Vols. for 1871-76, 1913-14 include an extra number, The Christmas bookseller, separately paged and not included in the consecutive numbering of the regular series.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1892 edition. Excerpt: ... APPENDIX A FROEBEL'S WRITINGS The following is the list of Froebel's writings as they appear in Dr. Wiehard Lange's Friedrich Frobel's gesammelte padagogische Schriflen, in three volumes octavo, published at Berlin by Enslin in 1861 and 1862: -- Vol. i.: Autobiographical Letters: (a) to the Duke of Meiningen, 1827; (6) to C. Ch. Fr. Krause, 1828. (Both translated in the American Journal of Education, and by E. Michaelis and H. K. Moore.) F. Froebel on H. Pestalozzi: letter to the princess-regent of Schwarzburg-Rudolstadt. Yverdun, 1809. (Translated in American Journal of Education.) To our German People. (Written at Keilhau, 1820.) Principles, Aim, and Inner Life of the Universal German Educational Institute at Keilhau (1821). Aphorisms. (Written down in 1821; with a preface by Lange.) Concerning the Universal German Educational Institute at Keilhau (1822). On German Education in general, and on the German character of the Institute at Keilhau in particular (1822). Report continued on the Universal German Educational Institute at Keilhau (with a plan of study for the year 1823-24). Christmas Festivals at the Institute in Keilhau, 1816-24. (By Middendorff, with an epilogue by Froebel, written in the last years of his life.) Announcement concerning the People's Educational Institute at Helba near Meiningen. (Keilhau, 1829.) At the grave of Wilhelm Carl. (Keilhau, 1830.) Announcement of the Institute at Warlensee (1831). Fundamental Principles of the Education of Man (1830), with apian of study for the Institute at Willisau (1833). Plan for an Educational Institute for the Poor, for the Canton of Bern. (Willisau, 1833.) Plan of the elementary school and announcement of the Educational Institution for the orphanage at Burgdorf. (Burgdorf, ...

Excerpt from Froebel's Chief Writings on Education: Rendered Into English The belief which inspires the editors of the volumes included in this series is one which should find a ready adherence from all who accept the doctrine of development. That belief may be summed up in the assertion that the present is both the child of the past and the parent of the future. Hence the high value of all forms of historical study. The educational theory and practice of a community are not things which arise e nihilo; they are the result of the thoughts, activities, conditions, and circumstances which constituted the community's past life, especially as these were more directly related to the upbringing of the young. This is so far true, that an intelligent and effective comprehension of any existing educational system can only be attained when its antecedent conditions are known and appreciated. Educational history furnishes a key to the understanding of many of the problems of aim, administration, organization and method, which confront the student to-day. It will also help him to assume a just attitude towards the future, dispose him to avoid routine, to beware of prejudice, and to keep an open mind with reference to suggested change. History is the true prophylactic against the fogeydom which besets the schoolmaster, the committee-man and the official. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.