The education of man / by Friedrich Froebel ; translated from the German and annotated by W. N. Hailmann.
- Fröbel, Friedrich, 1782-1852. Menschenerziehung. English
- Date:
- 1906
Licence: In copyright
Credit: The education of man / by Friedrich Froebel ; translated from the German and annotated by W. N. Hailmann. Source: Wellcome Collection.
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![LIFE-UNITY. 3 heaven, the varied life of earth and nature, and the glory and peace of heaven, God’s earth and God’s heaven.” Still later he said, in the same vein : “ There is no other power but that of the idea; the Iden- tity of the cosmic laws with the laws of our mind must be recognized, all things must be seen as the embodiments of one idea.” With ref- erence to the individual human being, this unification of life means to Proebel harmony in feeling, thinking, wiUing, and domg; with reference to humanity, it means Subordination of seif to the common welfare and to the progressive development of mankind; with refer- ence to nature, it means a thoughtful Subordination to her laws of development; with reference to God, it means perfect faith as Froe- bel finds it realized in Christianity. It may not be amiss to point out at the very start the essential agreement between Froebel and Herbert Spencer in this fundamental principle of unification. Of course, it will be necessary in this com- parison to keep in mind that Proebel applies the principle to educa- tion in its practical bearings as an Interpretation of thought in life, whereas Spencer applies it to philosophy, as the Interpretation of life in thought. To Spencer “ knowledge of the lowest kind is ununified knowledge; Science is pcbrtictlly-unijied/ knowledge; philosophy is completely-unified knowledge.” In the concluding paragraphs of “ First Principles ” he sets forth the power of which no limit in time or space can be conceived” as the “ inexpugnable consciousness in which religion and philosophy are at one with common sense,” and as “ likewise that on which all exact Science is based.” He desig- nates “ unification ” as the “ characteristic of developing thou^^ht,” just as Proebel finds in it the characteristic of developing life; and Spencer's faith in the “ eventual arrival at unity ” in thought is as firm as Froebel’s faith in the eventual arrival at unity in Ufe. Trandator.] § 3. The knowledge of that eternal law, the insight into its origin, into its essence, into the totalitj, the Con- nection, and intensitv of its effects, the knowledge of life in its totalitj, constitute Science, the Science of life / and, referred bj the self-conscious, thinking, intelligent being to representation and practice through and in himself, this becomes Science of education.](https://iiif.wellcomecollection.org/image/b28129076_0031.jp2/full/800%2C/0/default.jpg)
