and he may learn from observation to describe it The ball may be by etssetcf


and he may learn from observation to describe it The ball may be

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and he may learn      from observation    to describe it.     The
ball   may be rolled     down an inclined   plane and the
acceleration   of its     speed observed.   Most of the element-
ary laws of mechanics        may be made practically   obvious
to the child's     understanding.

The "third         gift"    is the cube divided             once in every
direction,          By the time a child            gets   this   to play with,
he is three          years old:        of age ripe        for admission      to an
Infant      Garden.        The infant        garden     is intended    for   the
help of children            between      three     years    old and seven.
Instruction          in it     -always       be means of play -is          given
for     only     two or three        hours    in the day;       such instruction
sets     each child,        if    reasonably       helped     at home, in the
right      train     of education        for    the remainder       of its   time.

An infant           garden      must be held in a large                     room abounding
in clear         space for          child's        play,     and connected           with a
garden       into      which      the children           may adjourn            whenever
weather        will     pern:it.         The garden          is meant chiefly              to
assure:        more perfectly,                the association             of wholesome
 bodily      exercise         with mental activity.                    If climate          but
permitted,           Froebel        would have all             young children            taught
 entirely        in the pure,             fresh     air,     while      frolicking         in sun-
shine      among flowers.                 By his system he aimed at securing
for     them bodily           as well         as mental        health,        and he held it
 to be unnatural              that      they should          be cooped up in close
rooms,       and glued          to forms,          when all       their       limbs    twitch
-with desire           for action,            and there        is a warm sunshine               out
of doors.            The garden,            too,     should      be their        own; every
 child     the master           or mistress           of a plot         in it,      sowing
 seeds and watching                  day by day the growth                  of plants,
 instructed           playfully         and simply         in the meaning of what
 is observed.             When weather             forbids       use of the garden,
 there     is the great,              airy      room,    which should            contain      cup-
boards,        with      a place        for      every child's          toys and implements;
 so that       a habit        of the strictest               rJeatness        may be properly
maintained.              Up to the age of seven there                         is to be no book
 work and no ink work;                     but only at school               a free     and brisk,
  but systematic            strerigthening            of the body, of the senses,
 of the intellect,                and of the affections,                    managed in such
 a way as to leave                 the child         prompt for         subsequent         instruction,
  already      comprehending               the elements          of a good deal of
 We must endeavour           to show in part         how that         is done.       The
 third    gift     -the     cube divided       once in every direction                 -
 enables       the child     to begin      the work of const~uction                in
accordance         with  its     own ideas,     and insensibily            brings     the
ideas    into      the control      of a sense of harmony and fitness.
The cube divided           into    eight    parts    will      manufacture       many
things;      and, while        the child     is at work helped             by quiet
suggestion         now and then,        the teacher        talks     of what he
is about,         asks many questions,           answers       more, mixes up little
songs and stories            with    the play.       Pillars,        ruined     castles,
 triumphal       arches,     city   gates,     bridges,        corsses,      towers,
all    can be completed           to the perfect          satisfaction         of a child


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