The central problem of all (European) philosophy is the question for the ontological relation between the world, the human mind, and God as their creator. Within the comprehensive system of Romantic Natural Philosophy, symmetry, through its specific unity of cognitive strength and enchanting beauty, appears as the symbol of a spiritual, even mystic unity of divine governance over mankind and nature (Oersted). It comprizes the highest and most abstract aspects as well, as also the most elementary components of the mental relations between the self, the universe, and God. Hence, symmetry is of special importance during the early development of the human mind, when it acts as a guide to develop the individual self and the system of general cognitive structures during the self-constitutional phases called childhood and youth - phases which, however, need to be assisted and guarded by education.




At that point, the world of Romantic Naturphilosophie has also rendered the ideas and the suitable mental framework for the perhaps richest and most sensitive educational program on duty of that essential, even venerable mission. The program itself, then, was conceived by Friedrich Froebel, theoretically in his book on „Die Menschenerziehung“ (1827), practically by the pedagogy of the „Spielgaben“.

 Froebel understands the child as both, an organismic and a spiritual entity, as a creature, that unfolds from a germ by means of intrinsic energy and innate laws. Thus a child in fact represents the very essence of the divine intention when He created the world; it figures as the richest, the most advanced, most beautiful and touching representative of the self-creative nature as well as of the intrinsic spirit of mankind - in that respect it might appear nearly like a sanctuary. As such, the child deserves careful and loving attendence - a moral obligation for parents and for society´s responsibility.

 Now, the suitable basis of development must be a well adapted mental presence of nature, mankind and God within the horizon of the child´s mind and physical experience. In accordance to the child´s only rudimentary state of development, this representation must become manifest on an elementary level, that nevertheless comprises its very essence and final goal.