ation to the child, the child's
relation to them, and the reasons for their selection as mediums of
education; if we see clearly why each object is given, what connection
it has with the child's development, and what natural laws should
govern it in play, then we comprehend Froebel's own idea of their use.

Education _vs._ Cramming.

Certainly the ignorant and unsympathetic kindergartner may err in
dealing with them, and introduce the cramming process into her field
of labor as easily as the public school teacher, for it is as easy to
cram with objects as with books, and should this occur there is cause
for grave uneasiness, since the opportunity for injuring the brain of
the child is greater during these first years than at any other time.

If we force the child, or make the lesson seem work to him, his
faculties will rebel, he will be dull, inattentive, or restless,
according to his temperament or physical state; he will not be
interested in what we teach him, and therefore it will make no
impression on him.

The child has memory enough; he remembers the picnic in the woods, the
glorious sail across the bay, the white foam in the wake of the boat,
the very tint of the flowers that he gathered,--in fact, he remembers
everything in which he is interested. If we would have him remember
our teachings forever, we must make them worthy of being remembered
forever. And to this end it is essential that only the best teachers
be provided for little children. The ideal teacher should know her
subject thoroughly, but should be able to boil it down, to condense
it, so that the concentrated extract alone will remain, and this be
presented to her pupils.[61]

[61] "If you would be pungent, be brief; for it is with words
as with sunbeams,--the more they are condensed the deeper
they burn."

In leaving these first six gifts, we need finally to remember these
things:--

Suggestions as to Method.

First, that we must not be too anxious to resolve these plays into the
routine of lessons; with our younger pupils especially this is not
admissible, and we must guard against it in all exercises with the
kindergarten materials.

Second, we may assure ourselves, in all modesty, that it is a
difficult matter, indeed, to direct these plays properly; that is, to
have system and method enough to guard the children from all
lawlessness, idleness, and disorder, and yet to keep from falling into
a mechanical drill which