4. Number and form lessons. In number there will of course be some
repetition of what has been done before, but a sufficient amount of
new presentation to awaken interest. It is only by constant review and
repetition that we can assist children to remember these things and to
receive them among their natural experiences, and fortunately the
habit of repetition in childhood is a natural one, and therefore
seldom irksome.
Errors in Form Teaching.
As to the form lessons, we must remember that our method has nothing
to do with scientific geometry, but is based entirely on inspection
and practice. It lays the foundation of instruction in drawing, and
forms an admirable preparation for different trades, as carpentry,
cabinet-making, masonry, lock-smithing, pattern-making, etc. Even in
the primary schools, and how much more in the kindergarten, the form
or geometrical work should be essentially practical and given by
inspection. Even there all scientific demonstration should be
prohibited, and the teacher should be sparing in definitions.
It is enough if the children recognize the forms by their special
characteristics and by perceiving their relations, and can reproduce
the solids in modeling, and the planes and outlines in tablets,
sticks, rings, slats, drawing, and sewing.[49]
[49] "The Conference recommends that the child's geometrical
education should begin as early as possible; in the
kindergarten, if he attends a kindergarten, or if not, in the
primary school. He should at first gain familiarity through
the senses with simple geometrical figures and forms, plane
and solid; should handle, draw, measure, and model them; and
should gradually learn some of their simpler properties and
relations."--_Report of Committee of Ten_, page 110.