Middletown transcript., 1897-01-23

olumn should send their names and address
for enrollment.l
No teacher can afford to be unacquainted
with such men as Froebel, Pestalozzi and
Horace Mann. This week the members of
the Round Table have the pleasure of read
ing short sketch of the first one of these
great educators who have done so much for
education.
Miss Farquhar states at the beginning of
her paper that little children should be
taught to love and honor the father of the
kindergarten, but feel quite sure that
some teachers do not know what Froebel
did for education.
Miss Farquhar has given the members of
the Round Table an excellent article on
Froebel, and trust that it will be of help
to every teacher who reads it.
! Who will write articles on Pestalozzi and
Horace Mann for this column
FREDERICK FRoEBEL.
Frederick Froebel, man of whom every
child should know to loye and honor, was
born in Germany April 81, 1882 and died
June 81, 1852. His life was one devoted to
the welfare of mankind by the undertaking
of an educational reform.
Before he was year old his mother died
leaving Frederick and his four brothers.
His father, pastor whose parish was
very large, had little tire to devote to his
infant son, the care of whom consequently
rested upon the servants and his brothers,
| and the child grew to manhood almost a
stranger to him.
When Frederick was about four years
old, his father married again. The step
mother was loving and kind to him for
time, but as soon as she had son of her
own, Frederick was again left to the care
of his brothers. His father with great diff
fculty taught him to read; but becoming
discouraged, he never attempted to instr NC
him in anything else. The only direct ed
ucation he received until he was ten years
old consisted mainly of learning Bible texts
and hymns at the village school for girls.
The greater part of his early life was
spent in the woods with flowers and birds
Of which he was passionately fond, At the
age of ten he went to stadt linn to live with
his mothers brother, where he stayed for
four years. Here he was perfectly happy
with so many play fellows at the town
school which he attended. He was a
dreamy child and cared little for books
and formal instruction, especially since the
lessons seemed so disconnected, and at the
end of four years he had not acquired as
much as might have been expected, but
had learned to love and reverence his uncle
and had made great progress in the study
of nature.
As his father could not afford to send
him to university, he entered on a two
years apprenticeship to forester. During
this time he devoted every spare moment
to study, doing his best work in the studies
of nature and mathematics. Soon after
the expiration of his apprenticeship he en-
tered the University at Jena. Here he was
dissatisfied. The course of study had no
inner connection, and because of his poor
preparation, it was difficult for him 10 sue
coed; besides he was not suited to this kind
of life, as he was constantly searching for
and speculating on unity and diversity and
the relation of nature to its parts. At the
end of year and half, for the want of
means, he left jena and went to farming,
but he was soon called home to his father
with whom he remained until the old
mans death which occurred in about four
months, February, 1902. In this time each
seemed to realize more fully what the
other was. Froebel recognized in the stern
old father noble, self sacrificing endeayor
and fully appreciated him.
His uncle having died and left him
small inheritance, he determined to take a
course in architecture in the frankfurt
Model School," but instead of entering as
student, he accepted position as teacher
at the advice and request of the Principal
who seemed to-see his ability. The impress
sion made upon him as he taught his first
class of boys, ranging from nine to eleven
years, is well expressed in his own words.
"It seemed as if had found something I
had never known, but always longed for,
always missed; as if my life had at last dis
covered its native element. / felt as happy
as the fish in the water, the bird in the air.
He then began his search for a method Of
instructing children. He soon discovered
that the method of instruction should not
be governed merely by the laws of the sub
ject to be taught, but by the laws of the de-
Velopment of the human mind as well,
and that care should be taken to give the
child the proper advancement in work
which the stage in his deYelopement re
quires.
He now commenced the study of Pesta-
lozzi and his methods, spending his vaca-
ton at Yverdon. He was delighted, puz-
zled and displeased. He felt the power of
Pestalozzi and greatly admired him, yet re-
ceived little help as Pestalozzi could tell
him nothing of his plans and object, ex-
cept to try them for himself, as they wor k
ed admirably,
Resigning his position at Frankfurt in
order that be might carry his investigation
further, he undertook the care Of three
boys whom he took to Yverdon, where they
lived in close connection with Pestalozzi
for two years. Here he received great in.
| spiration by the associations and through
the games and excursions, but he received
no definite idea and missed the unity and
connectedness that he was seeking and SO
loved. He attended for time the. Univer-
stiles at Gottingen and Berlin. It was
while at the latter that he conceived fully
the idea Of the one law underlying all
things.
In 1916 he opened school at Griesheim
with only five boys, Froebel's nephews:buta a.
the school increased be moved it to Keilhan
In September 1918. he married Henrietta
Wilhelmina Hofmester of whom he says
"a lady with a like love of nature and
| of child hood as my own. and like high
! and earnest conception of education"
| 1t was while at Keilhan that he wrote his
Education of Man." in which he sets
forth his principles of education. The
school was conducted on the principle of
large family with Froebel at the head.
There was perfect harmony and peace
II