“As soon as the child’s first capacity for speech is somewhat developed, we notice how he tries, in and by the movement, to listen to the tone and to imitate it with the tone of his own voice. _Tic tac_, we hear him say, imitating the movement of the pendulum; _pim paum_ (ding dong?) he says when the sound is more noticed.… So we must observe that even when he first begins to speak the child expresses and retains the physical part of the movement by _tic tac_, but by _pim paum_ he perceives the movement more, if one may say so, from the feeling in the mind, and if I may be allowed so to express myself, by the ‘here and there’ which comes later, the child catches hold (festhalten) of the movement more as a thing of comparison, of recognition, and in his dawning thought, more intellectually.… It is most important that the mother should observe the first and slightest traces of the articulation (Gliederung) of the child as an active, emotional and intellectual being, and watch it in his development from existence to experience and thought, so that in his development no side of his nature should be cultivated at the cost of the others, nor should any be repressed or neglected for the sake of the others. It seems important, and we believe that all who quietly observe the child have remarked, or will yet remark, that from the first the child expresses the swinging movement in a singing tone, in a tone which approaches song and so serves the emotional nature. Thus early is it shown that the real foundation, the starting-point for the education of humanity and so of the child, is the heart and the emotions (das Gemüth u. die Gemüthliche), but that training to action and thought (zur That u. zum Denken), the physical and the intellectual goes with it side by side constantly and inseparably. Thought forms itself in action, and action clears itself in thought, but both must have their roots in the emotions.”--_P., p. 41._ Two further reasons may be given for Froebel’s belief in his selected series of toys: (_a_) his delight in the theory of development, and (_b_) his eagerness to bring the child as soon as possible to that consciousness of self which differentiates man from the lower animals. Every sign of unity of plan within the universe gave Froebel real joy, and he traces development from the simple to the complex, from the undifferentiated to the differentiated, not only in plant and animal life, but also in the inorganic. Much of what he says on crystals may be fanciful, but much is beautiful and suggestive. “Chemical combination” is to him “the life of the inorganic world,” and he writes: