occupation of the mind upon things. If we suppose the child
to become acquainted, in the first instance, with a variety
of objects, the imparting of the names is a welcome
operation, and the mental fusion of each name and thing is
rapidly brought about. If the objects are in any way
interesting, if they arouse or excite attention, their names
are eagerly embraced. On the other hand, if objects are but
languidly cared for, or if they are inconspicuous or confused
with other things, we are indifferent both to the things
themselves and to their designations." (Alexander Bain.)

[85] "Language is the necessary tool of thought used in the
conduct of the analysis and synthesis of investigation." (W.
T. Harris.)

"What we are really seeking is the meaning _and_ the word.
One is of no value without the other in the education of the
child. There is no such thing as a valuable observation and
investigation of natural objects without language in which to
embody the results at every step." (Geo. P. Brown.) _Report
on Correlation of Studies by Committee of Fifteen_. With
annotations by Geo. P. Brown.

There is a distinction here as to age, which should be noted. Though
with babies of three years it is not only delightful, but necessary,
to use objects symbolically, to give play-names to the lines they
make, etc., with older children who are nearing the age of school
instruction and therefore passing away from the "sense relations
of things," it is just as essential to begin a more scientific
nomenclature.

Value of Knowledge Gained by Individual Effort.

One of the commonest errors in the kindergarten, as well as one of the
most pernicious, is that of assisting the child too much in all his
work. This is perhaps more universally true of the plays with the
occupations than with the gifts, but even in the latter direction
the practice is far too widespread.[86]

[86] "Of course, there is great difference between the
disciplinary value of that study in which the pupil solves
his own difficulties and that teaching in which the teacher
accompanies the pupil, supplying the needed information or
suggestion at every step of his progress. The latter is not
worth much for character building for the reason that it is
not apt to become a part of the organized self.... The school
cannot afford to expend much energy in acquirin