Froebel as a pioneer in modern psychology. E. R. Murray

Some day Froebel will come to his own, and the carefulness of his observation, the depth of his thought, the truth of his theories, and the success of his actual experiments in education will all be acknowledged.

There are few schools nowadays so modern as the short-lived Keilhau, with its spirit of freedom and independence and its “Areopagus” in which the boys themselves judged grave misdemeanours while the masters settled smaller matters alone. There are few schools now which have such an all-round curriculum, including, as it did, the mother tongue as well as classics and modern languages; ancient and modern history; Nature study and Nature rambles; school journeys, lasting for two or three weeks and extending as far as Switzerland for the older lads, while the younger boys visited German towns and were made acquainted with peasant life; definite instruction in field-work, in building and carpentry, etc.; religious teaching in which Middendorf endeavoured “to show the merits of the religions of all nations”; physical training with the out-of-doors wrestling ground and shooting stand and gymnasium “for every spare moment of the winter,” and organized games; and dramatic teaching where “classic dramas” and other plays were performed, and for which the boys built the stage and painted the scenes. There was even co-education, “flirtation being unknown,” because all had their heads so full of more important matters, but where free intercourse of boy and girl “softened the manners of the young German savages.”

The purpose of this book is to show that all these things, besides the Kindergarten and the excellent plan for the Helba Institute, did not come into being by chance, but were the outcome of the deep reflection of a man who combined the scientific with the philosophic temperament; and who, because his ideal as a teacher was “Education by Development,” had made a special study of the instinctive tendencies, and the requirements of different stages of child development, as I have tried to prove in Chapters VI and VII.

I should like to explain one or two points, first, that though for all quotations I have referred to the most commonly used translations of Froebel’s writings, yet I have frequently given my own rendering when the other seemed inadequate; secondly, that I have endeavoured to give the context as often as possible, and have also given the actual German words, that I might not be accused of reading in modern ideas which are not really in the text; and, lastly, that I have purposely repeated quotations rather than give my readers the trouble of turning back to another page.

In conclusion may I take this opportunity of paying grateful thanks first to Miss Alice Words and to Miss K. M. Clarke, without whose kind encouragement I should never have completed my task, and also to Professor Alexander for several helpful suggestions, and to Miss Ida Sachs for friendly help.

E. R. Murray.

EXPLANATION OF REFERENCES
To the Works of Froebel quoted in the text

Table of Contents

E	=	EDUCATION OF MAN. TRANSLATED BY W. N. HAILMANN.
M	=	MUTTER U. KOSE LIEDER. TRANSLATED BY F. AND E. LORD.
P	=	PEDAGOGICS OF THE KINDERGARTEN. TRANSLATED BY JOSEPHINE JARVIS.
L	=	LETTERS.	} TRANSLATED BY EMILIE MICHAELIS AND H. KEATLEY MOORE, B.A., B.MUS.
A	=	AUTOBIOGRAPHY.

CHAPTER I
Froebel’s Anticipation of Modern Psychology

Table of Contents

“A great man condemns the world to the task of explaining him.”

The purpose of this little book is to show that Froebel’s educational theories were based on psychological views of a type much more modern than is at all generally understood. It is frequently stated that Froebel’s psychology is conspicuous by its absence, but in a somewhat close study of Froebel’s writings I have been again and again surprised to find how much Froebel seems to have anticipated modern psychology.

A probable

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