by singing, by rattles, by carrying through some open place or garden, or even by kisses and embraces. Let all these things, however, be done with circumspection. In the second, third, and fourth years, let their spirits be stirred up by means of agreeable plays with them, or their playing among themselves, by running about, by chasing one another, by music, and any agreeable spectacle, as pictures, etc.[1] And to express myself in general, whatever is found to be either agreeable or pleasing must, on no account, be denied the child. Nay, if some little occupations can be conveniently provided for its eyes, ears, or other senses, they will contribute to the vigor of body and mind. Such things only ought to be denied as are adverse to piety and upright morals. As to the rest, more will be said in its own place.
COLLATERAL READING.
Blow’s Symbolic Education, Chap. V.; Edgeworth’s Practical Education, Chaps, I., II., and III.; Malleson’s Early Training of Children, Chap. VIII.; Marwedel’s Conscious Motherhood, Chap. X.; Richter’s Levana, Appendix to the Third Fragment; Rousseau’s Émile, Book I.
- ↑ Fröbel remarks: The plays of the child contain the germ of the whole life that is to follow; for the man develops and manifests himself in play, and reveals the noblest aptitudes and the deepest elements of his being. The whole life of man has its source in that epoch of existence, and whether his life is serene or sad, tranquil or agitated, fruitful or barren, depends on the care given to the beginnings of existence.”
