doubt, refrain"--exactly expresses Froebel's doctrine of "passive or
following" education, following, that is, the nature of the child, and
"passive" as opposed to arbitrary interference.

Free from this, the child will follow his natural impulses, which are to
be trusted as much as those of any other young animal; in other words,
he will play, he will manifest his natural activities. "The young human
being--still, as it were, in process of creation--would seek, though
unconsciously yet decidedly and surely, as a product of nature that
which is in itself best, and in a form adapted to his condition, his
disposition, his powers and his means. Thus the duckling hastens to the
pond and into the water, while the chicken scratches the ground and the
young swallow catches its food upon the wing. We grant space and time to
young plants and animals because we know that, in accordance with the
laws that live in them, they will develop properly and grow well;
arbitrary interference with their growth is avoided because it would
hinder their development; but the young human being is looked upon as a
piece of wax, a lump of clay, which man can mould into what he pleases.
O man, who roamest through garden and field, through meadow and grove,
why dost thou close thy mind to the silent teaching of nature? Behold
the weed; grown among hindrances and constraint, how it scarcely yields
an indication of inner law; behold it in nature, in field or garden, how
perfectly it conforms to law--a beautiful sun, a radiant star, it has
burst from the earth! Thus, O parents, could your children, on whom you
force in tender years forms and aims against their nature, and who,
therefore, walk with you in morbid and unnatural deformity--thus could
your children, too, unfold in beauty and develop in harmony."

At first play is activity for the sake of activity, not for the sake of
results, "of which the child has as yet no idea." Very soon, however,