“Difficult, very difficult, would it be to define where the purely physical ends and the purely intellectual begins. It is precisely on account of this close welding or flowing into one another of the Physical and Psychical, the bodily and mental, the material and spiritual, the vital (des Vitalen) and intellectual, instinct and morality; it is because of this rooting of the higher in the lower that the training and ennobling of the senses, such as smell and taste, are so important.”--_M., p. 183._ “Training and ennobling,” these words bring us back to the educational doctrines Froebel based upon what he knew of development, physical and mental, from whatever source he may have gained his information. “From the beginning of the Darwinian reconstruction of the moral sciences,” says Mr. Graham Wallas, “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.” Undoubtedly. But it was because Froebel exalted “the deliberate care and contrivance of the parent” that he wrote “The Education of Man,” to tell his generation how best to care and contrive. It was because he realized that this deliberate care and contrivance must begin from the very first that he wrote his Mother Songs. He tells the mother here that “if she is wise, in all she does a noble meaning lies”; that she must “do nothing aimlessly or she’ll create a child she cannot educate.” He tells her that it is “by watching what makes the child’s eyes bright, that she will know how best to give delight,” and that she must “seek to strengthen power and mind in all things.” In very truth the Kindergarten itself, with all its imperfections, is nothing more nor less than an attempt to supply that very environment which its founder is supposed to undervalue--an attempt to foster, by providing suitable conditions, those innate tendencies or natural activities, to which Froebel attached infinite importance. This is why the discovery of the name Kindergarten gave Froebel the pleasure expressed in his cry, “Eureka, I have it! Kindergarten shall be its name.” The original designation contained the actual words “through the culture of the instinct for activity, inquiry and creation, inherent in man,” but this original title spreads over several lines of print. “Garden” to Froebel expresses just what he wanted, “As in a garden under God’s favour, and _by the care of a skilled, intelligent gardener_, growing plants are cultivated in accordance with Nature’s laws, so here, in our child-garden, shall the noblest of all growing things, _men_ (that is, children, the germs and shoots of humanity), be cultivated in accordance with the laws of their own being, of God and of Nature.”--_L., p. 161._ This is why he urges on his pupil, Ida Seele, to retain the name in spite of the prejudices it aroused. It is to her that he writes: