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2204] Frocbel's Principles of moral and religious Education. [-3
Froebel's Principles of moral and religious
Education*
Man's highest destiny, according to Froebel, is unity with God. He says “Religion is the endeavour to raise into clear knowledge the feeling that originally the spiritual self of man is one with God, to realize the unity with God which is founded on this clear knowledge and to continue to lives in this unity with God, serene and strong, in every condition and relation of life.” To make this unity possible is the all-pervading, all-inclusive aim of his educational system.
Froebel believed that humanity may develop progressively toward the Divine in conformity with the universal law of evolution; that every child has in its nature an element of divinity which should be fostered and brought into conscious unity with the Divine; that the natural tendency of childhood is toward the right if supplied with right conditions for the growth of its best; that the ideal side of the child's nature should be developed from the moment the baby receives its first impressions to prevent the growth of the sensual in its character; that training should be. gin at birth, but ihat it never should interfere with the child's spontaneity; that freedom is the only true "condition of perfect growth; that coercion dwarfs and reward-giving as an inducement to good conduct degrades; that positivity or spiritual propulsion is an important element in character; that ethical culture must be given in each stage of development in order that the true growth of succeeding stages may be attained; that it is a grave error to attempt to give the child in any stage of its develope ment ethical training or rules of conduct belonging rightfully to a later stage; that the first germs of religious growth are found in community, love, reverence, filial and fraternal relationships, and true living as revealed by the experiences of pure family
*Frocbel's Educational Laws by James L. Hughes. 1. sllat, 2. &ir, 3. 12. Guelma aval.