"But as he grows he gathers much, And learns the use of 'I' and 'me,' And finds 'I am not that I see, And other than the things I touch.'
"So rounds he to a separate mind From whence clear memory may begin, As through the frame that binds him in His isolation grows defined."
Tennyson's In Memoriam.
[5] Many suggestions for the use of the ball in the nursery may be found in Froebel's Pedagogics of the Kindergarten, translated by Josephine Jarvis.
[6] See Kindergarten Chimes (Kate D. Wiggin), pages 22-32, Oliver Ditson Publishing Co.
[7] "The infant begins to examine forms from the commencement of his existence; for without this knowledge it is doubtful if he could distinguish one object from another, or even be aware of an external world. Gradually he begins to know objects apart and to recognize them, and in time discerns resemblances which cause him to classify them."—W. W. Speer's Form Lessons.
[8] Conrad Diehl's Elements of Ornamentation and Color.
[9] Education, page 130.
[10] "That priority of color to form which, as already pointed out, has a psychological basis, and in virtue of which psychological basis arises this strong preference in the child, should be recognized from the very beginning."—Spencer's Education.
[11] "A person born blind, and suddenly enabled to see, would at first have no conception of in or out (of eye), and would be conscious of colors only, not of objects; when by his sense of touch he became acquainted with objects, and had time to associate mentally the objects he touched with the colors he saw, then, and not till then, would he begin to see objects."—Preyer's Mind of the Child, page 58.