Froebel as a pioneer in modern psychology

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