"Color cannot be abstracted from that which gives it vitality,—i. e., Form,—from which it cannot be abstracted without rendering the color flat and meaningless." (Geo. L. Schreiber.)
[12] "Finding forms of the same general shape as those taken as types is of the highest importance. Unless this is done, pupils are not learning to pass from the particular to the general. They are not taught to see many things through the one, and the impression they gain is that the particular forms observed are the only forms of this kind. Unless that which the pupil observes aids him in interpreting something else, it is of no value to him. Certain things are taught that through them other things may be seen. Pupils should not be trained to see for the sake of the seeing, but that they may have the power to see." W. W. Speer, Lessons in Form.
[13] Emma Marwedel, Childhood's Poetry and Studies, page 35.
[14] Professor Earl Barnes, of Stanford University, reports that in his various color experiments on the Pacific Coast, 1000 children having been studied, a very large majority selected red as their favorite color.
[15] "Care should be taken, in the selection of all materials for color lessons, to get as perfect foundation colors as possible; no faded or poor shades are allowable, as they lead the child astray."
[16] "The resemblance of the symbol to the thing signified is a very important matter in education, especially in kindergarten education."—Geo. P. Brown, Essentials of Educational Psychology.
[17] "If, therefore, genuine brotherliness, ... consideration and respect for playmates and fellow-men, are again to become prevalent, they can become so only by being connected with the feeling of community abiding in each man (however much or little of it may be found), and by fostering this feeling with the greatest care."—Friedrich Froebel, Education of Man, page 74.
[18] "The wooden sphere has no string like the balls of the first gift, because the child no longer needs the outward connection; he now realizes the spiritual connection between himself and the outer world." (E. G. Seymour.)
[19] Education, page 132.
[20] E. Shirreff.