“Through her little rhymes the mother will make clear to the little one what he has done, and so his accidental productions will become a point of departure for his self-development. Word and form are opposite and yet related. Hence the word should accompany the form as its shadow. In a certain sense, giving a form a name really creates the form itself. Through the name, moreover, the form is retained in memory and defined in thought.”--_P., p. 192._ Of very early speech Froebel says that it shows: “the peculiarity and requirement of the human mind to render itself intelligible to clarify itself by communication with others.”--_P., p. 56._ Having investigated his surroundings, near or far, and collected what seems to him attractive, the child, whether older or younger, arranges his treasures in some way, and this arrangement implies some comparison. “Like things must be ranged together and things unlike must be separated,” says Froebel of the child “scarce able to walk,” who has collected “the small, smooth, pebbles washed out of the sand by the rain.” This “arranging objects of each kind singly in a row” is at first no doubt only a recognition of the like and unlike, but Froebel notes that it is also one way in which the child may arrive at “the capacity for counting” by which his sphere of knowledge is again extended. “The knowledge of the relations of quantity adds much to a child’s life.… At first he places together similar objects.… Who has not had frequent opportunity to observe how the child arranges the objects of each kind singly in a row. Let the mother supply the quickening word, saying Apple, apple, apple, etc. All apples. Pear, pear, pear, etc. All pears.… One pear, another apple, another apple.… Instead of the indefinite word “another” the mother subsequently uses the numerals, counting together with the child, thus: One apple, two apples, three apples, etc.”--_E., p. 80._ To many children, however, counting may come through efforts to draw. I have seen a child of four-and-a-half, in drawing a man, make a line for the arm, then lay down her pencil to count her own fingers and then draw five lines for the man’s hand. Froebel says: “The representation of objects by drawing, and the exact perception conditioned and required by the representation, soon leads the child quickly to recognize the constantly repeated association of certain numbers of different objects--e.g. two eyes and two arms, five fingers, etc. Thus the drawing of the object leads to the discovery of number.… By the development of the capacity for counting, the child’s sphere of knowledge, his world, is again extended.… He was unable to determine relative quantities, but now he knows that he has two large and three small pebbles, four white and five yellow flowers,” etc.--_E., p. 80._