[21] "We cannot evolve what has not first been involved."
[22] "Nothing charms us more than the recognition of the old in the new. The man who hurries through a foreign city, indifferent and inattentive to the passing crowd, feels a quick thrill of pleasure when in the midst of all the strangers he recognizes a familiar face." (E. Minhinnick.)
[23] "The infant mind is transparent to resemblance, but opaque to difference."—Susan E. Blow, Symbolic Education, page 83.
[24] For second gift songs, see Kindergarten Chimes (Kate D. Wiggin), pages 32, 33, Oliver Ditson Publishing Co.
[25] "The sound is a yet higher sign of life to the child, as he then, and also later, likes to lend speech to all dumb things; therefore he also desires to hear sound and speech from everything."—Froebel's Pedagogics, page 72.
[26] "But each thing is recognized only when it is connected with the opposite of its kind, and when the union, accord, similitude with this object are found; and the connection with the opposite, and the discovery of the uniting, renders the recognition so much the more complete."—Froebel's Education of Man, page 26.
[27] "But now as man both unites the single, which finds its limits in itself, and the manifold, which is constantly developing, and reconciles them within himself as opposites, there results also to the child from both, from sphere and cube outwardly united, the expression of the animate and active, especially as embodied in the doll."—Froebel's Pedagogics, page 106.
[28] "On revolving the cylinder on an axis parallel to the circular faces, we find that it incloses a solid, opaque sphere; teaching us the lesson, not only that each member of the second gift contains each and all of the others, but that whatever is in the universe is in every individual part of it; that even the meanest holds the elements of the noblest; that the highest life is even in what in short-sighted conceit we call death."—W. N. Hailmann, Law of Childhood, page 35.
[29] "The giving of a new play by no means precludes the further use of the preceding and earlier plays. But, on the contrary, the use of the preceding play for some time longer with the new play, and alternating with it, makes the application of the new play so much the easier and more widely significant."—Froebel's Pedagogics, page 145
[30] W. N. Hailmann.