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Man is a creative being!

words of Friedrich Froebel

Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers.

In answering the question 'What is the purpose of education?' I started at that time from the observation that man lives in a world of objects which influence him and which he wishes to influence, and so he must know these objects in their characteristics, their essence and their relation to one another and to mankind.

Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child's soul.

The character and purpose of these plays may be described as follows: They are a coherent system, starting at each stage from the simplest activity and progressing to the most diverse and complex manifestations of it. The purpose of each one of them is to instruct human beings so that they may progress as individuals and members of humanity is all its various relationships. Collectively they form a complete whole, like a many branched tree, whose parts explain and advance each other. Each is a self-contained whole, a seed from which manifold new developments may spring to cohere in further unity. They cover the whole field of intuitive and sensory instruction and lay the basis for all further teaching. They begin to establish spatial relationships and proceed to sensory and language training so that eventually man comes to see himself as a sentient, intelligent and rational being and as such strives to live

Gifts and Occupations

The gifts are intended to give the child from time to time new universal aspects of the external world, suited to a child’s development. The occupations, on the other hand, furnish material for practice in certain phases of the skill.

Nothing but the First Gift can so effectively arouse in the child’s mind the feeling and consciousness of a world of individual things; but there are numberless occupations that will enable the child to become skillful in the manipulation of surfaces.

The gift leads to discovery; the occupation to invention. The gift gives insight; the occupation, power.

The occupations are one-sided; the gifts, many-sided, universal. The occupations touch only certain phases of being; the gifts enlist the whole being of the child.

Each gift should aid the child to make the external internal, the internal external, and to find the unity between the two.


My father belonged to those orthodox theologians; therefore a strong literal language dominated in sermons and songs . . . a language which I should like to call a stone language . . . but two songs shone down upon me and illuminated the dark and ghastly dawning of my early life...1.) Whirl Around My Heart and Soul 2.) It Costs A lot To Be a Christian....These became the Songs of My Life, in which I found my little life illustrated; the content of these songs took so much hold of my life that I was often strengthened and healed by that which they bestowed to the spirit."

Pestalozzi takes man existing only in appearance on earth," he said, "but I take man in his eternal being, in his eternal existence.

The Christian religion entirely completes the mutual relation between God and man; all education which is not founded on the Christian religion is one-sided, defective, and fruitless.

"Nothing comes without a struggle. Strife creates nothing by itself, it only clears the air. New seeds must be planted to germinate and grow, if we will have the tree of humanity blossom . . . We cannot tear the present from the past or from the future. Past, present, and future are the Trinity of time. In the children lies the seed-corn of the future!"

"That which follows is always conditioned upon that which goes before."

"The destiny of nations lies far more in the hands of women, the mothers, than in the possessors of power, or those of innovators who for the most part do not understand themselves. We must cultivate women, who are the educators of the human race, else the new generation cannot accomplish its task."

A child who plays and works thoroughly, with perseverence, until physical fatigue forbids will surely be a thorough, determined person, capable of self-sacrifice.

In the treatment of the things of nature we very often take the right road, whereas in the treatment of man we go astray; and yet the forces that act in both proceed from the same source and obey the same law.

The union of Family and school life is the indispensable requisite of education . . . if indeed men are ever to free themselves from the oppressive burden and emptiness of merely extraneously communicated knowledge heaped up in memory.

Only the quiet, secluded sanctuary of the family can give back to us the welfare of mankind.

If man is to attain fully his destiny, so far as earthly development will permit this, if he is to become truly an unbroken living unit, he must feel and know himself to be one, not only with God and humanity, but also with nature.

I would educate human beings who with their feet stand rooted in God's earth . . ., whose heads reach even into heaven and there behold truth, in whose hearts are united both earth and heaven.

Protect the new generation: do not let them grow up into emptiness and nothingness, to the avoidance of good hard work, to introspection and analyzation without deeds, or to mechanical actions without thought and consideration. Guide the young away from the harmful chase after outer things and the damaging passion for distraction.

"If three hundred years after my death my method of education shall be completely established according to its idea, I shall rejoice in heaven."

The Education of Man



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