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Updated: May 15, 2025
The material difficulties with which the head- master had had to struggle after the erection of the large new buildings were also removed when Froebel's prosperous brother in Osterode decided to take part in the work and move to Keilhau. He understood farming, and, by purchasing more land and woodlands, transformed the peasant holding into a considerable estate.
Froebel's recognition of the significance of the native capacities of children, his loving attention to them, and his influence in inducing others to study them, represent perhaps the most effective single force in modern educational theory in effecting widespread acknowledgment of the idea of growth.
The kindergarten should offer the child experience instead of instruction; life instead of learning; practical child-life, a miniature world, where he lives and grows, and learns and expands. No primary teacher, were she Minerva herself, can work out Froebel's idea successfully with sixty or seventy children under her sole care.
When Froebel's restless spirit drew him to Switzerland to undertake new educational enterprises, and some one was needed who could direct the business management, Barop, the steadfast man of whom I have already spoken, was secured. Deeply esteemed and sincerely beloved, he managed the institute during the time that we three brothers were pupils there.
He points out, too, the importance of noticing the habits which come from spontaneous self-employment, which may be habits of indolent ease if the child is not allowed to be as active as his nature requires. There were no theories of play in Froebel's day, but he had certainly read Levana, and in all probability he knew what Schiller had said in his Letters on Aesthetic Education.
Further, I have tried to show that Froebel's system gives us the only rational beginning; but I confess frankly that to make it productive of its vaunted results, it must be placed in the hands of thoroughly trained kindergartners, fitted by nature and by education for their most delicate, exacting, and sacred profession. Now as to compromises.
The result was that Froebel's love of abstract symbolism often got the better of his sympathetic insight; and there was substituted for development as arbitrary and externally imposed a scheme of dictation as the history of instruction has ever seen.
He had found many things within to arrange on a more practical foundation, many without to correct: for the long locks of most of the pupils; the circumstance that three Lutzen Jagers, one of whom had delivered the oration at a students' political meeting, had established the school; that Barop had been persecuted as a demagogue on account of his connection with a students' political society; and, finally, Froebel's relations with Switzerland and the liberal educational methods of the school, had roused the suspicions of the Berlin demagogue-hunters, and therefore demagogic tendencies, from which in reality it had always held aloof, were attributed to the institute.
These various theories seem to reinforce rather than to contradict each other, and it is more important to avoid running any to an extreme than to differentiate between them. In the case of recapitulation, we must certainly bear in mind Froebel's warning that the child "should be treated as having in himself the present, past and future." So, as Dr.
This tested the keenness of our young eyes, but it sometimes happened that we confounded trees still untouched with those which had been harvested. It sometimes brought us into conflict with the owners of the trees, and it was only natural that "Froebel's youngsters" often excited the peasants' ire. Gellert, it is true, has sung: "Enjoy what the Lord has granted, Grieve not for aught withheld."
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