TYPES OF EDUCATIVE INTEREST
educative development was not on account of what was directly done, but because of certain ultimate philosophical and spiritual principles which the activities somehow symbolically stood for. Save for the danger of introducing an element of unreality and so of sentimentality, this misinterpretation of the source of value in the kindergarten activities would not have been so serious had it not reacted very decisively upon the selection and organization of materials and activities. The disciples of Froebel were not free to take plays and modes of occupation upon their own merits; they had to select and arrange them in accordance with certain alleged principles of symbolism, as related to a supposed law of the unfolding of an enfolded Absolute Whole. Certain raw materials and lines of action shown by experience outside the school to be of great value were excluded because the principles of symbolic interpretation did not apply to them. These same principles led, moreover, to an exaggerated preference for geometrically abstract forms, and to insistence upon rigid adherence to a highly elaborate technique for dealing with
