antages of the kindergarten system is that it
lays the foundation for a systematic, scientific education which will
help the masses to become expert and artistic workmen in whatever
occupation they may be engaged."[62]

[62] _Pamphlet on the Seventh Gift_. (Milton Bradley Co.)

In this direction the seventh gift has doubtless immense capabilities,
but much of its force and value has been lost, much of the work thrown
away which it has accomplished, for want of proper and systematic
relation between the tablets. The order in which these are now derived
and introduced is as follows:--

The square tablet is, of course, the type of quadrilaterals, and when
it is divided from corner to corner a three-sided figure is seen,--the
half square or right isosceles triangle; but one which is not the type
of three-sided figures. The typical and simplest triangle, the
equilateral, is next presented, and if this be divided by a line
bisecting one angle, the result will be two triangles of still
different shape, the right-angled scalene. If these two are placed
with shortest sides together, we have another form, the obtuse-angled
triangle, and this gives us all the five forms of the seventh gift.

The square educates the eye to judge correctly of a right angle, and
the division of the square gives the angle of 45 deg., or the mitre. The
equilateral has three angles of 60 deg. each; the divided equilateral or
right-angled scalene has one angle of 90 deg., one of 60 deg., and one
of 30 deg., while the obtuse isosceles has one angle of 120 deg., and
the remaining two each 30 deg. These are the standard angles (90 deg.,
45 deg., 60 deg., and 30 deg.) used by carpenter, joiner, cabinet-maker,
blacksmith,--in fact, in all the trades and many of the professions,
and the child's eye should become as familiar with them as with the
size of the squares on his table.

Possibilities of the Gift in Mathematical Instruction.

Edward Wiebe says in regard to the relation of the seventh gift to
geometry and general mathematical instruction: "Who can doubt that the
contemplation of these figures and the occupations with them must tend
to facilitate the understanding of geometrical axioms in the future,
and who can doubt that all mathematical instruction by means of
Froebel's system must needs be facilitated and better results
obtained? That such instruction will be rendered fruitful in practical
life is a fact which will be obvious to all who