The Hawaiian gazette. [volume] (Honolulu [Oahu, Hawaii]) 1865-1918, 1894-08-10

"ro him who in the love of Nature
holds communion with her visible
forms she speaks a various language" I"
even so while living in close contact
with the great world of Nature, i'm
bi5ing her true spirit of harmony and
gentleness, there sprang into exist
ence in the mind of one Frederick
FrOebel a grand and noble scheme,
the developing of which was to
strengthen and beautify the whole
child life.
As we look into the past of every
great reform we see a significance at
tached TO every beginning. 1t was
something more than merely the first
act in a series. 1t was a seed out of
which great results would spring.
Beginnings are the water sheds that
decide the direction of the great
streams of character
Previous TO the time of Froebel
lived other great reformers. Corne-
sicus who cherished the thought of
new education;" later on, PestalozZi,
whose one aim was to give the idea a
birthday, then came Froebel to nur-
tUre and rear the growing idea.
Many weary years the great re-
education of early childhood, the
development and growth of the little
child as regards the inner and outer
life. Il order my whole life with
reference TO it,n said he. Having a
deep consciousness OF his own unhap-
piness and lonely bOyhoOd only deep
ened his desire to cheer and elevate
the whole child nature.
Like many Others who had the
welfare Of humanity at heart, he was
subjected TO much opposition. His
life was tinged with darkness, but
behind the cloud hope CLEANED, and
courage failed not.
As he once remarked 10 his parents
"In spite of all obstacles l have never
for moment lost faith in my educa-
tiOnal mission
1t was while residing in Berlin that
the fundamental thought of his edu-
cational work seemed to appear more
plainly to him. He felt impressed
with the necessity of bringing his
plan Of the ''new education" to a sys-
matte form by the establishment of
an institution for the development of
early childhood. In 1887 he made
arrangements for carrying out this
plan. The locality chosen was the
beautiful little town of Blankenburg
in Germany. The question now
arose. What should be the apprO-
pirate name for this institution
The question was answered while
ErOebel was passing through the
lovely valley of Blankenburg ac-
compauied by an intimate friend.
He observed the richness and vari-
ETY. Of color, the wonderful har-
mOny existing, the perfect arrange
menJ throughout the great garden of
nature, TO which "even the beautiful
growth IF flowers was subject" He
caught the purity and simplicity of
natures handiwOrk, and at once
these things were intimately associa-
ted in his mind with the purity and
simplicity of the little child, and sud-
denly he exclaimed, 81 have found
il. kindergarten or Child Garden
shall be the name of my first nursery
school"
In 1910 the kindergarten was found
ed as Universal Iustitnte at the Gut.
tenberg festival. AS is often the case
in reforms, the experiment was re-
ceived with little enthusiasm by the
people. Froebel, however, allowed
nothing to hinder him. Persever-
ance was written on every act.
He prepared papers, the design of
which was to bring before the people
the elementary idea of mis- new school.
IL was not long, however, before they
noted the wonderful earnestness of the
children in their new home life, the
fascination that seemed to character
ize their every occupation. Friends
gathered about the "great reformer,"
50 Ttn#n & . h,
educational movement.
FToebel felt that with the opening of
this Kindergarten, his star of hope had
appeared, and he seemed to see the
dawning Of a brighter day for the
cause he loved so well.
In order that the enthusiasm al
ready kindlef might be increased, he
visited all the leading cities of Ger
many, there advancing the ideas of
his new system of education.
That We may have q clearer under
standing Of the true nature of the kin
dergarten and It's object it is well 10
give it more than a passing thought.
1t is too often the case that jddg-
ment is passed on a new scheme or
movement before looking into the
principles underlying it.
The kindergarten provides for the
education of the child during the first |
six years of his existence, for the !
author of the system looked upon the !
training of the infant as the most inn
portant part of the entire system of |
education, because at this stage of life |
impressions are easily made. That it |
is unlike any other process of educa- |
tion is evident, because ii requires a |
thorough study of the child. He |
placed character building as the cor
nerstone of the kindergarten struct-
ure.
The child enters the world enwrap- |
ped in wonderful possibilities, pos |
sessing the tendencies of a complete
character, and these only await the |
touch of sympathy, and awakening
influence. If we would train for man.
hood and womanhood, We must begin |
in early childhood Froebel recOg-
nized the child as a great bundle of
activity as demonstrated in play and
every act. He felt the Importance of
regulating it in such a way as to lead
it step by step naturally into work, so
that as much real joy should spring