ペスタロッチ・フレーベル・ハウスの教育実践と母性 : 家庭・地域社会の教育力再生の視点から

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The Purpose of this paper is to explore the clue to the resuscitation of educational powers on the homes and the communities by discussing the educational idea and practice, and motherhood of the Pestalozzi-Frobel Haus. In 1880, the Pestalozzi-Frobel Haus of Berlin was introduced by Peabody's effort to the United States. Henriette Schrader-Breymann, also Froebel's grandniece, who established this association, had attempted a living embodiment of the spirit of Pestarozzi and Froebel in house and school. She was steadfastly opposed to that conception of the kindergarten which insisted upon only the system of gift and occupation, the early training of the intellect, and the stern discipline of the schoolroom. The plan of her kindergarten, therefore, derived its basis, not from the school, but from the healthy moral-religious life of the family ; and the guidance given to the little ones was less that of a school teacher than that of a true mother. By the 1890 s, the American orthodoxy had warned against the Pestalozzi-Frobel-Haus going because the name of Pestalozzi had added to that of Frobel ; the gifts and occupations had been reduced to a minimum, and gradually being exchanged for appropriate things. In 1893, the work of the Pestalozzi-Frobel-Haus was exhibited at the Colombus Exhibit in Chicago. The entire exhibit was under the direction of Annette Hammink-Schepel, who, together with Schrader, of Berlin, had been the presiding genius of the Pestalozzi-Frobel-Haus for seventeen years. Through the favor of Schepel, the American free kindergartners understood Schrader's thought that the activites arising from home relationships, put to the service of education, would reach far down into all social conditions. Schrader played the important role in carving out for women a new field of activity in urban reform. Her work began in the Froebelian kindergarten tradition, but the massive acceleration of urban growth after 1870 provided a broader sphere of activity than existed earlier. Under these condition, Schrader and her coworkers, while preserving the central ides of spiritual motherhood, developed new concepts of female professionalism. The objective of the Pestalozzi-Frobel-Haus was to elevate the people by right education. The means to this end was emphatically to develop the individual through doing. By 'doing' was always implied the satisfying of a need. Schrader and coworkers did not consider that doing which was merely play in imitation of what was seen done by others. Every deed must have a real motives and purpose. Therefore Schrader and coworkers provided the full home environment, and create the family of many members, each with his duty and his obligation, as well as his blessed opportunity to develop by real doing. The family was the highest sphere for activity. Activity was educational only when placed in relationship to real life. By discussing the educational idea and practice, and motherhood of the Pestalozzi-Frobel Haus, wewould have been convinced that without the only true corollary of the home and family atomosphere, we hardly possible to resuscitate the educational powers on the homes and the communities, cultivating humanity in the broader sense.
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ペスタロッチ・フレーベル・ハウスの教育実践と母性 : 家庭・地域社会の教育力再生の視点から

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