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Updated: May 15, 2025
The Duke of Meiningen was much pleased with Froebel's explanations of this plan, and with the complete and open-hearted way in which everything was laid before him. A proposition was now made that Froebel should receive the estate of Helba with thirty acres of land, and a yearly subsidy of 1,000 florins.
I might well be tempted to devote still more time to the educational principles of the man who, from the depths of his full, warm heart, addressed to parents the appeal, "Come, let us live for our children," but it would lead me beyond the allotted limits. Many of Froebel's pedagogical principles undoubtedly appear at first sight a pallid theorem, partly a matter of course, partly impracticable.
In Froebel's original training course, his Kindergarten teachers were to be "trained to the observation and care of the earliest germs of the religious instinct in man." These earliest beginnings he found in different sources.
This is most characteristically shown by a fragment of Froebel's dated 1st April, 1829, as follows: "I consider my own work and effort as unique in all time, as necessary in itself, and as the messenger of reformation for all ages, working forwards and backwards, offering and giving to mankind all that it needs, and all that it perpetually seeks on every side.
Friedrich Froebel had also pronounced esteem for manual labour to be genuinely and originally German, and therefore each pupil was assigned a place where he could wield spades and pickaxes, roll stones, sow, and reap. These occupations were intended to strengthen the body, according to Froebel's rules, and absorbed the greater part of the hours not devoted to instruction.
In the preceding chapter we discussed Froebel's plays, and found that the playful spirit which pervades all the kindergarten exercises must not be regarded as trivial, since it has a philosophic motive and a definite, earnest purpose. We discussed the meaning of childish play, and deplored the lack of good and worthy national nursery plays.
This side of play covers a great deal, and will be dealt with later; its importance in Froebel's eyes lies in the fact that through construction, however simple, the child gains knowledge of his own power and learns "to master himself."
"We learn through doing" is the watchword of the kindergarten, but it must be a doing which blossoms into being, or it does not fulfill its ideal, for it is character building which is to go on in the kindergarten, or it has missed Froebel's aim. What does the kindergarten do for children under six years of age? What has it accomplished when it sends the child to the primary school?
The moving spirit of this institution was Henrietta Schroder, Froebel's own grand-niece, trained by him, and of whom he said that she, more than any other, had most truly understood his views. The whole institution was called the Pestalozzi-Froebel House.
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.
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