§ 24. The prominence which Froebel gave to action, his doctrine that man is primarily a doer and even a creator, and that he learns only through “self-activity,” may produce great changes in educational methods generally, and not simply in the treatment of children too young for schooling. But it was to the first stage of life that Froebel paid the greatest attention, and it is over this stage that his influence is gradually extending. Froebel held that each age has a completeness of its own (“First the blade, then the ear, then the full corn in the ear”), and that the perfection of the later stage can be attained only through the perfection of the earlier. If the infant is what he should be as an infant, and the child as a child, he will become what he should be as a boy, just as naturally as new shoots spring from the healthy plant. Every stage, then, must be cared for and tended in such a way that it may attain its own perfection. But as Bacon says with reference to education, the gardener bestows most care on the young plants, and it was “the young plants” for whom Froebel designed his Kindergarten. Like Pestalozzi he attached the very highest importance to giving instruction to mothers. But he would not like Pestalozzi leave young children entirely in the mother’s hands. There was something to be done for them which even the ideal mother in the ideal family could not do. Pestalozzi held that the child belonged to the family. Fichte on the other hand claimed it for society and the state. Froebel, whose mind, like that of our own theologian Frederick Maurice, delighted in harmonising apparent contradictions, and who taught that “all progress lay through opposites to their reconciliation,” maintained that the child belongs both to the family and to society; and he would therefore have children prepare for society by spending some hours of the day in a common life and in well-organised common employments.