twisted rapidly
and caused to revolve; in this motion a cylinder being readily seen.
When the cylinder is spun in like manner a sphere suddenly appears,
and so the wonderful and subtle bond of union is complete.[28]

[28] "On revolving the cylinder on an axis parallel to the
circular faces, we find that it incloses a solid, opaque
sphere; teaching us the lesson, not only that each member of
the second gift contains each and all of the others, but that
whatever is in the universe is in every individual part of
it; that even the meanest holds the elements of the noblest;
that the highest life is even in what in short-sighted
conceit we call death."--W. N. Hailmann, _Law of Childhood_,
page 35.

Hints as to Manner and Method.

Let the children call the cylinder a "roller" or "barrel" if they
choose, and tell them the right name when it is needful. Each gift
must be thoroughly understood before we pass to the next, or there
will be no orderly development; but as the impressions have all been
made through the senses of the child, we must not expect him to voice
these impressions in logical phrases all at once, so beware of making
the lesson irksome or wearisome to him through a formal questioning
that does not properly belong to childhood.

When the keen appetite for knowledge disappears we may well despair.
If several children in our class express dislike of a certain exercise
or lesson, and seem to dread its appearance, we may be well assured
that the fault lies in our method of putting it before them, and
strive in all humility for a better understanding of them, of
ourselves, and of the subject.

We must not, however, be too hard in our self-judgments and lose
courage. We are not responsible for a child who is "born tired," and
who seems to have no interest in anything, either in heaven above or
in the earth beneath, until, by ingenuity and perseverance, we are
able to open the eyes and ears which see and hear not.

It will be remembered that in discussing the first play or lesson with
the second gift great freedom was advised; but let us note the
difference between liberty and lawlessness, between spontaneity and
the confusion of self-assertion which is sometimes mistaken for it.

No lesson or play amounts to anything unless conducted with order and
harmony, unless at its close, no matter how merry and hearty the
enjoyment, some quiet and lasting impression has been made o