BUILDING GIFTS

The Building Gifts meet two very strongly marked tendencies in the
child. _a._ The tendency to investigate. _b._ The tendency to
transform.

The first and second gifts consist of undivided units, each one of
which stands in relation to a larger whole, or to a class of objects.

The third, fourth, fifth, and sixth gifts are divided units, and their
significance lies in the relationship of the parts to one another, and
to the whole of which they are the parts.

The effect of the Building Gifts is to develop the constructive powers
of the child. Their secondary importance lies in the fact that they
afford striking fundamental perceptions of Form, Size, Number,
Relation, and Position.

The following rules should govern the dictation exercises:--

BUILDING RULES.

1. Use all material in order to keep the idea of relation of parts to
a whole, and because all unused material is wasted material.[31]

[31] "In each construction the whole of the materials must be
used; or at least each separate piece must be arranged so as
to stand in some actual relation to the whole. While this
awakens the thinking spirit, it also strengthens and elevates
the imagination; because amidst so much variety, the
underlying unity is made visibly apparent."--Froebel's
_Letters_, tr. by Michaelis and Moore, page 72.

2. Build on the squares of the table in order to develop accuracy and
symmetry.

3. "Induce the child to form other wholes gradually and systematically
from the various parts of the cube. In doing this the laws of contrast
and development must be your guide."
KOEHLER.

4. Give names to each object constructed, thereby bringing it into
relation with the child's experience; for the miniature model serves
to interpret more clearly to him the object which it represents.

5. Connect with the child's life and sympathy in order to increase his
interest and develop the tendency to view things in their right
relations.

6. "The younger the child, the more you should talk about the thing
which you intend to construct. You should intersperse passing
observations or short songs. As the children gain intelligence, this
conversation will be replaced by more formal descriptions of the
things represented."
KOEHLER.

7. Begin with Life forms and proceed from these to form