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 GEORGE PHILIP & SON, LTD., LONDON End of the Project Gutenberg EBook of Froebel as a pioneer in modern psychology, by Elsie Riach Murray