|C.D. Warner, et al., comp. The Library of the Worlds Best Literature.|
An Anthology in Thirty Volumes. 1917.
|The Right of the Child|
|By Friedrich Fröbel (17821852)|
From Reminiscences of Friedrich Froebel, by Baroness Bertha von Marenholtz-Bülow: Translation of Mary Tyler (Peabody) Mann
|ALL that does not grow out of ones inner being, all that is not ones 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 God the Father, so that it may be able to bear the stamp of the Divine, and become an image of God?
| This theory of love is to serve as the highest goal and pole-star of human education, and must be attended to in the germ of humanity, the child, and truly in his very first impulses. The conquest of self-seeking egoism is the most important task of education; for selfishness isolates the individual from all communion, and kills the life-giving principle of love. Therefore the first object of education is to teach to love, to break up the egoism of the individual, and to lead him from the first stage of communion in the family through all the following stages of social life to the love of humanity, or to the highest self-conquest by which man rises to Divine unity
| Women are to recognize that childhood and womanliness (the care of childhood and the life of women) are inseparably connected; that they form a unit; and that God and nature have placed the protection of the human plant in their hands. Hitherto the female sex could take only a more or less passive part in human history, because great battles and the political organization of nations were not suited to their powers. But at the present stage of culture, nothing is more pressingly required than the cultivation of every human power for the arts of peace and the work of higher civilization. The culture of individuals, and therefore of the whole nation, depends in great part upon the earliest care of childhood. On that account women, as one half of mankind, have to undertake the most important part of the problems of the time, problems that men are not able to solve. If but one half of the work be accomplished, then our epoch, like all others, will fail to reach the appointed goal. As educators of mankind, the women of the present time have the highest duty to perform, while hitherto they have been scarcely more than the beloved mothers of human beings
| But I will protect childhood, that it may not as in earlier generations be pinioned, as in a strait-jacket, in garments of custom and ancient prescription that have become too narrow for the new time. I shall show the way and shape the means, that every human soul may grow of itself, out of its own individuality. But where shall I find allies and helpers if not in women, who as mothers and teachers may put my idea in execution? Only intellectually active women can and will do it. But if these are to be loaded with the ballast of dead knowledge that can take no root in the unprepared ground, if the fountains of their own original life are to be choked up with it, they will not follow my direction nor understand the call of the time for the new task of their sex, but will seek satisfaction in empty superficiality.|| 4|
| To learn to comprehend nature in the child,is not that to comprehend ones own nature and the nature of mankind? And in this comprehension is there not involved a certain degree of comprehension of all things else? Women cannot learn and take into themselves anything higher and more comprehensive. It should therefore at least be the beginning, and the love of childhood should be awakened in the mind (and in a wider sense, this is the love of humanity), so that a new, free generation of men can grow up by right care.|| 5|