sted ball and his new
companion, the wooden sphere. Let him take these two balls together,
and find out the similarities and dissimilarities, remembering that
before he compares objects _consciously_, experiences should
invariably be given him.

We should always draw attention to the universal properties of things
first and then proceed to the specific. The qualities common to all
objects are the universal ones: Form, Size, Color, Material, etc. The
invariable rule should be: simple before complex, concrete before
abstract, unity before variety, universal qualities before special
ones.

If we are in doubt as to whether we shall first direct attention to
the similarities or to the dissimilarities between the ball and
sphere, we may recall the educational maxim, "The child's eye always
at first seizes the analogous, the point of union, the whole
connection of things, and only after that begins to discern
differences and opposition."[23]

[23] "The infant mind is transparent to resemblance, but
opaque to difference."--Susan E. Blow, _Symbolic Education_,
page 83.

Ball and Sphere.

In comparing the ball and the sphere the child will observe, in the
first place that they are both round and both roll equally well, but
that one has color, one being without; one is soft, the other hard;
one quiet, one noisy; one a little rough to the touch, the other
velvet smooth. He should find for and by himself, aided by our
suggestive questioning, the reasons for these evident differences.

It is absolutely necessary that each child should have one of the
boxes containing the solids, or at least the three forms of the gift
without the box, rods, and standards, and examine them thoroughly and
often as he will be glad to do.

If the solids as ordinarily manufactured are too costly for a
kindergartner of limited means, she can substitute large marbles,
blocks, and linen thread spools; the material does not matter so long
as each child has the objects to handle.

Value of the Discriminative Power; Method by which it may be developed.

We need not be distressed if the lessons are a little noisy when the
children are making the acquaintance of these wonderful new friends.
To be sure they will pound the wooden forms heartily up and down on
the table (if they are three-year old babies, they certainly would and
should do so); but within bounds what does it matter? If it can be
arranged so that other classes shall not b