The kindergarten building gifts . ually given of the Sixth Gift, and one feels in-stantly the break in the smooth rhythmic flow ofboth the thought and the words used heretoforein the description of the Gifts (see Fig. 43). TheFirst and Second Gifts are wholes, whose length,breadth and thickness are equal though Third Gift gives us the first division of onceacording to its length, once according to its breadthand once acording to its thickness. The FourthGift gives us a variation in the axial divisions bybisecting the cube once according to its length, andthree times acording to i
The kindergarten building gifts . ually given of the Sixth Gift, and one feels in-stantly the break in the smooth rhythmic flow ofboth the thought and the words used heretoforein the description of the Gifts (see Fig. 43). TheFirst and Second Gifts are wholes, whose length,breadth and thickness are equal though Third Gift gives us the first division of onceacording to its length, once according to its breadthand once acording to its thickness. The FourthGift gives us a variation in the axial divisions bybisecting the cube once according to its length, andthree times acording to its breadth, leaving out anydivisions as to its dimensions of thickness (thusearly hinting at the embodied surface that is slowlyapproaching by means of later Gifts). In the FifthGift we return to the threefold axial division, takinga larger cube of three inches and repeating the cutin each dimension. When, however, we come to theSixth Gift, as it is now presented to the child, a con- 172 THK KINDIiRGAFTEN Gll^tS. F % -i. No. 43. Showing the Sixth Gift as a cube in which the cuts are irregu-lar, and again the Sixth Gift as an oblong prism in which the cuts are reg-ular, i. e.: divided twice according to its length, breadth and thickness. fusion as to axial planes at once arises. In no waycan the twenty-seven oblong bricks be built into acube so as to allow the child to divide it accordingto its length, breadth and thickness, into anythinglike even proportions. All Kindergartners realizethis, and all children who have been trained to begintheir building by first making the axial divisions oftheir blocks, feel the confusion. Usually the direc-tion is given, Pile all your long narrow blocks (orcolumns) together, then pile all your short squareblocks (or plinths) together.* Thus the sense ofa whole and its part is destroyed, and one of thestrongest educational features of the FroebelianBuilding Gifts is done away with. We would, therefore, suggestPRESENTING THE ^^^^^ ^^^^
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Keywords: ., bookcentury1900, bookdecade1900, bookidkindergarten, bookyear1903
