Pages 384 to 413.
FRIEDRICH FROEBEL.
1. The best tendencies of educational thought embodied in Froebel’s teachings.
2. Froebel imperfectly understood even by the most earnest students.
3. Influence of his own neglected youth upon his after consideration for children.
4. His communion with Nature in the Thuringian Forest.
5. His transfer from the study of architecture to the practice and study of education.
6. His association with Pestalozzi at Yverdun.
7. The influence of his military experience in showing him the value of discipline and united action.
8. His experiences in teaching prior to his first kindergarten.
9. The edict forbidding the establishment of schools based upon Froebel’s principles.
10. His death at threescore years and ten.
FROEBEL’S EDUCATIONAL PRINCIPLES.
11. To find in science the expression of the mind of God.
12. To view education as founded upon religion, and leading to unity with God.
13. To regard the educational process as a process of development.
14. To seek development, or evolution of power, in the exercise of those functions, in the use of those faculties, that it is desired to develop.
15. That the exercise productive of true development must be in harmony with the function or faculty to be developed, and proportioned to its present strength.
16. That to be most truly efficient the exercise must arise from and be sustained by the self-activity of the function or faculty to be developed.
17. That this self-activity must manifest itself not in receptive action or acquisition alone, but in expressive action or production.
18. Practically, that children should be busied with things that they can not only see but can handle and use in the making or representing of new things to express their growing ideas.