[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: “You wonder why a game at hide-and-seek Brings a glad flush of joy to baby’s cheek? The sense of his own personality Is causing all this joy that you can see When people call him, say, ‘Where’s Baby been?’ He feels that it is he, himself, they mean.” [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_.