The Child under Eight | Page 3

of union and independence a soil where my idea of education may strike deep root."
And to America he might have gone had he lived, but he died three months later, his end hastened by grief at the edict which closed the Kindergartens. The Prussian Minister announced, in this edict, that "it is evident that Kindergartens form a part of the Froebelian socialistic system, the aim of which is to teach the children atheism," and the suggestion that he was anti-Christian cut the old man to the heart. There had been some confusion between Froebel and one of his nephews, who had democratic leanings, and no doubt anything at all democratic did mean atheism to "stony Berlin" and its intolerant autocracy.
For a time, at least in Bavaria, a curious compromise was allowed. If the teacher were a member of the Orthodox Church, she might have her Kindergarten, but if she belonged to one of the Free Churches, it was permissible to open an Infant School, but she must not use the term Kindergarten.
Froebel was by no means of the opinion that, if only the teacher had the right spirit, the name did not matter. Rather did he hold with Confucius, whose answer to the question of a disciple, "How shall I convert the world?" was, "Call things by their right names." He refused to use the word school, because "little children, especially those under six, do not need to be schooled and taught, what they need is opportunity for development." He had great difficulty in selecting a name. Those originally suggested were somewhat cumbrous, e.g. _Institution for the Promotion of Spontaneous Activity in Children_; another was _Self-Teaching Institution_, and there was also the one which Madame Michaelis translated "Nursery School for Little Children."
But the name Kindergarten expressed just what he Wanted: "As in a garden, under God's favour, and by the care of a skilled intelligent gardener, growing plants are cultivated in accordance with Nature's laws, so here in our child garden shall the noblest of all growing things, men (that is, children), be cultivated in accordance with the laws of their own being, of God and of Nature."
To one of his students he writes: "You remember well enough how hard we worked and how we had to fight that we might elevate the Darmstadt crèche, or rather Infant School, by improved methods and organisation until it became a true Kindergarten.... Now what was the outcome of all this, even during my own stay at Darmstadt? Why, the fetters which always cripple a crèche or an Infant School, and which seem to cling round its very name--these fetters were allowed to remain unbroken. Every one was pleased with so faithful a mistress as yourself,... yet they withheld from you the main condition of unimpeded development, that of the freedom necessary to every young healthy and vigorous plant.... Is there really such importance underlying the mere name of a system?--some one might ask. Yes, there is.... It is true that any one watching your teaching would observe a new spirit infused into it, _expressing and fulfilling the child's own wants and desires._ You would strike him as personally capable, but you would fail to strike him as priestess of the idea which God has now called to life within man's bosom, and of the struggle towards the realisation of that idea--_education by development--the destined means of raising the whole human race...._ No man can acquire fresh knowledge, even at a school, beyond the measure which his own stage of development fits him to receive.... Infant Schools are nothing but a contradiction of child-nature. Little children especially those under school age, ought not to be schooled and taught, what they need is opportunity for development. This idea lies in the very name of a Kindergarten.... And the name is absolutely necessary to describe the first education of children."
For an actual definition of what Froebel meant by his Nursery School for Little Children or Kindergarten, it is only fair to go to the founder himself. He has left us two definitions or descriptions, one announced shortly before the first Kindergarten was opened, which runs:
"An institution for the fostering of human life, through the cultivation of the human instincts of activity, of investigation and of construction in the child, as a member of the family, of the nation and of humanity; an institution for the self-instruction, self-education and self-cultivation of mankind, as well as for all-sided development of the individual through play, through creative self-activity and spontaneous self-instruction."
A second definition is given in Froebel's reply to a proposal that he should establish "my system of education--education by development"--in London, Paris or the United States:
"We also need establishments for training quite young children in their first stage of educational development, where their training and instruction shall