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2nd Movement.—Beady 3rd Movement ball beautiful blackboard blocks bricks called Campbells are Coming cardboard centre chair CHAPTEE child Coloured Plate Continue these four corner Cottage Loaf cylinder divided Drill eight EXERCISE face farm-yard feet figures flowers folded four movements Frobel front Gift Gift III given halves hold Hoop Ibbie illustrated inches Kindergarten game lath left hand lesson Let the children letters little boy little girl look Maypole mother Movement slow Movement.—One movements until sixteen needle objects oblong peas perforated picture piece play Position pretty right angle right hand ring round Saltaire Scarf shape shown in Fig side sixteen is counted slate slow time).—Beady sound Spring square stand standing-up step sticks stitch story Story IV straight tambourine taught teach Teazer things toes triangles trough turned Undine waltz music Wands wool words Zeddie
Page xvii - ... Once only did mankind behold its perfect pattern in the man Christ Jesus. But we know that man is of divine origin, and that his destiny is to become the image of God. Eternally progressing development can alone solve the problem of his existence. Frobel aptly describes human nature when he says : " Man is at once the child of nature, the child of humanity, and the child of God;" in this threefold sense alone can he be rightly understood.
Page 78 - ... day he noticed that he had made a combination of very beautiful forms consisting entirely of triangles which he changed regularly and methodically from one form into another. Becoming interested he sat down by the child's side, learning from the little one. After a while he too began to arrange the forms in the same way and according to the law of opposites so unconsciously carried out by the child— a law which the maturer mind of the man grasped at once. The result of this occupation was that...
Page 386 - RETURN TO DESK FROM WHICH BORROWEI LOAN DEPT. This book is due on the last date stamped below, or on the date to which renewed.
Page 78 - ... unconsciously carried out by the child— a law which the maturer mind of the man grasped at once. The result of this occupation was that in time he had manufactured some very beautiful tables, the surfaces of which, formed according to the rules practiced in the Kindergartens, were inlaid with parti-colored wooden triangles. These tables he had disposed of at a considerable profit, he had been enabled to relieve the wants of his family and better his own circumstances ; his trade had materially...
Page xvi - Give me the first six years of a child's life, and I care not who has the rest." "The child of six years has learned already far more than a student learns in his entire university course." "The first six years are as full of advancement as the six days of creation," and so on. If we did believe these things fully, we should begin education with conscious intelligence at the cradle...
Page 77 - ... acknowledged as valuable perceptions to the child, on account of the mental training which they afford, but they can also be Utilized in the practical affairs of life. As an example of this, the following occurrence, of which I was an eye-witness, I will here give. I was at the time studying with FROEBEL'S widow, who had been selected by him, from among his best pupils, to carry forward, under the prestige of his name, the work which he had inaugurated. One morning a stranger, to all appearances...
Page 260 - Softest clothing, woolly bright; Gave thee such a tender voice, Making all the vales rejoice? Little lamb, who made thee ? Dost thou know who made thee?
Page 272 - ... to faulty translation; but the idea, the spirit, the continuity of the plan, are matchless, and critics who call it trifling or silly are those who have not the seeing eye nor the understanding heart. Froebel's wife said of it,— "A superficial mind does not grasp it, A gentle mind does not hate it, A coarse mind makes fun of it, A thoughtful mind alone tries to get at it.
Page xvi - We all know that the first six years of a child's life are the most important with respect to forming character, yet none of these years are spent in our public schools.