Children or Kindergarten, it is only fair to go to the founder himself. He has left us two definitions or descriptions, one announced shortly before the first Kindergarten was opened, which runs:

"An institution for the fostering of human life, through the cultivation of the human instincts of activity, of investigation and of construction in the child, as a member of the family, of the nation and of humanity; an institution for the self-instruction, self-education and self-cultivation of mankind, as well as for all-sided development of the individual through play, through creative self-activity and spontaneous self-instruction."

A second definition is given in Froebel's reply to a proposal that he should establish "my system of education—education by development"—in London, Paris or the United States:

"We also need establishments for training quite young children in their first stage of educational development, where their training and instruction shall be based upon their own free action or spontaneity acting under proper rules, these rules not being arbitrarily decreed, but such as must arise by logical necessity from the child's mental and bodily nature, regarding him as a member of the great human family; such rules as are, in fact, discovered by the actual observation of children when associated together in companies. These establishments bear the name of Kindergartens."

Unfortunately there are but few pictures of Froebel's own Kindergarten, but there seems to have been little formality in its earliest development. An oft-told story is that of Madame von Marenholz in 1847 going to watch the proceedings of "an old fool," as the villagers called him, who played games with the village children. A less well-known account is given by Col. von Arnswald, again a Keilhau boy, who visited Blankenberg in 1839, when Froebel had just opened his first Kindergarten.

"Arriving at the place, I found my Middendorf[3] seated by the pump in the market-place, surrounded by a crowd of little children. Going near them I saw that he was engaged in mending the jacket of a boy. By his side sat a little girl busy with thread and needle upon another piece of clothing; one boy had his feet in a bucket of water washing them carefully; other girls and boys were standing round attentively looking upon the strange pictures of real life before them, and waiting for something to turn up to interest them personally. Our meeting was of the most cordial kind, but Middendorf did not interrupt the business in which he was engaged. 'Come, children,' he cried, 'let us go into the garden!' and with loud cries of joy the little folk with willing feet followed the splendid-looking, tall man, running all round him.

[Footnote 3: One of Froebel's most devoted helpers.]

"The garden was not a garden, however, but a barn, with a small room and an entrance hall. In the entrance Middendorf welcomed the children and played a round game with them, ending with the flight of the little ones into the room, where each of them sat down in his place on the bench and took his box of building blocks. For half an hour they were all busy with their blocks, and then came 'Come, children, let us play "spring and spring."' And when the game was finished they went away full of joy and life, every one giving his little hand for a grateful good-bye."

Here in this earliest of Free Kindergartens are certain essentials. Washing and mending, the alternation of constructive play with active exercise, rhythmic game and song, and last but not least human kindliness and courtesy. The shelter was but a barn, but there are things more important than premises.

Froebel died too soon to see his ideals realised, but he had sown the seed in the heart of at least one woman with brain to grasp and will to execute. As early as 1873 the Froebelians had established something more than the equivalent of the Montessori Children's Houses under the name of Free Kindergartens or People's Kindergartens. It will bring this out more clearly if, without referring here to any modern experiments in America, in England and Scotland, or in the Dominions, we quote the description of an actual People's Kindergarten or Nursery School as it was established nearly fifty years ago.

The moving spirit of this institution was Henrietta Schroder, Froebel's own grand-niece, trained by him, and of whom he said that she, more than any other, had most truly understood his views.

The whole institution was called the Pestalozzi-Froebel House. The Prussian edict, which abolished the Kindergarten almost before it had started, was now rescinded, and our own Princess Royal[4] gave warm support to this new institution. The description here quoted was actually written in 1887, when the institution had been in existence for fourteen years:

[Footnote 4: The Crown Princess of Prussia, afterwards the Empress
Frederick.]

"The purpose of the National Kindergarten is to provide the necessary and natural help which poor mothers require, who have to leave their children to themselves.

"The establishment contains:—

"(1) The Kindergarten proper, a National Kindergarten with four classes for children from 2-1/2 to 6 years old.

"(2) The Transition Class, only held in the morning for children about 6 or 6-1/2 years old.

"(3) The Preparatory School, for children from 6 to 7 or 7-1/2 years old.

"(4) The School of Handwork, for children from 6 to 10 or older.

"Dinners are provided for those children whose parents work all day away from home at a trifling charge of a halfpenny and a penny. Also, for a trifle, poor children may receive assistance of various kinds in illness, or may have milk or baths through the kindness of the kindred 'Association for the Promotion of Health in the Household.'

"In the institution we are describing there is a complete and well-furnished kitchen, a bathroom, a courtyard with sand for digging, with pebbles and pine-cones, moss, shells and straw, etc., a garden, and a series of rooms and halls suitably furnished and arranged for games, occupations, handwork and instruction.

"The occupations pursued in the Kindergarten are the following: free play of a child by itself; free play of several children by themselves; associated play under the guidance of a teacher; gymnastic exercises; several sorts of handwork suited to little children; going for walks; learning music, both instrumental (on the method of Madame Wiseneder[5]) and vocal; learning and repetition of poetry; story-telling; looking at really good pictures; aiding in domestic occupations; gardening; and the usual systematic ordered occupations of Froebel. Madame Schrader is steadfastly opposed to that conception of the Kindergarten which insists upon mathematically shaped materials for the Froebelian occupations. Her own words are: 'The children find in our institution every encouragement to develop their capabilities and powers by use; not by their selfish use to their own personal advantage, but by their use in the loving service of others. The longing to help people and to accomplish little pieces of work proportioned to their feeble powers is constant in children; and lies alongside of their need for that free and unrestrained play which is the business of their life."

[Footnote 5: From certain old photographs, I suppose this to have been what we now call a Kindergarten Band.]

"The elder children are expected to employ themselves in cleaning, taking care of, arranging, keeping in order, and using the many various things belonging to the housekeeping department of the Kindergarten; for example, they set out and clear away the materials required for the games and handicrafts; they help in