Autobiography of Friedrich Froebel.

by Friedrich Froebel.

PREFACE TO THE AMERICAN EDITION.

It will be long before we have a biography of Froebel to compare with DeGuimp's _Pestalozzi_, of which an English translation has just appeared. Meantime we must content ourselves with two long autobiographical letters contained in this volume, which, though incomplete, have yet the peculiar charm that comes from the candid record of genuine impressions.

The first of these letters, that to the Duke of Meiningen, has already appeared in English, in a translation by Miss Lucy Wheelock for Barnard's _American Journal of Education_, since reprinted in pp. 21-48 of his _Kindergarten and Child Culture_, (see p. 146), and in a small volume under the t.i.tle _Autobiography of Froebel_ (see p. 146). While a faithful attempt to reproduce the original, this translation struggled in vain to transform Froebel's rugged and sometimes seemingly incoherent sentences into adequate and attractive English, so that the long letter has proved to most English readers formidable and repellant. But in the original it is one of the most charming productions in literature, candid and confidential in tone, and detailing those inner gropings for ideas that became convictions which only an autobiography can reveal.

These qualities are so admirably preserved in the translation by Miss Emily Michaelis and H. Keatley Moore that it seemed to leave nothing to be desired. They have not only given a faithful rendering, but they have impressed upon it the loving touch of faithful disciples. Accordingly I purchased from the English publishers the American rights to this translation; and have reproduced not only this letter, but that to the philosopher Krause, with Barop's "Critical Moments," and the "Chronological Abstract," all from duplicates of the English plates.

The rest of the volume appears for the first time. The Bibliography seemed desirable, and is confined to attainable books likely to be of value to American teachers. The Index is full, but not fuller than the fragmentary character of the material seemed to require. The Table of Contents will also serve to make reference easy to the princ.i.p.al evens of Froebel's history.

In the lives of Pestalozzi and of Froebel many resemblances may be traced. Both were sons of clergymen. Both were half-orphans from their earliest recollections. Both were unhappy in childhood, were misunderstood, companionless, awkward, clumsy, ridiculed. Both were as boys thrown into the almost exclusive society of women, and both retained to the last strongly feminine characteristics. Both were throughout life lacking in executive ability; both were financially improvident. Both were dependent for what they did accomplish upon friends, and both had the power of inspiring and retaining friendships that were heroic, Pestalozzi's Krusi corresponding with Froebel's Middendorf. Both became teachers only by accident, and after failure in other professions. Both saw repeated disaster in the schools they established, and both were to their last days pointed at as visionary theorists of unsound mind. Both failed to realize their ideas, but both planted their ideas so deeply in the minds of others that they took enduring root. Both lacked knowledge of men, but both knew and loved children, and were happiest when personally and alone they had children under their charge. Both delighted in nature, and found in solitary contemplation of flowers and woods and mountains relief from the disappointments they encountered among their fellows.

But there were contrasts too. Pestalozzi had no family ties, while Froebel maintained to the last the closest relations with several brothers and their households. Pestalozzi married at twenty-three a woman older than himself, on whom he thereafter relied in all his troubles. Froebel deferred his marriage till thirty-six and then seems to have regarded his wife more as an advantage to his school than as a help-meet to himself.

Pestalozzi was diffident, and in dress and manner careless to the point of slovenliness; Froebel was extravagant in his self-confidence, and at times almost a dandy in attire. Pestalozzi was always honest and candid, while Froebel was as a boy untruthful. Pestalozzi was touchingly humble, and eager to ascribe the practical failure of his theories to his personal inefficiency; Froebel never acknowledged himself in the wrong, but always attributed failure to external causes. On the other hand, while Froebel was equable in temperament, Pestalozzi was moody and impressionable, flying from extreme gaiety to extreme dejection, slamming the door if displeased with a lesson a teacher was giving, but coming back to apologize if he met a child who smiled upon him. Under Rousseau's influence Pestalozzi was inclined to skepticism, and limited religious teaching in school to the reading of the gospels, and the practice of Christianity; Froebel was deeply pious, and made it fundamental that education should be founded plainly and avowedly upon religion.

Intellectually the contrast is even stronger. While Froebel had a university education, Pestalozzi was an eminently ignorant man; his penmanship was almost illegible, he could not do simple sums in multiplication, he could not sing, he could not draw, he wore out all his handkerchiefs gathering pebbles and then never looked at them afterward. Froebel was not only a reader but a scientific reader, always seeking first to find out what others had discovered that he might begin where they left off; Pestalozzi boasted that he had not read a book in forty years. Naturally, therefore, Pestalozzi was always an experimenter, profiting by his failures but always failing in his first attempts, and hitting upon his most characteristic principles by accident; while Froebel was a theorist, elaborating his ideas mentally before putting them in practice, and never satisfied till he had properly located them in his general scheme of philosophy.

And yet, curiously enough, it is Pestalozzi who was the author. His "Leonard and Gertrude" was read by every cottage fireside, while Froebel's writings were intelligible only to his disciples. Pestalozzi had an exuberant imagination and delightful directness and simplicity of expression; Froebel's style was labored and obscure, and his doctrines may be better known through the "Child and Child Nature" of the Baroness Marenholz von Buelow than through his own "Education of Man."

The account of Froebel's life given in this volume is supplemented somewhat by the "Reminiscences" of this same Baroness, who became acquainted with him in 1849, and was thereafter his most enthusiastic and successful apostle. Till some adequate biography appears, that volume and this must be relied upon for information of the man who shares equally with Pestalozzi the honor of educational reform in this century.

C.W. BARDEEN.

Syracuse, June 10, 1889.

COMMENTS UPON FROEBEL AND HIS WORK.

Und als er so, wie Wichard Lange richtig sagt, der Apostel des weiblichen Gechlechts geworden war, starb er, der geniale, unermudlich thatige, von Liebe getragene Mann.--SCHMIDT, _Geschichte der Padagogik_, Cothen, 1862, iv. 282.

En resume, Rousseau aurait pu etre deconcerte par les inventions pratiques, un peu subtiles parfois, de l'ingenieux Froebel. Il eut souri, comme tout le monde, des artifices par lesquels il obligeait l'enfant a se faire acteur au milieu de ses pet.i.ts camarades, a imiter tour a tour le soldat qui monte la garde, le cordonnier qui travaille, le cheval qui pietine, l'homme fatigue qui se repose. Mais, sur les principes, il se serait mis ais.e.m.e.nt d'accord avec l'auteur de _l'Education de l'homme_, avec un penseur a l'ame tendre et n.o.ble, qui remplacait les livres par les choses, qui a une instruction pedantesque subst.i.tuait l'education interieure, qui aux connaissances positives preferait la chaleur du sentiment, la vie intime et profonde de l'ame, qui respectait la liberte et la spontaneite de l'enfant, qui enfin s'efforcait d'ecarter de lui les mauvaises influences et de faire a son innocence un milieu digne d'elle--COMPAYRe's _Histoire Critique des Doctrines de l'education en France depuis le XVIme Siecle_, Paris, 1879, ii. 125.

We might say that his effort in pedagogy consists chiefly in organizing into a system the sense intuitions which Pestalozzi proposed to the child somewhat at random and without direct plan.--COMPAYRe's _History of Pedagogy_, Payne's translation, Boston, 1886, p. 449.

Er war gleich Pestalozzi von den hochsten Ideen der Zeit getragen und suchte die Erziehung an diese Ideen anzuknupfen. So lange die Mutter nicht nach den Gesetzen der Natur ihr Kind erzieht und bildet und dafur nicht ihr Leben einsetst, so lange--davon geht er aus--sind alle Reformen der Schule auf Sand gebaut. Trotsdem verlegt er einen Theil der mutterlichen Aufgabe in den Kindergarten, in welchem er die Kinder vor ihre Schulpflichtigkeit vereinigt wissen will, (1) um auf die hausliche Erziehung erganzend und verbessernd einzuwirken, (2) um das Kind aus dem Einzelleben heraus Zum Verkehr mil seinesgleichen zu fuhren, und (3) um dem weiblichen Geschlechte Gelegenheit zu geben, sich auf seinen erzieherischen Beruf vorzubereiten.--BoHM's _Kurzgefa.s.ste Geschichte der Padagogik_, Nurnberg, 1880, p. 134.

Le jardin d'enfants est evidemment en opposition avec l'idee fondamentale de Pestalozzi; car celui-ci avait confie entierement a la mere et au foyer domestique la tache que Froebel remet, en grande partie, aux jardins d'enfants et a sa directrice. A l'egard des rapports de l'education domestique, telle qui elle est a l'heure qu'il est, on doit reconnaitre que Froebel avait un coup-d'oeil plus juste que Pestalozzi.--_Histoire d'education_, FREDERICK DITTES, Redolfi's French translation, Paris, 1880, p. 258.

While others have taken to the work of education their own pre-conceived notions of what that work should be, Froebel stands consistently alone in seeking in the nature of the child the laws of educational action--in ascertaining from the child himself how we are to educate him.--JOSEPH PAYNE, _Lectures on the Science and Art of Education_, Syracuse, 1885, p. 254.

Years afterwards, the celebrated Jahn (the "Father Jahn" of the German gymnastics) told a Berlin student of a queer fellow he had met, who made all sorts of wonderful things from stones and cobwebs. This queer fellow was Froebel; and the habit of making out general truths from the observation of nature, especially from plants and trees, dated from the solitary rambles in the Forest.

As the cultivator creates nothing in the trees and plants, so the educator creates nothing in the children,--he merely superintends the development of inborn faculties. So far Froebel agrees with Pestalozzi; but in one respect he was beyond him, and has thus become, according to Michelet, the greatest of educational reformers. Pestalozzi said that the faculties were developed by exercise. Froebel added that the function of education was to develop the faculties by arousing _voluntary activity_. Action proceeding from inner impulse (_Selbsthaligkeit_) was the one thing needful, and here Froebel as usual refers to G.o.d: "G.o.d's every thought is a work, a deed." As G.o.d is the Creator, so must man be a creator also. Living acting, conceiving,--these must form a triple cord within every child of man, though the sound now of this string, now of that may preponderate, and then again of two together.

Pestalozzi held that the child belonged to the family; Fichte on the other hand, claimed it for society and the State. Froebel, whose mind, like that of Frederick Maurice, delighted in harmonizing apparent contradictions, and who taught that "all progress lay through opposites to their reconciliations," maintained that the child belonged both to the family and to society, and he would therefore have children spend some hours of the day in a common life and in well-organized common employments. These a.s.semblies of children he would not call schools, for the children in them ought not to be old enough for schooling. So he invented the term _Kindergarten_, garden of children, and called the superintendents "children's gardeners."--R.H. QUICK, in _Encyclopaedia Britannica_, xix edition.

INTRODUCTORY.

The year 1882 was the centenary of Froebel's birth, and in the present "plentiful lack" of faithful translations of Froebel's own words we proposed to the Froebel Society to issue a translation of the "Education of Man," which we would undertake to make at our own cost, that the occasion might be marked in a manner worthy of the English branch of the Kindergarten movement. But various reasons prevented the Society from accepting our offer, and the lamentable deficiency still continues. We have therefore endeavoured to make a beginning by the present work, consisting of Froebel's own words done into English as faithfully as we know how to render them, and accompanied with any brief explanation of our own that may be essential to the clear understanding of the pa.s.sages given. We have not attempted to rewrite our author, the better to suit the practical, clear-headed, common-sense English character, but have preferred simply to present him in an English dress with his national and personal peculiarities untouched.

In so doing we are quite aware that we have sacrificed interest, for in many pa.s.sages, if not in most, a careful paraphrase of Froebel would be much more intelligible and pithy to English readers than a true rendering, since he probably possesses every fault of style except over-conciseness; but we feel that it is better to let Froebel speak for himself.

For the faithfulness of translation we hope our respective nationalities may have stood us in good stead. We would, however, add that a faithful translation is not a verbal translation. The translator should rather strive to write each sentence as the author would have written it in English.

Froebel's opinions, character, and work grow so directly out of his life, that we feel the best of his writing that a student of the Kindergarten system could begin with is the important autobiographical "Letter to the Duke of Meiningen," written in the year 1827, but never completed, and in all probability never sent to the sovereign whose name it bears. That this is the course Froebel would himself have preferred will, we think, become quickly apparent to the reader. Besides, in the boyhood and the earliest experiences of Froebel's life, we find the sources of his whole educational system. That other children might be better understood than he was, that other children might have the means to live the true child-life that was denied to himself, and that by their powers being directed into the right channels, these children might become a blessing to themselves and to others, was undoubtedly in great part the motive which induced Froebel to describe so fully all the circ.u.mstances of his peculiar childhood. We should undoubtedly have a clearer comprehension of many a great reformer if he had taken the trouble to write out at length the impressions of his life's dawn, as Froebel has done. In Froebel's particular case, moreover, it is evident that although his account of himself is unfinished, we fortunately possess all that is most important for the understanding of the origin of the Kindergarten system. After the "Letter to the Duke of Meiningen,"

we have placed the shorter account of his life which Froebel included in a letter to the philosopher Krause. A sketch of Barop's, which varies the point of view by regarding the whole movement more in its outer aspect than even Froebel himself is able to do, seemed to us also desirable to translate; and finally we have added also a carefully prepared "chronology" extended from Lange's list. Our translation is made from the edition of Froebel's works published by Dr. Wichard Lange at Berlin in 1862.

EMILIE MICHAELIS.

H. KEATLEY MOORE.

THE CROYDON KINDERGARTEN, _January 1886_.

AUTOBIOGRAPHY OF FROEBEL.

(A LETTER TO THE DUKE OF MEININGEN.)

I was born at Oberweissbach, a village in the Thuringian Forest, in the small princ.i.p.ality of Schwarzburg-Rudolstadt, on the 21st April, 1782.

My father was the princ.i.p.al clergyman, or pastor, there.[1] (He died in 1802.) I was early initiated into the conflict of life amidst painful and narrowing circ.u.mstances; and ignorance of child-nature and insufficient education wrought their influence upon me. Soon after my birth my mother's health began to fail, and after nursing me nine months she died. This loss, a hard blow to me, influenced the whole environment and development of my being: I consider that my mother's death decided more or less the external circ.u.mstances of my whole life.

The cure of five thousand souls, scattered over six or seven villages, devolved solely on my father. This work, even to a man so active as my father, who was very conscientious in the fulfilment of his duty as minister, was all-absorbing; the more so since the custom of frequent services still prevailed. Besides all this, my father had undertaken to superintend the building of a large new church, which drew him more and more from his home and from his children.

I was left to the care of the servants; but they, profiting by my father's absorption in his work, left me, fortunately for me, to my brothers, who were somewhat older than myself.[2] This, in addition to a circ.u.mstance of my later life, may have been the cause of that unswerving love for my family, and especially for my brothers, which has, to the present moment, been of the greatest importance to me in the conduct of my life. Although my father, for a village pastor, was unusually well informed--nay, even learned and experienced--and was an incessantly active man, yet in consequence of this separation from him during my earliest years I remained a stranger to him throughout my life; and in this way I was as truly without a father as without a mother. Amidst such surroundings I reached my fourth year. My father then married again, and gave me a second mother. My soul must have felt deeply at this time the want of a mother's love,--of parental love,--for in this year occurs my first consciousness of self. I remember that I received my new mother overflowing with feelings of simple and faithful child-love towards her. These sentiments made me happy, developed my nature, and strengthened me, because they were kindly received and reciprocated by her. But this happiness did not endure. Soon my step-mother rejoiced in the possession of a son of her own;[3] and then her love was not only withdrawn entirely from me and transferred to her own child, but I was treated with worse than indifference--by word and deed, I was made to feel an utter stranger.

I am obliged here to mention these circ.u.mstances, and to describe them so particularly, because in them I see the first cause of my early habit of introspection, my tendency to self-examination, and my early separation from companionship with other men. Soon after the birth of her own son, when I had scarcely entered my boyhood, my step-mother ceased to use the sympathetic, heart-uniting "thou" in speaking to me, and began to address me in the third person, the most estranging of our forms of speech. And as in this mode of address the third person, "he,"

isolates the person addressed, it created a great chasm between my step-mother and me.[4] At the beginning of my boyhood, I already felt utterly lonely, and my soul was filled with grief.

Some coa.r.s.e-minded people wished to make use of my sentiments and my mood at this time to set me against my step-mother, but my heart and mind turned with indignation from these persons, whom I thenceforth avoided, so far as I was able. Thus I became, at an early age, conscious of a n.o.bler, purer, inner-life, and laid the foundation of that proper self-consciousness and moral pride which have accompanied me through life. Temptations returned from time to time, and each time took a more dangerous form: not only was I suspected as being capable of unworthy things, but base conduct was actually charged against me, and this in such a way as left no doubt of the impropriety of the suspicion and of the untruthfulness of the accusation. So it came to pa.s.s that in the first years of my boyhood I was perforce led to live to myself and in myself--and indeed to study my own being and inner consciousness, as opposed to external circ.u.mstances. My inward and my outward life were at that time, even during play and other occupations, my princ.i.p.al subjects for reflection and thought.

A notable influence upon the development and formation of my character was also exercised by the position of my parents' house. It was closely surrounded by other buildings, walls, hedges, and fences, and was further enclosed by an outer courtyard, a paddock, and a kitchen garden.

Beyond these latter I was strictly forbidden to pa.s.s. The dwelling had no other outlook than on to the buildings to right and left, the big church in front, and at the back the sloping fields stretching up a high hill. For a long time I remained thus deprived of any distant view: but above me I saw the sky, clear and bright as we so often find it in the hill country; and around me I felt the pure fresh breeze stirring. The impression which that clear sky and that pure air then made on me has remained ever since present to my mind. My perceptions were in this manner limited to only the nearest objects. Nature, with the world of plants and flowers, so far as I was able to see and understand her, early became an object of observation and reflection to me. I soon helped my father in his favourite occupation of gardening, and in this way received many permanent perceptions; but the consciousness of the real life in nature only came to me further on, and I shall return to the point hereafter in the course of my narrative. Our domestic life at this time gave me much opportunity for occupation and reflection. Many alterations went on in our house; both my parents were exceedingly active-minded, fond of order, and determined to improve their dwelling in every possible way. I had to help them according to my capacity, and soon perceived that I thereby gained strength and experience; while through this growth of strength and experience my own games and occupations became of greater value to me.

But from my life in the open air amongst the objects of nature, and from the externals of domestic life, I must now turn to the inner aspects of my home and family.

My father was a theologian of the old school, who held knowledge and science in less estimation than faith; but yet he endeavoured to keep pace with the times. For this purpose he subscribed to the best periodicals he could obtain, and carefully examined what information they offered him. This helped not a little to elevate and enlighten the old-fashioned truly Christian life which reigned in our family. Morning and evening all its members gathered together, and even on Sunday as well, although on that day divine service would of course also call upon us to a.s.semble for common religious worship. Zollikofer, Hermes, Marezoll, Sturm, and others, turned our thoughts, in those delightful hours of heavenly meditation, upon our innermost being, and served to quicken, unfold, and raise up the life of the soul within us. Thus my life was early brought under the influence of nature, of useful handiwork, and of religious feelings; or, as I prefer to say, the primitive and natural inclinations of every human being were even in my case also tenderly fostered in the germ. I must mention here, with reference to my ideas regarding the nature of man, to be treated of later, and as throwing light upon my professional and individual work, that at this time I used repeatedly, and with deep emotion, to resolve to try and be a good and brave man. As I have heard since, this firm inward resolution of mine was in flagrant contrast with my outward life.

I was full of youthful energy and in high spirits, and did not always know how properly to moderate my vivacity. Through my want of restraint I got into all kinds of sc.r.a.pes. Often, in my thoughtlessness, I would destroy the things I saw around me, in the endeavour to investigate and understand them.