The aim of the kindergarten system of training, intended for young children up to the age of seven, when school-teaching proper should begin, is to prepare for all subsequent education. A short examination of the system will show that it is in idea far superior to any other method of early training, while experience proves that its pupils acquit themselves well even under plans most dissimilar. The theory of the kindergarten is that every exertion of the faculties, whether of body or mind, will be healthful and pleasurable, so long as such exertion takes place without compulsion, without appeal to selfish motives, with no more than necessary restraint. The experience of parents and teachers may be appealed to as proving that children enjoy their employments most, and learn best, when associated in numbers.
The kindergarten, therefore, gathers children together in numbers, which vary with class and other circumstances, and proceeds to exercise, on a plan most carefully reasoned out, all limbs and muscles of the body by marching, gymnastics, and regulated games; to practise all the senses, and tastes that depend directly upon the senses, by drawing, singing, modelling in clay, and many most beautiful "occupations," which in addition arouse invention—one of the highest human faculties. The intellectual powers, being in a rudimentary condition, are less directly called into action; but the faculties of number and form, along with skill of hand, are so developed that the learning of "the three R's" becomes incredibly easy. Above all, good feeling is exercised and evil feeling checked, by happy social life, in which the tender plants of the kindergarten see that each one's happiness depends upon all, and that of all on each.
Sedulous attention is paid to the effect of each employment upon children of different temperaments. Sanitary conditions are most carefully observed, and unflagging interest is secured by frequent changes of occupation.
Wherever the kindergarten has been fairly tried, its results have been lively enjoyment by the little pupils of their "school" hours, and readiness to receive not as drudgery, but with delight, all opportunities of acquiring knowledge. This readiness, it is believed, would less often change into a hatred of lessons, if the subsequent school-teaching did not too commonly despise those indications of natural taste and fitness which Frœbel, in his system, has carefully interpreted and obeyed. The kindergartens for the poor, already established at Queen Street, Salford, and in the Workpeople's Hall, Pendleton,—where visitors are at all times most heartily welcomed,—will convince any one that this system is able to give a truly humanizing and religious training to children of the least favored class, gathered in large numbers even out of very neglected homes. By inspecting these schools also, intelligent persons will form an idea of the ingenuity and beauty of the processes by which this natural and simple training is effected. Thus too will be understood, that the kindergarten system, which in relation to its pupils is the simplest and easiest possible because it travels along, not athwart, their natural tastes, is, as respects its professors, very far removed indeed from every-day facility and rule of thumb. It demands in those who aspire to teach, a sincere love of children and an earnest devotion to duties which bring much pleasure when well performed, and it demands besides that they be willing to give up sufficient time and labor to become thoroughly instructed in the principles, and sufficiently practised in the use, of a machinery which, while beautifully simple in idea, is complicated in detail. A great and increasing demand for teachers thoroughly trained in this system exists, as well for families as for kindergarten schools proper, and for infant schools commonly so called. To supply this demand is the purpose of the training school.
Note B, to [Page 81].
Letter from Michelet to the Baroness Marenholtz von Bülow.
March 27, 1859.
By a stroke of genius Frœbel has found what the wise men of all times have sought in vain,—the solution of the problem of human education. And again: Your first explanation made it clear to me that Frœbel has laid the necessary basis for a new education for the present and future. Frœbel looks at human beings in a new light, and finds the means to develop them according to natural laws, as heretofore has never been done. I am your most faithful advocate, and speak constantly with friends and acquaintances about this great work that you have undertaken. Several journalists and writers will mention it in their papers. Dispose of all my power to aid you. The ambassador of Hayti, Monsieur Ardoin, minister of instruction, is ready to return to Port au Prince, and wishes to make your acquaintance. He will come to see you to-morrow. For the inhabitants of that island, in process of reorganization, Frœbel's method may do a great deal. I have asked several persons to aid in this work. Niffner and Dolfus are writing, at present, a great work on education, and will be happy to give a place to your cause. I send you a letter for Isodore Cohen; you must see him. You, personally, can do more than all speeches, recommendations, and writings together. I shall come to you shortly to hear more about Frœbel. I would like to have a comparison drawn between him and Pestalozzi. Your written communications interest me highly. Let me have some German works about Frœbel. I read German and know how to guess at incomprehensible things. I would like to know about the continuation of his method for more advanced years, especially for girls, and await impatiently the appearance of your manual. The more I investigate the heads of children of different ages, the more important Frœbel's method appears to me, as it begins in early childhood, when the most important changes in the brain take place. All my sympathies are with your work.
Letter from the Abbe Miraud, author of voluminous works, one of them being "La Democratic et la Catholicisme."
July, 1858.
We have to fulfil a great mission in common. I shall be most happy to procure for Frœbel's theory, which I accept fully, a hearing. To appreciate this theory in all its grandeur, richness, and utility, the shade of pantheism it seems to contain is no hindrance to me; it seems inseparable from the German mind. I accept the obligation to work for the ideas of Frœbel according to my ability, of course within the limits of orthodox Catholicism, to which I am devoted from faith and reason. You must certainly go with me to Rome, that we may work together there. If you resolve to do so, I will meet you at Orleans. You would find in Rome a good opportunity for propaganda. My friends there would aid us, but without your presence nothing can be done. Italy needs a regeneration by education. Let us work where the most rapid diffusion is certain.