Professor O’Shea has an interesting section on what he calls “The Sense of Location,” which he says is “at the bottom of one of the most interesting and important phenomena of adjustment--the questioning activity.” So it may be worth while to notice that Froebel, whom the Professor has dismissed with one slighting reference, has been beforehand with him here, and has dealt with this same early beginning in one of his earliest Mother Songs, viz. “It’s all Gone,” where he says to the mother: “How can the child understand that anything is “all gone,” yet he must see sense in it or he will not be satisfied. What he saw just now is there no longer, what was above is below, what was there has vanished.”--_M., p. 18._ Questioning implies language, but Froebel has no language instinct. He does, however, call speech immediate (unmittelbar), usually translated “innate,” and he does say that because others talk to him, the child’s capacity for speech will develop of necessity and will break forth spontaneously. It is in connection with the child’s earliest investigations that Froebel brings in the learning to speak. In “The Education of Man,” he notes how the young child brings all his discoveries, “his treasures,” to the mother’s lap, and she is warned to give the right kind of help and at the right time. “It is the longing for interpretation that urges the child to appeal to us, it is the intense desire for this that urges him to bring his treasures to us and to lay them in our laps. The child loves all things that enter his small horizon and extend his little world. To him the least thing is a new discovery; but it must not come dead into the little world, nor lie dead therein lest it obscure the small horizon and crush the little world.”--_E., p. 73._ All the help the mother need give at first is to supply names, since as Froebel says, “the name, as it were, creates the thing for the child.” Later she must help him to compare and classify. “How little is needed from those around the child to aid him in this tendency (to seek for knowledge). It is only necessary to name, to put into words what the child does, sees and finds.”--_E., p. 75._ “It is as well while the child is making these first experiments (at walking about the room) to name the objects--e.g. There is the chair, the table, etc.… The object of giving these names is not primarily the development of the child’s power of speech, but to assist his comprehension of the object, its parts and its properties by defining his sense-impressions. By a rich store of such experiences the capacity for speech develops of necessity, and speech breaks forth of itself, as it were, through heightened mental self-activity in accordance with the nature of mind.”--_P., p. 242._