Froebels Kindergarten Principles Critically Examined

Excerpt from Froebel's Kindergarten Principles: Critically Examined Mr. Quick, discussing Froebel in his Educational Reformers, has said with a charming frankness, "Where I can understand him, he seems to me singularly wise," but "at times he goes entirely out of sight, and whether the words we hear are the expression of deep truth or have absolutely no meaning at all, I for my part am at times totally unable to determine." Probably most students of educational theory - outside the ranks of kindergartners, at any rate - have felt Mr. Quick's dilemma. Amid much that is clearly valuable there is much that is singularly forbidding. Among the kindergartners themselves this questionable element in Froebel's thought has produced division. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1916 edition. Excerpt: ... CHAPTER III Froebel's Educational Psychology Having examined the more fundamental conceptions in Froebel's thinking, we may now take a step nearer to his educational practice, and ask what psychological doctrines characterize the system and what validity attaches to them. The doctrine of development. -- In the forefront is found the doctrine of development, already discussed in part. Recapitulation in the moral realm, one aspect of the general notion of development, requires here but few words in addition to what has already been said (page 7). As we saw, Froebel held that "child development requires for the religious life the same series of steps as is found in the development of the human race -- that is, it must be done as God himself has conducted the education of the human race" (8I190*).1 And 1 The translation given in 8:190 is incorrect. Froebel undoubtedly means here as elsewhere to give expression to Lessing's idea as found in Die Erziehung des Menschengeschlechts (1780). again, "the observation of the development of individual man and its comparison with the general development of the human race show plainly that, in the development of the inner life of the individual man, the history of the spiritual development of the race is repeated, and that the race in its totality may be viewed as one human being, in whom there will be found the necessary steps in the development of individual man" (1:160). Since Froebel uses this doctrine of moral recapitulation not otherwise than as an instance of the parallelism of all development, we need not here repeat our discussion of that point (see pages 5 ff. above). As to the validity at present allowed to the theory of recapitulation, it suffices to say that most competent writers now find...

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This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

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