“The child very often seeks for something without at all knowing what he seeks; in like manner he repels something without at all knowing why. Yet the child does not for this reason turn away accidentally, neither does he seek the accidental. Generally it is the new for which the child seeks, but not a novelty which has no connection with what has hitherto been, for that, should it appear, would obstruct development. He seeks the new which has developed from the old, like a bud from a branch. He seeks a new unexpected turn, a new unexpected use of a thing, new unexpected properties, new and yet unconsciously anticipated development, a new unexpected connection with his life.… The child indeed seeks for the new that is outside of himself, but not on account of its externality. Really he is seeking the new of which he feels premonitions in himself, in his own development. Since, however, he does not yet know this, and so cannot give an account of it, _the child seeks especially for change_, in order to gain a means of growing up within himself, and of growing forth outwardly from himself. “Above all, therefore, it is the old within the child which clarifies, unfolds and transmutes itself, thus developing that which is new. The whole process takes place according to a definite law resting in the child himself, in his life, in life as such.”--_P., p. 168._ We have seen that Froebel draws no hard and fast line between sensation and thought. On more than one occasion, he does refer to something less definite than a perception, in one passage using the word “Eindrück,” and in another the term “Vorentwickelung,” translated by Miss Jarvis as “preliminary impression,” of which he says it is “to be raised later, at the right time, by look and by word, to a clear perception.”--_P., p. 86._ In “The Education of Man,” Froebel’s earlier work, he deals with the function of language, “the word,” in differentiating “the misty formless darkness,” the nothing, the mist. “At an early period there come, too, on the part of the parents, corresponding words which at first separate the child from the outer world, but afterwards re-unite them. With the help of these words, these objects present themselves, at first singly and rarely, but later in various combinations and more frequently in their self-contained definite individuality. At last man--the child--beholds himself as a definite individual object, wholly distinct from all others.”--_E., p. 40._ The function of the name, as calling attention to the thing, seemed to Froebel of so much consequence, that he says, “the name creates the thing for the child.” It is in connection with the development of speech in the stage just following on infancy that he says: “Up to this stage, the inner being of man is still an unorganized undifferentiated unity. With language, organization sets in.”