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    Wolfe Historical Voices in Early Childhood Pp. 77-135, 2000

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    Carolina Snaider

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    © All Rights Reserved
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    ‘The Git of Kindergarten — Froebel 76 Chapter 5 — Friedrich Wilhelm August Froebel 1782 - 1852 “The plays of childhood ‘are the germinal leaves ofall later life.” To lead children earty to thnk, this consider the fist and foremost objet of child taining. “Knowledge acquired in experience is more tving and ffl thao that ‘conveyed only by words.” = The Education of Man the present and future ving condttions ‘of men of al sia classes rest onthe ‘arf conseration ‘and rounded mental tnd physical care of tly childhood.” written by Froebel in 1839 ‘and quoted in Liebschner, A Child's Work Early Life Friedrich Withelm Froebel was born in 1782, in the small mountainous village of Oberwessbach, now in eastern Germany neat the town of ‘Weimar, Obervielssbach ivas knovn throughout Germany for the herbal remedies found in its surrounding woods, Froebe’s mother died when he ‘was a baby, and his father, Johan, a hard working Lutheran minister tuying to serve 5,000 rural parishioners scattered among many villages, had little time for his family of six boys (August, Chestoph, Christian, Juliane, ‘Traugott, and Friedrich). His father remarried when Froebel was four years ‘ld, ut Froebel remembered his childhood as filed with frustration, Toneliness and neglect. He saw his father as a stranger, too preoccupied with his church work. His step-mother also had no time for Friedrich as she was involved with a new baby while Feedrich was young, Plagued by reading problems and assumed stupid by his teachers and patents, Foebel dropped to the bottom of his class and was sent to the village gils’school where he became both introspective and rebellious. He later recalled schoo! learning as parot-like tasks that had no connection to the real world, He remembered finding solace in the natural world “Natur, withthe world of plants and flowers, so far as Iwas able to sce and understand he, early became an obec of observation and rection to me.” — Autobiography ‘This affinity with nature and connection to is elements permeated his later educational and philosophical ideas. ‘When he was ten years old, Friedrich’ step-mother and father sent him to his mother’s brother, Johann Cheistoph Hoffman, in tadilm on the river [Im whete he gained confidence, got along with other children. his age, nd learned well in school. He felt he “gained freedom of soul and ‘strength of body.” Returning home at 15, he was apprenticed to a forester, surveyor and assessor in the Thuringian forest but let the tae at 37, interested more in learning botany and mathematics, His father at Step- mother accused him of being a failure when the forester sent a letter complaining of Frocbel’s conduct, Froebel, in his defense, felt that the man hhad given him no teaching about the trade, but his father would not listen, Gloom and disillusionment returned, and Froebel saw no escape from his problems. 7 “The Gift of Kindergarten — Froebel 7% ‘soon after his return home, Froebel was sent t0 deliver ‘money te his older brother Traugott, who was studying medicine at the University of Jena. Froebel found university Iie stimulating, and he obtained permission to stay asa visiting studert wl the end ofthe term. Soon afterwards Jwhen he turned 18, he inherited a smatl amount of money from his birth mother’ estate and retusmed to Jena to enroll asa full-time student. Jena was the intellectual centre of Germany with some of the major thinkers and writes of the time including Friedrich Schiller, Johann Goethe and George Hegel Teco by the academic climate, Frocbel learned, studied land grew ie his thinking, He was dean to the intellectual Ife, searching for meaning and answers to questions that he hhad. He studied a wide variety of subjects including mathematics, surveying and architecture. Botany and natural history ined thelsearie fascination, and he continued to see nature as an interconnected whole-! ‘This univesty experience ended in sadness and defeat fr Froebel. Hs brother refused to repay some money that Eroebel had lent him, and Frocbel’s own debts grew. His father would not assist him, and Frobel Was hope into the university prison for nine weeks. He spent the time Ciuaving Latin, geometry ad literature. Finally his father agreed to ball seat by paying off his debts, but Froebel eturmed home at the age of Te. humiliated with an increased sense of failure (*a heavy hea, a troubled mind and en opptessed spirit". Froebel even contemplated femigrating Yo Rsssia or America, Wanderings in 1802 Froebe et home, drifting and working at many Jobs to Sspporthimsle He found work as fares, private secretary, cletk accountant, surveyor, we tec and map make. Though he found none of these saisting 52 eee roche! benefited from each and contined his path of study and Jearing to attain "inner perfection. Frocbel next accepted a postion asa teacher inthe Frankfurt Model School mien ed recentiy opened and was run by Anton Graner, one of Reclueasprteges He had # lass of 40 boys and was exceedingly bappy ihusvocaton. im the summer of 1805 froebel visited Pestaloz2 fortwo ais Teivwerdon returning from the school refreshed with new ideas and vredestandng, Be focused his teaching on knowledge gained fom hfe ences and proceeding from the known a amir tothe unknown, sre Rihote. For example, he had chiken explore the area around ther ae “pana wordt Jon Keats and ey Shelley wee poets in England expresing Learning from the Past — Chapter S After two years n Frankfurt, Feoehel became a fulltime tutor for three brothers, children of Caroline von Hozhausen, The cilénen lived with Froebel in a small cottage on the grounds ofthe estate, Froebel tried ‘educating them according to Rousseau’s model of natural learning in Emile. He Involved the boys in nature study, gardening and indoor ‘modeling with wood and paper. as totally unsuccessful, and Froebel found thatthe boys’ education lacked any guiding principle In desperation, Froebel took the boys to Yverdon in 1808 ana enrolled them in formal classes. At the same time, he became a student of Pestalozah atthe Pestalzzi Institute, Froebel remained therefor two years as both teacher and pupil. Though impressed with Pestaloza’s work, he was concerned about the lack of focus on unity and interdependence and felt the various oza'scuticulum were "What I saw was tome at ance elevating and depressing, arousing and bewildering. [estalozzi could never give any definite acount of hs dea, his plan, his intention. He always Sal, “Go and se for youre (very good fr him iho knew How to lok, how to hear, how to perceive)” —Autobiegraphy ‘Throughout this period Froebel maintained an {ntimate relationship with Caroline von Fide Froabel. (Used with permision of Bibetheque _‘Yozhausenh who was openiy neglected and National Susse erm) Froebel studied many academic subjects in his ‘quest for knowledge ‘Hove is your work with ‘nen enhanced by a Inowledge of other fields of study? ‘ignored by her aristocratic husband, Caroline severed her relationship with Froebel in 1816, She, however, emained his idealized vision of mother and woman. Leaving once again after two years, he enrolled at the University of Gottingen in 1811 and at the University of Berlina year later. At this point in his intellectual journey, he was searching fora theoretical bass for and an understanding of the concept of unity, which he had heard about ‘arler atthe University of Jena. He pursued studies in crystals, physics, ‘natura history, chemistry, Arabic and Hebcew to further his philosophical goal, The idea ofthe organic unity in ite (mn exystals, language, tees, oF in the developing child) would affect and underlie Froebel’s educational theories, materials and methods: “The most pregnant thought which arose in meat this period was this: AI is sunt, al rests in unity, all springs fom unity, strives for and leads up to unity, and returns te unity atlas. This striving in wity ant after unity is te cus of the several aspects of human life.” —Autobieeraphy “The Gift of Kindergarten — Froebel ‘roebel was not particularly interested inthe polities ofthe day, but he Could not igaote the increasing nationalism in the sovereign states of ‘Germany and was caught up in the patriotic furor that was sweeping the Rint The Napoleonic Wars catapulted the youth to ight as Napoleon narched actoss Burope causing devastation in his path. At31 in 1813, Troha became an infantry soldier, taking up arms in the Prussian army t© fight Napoleon with the corps of “Black Rflemen.” After the Peace of Paris Rd Napoleon's defeat, Froebel was discharged after only afew years of aewjine He saw little action asa soldier and continued his natural history ‘tudhes, Thong the military was rot ta Become a career for him, he did Jake two close friends in the army, Wilhelm Middendort and Heinrict Longerthal, who would later play prominent roles in Froebel’s educational career. First Schools After leaving the army in 1814, Froebel went to Berlin and became 2 Ghator at the Mineralogical Museum atthe University of Berlin, using Fhsakills and knowledge of the natural and physical world. In this fob, fhe continued his own academic tudles of crystals and minerals; recent vr cntific discoveries had allowed classification based on moleculat “Mructure. Froebel enjoyed his job but missed his social contacts 38 he ‘Norked ina locked and silent room cataloguing specimens. He eft {he museum in 1816 when the widow of is recently deceased brother Christoph weote asking for advice on educating her three Boys. froebel moved to their town, Griesheim, and began a small school in her home. The two sons of another brother, Christan, were aso a this ital ase: The fest lesson, held along the local stream, involved damming up the water to test the effects of erosion. ‘With his ssterindaw’s financial support, Froebel set up a Pestalozzian school called the Universal Geeman Educational Institute at nearby Halla ia LUT, His brothers widow was in love with Froebel, assumed he ‘Would marty herand sold her property and silverware to help support the Tchool, She enrolled her two sons, and other nephews also enolled. 1 any senses, this was the Pestalozzian dream with the teacher being the tuncle and the pupils being his nephews. “This was Pestaloza's image ofa school as a family. The schoo!’ philosophy {vas actualy a combination of Rousseau’s and Pestalozzis ideas. The Children wore simple clothes, spent large amounts of time outdoors and Sludied as their needs arose. Children designed thelr ovn building blocks, ‘Nhich were then made Dy local carpenter. The children were not asked t0 Uo any task thatthe adults were not also prepared to do, from harvesting {ropa to bailing a ew toot Rules were the same fr teachers and pups. twas homelike and informal. In the second year of operator Middendort and Langezthal joined the school “family.” Champ hd proved sanctum toa french soir who ha he plague, and Canela in ater ofthe dase sel Learning from the Past ~ Chapter 5 Te school also included a system of student government, which was described by George Eber, a student in the school: but public charges against him from disgeuntled former teachers, ‘opposition from the Catholic church and his autocratic ideas forced the school's closure. Burgdorf at Mid Life Froebel travelled to Bungorf, near Beene, the site ofthe original Pestalozzi school. Here a strong local government protected him ashe set up another School In 1835. In this situation he developed two main ideas: 1. Very small children needed an onder set of experiences calculated to awaken theie abilities, stimulate their mental activities and produce an inner organization, 2 Mothers needed specific training to help their Young children at home so they could provide beginning basic education ‘To support these beliefs, he developed his ideas into a book called Mother Play and Nursery Songs (Sometimes called Mother’ Songs, Games and Stor), published in 1844. Organized series of games, songs and pictures were presented elp mothers educate thel children, In each instance there was a motto to guide the mother, averse with music and a picture to justrate the activity It was a precursor to activity books of songs, dances and finger plays stil common in early childhood programs. The Origin of Kindergarten Renewed by a specific interes in young children, Froebel went to Berlin to study and develop his plans for schools for younger children. Soon afterward, he rented an abandoned mill in Blankenburg and opened a School called Kleinkindereschapgungsanstat (translates as an “institution where small children are occupied) Imagine a man of 35, a fllure in everything he had done, The village called him an old fool who played with children, His wife was an invalid land died soon afterward in 1839, His nephews continued to attack him. ‘But at asthe haa found his passion and talent ‘There were about 50 children from one to seven years of age, and Froebel developed materials and equipment for chem (0 use in their learning. One fay in talking with Middendort about his school, Froebel came to see his ‘community asa garden in which children could grow and lear. From then on the word kindergarten was used to identify that type of progeam for young children: “Eureka! Ihave it! Kindergarten shal be the nam of the new institution.” —Autobiogeaphy Learning from the Past — Chapter $ Froebel wanted his school to be sen as a place ehildren could fully develop. The term “kindergarten” allowed him to avoid using the word “school,” and this distinction was important to him, as he wanted the kindergarten to be different from a traditional school. Ili image of garden and the natural growth of children developed not only from his ‘own Ideas but aso the nature images described by people like Comenits, Rousseau and Pestalozz Before choosing the word kindergarten, Froebel had thought of the German equivalents of “institute forthe self teaching of litle children, “playschool" and "school forthe psychological training of lie chitdren by means of play and occupations." He did not want the word "school" as ‘implied schooling as “putting in.” Rather he wanted the new Nome to. reflect the cultivation of children’s capacities and thought of “nursery School for litle children” which conveyed his sense of a nursery that sarceners use to nurture pants, For the next seven years, Froebel worked with the catien and developed 4 tich assortment of caching materials and experiences for chldfen, The ‘quipment and activities were produced and distributed throughout Germany and the rest of Europe for schools and mothers, Later Life in 184% Froebel let the school to expound on and promote his kindergarten ideas in the Buropean community. Travelling widely with Middendorf, ne also set up a training program for teachers. His frst group of students was all men, but inthe second yew, he ad sorme ‘Semaie students; he then became convinced that ‘women made better teachers of young children than men and should provide the starting Points fora chi’ education, This idea was {initially received with great laughter and ridicule because women were not seen 25 apabi of working professionally outside Froebel persevered, opening the first Training College for women in cental Europe. The feminization ofthe role of early childhood educators and the emergertce of women in Professional roles were two converging ‘Outcomes ofthese early days of educating teachers of young children, Lue Levin was one oFrocbe's ft stents in is ‘esiing program fo teshers. She helped hat op ice tng on vera ra ang ‘Mater They were mared in 185, st tetore is death om Edward Wiees Pra of Chico 1956) ‘He wanted applicants to have a good educational background, a love of childhood and pla, a joyful view of Iife and skill with Children. The training program was a mix of a ‘The Gift of Kindergarten — Froebel theory and practice with children. Quality ea programs today would tl reflect these basic ceimahood preparation One of these frst students of the Training College was Luise Levin, who ca 0 years younger than Feoebel, Her family had been friends of his Tanily, Froebel found wndesstanding and companionship with Levin, and they Became romantically Tinked. Levin had had aie ful of bacdships wd eavy family eesponsibilties Her only education before attending the Training College had focused on the domestic ats expected of women. ‘het haison cteated an even greater schism between Frosbel and his amily members who were scandalized by his relationship with the young woman. “Though Froebe’s ideas spread, there was aso strong opposition from people who saw no need yor ealy education; they believed that play would rents Toafers and sluggards and not prepare children adequately for sat, aii ot er Se Ta baP Ea wbensbesirne ther) Former students of Frobel gathered in 1924 thar own ves to honour roebel They ae standing Io ‘Mono the mandener he acted Scena (Photo corey of Br Matthias Brodbec, Bod Uebersten, Germany) a Froebel and Luise Levin set up more taining Schools with the financial support ofthe Baroness ‘Von Marenholtz Bulow who sedicated her life and monetary resources to spread the Kindergarten movement Her only son had dled any in life afte along lness which she blamed fon the severity ofthe education he receives “The following is her memory of he first meeting, with Froebel: hip bad to me that few weoks before a sma ad settled dw on smal farm neon Springs, whe danced and played withthe village hare, and therfore went by the name of ‘te old fool, Some days after I met on my walk tis socalled ‘ord foo" A tl, spare man, with Tong gray hat, thas Tending trop of vikagecldren betwee the tae of re and eght, most of tem buefoted and but scanty clothed, who marched two and two up a Dil ihr, having marshalled them fra play he practiced it he a song Belonging fit, The loving mance aud abandon with which he did this, he tole bearing ofthe man while the cildre: layed ars games under his direction, were 0 movi That tus came into my companion’ eyes as well as nto my’ wn, aod said fhe, ‘This mat called am ‘td fot by these peopl; perhaps he i one of those nen who are iced of stoned by contemporais, land to whom future generations build monuments. om Reminiscences of Friedrich Frocbel ‘And future generations did bulld monuments! Froebe!’s nepievs di not cease trying t0 tiscredit their uncle, Exhausted, Froebet retired 10 teach in a sciool funded by the Baroness, A year Frosbe's Gravestone Kindergarten chien in 15D2 ving he to roe 201 yay ce ‘Neti. (ots courtesy of Dr, Mathis Brodbeck, {sd Uebensten Germany) ‘Learning from the Past — Chapter 5 Bab bein: Seebeximel fm Minti Mae itm Mien, Frotbels oe end and {lltagu, pune he nemo to Frese uig the Sphere ce and deste bs thee spe: a ieee rt arin {ther bt the atu ing memo oot Liter ha ited Peeper Ka rm 24/28 herb ober. tno ann rect plac ese! ‘ing, ot oresy 1B May rode Bad ian cemany) before Froebel’s death, the Pruss nt the Prusian government offically autlawed Kindergartens andthe traning programs, chiming that te etre evolutionary eas, They were condemned for the eatin of emale teachers and for thelr socialistic and atheistic leanings. The order was not revoked until 1860. he apd Luise were med in Bad Ube ina tv wedding thane cle’ pay. Madden no the goomsany andthe eon a theo esi Ft Nowe wi ewe bnew owe eens ag ‘he nest morng ven nis tere, Fob continad teach, His Me, Les boc lave to tach, even whist th act Sivating rose died a the age of 70after a shor Ines. Hs ongtine Nidendot planned an erected a monuren to Poe ineorportng three of his ain“ for chen the sphere, cube andeingt was 8s ‘The Gift of Kindergarten — Froebel bull by Ernest Luther, a descendent of Martin Luther, nscibed on the ‘monument were the words from the poet Schiller that had so intrigued Froebel as a young man: “Come, let. us Ine for ar hire, ‘The Baroness continued Froebe’ ideas in collaboration with Lulse Levin, Middendorf intended to join them, but he died within a year of his close friend Froehel. Luise continued her active kindergarten work for 3 years after Froebet’s death This same dustry and tension exists in ‘our programs today aswe ty ta balance a pre-set curiculmm ‘with the different needs of children. What mates iden ready Who decides when children will learn read and write? eam ‘any new skill or Knowledge? How much is ‘curriculum today based ‘on a sound knowledge of child development? focbel Training for Teachers. Bedford Kindergarten and Ting College in Beton, England continued the Froebel tadtons. This isa photo ofthe sta and students In 1865. (Courtesy of De Montlort University, Bedard with hank a Rhard Smart Head of Hitry at Bodlord and Callege Aci and Coin Caelton Bone Department ‘of Leening Technologies) Why have “readiness” Programs reached The Education of Man ‘dow into eater yas In 1826 while st at Keithau, Proebel wrote The Education of Man, his ‘major philosophical and theoretical writing on education. Froebel saw the tunivesse as a whole, as unity, as oneness, and called this concept "god. This was not the pessonal God of a Hebre.Cheistian tradition, He sa god asan “all pervading. energetic living, self-conscious and etemal tunity.” His goal was to bring children closer to god, to this Unity. All his earlier studies focused on this, and the concept resurfaced atthe core of hls ‘educational theory Froebel believed that children came to realize themselves only through self activity or self occupations, not through the traditional format of children responding to static subject matter. Education, therefore, had to be based fn the spontaneous interests and activities of childten Learning from the Past — Chapter 5 The role the teacher mas to come a gue ad to protect the hi scm things that would weaken, warp onder he peso etn The teacher needed to create an etonment tha oa sh further te cil’ edation and aring In onerto date the er seeded to intoduce pei experenes and ative fr tech isu hao cn th pcg el os gate envronmet, ut Hobe had found removing edt chien fom cetyl nero nanos {In Frotbel's educational model, instruction and teaching were not Synonymous with imparting knowledge. Froebel believed education had to balance a respect for the individuality of childeen and the need for an organized, articulated program, Froebel believed that teachers and parents must be awate of a child's evelopment in order to teach and to provide an eppropriate environment ote the moment, the proper place, forthe kntraduction of a new branch of instruction. The whole attention ofthe teacher must be directed to these budding points of new branches of instruction.” = The Education of Man Froebel was aso clear in his belief that teachers and parents were not to rush children's development, Stages of Development Foebel articulated te stages of development and velopment and eat ron, Though heave ough estimates of ag fortes he watned ta sages ee nor acy ageaependent 2. infancy stage birth - 3 years + relied on mother and family + experienced oneness (unity) in family situation, + eamed that each person is unique but alsoa member of a whole ‘+ mother responsible for education in these ealy stages, ‘+ Mother Play and Nursery Snes usc to asist mothers at this stage. 7 Learning from the Past — Chapter 5 “The Gt of Kindergarten — Froebel Iustrations added to the meaning ofthe activity and created a vail message. (From Frocbets Mother Sangs ames and Stores pushed n 1900 by Rice In tondon) . Frosbel had 2. child stage 3~7 years of age —_—_—__——_— approximately the began when child came to represent the internal world in outward tohalp chron earn boa ity an ” osbe deveope the game Pala Cak no = or a ont Comes ad Stare pubes i 900 sameages in this ways; children could express inner feelings in language and cartes nara tnn bint om oes Mathers Sas oy et 7 samen ei . outage ‘ecintonden) Seer play would be the basic technique of earning and development, perspective and Froshe!s whole set of Kindecrten materials developed for this Extensive eee age soup, + rhythm, dancing, musi, language and drawing would beimportant 2 boyhood 7 = 10 years of age + ore forma instruction a his pine atvty tuned proton of tings ater children played an increasingly Important olen cir’ leaning abe he ssl Wo this wigs ain his work wth eile, Froebel concentrated Prima on the fis wo stages 89 ‘The Gift of Kindergarten — Proebel “Teacher and student teacher singing action songs with iidron athe Crecent Schoo! Kindergarten about ‘58, (Courtesy of De Montfort University, Bedford with thanks to Richard Smart, Head of tory o Bedford and {allege Archivist and Coin Caeton Bone, Department of Leming Technologies) Would modern psychology view Frocbel' stages of development as ‘acunate? What about his idea of continuity of development? “In his enh rocbel House Schoo in Bator, England Inthe lte 180 dance around the Maypole (Courtesy of De Mentor University edtord with thanks to Rehard Sma, Head of Hitry at Bedtord and {College Archivist ana Can caseton one, Department ‘of Lesening Technologies) ‘These three stages were continuous, with no sudden breaks in the proces: -ultvation, i is highly important chat his development should proceed continuously fom ane point, and that this continuous progress be Seen aid ever guarded. Sharp Himits and definite subdivision within the Continuous serie of the years of development... are therfore highly pemicious, and even destective in their influence.” raving — on dotted paper and freehand child often started by drawing on frosted window panes, ld paper would often be used L i (from Kraueoete The tintegren | ute: An rand hon tak dened or ‘metono Adega, mathe ‘sna Sond vine E )Pheocpetins New once Beige C0) + tetertacing pope steps ae co gpapeie (Grom traus Bote M. Kraus, The Kndrgorten guide: An laroted Thand-bock dered for he elimination of ndegotenen, mothers nd rune Second volume: The aceapatons New Yor E Steiger C2) + mat weaving — ths ealy form of weaving was used to create patterns and learn number and grouping . ‘Weating. The Miton Sadley Company produced the Weaving. (rom Frocbel its and ocupations for dition in North Webs Poa of ‘Ames (Covers From the personal collection of JenmterChshood published ‘ae: Poko taken by Kity Ng) in 869 by aon Bradley Co. of Spring, Massachusetts) 105 The Giftof Kindergarten — Froebel From KrausSoee M ous) Te inergrten (ue: itstoted hon ook designed or teat Iacono inergoene, mother tnd nar ond volume Yori ier 9) 106 + silhouetting — form of paper cutting where figures or profiles were cut ‘out of black paper without previously being outlined ‘The word “silhouette” was derived from Etienne de Silhouette who was the French Minister of Finance in 1759, He enacted sttct economic fiscal restraints that angered the nobies who felt that such “reforms” were cheap, capricious and petty He was forced to resign after nlne months but the phrase “a le Sifhouette” (according to Sithouette) evolved to refer to ‘anything cheap or plain. Shadow portraits made by tacing the outline of @ profile and filling in with black or by cutting out the outline in black paper became known as portraits a silhouette. They were substitutes for ‘mote expensive portraits. Soon they just came known as silhouettes, Learning from the Past — Chapter § *+ paper folding — helped children appreciate ordinary materials ana equited no tools; focused on surfaces 108 Puares 1x AND x, a (Geom €. toctham snd Kelloggs Mothers Porto pubtaed in 1889 by Mice Stocnam & Con hinge, nas) a (From €Wiebe's Pred of Childhood published in 1910 DyMiltn Brady & Co. of Boston, Maniachusets) By IX Our Prrterocina, Phare X.—Sraueticay Pavcnyorine Paper folding was an important ocupation nthe “ndergaren because ofthe arti workat wel asthe ‘pplication af geometric concept. (From White's The ‘ducotona eo of roti 1907) ‘chikren nthe Froebel Kindergarten in Berd England aridpated in paper folding. (Courtesy of Oe Mondor University, Bedord with thanks to chad art, Head of History at Bedford and CallegeAechs and Can Casein Sone, Department of Leming Technologies) & Ne SF ee ep

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