The times. [volume] (Washington [D.C.]) 1897-1901, 1900-03-18

John told a Berlin student OF a queer fei-
low he had met in the Thuringian Forest
who made out all sorts OF wonderful
things from stones and cobwebs." This
queer fellow was Froebel and his eX-
tracing Of grand general truths from the
simplest manifestations Of nature date
from the period Of his solitary meiitations
in Ire forest
When the two years Of apprenticeship
had expired Froebel was thrown upon The
world practically pcnniless. His beneyo-
lent uncle procured him admission 10 the
University OF Jena. but upon his being
imprisoned for q debt OF s.. be was obliged
20 abandon his university career ana en-
dCaKOrcd 10 earn a subsistence by various
employments. Throughout an his vicissL-
tuGes however. he never abandoned the
idea that he was destined to accomplish
great revolution in education. Il was. new
erthe,ess. chance which opened to him the
way for the accomplishment OF his pur-
pose While studying architecture in
Frankfort on he-Main he became aC-
Quanted with the preceptor Of a school cs-
tablfshcd in accordance with the ideals OF
the celebrated Italian educator. Pestaloz-
81 This schoolmsster convinced Froebel
that education was his true forte and the
latter readily accepted a position IN the
new school. He labored here successfully
for two years al the end OF which period
Dc made q journey 10 Yverdou. near Neu-
chatel where Pestalozzi had established
his then celebrated school
A. Yycrdon Frocbel imbihod the prinCl-
pies established by his great predecessor.
but so improved and extended them that
they became but as a spring TO the great
river OF his own formula. That formula
simple IN statement. involved in its ap-
phcation an aggregate OF all the knowledge
alufr haF ais hut
20 be read in nature instead Of in the writ
iugs Of contradictory philosophers There
were 10 tendencies distinctive TO church or
state or any existing social institution in
voiEed in this proposed reform. On the
contrary having for its object the instling
81 those inviolable laws OF social order ana
justice together with proper respect for
authority. il was calculated TO prove one OF
The strongest bulwarks OF government
Like the French Revolution its object was
The bettcrment Of the human race but IN
like that horrible failure, il designed 10
work according TO the laws Of Christianity
and PEACE. Nevertheless. at a later period
OF revolutions. the Prussian Government,
in blind alarm. took issue with the new
educational system. and in 1851 the "cul-
tus minister. Ranmer. issued an edict for
bidding the establishment Of schools after
Friedrich and Karl Froebei's p-Inciples''
in Prussia. This was at a period when
Froebel, then an old man had hoped. afte-
q lie spent In wearing and discouraging
labor 10 gain the sanction OF Prussia for
establishing his schools under the protec-
ton Of that government The order OF the
-cultus minister" extinguished the best
hope OF his life and he died a disappointed
man 10 May. 1852, at Schweina in Marien-
thai. Gradually. however. the revival be-
gan and. as above stated, kindergartens
and school gardens are now established by
Law In the greater part Of Central Europe
while they have lately begun to be intro
duoed into this country.
The Agricultural Department as well az
She Bureau OF Education Is proving an cmi-