Under the heading of Investigation, Froebel brings both the Number Instinct, and the Interest in Stories, to which Mr. Eby gives a position as fundamental as that of the Social Instinct. The constructive instinct which Mr. Kirkpatrick brings under “Resultant and Miscellaneous,” has a very special place in Froebel’s account, as being one way of imitating, that is another mode of investigating the surroundings, and also what is equally important, a way by which the child gains a knowledge of his own power, reaches Self-Consciousness. It is because of the emphasis Froebel continually lays upon the developing self-consciousness that his views somewhat tend to resemble those of Mr. McDougall, though it would be absurd to attempt to draw any parallel. For Froebel, though he in no way minimizes the importance of Imitation, and although it is as the apostle of Play that he is most widely known, yet, like Mr. McDougall, he never speaks either of an Instinct of Play nor of Imitation, that is, he never uses for these his special word Trieb; nor has he any Instinct for Religion. Curiously enough, too, Froebel, with his constant insistence on the threefold aspect of mind, partly forestalls Mr. McDougall’s view that “instinctive action is the outcome of a distinctly mental process, one which is incapable of being described in purely mechanical terms, … and one which, like every other mental process, has and can only be fully described in terms of the three aspects of all mental process, the cognitive, the affective, and the conative aspects.” It is in connection with the very earliest activity that Froebel writes: “The first phenomenon of awakening child-life is activity. It is an inner activity, showing itself by consideration of and working with what is outer, by overcoming hindrances and subduing the outer. The nature of man as growing towards, and destined to reach self-consciousness, is shown in the quite peculiar character of childish activity even as early as when the infant awakes from its so-called three months’ slumber. It is shown in the child’s impulse to busy himself (in dem Triebe sich zu beschäftigen) in the instinct, _one with feeling and perception_, to be active for the progressive development of his own life. “We are repeatedly impressed with the conviction that everything that is to be done for the specifically human development of the child must be connected with the fostering of this instinct to employ himself. For _this instinct corresponds to man’s triune activity of doing, feeling and thinking. It corresponds to the essential nature of humanity, which is to have power and understanding, to become ever more and more self-conscious and self-determining._”--_P., p. 24._