The student's Froebel : adapted from Die Menschenerziehung of F. Froebel

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The Ontario Institute
for Studies in Education

Toronto, Canada

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THE ONTARIO INSTITUTE

FOR ^:t ; r-"S V^f ^'OUCATION

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j FEB 25 1958 .

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THE STUDENT'S FROEBEL

THE

STUDENTS FROEBEL

Part II
PRACTICE

144 pages. 2s. 6d. net

THE

STUDENT'S FROEBEL

ADAPTED FROM

DIE MENSCHENERZIEHUNG OF F. FROEBEL

By
WILLIAM H. HERFORD, B.A.

SOMETIME MEMBER OF THE UNIVERSITIES OF BONN, BERLIN

AND ZORICH ; AUTHOR OF "THE SCHOOL: AN

ESSAY TOWARDS HUMANE EDUCATION "

Revised and Edited by U. B. and C. H.

With an Introduction by
MICHAEL E. SADLER, M.A., LL.D.

PROFESSOR OF EDUCATION IN THE UNIVERSITY OF
MANCHESTER

And a Memoir of W. H. Herford by
C. H. HERFORD, Litt.D.

PROFESSOR OF ENGLISH LITERATURE AND LANGUAGE
IN THE UNIVERSITY OF MANCHESTER

PART I
THEORY OF EDUCATION

London

Sir Isaac Pitman & Sons, Ltd., 1 Amen Corner, E.C.

And at Bath, New York and Melbourne

1916

Printed by Sir Isaac Pitman &
Sons, Ltd., London, Bath, New
York and Melbourne . 1916

PREFACE

The present volume is a re-issue of a collection of
representative passages from Froebel's chief work,
Menschen-Erziehung, made and translated by the
late William Henry Herford, and published in
1893. The text is substantially reprinted from
the first edition, but the translation has been
carefully revised.

In view of the death, in 1908, of the original
translator and editor, it appeared opportune to
prefix to the new edition some account of the
personality of one who devoted the best energies
of a long and vigorous life to the furtherance in
England of the Froebelian and Pestalozzian
educational ideals. The editors desire to express
their grateful acknowledgments to Professor
M. E. Sadler, of the University of Manchester,
who has written an appreciation of his educa-
tional work, and to Professor C. H. Herford
(nephew of the translator), of the same University,
who has contributed a memoir.

D. B.
C. H.

CONTENTS

PAGE

Introduction (Prof. M. E. Sadler) . ix

Memoir of W. H. Herford (Prof. C. H.
Herford) 1

FROEBEL'S EDUCATION OF MAN.

CHAP.

Introduction 37

I. The Nursling 60

II. The Child 63

III. The Boy 83

IV. School

A. Preliminary . . . . 102

B. Subjects of Teaching . . .103

1. Instruction in Religion . . 104

2. Study of Nature . . .107

3. Study OF Form AND Mathematics 111

4. Language

(a) Preliminary . . .117
{b) Writing and Reading . 121

5. Art 123

C. Home and School

{a) Preliminary . . . .126
(b) Means of Education in Common 129

Retrospect 136

Conclusion 140

Vll

INTRODUCTION

" Man, Christian, and Citizen. All for others,
nothing for himself," are among the words cut
in the niche above the grave of Pestalozzi at
Birr in Aargau. None would more fitly keep
in remembrance the personality and the self-
devotion of William Henry Herford. He was
of the succession of those who have breathed
a new spirit into Western education.

In Herford there converged three streams of
thought and teaching, English, German and
Swiss. As a student at Manchester College,
he had been touched by the living tradition
which John James Tayler, Charles Beard, and
James Martineau handed down from Joseph
Priestley, Philip Doddridge, Richard Frank-
land, Edmund Calamy and Richard Baxter.
As a student at Bonn, he had been admitted
into the inner life of German learning by Ernst
Moritz Arndt, August Wilhelm Schlegel, F. C.
Dahlmann and Wilhelm Ihne. And, thirdly,
as tutor to Lady Byron's son, Ralph King (who
was himself of the family of Locke), Herford had
lived at Hofwyl under the influence of Wilhelm
von Fellenberg, whose father was one of the
spiritual successors of Pestalozzi.

No other Enghsh teacher in the nineteenth
century received (so far as my knowledge goes)
a preparation so significant as this. What

ix

X INTRODUCTION

Professor Legros has been to English Art, Herford
was to Enghsh Education. He planted new ideas
among us. He set up a new and more exacting
standard of the teacher's skill and duty. He
linked together in a new unity of practice three
precious traditions. His giving up of himself
was his greatest gift to England. But he also
wrote what seems to me by far the best present-
ment of the educational doctrine of Froebel,
in the work here reprinted and revised. And,
beyond this, in his little book The School : An
Essay towards Humane Education, he gave us one
of the five masterpieces of English educational
writing in the nineteenth century. In that
book, as in his work as a teacher, it was the
spirit of Pestalozzi which shone out again.
For, much as Herford honoured Froebel, there
was a different note in his voice when he spoke
of some " golden word of our master's master,
Pestalozzi."

" Never, if you can help it, deprive the child
of its sacred right of discovery." These were
the words of Pestalozzi, profound, pregnant and
revolutionary, upon which Herford based his
teaching and upon which he loved to dwell.
It was in the spirit of Pestalozzi that he wrote :
" The method of going straight to the child's
mind ; — giving it, whenever practicable, ' the
sacred right of discovery ' ; always calling upon
it for judgment, by comparison or association — ;
never fails to produce a glow of interest and a
readiness to take pains. Results beyond this
painstaking interest must be left to faith. No

INTRODUCTION XI

other immediate results can be reasonably looked
for in any teaching of children. This is the ' one
thing needful.' The danger is — over-haste ; or,
to speakmore plainly yet, the extremest difficulty
is to maintain sufficient slowness."

Herford held (and confirmed his view by years
of practice) that true education, " virtual, essen-
tial Education," as he called it with his quaint
preferences in typography and punctuation,
" works not for Information, or Skill, which show
immediate results ; but to enlarge Capacity,
to augment Power ; in order that Childhood —
Youth — Maturity ' may have life, and have it
more abundantly.' " So too taught Pestalozzi in
The Song of the Swan, which was written in a
Pisgah view when death was already drawing
near. And one factor in this unfolding of the
powers of heart, of mind and of character is
religious and moral training, not omitting the
exercise of the humbler virtues of care and
exactitude. " The habit of careful performance,
which, like all plants good or ill, when well-
planted will spread, is one of the best of good
habits." Yet it is not in the pupil only but in
the teacher also that character must grow and
deepen if the work of the school is to bear fruit
in fuller, worthier life. " The conclusion of
the whole matter," said Herford, "is for the
teacher to try for ever-widening sympathy
with children's mental difficulties, and to set
down — infinite patience — within human limits
— as the first, second and third quahfications
of a Teacher. One may parody Danton ! De la

Xli INTRODUCTION

patience ! Encore de la patience ! Toujours de la
patience ! "

William Blake, who spoke to England on behalf
of children as Pestalozzi spoke to Switzerland
and Germany, twice shocked the rather conven-
tional Crabb Robinson by denying the value
of any kind of education except that which lies
in cultivating the imagination. " Imagination "
is a hard word, but not harder than Pestalozzi 's
" Anschauung." We have an instinct which
tells us what both words mean, though philoso-
phical definition may fail us. And Herford who
(like Pestalozzi) made Anschauung his ' word of
power,' saw (like Blake) in the spiritual experience
which ' imagination ' and ' Anschauung ' alike
connote, a witness to the depths of the human
soul, be it in adult or in child. All the highest
learning is vision. And vision is made possible
by love.

M. E. Sadler.

The University of Manchester.
Feb., 1911.

William Henry Herford

A MEMOIR

" . . . Gladly wolde he levne, and, gladly teche."

The educational idealist has rarely been held of
much account in England. If he confines himself
to expounding his ideal scheme, he is dismissed as a
visionary theorist ; if he sets himself deliberately
to give it practical shape, he is looked on askance
as transgressing the good old English plan of bit-
by-bit reform. If, in addition, his ideal is un-English
in origin and character, and if he himself has had
to work with slender private resources, without any
sort of public support or recognition, and with few
of the showy gifts which compel widespread atten-
tion, only with a rare endowment of insight, patience
and faith — he is likely to live and die in an obscur-
ity which is not his due. The subject of the following
Memoir was one of the principal pioneers of the
Pestalozzian and Froebelian School in England,
When the history of English education in the nine-
teenth century comes to be written, the story of the
gradual naturalisation of these new conceptions of
child-training will not, if rightly handled, be the
least fascinating chapter. It will have both socio-
logical and psychological interest in a high degree ;
for these ideals, profoundly German at bottom, had
to contend with prejudices which were often rooted
in deeply ingrained instincts of the English race.

1

2 THE STUDENT S FROEBEL

The career of William Herford, himself sprung from
an unequivocally English stock, was thus, with all its
piquant individuality, symptomatic of much that was
going on under forms less sharply accentuated and
defined, in the English society of his generation. The
attempt has therefore been made, in what follows,
to provide not merely a chronicle of events but, if
one may venture to put it so, a document pour servir
d Vhistoire — a contribution, however modest, to the
material on which that unwritten chapter must
some day be based. This design will explain, and
it is hoped justify, the apparently disproportionate
minuteness with which especially the earlier phases
— the Bildungs - and Lehrjahre — have been told.

William Henry Herford was the fourth son of
John Herford, of Coventry, who, in 1822, gave up
his business there and established himself in Man-
chester as a wine-merchant. What little can be
gathered about the Herford (or, as some of them
wrote it, Hurford) ancestry, points to an English
yeoman stock, with " gentle " connections ; men of
powerful, somewhat rugged, build of character,
strong-willed, hardy, practical, thrifty ; but not
conspicuous for intellectual originality, imagination,
or gift of expression. Tenacity of conviction was
deeply ingrained in them ; and it was almost a family
idiosyncrasy to be tenacious of profoundly different
convictions. Through several generations, at least,
a sharp cleavage of opinion asserted itself : one sec-
tion of the children becoming pronounced Churchmen
and Tories, the other no less pronounced Noncon-
formists and Reformers, who cherished a traditional
connection with Bradshaw the " regicide." Family
" two-mindedness " commonly produces, here and

WILLIAM HENRY HERFORD 3

there, " two-minded " individuals, who hesitate
between the two types, or comprehend them both ;
but neither irresolution nor catholicity seems to have
interfered much, in the Herfords, with the free play of
opposite dogmatisms ; they accepted their differences
in the English way, without bitterness, and with the
English inability to understand each other's point of
view. John Herford stood in this kind of contrast
with his elder half-brother, Lewis. The latter early
entered the army, and became known as an officer of
much social charm and some " gaiety," fought in the
Peninsular War, and won his colonelcy at Talavera. ^
John was throughout life a hard-working man of
business, a staunch Liberal, and a convinced
Unitarian.

In 1812 John Herford married Miss Sarah Smith,
a woman of fine gifts of brain and heart, highly
cultured, witty, an accomplished artist, and, as her
portrait attests, of a noble yet singularly sweet and
gracious presence. She came of an able and public-
spirited Birmingham family, several members of
which had won, or were later to win, high distinction
in various fields. ^ With her there entered the
Herford home certain intellectual idealisms, — an
enthusiasm for culture, an eagerness to learn and
also to teach, a passion for bettering the world with
or without its consent, — which are not known to have
hitherto so distinctly emerged in the Herford lineage.
In most of the eight children of this marriage ^

1 In the next generation, sons both of Col. Herford and
of John Herford commanded companies and took part
in actual warfare, the latter falling before the Maori
intrenchments in 1864.

* Excluding living persons, it will suffice to mention
Toulmin Smith (d. 1869), author of a treatise still classical,
on Trade-Guilds, and one of the staunchest English friends
of the Hungarian patriot-refugee, Kossuth.

^ A ninth, the first-born, died young.

«— (957)

4 THE STUDENT S FROEBEL

idealisms of this kind, of various shades and degree,
were unmistakable ; but the stubborn strength of
the paternal stock persisted in them too, giving the
more spiritual elements a tenacity of grain and fibre
which — at some expense of flexibility — immensely
increased their practical force. The four elder sons
were all strenuous fighters in various fields of social
service, as the fifth was in actual war ; and the self-
sacrificing devotion which they brought to their
extremely different, and mostly unpopular, causes,
was assuaged in all by some measure of sheer joy in
battle. All four in different ways set their mark
upon the civic and social Hfe of Manchester, where,
during the sixties and seventies of the last century,
they lived and worked. William, like his next elder
brother Charles, ^ served causes exceptionally remote
from popular interest and sympathy, and neither
attained the wide repute of their brothers Edward^
and Brooke. ^ But in the quality of his idealism ; in
the capacity to fight single-handed, year after year,
with embattled stupidity unperturbed ; to walk
serenely through perplexed ways, assured of the
light within his own breast ; here he stood second
to none of the four.

I
William was bom at Coventry, on 20th October, 1820.
His early home, after the removal to Manchester,
was a substantial old-fashioned house at Altrincham,

1 One of the first to put in practice the Boarding-out
System for pauper children ; a worker for the repeal of the
CD. A., and for Anti-vivisection.

* City Coroner of Manchester, and one of the most vigorous
Anglican champions of the Free-seat system ; the one point,
William Harford used to say, on which all four brothers were
agreed.

^ Unitarian preacher in Sheffield, Manchester, Boston
(U.S.), and Hampstead, author of The Story of Religion in
England.

WILLIAM HENRY HERFORD 5

a few miles south of the city, where his mother had
established a thriving school for girls. ^ He and his
elder brothers attended a school of some distinction
kept by the Rev. Charles Wallace, the Unitarian
minister of the place, in the old-fashioned (and still
hardly altered) village of Hale Barns. William was
a somewhat delicate boy, and his mother's anxiety
for him drew them into a peculiarly close and tender
companionship. She would playfully say he was
" like her little dog." And the chivalrous reverence
for womanhood which marked him as a man had one
of its roots in the deep impression made by " her
beautiful presence, serene thoughtfulness, and natural
nobility of mind " (his own words), upon the sus-
ceptible child. But in 1831 the mother died. William,
shortly before, had been sent to Shrewsbury, then,
under Butler, one of the most famous schools in the
kingdom. Charles Darwin, its most illustrious pupil,
had finished his course there some six years before.
Here he spent the next three and a half years of
boyhood, laying a solid foundation of Greek and
Latin, and fortifying under the severe discipline of
classical teaching as there practised a naturally
keen instinct for scholarly precision. ^ In other
respects, for better or worse, he imbibed little of the
" public-school spirit " ; partly because he was some-
what early withdrawn, and partly because he attended
the school as a day-boy or " oppidan." The house
where he boarded — chosen, it may be, for greater
security against the contagion of orthodoxy — was

^ The quality of the teaching may be fairly argued from
the fact that, in spite of the distinct Unitarian complexion
of the management, a number of Church families sent their
daughters to it.

* In later days he looked back with bitter vexation to
the time spent in the mechanical study of the classics, and
especially in the manufacture of verses ; in which, however,
he acquired much fluency.

6 THE STUDENT S FROEBEL

that of a Mrs. Case, widow of the late minister of
the Unitarian Chapel at Shrewsbury, and mother
of several children afterwards distinguished in the
educational world. That homely place of worship,
which the boy attended, had had one memorable
moment in its history. It was in its pulpit that
Samuel Taylor Coleridge, one January morning
thirty-three years before, had stood up to deliver
the discourse which young William Hazlitt, who had
trudged ten miles through muddy roads to hear it,
described as " like a steam of rich distilled perfumes,"
and the "meeting of Poetry and Philosophy."^

William's own destination to the Unitarian ministry
must have been decided on at latest within a year or
two of his leaving Shrewsbury. After passing two
years at the Manchester Grammar School he was
placed with Dr. J. R. Beard to be prepared for entry
at the ministerial college at York. Dr. Beard, a
learned and somewhat formidable divine, was one of
the most impressive figures in the Unitarian world
of his day, and the younger members of congrega-
tions were apt to look forward to his massive dis-
courses with some alarm. But he knew how to reach
young minds when he chose ; and William Herford
long afterwards paid a high tribute to his teaching
power. " I was never at a bad school, or under
a bad master. Yet I realised sufficiently that many
ways and means of education needed amendment.
At about fifteen, when a pupil of the late Dr. Beard,
I first learnt by experience that ' lessons ' might be
made interesting to scholars."

II

In the autumn of 1837 William Herford at length
entered Manchester College at York. The principal,

^ My First Acquaintance with Poets.

WILLIAM HENRY HERFORD 7

John Kenrick, was, in spite of the disabilities imposed
by university tests, one of the most erudite and
finished scholars of the day ; and his learning was
freely resorted to by cathedral dignitaries who refused
to recognise the ministerial status of one not in
Holy Orders. His edition of the Second Book of
Herodotus, though since impaired in value by the
enormous progress of Egyptology, was a classic in
its day. During the greater part of William Herford's
three years Dr. Kenrick was absent through illness ;
but it is worth recording that a short course on Pindar
given by him was considered by his hearer in later life,
when he had listened to many famous scholars at
Bonn, Berlin, and Zurich, to have been " the high-
water mark in my experience of lectures and professors
ever since." There was nothing " provincial " in
the ideals of scholarship upheld in this provincial
college ; and if the limited number of the students
precluded some elements of character-training fur-
nished by the old universities, some of the defects of
Oxford and Cambridge Hfe and culture were also
conspicuously absent. Few or none achieved the
technical command of Greek and Latin requisite for
a second-class in the Tripos or the Schools ; and
Wilham Herford, the old Shrewsbury boy, found
huge amusement, as he used to tell, in the uncouth
monsters produced, under the name of hexameters,
by senior comrades whose classical discipline had been
less severe than his own. On the other hand, the
intellectual and ethical matter of literature, classical
or other, was handled at York with a competence and
a relative cathohcity more easily attained, perhaps,
by men to whom the history of dogma is only a
special province of the history of thought than by
dogmatists of any school. The " divinity " taught
was still in the main the traditional Unitarianism of

8 THE student's FROEBEL

Priestley's time. But the new developments of
critical theology in Germany were followed with
interest ; one of the tutors had studied and graduated
at Gottingen, and during William Herford's second
session the senior students met regularly to hear him
translate Strauss's Lehen Jesn (pub. 1835), the great
sensation of the hour beyond the North Sea. ^ It
may be doubted whether the book made its way into
any other British college so soon. To influences from
the opposite theological camp they were naturally
less susceptible. The Movement, which had for
some years been stirring Oxford to the depths, and
was soon to transform so profoundly religion in
England, excited no interest at the York college,
where its burning questions were held to be either
irrelevant, or as long since finally answered. Of the
ecclesiastical standpoint in religious matters William
Herford remained to the end a sharp, even a bitter,
critic. His habitual prima facie attitude towards the
clergy, as such, was not unlike that of Milton in
Lycidas. But, like Milton, he felt the spell of the
great Gothic shrines, which Milton, indeed, had first
put in noble words ; and what King's College had been
for Milton at Cambridge, that, in however inferior a
degree, the " high-embowed roof " and " storied
windows " of the glorious Minster were for William
Herford at York. That, and the river, and the Uttle
student society in which he first tasted the delights of
writing and being read, were, he used to say, the three
great joys of his York time. The Minster grew upon

^ It was no doubt something of a " sensation " at York,
too. Among the other students the meeting was known as
the " Infidelity Club " ; and one of the York " stories " was
to the effect that one of them, afterwards conspicuous for
the saintly beauty of his life, set to music for performance
there Dr. Watts's " Let Dogs delight, etc." which was known
as the " Infidelity Anthem."

WILLIAM HENRY HERFORD 9

him year by year ; and in the last weeks of his
residence he witnessed the tragical splendour of the
fire which, on the night of 20th May, 1840, partially
destroyed the roof ; sharing energetically, with his
fellow-students, in the vain attempt to save it. ^

The removal of the College from York to Man-
chester, the same summer, brought some notable
new factors. Both students and professoriate
received large accessions ; the latter being joined,
among others, by two men of first-rate distinctions,
Francis Newman and James Martineau, and by a
theologian less widely known, but of rare personal
force, whom William Herford later regarded as his
spiritual father, John James Tayler. In the autumn
he graduated B.A. at London, and during the next
months made his first appearance in a Unitarian
pulpit. A permanent engagement as minister, at
Lancaster, was presently within his reach, and it was
naturally assumed that he would forthwith settle
down to the practice of the profession for which he
had prepared himself. But now happened one of
those little things which disclose the deeper currents
of a man's nature before he is aware of them himself.
A small scholarship was offered him, by means of
which he might study for three years in Germany.
Whether, like Coleridge in similar case, he made up
his mind to accept " in the act of tying his shoe-
strings," is not recorded. But he did not hesitate
a moment, and found much amusement in the naivete

* The deep concern shown by all denominations — even
the most heretical — in York at the common calamity was the
occasion of what has been described as the imluckiest
Latin quotation ever made. A noble lord, presiding at a
Town's meeting called to raise funds for the reconstruction,
and urging the necessity of supplementing the efforts of the
Church, by an appeal to "our Nonconformist friends," chnched
his argument with the VirgiUan ; ' ' Flectere si nequeam superos
Acheronta movebo."

10 THE student's FROEBEL

of the good elders, who imagined that he would give
up such a chance in order to be minister at Lancaster ;
representing that he " had studied quite enough, and
had better settle down quietly." In after years he
came to recognise that this amusement at the idea of
preaching when he had the option of studying,
proved his want of inner qualification to preach.
The true work of his life lay elsewhere ; but the self-
knowledge which finally led him to it, and the events
which elicited the self-knowledge, came only gradu-
ally into his experience. His desire and intention
to be a minister were perfectly sincere ; but it was
partly desire to give effect to the cherished wish of his
mother, partly a taste for the bookish and scholarly
side of ministerial work. For the pastoral side —
the duty, as he once sarcastically expressed it, of
" consoling commonplace people for imaginary suffer-
ings " — ^he had at no time felt any attraction. And
now came the offer of a three years' tenure of the
things that attracted him to the ministry, disengaged
from the things that repelled him : a crucial experi-
ment making clear to us, though not as yet to him,
an ambiguous situation. The inbred Wissensdrang
— the " gladness to learn " which was very closely
wedded with his " gladness in teaching " — had its
way, kindly parents raised no obstacle, ^ and in
September, 1842, William Herford, with his younger
brother, Vernon, a boy of fifteen, in his charge, jour-
neyed slowly, but cheaply, by water up the Rhine to
Bonn.

Ill

The university of Bonn, founded only a quarter
of a century before (1818), then numbered some 600
students. The young English graduate carried

* His father had married again : Miss Helen Ryland, of
Birmingham.

WILLIAM HENRY HERFORD 11

letters of introduction to two of the theological
professors, Bleek and Brandis ; and besides hearing
lectures, and overlooking his brother and another
English lad placed under his care, took full part in
the pleasant, unpretending, social life of the place ;
becoming in the process a thorough master of the
language, which he had begun to learn at York ; —
incidentally, too, with some help from good-natured
professors' daughters, an accomplished and enthusiastic
dancer. The winter of 1843-4 he looked back on as
the " gayest " of his life. The theological lectures
were liberal and stimulating. ^ And in the university
lecture rooms outside his own Fach, he listened to
two or three men of European fame. Here was
Ernst Moritz Amdt, the patriot poet of the Libera-
tion Wars, silenced in the reactionary days, but since
1840 restored to his chair at Bonn, an old man still
ardent and eloquent. Here was August Wilhelm
Schlegel, founder of the Romantik, friend and oracle
of Mme de Stael, translator of Shakespeare ; now the
somewhat faded elderly gentleman of fashion whose
perfume and kid gloves Heine had derisively cele-
brated in the same place twenty-three years before. ^

^ In a memoir of one who relished a good story as keenly
as William Harford, a lively reminiscence of these lectures,
which he was fond of telling, may pardonably be quoted.
The professor of Old Testament theology was the father of
five daughters, whom the students labelled with the names
of the five Books of Moses ; the eldest " die Genesis," being
already a little past her prime. A course of lectures on the
First Book of Moses was opened by the unsuspecting pro-
fessor with the words : " Meine Herren ! Die Genesis ist
nicht so alt wie sie scheint " ; an assurance greeted with
thunders of applause.

'^ " A German poet was in old days a man who wore a
threadbare coat .... How pleasant was my surprise when,
in 1819, I went to the university of Bonn as a very young
man, and had the honour of meeting face to face the poet,
A. W. Schlegel, a man of genius. With the exception ol
Napoleon he was the first great man 1 had ever seen, and I

12 THE student's FROEBEL

Here, too, more interesting, perhaps, to a sturdy
English Liberal than either, was the great historian,
F. C. Dahlmann, one of the famous " Seven of
Gottingen " whose protest in 1839, against the
quashing of the constitution of Hanover, by its new
ruler, the Duke of Cumberland (" our Duke of
Cumberland," wrote William Herford, wrathfully), had
just cost them their chairs. Dahlmann was, with
Ranke, the most potent shaper of historical method
in his generation, the master of the " political his-
torians." But William Herford probably owed
more to one of the future historians themselves, a
brilliant young philologist of nearly his own age,
Wilhelm Dine. With the future historian of Rome
he formed an intimate friendship which ended only
with Ihne's death ; and their talks gave him his first
clear glimpse into the ways of the amazing German
workshop in which the edifice of the historic sciences
was gradually being built up. At York he had found
solid learning and disciplined scholarship ; but the
union of precision and grasp, of analytic and organis-
ing power, which makes all the detail of history
significant and finds clues to national character in
a custom or a coin — this was new to him, and per-
manently enlarged his notion of the meaning of
scholarship. And it did more. It brought him,
with some help from the magic of friendship, under
the sway of the organic and evolutionary conceptions
which had dominated German thinking since Kant,

shall never forget that sublime moment. . . . He was
wearing kid gloves, and was dressed in the latest Paris
fashion ; he wore the perfume of good society and eau de
mtllefleurs : he was neatness and elegance in person, and
when he spoke of the Lord Chancellor of England, he added
' my friend.' . . . What unheard of things at the lectures
of a German professor." — Memoirs (trans. Cannan) i, 78.
He looked the old fop he was," wrote William Herford
more tersely to the same effect.

WILLIAM HENRY HERFORD 13

and deeply impressed themselves on every branch of
German study ; and by which, in particular, the
religious and philosophical imagination of Schleier-
macher had transformed the entire fabric of German
theology. In the theological lecture-room he assur-
edly encountered them, as in Ihne's talk. In another
subject, presently to become the absorbing interest
of his life, he may not, at this stage, have encountered
them at all. But it is no rash surmise that the two or
three years' immersion in an inteDectual atmosphere
imbued with them insensibly dissolved some of the
more angular saliences of a very English mind,
and thus prepared it to admit the very un-English
gospel of one who might not unfairly be called the
Schleiermacher of education — Friedrich Froebel.

The two years at Bonn were followed, after some
holiday weeks in England, by eight months at Berlin.
They brought many pleasant experiences, but added
no new factor of importance to his mental growth.
He had introductions to two famous classical philo-
logists, Boeckh and Zumpt, but profited more by
his admission into the family circles of the church-
historian who called himself Neander, kindliest of
scholars and of men ^ ; and of the great microscopist
Ehrenberg. In June, however, an invitation to
preach during July at Edinburgh, brought his pro-
longed Lehrjahre to a provisional close. With the
compunction of the born student at " cutting " six
weeks of lectures, very little tempered by the born
preacher's ardour to follow his call, he bade farewell

1 His family name was Mendel. The Greek equivalent,
adopted by him in imitation of the early Humanists, was not
shared by his family. Their English guest created some
amusement by habitually addressing Neander's sister as
" Friiulein Neander." She was a woman of much wit, " the
most remarkable," William Herford thought, " of all the
persons he met in her hospitable house."

14 THE student's FROEBEL

to his good friends in Berlin and Bonn, and once more
crossed the North Sea.

It was soon clear that Germany, whatever else
it had done for him, had done little to make him
fitter for the Enghsh, still less for the Scottish pulpit.
He had become, if one may venture to put it so,
larger and rounder, while the piilpits remained of
very much their original sizes and shapes. And there
were disabilities in his own nature, which his humility
later realised with paralysing clearness. Meanwhile
the Edinburgh Unitarians found his sermons not
doctrinal enough, and too short ; and for a divine
he danced altogether too much, and too well. His
old congregation at Lancaster then asked him to be
their minister for a year. He reluctantly accepted ;
and during the following winter, 1845-6, laboured
unflinchingly at his post, preaching with aU his power,
winning general regard, and forming some intimate
and lasting friendships. But before the year was
over, an application was made to him which, though
not immediately fruitful, was destined to lead to the
most decisive experiences of his life. He was invited
by Lady Noel Byron, on the recommendation of his
former professor, James Martineau, to undertake the
tuition of her grandson. He accepted, left Lancaster,
at the close of his year's engagement, as he thought
for ever ; and the eventful year and a half which
followed was spent mainly in this occupation.

IV

Lady Byron, the widow of the poet, was now,
twenty-one years after his death, living a somewhat
retired hfe. But she had keen social and religious
interests, and spent large sums in furthering them.
The preaching of Frederick Robertson at Brighton
deeply impressed her, and he became one of her

WILLIAM HENRY HERFORD 15

closest friends. Her daughter, " Ada, sole daughter
of my house and heart," whose "young blue eyes"
smiling upon his Byron so poignantly remembered
when he had left England for ever, ^ — this daughter
had, some twelve years before, married the Earl of
Lovelace, and was the mother of three children. It
was the youngest, Ralph King, a boy of eight, who
was the object of Lady Byron's concern. At the
country house of Lord Lovelace in the beautiful
country near the North Devon coast, William Herford
spent the autumn and winter months with his charge ;
not quite escaping the little contretemps which com-
monly befall a high-spirited young tutor, unused to
fashionable life and inwardly scornful of " aristo-
crats," in a noble house ; but finally winning the
warm regard of both parents. Of the daughter of
B5a"on he retained some vivid recollections ; one or
two of which it may be pardonable to record : the
" dark-eyed . . . woman, with a rose in her hair,"
on whom he called at the outset, in her London
apartments ; the chatelaine of Ashley Combe,
later on, not unfriendly, and indulging the tutor,
whose musical ear was rudimentary, with much
Beethoven on the harp ; but with flashes of her
father's ready hauteur. For reasons which need not
here be entered on, the problem of the boy's educa-
tion devolved chiefly upon Lady Byron ; and it was
by her, in conjunction with the tutor whom she had
herself called in, that the special solution with which
we are concerned was found. Both were satisfied
that the boy ought to have educational comrades of
his own age ; and it was finally resolved to combine
this advantage with that of tutorial supervision by
sending Ralph King, under the care of William
Herford, to the famous School of Hofwyl, near Berne,
» Childe Harold, c. Ill, 1.

16 THE student's FROEBEL

in which Lady Byron was already interested. And
she presently, as will be seen, conceived a still
more far-reaching plan.

The school founded by Immanuel von Fellenberg
at Hofwyl, was still the most considerable existing
exemplar of the Pestalozzian pedagogic. Wilhelm
von Fellenberg, who had now succeeded his father,
carried out Pestalozzic ideas with equal conviction,
and far superior tact, geniality, humour, and resource.
Among enlightened educationists in England its
repute was well known and its value admitted ;
and English boys had from time to time been sent to
it. Lady Byron had already sent one of her proteges
there ; and she was so far impressed with the system
as to project the foundation of an English Hofwyl.
The scheme was perhaps suggested, certainly stimu-
lated, by her discovery of a potential English von
Fellenberg in the person of William Herford. In the
spring of 1847 she laid her plan explicitly before him.
He was to go to Hofwyl, as tutor to Ralph King ;
there to imbue himself with the Pestalozzian ideas
and methods, and then, on his return, to become the
head under her general guidance, of a Pestalozzian
academy, with Ralph, now a partially finished
product, as model and mainstay.

The proposal might well be tempting, and William
Herford in after years felt it to have been the great
opportunity of his life ; characteristically qualifying
this admission, however, when made, by a self-
disparaging surmise that the great opportunity, had
he taken it, would, after all, have ended in disaster.
That he did not take it was due mainly to the counsel
of his clear-headed but scarcely, in these things,
far-sighted father, who pointed out that the accept-
ance of the scheme meant a final abandonment of the
ministry. For this, William was not as yet prepared.

WILLIAM HENRY HERFORD 17

Had it been otherwise, Ladybarn House might perhaps
have been in many respects anticipated by twenty
years. He accepted, therefore, only the first part of
the plan, — for himself, as it proved, the vitally impor-
tant part, — and prepared to set out with his charge for
the memorable four months at Hofwyl. One glowing
day in July, 1847, they drove from Basel, where the
railway then ended, across the Jura, on the box of
the imperiale of the diligence, refreshing themselves,
according to the custom of the country, with the ripe
cherries that plentifully overhung the road.

By far the most powerful shaping influence upon
him at Hofwyl was the director himself. In Wilhelm
von Fellenberg he found a Swiss patrician of the
finest type, outwardly of a somewhat rustic bonhomie,
but on nearer acquaintance a man of ripe culture and
high intelligence. They became intimate with the
fruitful intimacy, based on mutual trust, of kindred
spirits, very differently trained, and not quite equally
mature. The long talks when the day's labour was
over — as they paced in the summer gloaming up
and down the lofty esplanade before the great House,
the Alps in the east, the Jura in the west ; the close
and frequent observation of the practices and
methods of the school ; and above all, the actual
participation in them, as a teacher, to which von
Fellenberg presently admitted him ; these made
an educational experience not to be forgotten.
Nearly forty years later, at the close of his own
teaching career, he summed up his debt in a passage,
which we are permitted to quote, of his private
autobiography : —

" By conversation with [v. Fellenberg] I learnt,
or unfolded further, what Lady N. B[yron]'s
influence had helped me to understand, concerning
natural training, the Education von innen heraus,

18 THE student's FROEBEL

of which, if Pestalozzi was the GaUleo, Fr. F[roebel]
was the Newton. All ' my own ideas,' afterwards
realised at Lancaster, of Education along with,
not against, the child's nature ; of the supreme
importance of moral training, albeit practised —
not by preaching, and as little as possible by
punishment, — but mainly by example and by
atmosphere, accompanied by arrangements which
one might call ' spiritually sanitary,' — as, separate
sleeping arrangements, and genuine association
between Teachers and Taught, avoiding all
espionage, but making the surveillance real ; of
the importance, only inferior to moral, of physical
training, play — gymnastics — singing — handwork ;
were learned, or ripened, at Hofwyl. The rational
language-teaching plan which I have more and
more developed whatever language I taught, and
to whatever pupils, .... had its beginning when
Mr. W. de F[ellenberg] set me to teach German to
a class of English beginners by the story of Joseph,
in Luther's Bible. As ' stated Teacher ' I became
a member of the weekly Conferenz . . . and
[an attendant at the] morning and evening Ver-
sammlung ; and his readings and talks at those
times were always models, to me, of the way in
which moral subjects should be treated with young
people."

The innovations in educational method which he
owed to the Hofwyl school could not be more clearly
described. And though less expHcitly touched, the
profounder innovation in spirit which dictated the
methods, breathes through these sentences from end
to end. The proposition, so profound in its sim-
plicity, that the corner-stone of education is reverence
for the child, and that to this comer-stone aU the rest
of the building must be framed, this idea became the

WILLIAM HENRY HERFORD 19

corner-stone of William Herford's own educational
thought and practice, and rarely has a fabric been
in completer keeping with its basis. His convictions
survived the first ardour of discipleship, stood the
trial of the daily routine of a school and year-long
encounter with an unsympathetic society, and never
faltered to the end.

So instant and complete a discipleship implies, in
a mind of his fibre, a decided previous set. Nature
and experience had been silently leading him along a
path of which the Froebelian teaching, the moment
it was discovered, was seen to be the goal. It
might even be not too bold a figure to say that they
had been slowly building up in him the two conver-
gent sides of an arch, into which, at the proper
moment, the Froebelian teaching dropped as a
perfectly fitting keystone, giving solidity and cohe-
sion to the whole. William and his brothers and
sisters, with their tenacious wills and strongly
marked temperaments, were, as children, unusually
well qualified to appreciate the principle which makes
the child the centre of the educational system. They
agreed with Rousseau in resenting the too intrusive
disciplines of the old pedagogy. Reverence, for the
child or man, was, so far, little in their way : but they
imposed, and were not unwilling to concede, a genuine
respect. All of them, moreover, with extremely
little aid from educational philosophy, showed a
strong practical attachment to the principle of doing
things for yourself instead of having them done for
you. William had always " wanted to make some-
thing " ; and the companionship of his elder brother
Charles — the only one of his brothers whose influence
he at any time deeply felt — powerfully stimulated
his shaping instincts. For Charles, like their younger
sister Laura, had genuine artistic faculty. Much

3— (957)

20 THE student's froebel

of the abounding energy of his boyhood went into
the modelling of heads and the carving of figures,
with tools of his own manufacture ; and the results
excited more trustworthy admiration than that of
a hero-worshipping younger brother. ^ His mother,
too, whose teaching in some points anticipated
Kindergarten methods, and who was herself an
artist, encouraged William in many forms of manual
skill which, later on, stood him in good stead in
actual Kindergarten work. Such a boynood might
in any case be expected to provide a soil in which
the seed of Froebel, once scattered, would readily
strike root. A dozen years later, the divinity
student at Bonn was being prepared, in ways less
palpable but not less real, for the apprehension of
Froebel on the theoretic side. For Froebelism was
merely an application to child nature of the historic
and evolutionary conception of humanity at large
which permeated, as we have seen, the intellectual
atmosphere of Germany. The " reverence for child-
hood," the subordination of external intervention
to inward growth, appealed to the same intellectual
temper as the organic apprehension of national life
which had thirty years before inspired Fichte's
superb appeal to the German nation amid the ruins
of the German state ; and which was the most vital
element in the re-creation of historic science in the
first half of the last century. It was an atmosphere
imbued with these conceptions that William Herford

1 While still a young man these artistic activities of
Charles Herford were sapped, under the influence of Carlyle,
by the absorbing interest in the more direct kinds of social
service to which he devoted most of the scanty leisure of
his mature hfe. But the distinguished career, as an artist,
of Laura Herford (who first obtained the opening of the
Academy Schools to women), and in the next genera-
tion, of her niece, Mrs. Allingham, indicate a strain of not
inconsiderable artistic endowment in the family.

WILLIAM HENRY HERFORD 21

had breathed for three years in the early vigour of
manhood. The intercourse with Lady Byron, which
followed, did much to prepare his mind for the
Froebelian seed ; but it is plain that she thought the
soil unusually suited to the crop. And then came
the practical experience of teaching — his responsible
and stimulating office as tutor. At the moment when
he first entered the Hofwyl school, he was being daily
brought face to face with educational problems
which he had to solve, in the main, single-handed ;
and what signified still more, that profound sympa-
thetic insight into the ways and needs of young minds
was already being elicited, which was to prove his
greatest and rarest gift.

V

The powerful stimulus of the Hofwyl time had no
immediate result in William Herford's Hfe. He had
declined the proffered chance of founding an English
Hofwyl, rather than abandon the ministry ; and to
the ministry he once more sought to return. The
congregation at Lancaster were ready to receive him
back, and there, in February, 1848, he resumed his
pastorate, destined to last, this time, for twelve
years. In the following September he married Miss
Elizabeth Davis, of Evesham, sister of an old college
friend.

Of the wife who for thirty-two years stood by his
side it would be out of place to speak at large here,
and difficult to speak adequately anywhere. No
educationist herself, her companionship was to be
a vital element in her husband's educational work.
She brought to it an ideahsm as intense as his own ;
only what in him appeared as the aggressive and
sometimes impulsive ardour of the reformer, in her

22 THE student's froebel

took the form of a self-effacing devotion, which
only her intimates divined to be quietly at work in
the background, removing obstacles, assuaging
impetuosities, making good mistakes. It was a
simple household to which he brought his young
wife, and marriage would not have been possible
so soon had he not been willing to continue his
tutorial, side by side with his ministerial, work.
The ex-tutor of Lady Byron's grandson could not
readily divest himself of a kind of prestige which
he would have been the last to encourage ; and
the son of a wealthy Unitarian in the Midlands
was presently entrusted to him for a year's tuition.
But gradually, as he taught, the desire grew in him
to work out in a less piecemeal and elementary form
the new educational ideas of which he was now the
most highly qualified, almost the only, English
disciple. He felt himself to be failing to pass on the
torch that had been put into his hands ; and the
social sense of his maturing manhood concurred with
the shaping and making instinct which had always
been his, to brace him for the adventure : the neces-
sity of increasing a very slender income doubtless
adding ballast to the resolve. During the course
of 1849 the plan gradually matured, and in January,
1850, a school for boys was formally opened, with
three pupils. For some years it steadily grew,
acquiring considerable fame in the Unitarian world,
and attended by the sons of many substantial
Unitarian families in various parts of England. It
was, in all essentials, an English Hofwyl ; and any
modifications of Hofwyl practice that were admitted
were not in the direction of easy compromise. On the
contrary, if it fell short, in complete and inspiring
efficacy, of its model, it was rather because the
admirable Pestalozzian formulae for mental and moral

WILLIAM HENRY HERFORD 23

health were applied with a too passionate conscien-
tiousness, worked out, as it were, to more places of
decimals than the indocile stuff of English boy nature
would always conform to. Partly, it may be, from
causes of this kind, the numbers of the school began,
about 1856, to decline ; the modest high-water mark
of twenty-one falling, by 1860, to sixteen or seven-
teen. With the deep self-distrust which had its root
in the very ardour of his idealism, WiUiam Herford
came to the conclusion that the school was failing and,
under his guidance, was doomed to fail. Most men,
similarly convinced, would have tried many a re-
shuffling of the cards before they gave up the game ;
and very few would have given it up before palpable
failure was in sight. But William Herford declined
to falter or to feign ; and in the summer of 1861 he
gave notice that the school would, at the close of
the year,, pass out of his hands. Shortly after, he
also resigned his pastorate, and, in 1861, with his
wife and their five children, left Lancaster for the
last time.

The immediate future was, indeed, provided for ;
once more in virtue of the fortunate Hofwyl connec-
tion. A kindly and enlightened friend of the Herford
family, Miss Montgomery, whose nephew had mar-
ried a sister of Wilhelm von Fellenberg, invited him
to take charge of her great-nephew's education at
Zurich, preparatory to an English university. At
Easter, 1862, the whole family (with the exception
of the eldest son) travelled by way of Paris to Zurich.
The eighteen months which followed were a pleasant
time, renewing the intellectual and social amenities
of his early manhood at Bonn and Berlin, but natur-
ally of less moment for his now ripened mind. Here a
Uttle daughter died; and a boy, born two or three
years later, was named, characteristically, after the

24 THE student's froebel

doughty and anti-mystical Zurich Reformer, Ulrich
Zwingli.

We need not linger in detail over the years which
intervened between the return from Zurich in Sep-
tember, 1863, and the definitive establishment of
his second school, now well known, even famous,
under the name of Ladybarn House, ten years later.
For six of these years he occupied the pulpit of the
Free Church in Manchester where J. J. Tayler had
once preached ; only to become finally convinced
that this was not his true work. He was, during
these years, steadily acquiring connection and repute
as a teacher and lecturer in a kind distinctively his
own. The attraction he exercised, especially upon
women and girls, certainly owed nothing to popular
graces of diction, or facile eloquence. But no one
who cared for study — and be it remembered that,
in the sixties, before Girton or Newnham was founded,
and before any university college had opened its
doors to women, there were thousands eager for a
culture to which they had little access, ^ — no one who
cared for study could hear him without understanding
better what serious study meant. ^ His private
pupils gained still more. A few lines from one of

* The opening of the universities to women, which began
in the seventies, was among his deepest interests. His
attitude on these questions was founded on a reverence for
womanhood which was but a part of his reverence for
humanity ; and therefore, though in a lofty sense chivalrous,
did not allow of the sex-exclusions and disabilities for which
" chivalry " is sometimes made the excuse. Few who heard
it will forget his speech at the memorable meeting, in October,
1878, which opened the degrees of the university of London
to women. The debate turned wholly on the degrees in
medicine, and the resistance, led by a famous physician, was
able and fierce. Amid the ill-veiled derision of the medical
graduates, but with an intensity of ethical conviction which
held the house, he pressed home the doctrine that there is
but one law of purity for men and for women, and that it is
neither secured by ignorance nor transgressed by knowledge.

WILLIAM HENRY HERFORD 25

the many tributes of old pupils written after his
death, will serve here better than much description.
" Chiefly, I think, he taught me through our
conning of Milton's Areopagitica, but also much
in our Latin lessons, where no slip or slovenliness
was passed over, and where, from the little hill of
difficulty of a Phaedrus' fable, he gave us glimpses
of the fascinating and far-reaching study of the
growth and origin of languages. He pointed the
way, but it was our own minds always that served
to work and to be rewarded by discovery."
The teaching here referred to was given at Brook
House, Knutsford, a school which, under the guidance
of another distinguished educationist. Miss Louisa
Carbutt, was doing pioneer work in a spirit closely
akin to his own. Next to his later work with children
he looked back on his intercourse with these girl
pupils (from thirteen to eighteen years) as the most
satisfactory part of all his teaching. Here, too, he saw
his own ideas being put into practice with a harmo-
nious ease and sureness, and an unmistakable efhcacy,
which did more than anything else to restore his
faith, somewhat shaken by the Lancaster experiment,
in their direct applicability to English education ;
to restore also his faith in his own power to apply
them, and his courage to make the attempt. But
he felt, too, that to be completely successful they
must be applied from the outset ; and that the
key to the right training of the boy and girl was
the training of the little child. The plan was
gradually matured, of a school primarily for young
children from the earliest age at which school-
attendance ordinarily began. At the beginning of
1873, the school, later known by the name of its
second home as Ladybarn House, was opened at
Fallowfield.

26 THE student's froebel

VI

The ten years which followed, ending with his
retirement, were the most clearly successful phase
of William Herford's life. In the sense of money
returns or public recognition the success was modest
enough. But from the outset a considerable circle
of enlightened friends, many of them of German
origin or connections, looked with interest on the
experiment ; and the vigour of mind and heart
with which a noble educational ideal was applied to
the moulding of character gradually won it wide
attention and repute. Doubtless there were some,
even among the enlightened friends, for whom the
originalities of Ladybarn House were too strong
meat. And William Herford, as we know, was not
the man to temper the wind of novelty to the shorn
lambs of precedent. On the contrary, he took a mis-
chievous delight, compounded of the special satisfac-
tions of the doctrinaire, the Radical, and the humorist
— and he had much of all three, — in presenting
his doctrines and practices with their very sharpest
edge foremost. The parent who came to him com-
plaining that his children " learnt nothing at school,"
would be met with the imperturbable but emphatic
assurance (accompanied by a twinkle in the eye,
probably lost on him) that if they did learn anything
in the school something must certainly have gone
wrong. No concessions to timid convention or
utilitarian interest were dreamed of, and the moderate
share of success which the school won under his
headship was a tribute at once to inflexible convic-
tions fearlessly carried out, and to the educational
enlightenment and enterprise which his work gradu-
ally diffused in his neighbourhood. But his per-
sonality, whatever temporary rebuffs it might inflict
or involve was, on the whole, and in the long run, an

WILLIAM HENRY HERFORD 27

asset, to put it in the meanest terms, of extraordinary
value. To enter that school, whether as child or as
teacher, was to learn that the formidable austerity
of occasional manner covered a profound — nay, an
unfathomable — tenderness, and the not infrequent
outbursts of anger an exquisite and irresistible
gaiety. His extraordinary vivacity of temperament,
resting as it did upon a solid bedrock of character,
made him to young and old a delightful companion ;
and his abounding wit and humour, now a little
mellowed, but not a whit diminished, with years,
were contagious and fertilising as well as spontaneous.
What remains may be briefly told. A career
somewhat chequered, of high aspirations, often
frustrated but never resigned, was crowned by a
serene and beautiful old age. After twelve years'
direction of the school, he resigned it, in 1886, into
the hands of his second daughter, with whose name
it became, during the next twenty years, even more
closely associated than with his own. In 1880 his
first wife had died. Four years later he married his
tried comrade in educational reform. Miss Carbutt.
Twenty-three years of very perfect union followed.
Both were still young and fresh enough to enjoy
foreign travel, and much of the next four years was
spent in Italy, Switzerland, and Germany. In 1890
they settled in their last home, on the South Devon
coast, at Paignton, continuing, however, for some
years to spend the winters at Florence or elsewhere
in the South. Here he used his leisure to garner the
fruit of his long experience and thought in the book
he called The School ; and to make the translation
of Froebel, now re-issued. His physical powers
gradually failed, but nothing could dim the keenness
of his interest or the alertness of his wit. In May,
1907, his second wife somewhat suddenly passed

28 THE student's froebel

away. But it was only within some six weeks before
his own end, eleven months later, that his sparkling
sallies ceased to rejoice the watchers by his bedside
and the correspondents in distant counties, who
believed with difficulty that the end of his vigorous,
noble, and memorable life was as near as it proved
to be. Among his later sayings was one which
expresses what he felt to be his greatest, as it was
his rarest happiness : " Few men have had two such
mothers, two such wives, and two such daughters."
And the survivors will pardon a reference which
forms the fittest parting benediction upon his life.

Froebers Life and Work'

Friedrich Wilhelm August Froebel was born
21st April, 1782, in a Thuringian village, Oberweiss-
bach, of which his father was the hard-working pastor,
a grave, somewhat stern, but loving-hearted man.
Losing his mother within his first year, having kind
elder brothers but no sister, the child was left much
to himself, with few playmates and little outdoor
freedom. His father tried to teach him his " rudi-
ments," and failed. He found the boy dull, and
placed him in the girls' division of the village school,
of which he was official superintendent. For this
irregularity Friedrich was always grateful, and he
repeated to his dying day the hymns he had learnt
there. In a short account of his own life, he says :
" I came to school on a Monday morning while the
girls were repeating aloud the text of Sunday's
sermon, ' Seek ye first the Kingdom of God,' and
to this day (forty years later) the tone of every word
is fresh in my memory." At ten years of age, his
mother's brother, Pastor Hofmann of Stadtelm, a
country town in Schwarzburg-Rudolstadt, took
Friedrich to live with him and attend the public
Elementary School. Here he learned pretty well,
preferring the classes on Religion and Arithmetic,
evincing certainly no precocious wisdom or goodness,
as we judge by his illustrations of boyish mischief
[post, pp. 98-9), told with a gravity most unconsciously

' Taken chiefly from the biography by F. Seidel, prefixed
to his edition of Froebel's Writings, 1887.

29

30 THE student's froebel

comic. When fifteen (1797) Friedrich returned home,
and was placed for two years as pupil in Wood-craft
with a forester, whose neglect of the instruction due
from him left the lad of rare gifts and character to
unfold his own powers, unimpeded. Good books
his master had, so Friedrich worked at Botany,
studied Mathematics, and made a map of the neigh-
bourhood. Near the end of 1799, a messenger being
wanted to take the half-yearly allowance to his brother,
Traugott, a medical student at Jena, Friedrich
volunteered for this service, having left the forester.
When at Jena he begged leave to stay till the Easter
vacation ; afterwards he returned for a year, and
devoted himself to hearing lectures. The two broth-
ers lived most frugally, but found that an allowance,
spare for one, was not enough for two. After his
brother's departure, Friedrich, unable to pay their
joint debts of some £5, or less, was committed to the
JJni versify prison, where he spent nine weeks,
mending his Latin, with the help of a fellow-prisoner,
studying Winckelmann's Letters on Art , and
writing a mathematical essay. By pledging his
small expectations, Friedrich was released and re-
turned home. Next year he worked on a farm,
but was recalled home by his father's failing health,
and had the happiness of ministering to his father's
comfort till his death in February, 1802. Left wholly
to his own resources, he worked for his bread, as
clerk — secretary— book-keeper, during three years
and more, when a small legacy from his paternal
uncle Hofmann made him think a settled profession
possible. At midsummer, 1805, he set out for Frank-
furt, hoping to make himself an architect. On the
way, he visited a farmer friend, who at parting begged
from Froebel — in German fashion — a verse or motto
for his album. " Not knowing what he said " — for

froebel's life and work 31

no idea of becoming an educator had then entered his
mind ! — Froebel wrote : Gieb du den Menschen Broi :
mein Strehen set, sie ihnen selhst zu gehen, "Be it
yours to give men bread ; mine, to give them —
themselves." His call was on the way !

When Froebel had already begun work with an
architect, a Frankfurt friend introduced him to
Gruner, head of the new Model School, and formerly
a pupil of Pestalozzi. Gruner said to him : " Let
architecture alone ; become a teacher." With hesita-
tion, Froebel accepted a place with him. At once,
with a class of children before him, he felt he had
found his hfe-work. Thenceforward all events be-
came steps towards realising that ideal Education of
Man by the harmonious development of body, mind,
and heart, which Froebel conceived more completely
and vividly than any of his precursors. In August,
1805, Froebel visited Yverdun, where Pestalozzi had
his Institute. He was kindly received, and in three
weeks learned enough to make him wish to come
again. He taught under Gruner for two years, and
made his class, of forty girls and boys, the model
class of the Model School. In method, his great
achievement was to lay the foundation of Geography
in " Home-knowledge " ; that is, points of the
compass, forms of surface, courses of streams,
roads, etc., learned in country-walks by his pupils'
own observation. He found his own knowledge,
when tried by use, defective, and, to better it, left
Frankfurt. Unable to afford the cost of University
residence, Froebel accepted the post of tutor to
three brothers, and kept it for three years. He
stipulated that he should have them entirely to
himself, in the country. In 1808 he took his pupils to
Yverdun, where, for two years, they all shared meals
and work with Pestalozzi, his teachers and pupils :

32 THE student's froebel

learning, his biographer says, " to know both the
good and the ill sides of Pestalozzi's theory and
practice." In 181 1 Froebel studied first at Gottingen,
then at Berlin, eking out by private lessons his scanty
means. In 1813 the war of liberation from France
called every German patriot to arms. Among his
fellow-volunteers, Froebel found two students of
theology— Langethal and Middendorff — his first con-
verts, and afterwards his chief fellow-workers. Their
vows, to work together for the education oi humanity,
were exchanged by the camp-fire, under starry heaven ;
while discussion of means and methods, finance and
philosophy, occupied the hours of weary waiting.
When the war was over (1814), Froebel returned to
Berlin, to be Assistant at the Museum of Mineralogy.
The summons to practical work came (1816) by the
death of his brother Christopher, pastor at Griesheim,
whose widow wrote for advice how to educate her
three boys. Led as by the pointing of God's finger,
Froebel left Berlin, visiting on the way another
brother. Christian, a manufacturer with moderate
means, who gave him his two sons as pupils. So
Froebel began school in the parsonage at Griesheim
as teacher of his five nephews. Middendorff obeyed
the summons to join his friend, bringing with him
a younger brother of Langethal's as sixth recruit.
The parsonage had to be vacated, so a small farm,
Keilhau, was bought, and Froebel married (1818)
Henrietta Hoffmeister, his true helpmeet for twenty-
one years, Langethal coming to remove his brother,
found his old enthusiasm so much revived by what he
saw that he stayed to throw in his lot with them.
When new buildings were needed to house new
pupils. Christian Froebel wound up his affairs and
settled near them with family and means. In 1826,
Keilhau held fifty-six pupils. Then came persecution

froebel's life and work 33

for " demagogical intrigues." The German people
were impatient that their princes had not found the
convenient season for granting Free Constitutions,
promised when the Nation was summoned to arm
against Napoleon, in 1813. Froebel was no con-
spirator, but his training, being humane, was
suspected. Keilhau was inspected by State and
Church, and reports were favourable. Parents,
however, were alarmed, and (1829) the number of
pupils fell from sixty to five. The storm was weath-
ered, though the little band of brothers had often
the utmost difficulty in finding money for daily needs.
In 1831, Froebel left the Saxon school to his friends,
having been invited to form one at Willisau, near
Lucerne. In 1833, he removed to Burgdorf, near
Berne, where orphan children aged from four to six
years were received, and training-classes for teachers
were held. Herein we recognise the rise of the Kin-
dergarten, not yet so named. In 1839 his wife died.
In 1840, to commemorate the 400th anniversary of
the invention of printing, he began the " German
Kindergarten " : it was to consist of classes, to train
young women as nurses and teachers, in true methods
of development, and a school for little children whom
they should teach. He travelled far to procure
money for this undertaking, but his success was very
modest, though at Hamburg, Dresden, and elsewhere.
Child-gardens were set up. Now and then an
educationist visited Froebel, and exchanged con-
tempt for admiration. Diesterweg, for example, an
excellent writer on pedagogy, avowed his complete
conversion. A few great ones of the earth did them-
selves the honour to help and second Froebel's work ;
but he did not live to hear the chorus of praise, of
himself and his system, that resounds to-day. But,
like all voices of earth that rise above a whisper,

34 THE student's froebel

this chorus contains many weak notes and false tones.
In August, 1850, Froebel, then in his sixty-ninth
year, directed the games, songs and marches of a
school festival, at which 300 children were entertained
by the Duchess of Meiningen at her summer-palace,
Altenstein. Chateau Marienthal was next granted
him for a training college : and success — by the world
so called — seemed about to smile. Next year, 7th
August, 1851, Prussia prohibited the Kindergarten in
her States, on the ground that it taught children —
atheism ! This blow certainly depressed Froebel,
but did not kill either him or his cause. The German
Teachers' Association, meeting at Gotha, Whitsun-
tide, 1852, invited his presence, and received and
heard him with distinguished honour. A few days
later he fell ill, and on 21st June died. His last words
were, " I am a Christian man."

Froebel was both Prophet and Apostle of the
Kingdom of God. His are the notes : ceaseless toil,
disappointment, conflict — waged, endured, nay !
cheerfully supported, by the consciousness of serving
God. We are reminded of St. Paul : " Woe is me if
I preach not the Gospel " : and Luther, " Here I
stand ! I can no other : God help me ! " A man
of true genius, if we prefer the term, witness three
acknowledged hall-marks : (1) " Inward force of
Idea," working like inspiration, mastering the
whole man. (2) " Infinite power of taking pains."
In bringing out this inward force to work on the
world that needs reforming, he studies every science
— toils at whatever comes to hand — claims the
hearing of everyone — fails, only to try again. (3)
" Turns what it touches into gold." Cheapest,
commonest materials, old-fashioned games and
verses, not least the mother's baby-songs and finger-
plays : — all are worked into a tissue of such strange

froebel's life and work 35

power that, while at the best, retained as a whole
and used as Froebel meant, still every morsel is
precious, even the travesty of Kindergarten, not
infrequent, alas ! in the educational market, takes
the place of something worse, viz. — the Rod and
the Rote-learning of our ancestors.

4 — (957)

Froebel's Education of Man

INTRODUCTION

In everything dwells and rules an eternal law.
This law expresses itself, distinctly and clearly,
alike in what is external to man — Nature ; in
what is internal to man — the Soul ; and in what J?/sen?°of
unites these two — Life. Human minds of oppo- Jng'olT^an"^*
site types perceive this equally : those which le^ng^'ac-
start from Faith, and are thoroughly possessed by°maM.^'''^
by the feeling that nothing else can be than what
Faith tells ; and those which, with clear intelli-
gence, behold through the outward that which
is within, and see that the external grows neces-
sarily from the internal. As foundation of this
all-ruling law, exists of necessity a conscious,
almighty, and eternal Being. All this has been
recognised from the beginning, and ever will be
recognised, by every quietly heedful human
heart, and by every thoughtful human intellect.

The one Being is God. Everything came p^^^„^^ !„
forth from God, and by God alone is governed ; '-•verything
so that the sole Foundation of all tilings is God.
In everything, God rules and lives. Everything
rests and subsists in God. Things exist only
because God acts in them. The Divine that
acts in each thing is the Essence of that thing.

The destination of all things is, by unfolding, Th'^csUna-
to set forth their Essence, which is the Divine 'Wiigs.

37

38

THE STUDENT S FROEBEL

The educa-
tion of maa.

Science of
Education.

Doctrine of
Education.

.\rt of
Teaching.

Aim of
Education.

Lifa-
w.sdom.

Wisdom's

two-fold

work.

that lives in them, and thus, to reveal God in and
by what is outward and transitory. The special
destination of man, as a being endowed with
perception and reason, is to become fully and
clearly conscious of his own Essence — the Divine
that is in him, — and to make it manifest in his
own life. The education of man is the awakening
and training of his humanity to consciousness
and reflection, so that his outward life may be
an expression of this inward law.

Recognition of this eternal law, with insight
into its foundation and the variety of its opera-
tions, is science — Science of Life : and that law,
when applied in practice by the thinking creature
on and by itself, is Science of Education.

A system of rules issuing from knowiedge of that
law, designed to enable rational beings to become
conscious of their destination, and to fulhl it, is
Doctrine of Education,

Voluntary application of this knowledge so as
to develop and train rational beings, in order to
attain their true destiny, is Art of Teaching.

The aim of education is to produce a pure,
faithful, complete, and therefore holy, Hfe.,

Knowiedge and practice united, theory and
apphcation coalescing into pure, faithful, and
complete living, is life-wisdom.

To be wise is the highest endeavour possible
to man ; it is also the highest result of man's
self-determining power.

To educate oneself and others, with conscious
purpose, is the twofold work of wisdom. This
work began with the first appearance of man on

8

10

11

INTRODUCTION 39

earth ; it was in full action as soon as the indi-
vidual began to be completely self-conscious ;
it asserts itself to-day as the necessary claim for
all human-beings, and as such will by and by
find hearing and fulfilment. Thus to work is to
walk on the road which alone " leadeth unto
life," which guides without fail to the satisfaction
of man's inward, and not less of his outward,
needs ; the way, therefore, which conducts,
through consistent, pure, and holy Hving, to the
Blessed Life.

12 The Divine in man, wdiich is his Essence, is The work of

/ 1 rill 11 1 • • education,

/ to be unfolded and brought to his consciousness to lead man

/ . , ^ . , to know

\ by means of education ; and man himself is to be himsoif,

. ..... Nature, and

raised to a consciousness of living up to, and God.
reahsing in freedom, the Divine which acts within
him.

13 The Divine as it exists in nature is to be brought
to man's knowledge by education, which, at the
same time, is to show that both nature and man
are governed by similar laws.

14 Education is to lead man to reahse in his fife the
truth that nature and man came forth from God,
are ruled by God, and rest in God.

15 Education should guide man to the under-
standing of himself, to peace with nature, and to
union with God. Education, therefore, has to
raise the human-being to a knowledge of himself
and of humanity ; to a knowledge of God and of
nature ; and to the pure and holy fife which
follows from this knowledge.

17 The Essence or Divine part of things, and of Jl'lf^T^T
man, is known through their outward expression, known'^from

40

THE STUDENT S FROEBEL

its outwaxd
expression,
which may
be mislead-
ing.

The reason
for obser-
vant rather
than inter-
fering
education.

Hence it must be admitted that the utterances
[outward effects, or results] whether of man or
of other creatures, are the matters with which
training and instruction are concerned.

So far is undeniable : now comes one of
Froebel's axioms, which may seem to many
by no means self-evident.
The nature of things demands that in every
relation we infer not directly, but inversely, from
the outward to the inward, and from the inward
to the outward.

His argument is : Great harm in family and
school, endless misconstruction leading to
fatal injustice, come from direct inferences
from outward and visible behaviour to the
unseen purpose, to the heart.
A child who seems good outwardly, is often not
good inwardly : that is, he does not try to be good
out of love and with self-control, but is contented
to seem so ; while one who is outwardly rough and
wilful often has within him a most zealous endeav-
our to do right ; likewise, an apparently inatten-
tive child may have within him a steady thought-
fulness that hinders heeding of things outward.
Therefore education and instruction should from
the very first be passive, observant, protective ;
rather than prescribing, determining, interfering.
This follows, Froebel sa3's, from the definition
of education : that education is, simply,
helping the Divine within us to come forth,
to act.
We must assume that the young human being
aims surely, if unconsciously, at what is best for

18

19

20

INTRODUCTION 41

itself, and feels within it power and means to
attain this. So the duckling hurries into the water,
a chick scratches on the ground for its meat, and
the young swallow catches food on the wing.

These, he says, are fair illustrations. They
know what they are about ! So does a child,
when it tests everything, with tongue and
finger, tries every movement, and reaches
after every new object.

21 To young plants and animals we give space, space, tiwe,
and time, and rest, knowing that they will unfold sary foT^'
to beauty, by laws working in each. We avoid crea'tures.
acting on them by force, for we know that such
intrusion upon their natural growth could only
injure their development. Yet man treats the
young human being as if it were a piece of wax, a

lump of clay, out of which he can mould what he
will. O men ! as you stroll through garden or
meadow, field or copse, why do you not use your
senses to perceive what Nature in her silent
language would teach you ? Behold the plant —
you call it weed : when grown under pressure and
constraint you scarcely guess its natural life and
purpose. But in open ground see what regularity
it^hows, how its inward life becomes manifest ; a

Mi

sun, a star blossoms forth from the ground !
Your children too, O parents, have it in them to
become creatures fully developed into beauty :
but if you early force on them form and put
them to work unsuited to their nature, they will
grow stunted and misshapen, through those
unnatural conditions.

22 All training and instruction which prescribes

42 THE student's froebel

All coercive and fixcs, ' that is, interferes with Nature, must
may injure tend to Hmit and injure, if we consider the action
of the Divine, and take man as in his primal
beauty and original health.

To borrow a lesson from plant-culture : the
\nne has to be pruned, but pruning by itself
brings no fruit ; indeed, by pruning, the vine may
be killed, or its power of bearing fruit ruined,
unless the gardener proceed most cautiously,
heeding the nature of the plant. In the treatment
of animals and plants, we often take the right
course, while with human beings we start on the
wrong road. Yet in all things [animals, plants,
human beings] powers are working that flow
from one Spring, and act by similar laws.
Coercive As a matter of fact, an unspoiled original con- 23

treatment .... , , ..t. , rn

may be ditiou IS rarely to be seen m Nature, least ol all
in man. For that very reason, always, and above
all in the individual human being, the unspoiled
condition must be assumed, until the contrary
be proved : other\\ise, wherever really found,
it would soon be impaired. When, however,
we are able to judge with certainty that the
original condition has been spoiled, then a directly
coercive mode of treatment is called for.

Emphasizing the difficulty involved in this

certain inference, Froebel insists, that when

wilful naughtiness has to be stopped, even

then : —

Doctrine, training, and instruction have to be far 24

more passive and observant, than interfering and

coercive, because by needless interference and

coercion the simple development, and steady

INTRODUCTION 43

progress of humanity would be stopped. For
with freedom and self-determination to realise
the Divine in man and through man's life, is
the very goal of all education, the aim of life,
what man is in the world for.

If teachers and elders persist in trying to

force pupils into some form of character and

work which parents prefer, instead of helping

them to grow into what God made them for,

the aim of true education is absolutely

defeated. Yet with the firmest and strongest

pronouncement that every form of pressure

and compulsion should be avoided by all

who have charge of children, wherever possible,

and as long as possible, Froebel combines the

plain admission that false choice, wrong

deed, on the part of child are not to be

yielded to or taken as inevitable, but

resisted and put down — whenever necessary ;

that is, when through inherited character,

social circumstances, etc., the passive, waiting

method having been duly tried, has plainly

failed.

30 In good education, genuine instruction, and

true teaching, necessity calls forth freedom, law

evokes self-determination, external constraint

calls forth internal free-will, hate from without

evokes love from within. Wherever hatred begets

hatred, and law calls into being deceit and crime ;

where constraint produces slavish feehng, and

necessity, sense of bondage ; wherever pressure

destroys inward activity, and severity engenders

rebelhon and falsehood : there all genuine

44 THE student's froebel

education, all true working of teaching and instruc-
tion, is at an end. That this latter state of things
may be escaped, and the former attained, authority-
must go to work observantly. This is secured
when all educators, teachers, instructors, though
necessarily set in authority, yet bear the in-
contestable stamp of being themselves subject
to an overruling law, an inevitable necessity
which excludes caprice.
The three lu all true cducatiou every genuine teacher 31
education has to bc always, in every detail, two-sided :
^"™' to give and take — join and divide — lead and

follow — act and bear — manage and let alone —
be fixed and movable. The child or pupil is to
be so likewise, and betwixt the two — tutor and
pupil, demand and compliance — a third term
rules unseen, to which tutor and pupil are alike
and equally subject. This third is the ideal
Best — the abstract right — as it issues from the
conditions of each case, and expresses itself
impersonally. The teacher has to express,
simply and firmly, sometimes even gravely and
severely, his clear quiet recognition of, and steady
cheerful obedience to, this third term. The
pupil, too, has a wonderfully fine feeUng for it.
A child rarely fails to see whether what parent
and teacher order or forbid comes from themselves
— personally, arbitrarily — or is the expression of
universal and necessary truth, speaking through
them.
A formula Willing submissiou to this changeless third 32

for instruc- ° , . , , ,

tion, anda term, whcreto teacher and pupil are equally
for life. subject, ought to bc expressed in every command

INTRODUCTION 45

of the teacher, to the minutest detail. So, the
universal formula for instruction is : Do this,
and see, in each particular case, what follows
from your action, and what knowledge it will
bring you. And the prescription for life itself,
for every one — is : Manifest in the world outside
you your spiritual being, the life that is in you ;
and see what your nature needs and how it is
made.

Thus, Jesus says, the divinity of his mission

is to be known ; " If any man willeth to do [S: Joim

-^ vii, 17.]

His will, he shall know of the teaching
whether it be of God or whether I speak from
myself."

33 The following demand is understood, and the
method of its fulfilment is given, at the same
time. The aim of the educator, the purpose of
teaching, is to make the special universal, and the
universal special, and prove the existence of both ;
it is to make the outward inward, to make the
inward outward, and show the necessary unity
of them ; it is to consider the finite infinitely,
and the infinite finitely, and to reahse them both ;
it is to perceive and behold Divineness in the
human, to prove the being of man in God, and to
strive to set forth the union of both in hfe.

The course prescribed is seen more clearly to
come from man's nature, and asserts itself more
positively, the more man contemplates humanity
in himself, in the rising generation, and in the
historical development of mankind.

35 If, then, we realise the infinite by means of
the finite, the heavenly by the earthly, the Divine

46 THE student's froebel

by man and through man's Hfe (thus cherishing
The child his originally divine nature), and if this comes to
welcomed as us as iudisDutably the sole end and aim of educa-

a gift of God. . , • r n 1 -11 1 •

tion, — then it follows that the human bemg must
be regarded in this light from the very beginning of 36
its existence. Every child in right of its soul is
to be received as something divine appearing in
human form as a pledge of God's grace, a gift of
God. Such the early Christians, by the names
they gave their children, really acknowledged
them to be.

Deodatus, Adeodatus, Theodore, Theodotus,
Theodosius, and their feminines, occur to
us.
becar'l'd^fo? Evcry chiM ought to be acknowledged and 37
sLy°cSn-^*' cared for as an essential part of humanity ; and
aiTpasI^'* th^^ parents, as guardians, ought to feel them-
Fufure un*-"'^ sclvcs respousiblc to God, to the child, and to
mLtkind.* mankind. In the same way parents ought to
regard the child as in necessary connection with
the present, the past, and the future of human
development, and bring the child's training into
accord with the claims of mankind's development,
as it has been, is, and shall be.
lus^mfoid-"' Man, as an outward manifestation of humanity, 39
iTu^minity ^^ ^^ ^^ accouut to bc vicwcd as complete, fixed,
accomphshed ; but as continuously unfolding
from one stage of development to another, ever
growing towards a goal which rests in Eternity
and Infinity.

Each successive generation, each individual,
has to pass through the previous stages of human
development. If he did not pass through

INTRODUCTION 47

them, he would not understand either the past or
the present, but it must be by tlie hving way
of self-active growth, not by that of lifeless
copying.
Humanity in every individual ought to be Each human

/ •' ° being should

presented m the shape that is his own : so that present

*. r /^ humanity in

the nature of humanity and of God, as infinite, i^'s own way.
eternal, and containing all variety, may be felt,
and recognised, and ever more distinctly perceived.

No true, genuine tending and training of Adequate
mankind can grow, bloom, bear fruit, and ripen Man can
out of any other root but full and complete know- from'fuii
ledge of man from the beginning of his being : of Man.
whatever else needs to be known and used in this
tending and training will, if earnestly sought, be
found to come naturally from this knowledge.

Hence follows plainly what parents ought to The duty o<
do, and to be, for the sake of their childi^en's
welfare. They ought to be pure and clean in
word and deed, to be filled with a sense of the
worth and dignity of man, to consider themselves
guardians of a gift of God, to study the function
and destiny of man, with all the ways and means of
reaching it.

Children, members of a family, will best exhibit
the native gifts, known or unknown, of the
family, if each child, each member, unfolds himself
most completely and most originally. So human
beings, as children of God and members of the
human family, will best represent the union of
God and man, which exists really though unper-
ceived, if each individual unfolds himself as
completely and originally as possible.

48 THE student's froebel

Impartial Therefore from his very birth, from his first 44

develop- -^

mentofthe appearaiicc upon earth, the child should be taken
powers. for wliat he is, man in germ, and have a free,
all-round use of his strength. No one limb or
power should ever be fostered at the expense
of the rest, the child should not be fettered,
bound, swathed, nor by and by held in leading-
strings. The child should learn as early as
possible to find within himself the centre of
gravity of all his powers, on this centre to rest,
and resting on it, to act and move freely. He
should be taught to grasp and hold fast with his
own hands, to stand and walk on his own feet,
to look and see with his own eyes, thus to use all
his powers equally and evenly.

Physically — this is, to-day, well known.

What we want is the like treatment of

senses, reason, spirit.
Thefirst The child's first expression is that of activity. 45

awakening -^ J

of the child's Xhe exhibition of force calls out counter-force,

human con- '

sciousness. hcuc'fe the child's early crying ; hence it kicks
against whatever resists its feet ; hence it seizes
whatever its hands touch. Soon after, or along
with this, social feeling is developed in the child :
hence its smile, its evident pleasure at moving its
limbs in comfortable warmth, bright light, and
pure fresh air. This is the first awaking of the
child's human consciousness.

The mean- The carlicst utterances of the child, that is,

ing of the ■< r • r i • c

chud's first the first expressions of human life, are rest

utterance. -^ .

and unrest, pleasure and pam, smiling and
crying. Rest, pleasure, and smiling betoken
whatever, in the child's feeling, suits the steady

INTRODUCTION 49

development of its being, that is, of human hfe
at the child's stage. To keep these undisturbed,
all the care which is the earhest form of education
must be apphed. Uneasiness, pain, and crying
betoken at first whatever hinders the development
of the human being at the child stage, and all
rudiments of education must attend to these,
trying to find out and remove their causes.

In the earhest crying, or expression of uneasi- Beginning of
ness, there is assuredly no wilfulness, but wilfulness ^^'^■'''"•
springs up very early — we cannot tell when,
or how — as soon as ever the httle being, the
human plant only just above ground, begins to
feel that it has been left, by someone's caprice
or indolence, to that which causes it uneasiness or
pain. When this sad feehng has once infected
the child, wilfulness, first and ughest of faults,
is alive.

Even when the right way is taken, there may Man-s first
be errors in method. It is man's nature and seu-°con"roi.
destination to be trained up to endure severe
pains and heavy burdens through the bearing of
light ones. When therefore parents and those
in charge are convinced that the child, which
seems uneasy and even cries, has really got all
that it needs, and that whatever could hurt it
has been removed, then they not only may, but
ought to, leave the child to itself and give it time
to recover. For if the little creature has but
once, not to say often, by dint of impatient crying
extracted from those who have charge of it help
and sympathy not really needed, they have lost
thereby much ground not easy to recover. The

50 THE student's froebel

little creature has so fine a perception of the

weakness of those around it, that if they give

the opportunity, it prefers using its power in the

easier way of governing them, than in doing or

bearing anything, for itself.

The extreme At this stagc thc huuiau being is called a suck-
importance , . , . , , , .

of the early ling and lu cveFv seuse deserves the name ; for,
man, at this stage, does nothing but assimilate
the variety of things outside him. Hence this
first stage of human development is inexpressibly
momentous for the child's present and future
Hfe.

It is momentous for his present and future life,
that at this stage nothing unwholesome or mean,
nothing doubtful or bad, be absorbed. The
expressions on the faces of every one about the
child should be pure and firm, awakening and nour-
ishing trust. The environment should be clean
and bright : pure air, clear light, open space —
however scant the furniture. For alas ! the im-
pressions of youth, imbibed in childhood, are often
hardly to be overcome throughout life, because in
earliest years the whole being is surrendered
[laid open like a sensitive plate] to impressions
from without. The severest conflicts with self,
in later years, the most painful moral experi-
ences, have often had their first causes in
this stage ; hence the care of the nursling is
all-important.
The Child's Mothers know that the first smile makes an
precio'Ss^to^ epoch iu the child's development, for it is the
^°epo?h.^^ first expression of self-consciousness — but some-
thing higher, too. It is a sign of social feeling,

INTRODUCTION 51

first between the child and its mother, then
between the child and its father and brothers
and sisters, and later between the child and other
human beings.

48 This feeling of community, which unites the The first
child at first with mother, father and family, L°fhi S'
is the germ of all genuiae religion, of all genuine °* '''"^'°"-
endeavour after union with the Eternal, with

God. Genuine religion, true and living, piety True and
such as will endure through danger and conflict, £sFn^'^
in need and adversity, in joy and happiness, chiidh^d.
must come to the human being when it is a
nursling. When, therefore, a mother is seen to
lay her sleeping babe on its comfortable bed,
with a devout upward look to their heavenly

49 Father for His protection and loving care, not only
is the beholder touched, but the act is full of
blessing for the child. The same, too, when she

50 takes it up from rest, smiling and happy, her
lips moving in prayer, as though it were given
to her anew. If parents desire to provide for their
children this unshaken prop, this never-vanishing

52 rallying point as the highest portion _ for life, common
let them always be visibly, as well as inwardly fam"
united with their children, when — in quiet cham- Rei\g?on.
ber, or in the open air — they feel and acknowledge
themselves to be in union with their God and
Father, in prayer. Let no one ever say, " The
children will not understand it," this were to rob
them straightway of their higher life. They
do understand it, and will understand it, if only
they have not already run wild ; if only they are
not already too much estranged from themselves

«— (957)

52 THE student's froebel

and from their parents. They understand it,

not by their intellect, but in their inmost souls.

Piety, so Thus germinating and thus fostered, religion wiU

indlfir/ed,'' be victorious over all the storms and dangers of

Tome the' life. The example of reUgious parents, even when

World.

the child seems not to have heeded or under-
stood, brings good fruit. The results of the living
example of parents is equally certain, bad, alas !
as well as good.
Develop- Not alouc for the special growth of the rehgious 53

ment should ^ , . . i . r i ■ i i i ■ •

be looked icelmg m man, but tor his whole growth, it is

on as con- . i , i • i i i i i

tinuous. most important that his development should
steadily advance from one point, and be always
viewed and tended as continuously advancing.
Life being really of one piece, without sharp
divisions, for the years, like the seasons, melt one
into another, it is harmful to treat the stages of
human life — nursling — child — boy or girl — youth
or maiden — old man or matron — as though they
were really separated. Yet in common life and
parlance, they are thus treated. Successive stages
emphasize their differences so much that their
common human nature seems forgotten.

The boy forgets that he was once a child, that 54
the child will one day be a boy ; the adult has
forgotten his own earlier stages of development,
and speaks of child, boy, youth, as beings of
separate nature and gifts from himself. Now
this making of divisions and contrasts, as it
springs from want of early and steady attention
to the unfolding of one's own life, is false and
artificial, and cannot but be hurtful in many
ways which need not be specified.

INTRODUCTION 53

55 It would be altogether otherwise if parents Man u not
did but consider their child in relation to all its u'punur""
stages of development, without overlooking any. fuifiuedthr
If, especially, they would consider that the antewdenV
vigorous and complete unfolding and improve- tod"mind,
ment of each succeeding stage of life depends on ^"
the vigorous, complete, development of every
preceding stage. This point is too often over-
looked or unheeded by parents. They assume
the human being to be a boy if he has attained
boy's age ; they assume the human being to be a
man because he has reached man's years. The
boy is not a boy, or the youth a youth, simply
because he has attained the age of boy and
youth ; but by virtue of having lived through,
first, childhood then boyhood, faithful to the
claims of his soul, and mind, and body. In
the same way man becomes a man not simply
by reaching the average years of manhood
but by fulfilling the duties of all preceding stages
of life — childhood, boyhood, youth. Parents
otherwise able and intelligent, wiU not only
require a child to show itself already a boy or
youth, but especially ask the boy to show himself
a man, thus skipping the stages of boy and
youth. It is one thing to see and heed in the
child or boy — in germ, or outline — the youth
and man, that wiU one day be. It is quite another
to look upon, and behave to, the actual boy as
though he were already a man ; to expect child
and boy to show himself youth and man, and even
to feel and think, act and behave, as though he
reaUy were so. Parents who expect this overlook

54 THE student's froebel

or have forgotten the processes through which

alone they themselves have become able parents

and useful human beings ; for this was by living

through the very stages of life which they now

wish their child to skip.

Neglect of TMs ueglect of the early, especially the very 56

suges' earliest, stages of development, in reference to

^erfdiffi- the later, places insuperable obstacles in the way of

^"th'e the boy's future teacher and trainer. A boy

Educator. ^^ treated thinks, in the first place, that he may

entirely omit instruction belonging to an earlier

The harm of age- Again, thc cffcct is most injurious, and

spclaiisa- weakening, when a distant aim is set before the

*'°°- boy too soon, something external to be copied,

or to be tried for, such as preparation for a certain

office or career [beyond the child's present

horizon, however desirable in the possible future].

The child, boy, human being at every age, ought

to have one sole aim : to be at each stage what

this stage requires. Then each succeeding stage

will grow like a fresh shoot, out of a healthy

bud ; and the individual will, with like effort on

each succeeding stage, be just what that stage

demands : for the adequate development of the

human being, on each life stage as it comes, is

effected by an adequate development of the

human being on each preceding stage, and in no

other way. Be this especially noted with refer-

Theac- ence to unfolding and improving natural activity 57

len's7and in thc productiou of outward results ; that is,

n™^aito in fostering industry and love of bodily work.

SfSnfoided People in general have false notions about manual

indusuyjn ^oll aud iudustry, about all activity for material

INTRODUCTION 55

results, as though it were oppressive and lowering spite of
— deadening, vulgarising — instead of what it is : prejudice.
life-waking and life-feeding. It is more than that,
it bears within it a power to give life.

59 " God created Man in His own Image, in the [Genesis
Image of God created He him " ; therefore man
ought to create and work like God. The spirit

of man should hover over the shapeless chaos, created in
and move it ; so that form, and what bears life ne°ss,Vorks
in itself, may come forth. This is the high mean- nke nfrc.^'
ing, the deep significance, the great aim, of all havVthe"
toil and industry ; of all doing and creating, as Hg"^e°'°jf
we are quite justified in calling it. By means ]^^^J^^^
of toil and industry, we become like unto God,
if our working is accompanied by a clear thought
— even by the faintest idea — that by our doing
we present outwardly what is internal, and clothe
with body what is spiritual ; that we thereby
put invisible thought into visible forms, and
give to what is eternal and dwells in the spirit,
an outward, finite, and transitory existence.
We thus become truly hke unto God, and rise
ever more toward the knowledge of him ; thus
God comes inwardly and outwardly nearer to us.
Eternally true is the word of Jesus : " The poor [s. Matthew
[the toiling multitudes] have the Kingdom of'^'^
Heaven," if they only knew it, and by industry
in work realised it. Children, too, possess the
Kingdom of Heaven ; for they yield themselves
up wilhngly and trustfully to the active formative
impulse within them, when not hindered by the
conceit and false wisdom of their elders.

60 The notion that man toils and works solely

56 THE student's froebel

to support his body — his husk — to earn bread,

house, and clothes is an error, is lowering ; this idea

is to be put up with, perhaps, but on no account to

be spread, for it is not true. Originally and

properly, man works to realise outside him the

Thefirst aim spiritual, thc divine, which dwells within him;

work'^is'to''^ that he may thus learn to know his own spiritual

vkiwy'the nature, and the nature of God. The bread,

wkwn dwelling, clothes, which come to him thereby, are

"*' secondary. Therefore, Tesus says : " Seek ye

[S. Matthew „ , Tr- 1 r A 1 ., , • • r-

vi, 33l first the Kmgdom of God ; that is, aim first at
representing in your life what is Divine, and " all
the rest," whatever your earthly life needs beside,
" will be added unto you." Thus, also, Jesus
says : " My meat is to do the will of God : to act,
to work, as God hath laid it on me." Therefore
the lilies of the field, which, in man's view, toil
not, are arrayed by God more splendidly
than Solomon in all his glory. Does not the
lily send forth leaves and flowers ? Does she not
in her beauty make known the nature of God ?
The fowls of Heaven, that in man's view sow not,
labour not, are they not exhibiting in all that they
do — when they sing, when they build their nests,
in all their manifold actions — the spirit, the life,
which God placed in them ? To this end God
feeds and sustains them. Thus man, from the
lilies of the field, from the fowls of Heaven, should
learn to set forth in deed and work, in form and
matter, the nature given him by God as place
and time, rank or calling shall decide, whether
the result appear at the moment small and
insignificant or great and mighty.

INTRODUCTION 57

Now, all spiritual workings, when they turn Resuuof
into finite phenomena, demand succession in "hfre^lL
time. If, therefore, a person at any period of of^^'°P.™*°*
life, early or late, has neglected to exercise a p°^"^-
power within him, it is inevitable that at some
time or other he will experience a want through
not having unfolded that power ; something will
not be his, which would have been his, had he
used all his powers. For, by the universal laws
under which we are living, that neglected activity
would have had some result, had it not been

neglected When a want or failure appears

there is naught for it but to use resignation,
and zealously to aim by working with thought
for the future, to avoid such failure. There is
then a twofold necessity — inward as well as
outward, whereof the former includes the latter
— that the growing human being be led to early
activity in practical work, that is to creative
activity.

The nursling's unconscious activity of senses The need
and limbs is the first germ, its earliest conscious uve^wo'ik'in
bodily action is the bud, the first impulse to •^'*"'^"""-
improve his play, to build and shape, is the tender
young blossom, and boyhood is the period
when man must be fertilised for future industry,
and activity in work. Every child, and later
every boy or youth, of whatever rank or condition,
should spend an hour or two daily in productive
work. Children, and adults also, are far too
much occupied to-day with what is unformed
and shapeless, and too little with simple bodily
work ; yet to learn from life, and by work, is

58 THE student's froebel

far easier, more thorough and in every sense,
more improving. Children and parents, indeed,
so undervalue the use of bodily work in itself,
and for their children's future position, that
schools will have to make it their serious task to
set this right. The existing home and school
training leads children to indolence of body, and
laziness at work, so this phase of human power
remains undeveloped, and is wasted to an immense
degree. In schools it would be most beneficial to
introduce regular hours for craft-work, as well as
the lessons of abstract instruction, and this will
have to be done. Hitherto, through its being
directed solely to outward and trifling ends, the
true understanding and value of man's bodily
force has been lost,
d^'peii'dence Momcutous as is early training in religion, 62
andwork" ^^^ ^^^^ important is early training in industry
and genuine work. At an early age, work,
conducted with due regard to its inner mean-
ing, confirms and elevates religion. Religion
without industry, without labour, may become
empty dreaming, a shadow without substance ;
in the same way toil, industry, without religion,
makes of man a machine, a beast of burden. But
the power of man has to develop and to operate
not only within himself, as religion and piety,
and not only outwardly as labour and industry ;
it has also to be applied to himself in the form
of self-control, temperance, frugality.
The out- For one not wholly devoid of self-knowledge, 63

come of -' o '

human fhis ueeds only to be indicated. Wherever these

force work- -'

ing within, three — piety, industry, and self-control, which

INTRODUCTION 59

in their essence are one — work together in con-
cord, there is Heaven upon earth, peace, joy,
health, grace, and blessing.
64 Thus, man in the child is to be considered
as a whole ; thus, the life of mankind, and of
man, in the childhood of both, are to be viewed as
one ; thus the whole future activity of the man is
to be looked upon as having its germ in the child.
But unity can be realised only by particulars,
and completeness of realisation needs succession
in time. Therefore the world and hfe unfold
to the child, and are developed in it, as particulars
and in succession. Thus the powers, gifts, and
dispositions of man, his activities of Umb and of
sense, are to be developed in succession, and
in the order in which they make their appearance
in the child.

I. —THE NURSLING

fi?stSn^'* ^^^ new-born human being, the infant, is 65
the'culer* ^^^ ^^ ^^^ outcr world, which though it is
'^orid- really what it always was, yet to the child's
perception comes from nothingness — a misty
shapeless darkness, a confused chaos — so that
child and outer world melt one into the other.
By and by, objects step out of this mist, and
present themselves before the child. This takes
place chiefly by the help of words, which soon pass
from mother to child, first to divide, then again
to unite, child and outer world. They come at
first singly and seldom, by and by frequently,
then with more definite meaning ; till at last the
human being — the child — appears to itself an
object distinct from all others. Thus in each
child, in the history of its spiritual unfolding and
growth to human consciousness and of its ex-
periences from birth, we see repeated the history
of the creation and development of all things,
as told in Holy Writ, up to the point when man
finds himself in the garden of God ; the child
has beautiful nature stretched out before it.
The demand To make what is internal, external, what 66

of the ex- . . i -i /» -i

ternai IS extcmal, mternal, and to find a unity common

object ; its ....

satisfaction to both I this IS the general formula to express

senses. the fuuctiou of man. Therefore every external

object meets the human being with a demand

to be known and recognised, in its nature and

connection, and for this end man possesses

60

THE NURSLING 61

senses, by means of which this demand can be
satisfied. Each thing is known by connecting
67 it with its opposite in the same kind, and by
finding the union or agreement between them,
and this knowledge comes to pass more perfectly,
the more complete is the contrast with its opposite,
and the more complete the discovery of the
mediating term.

71 Step by step, with the unfolding ot the senses,
is developed the use of body and limbs, and this
in an order fixed by the nature of the body and
the qualities of external objects.

72 The objects of the outer world are, (1) near and useofbody

11 • • 1 /n and limbs

at rest, and thus mvite us to keep still, or (2) developed

. . . . f . ' ^ ' through

they are m motion, increasing their distance, contact with
and thus invite us to seize and hold them fast, world.
or (3) they are fixed at distant places, and invite
us to move toward them, or bring them nearer
to us. Thus is unfolded the use of the limbs
for sitting or reclining, for grasping and seizing,
for walking and jumping. Standing is the most
perfect sum of the uses of body and limbs : it is
the finding of the body's centre of gravity.

73 At this stage of development the growing
man is still concerned wholly with the use, the
employment, the exercise of his body, senses,
limbs ; not at all with what results from, or is
produced bv, this use. Of effects, he is perfectly puy needi

^ -^ 111 i.- watching.

careless, or more precisely, he has no notion,
hence the child's playing with his limbs. The
play begins with hands, lips, tongue and feet, with
eyes, too, and gestures. At first, this has no inner

74 meaning, for exhibition of the internal in, and by,

62 THE student's froebel

the external, belongs to a later stage. But this
play, as being the child's first utterance, needs to
be looked to, lest the child accustom itself to
meaningless movements of limb, especially of
face, as twistings of the eyes and mouth. Without
due care, a division may thus arise between
gestures and feelings, between body and soul,
between the outer and the inner, from which
division, one day, dissimulation may grow or
the body contract movements, which become
involuntary, and may go with us through life.
Care for From carlv days, therefore, children ought not 75

occupation j j ' o

whueinbed. to bc left to thcmselvcs in bed or cradle, without
some external object to occupy them. This is to
avoid weakening of the body, which is sure to
produce weakening of the mind. To guard, also,
against bodily delicacy the child's bed should not
from the first, be too soft. It should be made
of hay, fine straw, or chaff, at most of horsehair,
not of feathers. The child's covering too, during
sleep, should be light, and admit fresh air.

At first, Froebel suggested that a caged bird 76
should be hung up in sight of the waking
child, afterwards he substituted a coloured
ball, swinging freely, as equally efficacious
in drawing the child's attention from itself.

^ II.— THE CHILD

77 When activity of senses, body and limbs chudhood
is so far developed that the child begins, of its Sse ol"'
own accord, to represent outwardly what is*^^^''''-
within it, the stage of infancy in human develop-
ment is ended, and the period of childhood is
begun. Up to this stage, the inner being of man is
uniform and undifferentiated. With language,
begins expression and representation of the

inner being of man ; it [the inner being of man]
begins to be differentiated into means and ends,
it breaks up into parts, tries to make itself known,
to announce itself. The human being endeavours,
voluntarily, to express and to shape its inner
nature, in and by means of matter, the concrete.

78 With the stage of childhood .... man's educa- ^he chiid-s
tion proper, begins : care for the body being '^"' teacher.
lessened, care of the mind increases. But the
education of man, at this stage is still wholly
committed to the mother, the father, the family ;

to those with whom, by nature, the child still
forms an undivided whole.

79 Among the stages of human development
there is no gradation of rank, as though one were
of greater value than another. All are, each
at its own time and place, equally important ;

T ir • 1 i_ Importance

except, mdeed, the earlier ones, which must be ofcwidhood.
more momentous simply because they have more
results. Childhood is of first-rate importance,
because in it, that which connects the child with

63

64

THE STUDENT S FROEBEL

Accurate
observation
and ex-
pression
from the
first.

Speech and
play the
elements
of child life.

its environment, that which first tries to appre-
hend and interpret this outer world, is developed.
This stage is of greatest consequence, because,
for the unfolding human being, it is most momen-^
tons whether the outer world appear to it noble,
or base ; low, dead, only to be made use of,
consumed and enjoyed by others ; or as having
itself a purpose, high and vital, spiritual, divine.
It is of the greatest consequence whether the
outer world appear to it bright, or gloomy ;
ennobling and elevating, or humbling and depres-
sing ; whether it sees the world in its true relations,
or in false and distorted proportions. Therefore
at this stage the child is first to look at things
thoroughly, and next to name them aright,
distinctly and clearly, the objects themselves,
then their nature and qualities. It should name
the relations of objects, as to space and time,
and to one another, correctly ; each one by its
right word, and each word clearly in all its parts,
tone, accent, ending.

At this stage, speech is still one with the human
being that speaks ; and the child, when speaking,
does not separate word and thing, any more than
body and soul. This is specially shown in play,
when the child likes to talk as much as it can.
At this stage, play and speech are the elements in
which the child lives. It believes that everything
is able to feel, speak, and hear. Just because
the child is beginning to express outwardly its
own inner self, it assumes a like power of ex-
pression in everything around it, stones, pieces of
wood, plants, flowers, animals. Thus, at this

THE CHILD 6vS

stage the child's own life is developiner ; its life Life with

• T 1 r -I • T r -11 1-1 Nature the

With parents and family, its hie with that higher centre of
and invisible power " in whom we live and move
and have our being " ; and quite especially does
its life in and with Nature grow, Nature which it
feels to possess life like its own. Therefore
life in and for Nature, love of her still, bright
objects should be fostered by parents, brothers
and sisters, as the centre of the whole child-life.
This is chiefly to be done by means of play, by
fostering the child's play, which at first is just its
natural life.

81 Play is the highest point of human development .^J^yj^^'l^^j
in the child-stage, for it is the free expression of highest pro-
the child's inner being. childhood.

Play is at once the purest, and most spiritual,
product of the human being at this stage ; it is
a type and copy of all human life, of the inward
natural life that is in man and in all things, and
it brings forth joy, freedom, contentment, rest
within and without, peace with the world. The
sources of all good are in play, and come forth
from it ; a child that plays with vigour, quietly
active, persevering even to bodily fatigue, will
surely grow up to be a quietly capable, persevering
man, who will further his own and other's good,
by self-sacrifice. What sight more beautiful
can we find in early childhood, than a child at
play, a child wholly absorbed in its play, a child
fallen asleep over its play, because so thoroughly
absorbed ?

82 Play, at this age, is not mere sport ; it possesses
high seriousness and deep meaning. Foster it,

m

THE STUDENT S FROEBEL

Seriousness
and deep
meaning of
child's play.

Importance
of diet.

O mother ! shield it, protect it, O father ! In
the self-chosen games of a little child, the inner
life of its future may be seen by the calm pene-
trating gaze of one who has studied mankind.
The games of childhood are the heart of the life
plant, for in them the whole man unfolds and
shows himself in his most delicate gifts, in his
inner being. The individual's whole life, until he
leaves it, has its sources in this period. Allowing
for natural talent and dispositions — on the
individual's mode of life during childhood, may
depend, whether his future life shall be clear or
turbid, gentle or rough, active or idle, rich or poor
in action ; dully brooding or cheerfully toiling ;
passed in stupid wonder or intelligent insight ;
bringing concord or discord, peace or war. The
child's future relation to father and mother,
brothers and kinsfolk ; to society and mankind ;
to nature and God, may depend on its manner
of life at this age.

This may seem too absolute an utterance,
but with thought, and with Froebel's abun-
dant confirmations, the substantial and most
momentous truth of this oracular saying will
appear.
In these years of infancy and childhood, food
and nourishment are of special moment, not
alone for the time, but also for the child's whole
future life. Through its diet a child may grow
up to be, in the business of life, idle or industrious,
dull or lively, weak or strong. Impressions,
inclinations, desires — tendencies of feeling, ay,
even of conduct — which the child has contracted

83

THE CHILD 67

by its way of feeding, are not easily laid aside even
when the human being has come to years of
discretion ; they are become one wdth its whole
bodily life, and thus grown into the fabric of its
sensations and emotions, perhaps even into its
spiritual life. Therefore let the child's food,
after it is weaned, be simple and frugal ; as
little artificial and dainty as possible ; above
all, not tempting or exciting through prominent
flavour ; not too rich, so as to clog the inner
-84 organs. Parents, and all who have the care of
children, should hold fast as a universal truth,
out of which each special rule proceeds, that
the simpler and more moderate, the more suited
to unspoiled human-nature, are the food and
all bodily surroundings in which the man as child
grows up, the happier and stronger, the more
properly creative in every direction, will the
adult become.

In a child, that has been over-excited by excess evUs

/. f 1 . . , 1 • 1 1 arising from

of food, m quantity too much, or too highly m-co..-

n 1 1 r 1 • r 1 I- , si.ierod dift

flavoured, may be often seen desires of a low kind in childhood,
from which it never gets free ; desires, which if
they seem to subside, are but slumbering, to return
with greater violence when opportunity offers,
and which threaten to rob the man of his dignity,
and tear him from his duty. Did parents but
consider, how much not only of future persoucd
advantage to their children, but of domestic
happiness, even of civic well-being, would flow
[from this simplicity] how differently they would
act ! But in one case the mother is foolish, in
another the father is weak ; and we see poison

6— (957)

68 THE student's froebel

upon poison given to children, in all shapes and
ways, coarse and fine. On the one hand, it is
oppressive quantity, the continual giving of food,
and the leaving the body no time to digest ;
perhaps, feeding, just to drive away the ennui
which comes of want of occupation. On the other,
it is food of too luxurious a quality, which only
stimulates the physical life without contributing
to mental or other higher vitality, and thus
acts to weaken and wear out the body. Here,
bodily laziness is looked on as a call for rest ;
there, restlessness, the result of physical
over-excitement, is taken for genuine liveliness
of spirits.
Thefounda- Simpler, far simpler than we think, is the 85

tion of r ^ • t r -i • >

humanity's loundatiou aud progress of humanity s true

true welfare _ • ttr ^ n t

i5 far simpler welfare aud happmess. We have all the means
think. thereto, easy and near at hand, but we see them
not, or if we see, we heed them not ; because,
being so simple, so natural, so easily applied, so
near at hand, they are too cheap for us, we despise
them, and we seek, afar off, help that can come
only from ourselves. Thus, by and by, the half or
the whole of a considerable fortune is not enough to
procure for our children what, when our insight
is become clearer, we have to acknowledge is best
for them. Now they cannot have at all, or never
fully, what would have come to them as it were
of itself if we had — not spent more upon them !
no, no ! — but expended much less on the care of
their bodies ! If every young couple could but
know one sad instance, so as vividly to see the 86
small and seemingly unimportant cause of results

THE CHILD 69

which threaten to frustrate all subsequent educa- \
tion. A teacher is compelled to meet hundreds
of such experiences, but his knowledge helps him
little to repair in future life the consequences
of early errors, for who does not know the terrible
power of impressions made in youth ! Yet it is The right
easy to avoid the wrong course in this matter, to uve ! nol
it is easy to find the right. Let food be always '*''' *° '^*-
the means of nourishment, not more, not less ; let
food never be an end in itself, but solely the
means to maintain activity of body and mind.
On no account let the quahty of food, its flavour
or delicacy, be an aim in itself, but only means
to the end, that is, to give pure, wholesome
nourishment.

88 In order that the human being — the child — The chiia-s
may be unhampered in body and mind, free to '^'°''''"s.
move about and play, free to grow and develop,

its clothing must not be tight, or binding ; for such
clothing will in turn confine and fetter the mind.
Clothes — their shape, hue, and fashion — must
never appear an end in themselves, else they will
soon draw the child away from its true self,
make it vain and outward, a doll instead of a
child, a puppet in place of a human being. Cloth-
ing is therefore by no means unimportant, either
for the child or for the adult.

89 Thus, to waken and develop in the human The mother

, . .... , . , as conscious

bemg every power, every disposition of mind, teacher of
to enable each limb and organ to fulfil the demands
of these inner gifts and powers, is the goal which
parents must work towards by care of their chil-
dren, at home in the family circle. Without any

70 THE student's froebel

teaching, reminding, or learning, the true mother
does all this herself. But that is not enough :
in addition she, being herself conscious, and
acting upon a creature that is growing conscious,
should do her part consciously and consistently,
as in duty bound to guide the human being in
its regular development.

With an apology for doing with masculine
clumsiness, what " the simplest mother "
would do better, Froebel depicts a mother
teaching her babe to know, first by touch, then
by name, all its limbs and senses ; helping
it to perceive their qualities and differences ;
arousing its caution towards things hot,
or sharp ; making every little action —
washing and dressing, enjoying food — a lesson
first of things, then of words.

While admitting that mothers may be 91
helped by experience of others as to order
and place, Froebel asserts with much plain-
ness that to quit for artificial, formal teaching,
the natural and divine beginnings of all
human development — in the mother's arms,
at the mother's knee — is to seek help of
human wisdom and human wit when we have
lost God and Nature.
The ineffi- Artificial, formal training, is a card house
thTSschfef wherein a mother's instinctive ways find no place,
trafnin^:"^ and divlue workings no room ; while the slightest
expression of the child's joy and eagerness over-
turns it, for if it is to stand at all the child must
be fettered in mind if not in body.

Where do we find ourselves then ? In the

THE CHILD 71

nurseries of word- wise, so-called educated people,
who have little belief in there being already in the
httle child something which, if the child is ever
to thrive, must be unfolded early ; and who are
yet more ignorant of the fact that the germs of
all that the child may one day become, are
already within it.
92 Let us return where the children's room is The mother
the mother's room too, where mother and child firstfeacher
are still one, where the mother does not like to '""^'"*'°"*-
give up her child to a stranger, and see how a
mother shows it objects and their movements.
" Hark ! the .bird whistles. The dog says,
' bow-wow.' "

Here Froebel gives examples of the method

whereby a true mother leads her child from

sounds to names, gives ideas of motion —

place — time, which are really germs of

abstract thinking. What is still more

important, she awakens feehngs of kindness

for things that feel, and fosters love for the

child's nearest and dearest : and all, by

means of artless lessons, on objects that are

always present in a healthy child's life.

95 Besides the social feeling, out of which so importance

much that is precious develops, mother s love — the '";"*"8 of

all-comprehending mother heart — seeks to bring

to the child's own consciousness, the life that is

in it. This she effects, and the manner is of great

importance, by regular rhythmic movements, so

called " dandling " the child on her arm and

hand, in time to regular rhythmic sounds. Thus,

a true mother gently follows up the life that

72 THE student's froebel

is springing everywhere in her child, strengthens
it, and thus wakens and unfolds more and more
the wider life that still slumbers within it.
Others, formal artificial child-trainers, assume
a vacuum in the child, and try to put Ufe into it ;
make it as empty as they believe it to be, and
give it death. And so this rhythmical movement
with rhythmical sound comes to nothing, because
its importance not having been recognised, it
is not developed in agreement with life and nature,
and joined to further training. If used as means
of training in speech and song, it would simply
and naturally help to unfold what is rhythmic, and
law-abiding, in all expressions of human life ....
As teachers we lose much, but the child as pupil
and as human being, loses more, through disuse
of such rhythmical orderly movement, in early
training. Were it retained, the child would more
easily grasp the orderly proportions of its Hfe ;
much of caprice, incoherence, and rudeness, would
disappear from conduct, action, and movement ;
more accord and measure would appear therein ;
and by and by a finer taste would develop for
nature and art, music and poetry.
First ex- Scusible, thoughtful mothers have remarked 97

pression of '-'

sense for likewisc, that little children when quiet, especially
when going to sleep, often sing to themselves.
This should be attended to and developed by those
who have charge of children, as the first germ
of a sense of melody and power of song. Were this
done, a disposition for melody would soon show
itself as it does at present for language. Children
whose speech-faculty has been naturally developed

THE CHILD 73

and improved, choose words to express new
notions, peculiar relations of hitherto unobserved
qualities, of their own accord. Thus a very
Uttle girl, who had had a simple training from her
mother, after long and carefully feeling and look-
ing at some leaves covered with thick soft hairs,
cried out joyfully to her mother, " Oh ! how
woolly ! " The mother could not recollect having
ever pointed out such a quahty to the child. The
same child, one starlight night, saw the two
brightest planets very near to one another in the
sky. " Father and Mother stars ! " she cried
out joyously, in the quiet night ; yet her mother
could not in the least tell how such an idea had
been awakened in her.
98 No artificial means should be used to get the The chud

<-' learns to

infant to stand, or to walk. The child should "^'^ ^/i^

' walk of Its

stand when it has the strength, voluntarily and o>^" a^-^rci,
independently, to hold itself upright ; and it
should walk as soon as, moving of its own accord,
it can keep its balance without help. The child
is not to stand till it can sit upright, raise
itself by means of some tall object near, and thus
at least, unaided, support itself. It is not to walk
till it can crawl, raise itself without help, keep
its own balance, and thus go forward. At first,
having raised itself on its feet at some distance
from its mother, it will try to walk back to her
lap. Soon it feels strength in its own feet, and
repeats its newly acquired art of walking for the
pleasure of it, as it did before the art of standing.
Again, a little while, and it practises the art
unconsciously.

74 THE student's froebel

McVKe' Now a coloured, round, bright pebble catches
interests^"* the iufaut's attention, or it may be a fluttering
morsel of tinted paper, a smooth, regular, three-
or-four-cornered piece of wood, little right-angled
blocks for building, a leaf, remarkable in shape,
or hue. Thus attracted, the child, with its newly
acquired use of limbs, tries to make them its own,
to bring like and like together, and to separate
the unlike. Behold the child that can only just
hold itself upright, and has to move with the
utmost caution ; it sees a twig, a straw, fetches
it toilsomely, like a bird for its nest in the spring.
The rain dropping from the roof has washed
little smooth, coloured stones out of the soil,
and the child's all-heeding sight leads it to collect
them like bricks for a future building ; and is it
wrong ? Surely, is not the child gathering
material for its future life-building ?
lolfke/up^o Our part as parents, trainers, is — while let- 99
llefetT ting a little child do all it can, by itself — to help
to find what it cannot find for itself, to interpret
for it what is left when it has worked out all it can.
It is a yearning for this help and sympathy
which drives the child to us, its elders, who
think, sometimes, sadly : How can we give
speech to the objects of the child's life, when to
us they are dumb ? It is with the most earnest
desire that we should do this, that the babe
brings its treasure in clasped hands and lays it
in our lap. It wants it to get warm there, and
. then tell him all about itself. To the child
everything is dear that comes within its small
horizon, that widens its narrow world ; the

THE CHILD 75

smallest thing is to it a new discovery. But it
must not come lifeless into the child's world, it
must not stay there lifeless, else the small horizon
is darkened, the young world smothered.

So the child would hke to know all the proper- Experiment
ties, the inmost being of its newly-found treasure, cover'^y'^n
It is for this that a little child twists and turns hood.'''"'''
the object in all directions, tears it up, breaks it
into fragments, bites, or tries to bite it, to pieces.
We blame the child for being naughty and silly,
it is wiser than we who find fault. The child
seeks to know the inmost nature of everything.
It is pressed on to this by an impulse, assuredly
not of its own giving, the impulse, which rightly
understood and guided, seeks to know God in
all His works. God has given it understanding,
reason, speech ; and the elders around doing
nothing, where can it, or should it, look for the
satisfaction of its impulse, but in the thing itself ?
True — the thing when pulled to pieces is still
silent ; but at least when thus divided, it shows
like or unlike parts, whether it be the stone
broken to bits or the petal-plucked flower ; and
to the child this is an extension of knowledge.
Froebel points out that this is but the child's
form of observation and experiment whereby
adults learn the qualities of objects, the
inner constitution of plant and mineral. The

When the teacher at his desk does this and {o st[cMssfui
calls on our children to do it, we see its meaning caused by
and value, but not till then ; we overlook it in atVome^'of
the child's own doings. Therefore it is that the J^.Vtai"'^'*
best teacher's clearest words so often miss our^^ntT

76 THE student's froebel

children, for the pupils have to learn first at
school what childhood's years, with a word of
encouragement and explanation from us, should
have taught them. It takes very little trouble
for those around to supply what childhood asks ;
just to name, to put into words, what the child
does, aims at, beholds, or finds. Rich is the
inner life of a child as it approaches boyhood,
and we see it not ; intense is its life, and we feel
it not ; adapted to the claims of its destiny and
vocation, but when a man we guess it not. Fail-
ing to nurture and develop the inner germs of the
child's life, we let it sink, discouraged, under the
burden of its own endeavour, and grow dull ;
or it breaks loose at some weak point, and then
we see wrong inclinations and impulses in the
child, like morbid outgrowths. We should be
glad now to direct the growth otherwise, but it
is too late ; the infant life that would have led
naturally on to boyhood we misunderstood and
repressed,
Birth and With woudcrful insight and sympathy, 100

Dr''aw\ng Frocbel portrays the birth and growth of

Us ^werTo the drawiug instinct. A little child has found a

under°sta!!d- coloured stoue, a bit of chalk or red-ochre, apd

"'^' trying it on the nearest surface, delights first

in the colour, next in the lines it draws,
straight, twisted, slanting : by and by it
perceives that objects about it are apparently
bounded by lines.
A new world opens to it within and without,
for what man tries to represent he begins to
understand.

THE CHILD 77

101 Froebel holds that this use and appreciation
of the linear soon connects itself with ideas
of invisible force, direction, motion, a baU
rolling, a stone falling, water running in
little channels, make lines. Talking as it
draws, we soon hear from the little child,
" There runs a brook ; here flies a bird ;
my tree has another branch, and another."
Give the child a piece of chalk, and a new
creation soon appears for it and you. And
if papa draws a man or a horse with a few
strokes, this man or horse of lines will please
it more than the real ones.

102 In this matter, how should a mother guide
her child ? The child will show her the way.

She wiU see it pass its hand along the edge of
table or chair ; it is drawing the object on
itself, and thereby learning to appreciate
form. Objects of manageable size — a pill-
box, scissors, its own hand, a leaf — will
be placed on a flat surface, and travelled

103 round with a finger. Without the smallest
artistic talent, a heedful mother can help
the child to draw straight lines : vertical,
oblique, horizontal. Froebel insists that all
the child's doing should be connected with
words, what it draws should be named, for —

The sign stands properly half-way between the
object and the word.

Drawing is just as natural to a child as speaking,
and ought to be just as carefully trained. Experi-
ence shows this in every child's impulse to draw,
and its pleasure in drawing.

78 THE student's froebel

Sense of Helped, Froebel thinks, by drawing, the

number ^ ^ i • ^ 't->i

awakes in sense for number begins to awake. The

with draw- child's figures have two legs, two arms ;

ing

its table, four legs ; the child itself possesses

two eyes, five fingers, and so on. From the

first, the mother should help this development,

and many examples are given, how she is to

follow the movements of her child's mind,

giving just the needed word or hint, never

forcing aid upon it where it can help itself.

The seed of Wheu a chiM has been rightly led, and truly 115

manh^d cared for, to the end of its child life and the

pra'i'nated eutrauce into boyhood, we find in it a wonderful

o^chudhS^d wealth and freshness of inner and outer life.

There is not an object of manhood's thought or

feeling which has not its root in childhood ; not

a subject of future instruction and learning but

its germ is planted there. Speech and Nature

lie open to the child ; the properties of number,

form, size ; the knowledge of space, and the

nature of force. The effects of different substances

are beginning to open to it, so also rhythm, tone,

colour and shape, which are specially noticeable.

The natural and artificial worlds begin to be

clearly discriminated ; it meets the outer world

as certainly distinct from itself, and the feeling

of an inner world of its own arises.

The child's We have, so far, overlooked an entire region of

unfolded by chiM-life before it comes to boyhood, the way

theoccupa- in wliich it follows father and mother, brother

tions of the . • i i i i • i i

famuy. or sister, m household occupation, or the employ-
ment of their calling. The unfoldings of faculty,
for the child's present and future, that come from

THE CHILD 79

its sharing the parents' work, are numberless :
and more would come, if those about the children
heeded and used these opportunities better
[not, however, for direct teaching, but for letting
the children learn]. An unspoiled child, healthy
in soul and body, leads a true father — and the
careful father leads the child, who is always
looking for mental and bodily activity — from
the country into the town, from nature to art,
from handicraft indoors to gardening and field
work. However different be the starting-point
every one can learn something of another's
knowledge from, and combine it with, what he
himself knows. Whatever the trade, handicraft
or calling of the father, it may form the first step
on the ladder of all human knowledge.

The child, your child, O father, has a deep The father-*
and true feeling of what it may gain and learn from dealing with
you, if you will let it ! That is why it keeps near dren's

, , ^ , . questions.

you, wherever you are, whatever you are domg.
Do not send it away ungently, do not drive it
from you, be not impatient of its continual
questioning : with every cross, repelling word
you destroy a bud, a shoot of its life-tree. But
do not answer in words, where it can answer
itself, without your word. Easier it is, to be
sure, to hear — perhaps only half hear, and half
understand — an answer, than to look for, and
find it, for oneself. But an imperfect answer,
which the child finds for itself, is worth more
than half-hearing, half-understanding a grown-up
explanation.

As soon as it has strength and experience,

80 THE student's froebel

give it the conditions of the question, and let
it make out the answer, by its own observation
and reason.
wuro'^'*^" Let us then quietly consider, we who are 122
the due to ' fathers, for at this age when the child is rising into
training":'^ boyliood, he is especially given to the father's
care and guidance, the joys we should gain by ful-
filling our fatherly duty. No higher joy, no
greater enjoyment can come to us from any
source than comes from guiding our children
— living for our children.

Could we but see a father, in the midst of a 123
healthy, happy family, in a simple home, practis-
ing in his own way what is here partly described,
this truth would penetrate us deeply. Such a
father gives the clue to his actions in very few words :
" The first and weightiest point in children's
training is to lead them to reflect ! " To put his
children early to work would, with such a father,
go without saying. This motto is a seed, whence
the whole of life, like a shady evergreen tree,
will unfold itself, full of fragrant bloom, and ripe,
wholesome fruits. Let us listen to this — we, who
let our children move about us, thoughtless,
with nothing to do, and therefore but half alive.
This is a hard saying, but it is true. Let us cast 124
a searching look into our own life and conversation
with our children.

In words of deep feeling, which will hardly
bear translating into our everyday English,
Froebel points out that average parents
are so httle alive to nature, so unobservant
of what goes on in their children's minds and

THE CHILD 81

hearts, that they cannot give them, in
practice, the help which he knows could be
given. Let us then, he exhorts, learn from
them what they need.

Truth shines through the severe words in
which Froebel denounces our common lan-
guage of social life, as " husks without
kernel, puppets without life," because it
has not the basis of intuition, or reality.
If things always came before words, if our
speech were the growth of life, made inwardly
and outwardly rich by seeing and working,
instead of being " learned out of book, at
third or fourth hand," then, Froebel says,
our speech would be warm, not cold, solid, not
hollow. At present, in our speech, " In-
tuition of the thing, connoted by the word "
is lacking, and this, his teaching of things
by work is meant to supply.
Let us live with our children, let them live with Let us leam

• 1 1 Ti r from our

US, so shall we gam through them what all of us chudren.
need. Come, parents ; let us give to our children,
let us procure for them what we ourselves lack !
What we no longer possess — the all-animating, all-
shaping force of child-life — let it flow from them,
into our own lives ! Let us learn from our
children, let us give ear to the gentle monitions
of their life, let us yield to the silent claims their
feelings make upon us. Let us live for our
children : thus will our children's life bring us
peace and joy ; thus shall we begin, ourselves,
to grow wise, to be wise.

Hailmann, in a note (pp. 89, 90) to his most

82 THE student's froebel

valuable translation of the Menschen-
Erziehung, has suggested an extension of
meaning for this noted motto of Froebel
" lasst uns unsern Kindern leben," which
may, or may not, be properly contained in
the German, but is assuredly accordant with
all the master's principles. He prefers, " Let
us Uve with our children," which " implies
on our part sympathy with childhood,
adaptability to children, knowledge and
, appreciation of child-nature."

III.— THE BOY

125 In the stage of human development already chiid-s
considered, objects of the material world were standing of

1-1 1 11 J '^^ relation

mtimately connected with words, and by words between
again with the human being. Childhood was, object, to be

r 1 1 • 1 enlarged in

therefore, specially the season for developmg the the boy
faculty of speech. Whatever the child did was
connected with a name, in distinct, simple words.
For the child, each object, each thing, came into
existence by means of the word. Though seen by
the bodily eye, an object did not exist for the
child until named ; word and thing, hke stem
and pith, bough and twig, seemed and were one.
Notwithstanding this intimate union of objects
with words, and through them with man, each
object in this stage of development remains
distinct from others, and each thing is an un-
divided whole. Now the destination of man
and of things asks for something beyond this.

Man is not to consider each thing as a whole,

one and indivisible, but as organic, with a

purpose in its existence.

Not only the outer relations of each thing, but

its inner connections, its inner union with that

from which it is outwardly divided, have to be

recognised.

126 The whole of what surrounds man, the outer-
world, cannot be recognised at once in its unity,
but only through knowledge of each object's own
nature and essence. Separation from an object

83

7— (957)

84 THE student's froebel

often reveals union and aids understanding.
Thus, alas ! we know many foreign things —
foreign countries, foreign times, foreign peoples —
better than our own neighbourhood, our owti
time, ourselves. If a man desires to know
himself truly, he must set himself outside, as
it were over against, himself. If, then, man is to
know aright, to enter into the being of each object
of the world about him as it is meant that he
should ; if he is, through each thing, to know
aright, to comprehend, himself ; then, as soon as
the childhood-stage is past, a new sphere of
development must open for him, and in an oppo-
site direction. That earlier stage united man
and object ; the later separates man from
object, contrasts man and object with each other
outwardly, while inwardly bringing them nearer
and uniting them. This is the stage in which
language itself comes forth as independent, as
existing for its own sake. We are now entering 127
upon this stage. It is by this division of name
from thing, and of thing from name ; of speech
from speaker, and vice versh ; moreover by what
follows later, the giving a visible body to speech,
by means of drawing and writing, and the treating
language as something objective that man rises
from the stage of Childhood to that of Boyhood.
Boyhood Just as the former stage of human development 128
acquisition, cousisted iu Hfe for its own sake, and aimed at
externalising the internal, so the present. Boyhood
is pre-eminently the stage of intemaHsing the
external, the stage of acquisition.

On the parents' side, the nursling stage is

THE BOY 85

chiefly the time of care to see that the
httle being takes no harm. The next age —
shall we say, from two or three to seven

129 years ? — is that in which training should
prevail ; the child is watched and helped to
express itself ; naturally and not school-
mastered or taught by force. The stage of
boyhood is the period devoted to instruction.

130 Instruction depends not so much on the laws ^f e"je|j""
which govern man per se, as on those which on^^u"'versa!
govern things, man of course among them, — on

the universal law, which expresses itself in every
object outside of man, and by conditions inde-
pendent of man. Instruction, therefore, has to be
carried on with all attainable knowledge, insight,
circumspection, and purpose. Such a course is
School in the fullest sense of the word.

School is where the human being is led up to. Definition

, , , r ? • • J °^ School.

and attams the knowledge of objects outside
himself ; learns their nature as determined by
laws special to them, and by general laws. The
boy at once becomes a scholar. Boyhood
coincides with school-age, whether the schooling
be at home or abroad, under the father,
or some other member of the family, or under a
teacher by profession. By the word school,
therefore, we understand neither schoolroom
nor lesson time, but the conscious imparting of
varied knowledge, for a conscious end, with
conscious inner connexion. _.

The

131 The development and culture of man that he continuous

r nature ol

may attain his destiny and fulfil his vocation, man-s^
has always been and still is, a whole, steadily mem.

86

THE STUDENT S FROEBEL

Growth of
the boy's •
desire to
create.

advancing, rising unbroken from step to step.
Out of the social feeling aroused in the nursling,
grow impulse and inclination in the child ; these
again lead to unfolding of heart and disposition ;
and thence, in the boy, grow activity of intellect
and will. To raise activity of will into firmness,
to mould and animate a pure, firm, enduring will,
that it may realise and practise genuine manliness,
is the chief aim and final goal of the boy's training
by school and instruction. Thus boyhood's 132
training rests wholly on the child's training,
activity of will grows out of heart-activity,
steadiness of will comes from steadiness of heart,
and, where this latter is wanting, the former will
be hard to attain. But the manifestation of a 133
genuine good heart, of a thoughtful reverent
mind in the child is the fervent inward endeavour
to find for the outwardly separated things, which
it sees around it, the same inner necessary unity
which it bears within itself, to find for them also
an all-animating bond of spiritual oneness, like
that of which it is itself conscious ; a bond and
law, by which they acquire the significance of
living things and a significance for life.

The natural training of man in the child-
stage is effected, we have seen, by play —
natural, varied play.
In play, the child is placed at the centre of
things, and all things exist only in reference to
it ; but only in family life can a good heart and
humbly thoughtful mind be fully unfolded and
cultivated, and these are unspeakably momentous
for every succeeding stage of each individual

THE BOY 87

life, and for the whole life of humanity. The
child refers everything to family life, and sees

134 all things in it as in a mirror. Its own family
life is regarded objectively, and becomes a model.

Whatever is done at home, is right : wherein

others differ, they are wrong !
So, as it sees its parents and the elder members
of the family working, doing useful things ; sees,
among neighbours, grown-up people labouring,
creating ; it wants to try and do what it sees
them doing. That which in the little child was
action for action's sake, becomes in the boy,
activity for the sake of doing, producing something.
The child's impulse of activity has unfolded in
the boy, into a formative impulse, a desire to
create ; and this desire becomes the strongest
visible characteristic of the boy.

135 At this stage, boy and girl begin to take delight f„^^'^JJJ^°
in trying to share father's or mother's work : ^jj^'^^jf^g
not play work, no ! work that calls for exertion, [^g'^*^^,^.

With yet more earnestness than before,

Froebel entreats parents to be careful not

to thwart, not to discourage, this most

precious impulse.

Beware of saying, " Go away ! you tease me ! "

or " I am in a hurry ; let me do it myself." If

such rebuffs take place but a few times, the boy

will never again of his own accord offer help. He

will stand about idling, even where he sees his

parents at work, in which he could give help.

Who has not heard parents complain of children

thus treated ? They say, " When the boy, or girl,

was small and could do no good, it was busy about

88 THE student's froebel

everything ; now, when it has some knowledge
and strength, it prefers doing nothing."

The boy or girl does not ask, does not consider,
why its help was at one time useful, at another
useless ; it chooses the easiest way, and gives up
caring to be useful. Therefore, if parents wish
for their children's help hereafter, let them early
cherish their children's active instincts ; and
especially this formative impulse of boyhood,
even if it do cost them a little self-command and
sacrifice, like good seed in good soil, it will bring
forth a hundred-fold. Strengthen, develop,
confirm it.
Knowledge jj-^e ^oy wauts to share the home-labour — to 136

comes to the -J

f°eech'^°"^^ be lifting, drawing, carrying water, splitting
wood. He wants to try his own strength on
everything, that his frame may grow stronger,
and that he may know what he can do. The boy
follows his father everywhere, into garden, field,
and wood, goes with him into the workshop,
tends the animals, or mends the tools, sharing
whatever the father has to do. Question upon
question springs from the boy's heart, which is
athirst for knowledge. " How ? Why ? When ?
Whence ? What for ? " And any tolerably
complete reply opens up to the boy a new world,
speech brings him into touch with all things,
de^iighu'n '^^^ healthy boy, simply brought up, never 137
difficulties, avoids or tries to escape an obstacle, a difficulty :
he looks for them, he overcomes them. " Let it
be," cries the lad, when his father wants to move
a piece of timber out of his way : " let it be, I'll
get over it." It is hard to get over, but he does

THE BOY 89

it ; and with increased strength and courage he
goes back, chmbs over the obstacle again, and soon
skips over it, as though nothing were in the way.
Hence comes his bold, venturesome strength ;
he creeps into caves and clefts, climbs trees and
hills, searches heights and depths, wanders in
woods and fields. The hardest is easy, and the
most dangerous safe, because the impulse to it
comes out of the inner nature, the heart, the will.
138 Alongside with this impulse to use, try, and xhe love of
measure his own powers, something else drives the'^oy^ *"
the boy into considerations of height, depth, and
distance. A need is growing out of his inner life to
survey the manifold ; to see, as a whole, what is
divided, especially to bring near what is distant,
to understand distance, multiplicity, everything !
The climbing of a new tree is to the boy the
discovery of a new world. Seen from above, every-
thing looks quite different from what it does
when seen crowded and foreshortened, on the
level. Could we recall the feelings that widened
our soul and heart when as boys we saw [from tree-
top] the narrowing bounds of common view
disappear, we should not so coldly call out to him
" Come down : you will fall ! " Ought we not
— do we not — wish to give our boy this uplifting
of spirit and mind betimes ? Shall he not, on
sunUt height, clear his vision, widen his heart,
by a look into distance ? " But the boy will
be foolhardy ; I shall never have a moment's
peace about him." The boy, who, from his first
years has been led as his strength grew to use it,
will each time expect from himself just a little

90

THE STUDENT S FROEBEL

The boy's
exploring
instinct,
may be seed
of futiire
knowledge.

The boy's
constructive
instinct, and
need for
space and
material.

more than he has already done, and thus, as
though led by a protecting genius, \\dll come safely
through all dangers.

Another boyish taste should be gently 139
treated — not ruthlessly crushed. This is the
love of making his way into caves and glens,
dark grove or wood, " to seek the undis-
covered, behold the unseen, bring to light
what was in darkness." He will come back
with precious spoil of new plants or stones —
perhaps creatures not found near home.
Then, numberless questions are asked, and
every answer widens and enriches his world.
Parents are warned not to cry out, at sight of
grub, beetle, or lizard, " Fie ! throw it down ;
it is horrid, it will sting you." If the boy
obey, he flings away with it a portion of
his human strength : for later, when you,
or his owTi reason, say, " It is a harmless crea-
ture," he will still shrink from it, and thus a
portion of knowledge is wasted. You may
caution him against handling animals that
he does not know, especially for their sakes.
But our energetic boy will not be found always 140
on the heights, or in the depths. The same
endeavour to get round, over, and in sight of
things that took him to hill and dale, is with him
on the plain. See ! there at the edge of his
father's ground, he makes a little garden ; there,
in the wheel-rut, or by the ditch, he mimics the
course of a river ; here, he gets a nearer and
clearer view of the fall and pressure of water by
his own little water-wheel ; now he studies the

THE BOY 91

floating of a bit of thin wood, or bark, on the
water which he has banked into a pool. The
boy at this age, too, is so fond of occupying
himself with any kind of shapeable matter, such
as sand or clay, that we might call it a vital
element for him. Having once gained the feeling
of power he seeks to rule over matter, to control
it, everything must submit to his impulse of
shaping and forming. In a hillock he will have a
cellar, or a cave, and upon it a garden, or a bench.
Boards, branches, laths, and poles make him a
hut ; deep snow is heaped into walls and ramparts,
for a fortress ; the rough stones on a height form
a castle. Thus each one shapes his own world,
for the feeling of strength that is one's own, soon
requires the possession of a space and material
that is one's own. The boy at this age, must have
a real, material centre of his own. Let the
boy's realm, his province, be a corner of the
garden, the house, or the room, the space of a
band-box, a trunk, or a drawer ; let it be a
cave, a hut, a garden-plot. Best of all let it be
self-made, or self-chosen.

When the space to fill is large, the province to to occupy a

'^ . larger space,

rule great, or the whole to represent many-sided, co-operation
a brotherly union of those with like tastes comes
in ; and when like-minded ones meet and their
hearts respond, then either the work already
begun is extended, or a new work is undertaken
in common.

Froebel's full description of the work of happy
boys is omitted for lack of space. Sketching
what was no doubt before his eyes in his

92 THE student's froebel

own " much-used pupil room," he tells us
of a quiet little boy building a chapel, with
altar and cross, in one corner ; two others
raising a castle on a chair, used for a rock,
while on the plain — the floor — is a village. 141
They inspect and admire each other's work.
Another time, one has made a landscape
with clay and moss ; another a cardboard
house ; a third has been carving boats out
of walnut-shells. Apart, they look well ;
how much better, together ! So the house is
placed upon a hill, and the boats are set to
swim on the lake, and the youngest brings
his shepherd and sheep to pasture by the
waterside,
chudren— of At thls agc, it is most desirable that children 142

school-age —

should have shouM cultivate gardens of their own ; and for

gardens to

cultivate, useful production, too. Thus, first, the
human being sees the fruits of his own labour.
For, though subject to laws of nature which he
cannot control, he sees the results depend much
on his own activity. Thus the boy's life with
Nature, his questions about her, his longing to
become acquainted with her, get fuU and varied
satisfaction. If the boy cannot have a garden
of his own, at least a few plants in a box or in
pots should be his ; not choice or rare flowers,
difficult to manage, but hardy plants, abundant
in leaves and bloom,
im^rtin?" '^^^ pl^y, or voluutary occupation, of this 143
for mind as school-age docs uot wholly consist of mere repre-
sentation of objects, many games are simply for the
trial, comparison, and display of strength.

important
for mind ;
well as body

THE BOY 93

Such are — everywhere — running, wresthng,
sparring, games of war and hunting ; for the
British boy, boxing, hockey, football, cricket.
In such games the boy becomes aware of his own
strength, feels it grow and improve in himself and
his comrades, and is thus filled with vivid and
eager pleasure. Nor is it by any means bodily
strength alone that finds solid nutriment in these
games ; the mental and moral forces are thereby
raised, confirmed, even more, if possible, than
the physical. Justice, moderation, self-control,
truth, faithfulness, kindness, and strict im-
partiahty, too, are fostered. Does not every one
who approaches boys at play [that is, such as
have had fair chances in infancy and childhood]
scent the fragrance of these flowers of heart,
and mind, and will ? Bright-coloured, if less
fragrant blossoms, too, are there : courage,
endurance, resolution, presence of mind, along
with sharp penalty, perhaps expulsion, for the
too easy-going and lazy. If you love to inhale
a fresh, a refreshing, breath of life, visit such a
playground. Nor are yet tenderer blossoms
absent. Those who know how to look for them
will find pity, patience, help, encouragement to those
younger, more delicate in health, weaker by no
fault of their own, or to those who are new to the
game. All this ought to be considered by those sociai games
who scarcely approve, only just endure, that play- social ufe.
grounds should have a place in the education of
boys.
144 Every parish ought to have a special playground
for its boy-world ; and the results to the whole

94 THE student's froebel

community would be admirable. The games of
this stage of life are, when possible, social ; there-
fore they tend to form and unfold social feeling,
the laws and claims of society. The boy wants
to see himself in his fellows, to feel himself in them,
to measure and weigh himself by them, thus to
know himself by them and in them ; so these
social games prepare directly for life, they waken
and nourish many civic virtues.
Indoor But the scasous and other circumstances may 145

occupations, j^^j^^j^j. ^j^g ^^y ^ whcu frcc of home and school

duties, from using his strength in the open air ; and
the boy is never to be idle on any account. There-
fore, various indoor occupations make an essential
part of boy-life and boy-training, especially
what one calls handiwork : e.g., construction in
paper and cardboard, etc.
From the But thcrc is iu man another endeavour, another 146

des^ire to lougiug, auothcr demand of the heart, which
the° presr^ is not to bc Satisfied by any or all of these material
thel)as"t, ° occupations. The present, with all its fullness
dem"andfor aud wcalth, docs uot sufficc him. From seeing
htltor^.^^"'^' that something is, to-day, he infers that some-
thing was, in the past. He would like to know
the reason, the cause, which is gone, of what
now exists ; he wants the remains of olden times
to tell him about themselves, and their causes,
and their own time. Cannot every one remember,
that, when in his riper boyhood he saw old
walls, and towers, the ruins of an old building,
or memorial stones and pillars upon heights,
there awoke in him a longing to be told all about
these objects, their age and meaning, by those

THE BOY 95

who must know, his elders ? He wants the
ruins themselves to tell him stories, to narrate
their history to him ; and so is developed in the boy
[and girl] of this age the demand for stories, for
legend, and by and by, for history. This demand,
especially at first, is so strong that when not
satisfied by others, boys try to gratify it for
themselves.

We may all have seen a circle of children
gathered round one whose retentive memory
and lively imagination makes him a good
story-teller, listening to him with all their ears.
147 The present, moreover, in which the boy t^**^^^"'^
is living, contains much that he cannot explain song stand
for himself, and would like to have explained ; ^°y'^ "»'i«^-
much that seems to him dumb, yet he wants it
to speak ; much that seems to him dead, and he
would so like to have it living. He wants to hear
from others the interpretation of all this ; to
have the voice of these speechless objects made
audible ; he desires to hear in words that inner
living connection of all things which he dimly
feels. But other people are but rarely able to
gratify the boy's wishes, and so there unfolds
in him a longing for fable and fairy-tale.

Sometimes we find children inventing fairy

tales for themselves —

Such self-made stories plainly tell an observer

what is working, all unconscious to himself, in

the mind of the young narrator.

149 Again, what lives in him, what he feels, what

his mind guesses, what wells up in his heart with

the joy of conscious strength, or of the beauty of

96 THE student's froebel

spring : — all this the boy longs to express in his own
words, but finding none, he is thankful for the
utterance of others, especially in song. The boy,
when cheerful and happy, delights in singing, for
when singing he feels himself doubly alive, and
the sense of growing strength makes his merry
voice sound over hill and valley.

Thus far Froebel has treated of the ideal life of
boyhood.

ffi\nd ^^ ^°^ ^^^^ ^^^"^ *h^ ^^^^^ ^^"^ o^ child-life, 125
their causes, withiu aud without, — which really exists for the

blessing of mankind, wherever we find a truly
human training of children, and which is some-
times seen in real life with greater beauty and
fullness than is here ideally portrayed — to the
ordinary life of the majority of children. If we
look into the real life of children and boys,
as it shows itself at home and at school, we are
compelled to say plainly that much, which is
not ideal, meets us : — self-will, defiance, laziness
of body and mind, greediness, vanity, and conceit,
self-assertion and masterfulness, unbrotherly,
unchildHke, behaviour ; emptiness of mind,
superficiality ; dread of work, even of play ;
disobedience ; forgetfulness of God. If we look
for the sources of these and other faulty examples
of childish and boyish conduct, the existence of
which is not to be denied, two occur to us imme-
diately. On the one hand, the unfolding of certain
sides of human nature has been wholly omitted ;
on the other hand, human powers and disposi-
tions, meant to be good, have been wrongly directed
and developed, so as to become distorted, that is,

THE BOY 97

the natural and necessary development of the

human being has been thwarted.

For surely the nature of man is erood, andxheessea-
, . 1 . . , , . ' . tiai good-

there are m man qualities and tendencies, good in ness of

themselves. Man in himself is not bad, nor are nature.
any human impulses evil in themselves. As-
suming the destination of man for consciousness,
reason, and freedom, it follows that man must be
able to sin in order to be virtuous ; to be truly
free he must have the power of becoming a slave.
If man is to do with self-determination what is
Divine and eternal, it follows that he can and may
do what is earthly and finite. Since God chose to
make Himself known finitely, this could be only
in what is finite and transitory. Whoever,
therefore, calls the temporal and finite bad, is
thereby scorning the creation, Nature herself, and,
in the proper sense of the word, is blaspheming
God.
153 Beneath every sort of faultiness in man, there is
a good quality crushed or distorted, a good
impulse thrust back, misunderstood, or misled.
Therefore the only but never-failing way to
abolish all faultiness, all human wickedness and
depravity, consists in taking pains, first, to seek
and find the original spring or good side of human-
ity, out of which — when crushed, perverted, or
misdirected — the faultiness grew ; and next, to
nourish and tend, strengthen and lead aright, that
original spring of good. Thus the faultiness will
vanish at last after much toilsome conflict, not
with original evil in man, but with habit and
custom, unnecessary, however inveterate.

98 THE student's froebel

Faults Thus, for instance, it cannot be denied that

Or" jci Tl O

from the there exists in the child-world, to-day, too little
p\%e°tic^ true and gentle childlike feeling, too little tender
^^^' and brotherly consideration, too little genuine
religious feeling. On the other hand, there is far
too much selfishness and unkindness, especially
rudeness and the like. The cause of all this lies
in the fact that sympathetic feeling has not been
awakened in child and boy ; and yet more, that
it early ceased to exist between parents and
children. If, then, genuine brotherliness, real
childlikeness, trustful, loving, pious feeling, con-
sideration, pity, respect for playmate and fellow-
man, is to become general, this can be brought
about only by taking hold of, and most sedulously
cherishing, from the first, the sympathetic feeling
which resides more or less in every human creature.
When that has been done, we shall soon again
possess, in family and religious life, what we
now so painfully miss, the genuine, natural,
childlike character.
Thoughtless- Another source of boyish faults is precipi- 154
chief source tatiou, carelcssncss, levity — in one word, thought-
fauus. lessness. This often means acting from an
impulse, in itself harmless, even praiseworthy,
which captures all the boy's activity of senses
and body. Experience has not yet provided
him with a knowledge of consequences in the
particular case, and it never enters his head to
consider what these may be. Thus a boy, by no
means a bad one, powdered the wig of an uncle
of whom he was very fond with plaster of Paris,
taking the greatest delight in his work, without

THE BOY 99

the smallest idea of doing anything blameworthy.
Another boy found some china basins in a
large tub of water, and observed that these basins,
when they fell open-side downwards on the smooth,
still water, made a sharp sound. This experiment
gave him pleasure, and he tried it repeatedly,
saying to himself that the basin would not get
broken in deep, yielding water. Once, however,
he let the basin fall from so great a height, and
so plumb upon the fiat surface, that the air
enclosed within it could not escape, and caused
the basin to split into two halves ; the young self-
instructing natural philosopher stood astonished
and troubled by this unexpected catastrophe. In
many other ways, the boy seems incredibly
shortsighted in following his life-impulse. A
boy throws stones, perseveringly, at a small
window in a neighbouring house, meaning to hit
it, yet never dreaming, still less saying to himself,
that if the stone strikes the window the glass will
be broken. The stone hits, the glass is shattered,
and the boy stands rooted to the spot.
155 It is certainly a deep truth, the neglect of Educators

, • , • 1 / 1 1 -11 1 mustbe-

which IS day by day severely punished, that wareof
it is most frequently man, often the educator innocent
himself, who first makes man, as child or boy, bad. lessness as
This happens when people ascribe to a wrong or
evil motive what the child does through ignorance .
or want of thought, even what may have resulted
from his very acute sense of right and wrong.
There are, alas ! even among educators, unhappy
beings who see in the conduct of children and
boys the work of cunning and malicious imps,

8— (957)

100 THE student's FROEBEL

where others see at most a joke pushed too far,
or merriment not quite in order. Such birds
of ill omen, being teachers, make the child guilty,
when, if not perfectly blameless, it is yet free
from conscious guilt ; they do this by ascribing
to him feelings and actions of which, but for them,
it would know nothing. They are like the good-
natured little boy who said, " See how tame it is ! "
when he had mauled the poor fly or beetle till it
could not stir. Thus there are children very
faulty in conduct through not seeing or heeding
matters of real life, of which they can know
little while they surrender themselves wholly to
their impulses, who have yet a longing, an inner
desire to grow up good and useful. Such boys,
too often become really bad, just because at
first their inward endeavour failed to be under-
stood, was indeed misunderstood ; while, had they
been appreciated at the right moment, they would
have become one day most valuable men. Yes,
parents, teachers, and others, very often punish
children and boys for faults and sins which they
taught them. Punishment, especially scolding,
puts faults into children ; brings to their
knowledge sins of which they never dreamed.
The vague As already indicated, a guessing and longing, 156
which a deep significant feeling in the boy's mind at

pervades the . ^ . " " ,

boy's mind, this period, pcrvades everythmg that he does.

scious effort All his doiugs have a social character, for he tries
to find the unity which makes all things and beings
one, and to find himself in and among all things.
A boy of this age, naturally brought up, is seeking,
however weak and unconscious the indications

THE BOY 101

may be, the unity which makes all things one,
the foundation of all things — God. This is what
he seeks ; not the cause made and shaped by
human wisdom and human wit, but that One,
Who is ever nigh to heart and mind, nigh to the
Uving spirit within ; Who can only be known
in spirit and in truth, and only thus be sought
in prayer. The boy, when mature, finds no
contentment unless he has found Him, Who was
first felt after in vague yearnings and seekings, for
only thus has he found himself.

So far we have seen the free-acting inner
and outer life of man at the scholar stage, as
schoolboy. What, then, is school ?

IV.— SCHOOL

A. PRELIMINARY

School School means the endeavour to bring to the 158

denned. "

pupil's knowledge and consciousness the being or
inner life of objects and of himself ; the intimate
relations of objects, one with another, with man,
wdth the boy himself, and wdth the living basis
and conscious Unity of all things, God.

The boy, when he enters school, leaves behind
the merely outward view of objects, and enters
upon* a higher intellectual view. This stepping of
the child from an outward superficial view^ of
things to the inw^ard view which leads to know-
ledge, insight, and consciousness, from the home
with its own arrangements into the world at large
with its higher law, makes the boy into a scholar,
constitutes School. School is not truly such
by being an establishment for the acquisition
of a greater or lesser quantity of externalities,
but by virtue of the spiritual life which animates
the whole, the intellectual atmosphere in which
all things move.

The faith and trust, the hope and anticipation, 159
with which the child enters school, work wonders.
For it comes with childlike faith, and quiet hope,
with a dim presentiment : " Here thou wilt learn
what cannot be taught thee outside ; here thou
wilt get food for thy mind and soul, while outside
there is only food for the body ; here are food and
drink which quench hunger and thirst."

102

SCHOOL 103

160 Let not the wilfulness, the love of mischief, schoolboy
which boys show at school, be put forward in resuu of the
contradiction of the above. Through the very fnwlrd °*
effect of school, through that growth of inward °''""
force which is the aim and purpose of school, a
boy feels himself freer, and moves more freely.
A genuine schoolboy ought not to be listless or
lazy, but fresh and lively, vigorous in soul and
body, and thus, when following his instinct
too far, so as even to become mischievous, does
not think of any harm ensuing to others.

Froebel does not mean that schoolboy or
schoolgirl mischief is to be submitted to as in-
evitable, or condoned as blameless. His plea
is simply, " Grey heads do not grow on green
shoulders " ; experience cannot be forestalled ;
therefore, bad intent is not to be absolutely
inferred from ill effect. Authority, even in
needful resistance or punishment, must act
considerately, tenderly, else injustice is done,
whence lasting harm will result to temper
and character.

B. SUBJECTS OF TEACHING

166 What then is the school to teach? In what ^he^iji,^^^ ^^^
is man, the boy, to be instructed ? The boy at ^fn^^i\he
the beginning of school age, perceives his own °"'*^'-
spiritual nature, guesses at God, and the spiritual
nature of all things, and shows an endeavour to
clear his perception, and to confirm his guess.
Man at the boy-stage is met by the outer world,
wearing a twofold expression, first, as conditioned
and produced by human will and human force ;

104 THE student's froebel

secondly, as conditioned and produced by the
force operating within nature. He is already
conscious of two worlds, the outer world of body
and form — nature ; and the world within himself
— the soul, his intellect and heart. Language
seeming first to be one with both, gradually
detaches itself, becomes independent and at the
same time serves as the link between the two.
The three- Through Language, the school — instruction — 168
ledge which sliould Icad the boy to a threefold knowledge,
must gain, which again is one : (1) to the knowledge of him-
self in all circumstances, and thus to a knowledge
of man in general, in his being and relations ;
(2) to the knowledge of God, the constant con-
dition, the eternal Foundation and Source of all
being ; and (3) to the knowledge of Nature —
the material world, as issuing from, and conditioned
by, the eternally Spiritual. Instruction is to
lead man to a life and conduct in complete accord
with that threefold, yet single, knowledge. Man
— as boy — is to be led by school, in the way of
that knowledge from inclination to choice, from
activity of will to perseverance, thus steadily
onward till he reach his destination, his calling,
and attain to the conditional perfection possible
in this world.

1. — Instruction in Religion

Religion Thc effort to lift into clear sight our prevision 169

TTfe"afiiis of that the soul, the human spirit, is in its origin

instl^cTion. one with God ; the effort, founded on this sight,

to be, and live, in union with God, undisturbed

in every lot of life, unweakened by any event of

SCHOOL 105

existence : — this is Religion. Religion is not
something fixed, but an eternally advancing
endeavour, and therefore something eternally
subsisting.
170 Religious Instruction seeks to animate, strengthen
and clear our perceptions of a spiritual self —
our soul, intellect, and heart — as resting in, and
proceeding from, God ; to make known the
faculties of soul, intellect, and heart as depending
on God ; to show God's necessary being and
operation ; to exhibit the relation of God to
man, as it announces itself in each one's heart
and life, and in all existence, notably in the life
and history of mankind, as the Sacred Scriptures
declare it to us. Religious Instruction applies
this knowledge to all life, and particularly in
and to each one's own life ; applies it to the
development and improvement of mankind, to
show the divine in the human ; and specially
to the knowing and doing of man's duty, that is,
what, being man, he must care for ; and finally, to
exhibit ways of satisfying this endeavour to live
in union with God, and the means of restoring
harmony when disturbed.

Rehgious instruction, therefore, always pre- Religions
supposes some degree of religious feeling, however necessary

^^ ° • T 4. *.• tothesuc-

weak, however unconscious. Instruction can cess of
only be fruitful, can only lay hold of life effectively instruction.
in so far as a real, however slight and rudimentary,
sense of religion is already there. Were it possible
for a human being to exist wholly without religious
sensibility, no means could give it. Parents who
permit their children to grow up to school age

106 THE student's froebel

without any endeavour to nourish rehgious
feeUng would do well to ponder this.

It is, and for ever will be, true that the divinely 172
human is mirrored in purely human relations,
especially in the parental and spiritual ; and in
those pure relations of man to man we recognise
God's relation to man, and man's relation to God,
we attain to the sight of them.

When the human being knows, consciously 173
and clearly, that his spiritual self came forth
from God, was bom in and from God, was originally
one with God ; knows that he is in constant
dependence on God, and in uninterrupted com-
munion with God ; when in this eternally neces-
sary dependence on God — in the clearness of his
recognition of it, and in the steadiness and zeal
wherewith he acts on the knowledge ; when he
realises that salvation, peace, joy, his vocation,
his very life, the purpose of his existence depends
on conduct in absolute unison with this know-
ledge and conviction — then, verily, he knows God
to be his Father, himself to be a child of God, and
he must live in accordance with this knowledge.
Such is the Christian Religion — the Religion of
Jesus. Therefore, the only key to the knowledge
and experience of divinely human relations — the
relation of God to man, of man to God — is under-
standing of spiritually human, true fatherly and
childlike relations. Only in so far as we enter
into purely spiritual, intimately human, relations,
and live in faithful accordance with them, shall
we attain to complete knowledge of divinely
human relations, and feel them so deeply and

SCHOOL 107

vividly that every longing of our being will be
satisfied, recognised at least, and become, instead
of an unfulfilled yearning, a striving which
is its own immediate reward. We do not yet
know, we do not even guess, what is yet so near
us, one with our own life, with our own self. We
do not even live up to our own professions. We
profess to be sons of God, and are not yet true
children of our own parents. God is said to be
our Father, and we are far from being true fathers
of our own children ; we aim to see the Divine,
and we leave uncared-for the human, which would
lead us to it. The Christian religion is the clear
insight, free from all illusion, an insight and
conviction with firm and eternal foundations —
life and conduct completely harmonising with
them — that the manifestation and revelation
of the one Eternal living Being, shining with his
own light, God, must be a threefold revelation :
that God manifests and reveals Himself in His
oneness as Creator, Preserver, Ruler, as Father
of all things ; that He manifests and reveals
Himself, in the present and in the past, in a being
of highest perfection and completeness, and
therefore His Son, the only begotten first-born
Son ; that He has manifested Himself and still
reveals Himself in all that is and works in life,
the one life and spirit of all, God's Spirit ; and
this ever as the One and Living God.

2. — Study of Nature
182 What Religion says and affirms, that Nature Nature : a

, . ... revelation of

shows and presents ; what is taught by meditation God.

108 THE student's froebel

upon God, is confirmed by Nature ; what follows
from the consideration of the inward is made
known by the consideration of the outward ;
what Rehgion asks for, Nature fulfils. For
Nature, and all that exists, is God's annunciation,
revelation, of Himself ; whatever is has its founda-
tion in the revelation of God. Absolutely nothing
can come to light but bears in itself life and
spirit ; it bears the impress of that spirit and life,
of that essence, to which it owes its existence. As
this is true of man's work, from the highest artist to
the humblest handworker, from the most com-
monplace to the loftiest and most spiritual human
work, from the most lasting to the most transitory
human activity, so is it true of the works of God
— Nature, the creation, everything that has come to
pass. As in a work of human art there dwells no
material part of the human spirit of its artist, yet
a true art-work bears in it the whole mind of the
artist in such a sense that the artist lives in it,
speaks out of it, so as to inspire others, to awaken,
develop, form, his spirit in them — so God's spirit is
related to Nature, and all that exists. God's
Spirit rests in Nature, lives and works in Nature,
expresses itself in Nature, communicates itself
by Nature : yet Nature is not the body of God.
Study of As Nature is not God's body, so neither does

gives readi- God dwcll iu Naturc as in a house ; but God's
the spirit of Spirit lives in Nature, bearing, shielding, unfolding.
Does not the artist's mind, though but human,
dwell in his work, shielding and watching over it ?
Does not the artist's mind give an earthly im-
mortality to a block of marble, or perishable

SCHOOL 109

canvas, or even to winged words which perish
almost as soon as born ? We take pains to learn
the spirit, life and aim of human works ; we study
human works, and we do well. The less developed
man should grow by studying the development
of maturer human beings : how much more
should we exert ourselves to know God's work —
Nature ; to make ourselves acquainted with
objects of Nature, in their life, according to their
meaning, that is according to the Spirit of God.
Moreover, we should feel ourselves drawn to
Nature, because genuine works of art, works of
man out of which man's pure spirit, God's Spirit,
speaks purely, are not always and everywhere
within reach, whereas man is everywhere sur-
rounded by pure works of God ; by works of
Nature out of which the pure Spirit of God speaks.
195 Therefore, the human being specially in boy- Nature
hood, should be made intimately acquainted with indispens-
Nature, not m her particulars, the forms of her education,
phenomena only, but in her essence, the Divine
which lives and moves in Nature. The boy feels
this deeply, and desires it ; nothing binds together
educator and pupils, with feelings unspoiled,
like being occupied in common with Nature,
with natural objects. This parents as well as
school teachers should look to. At least once a
week teachers should go out, with each division
of their school, into the country ; not, as may
be sometimes seen, driving them like a flock of
sheep, nor leading them like a company of soldiers,
but going with them like a father among his
sons, or a brother with his brothers, bringing

110 THE student's FROEBEL

closer to their sight and attention whatever
Nature has to show at that season of the year.
of Nature ifl Schoolmasters who live in a village, or in the
country- country, should not reply : " My school children
children. ^j-g gj] (j^y ^Qj-^g {^i thc opcu air, and run about in it
whether I help them, or not." True ! they run
about, but they do not live in the open air, they
do not live with nature. Not children and boys
only, but many adults know no more about nature
than ordinary people do about the air they live
in. That is, they scarcely know it as a real
thing, still less do they know the qualities which
render air indispensable to the preservation of
bodily life. In common parlance, air means
either a draught, or a temperature. In like
manner, children and boys who are contin-
ually running about in the open air, may yet see,
guess, and feel nothing of nature's beauties and
their operation on the human mind. Just as
those who have grown up in very beautiful scenery
often feel nothing of its beauty and influence.
The im- But — and this is most important — it may chance

portance of ... ,

old and that the boy, with his own inward spiritual

young .

studying sight, does behold, or guess, somewhat of the

Nflturfi In

common, life of Naturc around him. If, then, he meets
with no sympathy from the grown-up people near
him, that seed of life, just as it is springing, is
covered over, suppressed. The boy asks from
the adult confirmation, or correction, of his
own inward perceptions ; and he has a right to do
so, from a feeling of what his elders should be,
from a feeling of respect for them. When he gets
no response the effect is twofold : he loses respect

SCHOOL 111

for his elders, and his original inward feeling and
perception die away. Hence the importance of
boy and adult walking together, in common
endeavour to take to themselves the spirit and
life of Nature, and to let it act upon them. Thus,
too, much aimless sauntering of boys, that is
neither play nor work, would come to an end.

3. — Study of Form and Mathematics

196 Thus the being and operation of nature as a [j^^'^^p^*"
whole, nature as an image of God, as a word of Mature by

' O ' the spirit

God, communicates and awakens a response to the and by the

c senses.

spirit of God ; thus Nature meets, and has always
met, Man's inward contemplation. But to out-
ward contemplation she offers herself otherwise.
To the senses she appears to be a multiplicity of
particulars, differing one from another, without
clear, intimate, living connexion ; items, details,
of which each has its own form, each its proper
course of development, and each its peculiar
destiny and purpose. To the outward observation
there is no sign that all these externally separate
details are originally connected members of a
great living organism, a whole, intimately and
spiritually united, no sign that Nature herself is
such a whole.

This outside view of Nature, resting upon The inner
individual phenomena — natural objects looked on Nature.
as distinct and separate — is like looking at a tree,
or any much-divided flowering plant. Each leaf
seems distinct from every other ; no connecting
link is seen from branch to branch or within the
blossom, from calyx to corolla, from these to

112 THE student's FROEBEL

stamens and pistil. But, when we look with
the mind's eye, seeking and finding connections
for the most obvious particulars working from
one link to another, at last we discern the unity
of an inner law working at the heart of the plant.
The multiplicity of nature leads the thinking
mind to recognise in all things, as in the plant,
a deep-lying law.
m°auer^"'^ Force, wheu appearing is the ultimate ground of
all things, of every phenomenon in Nature. Be-
sides force there is a second necessary condition
of form and substance, namely, matter.

The individuality and at the same time mul-
tiplicity of natural forms on this earth, show
that matter and force constitute an indivisible
unity. Matter, and spontaneous force, acting,
from one point equally in all directions, imply
one another, neither exists, or can subsist,
without the other, strictly speaking, neither can
be thought of without the other.

Here follow lengthy and minute develop-
ments of Froebel's Study of Forms
(Formenkunde), the third subject of instruc-
tion at school. From the ball, or sphere, which
he assumes to be " universally the first, and
the last, natural form," he follows the working
of matter and force as one, through a wide
variety of crystalline forms, and seems
without conscious difficulty to step across
that chasm between the realms of the inor-
ganic and the organic, as also over that
dividing inanimate from animate beings,
before which Science still halts. Froebel's

SCHOOL 113

saying : " In the whole process of the develop-
ment of crystalline form, as it appears in
natural objects, there is a most remarkable
agreement with the development of the
human mind and heart," may be prophetic,
or it may illustrate the ease with which rare
as well as ordinary intellects accept analogy in
the light of proof. In any case, as honest
teachers, we must wait until that near or
distant day when those who know shall be
agreed upon the scientific facts, before we
use them with our pupils as the basis of
spiritual culture.
253 Let father and son, tutor and pupil, teacher Parents and

. , , . Teachers

and scholar, move together m the great world of feuow-
Nature. Do not reply — Father, Teacher — " I know Nature

z54 nothmg of this, yet. It is not only a question boys and
of imparting knowledge already gained, but of^
calling forth new knowledge, which elder and
younger share. " You, teachers, must observe,
lead your juniors to observe, and bring what is
observed to your own and to their consciousness."

255 In order to perceive the all-pervading reign of
law in Nature, her unity, technical terms are not
needed, either for natural objects or the qualities
of such ; but simple, clear, firm perception of
these objects and qualities is needed, with distinct
names for them. The object is to introduce
the boy to the things themselves, that he may
learn the qualities which they put forth and
express ; that he may know the thing to be that
which, in its form and so forth, it declares itself
to be. The one thing needful is clear sight, and

114 THE student's FROEBEL

recognition of the thing itself. Give the object
its local name, or if you know none, then any
name that occurs, best of all a descriptive name,
even though rather long, until by and by you
come upon the accepted name.

Do not say, O country schoolmaster ! " I know
nothing of natural objects ; I do not even know
their names." By faithful observation of nature,
you can acquire for yourself, however humble
has been your education, far higher and more
thorough outward and inward knowledge, more
vivid acquaintance with the particular and the
manifold, than any books can teach you. More-
over, the so-called higher knowledge usually
rests on perceptions of phenomena which the
simplest person is able to make ; ay, on observa-
tions which, if we have but eyes to see, we can
make with little or no expense, better than by the
most costly experiment ! The country teacher
must bring himself to this by persevering observa-
tion ; he must especially let himself be led to it
by the boys and girls he has about him.

Father, mother, be not afraid : do not say,
" I myself know nothing ; how can I teach my
child ? " That you know nothing, may well be,
no harm in that, if only you are willing to learn.
If you know nothing, do as the child does ; go
to Father and Mother ; be a child with your
child, a scholar with your scholar ; and with him
let yourself be taught by Mother Nature, and by
the Father, God's spirit in Nature. God's Spirit
and Nature herself will lead and teach you, if
you will let yourself be taught. Say not, " I

SCHOOL 115

have not been to college ; I am not learned." Who
taught the first man ? Go like him to the
fountain-head ! One great aim of the University
indeed is, to give sight, to open the inward eye,
for what is within and without ; but it would be
sad for the race of man if none could see but those
who have studied at a University ! And if you,
parents and teachers, train your children and
pupils as early as possible to see and to think,
then Universities will become what they ought,
and aim to be — schools for learning the highest
spiritual truths, schools for realising these in
one's own life and action, schools of wisdom.
256 From every point of life, from every object Nature a
of nature, there is a way to God. Only note Earth to
clearly the starting-point and steadily keep the
way upwards. The phenomena of nature
form a fairer ladder from earth to heaven, and
from heaven to earth, than ever Jacob saw ;
and not in one place only — in all ! It is not a
dream thou seest, it abides, it is everywhere
about thee, it is beautiful, flowers enwreathe it,
and Angels look from it with the eyes of children ;
it is solid, it forms lasting shapes, and rests upon
a crystal world.

Let the boy's eye and the boy's sense lead Atttude

■J -J -J towards

you ; and know for your comfort, that simple, boys-^
natural boys have no patience with half truths
and false pretences. Follow, then, quietly and
thoughtfully, their questions, these will teach
you and them, for these questions come from the
human soul, still childlike ; and what a child
asks a parent, this a grown man should be able to

9— (957)

116 THE student's FROEBEL

answer. But you say : " Children ask more than
parents, than grown men, caw answer," and it is so.
When you cannot give the knowledge they ask
for, you stand at the frontier of the earthly,
and at the gate of the Divine. Then speak out
simply, " I do not know, for it cannot be known,"
and the mind and heart of the child will be satisfied.
Or you stand only at the limit of your own know-
ledge, then be not afraid to say, " I know not ;
others do ; you may, sometime." Take care never
to speak as though your own boundaries were
also the limits of possible human knowledge.

Earlier, Froebel says : " Do you seek a firm
point of rest, and safe guide, in all the variety
of Nature ? Number is such a point and
guide." Viewing number as the simplest
form, the A B C of Mathematics, he proceeds,
here : —
Mathema- Mau seeks a firm point and sure guide to 257

tics a sure -^ "

guide to the knowledge of the inner connection of all variety
variety in in naturc. What can give a surer and more

Nature. O

pregnant begmnmg for this study of variety
than mathematics ? It includes all variety within
itself, unfolds all variety out of itself, yet
is the visible expression of obedience to law and is
law itself. This comprehensive quality gave
Mathematics its name, the literal meaning of
which is, theory of knowing, science of knowledge.
Mathema- How is it that Mathcmatics not only first 258
man'ind* acquircd and maintained this high rank through

.nature.

long ages, but has even surpassed it ? What is
Mathematics in its essence, growth, operation ?
As phenomenon of the inward and of the outward

SCHOOL 117

world, she belongs alike to man and to nature.
Issuing from pure intellect, from the simple
laws of thought, being a visible expression of these
laws, and of thought itself, she finds, already
existing in the material world outside her, phe-
nomena, combinations, shapes, figures, that are
all necessarily governed by these laws ; yet they
meet her, in Nature, as wholly independent of
her, and of human intellect and thought. Man
thus, within himself, in his intellect, in the laws
of his thought, finds that very Nature, with
all its variety of phenomena, which had grown
up independently of him in the outer world.

Thus Mathematics stands forth as that which
unites, mediates between man and Nature,
inner and outer world, thought and perception,
as no other subject of study does.

261 Education of man, without Mathematics, Education
without at least a thorough knowledge of number, some
and whatever study of form and magnitude is tics is worse

, . 1 i i 1 than u^!eless.

practicable and necessary, is no better than
unsubstantial patchwork ; and instruction, thus
essentially defective, puts insuperable obstacles
in the way of the training and development
whereto man is destined and called. For human
intellect is as inseparable from mathematics as the
human heart is from Religion,

4. — Language

{a) PRELIMINARY R,,igi„,„

262 What then is Language, and in what relation LaSV-:
does it stand to the other two cardinal points lioTt^ono
of boy-life, Rehgion and Mathematics ? EduMt'ion.

118 THE student's FROEBEL

Wherever true inner connexion, true living 263
reciprocity, exists and expresses itself, there at
once appears the relation of Unity, Individuality,
and Variety. So it is with Religion, Nature, and
Language.

Religion : the heart's life, the life that the heart 264
demands, finding and feeling the One in every-
thing ; Nature : the cognition of particulars
in the outer world, in themselves, and their relation
to one another, and to the whole, a continuous
seeking, the demand of the intellect ; Language :
which represents the oneness in all variety,
the inner living connexion of all things, a striving
dictated by reason ; these three are then an
indivisible unity, and the partial, broken, and
incoherent training of one without the others,
necessarily produces one-sidedness, and hence,
if not destruction, at least disturbance of human
nature, which is one.
All these Religion, Nature — with Mathematics, which

being really . " .

one, have IS Naturc m man — and Language, these three,
in all their various relations, have one like aim
and purpose ; to make known, to reveal the
inward, the inmost ; to make the internal external,
and the external internal ; and to show both,
inmost and outmost, in their natural, original,
necessary accord and connexion. Therefore, 265
what is said of one of these three may likewise,
but in its own way, be said of each of the other
two. What, therefore, has already been said of
Religion and Nature (Mathematics), if in itself
true, will follow concerning Language ; only with
a difference due to the peculiarities of Language.

like aim.

SCHOOL 119

We meet, alas ! in life with the delusion that one
or another of these three studies may exist alone,
by itself advance and grow to completeness ;
Language, without Religion and Nature (Mathe-
matics) ; Religion, without Language and Nature
(Mathematics) : Study of Nature {Mathematics),
without Study of Language and Religion.

Now this, Froebel says, is a sin against
humanity one and indivisible, and a great
hindrance to man's true development.
As, however, man is meant to know surely and
see clearly, and to attain complete consciousness,
it is evident that the education of man necessarily
demands just estimation and knowledge of
Religion, of Nature (Mathematics) and of Lan-
guage, in their inner, living reciprocity. Without
a knowledge of the inner unity of these three, we
lose ourselves in limitless multiplicity.

267 Speech is a copy of man's whole inner and Definition ot
outer world. As a product of man, speech comes

forth immediately from his mind ; is representa-
tion and expression of the human mind, as Nature
is of the divine mind. The question whether
language is a simple product of the human mind,
or grows from imitation of Nature, is due to the
fact that the spirit of Nature and that of Man,

268 are ojte ; they have one source — God.

Admitting that objective proof is yet wanting
of what he asserts, Froebel pronounces that
the inner conviction cannot be stifled, that in

269 every language, inwardly necessary, Laws express
themselves in the constituents of words ; in
tones, sounds, endings, also in the letters and

120 THE student's froebel

their combinations, which are signs for these.
The genesis of speech is still undecided, it should
not be mixed with that of the use of language in
the education of man. We turn from these
questions, not yet ripe for answer, to this sentence,
than which Froebel has few more momentous,
or of more immediate apphcation : —
Words and " Wc ourselvcs, and yet more our children, would 282

objects to be . . ^

connected, attam to a far deeper msight into Language, if
in learning Languages we connected words, much
more than we do, with real sight or touch of
the things and objects signified. Language
would then be to us, not only a combination
of sounds and words, but a real whole, made up
of hfe and objects." Our language would again
become a hfe-speech, born of hfe, and life-
giving, whereas it threatens, through merely
external treatment, to grow more and more
lifeless.
r^ymrand* ^^ ^^ a supreme distinction of Froebel that, hke
s'Sunds'^n *h^ alchemy of Nature, he turns charcoal into
be?n^co«r- ^iamouds, dust into pearls. Asserting, what
^s«<^- all students of language confirm, that rhythm,

measure, belongs to the infancy of all languages,
he would recall to attention that language of
infancy which so evidently delights in rhyme,
and earlier still, in repetition of measured sounds.
With genius and sympathy Froebel himself, in 283
his Mutter und Kose Lieder, gathers and arranges
provision for that appetite of infancy, whence is
to be fed and strengthened the taste for poetry
and song. Here, as elsewhere, the exhortation is :
" Take what nature, child's nature, offers you, and

SCHOOL 121

guide it, with your wisdom, along its own way :
do not try to put in whole, what your grown-
up wit judges better, fatal instance of new cloth
upon the old garment. Select and purify your
nursery-rhymes, not forbid them : tolerate even
meaningless sing-song — if innocent."

(6) WRITING AND READING

285 A naturally developed human being finds itself
as child or boy, in the midst of an outer hfe so
rich in objects, facts, etc., that it cannot hold
them all. Its inner life, meanwhile, unfolds yet
more, and it feels an unconquerable impulse and
need to snatch from forgetfulness some flowers
and fruits of this meeting of inward and outward
life — to preserve them, for itself and others, by
means of signs.

This is an historical outline of how " writing "
arose : first, " picture-writing " of facts and
ideas ; much later, " alphabetic-writing."
Picture-writing we see when children en-
deavour to draw the event that has struck
their minds. Not infrequently, children have
been known to form sign-sounds or letters
for themselves. To wait for this original
invention would detain us too long. Before
giving the instruction, however, it should
be most unequivocally asked for, demanded,
by the child's nature.
Instruction must always be connected with oo„'I,hJ,^d'
a certain need and want of the pupil ; and this |!',s^uppiy*'a"*
want must have been previously developed, l',',!,'';^/"
wakened, led up to, in the boy, or he cannot be

122 THE student's froebel

taught with advantage, with success. A chief
cause of many imperfections in our schools, in
our system of instruction, is that we teach and
instruct our children without having first awakened
this want : perhaps when we have already
destroyed that which was in the child ! How
can such instruction prosper ?
iT^ldtnT Reading, and learning to read, sprang neces- 286
and writing, garily from the wish to render audible to oneself
and others what had been before written down,
to recall this to one's memory, as it were, to
revive it. Through the act of writing and reading,
which must be preceded by a certain living 287
knowledge of the language, man rises above every
other known creature, and approaches the attain-
ment of his destiny ; man becomes a person
first by the practice of this art. Thus the en-
deavour to learn reading and wTiting makes the
boy into a scholar, first renders school possible.
The possession of the power of writing and of
reading what is WTitten gives man the capacity
of one day becoming self-conscious ; it first
renders possible true knowledge, which is self-
knowledge, for it enables man to contemplate
his own being, placing it as an object before him.
Writing connects man as present, with the past and
the future ; with the nearest, completely, and
with the most distant, certainly. Thus, writing
gives man the possibility of reaching the highest
completest earthly perfection.
Ipse dixit / extremely doubtful.
Tbej^ant Siuce, thcu, reading and writing are so im-
cieariy portaut to mau, the boy must be strong enough

to write and
read.

SCHOOL 123

and intelligent enough to use them properly. The shown be-
possibility of becoming conscious must be already i°e%augh?"
awake in him ; the need of writing and reading,
the impulse — the necessity — for them should
have clearly expressed itself, before children begin to
learn to write and read. The boy who is to learn
writing and reading with true profit, must him-
self already be something, else, he tries to be
conscious of something which he not yet is;
and all his " knowledge," gained by reading,
will be hollow, dead, empty, mechanical. When
the foundation is thus lifeless and mechanical,
how can life-activity, true life, the highest prize
of all endeavour, be developed ? How can man
really attain his destiny, which is. Life ?

5. — Art

288 From what has already been said about the

•^ Art denned.

aim, centre, and ob]ect of all human endeavour,
it is clearly seen that it is threefold : 1. Striving
after rest and life within ; 2. Striving after
knowing and laying hold of the outward ; 3.
Striving to represent directly the inward. The
1st is the endeavour of Religion ; the 2nd, of
Natural Science ; the 3rd, of Self-representation,
Self-development, and Self-contemplation.

Nature (Mathematics) and Language having .
been already touched on, one thing is still
manifestly wanting to the complete present-
ment of man's whole being ; this is the
presentment of life, inner life itself, what is
immediately experienced — the heart ; this

124

THE student's FROEBEL

The

relation of

Art to

Nature,

Language

and

Religion.

third, presentment of what is within man,

the true self of man, is Art.
All human ideas, one only excepted, are relative,
in other words, all ideas stand in reciprocal
relations to one another, and are only distinct
in their extremes. Therefore, Art has a side
where it touches Mathematics, the understanding ;
a second, where it touches the world of Language,
reason ; a third where, although pure presentment
of the internal, it seems to be one with the repre-
sentation of nature ; finally, one where it coincides
with religion. If Art is viewed only in its ultimate
unity, as pure presentment of the internal, it occurs
to us that art-presentments of what lives within
man — of what forms his proper inner life — will be
different according to the matter in which they
have to be imbodied. Art, as presentment by
pure sound, is Music, especially Song ; as present-
ment for the sight, by colour, is Painting ; Art as
presentment in space, by forming and shaping
of mass, is Modelling, or Sculpture. Drawing
is a link between the two last, and might be taken
as presentment by simple lines, while painting is
presentment by surfaces, and modelling, by
masses. We have seen that the effort to draw
appears at an early stage of human development.
The effort, too, by modelling, and by painting, to
put forth what is within, appears early ; often
in childhood, distinctly in early boyhood. We
conclude, then, without hesitation, that some
feeling for Art is a general quality and gift of man,
and ought to be cherished from the first ; at
latest in boyhood.

SCHOOL 125

When this feehng is cared for, even though The value of
the individual have no special gift for Art, so as tn school'."^
to grow up an artist, he will become better able
to understand and value works of Art : and a
genuine school training will save him from setting
up for an artist without true inner vocation.
Singing, drawing, painting, and modelling must
therefore be early taken into account in any
general, comprehensive scheme of human educa-
tion and accomplishment ; they must be early
treated as serious school matters, not left
to chance or caprice. Every human being
should be enabled to develop fully and in
all directions, faithful to his own nature,
that each may grow up to recognise the
many-sided activity of man ; and especially, as
aforesaid, that every individual may learn to
appreciate and to estimate the productions of
genuine art.

290 Poetic representation is a connecting link with Poetry links
Art, as Drawing is from another point of view. Language.
Starting from Language, Poesy is a condensed
representation of the spiritual inner world ;

a presentment of eternally moved and moving
life — at rest.

291 In everything, in hfe and in religion, so ^^^^ ^^^
also in Art, the last and highest aim ofhighest

. . 1 • 1 /"I • object. >f Art

representation is man, pure and simple. Lhris- toman.
tian Art is, or ought to be, the highest Art,
for she endeavours to display in everything
the constant, the divine, especially in and by
Man : for Man is the highest object of Art,
to Man.

126 THE student's froebel
C. — Home and School

{a) PRELIMINARY

School-life In the home the child grows up to boyhood 293
hfe shoSd and school-age ; therefore School should be
notTvld^d. hnked with the Home. To-day, the first and most
indispensable demand of human development
and training, complete or tending to complete-
ness, is that School should be at one with Life —
that Home-hfe should be one with School-hfe.

Would that we could perceive what a burden-
some mass of accumulated, mechanical, far-
fetched knowledge and training we already
possess, and are foolishly striving day by day
to augment ; and, on the other hand, how very
httle knowledge we have, that has been developed
out of ourselves, that has grown up in our own
souls. It would be well for our children,
and for the saving of future generations,
if we would but cease to be proud of
our foreign thinking, foreign knowing, even
foreign emotions and feelings ; cease to set the
highest fame and success of our schools therein,
that they stuff our children's minds and hearts
with all this far-fetched veneer of knowledge
and skill !

Froebel alludes here to the old complaint of

German eagerness to borrow and appropriate

" culture " from strangers.

Shall we never begin to raise a tree of life

in our own hearts, a tree of knowledge in our own

minds, to cherish it unto beautiful unfolding, so

that it may bloom in health and beauty, and give

SCHOOL 127

ripe fruits which here must decay, but there will
spring up again ? Shall we never tire of stamping children
our children and pupils like coins ; letting them f^Twithin,
flourish with image and superscription not their ukl Ss^*''
own, instead of having them move beside us as
growths of the law and the hfe planted in them
by God our Father, with divine features, and
in the image of God ? The welfare of mankind
can be restored only from the quiet hidden
sanctuary of Home. At the founding of each
new family, our heavenly Father, eternally working
for the good of mankind, speaks to the parents
through the heaven He has opened in their
hearts. The same call goes forth to all mankind,
to every individual, to represent humanity in
pure development, man in his ideal form.
294 Shall we, then, always choke up afresh the ordinary

iiri-f i-i/->ii T • methods o(

well of life which God has made to spring up in instruction
every man's soul. Shall we rob ourselves, our
children, our pupils, of this unutterable joy, that
within their hearts shall flow the Spring of Eternal
Life ? Will you, parents and guardians, continue
to compel tutors and teachers of your children
to dam up with rubbish the source of life within
them, and to hedge it round with a thicket ?

Perhaps Froebel looks for too much from ordin-
ary readers, expecting them to understand that
this " damming-up the spring of hfe with .
rubbish, and this fencing in with a thicket,"
is meant as an easily intelligible metaphor for
the ordinary school-work that stupefies in
place of brightening the scholar ; makes him
hate learning, in place of finding it " more

128

THE student's FROEBEL

The boy's
career, and
later his
attitude to
that of his
children.

musical than is Apollo's lute." He only
means " that asinine feast of sow thistles
and brambles, which is commonly set before
.... our choicest and hopefullest wits " ;
or was in John Milton's time.
Parents reply : " Unless thus equipped, our
sons are good for nothing in the world ; they grow-
up, and who is to feed them ? Wherewithal
shall they be clothed ? " Fools ! You shall not
be answered with " Seek ye first the Kingdom of
God " ; for that you would not understand,
estranged as you are from God and yourselves.
This is the reply : "Do you desire for your
children a dull brooding life, poor in knowledge,
deed, and work ? " The human race is to enjoy
wisdom and intelligence, to possess energy and
activity, far beyond what we at present guess,
for who has said to humanity, the child of God,
" Thus far shalt thou go, and no farther ? "

The boy must not take up his future business,
which is now his calling, lazily, slackly, gloomily.
No ! cheerful and merry he must be ; trusting
in God, in Nature, in himself ; rejoicing that his
trade will bring forth manifold blessing and
success. Quiet, concord, temperance, all high
social virtues will dwell in himself, and in his home ;
he will be contented with his sphere and its
activity. Is not this the prize for which all of us
are striving ? With regard to his own children's
future he will not say, either : " My boy shall
learn any trade rather than mine, for it is the
barrenest of all " ; or, insist that the trade or
profession which he has himself followed, with

SCHOOL 129

profit and advantage, because it suited his tastes
and powers, shall be pursued by his son, whose
disposition may be wholly different. He will see
that the smallest business can be carried on
greatly, that every trade may be so ennobled
that its practice is not beneath man's dignity.
He will perceive that the humblest powers, rightly
applied to work, will procure him bread, clothing,
shelter, and in addition, respect. Thus he will
have no fear for his children's future, because his
highest anxiety has been to cultivate their souls.

{b) MEANS OF EDUCATION IN COMMON

295 This section contains directions which the ^T"^ "^

Education.

training of children, in numbers, should take
in practice. These follow necessarily, he
holds, from, the development proper to man
when come to the boy-age ; and answer to
the inner and outer claims of the child's
nature, when school-age begins.

1. To awaken, nourish, and strengthen the
religious sentiment, which keeps the human
heart in union with God, and unites it ever more
closely. In accord with, and as means to this : —

2. To learn by heart religious sayings, upon
nature and man and their relations to God, to be
used in prayer : as a mirror, in which the boy may
behold his original feelings, guesses, and endeav-
ours after union with God, and thus hold them fast.

3. Care, knowledge, and development of the
body as bearer and instrument of the mind ; this,
by means of orderly, graduated exercises leading
to bodily perfection.

130 THE student's froebel

4. Observation and contemplation of nature
and the outer world ; joined to, and starting from,
what is close at hand ; seeking always knowledge
of the nearer environment before proceeding to
the more distant.

5. Acquirement of short poems representing
nature and life ; pieces, namely, which give life
to objects of nature near at hand, and to events
of home-life, and show the meaning of these, as
in a bright mirror ; especially with help of singing.

6. Exercises in speech and language ; setting
out from observation of nature, and the outer
world, but passing on to contemplation of man's
inner world, always keeping chiefly in view
language and speech as audible means of
representation.

7. Exercises in, and for, material representa-
tion, by law and rule, proceeding always from
the simple to the complex. Here belong repre-
sentations by materials, already more or less
formed ; as building, and all constructive hand-
work, in paper, pasteboard, wood, etc. Lastly
and especially, shapes made out of unshaped but
shapeable matter [clay, wax, etc.].

8. Exercises with lines upon a surface, in
constant, express and visible reference to the
vertical and horizontal directions. That is,
drawing in the network, according to rule.

9. Perception of colours, in their difference
and likeness ; with representation of them in
given spaces, especially forms already practised ;
painting of pictures in outline, or on paper ruled
in squares.

SCHOOL 131

10. Play, that is, voluntary exercises and
representations of all kinds.

11. Narrating of anecdotes and legends, fables
and fairy tales, suggested by events of the day,
the seasons, real life, etc.

12. Short journeys and long walks.

The special point is tliat home-life and
school-life should work together in the boy's
training, the foregoing list affording matter
for both domestic and scholastic occupations.
Froebel suggests employing the boy in
errands or messages which will task his
judgment, and require concentration of
thought ; perhaps, having him directly
instructed by craftsmen, or cultivators, in
their arts. We see here foregleams of that
beneficent dawn of technical education,
handwork, Sloyd, etc., which in these last
years of the nineteenth century pemiits
sanguine persons to foresee something like
a national education according to reason
before the end of the twentieth.
It is most important for boys, towards the close importance
of boyhood, to spend at least an hour or two work.
daily, steadily, in some material occupation, tliat
is, in occupation that produces something useful.
Weighty results for their future life would follow ;
for a most hurlful effect of our present school-
arrangements, especially of the so-called classical
schools, is, that the boy when entering them
leaves behind all home occupations, all useful
work. Do not reply : " In this period of elder
boyhood, the boy must apply his whole force to

io—{gs7) 12 pp.

132 THE student's froebel

word-learning, to intellectual culture, if he is
to reach a certain proficiency in knowledge."
Not so : genuine experience teaches the very
reverse of this ; intellectual occupation, alter-
nating with bodily work, with employment for
useful production, strengthens not the body
alone, but yet more the intellect, in the various
directions of mental activity. After such a
refreshing Labour-bath — I know no better name
— the mind will set about its abstract work with
fresh strength, fresh life.

Referring to his 5th " Means " — " Learning

by heart of little poems, which express nature

and life, especially accompanied by song," he

says : Nature and human life speak early to

man in their events : but in so low a tone that

the boy's unpractised ear can scarcely perceive

Voices of them, still less put them into his own language.

&' heard Seasous and day-times come and go : Spring, 347

h"ood should with its buds and blossoms, fills man, while yet

be cherished. .^ ^^y^ ^yj^]^ j^y ^^^ jjfg jjjg blood flows faster,

his heart beats louder. Autumn, with its tints
and falling leaves, fills even the child with longing
and wonder ; and stern, bright, constant winter
awakens courage, strength and a sense of hardship
to be overcome, which he would sadly miss
These dim feelings, and many like them, native to
childhood, are not to be neglected, but recog-
nised and cherished. We must acknowledge that
it is the inexhaustible fount of feeling which
first bursts forth in childhood to which we still
go for strength, courage and constancy in later
hfe.

SCHOOL 133

348 Nature and life speak to man, but that is not The toy-s
all. Man himself wants to make known thes"eTf?'°'
emotions, the presentiments, thus awakened j^ ^■^'"'"'*°"'
him, and as he cannot always find words for
himself, words should be given him, as his heart,

and his inner sense, in their unfolding, ask for

349 them. What binds man to man is not external
only, nor can it be easily expressed. It is full
of deep sense and meaning, and its soft chords
must be early cherished in the boy, but not by
direct precept, which is apt to fetter and drill,
rather than give hfe. Suggestion, in the mirror
of a song, without pointed moral apphcation,
leaves the boy that freedom of heart and will
which is needed to strengthen and develop his
affectional and moral nature.

404 Upon his 7th " Means," practice of material

representation in space, according to rule and
law, proceeding from the simple to the com-
plex, Froebel says, his expression being
somewhat condensed : —
Man is developed and formed for the attain- Develop-
ment of his true destination, in part by what l^pJot"?
he, as a boy, receives from without and takes "'^"*'
into himself ; but, incomparably more through
what he unfolds and represents out of himself.
This truth is expressed in tlie very words. Develop-
ment and Improvement. Experience and History
both teach that the human beings who have been
most truly and deeply helpful to the genuine
welfare of mankind, became so, far more by
what they produced out of themselves than by
what they took in from without,

134 THE student's froebel

Develop. It is a commoiiplace, that by faithfully teaching,

d"ing. we advance in knowledge and intelligence ; and

another, which Nature teaches us all, that by

every use of strength, strength is both roused

and augmented.

As, too, the perceiving and grasping of a truth
in life and by action is far more unfolding, forming
and strengthening, than the mere reception of
it by word and in idea : so likewise in life, the
handling of matter, doing, connected with think-
ing and speaking, is far more helpful for man's
development, and improvement, than is represen-
tation by ideas and by word without act or deed.
This 7th "Means" or subject of instruction,
therefore properly succeeds those already treated,
observation of external Nature, and exercise of
Language.

The boy's life and action have, we know, but
one aim : his life consists in this external repre-
sentation of his inner nature, of his power, especially
on matter and by means of matter. In that
which he shapes, the boy sees not so much outer
forms which would enter into him, he sees in them
his o\\Ti spirit, the laws and activities of his own
mind, which cry out for expression, and rightly
so. The function of teaching and instruction is,
more and more, to bring out of man, rather than
put into him.
the develop- T^^^^^ which can be put into man is already
^lisibieto *^^ property of mankind. Man knows it, if the
Humanity, individual does not. Thus it stands for no more
than each one, as man, b3' and by, through the
laws of Humanity, may unfold out of himself.

SCHOOL 135

But what is yet to be developed out of mankind,
what more Humanity has within it and ought
to give out, that we know not yet ; that is not
man's possession ! We only know that hke the
Spirit of God, it is eternally unfolding.

This, Froebel continues, would be self-
evident, if we only observed the facts of our
own and others' lives. We are, however,
so incrusted with prejudices and opinions,
foiTned from without, in no sense the outcome
of ourselves, that we have almost lost — for
our children — the meaning of ^^velopment
and wwfolding, and ought rather to speak of
envelopment and ^folding. What we really
desire is to stamp and shape them to our
mind, from without. Better than that, he
says, would be to leave them quite to them-
selves, rather not train at all, than train
wrong ! This may seem in theory extrava-
gant, as in practice it would be impossible ;
but in idea it contains truth, and is full of
much needed warning.
The welfare of the individual and of the race
consists in the complete unfolding of the human
being and his spiritual forces, according to the
Laws of Nature and of Reason.

[§ § 405-600 omitted. Their matter belongs more
to a handbook for practical teachers than
to the Theory of Education.]

lOA— (957)

RETROSPECT

Thus far man, in the growth and development 601
of all stages and conditions of his being, lies
before us, sketched in outline from the beginning of
his existence to boyhood : the means, too, for
bringing about this development, have been
broadly indicated; means which suit both his
actual age, and the future claims of his humanity.
If we consider what has been found out and stated 302
hitherto, we see that many things the boy has to
do have no special " measurable " purpose ;
thus, occupation \\ith colours is not arranged in
order to produce a painter, or practice in song,
to make a musician. These occupations aim, first,
at unfolding in the boy his own Nature, and helping
him to realise it; they are food for his mind ;
they are the ether in which the spirit breathes and
lives, in order to gain strength and force; in a
word, expansion. The mental gifts of God to
man, which come forth in all directions with an
irrepressible necessity, being so various, are to be
satisfied by variety coming to meet them. Surely,
we shall one day see that we are hurtfully thwart-
ing boy-nature, if we repress unduly these neces-
sarily various directions of mind. We do nothing
but harm — though we believe ourselves to be
doing service to God and man, and especially
to the boy's own future good — by cutting off
some of his natural tendencies, and trying to
graft others in their place. God does not graft,
or bud ; the human soul, which is divine, is not

136

RETROSPECT 137

to be grafted or budded. God develops what is
least and most imperfect, in steady progression,
by eternal, self-evolving laws. Now, likeness to
God should be man's highest aim in thought
and action, especially when he stands in parental
relations to his children, as God to man. We
should consider, in the education of our children,
that the kingdom of God is indeed the kingdom
of the spiritual ; that therefore what is spiritual
in man, in our children, is part and parcel of the
Kingdom of God. Thus, we ought to give our
best heed to the complete development of the
spiritual, in our children, in other words, to the
development of what is properly human, of what
is divine, in each individual. Then, we have
good right to be fully convinced, that each one,
having been truly trained to be a man, has thereby
been educated, as well as is possible, for every
special duty, for each particular need, of civil
603 and social life. Now the world says : " This
is all very true, but it does not apply to our boys.
For our sons it is too late, the}'' are already in the
last quarter of their boyhood, what good will
such abstract and elementary instruction do to
them ? They must, perforce, get instruction
to prepare for business, the time for their entrance
into civil life, when they must think of earning
their own bread, or helping us in our business,
is close upon them." True, our sons are already
old for what they have yet to learn ; why then
did we not give them what their minds needed,
while they were younger. Are the boys to lose
true development, and training altogether ? The

138 THE student's froebel

world replies : " When the boys are grown-up,
they will have leisure to make up for defects in
their training." Fools that we are ! Our inner
consciousness contradicts us, would we but listen
to what it says. Here and there some small
omission may be supplied, but all-round, human
development, missed and neglected in boyhood,
can never be recovered. Let us all, fathers and
mothers too, be candid for once, and confess
that we feel mental wounds which never heal while
we live, hardened spots in our hearts that soften
no more, dark places in our intellects that will
never get bright ; and all because noble human
feelings, and thoughts natural to childhood, were
in our childhood crushed or lost, through early
misdirection. It will be a blessing to our children
if this confession be made and acted on.

If our sons are already in the latter part of 604
their boyhood, and have not yet learned, nor
developed, what properly belongs to the beginning
of boyhood, it were better to turn back to that
beginning, to childhood even, than finally to miss
what could be recovered. Perhaps our sons
would reach the goal of fitness for practical life 605
a year or two later : but were it not far better to
touch — though late — the true goal, than to reach
the false one earlier ? Consider the words of
Jesus : " Become as little children." Have they
not the meaning, " Turn back to your own youth,
and thus warm and revive the eternal youth
of your soul." This, which was spoken in the
time of Jesus as the beginning of a new way of
life, is now spoken to us, to all mankind, that a

RETROSPECT 139

new and higher stage of human development
may be reached. It surely means, that if you do
not provide for yourselves and your children at
the stage of child and boy whatever man's spirit
needs, then neither you nor they will ever attain
what your souls, in the happiest, most hopeful
moments of your life, desired ; that which has
moved and filled the hearts of the noblest human
beings, always.

CONCLUSION

If we endeavour to bring to a focus the aim 606
and amount of development which man has
acquired, by the unfolding method of education
and instruction as hitherto described, we distinctly
see that the boy is come to the knowledge of his
independent spiritual self, he feels and knows
himself to be a spiritual whole. The capacity
has been formed in him to perceive a whole, in
its unity and variety. There has begun to grow
in him ability to represent a whole in its necessary
parts, to express himself — his essence — in its
unity and in the manifoldness of its being, by means
of variety external to it. Thus, we recognise
the human being, at the beginning of boyhood,
as capable of what is highest and most important,
the fulfilment, namely, of his destiny, or function,
which is to realise the divine nature within him.
The subsequent life of man from boyhood onwards
is dedicated to making this capacity grow into
sure skill, into consciousness, into insight and
clearness, into a life of his own making.

Froebel hoped, in a second part of his book.
The Educatio7i of Mankind, to set forth
practical means for the complete realisation of
this great idea. In subsequent occasional
writings he did much towards this end, but
the book remains a fragment. For witness
that he spoke truth, and will henceforward
always speak truth, he appeals to the boy-
world that was about him when he wrote.

140

CONCLUSION 141

Out of their works and ways, he avers, the

book was built.
Boys of the very age to which this book belongs
— fresh in spirit, cheerful in mood, joyous in soul,
happy in life : boys who entered the teaching
circle while the book was being written — out of
whom it really grew — who usually surrounded the
writer while at his task, playing close by, never
tired of demanding fresh satisfaction and nourish-
ment for their impulses to life and activity : these
are sureties, if outward pledges were needed, that
he has written truth, and will write truth still.

THE END

Prmtiii by Sir Isaac fitman 6r Sons, Ltd.. Balh. I- nulaii'l
(y57)

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This manual describes how to make many novel patterns of lanterns,
incidentally introducing much simple geometry of an extremely
practical kind and also how to decorate and colour them.

Scissors Stories, or "Picture Cutting for Little
People.

By J. E. ToLSON, L.L.A., Higher Certificate National Froebel Union :
Head Mistress of Bonner Hill Road Infants' School, Kingston-tipon-
Thames ; Author of " Paper Cutting and Modelling for Infants and
Juniors." Foreword by Miss M. Atkinson Williams, B.A.,
Principal of Southlands Training College, Battersea.
In demy 8vo, cloth, 176 pp., with five coloured plates
and 130 black and white illustrations. Price 2s. 6d. net.
Handwork and Needlework.

By E. P. Claydon, Head Mistress Chuckery Council School, Walsall.
In demy 8vo, cloth, 96 pp., with very many diagrams and
patterns. Price 2s. net.

This book embodies in a practical form the suggestions for the
Teaching of Needlework recently' issued by the Board of Education
in Circular 730. Forty-eight patterns to scale are given, graded in
difficulty for children from 7-14 years of age.

Handwork and Practical Arithmetic.

By Geo. F. Johnson, Editor of " Educational Handwork," Inspector
of Handwork, Liverpool Education Committee. With an Intro-
duction by J. A. Green, M.A., Professor of Education in the University
of Sheffield.

In demy Svo, cloth, fuUy illustrated. Vol. I, 128 pp.
2s. 6d. net. Vol. II. 106 pp. Price 2s. net.

The work is divided into seven parts, the whole forming a continuous
treatise on the fundamental principles of Arithmetic, Geometry and
Mensuration. The first four parts are contained in the first volume,
and the last three parts in the second volume. Each part corresponds
roughly to the class or standard in the elementary' school.
Scholars' Books for use with this book are published as follows : —
In four books, each crown Svo, Book I, 48 pp., paper, 3d. ; cloth, 4d.
Book II, 56 pp., paper, 4d. ; cloth, 5d. Books III and IV, each
76 pp., paper, 5d. ; cloth, 6d.

Visual and Observational Arithmetic.

By A. J. Berry, M.A., Oxon, Director of Education for Preston and
author of " Europa's Childhood." " Story of Preston," etc.
Demy Svo, cloth, with many black and white illustrations,
160 pp. Price 2s. 6d. net.

Scholars' Books for use with this book published as follows : —
In three books, each crown Svo, 56 pp., paper, 3d. ; cloth, 4d.

4

Rural Handicrafts.

In demy 8vo, cloth, with over 150 illustrations. 133 pn
Price 2s. 6d. net. ^^'

By George F. Johnson.

This is a highly useful book for elementary schools, for evening
continuation classes, and agricultural institutions where it is desired
to teach the craft side of rural occupations. The aim has been to
supply a scheme properly graduated in order of difficulty in wood,
metal, rope and string, and various other media.

An Introduction to the Art of Basket-making.

In demy 8vo, doth, 162 pp., with 90 illustrations, 2s. 6d. net .
By Thomas Okey, Examiner in Basket-work to the City and Guilds
of London Institute; Author of "Basket" and "Osier" in the
" Encyclopaedia Britannica."

The aim of this book is to give elementary instruction in the art ol
Basket-work, including the nature and preparation of material,
tools, plant, terminology, underlying princiiiles of construction, etc.
It is intended to act as a guide to beginners, and to otter practical
information to county councils and other public bodies, who may
contemplate the institution of classes in Basket-work.

Hand and Eye Training, or Education Through
Work. Its Scientific and Practical Principles.

Second Edition, Revised and Enlarged. In crown 8vo,

cloth, 206 pp. Price 3s.

By H. HoLMAN, M.A.. formerly Professor of Education at the University
College of Wales, Aberystwyth ; and H.M.I, of Schools.

The chief aims of this book are : To set forth the most fundamental
reasons which necessitate educational handwork in education, as
an appeal to all who care for education ; to instruct and inspire the
young handwork teacher, by giving him scientific and sound reasons
for the faith that is in him ; and to guide, not to satisfy, those who
seek knowledge on the subject, by giving an intelligible bird's-eye
view of the rational standpoint, and plenty of references for further
reading.

" Harbutt's " Modelling for the Standards.

In demy Svo, cloth, 64 pp., with 60 illustrations. Price

Is. 3d. net.

By E. N. B. With Preface by Wm. Harbutt. A.R.C.A.
Prepared specially to meet the latest Code requirement*;. Covers
a complete course for children from 7 to 15. .Ml illustrations from
actual models.

Educational Handwork. Crown 4to. 28 pp.

The Journal of the Educational Handwork Association, l-'diicd
by Geo. F. Johnson. Monthly 3(1. Wholesale Agents, Sir Isaac
Pitman & Sons, Ltd.

5

Art Manuals

Simple Lessons in Colour. (Brushwork.)

Demy 8vo, cloth, 160 pp., 36 full-page coloured plates. 4s. net.

By Herbert A. Rankin, Art Master, Silver and Bronze Medallist.
A Practical Manual suitable for all who would master the elementary
principles of colour as applied both to animate and inanimate objects,
and especially useful to elementary and secondary school teachers.

'Pastel Work, Vol. 1.— Common Objects.

By the same Author. In demy 8vo, cloth, 160 pp., with
32 full-page colour plates. Price 4s. net.

The plates chosen to illustrate the scheme in this manual are of
such articles as can easily be obtained at any time of the year, so
that no dii^culty is experienced in making the lessons continuous.

^Pastel Work, Vol. 2.—FloWers.

By the same Author. In demy 8vo, cloth, 188 pp., with 36
beautiful full-page coloured plates. 4s. net.
The variation and developments necessary in the application of
colour in dealing with plant life are fully described and clearly
explained. The guiding principle of the whole selection has been to
enable it to provide a Seasonal Course of Nature Work with Crayons.

Pastel for the Standards.

By A. George Tompkins. With Foreword by Selwyn Image,

M.A., Slade Professor of Art at Oxford, etc.

In three books, Junior, Intermediate, and Senior. Each

volume in demy 8vo, cloth, 2s. 6d. net. Vol. I, 85 pp., 19

coloured plates ; Vol. II, 87 pp., 21 coloured plates ;

Vol. Ill, 80 pp., 16 coloured plates.

These three books contain a carefully graded course of study that

embraces all sections of the school and thus forms a continuous and

progressive scheme for six j^ears' work. Commencing with the

most simple problems in the use of the pastel advance is made along

original and interesting lines to more difficult studies.

Pencil Drawing.

By H. A. Rankin. In demy 8vo, cloth gilt, 153
illustrations, 220 pp. Price 4s. net.

This manual is addressed especially to teachers who are trying to
learn the art of teaching drawing ; and it should prove of the greatest
assistance in removing many of the practical difficulties that arise
in their work, and will also give them considerable insight into
the principles underlying the rules and conventions of the subject.
It is confined to points that admit of clear and definite treatment.

Simple Pictorial Illustration.

In demy 8vo, cloth gilt, 200 pp., with 22 magnificent three-
colour plates, 9 two-colour plates, and about 60 black and
white illustrations and diagrams. Price 4s. net.
By F. H. Brown, A.R.C.A. (Lond.), Silver and Bronze Medallist, and
H. A. Rankin, Silver and Bronze Medallist.
A guide to enable the teacher to commence, develop and perfect the

6

power of visualising any object or scene in colour. An Introductory
chapter deals very etfectively with materials, media and the means
of acquiring proficiency. Among the many subjects dealt with are :
— The Sky and Clouds ; The Land and its appearance under different
aspects ; The Sea and colours used in depicting it ; Buildings ;
Trees ; Animals ; Human beings, etc., etc.

The Teaching of Colour.

By H. A. Rankin. In demy 8vo, cloth gilt, 178 pp., with
55 beautiful plates in colour and black and white. 4s. net.
The primary aim of the present volume is to present colour problems,
especially in the observational exercises, in as simple a manner as
possible. Many of the exercises are expressly simphfied with that
object by the omission of various considerations that purely concern
art. The Scientific Aspect of Colour, The Paint Box, Obser^-ation
and Rendering of Colour, Harmony of Colour, Analytical Colour, and
the Use of Nature are all considered.

Simple Art Applied to Handwork. Vol. I.

By H. A. Rankin and F. H. Brown, A.R.C.A. In demy
Svo, cloth, 208 illustrations in colour and black and white ;
248 pp. Price 4s. net.

In this e.xtremely interesting book the author describes how the art
work of the school may be linked with the handwork, to the obvious
betterment of the art. Using the articles made in the handwork
lesson as a basis, the decorative work of the scholars is made real
and practical, not merely academic. The application of the arts
of brushwork, stencilling, needlework and lettering are all simply
yet fully described with reference to the majority of the articles made
in most handwork lessons.

Needlework, and Domestic

Needlework for Student Teachers

By Miss Amv K. Smith, Diplouih- of the Loudon ItistituU for the
Advancement of Plain Seedlcivork, Specialist under the London
County Council ; and at the Day Training College, Moorfields :
Examiner in Dressmaking and Needlcivork to the City and Guilds
of London Institute ; late of St. Gabriel's College, Keuntngton, S.E.
With introduction by The Lady Wolverton.
In demy Svo, cloth, 26U pp., with nearly 200 diagrams.

Price 4s. net

Cutting-Out for Student Teachers.

By Miss Amy K. Smith. Willi Introductujn by The Countess be

Carlisle.

The most comprehensive book devoted exclusively to cutting out yri

published in this countrv.

In foolscap 4to, cloth, 260 pp., with over 3f>() diagrams.

I'ricc 5s. net.

Practical Plain Needlework.

By Annie R. Chamberlain, B.A. (Lond.), Diplofnie of the London
Institute for the Advancement of Plain Needlework ; Needlework
Instructress in the City of Nottingham Pupil Teachers' Centre.
Based on all the latest circulars issued by the Board.
Foolscap 4to, cloth, 212 pp.. fully illustrated, with diagrams
in two colours. Price 3s. 6d. net.

'Blackboard Diagram Drawing for Teachers of
Needlecraft.

By Ethel R. Hambridge, Trained Certificated Teacher; Art
Teachers' Certificate ; Diplomie (Gold Seal) of the London Institute
for the Advancement of Plain Needlework ; also of the N.T.S.C. in
Millinery ; and in Dressmaking, Elementary and Advanced ; Teacher
of Blackboard Diagram Drawing at Northampton Polytechnic Institute.
Clerkenwell, E.C .

In foolscap 4to, cloth, with 7 full-page coloured plates and
nearly 300 black and white illustrations and diagrams.
Price 3s. 6d. net.

The diagrams are carefully graded, beginning with the formation
of simple stitches and culminating in detailed sketches of com-
pleted garments. This book is eminently adapted to the require-
ments of candidates preparing for the Blackboard Drawing Section
of the Evening School Teachers' Certificate granted by the Citj' and
Guilds of London Institute.

Notes of Lessons on Pattern Drafting.

By Josephine Riley, Needlework Lecturer to the Teachers' Classes
under the London County Council.

In foolscap 4to, cloth, 120 pp., with 35 full page illustrations,
2s. 6d. net.

A recognised system correlated with art and graduated for the
Standards on Educational lines. It includes class lessons in Pattern
Drafting, in cutting out in the material, in the making up of the
garments according to ability of each class.

Knitting for Infants and Juniors,

By Ethel M. Dudley, L.L.A. With Foreword by Miss S. J. Hale,

Principal of the Edge Hill Training College.

In foolscap 4to, cloth, 64 pp., with over 40 plates and

other illustrations, 2s. net.

Part I is entirely devoted to the work of Infants and Standard I,

all patterns being based upon the ordinary plain knitting, or garter,

stitch. Part II is more advanced, requiring the added knowledge

of how to work a purl stitch, cind is suitable for all classes of the

Junior School.

Knitting and Crochet Without Specimens.

By Ellen P. Claydov and C. A. Claydon.

The Modern Book of School Knitting and Crochet. Being a

complete, detailed, and graduated course of work for each

class in a girls' school. In foolscap 4to, cloth 204 pp
with upwards of 150 beautiful descriptive plates.

T^, . , , Price ;Ss. fid. net.

ilns book aims at meeting in a practical manner the suggestions with
regard to knitting made in the recently issued Report on the teachins
of Needlework. It describes a large variety of articles, carefully
graded in dilficuity, for every class from Infants to Standard \"II.

Household Accounts and Management, or Hot)
to Plan and Regulate Expenditure.

By Helena He.\d, Pnncipal oj the School of Domestic Science.
Liverpool; Examiner in Domestic Science to the Manchester aiiil
Sheffield luliication Connnitlrrs mid the l.tnicashire mid Cheshire

I ' II ion of I nstiiittes.

Crown 8\(), limp clotli, 10(S pp. Price 9(1. nt-t.
Housecraft.

\W the same Author.

In three l)ooks, Junior and Intennediate, each 72 pp.,
in-ice (Sd. ; Senior, 102 pj)., [)rire 8d. Eacji in crown 8v.>.
limp cloth.

Mothercraft : or. Infant Management.

By Mrs. Ellis H. Cii\i)\virK.

Crown 8vo, hmp cloth, 12G pj)., 9d net.
The Principles of Health and Temperance.

l>y Mrs. Kliis 11. (~ii xdwick.

Crown 8vo, cloth, 180 pp. Is. 3d.

Homecraft in the Classroom. AScrits of l.tsson> in
" Home-making," in which the work is brought under the
usual schoolroom conditions. In crown 8\-o, clotli. 183 pp.,
14 full-page plate illustrations. Price 2s. net.
By Mary Hill, .\ ('.P., h'm/moor (otinril (I'uiversity DcDioustration)
School, Sheffield.

Practical Laundry Work. For Home and School.

By Louise \\kteiNh,\ll, Teacher oi Trade I.ainidn W'otk at the
lioroiiiih Polvtei hnic Institute, with illustrations by Ethkl K.
H.xMr.RiDGK. With a Foreword by Mrs. Bi'KGWIN.

In foolscap 4to, cloth, with 151 photograpliii" and other
illustrations, 178 pp. Price 2s. (Sd. net.

Domestic Work for Rural Schools.

Ik'ing a (oinplile course of ])iactic.il instruction lor older
girls. In crown 8\-o, cloth, 258 p]x, with 35 illustrations.

2s. 6(1. net.

By P. H. Arch, .V.C.P., Head Muster of .\,ttt,huni School, l.tiuolu ;
Member of the County Lecture Stat,', Kesteveii luliication Commtltee,
With a foreword by Ciikistopiii:k Tuk.nok. Member of the ( .>»i-
sultative Committee of the Board of luliication. Chairman of the linral
Education Sub-Committee, Lindscv County Council,

Outdoor Series.

School Gardening.

In crown 8vo, cloth, 124 pp. Price Is.

By W. Francis Rankine. With 75 diagrams and illustrations.

A verj' readable text-book suitable for scholars' use where tlie
subject is taught.

Farm and Field. In crown 8vo, cloth, 104 pp.

A splendid reader for rural schools. Price Is.

By Francis Rankine. With diagrams and 19 full-page plate
illustrations.

This book presents in a popular form the stones of field and hedge-
row, villace life, and llie operations of the farm. An effort has been
made to foster observation rather than to supplant it. The emphasis
that is placed on the relation between cause and effect is a feature
of this Reader.

Typical School Journeys. In crown 8vo, cloth,

140 pp., with illustrations. Price Is. 6d.

By (t. G. Lewis, Head Master of Kentish Totvn Road L.C.C. School
and Member of the Executive of the School Nature Study Union.
The author is well known as one of the pioneers of the School Journey
movement, and he has in this book described a series of open-air
lessons which ha\e been actually given to his scholars on Hampstead
Heath and elsewhere.

Longer School Journeys. By G. G. Lewis. With
Introduction by Professor J. Adams, M.A., B.Sc.

Crown Svo, cloth, 216 pp., with nearly 100 diagrams and illustrations,
includins; many full-p.ise plates. Price 2s. 6d. net.

7 he Coutenipoiarv Review says : — " Mr. Lewis, in this delightful
book, shows the whole macliinery of long school journeys, as well
as all the physical, mental, moral and spiritual good they do."

In the Open Air In crown Svo, cloth, 120 pp., and
14 full-page plate illustrations. Price Is. 6d.

A series of Outdoor Lessons in Arithmetic, Mensuration, Geometry,
etc., for Primary and Secondary Schools. By J. Eaton Feasey,
Head Master of the Ranmoor Couucill School .{Universitv Primary
Demonstration School), a Lecturer in Education in the University
of Sheffield.

Ai^striking and original work which shows how the playground and
the school garden can with great advantage be utilized for many
lessons now given in crowded class-rooms. _^

10

In the Garden. In rrown 8vo, cloth, 140 pp.. and
14 full-page plates and numerous other illustrations
Price 2s.

A series of Lessons in Nature Study — mainl\- I'lant Lilc lo l>c

given in the School Garden. By J.' Eaton Feasey.

Contains a complete course of outdoor lessons on Plant Life and
other Nature Study subjects, on the linos advocated bv the Board
of Education in their Educational Pamphlet No. 12 and thin
Suggestions on l^ural Education. The volume should be of the
utmost value to all schools which have a garden, and to all tcachei ■
of Nature Study.

Garden and Playground Nature ytudt^ : or
Observational Studies in Vlant Life, ' Li^hi,
Heat, etc. For Primary and Secondary Schools. By J.
Eaton Feasey. Crown^ 8vo, cloth, 184 pp., with" 65
illustrations. Price 2s. 6d. net.

The Schoolmaster sa.ys : — " The author of In the Open An iwwX J n tht
Garden can be congratulated on his third book. He travels a

somewhat new road in Nature Study, and the result is refreshing.

It is a well-written book, profusely and well illustrated b%' photograph

and line drawings."

A Scheme of Nature Study and How to Work It.

By G. G. Lewis. In crown 8vo, cloth, with many
illustrations by the Author. Price Is. 6d. net.

In addition to the u.sual plant and animal life, considerable attention
is devoted to Rock and Weather study as an assistance to intelligent
geography teaching, and an attempt is made to bridge over the
gap between " Nature Study " in the lower and " Elementary"
Science " in the upjier classes.

The Open Air School. By Hugh Bkolk.hton. B.Sr.
(Lond.). With Foreword by the Lady St. Hi:i.ii:k. Jn
crown 8vo, cloth, 188 pp., with hily illustrations, 2s. (Sd.
net.

This l)Ook describes how children may work, jilay, cat and sleep
entirely under open-air conditions. The .\utlior lias worked ;il tho
London County Council Shooters Hill Open-air School since it w.vi
opened in 190S^the success of that School as an agency for making
weakly children strong and at the same time giving them e<iuipment
for life, has attracted world-wide attention, resulting m fif.|ucnt
enquiries as to how it is accomphshed. This book will answer all
these fjuestions and will he invaluable to members of education
committees, social reformers, and teachers it is a complete Ruidc
to building, e<iuipping and working an Open air School.

11

Teachers' Handbooks

Notes of Lessons on History, In two vols. Crown
8vo. cloth. Price, Vol. I, 176 pp., 3s. ; Vol. II, 208 pp.,
3s. 6d.

Vol. 1 deals with the Early Period, from British Times to 1603, and
\'ol. U with the Modern Period from 1603 to the Present Day.
These Notes of Lessons can be conveniently used in connection
with any of the schemes of history teaching now in general use,
whether " periodic," " concentric " or " biographical."

An Elementary History Source "Book. In crown

Svo, cloth, 208 pp. Price 3s. 6d.

By the Author ot Pitman's Notes of Lessons on History.
Consistmg of extracts from the Original Autlionties of English
>listory. Intended for use in connection with Pitman's Notes oi
Lessons on History, or with any sciieme of History teaching

Notes of Lessons on English. In crown 8vo, cloth,
208 pp. Piice3s. 6d.

A comprehensive serus of lessons intended to assist teachers who
wish to give systematic instruction in English Composition and
Grammar. Composition is regarded by the author not only as a
very valuable exercise in mental training, but as the essential lounda-
tion of all sound language teaching. In these " Notes of Lessons "
prominence is given to the teaching of general rules for the correction
of common errors in composition.

Notes of Lessons on Hygiene and Temperance.

Two volumes. In crown 8vo, cloth, each 180 pp. Price 3b.
By Mrs. Ellis H. Chadwick. With an Introduction by Professor
Sims Woodhead, M.A., M.D.

These Notes of Lessons are based upon the scheme outlined in the
Syllabus issued by the Board of Education. Few technical terms are
used, and where experiments are suggested, they are such as can be
conducted in an ordinary class-room. Vol. I deals with the Hygiene
of the Person, Food (including Air and Water) and Clothing ; and Vol.
11 with the Home, Simple Ailments, Sick Nursing and Mother-craft.

Notes of Lessons on Arithmetic, Mensuration^
and Practical Geometry.

Two volumes. In crown 8vo, cloth. Each 176 pp. Price 3s.
By C. W. Crook, B.A., B.Sc, Head Master of the Higher Grade School,
Wnod Green, W

The auLiioi lid,;. piuviduJ a series of suggestive lessons, by means of
which the teacher may be enabled to secure the alertness in the pupil
which IS so properly insisted upon in the Suggestions to Teac)iers.
The Metric System and Mensuration are treated very fully, and
Practical Geometry, including graphs, is a feature of the book.
Each lesson begins with oral work leading up to the subject of the
lesson, which is next treated practically, and as far as possible from
the work of the class itself. After each lesson, suggestions are given
as to various types of problems and other lessons.

Notes of Lessons on Science.

In crown 8vo, cloth, 208 pp. Price :k. 6d.
By Robert Bunting, Head Master of the " Acland " Higher
Elemeufary School, London, AMI'.

The material of the book is distributed over five sections, the (irsi
dealing with physical measurements of a general character and
progressive in arrangement. The last two consider \arious chemical
and physical forces and their application to industry. While the
former sections are well adapted to the lower classes of any schnol,
the latter would suit e.xcellenlly the upper classes of a good school
in an industrial neighl)Ourhood.

Notes of Lessons on Music, Sol-fa Notation.

In two vols, with illustrations, exercises, and songs, each
crown 8vo, cloth. Vol. I, 188 pp., 3s. 6d. net. Vol. II,
208 pp., 3s. 6d. net.

Notes of Lessons on yiusic. Stall Notation. In two
vols., with illustrations, exercises, etc., each crown 8vo, cloth.
Vol. I, 208 pp., 3s. 6d. net. Vol. II, 224 pp., 3s. 6d. net.

By Edward Mason, Mus.Bac, F.E.I. S., L.T.C.L., F.T.S.C.
Head Master of Rye Croft Council School, N ewcastle-under-Lyme .
These volumes are dcsignr-d to con^titnlc n cr mplcte and uji-to-datr
work on the subject of Music m Elementary Schools. Generally
speaking they follow closely the lines of The Suggestions. The work
includes lessons on Method^ of Teaching the various divisions of the
subject in all grades from the infants upwards, lessons on systematic
ear-training, and lessons on subjects pertaining to musical culture.
There are three chapters exclusively devoted to the study of Har-
mony. Copious examples and exercises are provided The Board
of Education syllabuses and list of songs are included for convenient
reference, and a section is devoted to the provision of specmien
songs which are considered suited to the needs of the different classes.

Notes of Lessons on Geography. Two volunies
In crown 8vo, cloth. Vol. 1, 176 f))). Price 3s. \V.I II,
216 pp. Price 3s. Bd. By Eewis Mar'^h, M..\.
The aim of these books is to indicate a method whereby cffigi iphv
may be taught ip an cducaiional and scientific manner. The L<-s>.«ins
are carefully graduated, each depending on those tiiat precede it.
The ground covered is sullicient to supply the whole geoqrnphical
teaching of all seven standards of an elementary school. Tiio s< hcmr
is a combination of those mentioned in the " SuRgeslioiis for
leachers." and is based on the Code of the Board of I-.diication.
Volume I consi.sts of Lessons on Elementary Notions. I'lans an<l
Maps, and the study o( England and Wales. Vol. II crml.ims the
geographs of Europe, with Scotland and Ireland.
In the study of countries, tiie regional tiielhod is adopted. It is
snown how the teaclu-r can tram his pupils to observe the j)hysical
features of a district, and to deduce from them the political and
commercial conditions.

13

A 'Practical Geography.

By Edwin J. Orford. With an Introduction by Colonel
Sir T. H. Holdich, K.C.M.G.. K.C.I. E., C.B., Vice-
President of the Royal Geographical Society.
In crown 8vo, cloth, with 150 diagrams and illus-
trations, 180 pp., 2s. 6d. net.

In this boo); i)rpcise directions arc given for conducting demon-
strations, for constructing simple apparatus in wood and in cardh)oard,
making observations and working out exercises ; and for cases where
observations cannot for any reason be made, specimen figures and
other data are supplied.

Field Work for Schools

Being a course of instruction in the methods usually em-
ployed in Map-making. By E. H. Harrison, B.Sc. (Lond.),
L.C.P.. Mathematical Master, Higher Elementary School,
Urmston, and C. A. Hunter, Higher Elementary School,
Urmston, In crown Svo, cloth, 92 pp., with coloured
frontispiece, and man}- diagrams and illustrations.

Price Is. 4d. net.
This book is the result of several years' experience in developing a
course of lessons in measurement and elementary map-making,
which can be carried on in the open air.

OiiserVaiton Lessons tn 'Botany.

By C. G. KiDDELL, B.A., F.L.S., Sometime Lecturer in Nature Studv
and Science, under the Herts County Council, and Science Master
Queen Elizabeth's Grammar School, Barnet.

In foolscap 4iu, 17b pp., with 42 pages of illustrations.

Price 3s.
The object of this volume is to cultivate the children's powers of
observation and inference ; few scientific terms are introduced.

"Practical Object Lessons from the Plant fVorld.

By Herbert J. Barnell. In crown'Svo, cloth, 172 pp.
23 pp. of Illustrations. Price 3s.

The author has kept in mind that the correct method of procedure
is to lead the scholars toj make their own deductions from the
obser\-ation of actual objects placed before them.

Talks with Times > In crown Svo, cloth, 215 pp.
Price 3/6

A Series of Lessons for the Babies, with Suggestions at the end of
each Lesson for Correlated Lessons and Occupations. By Mrs.
Alyce L. S.'VNDFord, Head Mistress of Rolls Road Council School.
Camherwell ; late Mistress of Method at S. Marylebone P.T. Centre ;
Lecturer on Theory of Education at the National Society's School
of Cookery.

The book contains over 60 pages of illustrations, which can be
easily drawn on the blackboard by the teacher, and instructions
are given with each drawing for correlated work — Colouring, Per-
forating, IModelling, Stick La\nng, Freehand and Free-arm Drawing,
etc.

14

4 Year's Work With Mother Mature.

An Easy Series of Con elated Nature Studies lor 1, it tie
Children, based on the Seasons. By Mrs. .\lvcl L.
Sa.vdford. With a Foreword by Lord Avkisirv.

In foolscap 4to, cloth, 203 pp. Price 3s. 6d.
The book contains over 40 pages of illustrations suitable for drawmy
on the blackboard. The lessons have original songs with piauoloite
accompaniment.

A Second Year's IVork With Mother Nature

In foolscap 4to, cloth, 203 pp. Price 3s. 6d.
Being another Series of Easy Correlated Nature Studies for
Little Children, based on the Seasons. By Mrs. Alyck L.
Sandford. With Foreword by Sir John Cockburn,
K.C.M.G., and 44 pp. of illustrations.
The lessons have original songs with pi;inoforte accompaniment.

Nature Notes and Notions : Being a Third Year's
Work with Mother Nature. Suitable for Standards I, II,
and III. By ^Irs. A. L. Sandford. With about 40 pp. of
illustrations.^ With Foreword by Sir George Kekewich.
In foolscap 4to, cloth, 204 pp. Price 3s. 6d.
This is a book of Nature Lessons written on the Herbartiaii plan
with suggested correlated applications.

Chats With the Chicks. By Mrs. A. L. Sandford.
In foolscap 4to, cloth, with 40 j^p. of illustrations. Price 3s.
This is a book of very simple little Nature lessons in the lorm o)
" Chats," being absolutely informal and each having as its basis
the central idea or chief Nature thought of a Nursery Rhyme.

Talks about Trees.

By Mrs. Alyce L. Sandford. In foolscap 4to. cloth,
with 43 pp. of illustrations, 166 pp. Price 3s. 6d.

This is a series of lessons on the common trees of town and cimiilry,
written very siniplv. and suitable for Infant-,' School, .md iht
lower Standards of Hoys' and Girls' Schools.

Months and Melodies : An Entirely New Sene> of
Original Stories, Songs and Kccitations. based on the
months of the year. Bv Bessie Hawkins. Mw^ic bv K.
W. Hawkins. In (ooUcap 4f(', cloth 128 pi). Price

2s. 6d. net.

The book is arranged in three parts, the fust containing a storv for
each month to be read or told to the children. ICach story is (ol
lowed by a suitable song set to taking and easy intis.c. I In- second
Part consists of Nature Study recitations (also arranged to suit the
months). The Third Part is devoted to a miscellaneous collection
of children's games and recitations of varymg diHicully.

15

A Year of Happy lyays.

Being a Series of forty-four original descriptive Nature
Games and Songs, etc., with healthful exercises for Infants
and Junior Classes. By Alice L. A. Hands. Foolscap
4to, cloth, 108 pp. 2,. 6d. net.

This is a delightlul scries of forty-four dubcriptive Nature Games
and Original Songs, with full Musical Accompaniment. The book
is in si.x sections ; " Sunset and Dawn, " " Spring," " Summer,"
" Autumn," " Winter," and " Children's Own Games."

A Cycle of Nature Songs.

By Florence Steane, F.N. CM., Head Mistress Grange
Street Council School, Burton-on-Trent. Foolscap 4to,
cloth, 68 pp. 2s. net.

The songs are divided into four sections, each conlaining half-a-
dozen songs for the respecti\'e seasons of the year. The airs are
gi\eii in Sol-fa and Old Notation, with full musical accompaniment.

A Child's CasQuet of Song.

By Florence Steane, F.N. CM., Head Mistress of Crange

Street Girls' Council Sc/wol, Burton-on-Trent, Composer of

" A Cycle of Nature Songs," etc. In foolscap 4to, cloth,

108 pp., 2s. 6d. net.

Teachers will welcome another delightful series of twenty-five songs
for children designed on similar lines to the same author's successful
volume .A Cvtie of Xature Soni;s.

Sky Songs.

Words bv Margaret Ashworth, Author of A Child's
Garland. Music by W. Irwin Hunt. The Songs are in
three parts, in both notations, and ha\'e a full piano accom-
paniment. In foolscap 4to, cloth, 76 pp. Price 2s. 6d. net.

These songs are principally intended for Junior Forms of Upper
Schools, although some of the simpler ones, taken as solos, will be
found both attractive and easy for older children in Kindergarten
or Infant Schools. Written with an eye to simplicity, the songs
are rather wide in scope, varying from a simple lyrical form to that
of the plain ballad.

Little Tunes for Little People.

By Wilson Manhire. In foolscap 4to, cloth, with music
in both notations, and full accompaniment. 32 pp. Is. net.

These little tunes are written specially for Infant Schools. There
are 30 tunes in all, and these include all the popular nursery rhymes.

16

"Golden Days,"

Being Stories based on Nursery Rhymes. With accom-
panying Notes for Lessons, for Dramatisation and for
Suitable Games, together with schemes for Correlati\-e
Expression Work and Co operative Handwork. By
QuEENiE Clarke, Author of Across the Border, etc. In
crown 8vo, cloth, 196 pp., with 90 black and white
illustrations. Price 2s. net.

These little stories are the old nursery rhymes of our childhood put
into concrete form and arranged in such a manner as to fit the various
seasons of the year.

Nature Stories.

By Louie Jesse, Head Mistress of Cogun Infants' School.
Glamorgan. In crown 8vo, cloth, with 25 full page outline
drawings suitable for reproduction on the blackboard.
152 pp. Price2s.6d.net. Illustrations for Class Use
PUBLISHED separately IN PACKETS. Price 4d.

In writing these little stories the object of the author has been to
raise and stimulate the interest of the little ones in the careful
observation of Plant and Animal Life around them, leading them to
the fairyland of Nature through the gate of imagination.

Across the 'Border. A Geography Story. By Queenie
Clarke. In crown 8vo, cloth, 180 pp., with 13 full-page
plates and 77 black and white illustrations. 2s. not.
This is a geographical story, in which great prominence is given to the
physical features of England and Wales, and these are illustrated by
means of the Sand Tray. To each chapter is appended a full and
complete scheme of expression work whereby the subject-matter is
correlated with the other subjects of the school curriculum. 77iw
and the tivo siicceeditt^ volumes will be found especially useful in
connection with the Board's Circular 833.

Babyland Abroad. Being a Series of Geography Stories.
By Louie Jesse. In crown 8vo, cloth, with neady 100
illustrations suitable for reproduction on the blackboard.

192 pp. Price 2s. 6d. net.

In Babyland Abroad the Uttle ones of England are introduced to the
following babies : Ito of Japan, Mikissoq of Greenland, Teb of
Jamaica, Olaf of Norway, Wang of China, Betje of Holiaiul, Lona of
Ceylon, Bunu of Kaffir-land, Hassan of Arabia, the Piccaninny and
the Wigwam baby and many other fascinating little persons. A
Special Correlation Scheme post free on application.
Scholars Books for use with the above, by the same author, are
published in five books, each in crown 8vo, limp cloth, illus., 48 pp.
3d • 1 Two Black Babies ; 2, Two White Babies ; 3. Two Brown
Babies'; 4, Two Yellow Babies; 5, The Red liaby and His Cousm.

17

Babyland in History. Being a Series of Stories
concerning the leading Royal characters in English
History. By Louie Jesse. In crown 8vo, cloth, with
about 100 illustrations especially suitable for reproduction
on the blackboard. 171 pp. Price 2s. net.

Beginning with the pre-historic Cave Baby, followed by the Welsh
Baby, the Roman Baby, the Saxon and the Danish Baby, the stories
lead on to the lives of some of the great heroes and heroines who
figured so prominently in English History. The stories are told in a
simple informal manner, and the illustrations are simple, effective,
and can be reproduced by teachers and children. A Special Correla-
tion Scheme post free on application.

Scholars' Books for use with the above, by the same author, are
published in live books, each in crown 8vo, limp cloth, illus., 48 pp
Price 3d. 1 , Babies of Long Ago ; 2, Royal Babies of Long Ago ;
3, Brave Boys of Long Ago ; 4, Brave Girls of Long Ago ; 5, Little
Pilgrims of Long Ago.

The Water 'Babies. Infant Teachers' Edition. By
Charles Kingsley. Adapted and Re-told, with copious
Natural History Notes, and a Scheme of Correlated Lessons
and Handwork, by Winifred Howard. In crown 8vo,
cloth, with 21 full pages of illustrative sketches for repro-
duction on the blackboard, by Margaret Ashworth.
158 pp. Price 2s. 6d. net.

This book contains fourteen more or less self-contained Nature
Stories re-told from Kingsley's Water Babies. Full and

reliable notes are given upon the plants and animals mentioned.

A Child's Garland.

By Margaret Ashworth. With Music by W. Irwin Hunt.

In foolscap 4to, cloth, 222 pp. Price 3s. 6d. net.

With 18 original Nature Stories and accompanying full-page illus-
trations, white on black, and a similar number of original Nature
Songs with full piano accompaniment, Lessons, Recitations, etc.
This book is primarily intended for those interested in Kindergarten
work and contains Nature Lessons, seasonally arranged, upon the
following flowers and shrubs: — (Spring), Primrose, Daisy, Cowslip,
Violet; (Summer), Buttercup, Forget-me-not, Dandelion, Honey-
suckle, Bluebell, Rose; {Autumn), Reed, Heather, Autumn Leaves,
Apple; (Winter), Grass, Hips and Haws, Holly, Snowdrop.

Overheard in Fairyland, or the Veter Tan Tales.

By Madge A. Bigham. With coloured illustrations by Ruth S.
Clements. In crown 8vo, cloth, 208 pp. 2s. 6d. net.

This very charming series of Nature Fairy Tales was inspired by Mr.
Barrie's lascinating play, Peter Pan.

18

"Basic Stories. A Complete Connected Scheme of Work for
Infants. By Bertha Pugh, N.F.U., Head Mistress Evelyn
Street Council School, Warrington. With Foreword b}'
George F. Johnson, Inspector of Handwork, Liverpool
Education Committee. In foolscap 4to, cloth, 184 pp., with
15 full-page plates. 3s. net.

This book contains a complete suggestive Scheme of Work, suitable
for Infants, based on literature ; and the stories chosen are standard
and are generally well known. A complete suggestive Handwork
Scheme is also connected with the general scheme for each raontli,
while ideas for group work in connection with the handwork are also
given at the beginning of each month's work.

Work Through Vlay.

Being the training of the children of the Infants'
Preparatory Class. By Katharina Schulze, Author of
" Letter Games " and " Word Building Games." With
Foreword by E. N. Wix, Formerly H.M. Inspector of Schools.
In crown 8vo, cloth, illustrated, 100 pp. Price Is. 4d. net.

This book should prove of real value to Infants' Teachers, inasmuch
as it shows how the preparatory class in the Infants' School receives
a most dehghtful training through the medium of games and " make
beheve. " All subjects are skilfully handled and taught by means of
games and self-help, and the children are trained to do as much as
possible for therhselves.

Storp Telling.— What to Tell and How to Tell it.

By Edna Lyman. In crown 8vo, cloth, 197 pp. 2s. 6d. net.

The book is intended for those who, untrained, are required to meet
the present day demand for stories, and are at a loss where to find
material or what to select, and who are limited by small library
resources.

A Story of Infant Schools and Kindergartens.

By Miss E. R. Murray, of the Maria Grev Training College,
Hampstead. In crown 8vo, cloth, 156 pp. 2s. 6(1. net.
This book supplies in a readable form what has not previously been
within reach of the ordinary student, viz., an account of the Kinder-
garten movement, combined with the story of the rise not only of
our Infants' Sciiools, but of our system of national education.

The Folk Dance "Book. For Elementary Schools.
Class-room, Playground, and Gymnasium. Compiled by
C. Ward Crampton, M.D. Size Si in. by 11 A in., cloth,
with illustration'^ and music. Price 3s. 6d. net.
The forty-three graded dances of Dr. Ward Crampton''; hooP consist
of songs, music and description, llie mi lodics ami accompanying
actions being gathered from primitive folk in mai.y laiiua.

19

The Festival "Book, or May^day Pastime and
the May=jJole. Being dances, revels, and musical

GAMES FOR PLAYGROUND, SCHOOL, AND COLLEGE.
By Jeanette E. C. Lincoln.

Size 8^ in. by 11^ in., cloth, with many illustrations,
diagrams and music. 85 pp. 3s. 6d. net.
"Plays and Games lor indoors and Out. By Belle
Ragnar Parsons. In demy 8vo, cloth, 254 pp., with
illustrations. Price 3s. 6d. net.

This volume, the fruit of much experience in schools, provides
copious repertory of games, at once instructive and truly recreative
for children at all stages of development. Its object is to infuse a
spirit of intelligent play into the regular gymnastic drill.

Graded Games, Authonstu Edition. By Marion
Bromley Newton. In cloth, 84 pp., with illustrations
and music. Price Is. 6d. net.

Rhythmic Exercises. Authorised Edition. By the
same Author. In cloth, 56 pp., with illustrations and
music. Price Is. 6fi. n^t.

These two books are classified under Games for General Activity,
Imitation, Sense, Perception, Traditional or Folk-Lore Games,
Miscellaneous Games of Educational Value, Marches and Rhythmic
Plays. All are arranged, graded and adapted to the various stages
of growth in the development of the child.

Physical Exercises and Games. For Infants and
Juniors. By J. Lewis, Physical Instructor, Tottenham
P.T. Centre ; Author of " School Drill," " Drill Cards," etc.
In crown 8vo, limp cloth, 56 pp., illustrated. 8d. net.

The Play Exercises are based on everyday scenes and occupations,
and are full of movement and can be done to musical accompaniment
or without.

School Games and Recreational Exercises.

For use in Public Elementary Schools. By the same
Author. In crown 8vo, limp cloth, 62 pp., illustrated, 8d. net.
This book gives over two hundred Games and vanations classified
according to ages.

Letter Games for Infants.

Ba'^ed on Old English Games. By Katharina Schulze.
In crown 8vo, cloth, 48 pp. Is.

a series of thirty little games which will make the learning of the
alphabet both pleasurable and interesting.

Word='Building Games.

By Katharina Schulze. With a Foreword by Sir John
Cockburn, K.C.M.G., M.D. In crown 8vo, cloth, 80 pp.

Is. net.

This work sets out strikingly and clearly how handwork and play
in the Infants' School can be combined with the elements of simple

20

reading ; it is, to quote Sir John Cockburn, " a welcome and appro-
priate sequence to the author's Letter Games for Infants." The
delights of making models in sand, clay-modelling, drawing, picture
conversations, singing, etc., are all introduced.

Language and Sense Training Games for
Infants.

By Louie Jesse. Author of " Nature Stones." In crown
8vo, cloth, 56 pp. Is. net.

This book contains thirty-seven games suitable for Infants' Schools
and Junior Standards.

Number Vlays and Games. Stepping-Stones to
Visual and Observational Arithmetic.
By C. Struthers, Head Mistress, Deefdale Road Council
School, Preston. In crown 8vo, cloth, illustrated, 64 pp.
Is. 3d. net.

Nature Games for the Little Ones.

By Ellen Green Haddon, with IMusic by Tom Pierce
Cowling. In foolscap 4to, cloth, 40 pp. Is. 6d. net.

This book is intended to be used in connection with the Nature
Study Scheme, and the teacher will find that the Games will correlate
and form a valuable addition to any syllabus. The si.xteen tunes
are simple and " taking," and are by T. Pierce Cowling, the well-
known and popular composer of children's songs.

A Garden of Games.

Being a Series of Educational and Recreational Games for

Infants and Juniors.

By Annie Ingham, Head Mistress, Batley Carr Infants' School,

Dewsbury, Yorks. Music by John Fearnley.

In foolscap 4to, cloth, containing seven songs with piano

accompaniment, and seven full-page photographs. 12'J pp.

2s. 6d. net.

This series includes no less than thirty games, and is the result of
careful study and long j^ractice in the most up-to-date methods of
Kindergarten teaching. The themes have been drawn from many
sources, some mythical, others geographical ; a few are introduced
for the training of the senses on the Montessori principle, whilst
others provide for the encouragement of Nature study.

Singing Games.

A series of twenty-eight original songs and games for
Infants and Juniors. By Tom Pierce Cowling. Composer
of " Nature Games for the Little Ones," etc. In foolscap

4to. cloth, 124 pp., 2s. 6d. net.

These games will be found rather out of " the beaten track," easy
to teach and very effective, having been " tried and proven."
They vary in length and difficulty, and contain no little fund of
information given in a pleasant and informal manner.

21

Athletic Training for Girls.

Compiled and Edited by C. E. Thomas. Assisted by specialists.
In crown 8vo, with 36 diagrams and illustrations, 216 pp.

Price Is. 6d. net.
Experts in gjmes and physical education give, in every chapter,
the benefit of their expert knowledge.

Home Gymnastics, For Young and Old.

By T. J. Hartelius, M.D. Translated from the Swedish by
Concordia Lofving. Fifth Edition^ revised. With a Prefatory
Note by Arthur A. Beale, M.B.

In crown 8vo, 96 pp., with 31 illustrations. Price Is. 6d.
Natural History Object Lessons. Price 4/6

By George Ricks, B.Sc. (Lond.), Inspector of Schools, London
County Council.

A Manual tor Teachers and Pupil Teachers. With numerous
Diagrams, Illustrations, aii<l Specimen Drawings for the Blackboard.

Nets) Object Lessons (for Teachers' use).

Profusely illustrated with white line drawings. Price per

volume, 2i. 6d.

Vol. I, Animal Life, by F. W. Hackwood. 191 pages. Vol. II,

Plant Life. By G. Bacon and R. Bunting. Vol. Ill, Earth, Air,

and Sky, by R. Bunting. 223 pages. Vol. IV, Food, Clothing,

etc., by R. Bunting 224. pages.

Each volume contains about 30 Lessons, a coloured irontispiece

reproduced from a blackboard drawing, and 30 pages of white on

black illustrations suitable for class teaching.

The Teacher's Course of Elementary Science.

By Frank Belton, B.Sc.

Part I. Physics and Chemistry.

In crown 8vo. 240 pp. Price 3s. 6d.
Part II. Plant Life. In crown Svo. 220 pp. Price 3s.

The numerous illustrations and diagrams are a special feature.

School Registers

Attendance Register. Thick Boards. Price 1/4

Summary Register. Strongly bound in cloth. Price 10/-

Admission Register. Strongly bound in cloth. Price 10/-

NeW Attendance Register for "Boys' or Girls'
Classes. Price 1/4

22

Teachers* Report and
Work 'Books

Head Teacher's Report "Book and Examination

Register. Foolscap folio, strongly bound. Price 1/-

Compiled by J. E. Ellson, Head Master Childcrley Street Central
School, Fiilham, and E. Bolus, B.A., Head Master Wilmot Street
Council School, Bethnal Green, London, E.

Contents. — Course of Work for the Year, pages 2 and 3 ; Syllabus
of Work and Report on the same for the customary periods of one,
two, three, or four months, pages 4 to 25 ; Individual Results of
Periodical Examinations, pages 26 to 31 ; Memoranda — Schemes of
Work, etc., pages 32 to 40.

(Specunei! pages of any of these books on application.)

Class Teacher's Work Book and SvUabus.

Foolscap folio, strongly bound. Price 1 6

BV THE S.\ME .AUTHORS.

Printed on excellent paper and bound in extra strong covers. By
a simple arrangement one entry of subjects serves for the whole year.
Contents. — Specimen pages, i and ii ; Syllabus of Work for cus-
tomary periods of one, two, or three months, pages 2 to 12 ; Weekly
Records of Work done, pages 13 to (SO ; Brief Notes of Oral Lessons
in History, Grammar, etc., pages 61 to 86 ; Memoranda, pages 87 to
90 ; Diagrams, Sketch Maps, Press Cuttings, etc., pages 91 to 93 ;
Class Time Table Form, page 94.

Vitman's Ideal Syllabus, "Progress, and Report
"Book (Three Terms), by J. E. Ellson. Price 1/6

Contents. — Course of Work for the Year, pages 2 and 3 ; Syllal>us
of Work for the Terms, Weekly Records of Work done, and Head
Teacher's Reports on same, pages 4 to 15 ; Individual Results of
Periodical Examinations, pages 16 to 19 ; Memoranda — Schemes of
Work, etc., pages 20 to 28 ; Brief Notes of Oral Lessons m History.
Science, etc., pages 29 to 41 ; Diagrams, Sketch Maps, Press Cuttings,
etc., pages 42 to 43 ; Class Time Table Form, patro 44.

'Pitman's Ideal Syllabus, Progress, and Report

"Book (Two Terms).

By J. E. Ellson. 10 in. by 15 in., 44 pp. Price Is. 6d.

Pitman's Ideal Syllabus, Progress, and Report
Book for Infants' Schools (Three Temisi.
By J. E. Ellson. Pnce I/«

Pitman's Ideal Syllabus, Progress, and Report
Book for Infants* Schools ( I'wc rerms).
By J. E. Ellson. 10 in. by 15 in.. 3(S pp. Price Is. 6d.

Pitman's Evening School Record - Syllabus
Book. ^"^'c*^ '/■

23

Education

Paper FloWer Making. A Kindergarten Occupa-
tion for Girls and Infants. In crown 8vo, cloth, 74 pp.,
with four coloured plates and about 150 illustrations,
examples, etc. Price 2s. net.

By Miss F. E. Manchester, Late Head Mistress Council Infants'
School, Central Hendon, N. W.

Education. Crown 8vo. 548 pp. Price 6/-

An Introduction to its Principles, and their Psychological Founda-
tions. By H. HoLMAN, M.A., formerly Professor of Education
and H.M. Inspector of Schools.

Seguin and His Physiological Method of
Education. By H. Holman, M.A.

In crown 8vo, cloth, 314 pp Price 5/-

Seguin's Method is adopted by Madame Montessori, and his theory
is the most scientific, systematic and practical one on Education
of, and through, the Senses ever yet written.

Cane Weaving for Children : or an Educa*
tional Method of Hand Training. Nineteenth
Edition. In foolscap 8vo, 40 pp. Price 6d.

By Lucy R. Latter, late Assistant Superintendent of Method in
Infant Schools under the late School Board for London.

The Student's Froebel. Crown 8vo.

Price 2/6 net each Part.
By W. H. Herford, B.A. Part L— Theory of Education. 152
pp. Part IL — Practice. 144 pp.

The two parts together give a full exposition of Froebelian Principles
and Methods, adapted from Froebel's " Education of Man," and
followmg the language of the original as far as possible. Part 1
has just been revised and improved with two valuable additions,
an Educational Note by Professor Michael Sadler, M.A., LL.D.,
and a short life of W. H. Herford, by Professor C. H. Herford.
Litt.D.

Percentage Tables.

By Florence A. Yeldham, B.Sc. (Lond.). In foolscap
thin cardboard. Price Is. net.

These tables are prepared especially for the use of those teachers
who have a large number of marks to percentage.

The Teachers* A.'B.C. Being Ordinary Thoughts of an
Ordinary Teacher in an Ordinary Schoolroom.

By Wm. H. Robinson.

In demy Svo, 84 pp., 6d. net ; cloth. Price Is. net.

IDictionarp of Educationists. By the Rev. J. E.
Roscoe. Fourth Edition. In crown Svo, cloth gilt,
338 pp. Price 5s. net.

24

372.218 F925S 1916 pt.1

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student's Froebel : adapt

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1916
Pt. 1

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372.218
F925S
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