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Updated: May 15, 2025
This is one of the points to which Professor Dewey called attention in his summing up of Froebel's educational principles, this letting the child reproduce on his own plane the typical doings and occupations of the larger, maturer society into which he is finally to go forth.
To get at the spirit and inspiration of symbolic representation in song and game, it is necessary first of all to study Froebel's "Mutter und Kose-Lieder," perhaps the most strikingly original, instructive, serviceable book in the whole history of the practice of education.
I shall have more to say of him later. The source of Middendorf's greatness in the sphere where life and his own choice had placed him may even be imputed to him as a fault. He, the most enthusiastic of all Froebel's disciples, remained to his life's end a lovable child, in whom the powers of a rich poetic soul surpassed those of the thoughtful, well-trained mind.
Froebel's conversion was delayed, but after his marriage it was all the more thorough. The choice of this intellectual and kindly natured man, who set no value on the external forms of life, was, I might say, "naturally" a very elegant woman, a native of Berlin, the widow of the Kriegsrath Hofmeister.
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.
One child said with pathos one day, "May we spell as we like to-day, for I've got such a lot to say?" The phonic method dates back to about 1530. It is called the "Observing-Speaking-Writing and Reading Method." Froebel's own adaptation was simpler; it was his principle to begin with a desire on the part of the child, and he gives his method in story form, "How Lina learned to write and read."
Froebel's opinions, character, and work grow so directly out of his life, that we feel the best of his writing that a student of the Kindergarten system could begin with is the important autobiographical "Letter to the Duke of Meiningen," written in the year 1827, but never completed, and in all probability never sent to the sovereign whose name it bears.
This purpose is to aid the child freely to express what lies within him, and to bring the outer world nearer to him, and thus to serve as mediator between the mind and the world." Froebel's "Gifts" were an attempt to supply right play material.
It was while an addition was being made to our place that we realised the importance of such things, and, as in Froebel's case, "our teachers were the children themselves."
How long this teacher would have remained in her unfortunate condition it is impossible to tell, for just at this instant Esther Tracy, a motherly little soul, aged seven, who had been conscientiously trying for half an hour to see in how many different ways she could arrange four wooden tooth-picks upon the desk, according to a modified form of Froebel's canons, as interpreted by Miss Stone, took the ends of her fingers out from between her lips, where she had thrust them during the moment of her doubt, and raising her hand, said: "Please, Miss Stone, let me take 'Dodd' and I'll take care of him."
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