Salomo Friedlaender’s Kant for Children, a pioneering text first published in 1924, stands as a remarkable testament to the intersection of philosophy and pedagogy. Crafted by Friedlaender, a multifaceted German-Jewish philosopher, poet, and satirist, this work embodies a bold endeavor to render the philosophy of Immanuel Kant accessible to a younger audience. Friedlaender’s intention is clear: to embed the abstract ethical principles of Kantian thought into the formative minds of schoolchildren, imbuing them with a deep-rooted understanding of moral philosophy.
In this seminal work, Friedlaender asserts that while morality is innately present in human beings, it must be systematically taught and articulated. He writes, “Morality is inherent in us organically. But its abstract formula should be imprinted on schoolchildren,” underscoring his belief that philosophical education can profoundly shape and refine the moral capacities of the young. His approach was revolutionary for its time, aiming not merely at theoretical instruction but at instilling a practical and enduring sense of ethical responsibility.
Published on the bicentennial of Kant’s birth, Kant for Children quickly garnered attention from intellectual circles, including notable figures such as Hendrik Willem van Loon, the first recipient of the Newbery Award, who expressed a keen interest in translating the book into English. Despite initial enthusiasm, this translation did not materialize until now, with Bruce James Krajewski’s expert translation and editorial work finally bringing Friedlaender’s vision to an English-speaking audience.
The historical significance of Kant for Children extends beyond its educational ambitions. During the rise of National Socialism, Friedlaender’s progressive ideas and egalitarian principles attracted the ire of the regime. The book was banned, reflecting its perceived threat to the authoritarian and xenophobic ideologies espoused by the Nazis. Yet, this very prohibition attests to its power and relevance, as the text stood in stark opposition to the fascist appropriation of philosophical concepts.
Rebecca Hanf, a friend of the philosopher Ernst Marcus—who was known for his efforts to revive Kantian thought—recognized the potential of Friedlaender’s work to realign Kant’s philosophy with a vision of egalitarianism and anti-fascism. In a period marked by ideological conflict and the rise of extremist politics, Kant for Children emerged as a beacon of rationality and moral clarity, offering a counter-narrative to the distorted interpretations of Kant’s philosophy that were propagated by totalitarian regimes.
The contemporary relevance of Friedlaender’s work is underscored by its potential to address current global challenges. In an era marked by the resurgence of authoritarian and extremist ideologies, the ethical teachings embedded in Kant for Children offer a vital framework for fostering critical thinking, empathy, and moral resilience among young readers. The book’s emphasis on Kantian ethics as a foundation for social and political justice resonates with ongoing struggles against oppression and inequality.
The English translation, edited by Bruce Krajewski, is accompanied by a comprehensive introduction and a series of essays by eminent Kant scholars and philosophers, including Paul Mendes-Flohr, Sarah Holtman, Robert Louden, Kate Moran, Krista Thomason, and Jens Timmermann. These contributions provide valuable context and analysis, illuminating Friedlaender’s innovative approach and situating the work within the broader landscape of Kantian scholarship and Weimar intellectual history.
In addition to its philosophical depth, the book is notable for its engaging and accessible style. Friedlaender’s text is structured around three fundamental Kantian questions: “For what may we hope?”, What can we know?”, and “What should we do?” This framework not only introduces young readers to core aspects of Kantian philosophy but also encourages them to apply these principles in practical, everyday contexts.
The book’s unique blend of philosophical rigor and pedagogical creativity makes it a valuable resource for educators, scholars, and general readers alike. As Diane Morgan insightfully remarks, Friedlaender’s integration of Kantian principles with a touch of Dadaist irreverence offers a compelling and provocative perspective on the role of philosophy in education. The translation into English thus serves as both a rediscovery of a neglected intellectual gem and a call to action to revisit and reengage with the foundational principles of moral philosophy.
The book is more than an educational tool; it is an enduring contribution to the discourse on ethics, pedagogy, and political philosophy. Through this work, Friedlaender challenges conventional boundaries and invites readers of all ages to explore the transformative potential of Kantian thought. This translation represents a crucial step in reviving Friedlaender’s visionary approach and ensuring that his philosophical legacy continues to inspire and educate future generations.
Simon Gros 
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