Chapter XIV: Appendix: II

COMPARISON OF PLAYS NOTED BY FROEBEL WITH THE ENUMERATION GIVEN BY GROOS

Much that is given in Groos’ more elaborate classification can also be found in Froebel’s suggestions, particularly where younger children are concerned. For plays coming under the heading of Playful Activity of the Sensory Apparatus, Froebel has a parallel for every kind except that of Temperature, and for this Groos has not himself found anything that can fairly be called play.

For Sensations of Contact there is the Kicking Play, and Taste and Smell are also represented in the Mother Play book. For Hearing play we have the wooden ball, “a plaything for the child liable to produce noise by its movement,” as well as the Tic-tac and Finger Piano plays, and for receptive play, the mother is told to speak, rhythmically if possible, or to sing with every play. For Sensations of Brightness we have “Mother you want to foster this delight in all things that are sparkling clear and bright” of the “Fish in the Brook,” as well as “The Lightbird,” which Froebel has “found over and over again in all grades of the culture that makes up social life in village and in town.”

Sensations of colour are well provided for. In “The Two Windows” we have: “See the beautiful coloured circles and rays, just like rainbow and dew-drops, see how beautifully the colours play through each other.” Colour is a feature in Gift I, in beadwork, in the tablets, in paper folding, cutting and plaiting, and besides these there are crayons and paints, and frequent reference is made to the child’s pleasure in the colour of flowers.

Froebel also makes much play depend on perception of form: “Attention to the form and figure of the object can also be utilized for the child in play,” or, again, “Early in life the child delights in round and varied pebbles, he seeks and collects them, he takes pleasure in the straight edged and right angled.” He has found “The Target” play very widely spread, “plainly because it contains, as I see it, the first trace of an endeavour to make a child notice position and form.”

For perception of movement, to which Froebel would have added perception of change of position, there are many plays with the ball as well as “Tic-tac,” “The Child and the Pigeons,” “The Lightbird,” “The Fish in the Brook,” etc.

Groos’ next class is Play with the Motor Apparatus and under this comes first Playful movement of the Bodily Organs. Here we have Froebel saying: “The first toys and occupations of the child come from himself: he plays with his own limbs.”--_L., p. 108._ “The child at this stage begins to play with his limbs--his hands, his fingers, his lips, his tongue, his feet, as well as with the expression of his eyes and face.”--_E., p. 48._

Under playful locomotion, Groos actually quotes Froebel’s description of the child learning to walk, and we have also marching, running, and racing games; “the large majority,” says Froebel, “I have created simply by watching the children at play.… Thus I have prepared a limping-game because I see my boys always limping and hopping.”

Next comes Playful Movement of Foreign Bodies, and under this heading Groos gives “Hustling things about, pushing, pulling, shaking, seizing and pushing away, dabbling in water, handling sand and clay, kite-flying, and capture of insects.” Of these Froebel mentions pushing of carriages, kite-flying, hobby-horse riding; he makes much of play with water, sand and clay, and he speaks of the catching of insects, etc., desiring that it should be wisely checked by directing the activity into other channels.

As to Destructive or Analytic Movement Play, Froebel notes that: “The child wishes to know all the properties of the thing, for this reason he examines it on all sides; for this reason he tears and breaks it; for this reason he puts it in his mouth and bites it.”--_E., p. 73._ “The cruel treatment of insects and other animals originates in the little boy’s desire to obtain an insight into the life of the animal.”--_E., p. 164._

Of Constructive or Synthetic Movement Play, so much has been said already, that it is not necessary to dwell on it. Froebel, in fact, gives a far more inclusive account of this than Groos himself, not omitting his “simplest form,” viz. moulding new forms with sand, etc., nor the collecting and arranging in rows which to Groos and to Froebel is a more primitive form of construction. Of Exercise of Endurance, too, we have spoken, in quoting passages where Froebel shows the boyish desire to measure and to increase strength. Throwing and Catching Plays have their place in the “Apprentice and Master Workman” game.

The important third class, the Playful Use of the Higher Mental Powers, includes according to Groos a good deal that he has dealt with under other heads, e.g. Memory Play includes (_a_) Recognition and (_b_) Reflective Memory. Under the former comes that pleasure in recognition of form which has already been dealt with, the pleasure given by pictures, often, says Groos, greater than is given by the reality. Froebel, too, says that if the father makes a sketch, “this man of lines, this horse of lines, will give the child more joy than an actual man, an actual horse will do.”--_E., p. 77._ Froebel, too, notes the pleasure it will give a child to name flowers through recognition of a form: “Spurred like a rider, circled like a snail, umbrellas, wheels, he’ll find the names.”--_M., p. 181._ There is also the recognition of animal and other noises, as in Froebel’s Yard Gate. Rote learning as a play Froebel hardly mentions.

As to the two groups which Groos brings under the heading of Imagination, viz. “Illusion either playful or serious,” and “the voluntary or involuntary transformation of our mental content,” these receive full recognition. Froebel notes how the stick becomes a horse or the knotted handkerchief the baby, as well as the play of listening to and inventing stories.

Under the head of Attention comes such games as Hide and Seek, because of the alternate stress and relaxation, and Froebel noted before Darwin did the pleasure of the baby in Bo-peep. Groos also brings curiosity under this heading, and we have seen that Froebel deals fully with such play as the outcome of the instinct of investigation, or the instinct for self-teaching.

Froebel would certainly not draw the line where Groos does, when he says “the true characteristics of play are in inverse ratio to the intensity of the desire for knowledge,” and if this rule were strictly adhered to, a good deal of what Groos does call play might have to come out.

The plays which fall under the head of Reason have two bearings, says Groos, first causality, and second inherence. There are various references to the “joy of being a cause” from the child “whose capacity for speech is as yet undeveloped,” but who draws away the support and as the cube falls “turns to his mother in joyous triumph,” up to the pride of Keilhau boys, who “might not have accomplished their fortresses without the sapper,” but “who believed that if cast on a desert island, each could build a hut of his own.” Froebel also brings in intellectual games such as draughts, and he notes how children will invent their own words and their own alphabets in play. Of the making and solving of riddles I think Froebel never speaks.

As to what Groos says of Experimentation with the feelings, the parallels in Froebel are surprise plays such as Hide and Seek, adventure and hunting games where there may be play with fear, and the legends and stories.

Under the Impulse of the Second or Socionomic order, come the Fighting Plays, Love Play, Imitative Play, and Social Play. Of Love Play, Froebel has none, but the hunting and fighting were allowed abundant scope at Keilhau. Of Imitative Play there is much that can be cited from the playful imitation of simple movements and sounds in the Mother Songs and the Kindergarten Games, to the “classic dramas” of the Keilhau boys. Plastic and constructive play, too, goes from the simplest sand play, through the Kindergarten handwork, not only up to the fortress making, but also to the “boxes with locks and hinges, so neatly finished, veneered, and polished that many a trained cabinet-maker’s apprentice could have done no better,” which were made at Keilhau.

Of the Social Plays Groos says with feeling that, however advisable, it is wellnigh impossible to make a distinct class. He starts, however, with the “need of bodily association or the herding instinct.” He brings in the child’s eager desire to be with his fellows, and the importance in adult life of festivals, religious or otherwise. He mentions the child’s voluntary submission to a leader, and speaks of play as instrumental in teaching children submission to law. We have noticed Froebel speaking of the “combined games, which will train the child, by his very nature eager for companionship, in the habit of association with comrades, in good fellowship and all that this implies.” He also wants the child to take alternately some special part in the game and to be merely one of the crowd: “Each child should have a chance to lead, for it is especially developing to a child to recognize himself as independent as well as a member of the whole.” Among the older boys, the Bergwachts for instance were carefully organized under separate leaders and the captain of the first band was director of the whole. Froebel, too, made much of festivals at Keilhau, and this has always been a recognized feature of the Kindergarten.

Enjoyment of the comic never, I think, makes its appearance at all. Froebel had many gifts, but the saving sense of humour does not appear to have been among them.

FOOTNOTES

[1] See Chapter IX.

[2] See Chapter X.

[3] “Froebel’s Educational Principles,” Elementary School Record, Vol. I, No. 5, or “The Dewey School,” published by the Froebel Society.

[4] See Chapter VI, _p. 79_.

[5] The Philosophy and Psychology of the Kindergarten.--“Teachers’ College Record,” Nov., 1903.

[6] It is true that Froebel was pre-Darwinian, but see _p. 198_.

[7] All this is said in connection with the infant’s play with a woollen ball, with quaint suggestions that the singing tone accompanying the swinging like a ball affects the feelings, while the recognition of a change of position is a thing of “dawning thought,” and that by tic-tac the movement is expressed. See _p. 176_.

[8] Dies fesselt die Sinnen- und Geistesthätigkeit des Kindes und gibt _ihm_ mehrseitige Nahrung.

[9] In der Mitte seiner wahrnehmenden (empfindenden) seiner wirkenden und schaffenden, seiner vergleichenden (denkenden) Thätigkeit.

[10] Die Ausbildung der verschiedenen Richtungen der Geisteskraft des Kindes.

[11] “Journal of Education.” Reprinted in “Child Life,” January, 1901.

[12] “Analytic Psychology,” Vol. I, _p. 152_ _et seq._

[13] “Analytic Psychology,” Vol. I, _p. 153_.

[14] It is true that Professor Stout complains of the loose way in which the word “activity” has been used, and that he is careful to define his own meaning, but Froebel too is careful. See Appendix I.

[15] See also _p. 82_.

[16] “Analytic Psychology,” Vol. II, _p. 82_.

[17] “The Conception of Immortality,” _p. 58_.

[18] Froebel is comparing the child with other young animals, and somewhat scornfully refers to those who, “notwithstanding the early manifestation of the instinct to employ himself,” regard the human infant as inferior to the young of other animals.

[19] See chapter on Instinct.

[20] “In dem ersten Sinnenspiele, kommen also dem Kinde durch Wahrnehmen u. Schauen, durch Kommen, Bleiben u. Schwinden, durch Wechsel, also auch in gewisser Hinsicht durch frühes dunkles auffassen … somit von dunkler Vergleichung, die ersten Eindrücke der Seele, gleichsam die ersten Erkenntnisse zugleich durch Selbst-thätigkeit, wie durch die sein Leben und dessen Forderungen in sich tragende Mutterliebe.”--_P., p. 66._

[21] It does not, however, follow that this outer object, or this manner of presenting it, is so important as Froebel supposed; see Chapter IX.

[22] See _p. 66_.

[23] See Chapter II.

[24] “Principles of Psychology,” Vol. II, _p. 884_.

[25] Froebel is too often ignorantly accused of being “soft,” but it is a mistake to think that he leaves fear out of count. What he insists on is, that rightly used authority should produce self-control, not servility.

[26] See _p. 90_.

[27] Macmillan, 1906.

[28] _P. 53._

[29] “Social Psychology,” _p. 61_.

[30] Mr. McDougall allows (_p. 60_) that in the case of an unprovoked blow, the impulse, the thwarting of which provokes anger, is the impulse of self-assertion.

[31] For example, on _p. 46_, “Hence language provides special names for such modes of affective experience, names such as anger, fear, curiosity”; and on _p. 94_, in connection with the sympathetic induction of emotion, we have, “Later still, fear, curiosity, and, I think, anger are communicated readily from one child to another”; and there are other examples.

[32] _P. 51._

[33] This is all that can be said, for the passage seems incomplete; after “entwickelt … der Trieb die Neigung,” comes only “sie führen zur Gemüths- und Herzensbildung; und aus ihr geht in dem Knaben Geistes- und Willensthätigkeit hervor.”

[34] For a fuller account of these “Gifts,” see Chap. VIII., _p. 148_.

[35] In the well-known translation by F. and E. Lord:

“You wonder why a game at hide-and-seek
Brings a glad flush of joy to baby’s cheek?
The sense of his own personality
Is causing all this joy that you can see
When people call him, say, ‘Where’s Baby been?’
He feels that it is he, himself, they mean.”

[36] “Social Psychology,” _p. 89_.

[37] “The Play of Man,” _p. 400_.

[38] “The Play of Man,” _p. 382_.

[39] See _p. 194_.

[40] In another place Froebel does say that, “Only on condition that the genuine spirit of play--i.e. the true spirit of life--lives in the teacher, can he call it forth in the child.”

[41] See Appendix II.

[42] See _pp. 93, 94_.

[43] See _p. 43_.

[44] Froebel goes on to say: “I believe, that after progressing through the vast orbit of almost two generations (he was nearly fifty-nine) I have been carried round to the point of commencement, to the fountain head of the education of mankind, but _with the significant addition of a full consciousness of my task_.”

[45] The material can of course be used at any age provided it conveys suitable ideas in a suitable manner. Some of it is even now found useful in helping senior classes to realize problems in area and in volume.

[46] Many years ago, a young teacher came to me for help. She had been told to give her class number lessons, for a whole term, from Gift III, which consists of eight little cubes, and the children had long since grasped 4 + 4, 6 + 2, 5 + 3, and 8 - 4, 8 - 2, etc. I suggested that she should leave the number out and let the children play with the blocks. “Oh! I mayn’t do that,” was the answer, “they have building with Gift IV.”

[47] A really pathetic story has been told me of an earnest teacher in far Australia, whose educational opportunities had been very limited, but whose desire for knowledge was most sincere. She had been listening without comprehension to some glib user of phrases, and was bewailing her ignorance to an enlightened teacher who knew there had been little of real value, and who said with a laugh “Never mind, Miss ----, it is only a case of ‘Mind and Matter glide swift into the vortex of immensity.’” And the listener said, “Oh please, would you say that slowly, and I’ll write it down.”

[48] These objections were embodied in a paper entitled “A Criticism of Froebelian Pedagogy,” which Mr. Graham Wallas read at a Conference of the Froebel Society in January 1901, and which was published in the Conference Supplement for Child Life, July 1901.

[49] See _p. 200_.

[50] Few critics are likely to go so far as Mr. Winch, who gave as a Froebelian conception “that the true destiny of man is to be obtained by gratifying every youthful impulse.” But, Mr. Winch is perhaps not to be taken seriously, for in the same paper he took _one sentence out of a passage on the importance of continuity extending over four pages_, and says of it, “This jerky discontinuity (!) has not the slightest support in biological science, and never had.” (See Memorandum written for Mr. Graham Wallas in “Problems of Education.”)

[51] Deshalb sollen Erziehung, Unterricht und Lehre ursprünglich und in ihren ersten Grundzügen nothwendig leidend, nachgehend (nur behütend schützend), nicht vorschreibend, bestimmend, eingreifend sein.

[52] Mr. Graham Wallas said: “The educational task for us is not to find out how completely we can stand aside, but how far we can so influence the environment of the child, as to cause those tendencies in it which we think best, to become permanent.”

[53] Mr. Graham Wallas said: “From the beginning of the Darwinian reconstruction of the moral sciences, it was absurd, while speaking of ‘environment,’ to ignore the fact that the deliberate care and contrivance of the parent must form a large part of the environment of the child.” The passage quoted shows that Froebel was guilty of no such absurdity.

[54] “Is Development from Within?” “Child Life,” October, 1904, and January, 1905.

[55] See _p. 192_.

[56] “Second Review of Plays: A Fragment,” but part of this has been omitted in the English translation.

[57] Those who desire a full and scholarly account of Froebel’s philosophy are referred to that given by Professor Angus MacVannel, Ph.D., “Teachers’ College Record,” Vol. IV, No. 5. The Macmillan Co., New York.

[58] In Gottes Welt, eben weil es die Welt Gottes, durch Gott Gewordenes ist, spricht sich ein Stetiges, das heisst ungetrennt Fortgehendes der Entwickelung in Allem und durch Alles aus.

[59] See Appendix, _p. 216_.

[60] “Das Pedagogik des Kindergartens,” _p. 329_.

[61] According to this principle, the mere fact that a particle is moving with a certain velocity in a certain direction, is in itself a reason why it should continue to move with the same velocity in the same direction.… Now, in so far as continuance of change in a certain direction is traceable to the pre-existence of change in that direction, this whole process may be regarded as being in a perfectly intelligible sense, self-determining (“Analytic Psychology,” Vol. I, _p. 146_).

[62] “Analytic Psychology,” Vol. I, _p. 147_.

[63] “Analytic Psychology,” Vol. I, _p. 168_.

[64] “Analytic Psychology,” Vol. I, _p. 155_.

[65] “Analytic Psychology,” Vol. I, _p. 156_.

[66] “Analytic Psychology,” Vol. I, _p. 156_.

[67] _P. 191._

[68] And so to regard “each successive moment of the world-process as issuing out of the preceding by purely immanent casuality.”

[69] “Analytic Psychology,” Vol. I, _p. 156_.

[70] “Unity and Froebel are synonymous terms,” is one “howler” from a student’s examination paper.

[71] Ed. by Development, _p. 212_.

[72] “The Eternal Life,” _p. 14_.

[73] “Das Kindergartenwesen,” _p. 330_.

INDEX

A

Acquisition, Instinct of, 96, 109

Activity, Spontaneous, 132
Differentiation, 90
Earliest Activity, 1, 9, 34, 126
Consciousness and Self-Consciousness, Development of, 48, 81, 84, 85
Nature of First Voluntary Employments, 135
Expression, _see_ that title
Foundation of Education, 6, 84, 142, 210
Fundamental Tendency, 47, 85, 88, 90
Meaning of, in Froebel’s Writings, 213 _et seq._
Self-determination included in connotation, 217
Universal Impulse, 90, 126

Adams, Prof., quoted, 190, 210

Amusement, Distinction from Play, 134

Analysis of Mind
Observation and Introspection, 12
Order of Investigation of Laws of Mental Process, 3, 4
Sense and Understanding, Inseparability, 17, 20
Tri-une Character, 13

Animal Instincts, 72

Anticipations of Modern Psychology, 2 _et seq._--Summary, 10

Anthropological Aspect of Psychological Inquiry, 4, 8, 206

Approbation, Love of, 114, 115

Arrangement and Comparison, 101, 166

Artistic Tendencies of Children, 105

Associationists, Fallacy of, 38

“Atomistic View,” 38, 39

Attacks on Froebel, 2, 190-1

B

Baer referred to, 206

Baldwin, Prof., quoted, 50, 52

Ball-Play--Ideas to be gained, etc., 40, 150, 151, 155, 156, 159

Batch, Froebel’s connection with, 199

Biological Studies, Influence on Froebel’s Views, connection with
stress laid on Development, etc., 13, 40, 67, 138, 192, 199, 210

Blow, Miss Susan--Froebel’s Symbolism, 179, 189

Bradley, Mr., quoted, 213

C

Cause, Early Notice of, 160

Change--Use in fixing Impressions, 43, 152

Collecting or Acquiring Instinct, 96, 109

Colour, Sense of, 165, 166

Community, Feeling of, _refer to_ Social Instinct

Comte referred to, 206

Conation, _refer to_ Will

Connection or Unification, Law of, 204

Conscience, references to, 116, 117

Consciousness
Development by Action, 48
--Movement stopped by Something, 49, 52
Earliest Consciousness
Absolute Beginnings--Beyond the pale of Science, 41
Indefiniteness, 39, 49, 91--Undifferentiated, unorganized Unity,
91, 201
Process of Differentiation, 40, 42, 47
Reasoning and Constructive Imagination, 36, 38
Unity of, 26
_See also_ title Self-Consciousness

Construction, Instinct of, 90
“Sense of Power,” i.e., Self-Consciousness resulting, 109, 133
Subserving Instinct of Investigation, 92, 94

Continuous Development, _see_ Development

Cooke, Mr. Ebenezer, quoted, 102, 199, 202

Counting, Development of Capacity for, 101, 102

Criticisms of Froebel, 2, 190

“Culture Epochs” Theory, 129

D

Darwin, references to, 67, 201

Development--Froebel’s Theory of Continuous Development, 10, 128, 140,
178, 179, 206, 207, 209
Biological Studies, Connection with, 13
Development from within, 136, 192, 195, 196
“Harmonious Development,” 14-16
Individual development of, following that of the Race, 206
Law of--Unlimited to Limited, Whole to Part, Indefinite to Definite,
40, 130, 150, 151, 155, 201, 202
Possibilities and Conditions in place of Faculties, 18-20
Reconciliation of Opposites, Result of, 204
Self-directed Process, 212 _note_
Three Stages, 71

Development of Species, Modernness of Froebel’s View, 205

Dewey, Prof.
Experimental Work at Chicago, 129
Summary of Froebel’s Educational Principles, 6

Discipline
Adjusting Claims of Freedom and Authority, 197
Direction of Impulse, not Opposition, 212 _note_
Non-Interference Theory, 190, 191, 192 _note_, 193-5

Doll-Play, 167

Drawing
Counting Capacity, Means of developing, 101
Origin of Earliest Drawing, 103
Process of discovering “Linear Phenomena,” 103, 166

Duties as a means of realizing Kinship, 61, 114, 118

E

Ebers--Account of Life at Keilhau, 123, 147, 168

Eby, Mr., quoted, 7, 79

Emotion, _see_ Feeling

Employment, Instinct of, _refer to_ Activity

Environment, Alleged Neglect by Froebel, 190, 196
--Reply to Critics, 197, 199, 200-4, 208, 210

Evolution--Froebel’s Post-Darwinianism, 198, 205

Experimenting--Mode of Investigation, 102

Exploring Tendency, 94-5

Expression
Art as, 105
Feeling, Importance in Development of, 57-62
Need for, 50, 99, 133
Play, Definition of, 124, 125
Understanding, Means of, 92

F

Faculty Psychology, Criticism of, 13, 17 _et seq._

Fairy Tales, 108, 182

Family Bonds, 61, 113

Fear, Froebel’s attitude towards, 78 and _note_

Feeling, Development of, etc., 130
Action, Importance of, 57-62
Family Bonds and Service for the Family, 61, 113
Fundamental Importance, 63
Starting Point of Education, 117
Want of Good Feeling in Children, Cause, 63-4, 112

Fichte, Reference to, 204

Fletcher, Dr., quoted, 212 _note_

Following and Tolerating--Character of True Education, 160, 195

G

Games, _refer to_ Play

Genetic Psychology preceded by Analytic, 3

“Gifts” and “Gift Plays”
Description of the Series, 159-166
Excessive Importance attached to, 170
Hailmann’s, Mr., distinction between “Gifts” and “Occupations,” 164,
165
Psychological Aim or Meaning, 40, 149, 150, 164, 169, 178
Selection following Natural Instinct, 169, 170
Tri-Unity of Child-Nature, Relation of Gift Plays to, 14
Weakness of the Series, 166
Two Mistakes, and the Psychological Errors underlying them, 170-6

Groos, Karl, quoted, 90, 125, 126, 130, 132, 136, 137, 145, 147, 219

Grüner, reference to, 200

H

Habit
Instinct, Proof of existence of, 76
Outcome of Impulse of Activity, 88

Hailmann, Mr., quoted, 164, 193

Hall, Stanley, quoted, 206

“Harmonious Development,” 14-16

Hegel, Froebel’s knowledge of, 205

Helba Plan, 26, 84, 212 _note_

Herbartians--“Culture Epochs” Theory, 129

Horne, Prof., quoted, 17

I

Imitation
McDougall’s, Mr., Three Classes of Imitative Actions, 89
Outcome of Activity and Means of Expression, 47, 88, 126
Results gained, 50, 51, 91

Instincts
Classifications
Eby, 79, 80
Froebel, 83 _et seq._
Kirkpatrick, 79, 80, 81
McDougall, 79, 81
Direction and Training needed, 71, 121
Divergent Views a matter of Definition, 67-8
Froebel’s belief in Instinct, 67, 69, 70, 74, 125
Froebel’s Terminology, 68, 69
Habit and Instinct, Interaction between, 76
Indefinite in Man--Proof of Superiority and Capacity for Progressive
Development, 66, 72, 75
Specific and General Tendencies, Distinction between, 68
Specifically Human Instincts only dealt with by Froebel, 82
Transitory Nature, 75, 77, 78
Two Main Lines of Instinctive Action, 83

Interdependence of Life, 62

Intuition of Things--Dr. Ward’s Points, 154-5

Investigation, Instinct of, 88, 90-2, 94-7, 102, 107

J

James, Prof., quoted, 39, 57, 59, 65, 68, 69, 73-5

Jarvis, Miss--Translation of passage _re_ Self-Consciousness, 54

Joy in Activity, 136-7, 139, 143, 145

K

Keilhau, Life at, 111, 123, 143, 147, 168, 212 _note_, 223, 224

Kindergarten
Associated Games, Social Training, etc., 114, 146, 147
Defined, 90, 114, 142
Disregard of Froebel’s instructions by his disciples, 147, 170
End and Aim of, 90, 142, 208, 210
Gifts and Occupations, _refer to_ title Gifts
No gulf between Kindergarten and “The Education of Man,” 210,
212 _note_

King, Mr. Irving, quoted, 8, 26, 48, 49, 50-2, 54

Kirkpatrick, Mr., quoted, 79-80, 114, 115, 117, 134

L

Lamarck, reference to, 201

Language
Development of capacity for Speech, 97-101
Earliest Training, Use in--Names the beginning of Organization, 21,
29, 45, 46, 98, 100
Feeling, Development of, 58

Location, Sense of, 152, 153
Source of questioning Activity, 97

Lodge, Sir Oliver, quoted, 32

M

McDougall, Mr., quoted, 68, 76, 86, 89, 117

MacVannel, Dr. J. A., quoted, 10

Marenholz, Madame von, 205

Material of Instruction and Manner of Teaching--Conditioned by stage
of Development, 129

Maternal Instinct, 119, 120

Mathematical Perceptions--Over-estimate of Children’s Capacity, 170-4

Memory--Froebel’s Description, 19

Mental Activity, 3, 4, 13, 23-7
Earlier and later Forms, 30
Possibilities--Difference between Child and Animal, 49
Sense and Understanding, Close connection, 17, 20, 207

Mental Analysis, _see_ Analysis of Mind

Metaphor, Froebel’s delight in, 187-8

Moral Faculty, 116, 118, 207

Morgan, Prof. Lloyd, quoted, 33, 67, 72

Mother Wit--Need for Thought and Training, 120, 211

Movement, _see_ Activity

Münsterberg, Prof., quoted, 218

Music--Importance of early Training, 106

Mysticism, _see_ Symbolism

N

Naming, _refer to_ Language

Natural Instincts, _see_ Instincts

Non-Interference, Froebel’s Theory of, 190-5

Number, Discovery of, 101, 102

O

Observation of Children, 4-6, 8, 9, 29, 74, 87, 92, 94, 96, 103, 104,
109, 111, 133, 162, 165

Order, Sense of, and the Instinct of Rhythm, 115, 116

Organization and Language, 21, 29, 45-6, 100

Outer Factor in Perception, over-emphasized by Froebel, 171, 173, 174

O’Shea, Prof., quoted, 97, 191, 200, 207, 216

P

Parental Instinct, 119, 120

Personality, Consciousness of, _see_ Self-Consciousness

Philosophy, Froebel’s, 10

Physical and Psychical, Close connection between, 17, 20, 207

Play
Amusement, Distinction from, 134
Biological View, 138
Classifications (Froebel and Groos), 145, 219
Earliest Childhood, Play in, 124, 125, 128, 130, 147
Educative Value, Originality of Froebel’s View, 122
Groos’ Criteria, 130
Guidance needed, 143, 145 and _note_
Imitative Play, 88
Joy in Games, 133, 136, 139
Recreative Play, 122
Self-Consciousness, Development of, in Boyhood, 56
Social Virtues, Development by Games, 111, 144, 146
Surplus Energy Theory, 123, 144
Theories of Play--Recapitulation and Preparation, 138, 140, 141, 142
Work and Play
Distinction between--Froebel’s definition, 124, 128
Earliest Activity--No Differentiation, 130, 131
Early Boyhood, Differentiation in, 131, 132

Playgrounds, Importance of, 143

Play-Material
Definite prescription impossible, 167
First Playthings, 153
Importance in relation to Development, 148, 149
Mistake of giving expensive and complex toys, 164
Number and variety of games noted, 147
Object of Froebel’s play-material, 93
_See_ also title Gifts

Poems and Songs, Use in Development of Feeling, 58, 130

Preyer quoted, 52

Psychological Basis for Educational Theories, 2

Pugnacity, Instinct of, 86

Purpose of Education, 200
_Refer also to_ Self-Consciousness

Q

Quantity, Relations of, 101

Questioning Activity, 97

R

Reflection, Development of, 75

Religious Instincts
Foundation in Social Instincts, 115, 117
Morality and Religion, 118
Work and Religion, 127

Religious Convictions of Froebel, 205-6

Repetition, Impressions fixed by, 43, 152

Representation (Darstellung), _see_ Expression

Rhythm--Importance of early development of Instinct, 106, 160, 187
Order, Sense of, Connection with, 115, 116

Ribot quoted, 90, 126

Romanes quoted, 68

Royce, Prof., quoted, 31

S

Seele, Ida, 209

Self-Abasement and Self-Assertion, Instincts of, 86

Self-Consciousness, Development of, 52, 53, 56, 84, 109, 116, 117, 153
Early Developments, 54, 55
Indefiniteness of Instinct rendering development possible, 82
Purpose of Education and “End of Man,” 30-5, 53, 178
Tales, Craving for, due to nascent idea of Self, 57, 107

Self-Determination, _refer to_ Will

Self-Employment, _refer to_ Activity

Self-Instruction, Instinct of, _refer to_ Investigation

Sense and Movement, Connection of, 48

Sense and Understanding, Close connection of, 17, 20, 207

Separation attempted in use of “Gifts”--Psychological error, 175-6

Service as Expression of Feeling, 59, 60

Social Instinct
Development from the “Feeling of Community,” 91, 110-12
Early Training essential, 63-4, 112
Games, Education in, 111-12, 144, 146
Religious Instincts, Foundation of, 115, 117

Speech, _refer to_ Language

Spencer, Herbert, quoted, 206

Sphere and Cube (Gift II)--Material for Comparison, 41, 159, 161

Spontaneous Activity, _see_ Activity

Stories, Interest in, 57, 107

Stout, Prof., quoted, 3, 4, 12, 22, 23, 24, 26, 36, 37, 38, 48, 73,
135, 213, 215, 216

Summary of Froebel’s Educational Principles, 6

“Surplus Energy” Theory, 123, 144

Symbolism--Froebel’s alleged excessive and far-fetched Symbolism, 169,
179-82
Exaggeration by disciples and translators, 183-6, 188
Instances--Practical application usually harmless, 186-7

T

Tales, Craving for, 57, 107

Thorndyke, Prof., quoted, 180

Time-Relations, 155

Toys, _refer to_ titles Gifts and Play-Material

Tri-une Nature of Man, 10, 32, 34, 89, 116, 126

U

Unfoldment, Doctrine of, _see_ Development

Unification or Connection, Law of, 204-5

Unity and Complexity, 155, 157, 158
Froebel’s yearning for Unity, 199, 217

W

Wallas, Mr. Graham--Criticisms of Froebel, 190, 196, 197, 198, 199, 201,
208

Ward, Dr., quoted, 17, 20, 36, 37, 38, 149, 151, 152, 154, 155, 157, 158

Welton, Prof., quoted, 212 _note_

Will
Definitions (Froebel and Stout), 22
Development
Action and Feeling, Development through, 35
Bound up with Intellectual Development, 26, 27
Parallel Accounts (Froebel and Stout), 27, 28
Self-Consciousness involving true volition, 30

Winch, Mr.--Criticism of Froebel, 192 _note_, 207

Women’s Work in Education--Intelligent knowledge needed in addition to
natural Instinct, 120, 211

Work
Condition of best work, 127, 128
Play, Relation to, _see_ title Play
Religion and Work, 118, 119

Wundt, Prof., quoted, 68

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