most part neglected, or imperfectly
and unwisely done, we begin the series of kindergarten play-lessons
with it, illustrating its qualities and asking questions concerning
them, always diversifying the exercises with rhymes, games, and songs.
We must remember that to the young child, as to primitive man, the
activity of an object is more pleasing than its qualities, and we
should therefore devise a series of games with the fascinating
plaything which will lead the child to learn these qualities by
practical experience.

[5] Many suggestions for the use of the ball in the nursery
may be found in Froebel's _Pedagogics of the Kindergarten_,
translated by Josephine Jarvis.

Manner of Introduction.

Before beginning any exercise we should fully decide in our own minds
the main point or points to be brought out,--Color, Form, or
Direction, for example; then, and only then, will the child gain a
clear, definite impression, and have a distinct remembrance of what we
have been trying to teach. By way of diversion, every song or rhyme in
which the ball can play a symbolic part in action, and illustrate the
point we wish to make, is of use in the lessons.[6]

[6] See _Kindergarten Chimes_ (Kate D. Wiggin), pages 22-32,
Oliver Ditson Publishing Co.

With this dainty colored plaything we begin our first bit of
education,--not instruction, mere pouring in, but true education,
drawing out, developing. The balls should be kept in a pretty basket,
as the beautiful should be cultivated in every way in the true
kindergarten; and when they are given to the class, it should be with
some little song sung by the kindergartner or one of the older
children. At the close of the lesson, as the basket is passed, each
child may gently drop his ball into it, saying simply, "Thank you for
my ball," or naming its color. At other times they may be called by
the names of fruits or flowers, the child saying, "I will give you a
cherry," or, "I will give you a violet."

Method of Introduction.

The qualities of the ball must of course be brought before the child's
observation in some more or less definite order, and it will be
profitable to consider the relative claims of Form and Color to the
first place.

We might say, correctly, that to illustrate the ball, we should begin
with its essential qualities.[7] The essential quality is Unity. Unity
depends on Form, and the ball's form never changes; therefore we might
conc