ep.

Every human being has a talent for some calling or vocation, and strength
for its development. It is the task of the institute to cultivate the
powers which are especially requisite for the future fulfilment of the
calling appointed by Nature herself. Here, too, the advance must be step
by step. Where talent or inclination lead, every individual will be
prepared to deal with even the greatest obstacles, and must possess even
the capacity to represent externally what has been perceived and
thought--that is, to speak and write clearly and accurately--for in this
way the intellectual power of the individual will first be made active
and visible to others. We perceive that Froebel strongly antagonizes the
Roman postulate that knowledge should be imparted to boys according to a
thoroughly tested method and succession approved by the mature human
intellect, and which seem most useful to it for later life.

The systematic method which, up to the time of Pestalozzi, prevailed in
Germany, and is again embodied in our present mode of education, seemed
to him objectionable. The Swiss reformer pointed out that the mother's
heart had instinctively found the only correct system of instruction, and
set before the pedagogue the task of watching and cultivating the child's
talents with maternal love and care. He utterly rejected the old system,
and Froebel stationed himself as a fellow-combatant at his side, but went
still further. This stand required a high degree of courage at the time
of the founding of Keilhau, when Hegel's influence was omnipotent in
educational circles, for Hegel set before the school the task of
imparting culture, and forgot that it lacked the most essential
conditions; for the school can give only knowledge, while true education
demands a close relation between the person to be educated and the world
from which the school, as Hegel conceived it, is widely sundered.

Froebel recognized that the extent of the knowledge imparted to each
pupil was of less importance, and that the school could not be expected
to bestow on each individual a thoroughly completed education, but an
intellect so well trained that when the time came for him to enter into
relations with the world and higher instructors he would have at his
disposal the means to draw from both that form of culture which the
school is unable to impart. He therefore turned his back abruptly on the
old system, denied that the main object of education was