" As a matter of fact, none of us have ever
swerved one instant from the fullest belief in our educational mission,
and the most critical dilemma in the times we have passed through has
never revealed one single wavering soul in this little valley.
When our distress had risen to its highest pitch, a new and unexpected
prospect suddenly revealed itself.[128] Several very influential friends
of ours spoke to the Duke of Meiningen of our work. He summoned Froebel
to him, and made inquiries as to his plans for the future. Froebel
laid before him a plan for an educational institute,[129] complete in
every particular, which we had all worked at in common to draw up, in
which not only the ordinary "learned" branches of education but also
handicrafts, such as carpentering, weaving, bookbinding, tilling the
ground and so on were used as means of culture. During half the school
hours studies were to be pursued, and the other half was to be occupied
by handiwork of one kind or another. This work was to give opportunities
for direct instruction; and above all it was so planned as to excite in
the mind of the child a necessity for explanations as well as to gratify
his desire for creativeness and for practical usefulness.
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