[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:

[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.