghost the ghost not\\nthe skeleton, of the solid world, which is thereby\\nmade to appear, is reduced simply to an appear-\\nance, and thus is compelled to tell the truth about\\nitself. Herewith we begin to enter the Graphic\\nOccupation Drawing, which still reproduces the\\nsolid, but through the surface, line, and point.\\nSo the solid is projected into a surface in Draw-\\ning, but the surface is also projected into a solid\\nwhich, however, still remains a surface. Thus\\nour solid world is undergoing a deeper transform-\\nation of itseK, it is turning to an image or\\nrcDresentation, to a picture.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0391.jp2"}, "392": {"fulltext": "III.\\nTHE GRAPHIC OCCUPATION.\\nIll the kindergardeu we designate this Occupa-\\ntion by its popuhir name, Drawing, which is, of\\ncourse, to be retained. In the present work,\\nhowever, the attempt is made to connect all the\\nparts and stages of the Plaj-gifts by a terminol-\\nogy, in which their unity is hinted by the terms\\nemployed. Hence the above caption.\\nThis is the third stage in the total movement\\nof the Occupations, whose essence is, as already\\nstated, the reproduction of Avhat has before been\\ngiven. There is a return to the Plastic Occupa-\\ntion, which reproduces the solid, or specially the\\nGifts of Concrete Magnitude but this return is\\nthrough the Industrial Occupations, which em-\\nployed point, line, surface, or the Abstract Mag-\\nnitudes, as means.\\n(374)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0392.jp2"}, "393": {"fulltext": "FBOEBEUS FLAY GIFTS.\u00e2\u0080\u0094 DBAWING. 375\\nThe Graphic Occupation is, therefore, the re-\\nproduction of the Concrete Magnitudes in and\\nthrough the Abstract Magnitudes; point, line,\\nsurface now take up and reproduce the sohd as\\ntheir own, as themselves.\\nAccordingly, the material object in Drawing\\nseems to have three dimensions, but has not in\\nreality; ^it is reduced to a seeming, an appear-\\nance\u00e2\u0080\u0094and what else is it? A manifestation of\\nsomething unseen is all matter, which thus is\\nitself an appearance. Hence Drawing is a getting\\nat the truth of things, and is or may be, in the\\nright sense of the word, truer than the physical\\nobject itself, which it makes seem to be, but not\\nreally be. Herein Drawing participates in the\\nfunction of all Art.\\nAbstract Magnitude has torn the solid to pieces,\\nto very shreds, has dissolved it into points, lines,\\nsurfaces, and left it, first a skeleton, and then a\\nshadow. But this whole solid world is now to be\\nreconstructed after such a dissolution into its\\nelements it is to be rebuilt and made over into\\nthe temple of Art, whose function is to reveal to\\nman the divinely creative spirit.\\nIf we look back, we can now see that all the\\npreceding Occupations, and the Gifts, too, were a\\nkind of Drawing, or preparation for it, or in-\\ntimation of it. We noticed it in the industrial\\nOccupations Sewing, Interlacing, Paper-fold-\\ning, etc. We go further back to the stage of", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0393.jp2"}, "394": {"fulltext": "376 THE PSYCHOLOGY OF\\nAbstract Magnitude, and observe the incipient\\nprinciple of Drawing in Stick-laying, and indeed\\nin all forms produced by combining tablets, rings,\\nand seeds. In Concrete Magnitude, the Building\\nGifts ultimately go back to Drawing in archi-\\ntecture the Drawing usually is made before the\\nedifice and determines it, the surface-shape being\\nprojected into the solid one. The surface is ideal,\\nand the solid has to be dipped into it and passed\\nthrough it, has to receive the baptism of the\\nideal in Drawing, before the edifice or the temple\\ncan be constructed.\\nIn many industries of the present time, the\\nwork is preceded by a Drawing, which shows the\\nform ruling the raw material. Thus, if the in-\\ndustrial Occupations lead up to Drawing, the\\nlatter returns, so to speak, and reproduces them.\\nCrude matter must be smelted by the brain and\\npoured into an ideal mould through Drawing, ere\\nit can be fully transformed by man for his use.\\nSo it comes that manufactures of a complicated\\nnature require the draughtsman.\\nDrawing as the Graphic Occupation is at pres-\\nent to be considered in its educative aspect as it\\nis brought to the little child, to whose training\\nit is to contribute. The first thing asked for\\nmust be the psychical process involved in Draw-\\ning, which also is to develop the child s Ego in\\nits peculiar field. Here again we shall observe\\nthe threefold process.", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0394.jp2"}, "395": {"fulltext": "FBOEBEVS PLAY GIFTS.-DBAWING. 377\\nI. First is what may be called Free or Spon-\\ntaneous Drawing (not Free-hand Drawing, which\\ncomes later). Let the child take a piece of\\nchalk or pencil, having a surface before him suit-\\nable for his purpose let him try to draw some\\nsolid object, that is, project it into a plane.\\nThus he begins his acquaintance with his mate-\\nrials, with himself; but he soon finds such ac-\\nquaintance very limited, he has no possession of\\nhis material, none of his hand, none of line,\\npoint and surface. The child has found his\\nlimit, he is ready for help. Undoubtedly he\\nloves to draw, so does the savage Drawing is a\\nprofound racial instinct. The children s Draw-\\nings have their place in the educative process\\nthey belong, however, to the immediate stage\\nwhich must be transcended. The child him-\\nself, properly directed, will call for the next\\nstage.\\nII. This is what may be named, in general,\\nPrescriptive Drawing, that is, certain prescribed\\nelements or principles control the previous Free\\nDrawing of the child, who has therein run upon\\nhis limit. Now he needs, in fact calls for,\\ninstruction or prescription, which is nothing else\\nthan the experience of the past in the matter of\\nDrawing. This twofoldness enters the present\\nsphere the activity of the child on the one\\nhand proceeding from within, and the prescribed\\ncourse or method on the other proceeding from", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0395.jp2"}, "396": {"fulltext": "378 THE PSYCHOLOGY OF\\nwithout, which, however, is to be taken up by\\nthe child and made his own, internalized.\\nIn the Froebehan kindergarden the net-work\\nof small squares is the fundamental prescriptive\\nelement in Drawing. This method has been bit-\\nterly attacked and warmly defended, and the\\ncontroversy is still unsettled. Undoubtedly\\nchildren at school before Froebel s time learned\\nDrawing without such net-work but he is look-\\ning out for very young children in this matter,\\nkindergarden children, whose little hands need\\nmore help than those of older children. So\\nthere is a place for the net-work in Drawing.\\nStill this method can be abused. Not too much\\nof it by any means otherwise the very purpose\\nof it will be destroyed. The kindergardner\\nshould alwaj^s keep in mind this purpose it is to\\ntrain the child to do without such help. Here\\nagain there is the process the process of getting\\nrid of prescription through prescription. The\\nstages thereof will indicate this fact.\\nLet us again look at the prescribed material,\\nthe netted surface, measured off on the basis of\\na square inch, which may be subdivided (but not\\ntoo much). Thus the space into which the child\\nis to project the solid object is meted and bounded\\nfor him in advance; the net-work is already a\\nkind of outline into which he is to put the outline\\nof the solid. In this way the child begins to get\\nproportion, which depends upon a just measure-", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0396.jp2"}, "397": {"fulltext": "FBOEBEVS PLAY GIFTS,\u00e2\u0080\u0094 DBAWING. 379\\nment, and for which he needs at first a given,\\never-present standard, till his eye can judge and\\nhis hand can execute without any outside line.\\n1. First, the child is allowed to draw/ree?y in\\nthis netted material, just as he drew /ree?y in the\\nfirst stage without any such netting. What will\\nhe do spontaneously with these given squares?\\nAt least he will make their acquaintance and test\\nthem in a number of ways. Before long, how-\\never, he will ask for the second stage of pre-\\nscription, in which the element of instruction is\\nmore pronounced.\\n2. On these netted hues the child is to make\\nlines of his own in a prescribed way, so that they\\nsuggest forms, geometric or symmetrical. That\\nis, he starts from a Point, and reproduces Line\\nand Surface, guided by these given lines and\\nsurfaces of the net-work, till he makes a pattern\\nor figure of his own. Thus he is getting the\\nfirst control of the elements of Abstract Magni-\\ntude Point, Line, and Surface for the pur-\\npose of Drawing, which elements are the basis of\\nhis future progress in this field.\\nThis is now called usually Froebelian Drawing,\\nthough Froebel s conception of Drawing was\\nwider. He intended the net- work and its forms\\nto be a transition to freedom (see Be7mmscences,\\npp. 234-5), and he claims that it leads to inven-\\ntion, when the child gets possession of the in-\\nstrumentalities for such work. The same forms", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0397.jp2"}, "398": {"fulltext": "S80 THE PSYCHOLOGY OF\\ncan be brought out in Sewing, and also in Stick-\\nlaying, which, as already said, may be regarded\\nas kinds of Drawing.\\n3. Finally the child is to pass from these reg-\\nular mathematical forms into forms of beauty\\nand of life in fact he will show directly his geo-\\nmetric shapes transforming themselves into a\\nhouse or other object by means of parallel lines.\\nStill he draws on the netted paper, which, how-\\never, is the next thing to be discarded.\\nThus the child has gone through a process of\\ndevelopment in which prescription is the dominant\\nfact, yet always with the end-in-view, which is\\nfreedom. Even the surface (paper or wood) is\\nprescribed. But now, having gained the use of\\nhis tools, pencil, hand, and specialh^ the use of\\nPoint, Line, and Surface, for reproducing the\\nsolid, he can begin the third stage.\\nIII. This we may call Free-hand Drawing, as\\ndistinct from Free Drawing, which is the first\\nstage. That is, the hand is now trained to free-\\ndom at first it was not free, except in an unruly,\\ncapricious sense. For the muscles must also go\\nto school and get their education before they can\\nbe the ready instrument of the mind in Drawing\\nor in anything else.\\nAlso there is freedom from the net-work now,\\nas it has subserved its purpose. The question\\ncomes up, when shall this net-work be laid aside?\\nNo rule apphcable to every child can be given", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0398.jp2"}, "399": {"fulltext": "FBOEBEUS PLAY GIFTS \u00e2\u0080\u0094DB AWING. 381\\nhere the judgment of the living teacher is the\\nsupreme necessity. If the child be kept too long\\nin the prescribed lines, his spontaneity is ham-\\npered; if not long enough, he will be helpless or\\ncapricious in his freedom. If the kindergardner\\nis alert and skillful, she will have means or\\ndevices by which the child will of himself move\\neasily, quite imperceptibly, out of one stage to\\nthe other, though sometimes a jump has its\\nadvantages.\\nIn the last stage we have reached the end and\\naim of Drawing, which was defined to be the\\nreproduction of Concrete Magnitudes in and\\nthrough Abstract Magnitudes. The question is\\noften asked. Is the netted Drawing in Froebel\\nreally Drawing according to the given definition?\\nCertainly it. is not completed Drawing, but a\\nstage in the development of Drawing. The child\\nmust get posession of the Abstract Magnitudes\\nPoint, Line, Surface before he can draw by\\ntheir means. This process of getting possession\\nof them is a part of the instruction in Drawing,\\nis, in fact, just the so-called Froebelian Drawing,\\nwhich we have sought to unfold above in its\\npsychical movement.\\nWith the present sphere, the Graphic Occupa-\\ntion, we have not only come to the end of the\\nOccupations, but we have reached the conclusion\\nof the whole cycle of Play-gifts. The child is\\nnow to return to the beginning, he is to go back", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0399.jp2"}, "400": {"fulltext": "382 THE PSYCHOLOGY OF\\nand draw all that has been given the Gifts\\nand reproduce them in this final form. He can\\nagain start with Ball, Cube, and Cylinder, and\\nproject these solids into a plane by means of\\nhis Abstract Magnitudes Point, Line, Sur-\\nface whose use he has to a certain extent\\nacquired, or is acquiring.\\nThe direct object of the Play-gifts is that the\\nchild obtain the mastery of Nature, of the phy-\\nsical world surrounding him on every side, though\\nat the same time they unfold him inwardly. But\\nin Drawing he has reduced the whole material\\nuniverse to a picture, to a shadow of itself,\\nwhich he makes, reproducing the solid world\\nas an image, an appearance. That is, he creates\\nor begins to create anew, in his own forms, the\\nearth and the heavens too he makes over all\\nthings visible and sensible, as if by a new creative\\nfiat.\\nThus Drawing, of all these Play-gifts, calls\\nforth most absolutely the creativity of the child,\\nand this is its supreme educative value. It also\\nexercises perception, strengthens observation,\\nconfirms memory, evokes the imagination, and so\\non to the end of the string of little psychologic\\narguments, good enough, but little. The one\\ngrand all-inclusive and all-coercing argument is\\nthat of creativity; the Graphic Occupation de-\\nvelops the child as a world-maker in it he be-\\ngins to recreate all externality and to cast it into", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0400.jp2"}, "401": {"fulltext": "FBOEBEVS PLAT GIFTS.\u00e2\u0080\u0094 DBAWING. 383\\nan appearance. At the same time he is educating\\nhimself, transforming himself after the highest\\nideal, becoming a creator world-producing after\\nthe true image of his Creator.\\nAccordingly Drawing consummates yet ends\\nthe discipline of the Play-gifts, in which the\\nchild, after a long, varying, jet ever-triumphing\\nstruggle for mastery over Space, Time, and\\nMatter, shows his ability to fling the whole\\nmaterial universe into a shadow, a mere eidolon^\\nwhich he creates. Certainly in Nature he can go\\nno further.\\nBut what next? Environing the child on every\\nside as well as entering into his very being\\nis likewise an unseen non-material world, from\\nwhich he draws the mother s milk of his spiritual\\nsustenance, which world he is also to assimilate\\nand to reproduce. This we may call the realm\\nof Institutions Family, the Social Order, State,\\nChurch. To all of these, in one way or other, the\\nchild (as well as the man) belongs; first they are\\ngiven him, then he is to recreate them in his own\\nlife. The school, yes the kindergarden is a\\nphase or part of this Institutional World, which\\nmust first be given to the child and then must be\\nmade over by him.\\nFroebel in the complete circuit of his educa-\\ntional scheme, has likewise elaborated the means\\nfor bringing this Institutional World to the little\\nchild. Such is the purpose and scope of the", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0401.jp2"}, "402": {"fulltext": "384 PSYCHOLOGY OF FBOEBEUS PLAY GIFTS.\\nPlay-song as revealed in a well-known book\\nof his (Z)/e Mutter-und-Kose-Lieder), called the\\nBook of Mother Play-songs. Accordingly at\\nthis point the student will make the transition\\nout of the Play -gift into the Play -song, and\\nconnect in thought these two grand divisions of\\nthe Froebelian svstcm.\\nThe preceding exposition has unfolded the\\nsuccessive or scientific order, which necessarily\\nhas its standpoint in the theme or subject-mat-\\nter. But when we come to the child, we must\\nremember that he is all things at once, he is\\neverything in its incipient stage hence he must\\nhave both Play-gift and Play-song together at his\\nand their starting-point. Or, as we have already\\noften said, there must be an inter-related order,\\nwhich adapts the successive or scientific order to\\nthe child, who is to be always regarded as a\\ntotal being or Ego.\\n(As the present work on the Play-gifts con-\\nnects directly Avith the Play-songs, the author\\nmay be permitted to refer to his work on the lat-\\nter subject, which bears the title, A Commentary\\non FroeheVs Mother Play-songs.)", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0402.jp2"}, "403": {"fulltext": "", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0403.jp2"}, "404": {"fulltext": "", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0404.jp2"}, "405": {"fulltext": "", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0405.jp2"}, "406": {"fulltext": "^\u00c2\u00b0^^i 00^.^1* 00^,^1*\u00c2\u00b0\\n\u00e2\u0096\u00a0f.-v: ^,-v:\\\\%. f.-i cP\\n^^o^\\n-^0", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0406.jp2"}, "407": {"fulltext": "^mw-. r z^*-\\no .^.\u00e2\u0082\u00acIC^;: ^^O*\\n\u00e2\u0096\u00a0%.d", "height": "3623", "width": "2331", "jp2-path": "psychologyoffroe00snid_0407.jp2"}, "408": {"fulltext": ",!7,!,?f! ^Y OF CONGRESS\\n019 820 931 4", "height": "3878", "width": "2527", "jp2-path": "psychologyoffroe00snid_0408.jp2"}}