INDEX
Reading edition
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
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
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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