duced more or less real
objects,--for instance, he built a miniature house, a fountain, a
chair, or a sofa. They were not absolutely real, and therefore in one
way merely images; but they were bodily images. He could place a
little dish on the table, a tiny cup on the edge of the fountain, a
doll could sit in the chair, and therefore they were all real for
purposes of play, at least.

With the tablets, however, the child can no longer make a chair,
though by a certain arrangement of them he can make an image of it.

The child will notice that many of the forms made with squares are
flat pictures of those made with the third gift, and with the addition
of the right isosceles triangles he can reproduce the facades of many
of the elaborate object forms of the fifth. The various triangles
differ greatly in their capabilities of producing Life forms, the
equilateral and the obtuse isosceles being especially deficient in
this regard and requiring to be combined with the other tablets. The
fact that both the right isosceles and right scalene triangles produce
Life forms in great variety seems to prove that, as Goldammer says,
"the right angle predominates in the products of human activity."

Symmetrical Forms.

The symmetrical forms are more varied and innumerable than those of
any other gift, and with the addition of the brilliant colors of the
pasteboard, or the soft shades of the wooden tablets, make figures
which are undeniably beautiful, and which are mosaic-like in their
effect.

The whirling figures are interesting and new, and the child with
developed eye and growing artistic taste will delight in their oddity,
and yet be able to find opposites and their intermediates and make
them as correctly as in the more methodical figures, where the exact
right and left balanced the upper and lower extremes. Here we note
that the equilateral and obtuse isosceles triangles, so ill fitted
to produce Life forms, lend themselves to forms of symmetry in great
variety. The various sequences of the latter in the third and fifth
gifts may of course be faithfully reproduced in surface-extension
with the tablets, and thus gain an added charm.

The amount of material given to the child is now a matter for the
decision of the kindergartner, and is dependent only on the ability of
the child to use it to advantage. This increase of material presents a
further difficulty, and it is time for us to add still another, that
is, to expect