Accordingly he was compelled to think of them as symbolic of abstract ethical and philosophical principles. There certainly is change enough and progress enough in the social conditions of the United States of today, as compared with those of the Germany of his day, to justify making kindergarten activities more natural, more direct, and more real representations of current life than Froebel’s disciples have done. Even as it is, the disparity of Froebel’s philosophy with German political ideals has made the authorities in Germany suspicious of the kindergarten, and has been undoubtedly one force operating in transforming its social simplicity into an involved intellectual technique. IMAGINATION AND PLAY An excessive emphasis on symbolism is sure to influence the treatment of imagination. It is of course true that a little child lives in a world of imagination. In one sense, he can only “make believe.” His activities represent or stand for the life that he sees going on around him. Because they are thus representative they may be termed symbolic, but it should be remembered that this make-believe or symbolism has reference to the activities suggested. Unless they are, to the child, as real and definite as the adult’s activities are to him, the inevitable result is artificiality, nervous strain, and either physical and emotional excitement or else deadening of powers. There has been a curious, almost unaccountable, tendency in the kindergarten to assume that because the value of the activity lies in what it stands for to the child, therefore the materials used must be as artificial as possible, and that one must keep carefully away from real things and real acts on the part of the child. Thus one hears of gardening activities which are carried on by sprinkling grains of sand for seeds; the child sweeps and dusts a make-believe room with make-believe brooms and cloths; he sets a table using only paper cut in the flat (and even then cut with reference to geometric design, rather then to dishes), instead of toy tea things with which the child outside of the kindergarten plays. Dolls, toy locomotives, and trains or cars, etc., are tabooed as altogether too grossly real—and hence not cultivating the child’s imagination.