Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: Further problems for study: 1. Fichte's conception of individuality. 2. The significance for educational theory of Fichte's doctrine of self-activity. 3. Fichte's conception of institutions. 4. The development of the conception of the 'antithetical method' in Kant, Fichte, Schelling, and Hegel. 5. Hegel's doctrine of freedom. 6. Hegel's conception of the state. 7. Hegel's conception of the parallelism between the develop ment of the individual and the evolution of the race. FROM ROUSSEAU TO FROEBEL; THE EVOLUTION OF EDUCATIONAL IDEAS 1. In a study of the evolution of educational ideas from Rousseau to Froebel it is necessary to keep in mind the intimate but complex intellectual relations of the three great movements of the period, outlined, with a view to their educational significance chiefly, in the preceding sections, namely, (1) the revolutionary naturalism of Rousseau, (2) romanticism, (3) the transcendental development in philosophy from Kant to Hegel. All three movements center ultimately about the question, What is the right life of the soul? Without any attempt at completeness of statement and without being oblivious of their evident shortcomings, the more important elements of the ethical and cultural significance in these three movements may be noted: (a) Naturalism: (1) In asserting the innate goodness of human nature, the natural impulse of man towards perfection, the ideal simplicity of nature against the existing conventionalisms, forced the recognition of the essential humanity of the individual as opposed to the artificial products of culture and society. (2) In opposing nature to man, it awakened a passionate love of natural scenery, and an interest in the liberty and spontaneity of childhood. (3) In maintaining that the nat... --This text refers to an alternate Paperback edition.