Evening star. [volume] (Washington, D.C.) 1854-1972, 1929-09-08

to make use Of all the useful knowledge
he had gathered from Pestalozzi. Soon
his group of pupils became the central
point of interest for the whole 1nstitu-
lation. Alasl for poor Froebel. Trouble
was lurking round the corner. Govern
ment inspectors found that he had no
college degrees. He had been a forester,
farmer, architect and teacher; but no
college had put its seal of approval upon
him. The fineness of mis- work meant
nothing TO them. Herr Gruner tried to
explain but to no avail. Froebel was
forced to leave his position. Time will
adjust it," he said, and set out on a
second weary tramp to Switzerland.
Again he found a warm welcome In
the home and school of Pestalozzi. He
became both pupil and teacher, and
his lovable personality endeared him to
every one with whom he came in con-
tact His plan was to remain IN Pesta-
lozzi's school long enough to secure a
degree.
At this time the plan Of sending boys
to college with tutor was much In
vogue among people Of wealth. Through
the influence of Gruner and Pestalozzi.
Froebel received an unusual opportunity
and became tutor for three boys in the
Won Holzhausen family. This was his
first interview with wealth and leisure,
and his hungry mind made the best Of
q great privilege.
The following four years found
Froebel in as many colleges Gottinger,
Berlin, Weinar and Jena. At Jena he
was able to erase the blot from his
former record. The old stigma was
gone. He was an educated man and
considered so by the world. The bows
gained all that they needed to make
them successful men in later years, but
it was doubtful If their gain was as
great as that of their teacher who pro-
flied so richly from his opportunity to
receive an education.
Friendship Evolved!
Then war came. Students rushed to
arms. Froebel went, too, with his
pupils. During this military service, he
made two friends-William Middendorf
and Henry Langenthsl. Through, Froe-
bells influence both became Pestalozzi
enthusiasts. The three men evolved a
friendship as beautiful as. 1t was rare
and henceforth worked together in the
interest of the new system of education.
Although Froebel's efforts were fol-
lowed by disappointment. misunder-
standing, accusations of revolutionary
ideas and heresy by the clergy, who par
ticularly opposed his idea of woman
teachers, and disputes with pedants of
the old system of learning, the kinder
garten idea was slowly making Roadway.
Middendorf and Langenthal were
loyal to Froebel. Not one of the three
was willing to give up the fight for
education by natural methods. Out on
a nountainside the three friends st
discussing their work. A great thought
came to them; and a great word with
kindergarten" the children's gar
den.
The schools which they had started
previously had been called THE Insti-
tuition for Teaching According TO the
Pestalozzian Method and the Natural
Activities of the Child, !" institution for
the Encouragement and Development of
the Spontaneous Activities ;. of the
Pupil" and Friedrich Froebel's School
for the Growth of the Creative Instinct
Which Makes for a Useful Character. F."
There is little wonder that they failed
with such names. The parent could not
remember them long enough to send
the child there. The new name took.
The children loved the name, and they
remembered it. They clamored to go TO
kindergarten.
Another Great Idea.
Another great idea came to Froebel-
that of reaching the home and the
mother through the children Years Of
experience and observation had taught
him that the older, girls in the family
did most of the work of rearing the
younger children. While the true
mother toiled at her homework or In
the fields. the little other mother was