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]

George Philip & Son, Ltd., London