§ 38. Very interesting are the hints here given, in which we get the first approaches to Kindergarten training. Comenius saw that, much as their elders might do to develop children’s powers of thought and expression, “yet children of the same age and the same manners and habits are of greater service still. When they talk or play together, they sharpen each other more effectually; for the one does not surpass the other in depth of invention, and there is among them no assumption of superiority of the one over the other, only love, candour, free questionings and answers” (_School of Infancy_, vi, 12, p. 38).[75] The constant activity of children must be provided for. “It is better to play than to be idle, for during play the mind is intent on some object which often sharpens the abilities. In this way children may be early exercised to an active life without any difficulty, since Nature herself stirs them up to be doing something” (_Ib._ ix, 15, p. 55). “In the second, third, fourth years, &c., let their spirits be stirred up by means of agreeable play with them or their playing among themselves.... Nay, if some little occupation can be conveniently provided for the child’s eyes, ears, or other senses, these will contribute to its vigour of mind and body” (_Ib._ vi, 21, p. 31). § 39. We have the usual cautions against forcing. “Early fruit is useful for the day, but will not keep; whereas late fruit may be kept all the year. As some natural capacities would fly, as it were, before the sixth, the fifth, or even the fourth year, yet it will be beneficial rather to restrain than permit this; but very much worse to enforce it.” “It is safer that the brain be rightly consolidated before it begin to sustain labours: in a little child the whole _bregma_ is scarcely closed and the brain consolidated within the fifth or sixth year. It is sufficient, therefore, for this age to comprehend spontaneously, imperceptibly and as it were in play, so much as is employed in the domestic circle” (_Ib._ chap. xi).