2. Mathematical forms, or various combinations of the blocks, upright and supine, for mathematical exercises. They correspond to the forms of knowledge in Logic.
(Also called by Froebel forms of truth, forms of instruction, forms of learning.)
3. Symmetrical forms, or flat designs formed by opposites and their intermediates. These are figures in which four of the blocks generally revolve in order around the other four as a centre.
(Also called by Froebel picture forms, flower forms, star forms, dance forms.)
LIFE FORMS.
Life Forms.
Life forms should be given first, as the natural tendency of the young child is to pile things up,[38] and these forms seem simpler for dictation, are more readily grasped by the mind, and more fascinating to the imagination. They are the images of things both dear and familiar to him, and thus are particularly adapted to the beginning since the "starting point of the child's development is the heart and the emotions." It is easier for him to be an architect at first than an artist, though each will be comprehended in the other after a time.[39]
The dictations should be given very simply, clearly, and slowly, always using one set of terms to express a certain meaning, and having those absolutely correct. We should never give dictations from a book, but from memory, having prepared the lesson beforehand, and should remember that every exercise we give should "incite and develop self-activity." We must guard against mistakes or confusion in our own minds; it is very easy to confuse the child, and he will become inattentive and careless if he is unable to catch our meaning.
Brief stories should occasionally be told, just mere outlines to give color and force to the child's building, and connect it with his experience. If it is an armchair, grandmother may sit in it knitting the baby's stocking. If it is a well, describe the digging of it, the lining with stones or brick, the inflowing of the water, the letting down of the bucket and long chain, the clear, cool water coming up from the deep, dark hole in the ground on a hot summer's day. These, of course, are but the merest suggestions which experience may be trusted to develop.
It is better, perhaps, to give a bit of word-painting to each object constructed than to wait till the end of the series for the day and tell a longer story, as the interest is thus more easily sustained. The children, too, should be encouraged to talk about the forms and tell little stories concerning them. The form created should never be destroyed, but transformed into the next in order by a few simple movements.