Middletown transcript., 1897-01-23

nursery had been reformed there would be
no proper foundation for education. In
1886, he went back to Germany and estab-
lished an institution for little children at
Blankenburg Soon after this his wife died
which proved severe blow to Froebel,
but which caused him to plunge deeper in
his work. Teachers came here to be trained
for this work Of teaching little children
who. after leaving him, established like
schools in other places. He could not de-
eide what to call this new institution; but
one day, when he was out walking, he ex-
claimed sEurekaI kindergarten shall the
institute be called' In a few years, how
ever, from lack of means and bad manage
sment the Blankenburg Kindergarten was
given up. About this time Froebel pub
lished the "Mutter und Kose Lieclern which
is book of songs and pictures for the
mother and little children.
The Education of Man. had been writ
ten for the mothers but seemed to be be-
yond their comprehension, so he wrote the
"Mutter-und Kose-Liecler" for the pur-
pose Of simplifying and making his meth
DDS palmer to them.
In 1850, by the aid Of Baroness Bertha
Won Morenholtz, Burlow, he succeeded in
opening College of Training for Kinder
garten Teachers at Marienthal, county
seat. Here he was assisted by Louise Levin
whom he afterwards married. By some
misunderstanding as to Froebel's religious
beliefs decree was issued that no Kinder
gartens could be established in the Prul'
sian State Although this misunderstand-
ing was attempted to be rectiied, the decree
lasted for several years. Froebel's last pub
lie work was lecture, delivered at con-
ference of teachers on Natural Science
teaching" Here he was listened to with
great respect and given three hearty cheers.
On his return home he was taken to his
bed which he never left. During his last
illness he was quiet and happy and took
great delight in flowers. He died saying,
"God the Father, the Son, and the Holy
Ghost, Amen"
In the death of Froebel, children lost a
true friend and benefactor but with him
his principles of child culture did not die,
but have lived and grown. The Kinder
garten, child garden, is.a place for the cul-
tivatioa of plants and flowers. Like the
flowers the ch ildren must have the proper
environments and care. In the care of a
plant the object is to obtain proper growth
with flowers, and fruit; in the care of the
child the true object is to obtain proper
growth and the ripened fruit of character.
To obtain this the child must receive a
thrice fold development, physical, mental
and moral. As exercise causes growth, to
obtain true growth the child must be ex-
ercised in every possible way. In every
child there is natural tendency for good
and it remains with the one i'll whose care
the child is placed to direct it so that the
good will prevail rather than the evil. In
all things there is unity and this the child
should gradually be taught to realize.
Underlying all things is one law, some un-
seen power which governs. The child may
be shown this through nature. He sees
the plants and flowers, learns the necessity
of the rain and sun, and feels that some
unseen cause produces it. l..z4.
Self activity and symbolism are two of
Froebels' important principles. By self ac-
tivity he means that at all times.the entire
being should be active. 1t implies doing as
well as seeing in their widest sense. Through
symbols the child learns to distinguish him
self from all else and to recognize in him
self an individual being. Froebel, as Pes
talozzi, thought the mother should begin at
once to direct the baby wisely and to lead
it into the right path but,unlike Pestalozzi
he does not leave the entire education of
the child to its mother, realizing the need
Of companionship for its broadening and
proper education and SO he has given us
the kindergarten which connects closely
with the home.
MARY Arr FARoUHAR