ABSTRACT
The second half of the nineteenth century saw a variety of developments of the ideas and practices of Friedrich Froebel throughout Europe and England. This was important not merely in the realm of educational practice, but also in relation to political attitudes towards the educational system. There are some methods, for example, which are not amenable to the more orthodox and conservative forms of examination, and so new attitudes and assessments have to be formulated. English infant school methods owe a great deal to Froebelianism.
