I shall never forget the afternoon when, supplied with ropes and poles, we went to the Owl Mountain, which originally owed its name to Middendorf, because when he came to Keilhau he noticed that its rocky slope served as a home for several pairs of horned owls. Since then their numbers had increased, and for some time larger night birds had been flying in and out of a certain crevice.
It was still the laying season, and their nests must be there. Climbing the steep precipice was no easy task, but we succeeded, and were then lowered from above into the crevice. At that time we set to work with the delight of discoverers, but now I frown when I consider that those who let first the daring Albrecht von Calm, of Brunswick, and then me into the chasm by ropes were boys of thirteen or fourteen at the utmost. Marbod, my companion's brother, was one of the strongest of our number, and we were obliged to force our way like chimney sweeps by pressing our hands and feet against the walls of the narrow rough crevice. Yet it now seems a miracle that the adventure resulted in no injury. Unfortunately, we found the young birds already hatched, and were compelled to return with our errand unperformed. But we afterward obtained such eggs, and their form is more nearly ball-shape than that seen in those of most other birds. We knew how the eggs of all the feathered guests of Germany were coloured and marked, and the chest of drawers containing our collection stood for years in my mother's attic. When I inquired about it a few years ago, it could not be found, and Ludo, who had helped in gathering it, lamented its loss with me.
CHAPTER XII.
FRIEDRICH FROEBEL'S IDEAL OF EDUCATION.
Dangerous enterprises were of course forbidden, but the teachers of the institute neglected no means of training our bodies to endure every exertion and peril; for Froebel was still alive, and the ideal of education, for whose realization he had established the Keilhau school, had become to his assistants and followers strong and healthy realities. But Froebel's purpose did not require the culture of physical strength. His most marked postulates were the preservation and development of the individuality of the boys entrusted to his care, and their training in German character and German nature; for he beheld the sum of all the traits of higher, purer manhood united in those of the true German.
Love for the heart, strength for the character, seemed to him the highest gifts with which he could endow his pupils for life.
He sought to rear the boy to unity with himself, with God, with Nature, and with mankind, and the way led to trust in God through religion, trust in himself by developing the strength of mind and body, and confidence in mankind—that is, in others, by active relations with life and a loving interest in the past and present destinies of our fellow-men. This required an eye and heart open to our surroundings, sociability, and a deeper insight into history. Here Nature seems to be forgotten. But Nature comes into the category of religion, for to him religion means: To know and feel at one with ourselves, with God, and with man; to be loyal to ourselves, to God, and to Nature: and to remain in continual active, living relations with God.
The teacher must lead the pupils to men as well as to God and Nature, and direct them from action to perception and thought. For action he takes special degrees, capacity, skill, trustworthiness; for perception, consciousness, insight, clearness. Only the practical and clear-sighted man can maintain himself as a thinker, opening out as a teacher new trains of thought, and comprehending the basis of what is already acquired and the laws which govern it.
Froebel wishes to have the child regarded as a bud on the great tree of life, and therefore each pupil needs to be considered individually, developed mentally and physically, fostered and trained as a bud on the huge tree of the human race. Even as a system of instruction, education ought not to be a rigid plan, incapable of modification, it should be adapted to the individuality of the child, the period in which it is growing to maturity, and its environment. The child should be led to feel, work, and act by its own experiences in the present and in its home, not by the opinions of others or by fixed, prescribed rules. From independent, carefully directed acts and knowledge, perceptions, and thoughts, the product of this education must come forth—a man, or, as it is elsewhere stated, a thorough German. At Keilhau he is to be perfected, converted into a finished production without a flaw. If the institute has fulfilled its duty to the individual, he will be:
To his native land, a brave son in the hour of peril, in the spirit of self-sacrifice and sturdy strength.