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Updated: May 15, 2025
In Froebel's particular case, moreover, it is evident that although his account of himself is unfinished, we fortunately possess all that is most important for the understanding of the origin of the Kindergarten system. After the "Letter to the Duke of Meiningen," we have placed the shorter account of his life which Froebel included in a letter to the philosopher Krause.
She speedily opened Froebel's eyes to the aesthetic and artistic element in the lives of the boys entrusted to his care the element to which Langethal, from the time of his entrance into the institution, had directed his attention. So in Keilhau, too, woman was to pave the way to greater refinement. This had occurred long before our entrance into the institution.
The opponent admits this, but declares that the Keilhau method, which made no account of outward form, may defer this "supplement" in a way disastrous to certain pupils. Froebel's answer is: "Certainly, a wax pear can be made much more quickly and is just as beautiful as those on the tree, which require a much longer time to ripen.
We see in the excellence of Froebel's idea, educationally considered, its only claim to peculiar power in dealing with incipient hoodlumism.
One must bear in mind that Froebel's original thought was rather of the mother than of the schoolmistress, a fact the kindergarten invaders of the school find it convenient to forget.
Herr Wichard Lange had some trouble in deciphering it from Froebel's almost unreadable rough draft, and here and there he had even to guess at a word or so.
Froebel's play-materials come to the child when he has entered upon the war-path of getting "something to do." If legitimate means fail, then "let the portcullis fall;" the child must be busy.
A sketch of Barop's, which varies the point of view by regarding the whole movement more in its outer aspect than even Froebel himself is able to do, seemed to us also desirable to translate; and finally we have added also a carefully prepared "chronology" extended from Lange's list. Our translation is made from the edition of Froebel's works published by Dr. Wichard Lange at Berlin in 1862.
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."
Neither is the primary public school a Kindergarten, though it is but justice to the capabilities of that praiseworthy institution, so important in default of a better, to say that in one of them, at the North End of Boston, an enterprising and genial teacher has introduced one feature of Froebel's plan.
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