Reminiscences of Friedrich FroebelLee and Shepard, 1877 - 359 Seiten |
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according activity Altenstein awaken beautiful beginning Berlin bring called cation chil child childhood childish childlike Christianity circle connection consciousness cultivated culture devoted Diesterweg divine dren dualism educa everything expressed eyes felt festival foundation freedom Friedrich Froebel Froe Froebel's cause Froebel's educational Froebel's idea Froebel's method genius give God's Goethe happy harmony Herr Hiecke human mind ideal impression individual institution instruction intellectual Keilhau kindergarten knowledge labor Liebenstein living look Madame Froebel Marienthal material world means Meiningen ment Midden Middendorff mother nature needs never nursling opposites organic Pestalozzi philosophical play practical present pupils recognized reform religious REMINISCENCES OF FROEBEL replied sality scholars Schweina sense song soul spirit teachers teaching theory things thinking thought Thuringia tion true truth uncon unconscious unconscious mind understand unity universal Varnhagen views Weimar whole women words Wydenbrugk young youth
Beliebte Passagen
Seite 47 - ALL that does not grow out of one's inner being, all that is not one's own original feeling and thought, or that at least does not awaken that, oppresses and defaces the individuality of man instead of calling it forth, and nature becomes thereby a caricature. Shall we never cease to stamp human nature, even in childhood, like coins ? to overlay it with foreign images and foreign superscriptions, instead of letting it develop itself and grow into form according to the law of life planted in it by...
Seite 292 - Blessed are the dead who die in the Lord from henceforth, saith the spirit, that they may rest from their labors ; and their works do follow them.
Seite 99 - I love God," and hates his brother, he is a liar; for he who does not love his brother whom he has seen, how can he love God whom he has not seen?
Seite 23 - ... everywhere there are the same order and harmony, because the same law rules everywhere, the one law of God, which expresses itself in thousand-fold many-sidedness, but in the last analysis is one, for God is himself the law.
Seite 180 - Frobel took a comprehensive view of this subject when he said, " What other objects of our knowledge exist but God, man, nature? What other task can our intellect have than to find the relation between these three sole-existing objects?
Seite 151 - Bnt we must not, as is often erroneously done, take care only of the bodily powers by exercising merely the senses and limbs, and then later, when the school period arrives, make the intellectual powers alone act; bnt steadily, and during the whole period of childhood, body and mind should be exercised and cultivated together. The mind develops itself in and with the organs that are inseparably connected with it in the earthly life. Child's play strengthens the powers both of the soul and of the...
Seite 223 - The whole meaning of my educational method rests upon this law alone. The method stands or falls with the recognition or non-recognition of it. Everything that is left is mere material, the working of which proceeds according to the law, and without that law would not be practicable.
Seite 151 - ... handling, or it is in a certain sense choked, as if I should cover the growing roots of this little plant I have here with sand. No development can be forced in nature, still less in the human mind. With right care everything blossoms in its own time. If I forcibly tear open this poppy bud, its fine folded leaves may be seen, but the flower will not unfold; it withers within. In the same manner many a child's soul, artificially and violently broken into, will wither within, be despoiled, and...
Seite 100 - As the savage needs his fetish, as the people of antiquity in a higher stage of culture personified their ideas in the form of their gods and...
Seite 222 - In this sense the material world is the symbol of the spiritual world, and it is in this sense that education needs to use it, especially for the purpose of leading the child to the ultimate cause of all things — God. The young man, unrepentant, renewed his assertions. Froebel's system, he went on, was a really valuable means for fostering scientific materialism. Froebel replied once more: If you think that my educational materials are useful, this cannot be because of their exterior, which is...