Froebel as a pioneer in modern psychology

by E. R. Murray

• 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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