cannot be because of their exterior, which is as simple as possible,
and contains nothing new; but their worth is to be found exclusively
in their application. If you can work out his principles (or better
ones still when we find better ones) by other means, pray do it if you
prefer; since the object of the kindergartner is not to make Froebel
an _idol_, but an _ideal_. He seems to have found type-forms admirable
for awaking the higher senses of the child, and unlike the usual
scheme of object lessons, they tell a continued story. When the
object-method first burst upon the enraptured sight of the teacher,
this list of subjects appeared in a printed catalogue, showing the
ground of study in a certain school for six months:--

"_Tea, spiders, apple, hippopotamus, cow, cotton, duck, sugar,
rabbits, rice, lighthouse, candle, lead-pencil, pins, tiger, clothing,
silver, butter-making, giraffe, onion, soda_!"

Such reckless heterogeneity as this is impossible with Froebel's
educational materials, for even if they are given to the child without
a single word, they carry something of their own logic with them.

They emphasize the gospel of doing, for Froebel believes in positives
in teaching, not negatives; in stimulants, not deterrents. How
inexpressibly tiresome is the everlasting "Don't!" in some households.
Don't get in the fire, don't play in the water, don't tease the kitty,
don't trouble the doggy, don't bother the lady, don't interrupt, don't
contradict, don't fidget with your brother, and _don't_ worry me
now; while perhaps in this whole tirade, not a word has been said of
something to do.

Let sleeping faults lie as long as possible while we quietly oust