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diff --git a/16434-h/16434-h.htm b/16434-h/16434-h.htm new file mode 100644 index 0000000..260f3d6 --- /dev/null +++ b/16434-h/16434-h.htm @@ -0,0 +1,9214 @@ +<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN"> + +<html> + +<head> + +<meta http-equiv="Content-Type" content="text/html; charset=ISO-8859-1"> + +<title>The Project Gutenberg eBook of The Autobiography of Friedrich +Froebel</title> + +</head> + +<body> + + +<pre> + +Project Gutenberg's Autobiography of Friedrich Froebel, by Friedrich Froebel + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: Autobiography of Friedrich Froebel + +Author: Friedrich Froebel + +Translator: Emilie Michaelis + H. Keatley Moore + +Release Date: August 4, 2005 [EBook #16434] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK AUTOBIOGRAPHY OF FRIEDRICH FROEBEL *** + + + + +Produced by Rose Koven, Juliet Sutherland, Joel Schlosberg +and the Online Distributed Proofreading Team at +https://www.pgdp.net + + + + + + +</pre> + + +<center><h2>AUTOBIOGRAPHY</h2> + +<h6>OF</h6> + +<h1>FRIEDRICH FROEBEL</h1> + +<h4>TRANSLATED AND ANNOTATED BY</h4> + +<h3>EMILIE MICHAELIS,</h3> + +<h6><i>Head Mistress of the Croydon Kindergarten and Preparatory +School</i>,</h6> + +<h6>AND</h6> + +<h3>H. KEATLEY MOORE, MUS.BAC., B.A.,</h3> + +<h6><i>Examiner in Music to the Froebel Society and Vice-Chairman of the +Croydon Kindergarten Company.</i></h6> + +<h3>"Come, let us live for our children."</h3> + +<h5>SYRACUSE, N.Y.:</h5> + +<h3>C.W. BARDEEN, PUBLISHER.</h3> + +<h5>1889.</h5></center> + +<hr> + + +<center><h2>German Books on Pedagogy.</h2></center> + +<ol> + +<li><i>Comenius. Grosse Unterrichtslehre.</i> Mit einer Einleitung, "J. +Comenius, sein Leben und Werken," von L<small>INDNER</small>. Price +$1.50.</li> + +<li><i>Helvetius. Von Menschen, seinen Geisteskraften und seiner +Erziehung.</i> Mit einer Einleitung, "Cl. Adr. Helvetius, 1715-1771. Ein +Zeit- und Lebensbild," von L<small>INDNER</small>. 12mo, pp. 339. Price +$1.50.</li> + +<li><i>Pestalozzi. Wie Gertrud ihre Kinder lehrt.</i> Mit einer Einleitung, +"J.H. Pestalozzi's Leben, Werke, und Grundsätze," von +R<small>IEDEL</small>. Price $1.25.</li> + +<li><i>Niemeyer. Grundsätze die Erziehung und des Unterrichtes.</i> Mit einer +Einleitung "Aug. Herm. Niemeyer, sein Leben und Werken," von +L<small>INDNER</small>. 2 vols. Price $3.00.</li> + +<li><i>Diesterweg. Rhenische Blätter.</i> Mit einer Einleitung, "F.A.W. +Diesterweg," von J<small>ESSEN</small>. Price $1.25.</li> + +<li><i>Jacotot. Universal Unterricht.</i> Mit einer "Darstellung des Lebens +und der Lehre Jacotot's," von G<small>OERING</small>. 12mo, pp. 364. +Price $3.75.</li> + +<li><i>Fröbel.</i> Pädagogische Schriften. Herausgegeben von +S<small>EIDEL</small>. 3 vols. Price $7.00.</li> + +<li><i>Fichte.</i> Pädagogisch Schriften und Ideen. Mit "biographischer +Einleitung und gedrängter Darstellung von Fichte's Pädagogik," von +K<small>EFERSTEIN</small>. Price $2.00.</li> + +<li><i>Martin Luther.</i> Pädagogische Schrifte. Mit Einleitung von +S<small>CHUMANN</small>. Price $1.50.</li> + +<li><i>Herder als Pädagog.</i> Von M<small>ORRES</small>. Price 75 cts.</li> + +<li><i>Geschichte der Pädagogik.</i> in Biographen, Uebersichten, und Proben +aus pädagogischen Hauptwerken. Von N<small>IEDERGESAESS</small>. Price +$2.50.</li> + +<li><i>Lexikon der Pädagogik.</i> Von S<small>ANDER</small>. Price +$3.50.</li> + +</ol> + +<p>For sale by</p> + +<p><b>C.W. BARDEEN, Publisher, Syracuse, N.Y.</b></p> + +<hr> + + +<center><h2><a name="page_vii"></a>PREFACE TO THE AMERICAN +EDITION.</h2></center> + +<hr width="10%"> + +<p>It will be long before we have a biography of Froebel to compare with +DeGuimp's <i>Pestalozzi</i>, of which an English translation has just +appeared. Meantime we must content ourselves with two long +autobiographical letters contained in this volume, which, though +incomplete, have yet the peculiar charm that comes from the candid +record of genuine impressions.</p> + +<p>The first of these letters, that to the Duke of Meiningen, has +already appeared in English, in a translation by Miss Lucy Wheelock for +Barnard's <i>American Journal of Education</i>, since reprinted in pp. 21-48 +of his <i>Kindergarten and Child Culture</i>, (see <a href="#page_146">p. +146</a>), and in a small volume under the title <i>Autobiography of +Froebel</i> (see <a href="#page_146">p. 146</a>). While a faithful attempt +to reproduce the original, this translation struggled in vain to +transform Froebel's rugged and sometimes seemingly incoherent sentences +into adequate and attractive English, so that the long letter has proved +to most English readers formidable and repellant. But in the original it +is one of the most charming productions in literature, candid and +confidential in tone, and detailing those inner gropings for ideas that +became convictions which only an autobiography can reveal. These +qualities are so admirably preserved in the translation by Miss Emily +Michaelis and H. Keatley Moore that it seemed to leave nothing to be +desired. They have not only given a faithful rendering, but they have +impressed upon it the loving touch of faithful disciples. Accordingly I +purchased from the English publishers the American rights to this +translation; and have reproduced not only this <a name="page_viii"></a> +letter, but that to the philosopher Krause, with Barop's "Critical +Moments," and the "Chronological Abstract," all from duplicates of the +English plates.</p> + +<p>The rest of the volume appears for the first time. The Bibliography +seemed desirable, and is confined to attainable books likely to be of +value to American teachers. The Index is full, but not fuller than the +fragmentary character of the material seemed to require. The Table of +Contents will also serve to make reference easy to the principal evens +of Froebel's history.</p> + +<p>In the lives of Pestalozzi and of Froebel many resemblances may be +traced. Both were sons of clergymen. Both were half-orphans from their +earliest recollections. Both were unhappy in childhood, were +misunderstood, companionless, awkward, clumsy, ridiculed. Both were as +boys thrown into the almost exclusive society of women, and both +retained to the last strongly feminine characteristics. Both were +throughout life lacking in executive ability; both were financially +improvident. Both were dependent for what they did accomplish upon +friends, and both had the power of inspiring and retaining friendships +that were heroic, Pestalozzi's Krüsi corresponding with Froebel's +Middendorf. Both became teachers only by accident, and after failure in +other professions. Both saw repeated disaster in the schools they +established, and both were to their last days pointed at as visionary +theorists of unsound mind. Both failed to realize their ideas, but both +planted their ideas so deeply in the minds of others that they took +enduring root. Both lacked knowledge of men, but both knew and loved +children, and were happiest when personally and alone they had children +under their charge. Both delighted in nature, and found in solitary +contemplation of flowers and woods and mountains relief from the +disappointments they encountered among their fellows.</p> + +<p><a name="page_ix"></a>But there were contrasts too. Pestalozzi had no +family ties, while Froebel maintained to the last the closest relations +with several brothers and their households. Pestalozzi married at +twenty-three a woman older than himself, on whom he thereafter relied in +all his troubles. Froebel deferred his marriage till thirty-six and then +seems to have regarded his wife more as an advantage to his school than +as a help-meet to himself.</p> + +<p>Pestalozzi was diffident, and in dress and manner careless to the +point of slovenliness; Froebel was extravagant in his self-confidence, +and at times almost a dandy in attire. Pestalozzi was always honest and +candid, while Froebel was as a boy untruthful. Pestalozzi was touchingly +humble, and eager to ascribe the practical failure of his theories to +his personal inefficiency; Froebel never acknowledged himself in the +wrong, but always attributed failure to external causes. On the other +hand, while Froebel was equable in temperament, Pestalozzi was moody and +impressionable, flying from extreme gaiety to extreme dejection, +slamming the door if displeased with a lesson a teacher was giving, but +coming back to apologize if he met a child who smiled upon him. Under +Rousseau's influence Pestalozzi was inclined to skepticism, and limited +religious teaching in school to the reading of the gospels, and the +practice of Christianity; Froebel was deeply pious, and made it +fundamental that education should be founded plainly and avowedly upon +religion.</p> + +<p>Intellectually the contrast is even stronger. While Froebel had a +university education, Pestalozzi was an eminently ignorant man; his +penmanship was almost illegible, he could not do simple sums in +multiplication, he could not sing, he could not draw, he wore out all +his handkerchiefs gathering pebbles and then never looked at them +afterward. Froebel was not only a reader but a scientific reader, always +seeking first to find out what <a name="page_x"></a> others had +discovered that he might begin where they left off; Pestalozzi boasted +that he had not read a book in forty years. Naturally, therefore, +Pestalozzi was always an experimenter, profiting by his failures but +always failing in his first attempts, and hitting upon his most +characteristic principles by accident; while Froebel was a theorist, +elaborating his ideas mentally before putting them in practice, and +never satisfied till he had properly located them in his general scheme +of philosophy.</p> + +<p>And yet, curiously enough, it is Pestalozzi who was the author. His +"Leonard and Gertrude" was read by every cottage fireside, while +Froebel's writings were intelligible only to his disciples. Pestalozzi +had an exuberant imagination and delightful directness and simplicity of +expression; Froebel's style was labored and obscure, and his doctrines +may be better known through the "Child and Child Nature" of the Baroness +Marenholz von Buelow than through his own "Education of Man."</p> + +<p>The account of Froebel's life given in this volume is supplemented +somewhat by the "Reminiscences" of this same Baroness, who became +acquainted with him in 1849, and was thereafter his most enthusiastic +and successful apostle. Till some adequate biography appears, that +volume and this must be relied upon for information of the man who +shares equally with Pestalozzi the honor of educational reform in this +century.</p> + +<p align="right">C.W. B<small>ARDEEN</small>.</p> + +<p> Syracuse, June 10, 1889.</p> + + + + + +<center><h2><a name="page_xi"></a>COMMENTS UPON FROEBEL AND HIS +WORK.</h2></center> + +<hr width="10%"> + +<p>Und als er so, wie Wichard Lange richtig sagt, der Apostel des +weiblichen Gechlechts geworden war, starb er, der geniale, unermüdlich +thätige, von Liebe getragene Mann.—S<small>CHMIDT</small>, +<i>Geschichte der Pädagogik</i>, Cöthen, 1862, iv. 282.</p> + +<p>En résumé, Rousseau aurait pu être déconcerté par les inventions +pratiques, un peu subtiles parfois, de l'ingénieux Froebel. Il eût +souri, comme tout le monde, des artifices par lesquels il obligeait +l'enfant à se faire acteur au milieu de ses petits camarades, à imiter +tour à tour le soldat qui monte la garde, le cordonnier qui travaille, +le cheval qui piétine, l'homme fatigué qui se repose. Mais, sur les +principes, il se serait mis aisément d'accord avec l'auteur de +<i>l'Education de l'homme</i>, avec un penseur à l'âme tendre et noble, qui +remplaçait les livres par les choses, qui à une instruction pédantesque +substituait l'éducation intérieure, qui aux connaissances positives +préférait la chaleur du sentiment, la vie intime et profonde de l'âme, +qui respectait la liberté et la spontanéité de l'enfant, qui enfin +s'efforçait d'écarter de lui les mauvaises influences et de faire à son +innocence un milieu digne d'elle—C<small>OMPAYRÉ</small>'s +<i>Histoire Critique des Doctrines de l'Éducation en France depuis le +XVIme Siécle</i>, Paris, 1879, ii. 125.</p> + +<p>We might say that his effort in pedagogy consists chiefly in +organizing into a system the sense intuitions which Pestalozzi proposed +to the child somewhat at random and without direct +plan.—C<small>OMPAYRÉ</small>'s <i>History of Pedagogy</i>, Payne's +translation, Boston, 1886, p. 449.</p> + +<p><a name="page_xii"></a>Er war gleich Pestalozzi von den höchsten +Ideen der Zeit getragen und suchte die Erziehung an diese Ideen +anzuknüpfen. So lange die Mutter nicht nach den Gesetzen der Natur ihr +Kind erzieht und bildet und dafür nicht ihr Leben einsetst, so +lange—davon geht er aus—sind alle Reformen der Schule auf +Sand gebaut. Trotsdem verlegt er einen Theil der mütterlichen Aufgabe in +den Kindergarten, in welchem er die Kinder vor ihre Schulpflichtigkeit +vereinigt wissen will, (1) um auf die häusliche Erziehung ergänzend und +verbessernd einzuwirken, (2) um das Kind aus dem Einzelleben heraus Zum +Verkehr mil seinesgleichen zu führen, und (3) um dem weiblichen +Geschlechte Gelegenheit zu geben, sich auf seinen erzieherischen Beruf +vorzubereiten.—B<small>ÖHM</small>'s <i>Kurzgefasste Geschichte der +Pädagogik</i>, Nürnberg, 1880, p. 134.</p> + +<p>Le jardin d'enfants est évidemment en opposition avec l'idée +fondamentale de Pestalozzi; car celui-ci avait confié entièrement à la +mère et au foyer domestique la tâche que Froebel remet, en grande +partie, aux jardins d'enfants et à sa directrice. A l'égard des rapports +de l'éducation domestique, telle qui elle est à l'heure qu'il est, on +doit reconnaître que Froebel avait un coup-d'oeil plus juste que +Pestalozzi.—<i>Histoire d'Éducation</i>, F<small>REDERICK</small> +D<small>ITTES</small>, Redolfi's French translation, Paris, 1880, p. +258.</p> + +<p>While others have taken to the work of education their own +pre-conceived notions of what that work should be, Froebel stands +consistently alone in seeking in the nature of the child the laws of +educational action—in ascertaining from the child himself how we +are to educate him.—J<small>OSEPH</small> P<small>AYNE</small>, +<i>Lectures on the Science and Art of Education</i>, Syracuse, 1885, p. +254.</p> + +<p>Years afterwards, the celebrated Jahn (the "Father Jahn" of the +German gymnastics) told a Berlin student of a queer fellow he had met, +who made all sorts of wonderful things from stones and cobwebs. This +queer fellow <a name="page_xiii"></a> was Froebel; and the habit of +making out general truths from the observation of nature, especially +from plants and trees, dated from the solitary rambles in the +Forest.</p> + +<p>As the cultivator creates nothing in the trees and plants, so the +educator creates nothing in the children,—he merely superintends +the development of inborn faculties. So far Froebel agrees with +Pestalozzi; but in one respect he was beyond him, and has thus become, +according to Michelet, the greatest of educational reformers. Pestalozzi +said that the faculties were developed by exercise. Froebel added that +the function of education was to develop the faculties by arousing +<i>voluntary activity</i>. Action proceeding from inner impulse +(<i>Selbsthäligkeit</i>) was the one thing needful, and here Froebel as usual +refers to God: "God's every thought is a work, a deed." As God is the +Creator, so must man be a creator also. Living acting, +conceiving,—these must form a triple cord within every child of +man, though the sound now of this string, now of that may preponderate, +and then again of two together.</p> + +<p>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 Frederick Maurice, delighted in harmonizing apparent +contradictions, and who taught that "all progress lay through opposites +to their reconciliations," maintained that the child belonged both to +the family and to society, and he would therefore have children spend +some hours of the day in a common life and in well-organized common +employments. These assemblies of children he would not call schools, for +the children in them ought not to be old enough for schooling. So he +invented the term <i>Kindergarten</i>, garden of children, and called the +superintendents "children's gardeners."—R.H. Q<small>UICK</small>, +in <i>Encyclopaedia Britannica</i>, xix edition.</p> + + + + +<center><h2><a name="page_xiv"></a>TABLE OF CONTENTS.</h2></center> + +<hr width="10%"> + +<table width="100%" summary="table of contents"> + +<tr><td> </td><td align="right"><small>PAGE</small></td></tr> + +<tr><td>I<small>NTRODUCTORY</small></td> <td align="right"><a +href="#page_001">1</a>, <a href="#page_002">2</a></td></tr> + +<tr><td>L<small>ETTER TO THE</small> D<small>UKE OF</small> +M<small>EININGEN</small></td> <td align="right"><a +href="#page_003">3</a>-<a href="#page_101">101</a></td></tr> + +<tr><td>Birth and early life</td> <td align="right"><a +href="#page_003">3</a>, <a href="#page_104">104</a></td></tr> + +<tr><td>Enters the girls' school</td> <td align="right"><a +href="#page_009">9</a></td></tr> + +<tr><td>Goes away from home to Stadt-Ihm</td> <td align="right"><a +href="#page_015">15</a></td></tr> + +<tr><td>Is apprenticed to a forester</td> <td align="right"><a +href="#page_024">24</a></td></tr> + +<tr><td>Returns to his father's house</td> <td align="right"><a +href="#page_027">27</a></td></tr> + +<tr><td>Goes to the University of Jena</td> <td align="right"><a +href="#page_028">28</a>, <a href="#page_105">105</a></td></tr> + +<tr><td>Returns home again</td> <td align="right"><a +href="#page_035">35</a></td></tr> + +<tr><td>Goes to Bamberg as clerk</td> <td align="right"><a +href="#page_033">33</a></td></tr> + +<tr><td>Becomes land-surveyor</td> <td align="right"><a +href="#page_039">39</a></td></tr> + +<tr><td>Goes to the Oberfalz as accountant</td> <td align="right"><a +href="#page_042">42</a></td></tr> + +<tr><td>Soon after to Mecklenberg</td> <td align="right"><a +href="#page_042">42</a></td></tr> + +<tr><td>Gets small inheritance from his uncle</td> <td align="right"><a +href="#page_043">43</a></td></tr> + +<tr><td>Goes to Frankfurt</td> <td align="right"><a +href="#page_048">48</a>, <a href="#page_107">107</a></td></tr> + +<tr><td>Becomes teacher in the Model School</td> <td align="right"><a +href="#page_031">31</a>, <a href="#page_109">109</a></td></tr> + +<tr><td>Visits Pestalozzi</td> <td align="right"><a +href="#page_052">52</a></td></tr> + +<tr><td>Resigns to become a private tutor</td> <td align="right"><a +href="#page_065">65</a>, <a href="#page_110">110</a></td></tr> + +<tr><td>Takes his three pupils to Yverdon</td> <td align="right"><a +href="#page_077">77</a></td></tr> + +<tr><td>Returns to Frankfurt</td> <td align="right"><a +href="#page_084">84</a></td></tr> + +<tr><td>Goes to the University of Göttingen</td> <td align="right"><a +href="#page_084">84</a>, <a href="#page_111">111</a></td></tr> + +<tr><td>Goes to Berlin</td> <td align="right"><a +href="#page_089">89</a>, <a href="#page_111">111</a></td></tr> + +<tr><td>Enters the army</td> <td align="right"><a +href="#page_091">91</a>, <a href="#page_111">111</a>, <a +href="#page_120">120</a></td></tr> + +<tr><td>Becomes curator in Berlin</td> <td align="right"><a +href="#page_096">96</a>, <a href="#page_111">111</a>, <a +href="#page_121">121</a></td></tr> + +<tr><td>Enlists in the army again</td> <td align="right"><a +href="#page_100">100</a>, <a href="#page_121">121</a></td></tr> + +<tr><td>S<small>UPPLEMENTARY REMARKS BY THE TRANSLATORS</small></td> <td +align="right"><a href="#page_102">102</a>, <a +href="#page_103">103</a></td></tr> + +<tr><td>L<small>ETTER TO</small> K<small>RAUSE</small></td> <td +align="right"><a href="#page_104">104</a>-<a +href="#page_125">125</a></td></tr> + +<tr><td>Begins at Griesheim his ideal work</td> <td align="right"><a +href="#page_113">113</a>, <a href="#page_121">121</a></td></tr> + +<tr><td> Undertakes education of his nephews</td> <td +align="right"><a href="#page_121">121</a></td></tr> + +<tr><td> Moves to Keilhau</td> <td align="right"><a +href="#page_122">122</a>, <a href="#page_127">127</a></td></tr> + +<tr><td><a name="page_xv"></a>N<small>OTE BY THE TRANSLATORS</small></td> <td align="right"><a +href="#page_126">126</a></td></tr> + +<tr><td>C<small>RITICAL</small> M<small>OMENTS IN THE</small> +F<small>ROEBEL</small> C<small>OMMUNITY</small></td> <td +align="right"><a href="#page_127">127</a>-<a +href="#page_137">137</a></td></tr> + +<tr><td>Froebel goes to the Wartensee</td> <td align="right"><a +href="#page_131">131</a></td></tr> + +<tr><td>Then to Willisau</td> <td align="right"><a +href="#page_132">132</a>, <a href="#page_136">136</a></td></tr> + +<tr><td>Then to the Orphanage at Burgdorf</td> <td align="right"><a +href="#page_135">135</a>, <a href="#page_136">136</a></td></tr> + +<tr><td>Visits Berlin</td> <td align="right"><a +href="#page_137">137</a></td></tr> + +<tr><td>N<small>OTES BY THE TRANSLATORS</small></td> <td +align="right"><a href="#page_138">138</a>, <a +href="#page_139">139</a></td></tr> + +<tr><td>Death of Froebel</td> <td align="right"><a +href="#page_138">138</a></td></tr> + +<tr><td>C<small>HRONOLOGICAL</small> A<small>BSTRACT OF</small> +F<small>ROEBEL'S</small> L<small>IFE AND</small> +M<small>OVEMENT</small></td> <td align="right"><a +href="#page_140">140</a>-<a href="#page_144">144</a></td></tr> + +<tr><td>B<small>IBLIOGRAPHY OF</small> F<small>ROEBEL</small></td> <td +align="right"><a href="#page_145">145</a>-<a +href="#page_152">152</a></td></tr> + +<tr><td>I<small>NDEX</small></td> +<td align="right"><a href="#page_153">153</a>-<a href="#page_167">167</a></td></tr> + +</table> + +<center><h2><a name="page_001"></a>INTRODUCTORY.</h2></center> + + +<p>The year 1882 was the centenary of Froebel's birth, and in the +present "plentiful lack" of faithful translations of Froebel's own words +we proposed to the Froebel Society to issue a translation of the +"Education of Man," which we would undertake to make at our own cost, +that the occasion might be marked in a manner worthy of the English +branch of the Kindergarten movement. But various reasons prevented the +Society from accepting our offer, and the lamentable deficiency still +continues. We have therefore endeavoured to make a beginning by the +present work, consisting of Froebel's own words done into English as +faithfully as we know how to render them, and accompanied with any brief +explanation of our own that may be essential to the clear understanding +of the passages given. We have not attempted to rewrite our author, the +better to suit the practical, clear-headed, common-sense English +character, but have preferred simply to present him in an English dress +with his national and personal peculiarities untouched.</p> + +<p>In so doing we are quite aware that we have sacrificed interest, for +in many passages, if not in most, a careful paraphrase of Froebel would +be much more intelligible and pithy to English readers than a true +rendering, since he probably possesses every fault of style except +over-conciseness; but we feel that it is better to let Froebel speak for +himself.</p> + +<p>For the faithfulness of translation we hope our respective +nationalities may have stood us in good stead. We would, however, add +that a faithful translation is not a verbal translation. The translator +should rather strive to write each sentence as the author would have +written it in English.</p> + +<p><a name="page_002"></a>Froebel's opinions, character, and work grow +so directly out of his life, that we feel the best of his writing that a +student of the Kindergarten system could begin with is the important +autobiographical "Letter to the Duke of Meiningen," written in the year +1827, but never completed, and in all probability never sent to the +sovereign whose name it bears. That this is the course Froebel would +himself have preferred will, we think, become quickly apparent to the +reader. Besides, in the boyhood and the earliest experiences of +Froebel's life, we find the sources of his whole educational system. +That other children might be better understood than he was, that other +children might have the means to live the true child-life that was +denied to himself, and that by their powers being directed into the +right channels, these children might become a blessing to themselves and +to others, was undoubtedly in great part the motive which induced +Froebel to describe so fully all the circumstances of his peculiar +childhood. We should undoubtedly have a clearer comprehension of many a +great reformer if he had taken the trouble to write out at length the +impressions of his life's dawn, as Froebel has done. In Froebel's +particular case, moreover, it is evident that although his account of +himself is unfinished, we fortunately possess all that is most important +for the understanding of the origin of the Kindergarten system. After +the "Letter to the Duke of Meiningen," we have placed the shorter +account of his life which Froebel included in a letter to the +philosopher Krause. A sketch of Barop's, which varies the point of view +by regarding the whole movement more in its outer aspect than even +Froebel himself is able to do, seemed to us also desirable to translate; +and finally we have added also a carefully prepared "chronology" +extended from Lange's list. Our translation is made from the edition of +Froebel's works published by Dr. Wichard Lange at Berlin in 1862.</p> + +<table align="right" summary="signatures of Emilie Michaelis +and Keatley Moore"> + +<tr><td>E<small>MILIE</small> M<small>ICHAELIS</small>.<br> H. +K<small>EATLEY</small> M<small>OORE</small>.</td></tr> + +</table> + +<p> </p> + +<table summary="time and place of writing: The Croydon +Kindergarten, January 1866"> + +<tr><td align="center">T<small>HE</small> C<small>ROYDON</small> +K<small>INDERGARTEN</small>,<br> <i>January 1886</i>.</td> + +</table> + +<center><h2><a name="page_003"></a>AUTOBIOGRAPHY OF FROEBEL.</h2> + +<h4>(<small>A LETTER TO THE DUKE OF MEININGEN.</small>)</h4></center> + + +<p>I was born at Oberweissbach, a village in the Thuringian Forest, in +the small principality of Schwarzburg-Rudolstadt, on the 21st April, +1782. My father was the principal clergyman, or pastor, there.<a +href="#page_003_note_1"><sup>1</sup></a> (He died in 1802.) I was early +initiated into the conflict of life amidst painful and narrowing +circumstances; and ignorance of child-nature and insufficient education +wrought their influence upon me. Soon after my birth my mother's health +began to fail, and after nursing me nine months she died. This loss, a +hard blow to me, influenced the whole environment and development of my +being: I consider that my mother's death decided more or less the +external circumstances of my whole life.</p> + +<p>The cure of five thousand souls, scattered over six or seven +villages, devolved solely on my father. This work, even to a man so +active as my father, who was very conscientious in the fulfilment of his +duty as minister, was all-absorbing; the more so since the custom of +frequent services still prevailed. Besides all this, my father had +undertaken to superintend the building of a large new church, which drew +him more and more from his home and from his children.</p> + +<p>I was left to the care of the servants; but they, profiting by my +father's absorption in his work, left me, fortunately for me, to my +brothers, who were somewhat older than myself.<a +href="#page_003_note_2"><sup>2</sup></a> This, <a name="page_004"></a> +in addition to a circumstance of my later life, may have been the cause +of that unswerving love for my family, and especially for my brothers, +which has, to the present moment, been of the greatest importance to me +in the conduct of my life. Although my father, for a village pastor, was +unusually well informed—nay, even learned and +experienced—and was an incessantly active man, yet in consequence +of this separation from him during my earliest years I remained a +stranger to him throughout my life; and in this way I was as truly +without a father as without a mother. Amidst such surroundings I reached +my fourth year. My father then married again, and gave me a second +mother. My soul must have felt deeply at this time the want of a +mother's love,—of parental love,—for in this year occurs my +first consciousness of self. I remember that I received my new mother +overflowing with feelings of simple and faithful child-love towards her. +These sentiments made me happy, developed my nature, and strengthened +me, because they were kindly received and reciprocated by her. But this +happiness did not endure. Soon my step-mother rejoiced in the possession +of a son of her own;<a href="#page_004_note_3"><sup>3</sup></a> and then +her love was not only withdrawn entirely from me and transferred to her +own child, but I was treated with worse than indifference—by word +and deed, I was made to feel an utter stranger.</p> + +<p>I am obliged here to mention these circumstances, and to describe +them so particularly, because in them I see the first cause of my early +habit of introspection, my tendency to self-examination, and my early +separation from companionship with other men. Soon after the birth of +her own son, when I had <a name="page_005"></a> scarcely entered my +boyhood, my step-mother ceased to use the sympathetic, heart-uniting +"thou" in speaking to me, and began to address me in the third person, +the most estranging of our forms of speech. And as in this mode of +address the third person, "he," isolates the person addressed, it +created a great chasm between my step-mother and me.<a +href="#page_005_note_4"><sup>4</sup></a> At the beginning of my boyhood, +I already felt utterly lonely, and my soul was filled with grief.</p> + +<p>Some coarse-minded people wished to make use of my sentiments and my +mood at this time to set me against my step-mother, but my heart and +mind turned with indignation from these persons, whom I thenceforth +avoided, so far as I was able. Thus I became, at an early age, conscious +of a nobler, purer, inner-life, and laid the foundation of that proper +self-consciousness and moral pride which have accompanied me through +life. Temptations returned from time to time, and each time took a more +dangerous form: not only was I suspected as being capable of unworthy +things, but base conduct was actually charged against me, and this in +such a way as left no doubt of the impropriety of the suspicion and of +the untruthfulness of the accusation. So it came to pass that in the +first years of my boyhood I was perforce led to live to myself and in +myself—and indeed to study my own being and inner consciousness, +as opposed to external <a name="page_006"></a> circumstances. My inward +and my outward life were at that time, even during play and other +occupations, my principal subjects for reflection and thought.</p> + +<p>A notable influence upon the development and formation of my +character was also exercised by the position of my parents' house. It +was closely surrounded by other buildings, walls, hedges, and fences, +and was further enclosed by an outer courtyard, a paddock, and a kitchen +garden. Beyond these latter I was strictly forbidden to pass. The +dwelling had no other outlook than on to the buildings to right and +left, the big church in front, and at the back the sloping fields +stretching up a high hill. For a long time I remained thus deprived of +any distant view: but above me I saw the sky, clear and bright as we so +often find it in the hill country; and around me I felt the pure fresh +breeze stirring. The impression which that clear sky and that pure air +then made on me has remained ever since present to my mind. My +perceptions were in this manner limited to only the nearest objects. +Nature, with the world of plants and flowers, so far as I was able to +see and understand her, early became an object of observation and +reflection to me. I soon helped my father in his favourite occupation of +gardening, and in this way received many permanent perceptions; but the +consciousness of the real life in nature only came to me further on, and +I shall return to the point hereafter in the course of my narrative. Our +domestic life at this time gave me much opportunity for occupation and +reflection. Many alterations went on in our house; both my parents were +exceedingly active-minded, fond of order, and determined to improve +their dwelling in every possible way. I had to help them according to my +capacity, and soon perceived that I thereby gained strength and +experience; while through this growth of strength and experience my own +games and occupations became of greater value to me.</p> + +<p>But from my life in the open air amongst the objects of nature, and +from the externals of domestic life, I must now turn to the inner +aspects of my home and family.</p> + +<p>My father was a theologian of the old school, who held knowledge and +science in less estimation than faith; but yet he endeavoured to keep +pace with the times. For this purpose he <a name="page_007"></a> +subscribed to the best periodicals he could obtain, and carefully +examined what information they offered him. This helped not a little to +elevate and enlighten the old-fashioned truly Christian life which +reigned in our family. Morning and evening all its members gathered +together, and even on Sunday as well, although on that day divine +service would of course also call upon us to assemble for common +religious worship. Zollikofer, Hermes, Marezoll, Sturm, and others, +turned our thoughts, in those delightful hours of heavenly meditation, +upon our innermost being, and served to quicken, unfold, and raise up +the life of the soul within us. Thus my life was early brought under the +influence of nature, of useful handiwork, and of religious feelings; or, +as I prefer to say, the primitive and natural inclinations of every +human being were even in my case also tenderly fostered in the germ. I +must mention here, with reference to my ideas regarding the nature of +man, to be treated of later, and as throwing light upon my professional +and individual work, that at this time I used repeatedly, and with deep +emotion, to resolve to try and be a good and brave man. As I have heard +since, this firm inward resolution of mine was in flagrant contrast with +my outward life. I was full of youthful energy and in high spirits, and +did not always know how properly to moderate my vivacity. Through my +want of restraint I got into all kinds of scrapes. Often, in my +thoughtlessness, I would destroy the things I saw around me, in the +endeavour to investigate and understand them.</p> + +<p>My father was prevented by his manifold occupations from himself +instructing me. Besides, he lost all further inclination to teach me, +after the great trouble he found in teaching me to read—an art +which came to me with great difficulty. As soon as I could read, +therefore, I was sent to the public village school.</p> + +<p>The position in which my father stood to the village schoolmasters, +that is to say, to the Cantor,<a +href="#page_007_note_5"><sup>5</sup></a> and to the master of the girls' +school, and his judgment of the value of their respective <a +name="page_008"></a> teaching, decided him to send me to the latter. +This choice had a remarkable influence on the development of my inner +nature, on account of the perfect neatness, quiet, intelligence, and +order which reigned in the school; nay, I may go further, and say the +school was exactly suitable for such a child as I was. In proof of this +I will describe my entrance into the school. At that time church and +school generally stood in strict mutual relationship, and so it was in +our case. The school children had their special places in church; and +not only were they obliged to attend church, but each child had to +repeat to the teacher, at a special class held for the purpose every +Monday, some passage of Scripture used by the minister in his sermon of +the day before, as a proof of attention to the service. From these +passages that one which seemed most suitable to children was then chosen +for the little ones to master or to learn by heart, and for that purpose +one of the bigger children had during the whole week, at certain times +each day, to repeat the passage to the little children, sentence by +sentence. The little ones, all standing up, had then to repeat the text +sentence by sentence in like manner, until it was thoroughly imprinted +on their memories.</p> + +<p>I came into school on a Monday. The passage chosen for that week was, +"Seek ye first the kingdom of God." I heard these words every day in the +calm, serious, somewhat sing-song voices of the children, sometimes +repeated by one child, sometimes by the whole number. And the text made +an impression upon me such as none had ever done before and none ever +did after. Indeed, this impression was so vigorous and permanent, that +to this day every word spoken, with the special tone and expression then +given to it, is still vivid in my mind. And yet that is now nearly forty +years ago! Perhaps even then the simple boy's heart felt that these +words would be the foundation and the salvation of his life, bringing to +him that conviction which was to become later on to the working and +striving man a source of unconquerable courage, of unflinching, +ever-ready, and cheerful self-sacrifice. In short, my introduction into +that school was my birth into the higher spiritual life.</p> + +<p>Here I break off my narrative to ask myself whether I dare venture to +pause yet a little longer over this first period of my <a +name="page_009"></a> life. But this was the time when the buds began to +unfold on my tree of life; this was the time when my heart found its +pivot-point, and when first my inner life awoke. If, then, I succeed in +giving an exact description of my early boyhood, I shall have provided +an important aid to the right understanding of my life and work as a +man. For that reason I venture to dwell at some inordinate length on +this part of my life, and the more willingly since I can pass more +quickly over later periods.</p> + +<p>It often suggests itself to me, while thus reviewing and describing +my life, just as it does with teaching and education—namely, that +those things which are by most men thrown aside as common and +unimportant are the very things which are, as I take it, of weightiest +import. In my eyes, it is always a mistake to leave a gap in the +rudimentary and fundamental part of a subject. Still I know one may +exhaust the patience of a reader by touching on every minute detail, +before he has been permitted to glance at the whole picture and to +gather its scope and object. Therefore I beg your Highness<a +href="#page_009_note_6"><sup>6</sup></a> to pass over, at all events on +the first reading, anything that may appear too long and too +detailed.</p> + +<p>Against standing rules, I was received in the girls' school, on +account of the position of my father as pastor of the district. For the +same reason I was placed, not with the pupils of my own age, but close +to the teacher, which brought me among the elder girls. I joined in +their lessons as far as I could. In two subjects I was quite able to do +this. First, I could read the Bible with them; and, secondly, I had to +learn line by line, instead of the little texts of the younger children +already spoken of, the hymns for the following Sunday's service. Of +these, two especially light up the gloomy lowering dawn of my early +boyhood, like two brilliant stars. They are—"Schwing dich auf, +mein Herz und Geist," and "Es kostet viel ein Christ zu sein."<a +href="#page_009_note_7"><sup>7</sup></a> These hymns were hymns of life +to me. I found my own little life expressed <a name="page_010"></a> +therein; and they took such a hold upon me that often in later years I +have found strength and support in the message which they carried to my +soul. My father's home life was in complete harmony with this discipline +of the school. Although divine service was held twice on Sundays, I was +but very seldom allowed to miss attending each service. I followed my +father's sermons with great attention, partly because I thought I found +in them many allusions to his own position, profession, and life. +Looking back, I consider it of no slight importance that I used to hear +the service from the vestry, because I was there separated from the +congregation, and could the better keep my attention from wandering.</p> + +<p>I have already mentioned that my father belonged to the old orthodox +school of theology; and in consequence the language both of his hymns +and of his sermons was mystical and symbolic—a style of speech +which, in more than one sense, I should call a stone-language, because +it requires an overwhelming power to burst its walls, and free from this +outer shell the life contained within. But what the full strength of +later life seems too weak to attain, is often accomplished by the +living, life-awakening, and life-giving power of some simple, thoughtful +young soul, by some young spirit first unfolding its wings, busily +seeking everywhere for the causes and connections of all things. Even +for such a youth, the treasure is to be gained only after long +examination, inquiry, and reflection. If ever I found that for which I +so longingly sought, then was I filled with exceeding joy.</p> + +<p>The surroundings amidst which I had grown up, especially those in +which my first childhood was passed, had caused my senses to be much and +early exercised. The pleasures of the senses were from the first, +therefore, an object for the closest consideration with me. The results +of this analysing and questioning habit of my early boyhood were +perfectly clear and decisive, and, if not rendered into words, were yet +firmly settled in my mind. I recognised that the transitory pleasures of +the senses were without enduring and satisfying influence on man, and +that they were therefore on no account to be pursued with too great +eagerness. This conviction stamped and determined my whole being, just +as my questioning examination and comparison of the <a +name="page_011"></a> inner with the outer world, and my study of their +inter-connection, is now the basis of my whole future life. Unceasing +self-contemplation, self-analysis, and self-education have been the +fundamental characteristics of my life from the very first, and have +remained so until these latest days.</p> + +<p>To stir up, to animate, to awaken, and to strengthen, the pleasure +and power of the human being to labour uninterruptedly at his own +education, has become and always remained the fundamental principle and +aim of my educational work.</p> + +<p>Great was my joy when I believed I had proved completely to my own +satisfaction that I was not destined to go to hell. The stony, +oppressive dogmas of orthodox theology I very early explained away, +perhaps assisted in this by two circumstances. Firstly, I heard these +expressions used over and over again, from my habit of being present at +the lessons given by my father in our own house, in preparation for +confirmation. I heard them used also in all sorts of ways, so that my +mind almost unconsciously constructed some sort of explanation of them. +Secondly, I was often a mute witness of the strict way in which my +father performed his pastoral duties, and of the frequent scenes between +him and the many people who came to the parsonage to seek advice and +consolation. I was thus again constantly attracted from the outer to the +inner aspects of life. Life, with its inmost motives laid bare, passed +before my eyes, with my father's comments pronounced upon it; and thing +and word, act and symbol were thus perceived by me in their most vivid +relationship. I saw the disjointed, heavy-laden, torn, inharmonious life +of man as it appeared in this community of five thousand souls, before +the watchful eyes of its earnest, severe pastor. Matrimonial and sexual +circumstances especially were often the objects of my father's gravest +condemnation and rebuke. The way in which he spoke about these matters +showed me that they formed one of the most oppressive and difficult +parts of human conduct; and, in my youth and innocence, I felt a deep +pain and sorrow that man alone, among all creatures, should be doomed to +these separations of sex, whereby the right path was made so difficult +for him to find. I felt it a real necessity for the satisfaction of <a +name="page_012"></a> my heart and mind to reconcile this difficulty, +and yet could find no way to do so. How could I at that age, and in my +position? But my eldest brother, who, like all my elder brothers, lived +away from home, came to stay with us for a time; and one day, when I +expressed my delight at seeing the purple threads of the hazel buds, he +made me aware of a similar sexual difference in plants. Now was my +spirit at rest. I recognised that what had so weighed upon me was an +institution spread over all nature, to which even the silent, beautiful +race of flowers was submitted. From that time humanity and nature, the +life of the soul and the life of the flower, were closely knit together +in my mind; and I can still see my hazel buds, like angels, opening for +me the great God's temple of Nature.</p> + +<p>I now had what I needed: to the Church was added the Nature-Temple; +to the religious Christian life, the life of Nature; to the passionate +discord of human life the tranquil peace of the life of plants. From +that time it was as if I held the clue of Ariadne to guide me through +the labyrinth of life. An intimate communion with Nature for more than +thirty years (although, indeed, often interrupted, sometimes for long +intervals) has taught me that plants, especially trees, are a mirror, or +rather a symbol, of human life in its highest spiritual relations; and I +think one of the grandest and deepest fore-feelings that have ever +emanated from the human soul, is before us when we read, in the Holy +Scriptures, of a tree of knowledge of good and evil. The whole of Nature +teaches us to distinguish good from evil; even the world of crystals and +stones—though not so vividly, calmly, clearly, and manifestly as +the world of plants and flowers. I said my hazel buds gave me the clue +of Ariadne. Many things grew clear to me: for instance, the earliest +life and actions of our first parents in Paradise, and much connected +therewith.</p> + +<p>There are yet three points touching my inner life up to my tenth +year, which, before I resume the narrative of my outer life, I should +like to mention here.</p> + +<p>The folly, superstition, and ignorance of men had dared to assume +then, as they have done lately, that the world would soon come to an +end. My mind, however, remained perfectly tranquil, because I reasoned +thus with myself firmly and definitely:—Mankind <a +name="page_013"></a> will not pass from the world, nor will the world +itself pass away, until the human race has attained to that degree of +perfection of which it is capable on earth. The earth, Nature in its +narrowest sense, will not pass away, moreover, until men have attained a +perfect insight into its essence. This idea has returned to me during my +life in many a varied guise, and I have often been indebted to its +influence for peace, firmness, perseverance, and courage.</p> + +<p>Towards the end of this epoch, my eldest brother, already spoken of, +was at the university, and studied theology.<a +href="#page_013_note_8"><sup>8</sup></a> Philosophic criticism was then +beginning to elucidate certain Church dogmas. It was therefore not very +surprising that father and son often differed in opinion. I remember +that one day they had a violent dispute about religion and Church +matters. My father stormed, and absolutely declined to yield; my +brother, though naturally of a mild disposition, flushed deep-red with +excitement; and he, too, could not abandon what he had recognised as +true. I was present also on this as on many other occasions, an +unobserved witness, and can still see father and son standing face to +face in the conflict of opinion. I almost thought I understood something +of the subject in dispute; I felt as if I must side with my brother, but +there seemed at the same time something in my father's view which +indicated the possibility of a mutual understanding. Already I felt in a +dim way that every illusion has a true side, which often leads men to +cling to it with a desperate firmness. This conviction has become more +and more confirmed in me the longer I have lived; and when at any time I +have heard two men disputing for the truth's sake, I have found that the +truth is usually to be learnt from both sides. Therefore I have never +liked to take sides; a fortunate thing for me.<a +href="#page_013_note_9"><sup>9</sup></a></p> + +<p>Another youthful experience which also had a decided influence in +forming my cast of character, was the following:—There are certain +oft-repeated demands made upon the members of our <a +name="page_014"></a> Established Church; such as, to enter upon the +service of Christ, to show forth Christ in one's life, to follow Jesus, +etc. These injunctions were brought home to me times without number +through the zeal of my father as a teacher of others and a liver himself +of a Christian life. When demands are made on a child which are in +harmony with child nature, he knows no reluctance in fulfilling them; +and as he receives them entirely and unreservedly, so also he complies +with them entirely and unreservedly. That these demands were so often +repeated convinced me of their intense importance; but I felt at the +same time the difficulty, or indeed, as it seemed to me, the +impossibility of fulfilling them. The inherent contradiction which I +seemed to perceive herein threw me into great depression; but at last I +arrived at the blessed conviction that human nature is such that it is +not impossible for man to live the life of Jesus in its purity, and to +show it forth to the world, if he will only take the right way towards +it.</p> + +<p>This thought, which, as often as it comes into my mind, carries me +back even now to the scenes and surroundings of my boyhood, may have +been not improbably amongst the last mental impressions of this period, +and it may fitly close, therefore, the narrative of my mental +development at this age. It became, later, the point whereon my whole +life hinged.</p> + +<p>From what I have said of my boyish inner life, it might be assumed +that my outer life was a happy and peaceful one. Such an assumption +would, however, not be correct. It seems as if it had always been my +fate to represent and combine the hardest and sharpest contrasts. My +outer life was really in complete contrast with my inner. I had grown up +without a mother; my physical education had been neglected, and in +consequence I had acquired many a bad habit. I always liked to be doing +something or another, but in my clumsy way I made mistakes as to choice +of materials, of time, and of place, and thus often incurred the severe +displeasure of my parents. I felt this, being of a sensitive +disposition, more keenly and more persistently than my parents; the more +so as I felt myself generally to blame in form rather than in substance, +and in my inmost heart I could see there was a point of view from whence +my conduct would seem, in substance <a name="page_015"></a> at all +events, not altogether wrong, still less blameworthy. The motives +assigned to my actions were not those which actuated me, so far as I +could tell; and the consciousness of being misjudged made me really what +I had been believed to be before, a thoroughly naughty boy. Out of fear +of punishment I hid even the most harmless actions, and when I was +questioned I made untruthful answers.</p> + +<p>In short, I was set down as wicked, and my father, who had not always +time to investigate the justice of the accusations against me, +remembered only the facts as they were represented to him. My neglected +childhood called forth the ridicule of others; when playing with my +step-brother, I was always, according to my mother, the cause of +anything that went wrong. As the mind of my parents turned more and more +away from me, so on my side my life became more and more separated from +theirs; and I was abandoned to the society of people who, if my +disposition had not been so thoroughly healthy, might have injured me +even more than they did. I longed to escape from this unhappy state of +things; and I considered my elder brothers fortunate in being all of +them away from home. Just at this melancholy time came home my eldest +brother. He appeared to me as an angel of deliverance, for he recognised +amidst my many faults my better nature, and protected me against +ill-treatment. He went away again after a short stay; but I felt that my +soul was linked to his, thenceforth, down to its inmost depths; and +indeed, after his death, this love of mine for him turned the whole +course of my life.<a href="#page_015_note_10"><sup>10</sup></a></p> + +<p>The boon was at last vouchsafed me, and that at my greatest need, to +leave my father's house. Had it been otherwise, the flagrant +contradiction between my outer and inner life must necessarily have +developed the evil inclinations which had begun in earnest to fasten +upon me. A new life entirely different from the former now opened before +me. I was ten years and nine months old. But I pause yet another moment +in the contemplation <a name="page_016"></a> of this period before I +pass to its narration. In order to be clearly understood by your serene +Highness, which is very necessary to me if I am to attain my object, I +will compare, with your permission, my former life with my present. I +shall endeavour to show how I trace the connection of my earlier and my +later life; how my earlier life has proved for me the means of +understanding my later; how, in general, my own individual life has +become to me a key to the universal life, or, in short, to what I call +the symbolic life and the perpetual, conditioned, and unbroken chain of +existence.</p> + +<p>Since, throughout the period which I have just described, my inner +self, my life and being, my desires and endeavours, were not discerned +by my parents, so is it with me now with regard to certain German +Governments.<a href="#page_016_note_11"><sup>11</sup></a> And just as my +outward life then was imperfect and incomplete, through which +incompleteness my inner life was misunderstood, so also now the +imperfection and incompleteness of my establishment prevent people from +discerning the true nature, the basis, the source, the aim and purpose, +of my desires and endeavours, and from promoting them, after recognising +their value, in a right princely and patriotic spirit.</p> + +<p>The misapprehension, the oppression under which I suffered in my +early years, prepared me to bear similar evils later on, and especially +those which weigh upon me in the present circumstances of my life. And +as I see my present private and public life and my destiny reflected in +a part of my former life, just so do I read and trace the present +universal life in my former individual life. Moreover, in the same way +as I tried as child or boy to educate myself to be a worthy man +according to those laws which God had implanted, unknown to me, within +my nature, so now do I strive in the same way, according to the same +laws, and <a name="page_017"></a> by the same method, to educate the +children of my country. That for which I strove as a boy, not yet +conscious of any purpose; the human race now strives for with equal +unconsciousness of purpose, but for all that none the less truly. The +race is, however, surrounded by less favourable circumstances than those +which influenced me in my boyhood.</p> + +<p>Life in its great as well as in its small aspects, in humanity and +the human race as well as in the individual (even though the individual +man often wilfully mars his own existence)—life, in the present, +the past, and the future, has always appeared to me as a great undivided +whole, in which one thing is explained, is justified, is conditioned and +urged forward by the other.</p> + +<p>In order that, if it be possible, there should remain no obscurity +whatever in my actions, thoughts, and life, I shall proceed to consider +them all, down to the very latest event which has happened to me; that +is, the writing-down of this statement of my life for your Highness. My +life experience it is which urges me to do this; not any whim or +caprice. Common worldly wisdom would challenge such a step if it were +known; no one would desire to take it, no one would dare to take it. I +dare it, and I do it, because my childhood has taught me that where for +trust we find distrust, where for union we find division, where for +belief we find doubt, there but sad fruit will come to the harvest, and +a burdensome and narrow life alone can follow.</p> + +<p>I return again to the narrative of the development of my inner and +outer life.</p> + +<p>A new existence now began for me, entirely opposed to that which I +had hitherto led. An uncle on my mother's side came to visit us in this +year; he was a gentle, affectionate man.<a +href="#page_017_note_12"><sup>12</sup></a> His appearance among us made +a most agreeable impression upon me. This uncle, being a man of +experience, may have noticed the adverse influences which surrounded me; +for soon after his departure he begged my father by letter to turn me +over to him entirely. My father readily consented, and towards the end +of <a name="page_018"></a> the year 1792 I went to him. He had early +lost both wife and child, and only his aged mother-in-law lived in his +house with him. In my father's house severity reigned supreme; here, on +the contrary, mildness and kindness held sway. There I encountered +mistrust; here I was trusted. There I was under restraint; here I had +liberty. Hitherto I had hardly ever been with boys of my own age; here I +found forty schoolfellows, for I joined the upper class of the town +school.<a href="#page_018_note_13"><sup>13</sup></a></p> + +<p>The little town of Stadt-Ilm is situated in a somewhat wide valley, +and on the banks of a small limpid stream.<a +href="#page_018_note_14"><sup>14</sup></a> My uncle's house had gardens +attached, into which I could go if I liked; but I was also at liberty to +roam all over the neighbourhood, if only I obeyed the strict rule of the +house to return punctually at the time appointed. Here I drank in fresh +life-energy in long draughts; for now the whole place was my playground, +whereas formerly, at home, I had been limited to our own walls. I gained +freedom of soul and strength of body.</p> + +<p>The clergyman who taught us never interfered with our games, played +at certain appointed playgrounds, and always with great fun and spirit. +Deeply humiliating to me were the frequent slights I received in our +play, arising from my being behind boys of my age in bodily strength, +and more especially in agility; and all my dash and daring could not +replace the robust, steady strength, and the confident sureness of aim +which my companions possessed. Happy fellows! they had grown up in +continual exercise of their youthful boyish strength. I felt myself +exceedingly fortunate when I had at length got so far that my +schoolfellows could tolerate me as a companion in their games. But +whatever I accomplished in this respect by practice, by continual effort +of will, and by the natural course of life, I always felt myself +physically deficient in contrast with their uncramped boyish powers. +Setting aside that which I had been robbed of by my previous education, +my new <a name="page_019"></a> life was vigorous and unfettered by +external restraint; and they tell me I made good use of my opportunity. +The world lay open before me, as far as I could grasp it. It may indeed +be because my present life was as free and unconstrained as my former +life had been cramped and constrained, anyhow the companions of my youth +have reminded me of several incidents of that time which make me think +that my good spirits led me to the borders of wildness and extravagance; +although as a boy I considered my demeanour quieter by far than that of +my companions of my own age. My communion with Nature, silent hitherto, +now became freer and more animated. And as, at the same time, my uncle's +house was full of peace and quiet contemplation, I was able as I grew up +to develop that side of my character also; thus on every side my life +became harmoniously balanced.</p> + +<p>In two places, alike centres of education, I found myself as before +quite at home, even though I was more frequently than ever the victim of +absence of mind—I mean the church and the school. In the latter I +especially enjoyed the hours devoted to religious instruction. As with +my uncle himself, and with his life, so was it also with his sermons; +they were gentle, mild, and full of lovingkindness. I could follow them +quite readily, and in the Monday repetition at school I was able to give +a good account of them. But the religious instruction of our own +school-teacher responded best to my needs; all that I had worked out for +myself was placed by him in a fuller light, and received from him a +higher confirmation. Later in life, when I had grown to manhood, I spoke +with my uncle on the excellence of this teaching, and he made reply that +it was indeed very good, but was too philosophical and abstruse for +those to whom it was addressed; "for thee," continued he, "it may have +been well suited, since thou hadst already received such unusually good +instruction from thy father." Let that be as it may, this teaching +enlightened, animated, and warmed me,—nay, glowed within me till +my heart was completely melted, especially when it touched upon the +life, the work, and the character of Jesus. At this I would burst into +tears, and the longings to lead in future a similar life took definite +form, and wholly filled my soul. When I now hear tales of the +ebullitions of my youthful spirit occurring <a name="page_020"></a> in +that period of my life, I cannot help thinking that they must have led +superficial observers to the erroneous opinion that the monitions and +teachings of religion swept over my spirit without leaving a trace of +their passage. And yet how wrongly would such observers have judged the +true state of my inner life!</p> + +<p>The subjects best taught in the school of Stadt-Ilm were reading, +writing, arithmetic, and religion. Latin was miserably taught, and still +worse learnt. Here, as in so many similar schools, the teaching utterly +lacked the elucidation of first principles. The time spent on Latin was +therefore not wasted upon me, in so far that I learnt from it that such +a method of teaching could bear no fruit among the scholars. Arithmetic +was a very favourite study of mine; and as I also received private +tuition in this subject, my progress was so rapid that I came to equal +my teacher both in theory and practice, although his attainments were by +no means despicable. But how astonished was I when, in my twenty-third +year, I first went to Yverdon, and found I could not solve the questions +there being set to the scholars! This was one of the experiences which +prepossessed me so keenly in favour of Pestalozzi's method of teaching, +and decided me to begin arithmetic myself from the very beginning over +again, according to his system. But more of this later.</p> + +<p>In physical geography we repeated our tasks parrot-wise, speaking +much and knowing nothing; for the teaching on this subject had not the +very least connection with real life, nor had it any actuality for us, +although at the same time we could rightly name our little specks and +patches of colour on the map. I received private tuition in this subject +also. My teacher wished to advance further with me; he took me to +England. I could find no connection between that country and the place +and country in which I dwelt myself, so that of this instruction also I +retained but little. As for actual instruction in German, it was not to +be thought of; but we received directions in letter-writing and in +spelling. I do not know with what study the teaching of spelling was +connected, but I think it was not connected with any; it hovered in the +air. I had lessons, furthermore, in singing and in pianoforte playing, +but without result. I merely mention all this now, in order to be able +to refer to it later on.</p> + +<p><a name="page_021"></a>My life the whole time of my stay with my +uncle had three aspects: the religious life developing and building up +my moral being; the external life made up of boyish play, into which I +threw my whole energy; and the life of thought quietly showing itself +within my uncle's peaceful home. To this last influence also I yielded +myself with equal earnestness, and felt no suspicion of the apparent +contradiction which my outward life exhibited to such a mood. Like my +school-fellows, I lived without control; as far as I saw or felt, I was +untrammelled; and yet I do not call to mind that any of us ever +committed a seriously culpable action.</p> + +<p>Here I am obliged to mention something which as an educationist I can +by no means pass lightly by. We received instruction from two +schoolmasters: one was pedantic and rigid; the other, more especially +our class-teacher (<i>conrector</i>), was large-hearted and free. The first +never had any influence over his class; the second could do whatever he +pleased with us, and if he had but set his mind to it, or perhaps if he +had been aware of his power, he might have done some thoroughly good +sound work with his class. In the little town of Stadt-Ilm were two +ministers, both ephors<a href="#page_021_note_15"><sup>15</sup></a> of +the school. My uncle, the principal minister, was mild, gentle, and +kind-hearted, impressive in daily life as in his sacred office or in the +pulpit; the other minister was rigid even to sternness, frequently +scolding and ordering us about. The first led us with a glance. A word +from him, and surely few were so brutish as to refuse that word +admittance to their heart. The long exhortations of the other went, for +the most part, over our heads, leaving no trace behind. Like my father, +my uncle was a true shepherd of his flock; but a gentle lovingkindness +to all mankind reigned in him. My father was moved by the conviction of +the rectitude of his actions; he was earnest and severe. Both have been +dead over twenty years; but how different is the spirit they have left +behind amongst their congregations. Here, they are glad at being +released from so strict a control, and, if I am rightly informed, +unbridled license <a name="page_022"></a> has sprung up amongst them; +there, the little town raises itself to higher and ever higher +prosperity, and all things are made to serve towards mental culture, as +well as towards a right citizen-like business activity. I permit myself +this digression, because these results were paralleled as a +life-experience in my own life.</p> + +<p>In this manner I lived, up to my confirmation; all but a few weeks, +that is, which I spent at my parents' house during the long holidays. +Here, too, everything seemed to take a gentler turn, and the domestic, +thrifty activity which filled the place, and always struck me anew in my +periodical visits home, wrought upon me with most beneficial effect. The +copper-plate engravings in my father's library were the first things I +sought out, especially those representing scenes in the history of the +world. A table showing our (German) alphabet in its relations with many +others made a surprising impression upon me. It enabled me to recognise +the connection and the derivation of our letters from the old +Phœnician characters. This gave me a dim conception of the inner +connection of all those languages of which, as my brother had studied +and was still studying them, I often heard, and saw in print. Especially +the Greek language lost much of its strangeness in my eyes, now that I +could recognise its characters in the German alphabet. All this, +however, had no immediate consequence in my life; these things, as +echoes from my youth, produced their effect upon me at a later time.</p> + +<p>At this time, too, I read all sorts of boys' books. The story of +Samuel Lawill impressed me most vividly; I, too, longed for such a ring, +which by its warning pressure on my finger could hinder my hand from +effecting unworthy purposes, and I was very angry with the youthful +owner of the ring in the story, who threw it away in irritation because +it pressed him right hard at a moment when he wished to commit a +passionate deed.<a href="#page_022_note_16"><sup>16</sup></a></p> + +<p>My confirmation, and the preparation for it, all conducted by <a +name="page_023"></a> my uncle, was over. I had received from it the most +impressive and the most far-reaching influence in my whole life, and all +my life-threads found in it their point of union and repose. I had now +to be prepared for some business calling, and the question was raised, +for which? That I should not study at the university had already been +decided long before by the express determination of my step-mother. For +since two of my brothers<a href="#page_023_note_17"><sup>17</sup></a> +had devoted themselves to study, she feared that the further additional +expense would be too heavy a burden upon my father's means. It may be +that this intention had already influenced and limited my whole course +of instruction; and probably only the little narrow circle of future +business aims had been considered; the eye had not looked upon the boy +as a future man. Possibly from this cause I was kept so little to Latin; +it was enough if I learnt, as our mode of expression ran, to "state a +<i>Casus</i>" (that is, to decline a noun). From my own experience it was +thus shown to me how eminently injurious it is in education and in +instruction to consider only a certain circle of future activities or a +certain rank in life. The wearisome old-fashioned education <i>ad hoc</i> +(that is, for some one special purpose) has always left many a noble +power of man's nature unawakened.</p> + +<p>A career in our country frequently chosen by the worthiest and most +anxious parents for their sons is that of a post in the Treasury and +Exchequer. Aspirants to such a post have two means of entering and two +starting-points in this career; either they become a clerk to one of the +minor officials in the Treasury or Exchequer, or the personal servant of +one of the highest officials. As my knowledge of writing and figures +seemed to my father satisfactory and sufficient for such a post, and as +he knew well that it might lead, not merely to a life free from +pecuniary cares, but even to wealth and fortune, he chose this career as +mine. But the minor Treasury official who might have found employment +for such a young man, showed various reasons why he could not or would +not as yet receive me as a clerk. There was something in my nature which +revolted against the second mode I have mentioned of entering this +career; something which I never afterwards experienced, but which at the +time absolutely <a name="page_024"></a> prevented me from choosing such +a mode of starting in my future profession, and that in spite of the +most alluring hopes that were held out to me. My father meant well and +honestly by me, but fate ruled it against him. Strangely enough, it +happened that in my later capacity of schoolmaster, I became the +educator and teacher of two of the nephews of that very man into whose +service my father had meant to have sent me; and I hope to God that I +have been of greater service to that family by filling the heart and +brain of these young people with good and useful notions than if I had +brushed the clothes and shoes of their uncle, and spread his table with +savoury dishes. In the latter case, very likely an externally easy and +happy existence might have been mine, whereas now I wage a constant +fight with cares and difficulties.</p> + +<p>Suffice it to say, this career was closed to me; a second was +proposed by my mother, but from this my father delivered me by +expressing a decided disapproval.</p> + +<p>My own desires and inclinations were now at last consulted. I wanted +to be an agriculturist in the full meaning of the word; for I loved +mountain, field, and forest; and I heard also that to learn anything +solid in this occupation one must be well acquainted with geometry and +land-surveying. From what I had learnt of the latter by snatches now and +then, the prospect of knowing more about it delighted me much; and I +cared not whether I began with forestry, with farming, or with geometry +and land-surveying. My father tried to find a position for me; but the +farmers asked too high a premium. Just at this time he became acquainted +with a forester who had also a considerable reputation as land-surveyor +and valuer. They soon came to terms, and I was apprenticed to this man +for two years, to learn forestry, valuing, geometry, and land-surveying. +I was fifteen years and a half old when I became an apprentice to the +forester, on Midsummer Day 1797.</p> + +<p>It was two days' journey from my home to the forester's, for his +district was not in our country. The man often gave me proofs of his +thorough and many-sided knowledge; but he did not understand the art of +conveying his knowledge to others, especially because what he knew he +had acquired only by dint of <a name="page_025"></a> actual +experience.<a href="#page_025_note_18"><sup>18</sup></a> Further, some +work of timber-floating<a href="#page_025_note_19"><sup>19</sup></a> +with which he had been entrusted hindered him from devoting to me the +stipulated time necessary for my instruction.</p> + +<p>As soon as I saw this quite clearly, my own activity of mind urged me +to make use of the really excellent books on forestry and geometry which +I found lying to my hand. I also made acquaintance with the doctor of a +little town near by, who studied natural science for his amusement; and +this friend lent me books on botany, through which I learnt also about +other plants than just those of the forest. A great deal of my time +during the absence of the forester (when I was left quite to myself) I +devoted to making a sort of map of the neighbourhood I lived in; but +botany was my special occupation. My life as forester's apprentice was a +four-fold one: firstly, there was the homelier and more practical side +of life; then the life spent with Nature, especially forest-nature; then +also a life of the study, devoted to work at mathematics and languages; +and lastly, the time spent in gaining a knowledge of plants. My chosen +profession and the other circumstances of my position might have brought +me into contact with many kinds of men; but nevertheless my life +remained retired and solitary. My religious church life now changed to a +religious communion with Nature, and in the last half-year I lived +entirely amongst and with my plants, which drew me towards them with +fascination, notwithstanding that as yet I had no sense of the inner +life of the plant world. Collecting and drying specimens of plants was a +work I prosecuted with the greatest care. Altogether this time of my +life was devoted in many various ways to self-education, +self-instruction, and moral advancement. Especially did I love to +indulge my old habit of self-observation and introspection.</p> + +<p><a name="page_026"></a>I must mention yet another event of the +greatest importance from the point of view of my inner life. An hour's +walk from where I then lived was a small country town. A company of +strolling actors arrived there, and played in the prince's castle in the +town. After I had seen one of their performances, hardly any of those +which followed passed without my attendance. These performances made a +deep and lively impression upon me, and this the more that I felt as if +my soul at last received nourishment for which it had long hungered. The +impressions thus gained lasted so much the longer, and had so much the +greater influence on my self-culture, in that after each performance my +hour's walk home by dark or in the starlight allowed me to recapitulate +what I had heard, and so to digest the meaning of the play. I remember +especially how deeply a performance of Iffland's <i>Huntsmen</i> moved me, +and how it inspired me with firm moral resolutions, which I imprinted +deep in my mind under the light of the stars. My interest in the play +made me seek acquaintance with the actors, and especially with one of +them, an earnest young man who attracted my attention, and to whom I +spoke about his profession. I congratulated him on being a member of +such a company, able to call up such ennobling sentiments in the human +soul; perhaps even expressed a wish that I could become a member of such +a company. Then the honest fellow described the profession of an actor +as a brilliant, deceitful misery, and confessed to me that he had been +only forced by necessity to adopt this profession, and that he was soon +about to abandon it. Once again I learned by this to divide cause from +effect, internal from external things. My visits to the play brought +upon me a most unpleasant experience, for my father, when I spoke to him +without concealment of my playgoing, reproached me very bitterly for it. +He looked upon my conduct as deserving the highest punishment, which was +in absolute contradiction with my own view; for I placed the benefit I +had derived from my attendance at the play side by side with what I had +received by my attendance at church, and expressed something of the kind +to my father. As often happened in later life, so also on this occasion +it was my eldest brother who was the mediator between my father and +myself.</p> + +<p><a name="page_027"></a>On Midsummer Day 1799 my apprenticeship came +to an end. The forester, who could now have made my practical knowledge +of service to himself, wished to keep me another year. But I had by this +time acquired higher views; I wished to study mathematics and botany +more thoroughly, and I was not to be kept back from my purpose. When my +apprenticeship was over I left him, and returned to my father's +house.</p> + +<p>My master knew well that he had not done his duty towards me, and +with this probably humiliating consciousness before him, and in spite of +the thoroughly satisfactory testimonial that he gave me, he committed a +very mean action against me. He did not know anything about my private +study; for instance, my completely working through some elementary +mathematical books, which I had found myself quite well able to +understand. Besides, he was dissatisfied that I would not stay another +year with him. He therefore sent a letter to my father, in which he +complained bitterly of my conduct, and shifted the blame of my ignorance +of my calling entirely on to my shoulders. This letter actually arrived +at home before I did; and my father sent it on to my eldest brother, who +was minister in a village through which I had to pass on my way home. +Soon after I reached my brother's house he communicated to me the +contents of this inculpatory letter. I cleared myself by exposing the +unconscientious behaviour of my master, and by showing my private work. +I then wrote a reply to my master, clearly refuting all his accusations, +and exhibiting on the other hand his behaviour towards me; and with this +I satisfied my father and my brother. But the latter reproached me for +having suffered wrongdoing so long without complaint. To that I gave the +simple answer, that my father, at the beginning of my apprenticeship, +had told me not to come to him with any complaint, as I should never be +listened to, but should be considered as wrong beforehand. My brother, +who knew my father's severity and his views on such points, was silent. +But my mother saw in one declaration of the forester the confirmation of +her own opinion about me. The forester declared, that if ever anything +was made of me, the same good fortune might be told of the first-comer +without further trouble, and my mother assented heartily to his +opinion.</p> + +<p><a name="page_028"></a>Thus disappeared once more the light, the +sunshine, which had gladdened me with its warmth, especially in the more +recent part of my life. The wings of my mind, which had begun to flutter +of themselves, were again bound, and my life once more appeared all cold +and harsh before me. Then it happened that my father had to send some +money to my brother (Traugott), who was studying medicine in Jena. The +matter pressed; so, as I had nothing to do, it was decided that I should +be the messenger.</p> + +<p>When I reached Jena I was seized by the stirring intellectual life of +the place, and I longed to remain there a little time. Eight weeks of +the summer half-year's session of 1799 yet remained. My brother wrote to +my father that I could fill that time usefully and profitably in Jena, +and in consequence of this letter I was permitted to stay. I took +lessons in map and plan-drawing, and I devoted all the time I had to the +work. At Michaelmas I went home with my brother, and my step-mother +observed that I could now fairly say I had passed through the +university. But I thought differently; my intelligence and my soul had +been stimulated in many ways, and I expressed my wish to my father to be +allowed to study finance there, thus returning to my previous career. My +father was willing to give his permission if I could tell him how to +find the means. I possessed a very small property inherited from my +mother, but I thought it would be insufficient. However, after having +conferred with my brother, I talked it over with my father. I was still +a minor, and therefore had to ask the consent of my trustee to realise +my property; but as soon as I had obtained this I went as a student to +Jena, in 1799. I was then seventeen years and a half old.</p> + +<p>A testimonial from my father attesting my capacity for the curriculum +procured me matriculation without difficulty. My matriculation +certificate called me a student of philosophy, which seemed very +strange, because I had set before me as the object of my studies +practical knowledge; and as to philosophy, of which I had so often +heard, I had formed a very high idea of it. The word made a great +impression upon my dreamy, easily-excited, and receptive nature. +Although the impression disappeared almost as soon as conceived, it +gave, however, higher and unexpected relations to my studies.</p> + +<p><a name="page_029"></a>The lectures I heard were only those which +promised to be useful in the career I had now again embraced. I heard +lectures on applied mathematics, arithmetic, algebra, geometry, +mineralogy, botany, natural history, physics, chemistry, accounts, +cultivation of forest trees and management of forests, architecture, +house-building, and land-surveying. I continued topographical drawing. I +heard nothing purely theoretical except mathematics; and of +philosophical teaching and thought I learnt only so much as the +intercourse of university life brought with it; but it was precisely +through this intercourse that I received in various ways a many-sided +intellectual impulse. I usually grasped what had been taught; the more +thoroughly since, through my previous life, I had become well acquainted +with the principal subjects, and already knew their relation to +practical work.</p> + +<p>Some of the lectures were almost easy for me—for instance, +those on mathematics. I have always been able to perceive with ease and +pleasure relations of geometrical figures and of planes; so that it +seemed inexplicable to me that every farmer should not be equally +capable of understanding them. This I had said before to my brother, who +tried to give me an explanation; but I did not yet grasp it. I had +expected I don't know exactly what, but certainly something higher, +something grandiose; very likely I had expected something with more life +in it. The mathematical course, therefore, at first seemed to me +unimportant; but later on I found that I, also, could not follow every +detail. However, I did not think much of this, because I readily +understood the general meaning, and I said to myself that particular +cases would not cause me any mental fatigue if I found it necessary to +learn them.</p> + +<p>The lectures of my excellent teacher were not so useful to me as they +might have been, if I could have seen in the course of instruction and +in its progress somewhat more of necessary connection and less of +arbitrary arrangement. This want of necessary connection was the reason +of the immediate dislike I always took to every course of instruction. I +felt it even in pure mathematics, still more was it the case in applied +mathematics, and most of all in experimental physics. Here it seemed to +me as if everything were arranged in arbitrary series, so that from the +very first <a name="page_030"></a> I found this study a fatigue. The +experiments failed to arrest my attention. I desired and sought after +some inner connection between the phenomena, deduced from and explained +by some simple root principles. But that was the very point withheld +from me. Mathematical demonstrations came like halting messengers; they +only became clear to the mind's eye when the truth to be demonstrated +lay before me already in all its living strength. On the other hand, my +attention was riveted by the study of gravitation, of force, of weight, +which were living things to me, because of their evident relation to +actual facts.</p> + +<p>In mechanics (natural philosophy) I could not understand why so many +of the so-called "mechanical powers" were assumed, and why several of +them were not reduced to cases of the inclined plane.</p> + +<p>In mineralogy my previous education had left many gaps unfilled, +especially as regards the powers of observation. I was fond of mineral +specimens, and gave myself much trouble to comprehend their several +properties; but in consequence of my defective preparation I found +insuperable difficulties in my way, and perceived thereby that neglect +is neither quickly nor lightly to be repaired. The most assiduous +practice in observation failed to make my sight so quick and so accurate +as it ought to have been for my purpose. At that time I failed to +apprehend the fact of my deficient quickness of sight; it ought to have +taught me much, but I was not prepared to learn the lesson.</p> + +<p>Chemistry fascinated me. The excellent teacher (Göttling) always +demonstrated the true connection of the phenomena under consideration; +and the theory of chemical affinity took strong hold upon me.</p> + +<p>Note-taking at these lectures was a thing I never thought of doing; +for that which I understood forthwith became a part of me, and that +which I failed to understand seemed to me not worth writing down. I have +often felt sorry for it since. But as regards this point, I have always +had through my whole life the perfectly clear conviction that when I had +mastered a whole subject in its intimate relations I could go back upon, +and then understand, details which at the time of hearing had been +unintelligible to me.</p> + +<p><a name="page_031"></a>In botany I had a clear-sighted, kind-hearted +teacher (Batsch). His natural system of botany<a +href="#page_031_note_20"><sup>20</sup></a> gave me great satisfaction, +although I had always a painful perception of how much still remained +for him to classify. However, my view of Nature as one whole became by +his means substantially clearer, and my love for the observation of +Nature in detail became more animated. I shall always think of him with +gratitude. He was also my teacher in natural history. Two principles +that he enunciated seized upon me with special force, and seemed to me +valid. The first was the conception of the mutual relationship of all +animals, extending like a network in all directions; and the second was +that the skeleton or bony framework of fishes, birds, and men was one +and the same in plan, and that the skeleton of man should be considered +as the fundamental type which Nature strove to produce even in the lower +forms of creation.<a href="#page_031_note_21"><sup>21</sup></a> I was +always highly delighted with his expositions, for they suggested ideas +to me which bore fruit both in my intelligence and in my emotional +nature. Invariably, whenever I grasped the inter-connection and unity of +phenomena, I felt the longings of my spirit and of my soul were +fulfilled.</p> + +<p>I easily understood the other courses I attended, and was able to +take a comprehensive glance over the subjects of which they treated. I +had seen building going on, and had myself assisted in building, in +planting, etc.; here, therefore, I could take notes, and write complete +and satisfactory memoranda of the lectures.</p> + +<p>My stay in Jena had taught me much; by no means so much as it ought +to have taught me, but yet I had won for myself <a name="page_032"></a> +a standpoint, both subjective and objective. I could already perceive +unity in diversity, the correlation of forces, the interconnection of +all living things, life in matter, and the principles of physics and +biology.</p> + +<p>One thing more I have to bring forward from this period. Up till now +my life had met with no sympathetic recognition other than the esteem +which I had enjoyed of the country physician during my +apprenticeship—he who encouraged me to study natural science, and +smoothed away for me many a difficulty. But now such sympathy was +destined to offer itself as a means of education and improvement. For +there were in Jena just then two scientific associations, one for +natural history and botany, the other for mineralogy, as it was then +called. Many of the young students, who had shown living interest and +done active work in natural science, were invited to become members by +the President, and this elevating pleasure was also offered to me. At +the moment I certainly possessed few qualifications for membership; the +most I could say was that my faculty for arranging and classifying might +be made of some use in the Natural History Society, and this, indeed, +actually came to pass. Although my admission to this society had no +great effect upon my later life, because it was dissolved at the death +of its founder, and I did not keep up my acquaintance with the other +members afterwards, yet it awakened that yearning towards higher +scientific knowledge which now began to make itself forcibly felt within +me.</p> + +<p>During my residence at the university I lived in a very retired and +economical way; my imperfect education, my disposition, and the state of +my purse alike contributing to this. I seldom appeared at places of +public resort, and in my reserved way I made my brother (Traugott) my +only companion; he was studying medicine in Jena during the first year +of my residence there.<a href="#page_032_note_22"><sup>22</sup></a> <a +name="page_033"></a> The theatre alone, of which I was still +passionately fond, I visited now and then. In the second year of this +first studentship, in spite of my quiet life, I found myself in an +awkward position. It began, indeed, with my entrance into the +university, but did not come to a head till my third half-year. When I +went to the university, my father gave me a bank draft for a small +amount to cover my expenses, not only for the first half-year, but for +the entire residence, I think. My brother, who, as I said, was with me +at Jena for the first year, wished me to lend him part of my allowance, +all of which I did not then require, whereas he was for the moment in +difficulties. He hoped soon to be able to repay me the money. I gladly +gave him the greater part of my little draft; but unfortunately I could +not get the money back, and therefore found myself in greater and +greater difficulties. My position became terribly urgent; my small +allowance had come to an end by the close of the first year, but I could +not bring myself to leave the university, especially now that a yearning +for scientific knowledge had seized me, and I hoped for great things +from my studies. Besides, I thought that my father might be induced to +support me at the university another half-year.</p> + +<p>My father would hear nothing of this so far as he was concerned; and +my trustee would not agree to the conditions offered by my father (to +cover an advance); so I had to pay the penalty of their obstinacy.</p> + +<p>Towards the end of my third half-year the urgency of my difficulties +increased. I owed the keeper of an eating-house (for meals) thirty +thalers, if I am not mistaken. As this man had caused me to be summoned +for payment several times before the Senate of the University, and I had +never been able to pay, and as he had even addressed my father, only to +receive from him a sharp refusal to entertain the matter, I was +threatened with imprisonment in the case of longer default of payment. +And I actually had to submit to this punishment. My step-mother inflamed +the displeasure of my father, and rejoiced at his inflexibility. My +trustee, who still had the disposal of some property of mine, could have +helped me, but did not, because the letter of the law was against any +interference from his side. Each one hoped by the continuance of my +sorry plight to break the stubbornness <a name="page_034"></a> of the +other. I served as scapegoat to the caprices of the obstinate couple, +and languished as such nine weeks long in the university prison at +Jena.<a href="#page_034_note_23"><sup>23</sup></a> At last my father +consented to advance me money on my formally abandoning, before the +university board, all claim on his property in the shape of inheritance; +and so, in the end, I got free.</p> + +<p>In spite of the gloom into which my position as a prisoner plunged +me, the time of my arrest was not utterly barren. My late endeavours +towards scientific knowledge had made me more and more conscious of my +need of a solid foundation in my knowledge of Latin; therefore I now +tried to supply deficiencies to the extent of my ability, and with the +help of a friend. It was extremely hard to me, this working my way +through the dead and fragmentary teaching of an elementary grammar. It +always seemed to me as if the mere outer acquisition of a language could +but little help forward my true inner desire for knowledge, which was +deeply in earnest, and was the result of my own free choice. But +wherever the knowledge of language linked itself to definite external +impressions, and I was able to perceive its connection with facts, as, +for instance, in the scientific nomenclature of botany, I could quickly +make myself master of it. This peculiarity of mind passed by me +unnoticed at the time; I knew and understood too little, nay, indeed, +almost nothing of myself as yet, even as regards the actions of my +every-day life.</p> + +<p>A second occupation of this prison period was the preparation of an +exercise (or academical thesis) in geometry, which I undertook that I +might the sooner obtain an independent position in some profession.</p> + +<p>Thirdly, I studied Winckelmann's "Letters on Art." Through them some +germs of higher artistic feeling may have been awakened within me; for I +examined the engravings which the work contains with intense delight. I +could quite perceive the glow of pleasure that they aroused, but at the +time I took little <a name="page_035"></a> account of this influence, +and indeed the feeling for art altogether was late in developing itself +in me. When I now glance over the earlier and later, the greater and +smaller, artistic emotions which have swayed me, and observe their +source and direction, I see that it was with arts (sculpture as well as +music) as it was with languages—I never succeeded in accomplishing +the outward acquisition of them: yet I now feel vividly that I, too, +might have been capable of something in art had I had an artistic +education.</p> + +<p>Further, there came into my hands, during the time of my +imprisonment, a bad translation of an abridgment of the Zendavesta. The +discovery [in these ancient Persian Scriptures] of similar life-truths +to our own, and yet coupled with a quite separate religious standpoint +from ours, aroused my attention, and gave some feeling of universality +to my life and thought; this, however, disappeared as quickly as it had +come.</p> + +<p>By the beginning of the summer term in 1801 I was at length set free +from arrest. I at once left Jena and my academical career, and returned +to my father's house. I was just nineteen years old. It was but natural +that I should enter my parents' house with heavy heart, overclouded +soul, and oppressed mind. But spring warmed and awakened all nature once +more, and recalled to life, too, my slumbering desire for better +things.</p> + +<p>As yet I had busied myself but little with German literature, and the +names of Schiller, Goethe, Wieland, and the rest I now, for the first +time, began to learn. In this, too, it was with me as in so many other +things; any mental influence that came before me I had either to fully +interweave with my inner life, or else altogether to forego its +acquisition.</p> + +<p>With this peculiarity of temperament, I could master only a rather +restricted amount of mental material. My father's library was once more +ransacked. I found not much that was of any use to me, for it contained +chiefly theological works; but I seized with the greatest enjoyment on a +book which had come out some ten years before in Gotha, a general view +of all the sciences and fine arts in their various ramifications, with a +short sketch of the object of the several sciences and of the literature +of each department. The arrangement was based upon the usual division <a +name="page_036"></a> of the faculties, but it served to give me a +general outlook, long desired, over the whole of human knowledge, and I +was right glad to have found this "Mappe du monde littéraire"—for +that was its title. I resolved to turn this book to the best advantage I +could, and set about putting my resolution into practice. In order to +make a collection of comprehensive extracts of scientific matters from +the several periodicals received by my father (who shared for that +purpose in a joint subscription with other preachers and educated +people), I had already begun a sort of diary. The form of this journal +was shapeless—everything was put down as it came, one thing after +the other; and thereby the use of it all was rendered very inconvenient. +Now, however, I perceived the value of division according to a settled +plan, and soon hit upon a scheme of procedure.</p> + +<p>I aimed at collecting all that seemed worthy to be known, all that +was necessary for cultured men in general, and for myself in my own +calling in particular; and this rich treasure was to be brought out +under favourable circumstances, or whenever need was, from its +storehouse. Also I desired to acquire a general idea of those subjects +which the craving for knowledge, growing ever more and more sharp within +my soul, was always urging me thoroughly to work through over again. I +felt happy in my work; and I had already been chained to my task for +several days, from early morning till late at night, in my little +distant chamber with its iron-barred windows, when my father suddenly +and unexpectedly walked into the room. He looked over what I had done, +and remarked the quantity of paper used over it, which indeed was not +small. Upon this cursory inspection he held my work for a foolish waste +of time and paper; and it would have been all over with my labour of +love for that time, if my brother (Christoph), who had so often stood as +protector by my side, had not just then been on a visit with us. He had +become the minister of a place which lay a few hours' journey from +Oberweissbach, and at this moment was staying with my parents. My father +at once told him of what he considered my useless, if not indeed +injurious occupation; but my brother saw it differently. I ventured, +therefore, to continue, with the silent permission of my father. And +indeed the work proved of actual service <a name="page_037"></a> to me, +for it brought a certain order, breadth, and firmness into my ideas +which had the most beneficial effect upon me.</p> + +<p>My father now strove to procure me a settled position in my chosen +calling; or at all events to provide some active work which would bring +me into nearer connection with it. And for this purpose a fortunate +opportunity soon offered. Some of my father's relatives had property in +the district of Hildburghausen, managed by a steward. The friendly +footing on which my father stood with these relatives permitted me to +study practical farming under this steward. There I took part in all the +ordinary farming occupations. These, however, did not attract me +greatly, and I ought to have at once discovered what an unsuitable +career I had chosen, if I had but understood my own nature.</p> + +<p>The thing that most painfully occupied my mind at this time was the +absence of cordial understanding between me and my father. At the same +time I could not help esteeming and honouring him. Notwithstanding his +advanced age he was still as strong and as healthy in body as in mind, +penetrating in speech and counsel, vigorous in fulfilment and actual +work, earnest, nay, hard, in address. He had a firm, strong will, and at +the same time was filled with noble, self-sacrificing endeavour. He +never shirked skirmish nor battle in the cause of what he deemed the +better part; he carried his pen into action, as a soldier carries his +sword, for the true, the good, and the right. I saw that my father was +growing old and was drawing near the grave, and it made me sorry to feel +that I was yet a stranger to such a father. I loved him, and felt how +much good resulted from that love; so I took the resolution to write to +my father, and by letter to show him my true nature, so far as I could +understand myself. Long did I revolve this letter in my mind; never did +I feel strength nor courage to write it. Meanwhile a letter called me +back home in November, after I had been some months engaged on the +estate. I was called upon to help my father, now quite weak and almost +bedridden; at all events I could assist him in his correspondence. +Family and other cares and the activities of life absorbed my whole +time. What I meant to have done in my letter now happily became possible +in speech from man to man, in glances from eye to eye. My father was +occupied by cares for my future <a name="page_038"></a> prospects up +till the end. He died in February 1802. May his enlightened spirit look +down full of peace and blessing upon me as I write; may he now be +content with that son who so loved him!</p> + +<p>I now stood in every respect my own master, and might decide the +direction of my future life for myself, according to the circumstances +which lay around me. With this intention I once more left the paternal +roof at Easter, to undertake the post of clerk in the Office of Woods +and Forests which formed one part of the general administration (divided +into Treasury, Woods and Forests, and Tithe departments) of the as yet +episcopal territory of Bamberg.<a +href="#page_038_note_24"><sup>24</sup></a> My district lay amidst +unusual and lovely scenery; my duties were light, and when they were +over I was free to roam in the neighbourhood, now doubly beautiful in +the springtime, to live out my life in freedom, and gain strength for +mind and soul.</p> + +<p>Thus once again I lived much out of doors and in companionship with +Nature. My chief was proud of the possession of a considerable library, +of which I made good use; and in this manner many of the publications +then issuing from the press, and treating of matters connected with the +occupation which I had chosen, passed through my hands, as well as those +on other subjects. I was especially attracted by some volumes which +contained aphorisms, thoughts, and observations on conduct, selected +from ancient and modern writers and thinkers. My character grew upon and +entwined itself around these aphorisms, which I could easily glance +over, and as easily retain, and, more than all, which I could weave into +my own life and thoughts, and by which I could examine my conduct. I +made extracts of those which were in closest accord with my inner life, +and bore them always about my person.</p> + +<p>Amidst these surroundings my life contained many elements of growth. +Although my chief, as well as his family, was a strong Roman Catholic, +he chose a (Protestant) private tutor recommended to him by Professor +Carus. This gentleman had many <a name="page_039"></a> excellent +qualities, so that we soon became great friends. We had also both of us +the pleasure of being acquainted with some highly-cultured people, the +families of the physician, of the minister, and of the schoolmaster in +the neighbouring Protestant village, which was as yet still a fief of +the Empire.<a href="#page_039_note_25"><sup>25</sup></a> My friend the +tutor was a young man quite out of the common, with an actively +inquiring mind; especially fond of making plans for wide-stretching +travel, and comprehensive schemes of education. Our intercourse and our +life together were very confidential and open, for the subjects he cared +for were those dear to me; but we were of diametrically opposite +natures. He was a man of scholastic training, and I had been deficiently +educated. He was a youth who had plunged into strife with the world and +society; my thought was how to live in peace with myself and all men. +Besides, our outward lives bore such different aspects that a truly +intimate friendship could not exist between us. Nevertheless our very +contrasts bound us more closely together than we deemed.</p> + +<p>Practical land surveying at this time chiefly interested me, for it +at once satisfied my love for out-of-doors life, and fully occupied my +intelligence. But the everlasting scribbling which now fell to my share +I could not long endure, in spite of my otherwise pleasant life.</p> + +<p>Early in the spring of 1803 I left my situation and went to Bamberg, +feeling sure that the political changes by which Bamberg had been +transferred to Bavaria, and the general survey of the district which was +therefore in contemplation, would immediately provide me with a sphere +of work suited to my capabilities. My expectations were not falsified. +In pursuance of my plan I introduced myself to the land-surveyors in +Bamberg, and at once received employment from one of them. He had had +considerable surveys in hand, and was still engaged upon them. As I +showed some proficiency in mapping, he entrusted me with the preparation +of the necessary maps which accompanied the surveys. This <a +name="page_040"></a> kept me employed for some time on work +sufficiently remunerative for my needs.</p> + +Of course the question in hand with the new Government was <p>the +appointment of land-surveyors, and those who were resident in the town +were invited to send in maps of Bamberg as specimens of their work. +Through the instruction I had enjoyed in my youth I was not unacquainted +with such work. I therefore took pleasure in drawing a map, which I sent +in. My work was approved, and I received something for it; but being a +stranger, inexperienced, and young, and having hardly taken the best way +towards my purposed aim, I obtained no appointment.</p> + +<p>After I had finished the work I have mentioned the survey of a small +private property was put into my hands to carry out. From this +engagement ensued consequences which were most important for me. I note +only one point here. One of the joint owners of this property was a +young doctor of philosophy, who leaned towards the new school of +Schelling. It could hardly be expected but that we should talk over +things which stirred our mental life, and so it came about that he lent +me Schelling's "Bruno, oder über die Welt-seele"<a +href="#page_040_note_26"><sup>26</sup></a> to read. What I read in that +book moved me profoundly, and I thought I really understood it. The +friendly young fellow, not much older than myself—we had already +met in Jena,—saw the lively interest I was taking in the book, +and, in fact, I talked it over with him many a time. One day, after we +had been to see an important picture-gallery together, he addressed me +in these words, which from his mouth sounded startlingly strange, and +which at the time seemed to me inexplicable:—</p> + +<p>"Guard yourself against philosophy; she leads you towards doubt and +darkness. Devote yourself to art, which gives life, peace, and joy."</p> + +<p>It is true I retained the young man's words, but I could not +understand them, for I regarded philosophy as a necessary part of the +life of mankind, and could not grasp the notion that one could be +verging towards darkness and doubt when one calmly investigated the +inner life. Art, on the other hand, lay much further from me than +philosophy; for except a profound enjoyment in works of art <a +name="page_041"></a> (for which I could give no clear reason), no +glimmering of an active æsthetic sense had yet dawned upon me. This +remark of my friend the doctor's called my attention to myself, however, +and to my life and its aim, and made me aware of two very different and +widely separate systems of life.</p> + +<p>My friend, the tutor of the Government official under whom I had +served at Bamberg, had in the meantime left his situation. He told me +before leaving that he had it in his mind to go to Frankfurt, and thence +into France. I saw his departure with regret, little dreaming that life +would in a few years bring us together again, and that he would +indirectly decide my future career. But, as it so often happens in life, +parting in this instance but led up to meeting, and meeting to +parting.</p> + +<p>The occurrences I have named had little result upon my outward life, +which for the time ran its peaceful course. I pass over many +circumstances important to the uplifting and development of my character +and my moral life, and come at once to the close of my stay in +Bamberg.</p> + +<p>I had now once more earnestly to turn my attention to procuring +certain and settled employment. In truth, as regarded my future, I stood +quite alone. I had no one to lend me a helping hand, so I made up my +mind to go forward, trusting only in God and destiny. I determined to +seek for a situation by means of the <i>Allgemeine Anzeiger der +Deutschen</i>,<a href="#page_041_note_27"><sup>27</sup></a> a paper then +very much read, and I thought it would be good to send in to the editor, +as a proof of my assertions of competency, an architectural design, and +also a specimen of my work in practical surveying, together with +explanations of both of them. As soon as my plan was fully conceived I +set to work at it. For the architectural sketch I chose a design of a +nobleman's country mansion, with the surrounding outbuildings. When I +had finished it, with very few professional appliances to help me, it +contained a complete working out of all the various necessary plans, and +as a critical test of its accuracy and suitability to the proposed scale +of dimensions, I added a statement of all the particulars and conditions +involved in it. For the land-surveying I chose a table of measurements +compiled from <a name="page_042"></a> the map I had previously drawn, +which I carried through under certain arbitrary assumptions. These +works, together with my advertisement, I sent in 1803 to the office of +the paper I have mentioned, with the request that the editor, after +reading my testimonials and inspecting my work, would add a few +confirmatory words as to my qualifications. Work and testimonials alike +were to the satisfaction of the editor, and my request for an editorial +comment was granted. I received several offers, each one containing +something tempting about it. It was difficult to make a choice, but at +last I decided to accept a position offered me as private secretary to +the President and Privy-Councillor Von Dewitz, of Mecklenburg-Strelitz, +at this time resident on one of his estates, Gross-Milchow.</p> + +<p>Amongst the other offers was one from Privy-Councillor Von +Voldersdorf, who was looking out for an accountant for his estates in +the Oberpfalz.<a href="#page_042_note_28"><sup>28</sup></a> This +situation did not suit me so well as the other, but I accepted a +proposition to fill up the time till the arrangements for the other post +had been completed, by going down to these estates of Herr Von +Voldersdorf, and bringing into order, according to a certain specified +plan, the heavy accounts of his steward, which were at this time much in +arrear. I set off for the Oberpfalz in the first days of 1804. But I was +soon called away to Mecklenburg to the situation at Gross-Milchow which +I had definitively chosen, and in the raw, frightfully severe +winter-time of February I journeyed thither by the mail-coach. Yet, +short as had been my stay in the Oberpfalz, and continual and +uninterrupted as had been my labour in order that I might get through +the work I had undertaken, the time I spent in Bavaria yielded me much +that was instructive. The men, ingenuous, lively young fellows from +Saxony and Prussia, received me very kindly, and the variety of their +different services and their readiness to talk about them, gave me a +good insight into the inner relationship between the landed aristocracy +and their retainers. In recalling these circumstances I thankfully +acknowledge how my ever-tender loving destiny took pains kindly to +prepare me for each vocation next to come. I had never before had the +opportunity to see the <a name="page_043"></a> mode of keeping accounts +used on a great estate, to say nothing of keeping them myself, and here +I had this very work to do, and that after a plan both ample and clear, +in which every particular, down to the single details, was carefully +provided for. This was of the greatest service to me. Precisely the +conduct of such well-ordered accounts was to be my work later on; +therefore, having the general plan I have referred to firmly established +in my mind, and being well practised in its operation, I set off well +prepared for my new sphere of work. Thanks to this, I was able to +satisfy most completely not only my new employer, but also his lady, who +used to examine everything minutely with severe scrutiny.</p> + +<p>The surroundings of Herr Von Dewitz's estate were uncommonly pretty +for that part of the country. Lakes and hills and the fresh foliage of +trees abounded, and what Nature had perhaps overlooked here and there +Art had made good. My good fortune has always led me amongst pretty +natural scenery. I have ever thankfully enjoyed what Nature has spread +before my eyes, and she has always been in true motherly unity with me. +As soon as I had gained some facility in it my new work became simple, +ran its regular course which was repeated week by week, and gave me time +to think about my own improvement.</p> + +<p>However, my engagement on this estate was, after all, but a short +one. The bent of my life and disposition was already taken. A star had +arisen within my mind which I was impelled to follow. On this account I +could regard my employment at this time only as a sheet anchor, to be +let go as soon as an opportunity offered itself to resume my vocation. +This opportunity was not long in making its appearance.</p> + +<p>My uncle (Hoffmann), who, like my brother, bore me always lovingly in +his thoughts, had lately died. Even on his deathbed he thought of me, +and charged my brother to do all he could to find me some settled +occupation for life, and at any rate to prevent me from leaving the post +I held at the moment before I had some reasonable prospect of a secure +and better engagement elsewhere. Providence willed it otherwise. His +death, through the small inheritance which thereby came to me, gave me +the means of fulfilling the dearest wish of my heart. So wonderfully +does God direct the fate of men.</p> + +<p><a name="page_044"></a>I must mention one circumstance before I part +for ever in this account of my life from my gentle, loving +second-father. On my journey to Mecklenburg, when I saw my uncle (at +Stadt-Ilm) for the last time, I had the deep joy of a talk with him, +such as a trusting father might hold with his grown-up son, bound to him +by every tie of affection. He freely pointed out the faults which had +shown themselves in my boyhood, and told me of the anxiety they had at +one time caused him, and in this way he went back to the time when I was +taken into his family, and to the causes of that. "I loved your mother +very dearly," said he; "indeed, she was my favourite out of all my +brothers and sisters. In you I seemed to see my sister once more, and +for her love I took charge of you and bestowed on you that affection +which hitherto had been hers alone." And dear as my own mother had +become to me already through the many kind things I had heard said of +her, so that I had even formed a distinct conception of what she was +like, and seemed actually to remember her, she became even dearer to me +after these reminiscences of my uncle than before, for did I not owe to +her this noble and high-minded second-father? My conversation with my +uncle first made clear to me what in later life I have found repeatedly +confirmed—that the sources, springs or motives of one's present +actions often lie far away beyond the present time, outside the present +circumstances, and altogether disconnected with the persons with whom +one is concerned at the moment then passing. I have also repeatedly +observed in the course of my life that ties are the faster, the more +enduring and the truer the more they spring from higher, universal, and +impersonal sources.</p> + +<p>The person who in Mecklenburg stood next above me in position in the +house and in the family was the private tutor, whom I found already +there—a young doctor of philosophy of Göttingen University. We did +not come much into contact on the whole since he as a university +graduate took a far higher stand than I; but through I came into some +connection with the clergymen of the district, and this was of benefit +to me. As for the farmers the bailiffs, etc., their hospitable nature +was quite sufficient of itself to afford me a hearty welcome. Thus I +lived in a way I had for a long time felt I much needed, amidst +many-sided <a name="page_045"></a> companionable good-fellowship, +cheerful and free. Healthy as I was in body and soul, in head and heart, +my thoughts full of brightness and cheerfulness, it was not long before +my mind again felt an eager desire for higher culture. The young tutor +went away, and after his departure my craving for culture grew keener +and keener, for I missed the intellectual converse I had been able to +hold with him. But I was soon again to receive succour.</p> + +<p>The President,<a href="#page_045_note_29"><sup>29</sup></a> besides +the family at home, had two sons at the Pädagogium in Halle.<a +href="#page_045_note_30"><sup>30</sup></a> They came to visit their +parents, accompanied by their special tutor, a gentleman destined to +become famous later on as the renowned scholar, Dr. Wollweide.</p> + +<p>Dr. Wollweide was a mathematician and a physicist, and I found him +freely communicative. He was so kind as to mention and explain to me the +many various problems he had set before himself to work out. This caused +my long slumbering and suppressed love for mathematics as a science, and +for physics, to spring up again, fully awake. For some time past my +tendency had leaned more and more towards architecture, and, indeed, I +had now firmly determined to choose that as my profession, and to study +it henceforth with all earnestness. My intellectual cravings and the +choice of a profession seemed at last to run together, and I felt +continually bright and happy at the thought. I seized the opportunity of +the presence of the scholar whom I have named to learn from him what +were the best books on those subjects which promised to be useful to me, +and my first care was to become possessed of them. Architecture was now +vigorously studied, and other books, too, were not suffered to lie +idle.</p> + +<p>The following books took great hold upon me: Pröschke's "Fragments on +Anthropology" (a small unpretending book), Novalis' Works, and Arndt's +"Germany" and "Europe."<a href="#page_045_note_31"><sup>31</sup></a> The +<a name="page_046"></a> first of these at one stroke drew together, so +that I could recognise in them myself as a connected whole, my outer +existence, my inner character, my disposition, and the course of my +life. I for the first time realised myself and my life as a single +entity in contrast to the whole world outside of me.<a +href="#page_046_note_32"><sup>32</sup></a> The second book lay before me +the most secret emotions, perceptions, and intentions of my inmost soul, +clear, open, and vivid. If I parted with that book it seemed as if I had +parted with myself; if anything happened to the book I felt as though it +had happened to me, only more deeply and with greater pain. The third +book taught me of man in his broad historical relations, set before me +the general life of my kind as one great whole, and showed me how I was +bound to my own nation, both to my ancestors and my contemporaries. Yet +the service this last book had done me was hardly recognised at this +time; for my thoughts were bent on a definite outward aim, that of +becoming an architect. But I could at all events recognise the new eager +life which had seized me, and to mark this change to myself, I now began +to use as a Christian name the last instead of the first of my baptismal +names.<a href="#page_046_note_33"><sup>33</sup></a> Other circumstances +also impelled me to make this change; and, further, it freed me from the +memory of the many disagreeable impressions of my boyhood which +clustered round the name I was then called.</p> + +<p>The time had come when I could no longer remain satisfied with my +present occupation; and I therefore sent in my resignation. The +immediate outward circumstance which decided me was this. I had kept up +a correspondence with the young man whom I had known as a private tutor +when I held a Government clerkship in Bamberg, and who left his +situation to go to Frankfurt, and then on into France.<a +href="#page_046_note_34"><sup>34</sup></a> He had afterwards lived some +time in Frankfurt, occupying himself with teaching, and now was again a +private tutor in a merchant's house in the Netherlands. I imparted <a +name="page_047"></a> to him my desire to leave my present post, and to +seek a situation with an architect; and asked his opinion whether I +should not be most likely to effect my object at Frankfurt, where so +many streams of diverse life and of men intermingle. And as my friend +was accurately acquainted with the ins and outs of Frankfurt life, I +asked him to give me such indications as he could of the best road to +take towards the fulfilment of my designs. My friend entered heartily +into my project, and wrote to me that he intended himself to spend some +time in Frankfurt again in the early summer; and he suggested that if I +could manage to be there at the same time, a mutual consideration of the +whole matter on the spot would be the best way of going to work. In +consequence of this I at once firmly decided to leave my situation in +the following spring, and to join my friend at Frankfurt. But where was +I to find the money necessary for such a journey? I had required the +whole of my salary up till now to cover my personal expenses and the +settlement of some debts I had run up at Bamberg.</p> + +<p>In this perplexity I wrote again to my eldest brother, who had up +till now understood me so well, and I asked him for assistance. I was at +this time in a peculiar dilemma. On the one hand, I felt very keenly +that I must get out of my present position, while on the other, by my +unchanging changeableness I feared to wear out the indulgence and +patience of my worthy brother. In this strait I just gave him what +seemed to me as I wrote it an exact account of my real state of mind; +telling him that I could only find my life-aim in a continual striving +towards inward perfection.</p> + +<p>My brother's answer arrived. With a joyful tremor and agitation I +held it in my hands. For hours together I carried it about me before I +unsealed it, for days together before I read it; it seemed so improbable +that my brother would feel himself able to help me towards the +accomplishment of the desire of my soul, and I feared to find in that +letter the frustration of my life's endeavour. When, after some days of +vacillation between hope and doubt, I could bear the situation no +longer, and opened the letter, I was not a little astonished that it +began by addressing me at once in terms of the most moving sympathy. As +I read on the contents agitated me deeply. The letter gave me the <a +name="page_048"></a> news of my beloved uncle's death, and informed me +of legacies left by him to me and my brothers. Thus fate itself, though +in a manner so deeply affecting, provided me with the means for working +out my next plan.</p> + +<p>The die was now cast. From this moment onwards my inner life received +a quite new signification and a fresh character, and yet I was +unconscious of all this. I was like a tree which flowers and knows it +not. My inward and outward vocation and endeavour, my true life-destiny +and my apparent life-aim were still, however, in a state of separation, +and indeed of conflict, of which I had not the remotest conception. My +resolve held firm to make architecture my profession; it was purely as a +future architect that I took leave of all my companions.</p> + +<p>At the end of April 1805, with peace in my heart, cheerfulness in my +soul, an eager disposition, and a mind full of energy, I quitted my old +surroundings. The first days of an unusually lovely May (and I might +here again recall what I pointed out above, that my inner and personal +life invariably went familiarly hand in hand with external Nature) I +spent with a friend, as a holiday, in the best sense of the word. This +was a dear friend of mine, who lived on an exceedingly finely-situated +farm in the Uckermark.<a href="#page_048_note_35"><sup>35</sup></a> Art +had improved the beauty of the somewhat simple natural features of the +place, in the most cunningly-devised fashion. In this beautiful, +retired, and even solitary spot, I flitted, as it were, from one flower +to another like a very butterfly. I had always passionately loved Nature +in her adornments of colour and of dewy pearls, and clung to her closely +with the gladsomeness of youth. Here I made the discovery that a +landscape which we look upon in sympathetic mood shines with enhanced +brilliancy; or as I put the truth into words at the time, "The more +intimately we attach ourselves to Nature, the more she glows with beauty +and returns us all our affection." This was the first time my mind had +ventured to give expression <a name="page_049"></a> to a sentiment +which thrilled my soul. Often in later life has this phrase proved +itself a very truth to me. My friend one day begged me to write +something in his album: I did so unwillingly. To write anything borrowed +went against me, for it jarred with the relations existing between me +and the book's owner; and to think of anything original was a task I +felt to be almost beyond my powers. However, after long thinking it over +in the open air, comparing my friend's life and my own in all their +aspects, I decided upon the following phrase:—"To thee may destiny +soon grant a settled home and a loving wife! To me, while she drives me +restless abroad, may she leave but just so much time as to allow me +fairly to discern my relations with my inmost self and with the world." +Then my thoughts grew clear, and I continued, "Thou givest man bread; +let my aim be to give man himself."</p> + +<p>I did not even then fully apprehend the meaning of what I had said +and written, or I could not of course have held so firmly to my +architecture scheme. I knew as yet neither myself nor my real life, +neither my goal nor my life's path thither. And long afterwards, when I +had for some time been engaged upon my true vocation, I was not a little +astonished over the prophetic nature of this album-phrase of mine.</p> + +<p>In later life I have often observed that a man's spirit, when it +first begins to stir within him, utters many a far-away prophetic +thought, which yet, in riper age, attains its realisation, its +consummation. I have especially noticed this recently in bright-minded +and active children; in fact, I have often been quite astounded at the +really deep truths expressed by them in their butterfly life. I seemed +to catch glimpses of a symbolic truth in this; as if indeed the human +soul were even already beginning to shake itself free from its +chrysalis-wrapping, or were bursting off the last fragments of the +eggshell.</p> + +<p>In May 1805, while on my journey, I visited my eldest brother, of +whom I have so often spoken, and shall have yet so often to speak, and +found him in another district, to which he had been appointed minister. +He was as kind and full of affection as ever; and instead of blaming me, +spoke with especial approval of my new plans. He told me of projects +which had allured him in his <a name="page_050"></a> youth, and still +allured, but which he had lacked the strength of mind to speak of. His +father's advice and authority had overawed him in youth, and now the +chain of a settled position in life held him fast. To follow the inward +voice faithfully and without swerving was the advice he offered me, and +he wrote this memorandum in my album when I left him, as a life +motto:—"The task of man is a struggle towards an end. Do your duty +as a man, dear brother, with firmness and resolution, fight against the +difficulties which will thrust themselves in your path, and be assured +you will attain the end."</p> + +<p>Thus cheered by sympathy and approval, I went my way from my +brother's, strengthened and confirmed in my determination. My road lay +over the Wartburg.<a href="#page_050_note_36"><sup>36</sup></a> Luther's +life and fame were then not nearly so well appreciated and so generally +understood as now, after the Tercentenary festival of the Reformation.<a +href="#page_050_note_37"><sup>37</sup></a> My early education had not +been of the kind to give me a complete survey of Luther's life and its +struggle; I was hardly thoroughly acquainted indeed with the separate +events of it. Yet I had learnt in some sort to appreciate this fighter +for the truth, by having in my last years at school to read aloud the +Augsburg Confession to the assembled congregation during the afternoon +service on certain specified Sundays, according to an old-fashioned +Church custom.<a href="#page_050_note_38"><sup>38</sup></a> I was filled +with a deep sense of reverence as I climbed "Luther's path," thinking at +the same time that Luther had left much behind still to be done, to be +rooted out, or to be built up.</p> + +<p>Shortly before Midsummer Day, as I had arranged with my friend, I +reached Frankfurt. During my many weeks' journey in the lovely +springtime, my thoughts had had time to grow calm and collected. My +friend, too, was true to his word; and we at once set to work together +to prepare a prosperous future for me. The plan of seeking a situation +with an architect was still firmly <a name="page_051"></a> held to, and +circumstances seemed favourable for its realisation; but my friend at +last advised me to secure a livelihood by giving lessons for a time, +until we should find something more definite than had yet appeared. +Every prospect of a speedy fulfilment of my wishes seemed to offer, and +yet in proportion as my hopes grew more clear, a certain feeling of +oppression manifested itself more and more within me. I soon began +seriously to ask myself, therefore:—</p> + +<p>"How is this? Canst thou do work in architecture worthy of a man's +life? Canst thou use it to the culture and the ennoblement of +mankind?"</p> + +<p>I answered my own question to my satisfaction. Yet I could not +conceal from myself that it would be difficult to follow this profession +conformably with the ideal I had now set before me. Notwithstanding +this, I still remained faithful to my original scheme, and soon began to +study under an architect with a view to fitting myself for my new +profession.</p> + +<p>My friend, unceasingly working towards the accomplishment of my +views, introduced me to a friend of his, Herr Gruner, the headmaster at +that time of the Frankfurt Model School,<a +href="#page_051_note_39"><sup>39</sup></a> which had not long been +established. Here I found open-minded young people who met me readily +and ingenuously, and our conversation soon ranged freely over life and +its many-sided aspects. My own life and its object were also brought +forward and talked over. I spoke openly, manifesting myself just as I +was, saying what I knew and what I did not know about myself.</p> + +<p>"Oh," said Gruner, turning to me, "give up architecture; it is not +your vocation at all. Become a teacher. We want a teacher in our own +school. Say you agree, and the place shall be yours."</p> + +<p>My friend was for accepting Gruner's proposal, and I began to +hesitate. Added to this, an external circumstance now came to my +knowledge which hastened my decision. I received the news namely, that +the whole of my testimonials, and particularly those <a +name="page_052"></a> that I had received in Jena, which were amongst +them, had been lost. They had been sent to a gentleman who took a lively +interest in my affairs, and I never found out through what mischance +they were lost. I now read this to mean that Providence itself had thus +broken up the bridge behind me, and cut off all return. I deliberated no +longer, but eagerly and joyfully seized the hand held out to me, and +quickly became a teacher in the Model School of Frankfurt-on-the-Main.<a +href="#page_052_note_40"><sup>40</sup></a></p> + +<p>The watchword of teaching and of education was at this time the name +of PESTALOZZI. It soon became evident to me that Pestalozzi was to be +the watchword of my life also; for not only Gruner, but also a second +teacher at the school, were pupils of Pestalozzi, and the first-named +had even written a book on his method of teaching. The name had a +magnetic effect upon me, the more so as during my self-development and +self-education it had seemed to me an aspiration—a something +perhaps never to be familiarly known, yet distinct enough, and at all +events inspiriting. And now I recalled how in my early boyhood, in my +father's house, I had got a certain piece of news out of some newspaper +or another, or at least that is how the matter stood in my memory. I +gathered that in Switzerland a man of forty, who lived retired from the +world,—Pestalozzi by name,—had taught himself, alone and +unaided, reading, writing, and arithmetic. Just at that time I was +feeling the slowness and insufficiency of my own development, and this +news quieted me, and filled me with the hope and trust that I, too, +might, through my own endeavour, repair the deficiencies of my +bringing-up. As I have grown older I have also found it consolatory to +remark how the culture of vigorous, capable men has not seldom been +acquired remarkably late in life. And in general I must acknowledge it +as part of the groundwork underlying my life and the evolution of my +character, that the contemplation of the actual existences of real men +always wrought upon my soul, as it were, by a fruitful rain and the +genial warmth of sunshine; while the isolated truths these lives +enshrined, the <a name="page_053"></a> principles those who lived them +had thought out and embodied in some phrase or another, fell as precious +seed-corn, as it were, or as solvent salt crystals upon my thirsty +spirit. And while on this head I cannot help especially calling to mind +how deep and lasting was the impression made upon me in my last year at +school by the accounts in the Holy Scriptures of the lives of earnestly +striving youths and men. I mention it here, but I shall have to return +to the subject later on.<a +href="#page_053_note_41"><sup>41</sup></a></p> + +<p>Now to return to the new life which I had begun. It was only to be +expected that each thing and all things I heard of Pestalozzi seized +powerfully upon me; and this more especially applies to a sketchy +narrative of his life, his aims, and his struggles, which I found in a +literary newspaper, where also was stated Pestalozzi's well-known desire +and endeavour—namely, in some nook or corner of the world, no +matter where, to build up an institution for the education of the poor, +after his own heart. This narrative, especially the last point of it, +was to my heart like oil poured on fire. There and then the resolution +was taken to go and look upon this man who could so think and so +endeavour to act, and to study his life and its work.</p> + +<p>Three days afterwards (it was towards the end of August 1805) I was +already on the road to Yverdon,<a +href="#page_053_note_42"><sup>42</sup></a> where Pestalozzi had not long +before established himself. Once arrived there, and having met with the +friendliest reception by Pestalozzi and his teachers, because of my +introductions from Gruner and his colleagues, I was taken, like every +other visitor, to the class-rooms, and there left more or less to my own +devices. I was still very inexperienced, both in the theory and practice +of teaching, relying chiefly in such things upon my memory of my own +school-time, and I was therefore very little fitted for a rigorous +examination into details of method and into the way they were connected +to form a whole system. The latter point, indeed, was neither clearly +thought out, nor was it worked out in practice. What I saw was to me at +once elevating and depressing, arousing and also bewildering. <a +name="page_054"></a> My visit lasted only a fortnight. I worked away and +tried to take in as much as I could; especially as, to help me in the +duties I had undertaken, I felt impelled to give a faithful account in +writing of my views on the whole system, and the effect it had produced +upon me. With this idea I tried to hold fast in my memory all I heard. +Nevertheless I soon felt that heart and mind would alike come to grief +in a man of my disposition if I were to stay longer with Pestalozzi, +much as I desired to do so. At that time the life there was especially +vigorous; internally and externally it was a living, moving, stirring +existence, for Prince Hardenberg, commissioned by the Austrian +Government, had come to examine thoroughly into Pestalozzi's work.<a +href="#page_054_note_43"><sup>43</sup></a></p> + +<p>The fruits of my short stay with Pestalozzi were as +follows:—</p> + +<p>In the first place, I saw the whole training of a great educational +institution, worked upon a clear and firmly-settled plan of teaching. I +still possess the "teaching-plan" of Pestalozzi's institution in use at +that time. This teaching-plan contains, in my opinion, much that is +excellent, somewhat also that is prejudicial. Excellent, I thought, was +the contrivance of the so-called "exchange classes."<a +href="#page_054_note_44"><sup>44</sup></a> In each subject the +instruction was always given through the entire establishment at the +same time. Thus the subjects for teaching were settled for every class, +but the pupils were distributed amongst the various classes according to +their proficiency in the subject in hand, so that the whole body of +pupils was redistributed in quite a distinct division for each subject. +The advantage of this contrivance struck me as so undeniable and so +forcible that I have never since relinquished it in my educational work, +nor could I now bring myself to do so. The prejudicial side of the +teaching-plan, against which I intuitively rebelled, although my own +tendencies on the subject were as yet so vague and dim, lay, in my +opinion, in its incompleteness and its onesidedness. Several subjects of +teaching <a name="page_055"></a> and education highly important to the +all-round harmonious development of a man seemed to me thrust far too +much into the background, treated in step-motherly fashion, and +superficially worked out.</p> + +<p>The results of the arithmetical teaching astounded me, yet I could +not follow it into its larger applications and wider extent. The +mechanical rules of this branch of instruction seemed to whirl me round +and round as in a whirlpool. The teacher was Krüsi. The teaching, in +spite of the brilliant results within its own circle, and in spite of +the sharpness of the quickened powers of perception and comprehension in +the children by which it attained those results, yet, to my personal +taste, had something too positive in its setting forth, too mechanical +in its reception. And Josias Schmid<a +href="#page_055_note_45"><sup>45</sup></a> had already, even at that +time, felt the imperfection of this branch of instruction. He imparted +to me the first ground-principles of his later work on the subject, and +his ideas at once commanded my approval, for I saw they possessed two +important properties, manysidedness and an exhaustive scientific +basis.</p> + +<p>The teaching of drawing was also very incomplete, especially in its +first commencement; but drawing from right-angled prisms with equal +sides, in various lengths, which was one of the exercises required at a +later stage, and drawing other mathematical figures by means of which +the comprehension of the forms of actual objects of every-day life might +be facilitated were much more to my mind. Schmid's method of drawing had +not yet appeared.</p> + +<p>In physical geography, the usual school course, with its +many-coloured maps, had been left far behind. Tobler, an active young +man, was the principal teacher in this section. Still, even this branch +had far too much positive instruction<a +href="#page_055_note_46"><sup>46</sup></a> for me. Particularly +unpleasant to me was the commencement of the course, which began with an +account of the bottom of the sea, although <a name="page_056"></a> the +pupils could have no conception of their own as to its nature or +dimensions. Nevertheless the teaching aroused astonishment, and carried +one involuntarily along with it through the impression made by the +lightning-quickness of the answers of the children.</p> + +<p>In natural history I heard only the botany. The principal teacher, +who had also prepared the plan of instruction in this subject for all +the school, was Hopf, like the rest an active young man. The school +course arranged and carried out by him had much that was excellent. In +each separate instance—for example, the shape and position of +leaves, flowers, etc.—he would first obtain all the possible +varieties of form by question and answer between the class and himself, +and then he would select from the results the form which was before them +in nature. These lessons, which were in this way made so attractive, and +whose merits spoke for themselves, showed, however, when it came to +practical application, an unpractical, I had almost said, a +self-contradictory aspect.</p> + +<p>(When, afterwards, in 1808, I visited Yverdon for the second time, I +found to my regret neither Tobler nor Hopf there.)</p> + +<p>With the method used for the German language I could not at all bring +myself into sympathy, although it has been introduced into later school +books elsewhere. Here also the arbitrary and non-productive style of +teaching ran strongly counter to me at every step.</p> + +<p>Singing was taught from figures.<a +href="#page_056_note_47"><sup>47</sup></a> Reading was taught from +Pestalozzi's well-known "A.B.C."</p> + +<p>[Memorandum.—All this lay dark within me, its value +unrecognised even by myself. But my intellectual position tended to +become more settled by passing through these experiences. As to my state +at the time, I have, as accurately as may be, described it above, as at +once exalted and depressed, animated and dull. That Pestalozzi himself +was carried away and <a name="page_057"></a> bewildered by this great +intellectual machine of his appears from the fact that he could never +give any definite account of his idea, his plan, his intention. He +always said, "Go and see for yourself" (very good for him who knew <i>how</i> +to look, how to hear, how to perceive); "it works splendidly!"<a +href="#page_057_note_48"><sup>48</sup></a> It was at that time, indeed, +surprising and inexplicable to me that Pestalozzi's loving character did +not win every one's heart as it won mine, and compel the staff of +teachers to draw together into a connected whole, penetrated with life +and intellectual strength in every part. His morning and evening +addresses were deeply touching in their simplicity; and yet I remarked +in them even already at that time some slight traces of the unhappy +dissensions afterwards to arise.<a +href="#page_057_note_49"><sup>49</sup></a>]</p> + +<p>I left Yverdon in mid-October (1805) with a settled resolution to +return thither as soon as possible for a longer stay. As soon as I got +back to Frankfurt, I received my definite appointment from the +Consistorium.<a href="#page_057_note_50"><sup>50</sup></a> The work that +awaited me upon my arrival from Switzerland at the Model School (which +was, in fact, properly two schools, one for boys and one for girls) was +a share in the arrangement of an entirely new educational course and +teaching-plan for the whole establishment. The school contained four or +five classes of boys and two or three of girls; altogether about two +hundred children. The staff consisted of four permanent masters and nine +visiting masters.</p> + +<p>As I threw myself heartily into the consideration of the necessities +and the present position of the school, and of the instruction given +there, the working out of this plan was left almost wholly in my hands, +under the conditions imposed upon us. The scheme I produced not only +succeeded in winning the approbation of the authorities, but proved +itself during a long period <a name="page_058"></a> of service +beneficial in the highest degree, both to the institution itself and to +its efficiency; notwithstanding that it put the teachers to some +considerable personal inconvenience, as well as making larger claims +upon their time than was usual.</p> + +<p>The subjects of instruction which fell to my share were arithmetic, +drawing, physical geography, and German. I generally taught in the +middle classes. In a letter to my brother I spoke of the impression made +upon me by my first lesson to a class of thirty or forty boys ranging +from nine to eleven; it seemed as if I had found something I had never +known, but always longed for, always missed, as if my life had at last +discovered its native element. I felt as happy as the fish in the water, +the bird in the air.</p> + +<p>But before I pursue this side of the development of my life I must +touch upon another which was far more important to the evolution of my +character as man, as teacher, and as educationist, and which, indeed, +soon absorbed the first within itself.</p> + +<p>Not long after my old friend, to meet with whom I had come to +Frankfurt, had introduced me to Gruner, he went back himself to his work +as private tutor. Afterwards he heard of a family (in Frankfurt) +desiring a private tutor for the sons. Since he could not introduce me +personally to this family he did so by letter, and several weeks before +my journey to Yverdon he had, in fact, written to them about me in very +kindly terms. It was for three sons principally that instruction and +education were required. They came to see me, and after they had gone +their personal peculiarities and their previous teaching and training, +with the results, were fully described to me, and I was then consulted +as to their future education. Now to education as an object<a +href="#page_058_note_51"><sup>51</sup></a> I had in truth never yet +given a thought, and the question threw me into great perplexity. +Nevertheless it required an answer, and moreover a precise answer.</p> + +<p>In the life and circumstances of these lads I discovered frequent +similarities with my own boyhood, which sprang to my memory as I +listened. I could therefore answer the questions which were <a +name="page_059"></a> put to me out of the development and educational +experiences of my own life; and my reply, torn as it was from actual +life, keenly felt and vigorously expressed, bore upon it the stamp of +truth. It was satisfactory to the parents; and +education—development, which hitherto had been subjective alone +for me—that is, as self-development—now took an objective +form, a change which was distinctly painful to me. Long, long it was +before I could bring this business of education into a form expressible +by words. I only knew education, and I could only educate, through +direct personal association. This, then, I cultivated to the best of my +power, following the path whither my vocation and my life now called +me.</p> + +<p>To say truth, I had a silent inward reluctance towards private +tutorship. I felt the constant interruptions and the piece-meal nature +of the work inseparable from the conditions of the case, and hence I +suspected that it might want vitality; but the trusting indulgence with +which I was met, and especially the clear, bright, friendly glance which +greeted me from the two younger lads, decided me to undertake to give +the boys lessons for two hours a day, and to share their walks. The +actual teaching was to be in arithmetic and German. The first was soon +arranged. I simply followed Pestalozzi's course. But as to the language +I encountered great difficulties. I began by teaching it from the +regular school-books then used, and indeed still in use. I prepared +myself to the best of my ability for each lesson, and worked up whatever +I felt myself ignorant of in the most careful and diligent way. But the +mode of teaching employed in these books frustrated my efforts. I could +neither get on myself nor get my pupils on with it. So I began to take +for my method Pestalozzi's "Mothers' Book." In this way we went on much +better, but still I was not satisfied; and, indeed, I may say that for a +very long time no system of instruction in German did satisfy me.</p> + +<p>In arithmetic, by using the "Tables of Units"<a +href="#page_059_note_52"><sup>52</sup></a> in Pestalozzi's <a +name="page_060"></a> pamphlet, I arrived at the same results which I +had seen in Switzerland. Very often my pupils had the answer ready when +the last word of the question had scarcely been spoken. Yet I presently +found out some defects in this method of teaching, of which I shall +speak later on.<a href="#page_060_note_53"><sup>53</sup></a></p> + +<p>When we were out walking together, I endeavoured to my utmost to +penetrate into the lives of the children, and so to influence them for +good. I lived my own early life over again, but in a happier way, for it +now lay clear and intelligible before me in its special as well as its +general characteristics.</p> + +<p>All my thoughts and work were now directed to the subject of the +culture and education of man. This period of my life became full of +zeal, of active development, of advancing culture, and, in consequence, +of happiness. And my life in the Model School also, with my boys and +with my excellent colleagues, unusually clever men, was very elevating +and encouraging.</p> + +<p>Owing to the position and surroundings of the school buildings, +which, though not apparently extensive as seen from the street, +contained a considerable courtyard and a spacious garden, the scholars +enjoyed perfect freedom of exercise, and could play just as they liked +in courtyard or garden; with the result, moreover, of thereby affording +a most important opportunity to the various teachers of becoming really +intimate with the characters of the boys they taught. And there grew up +out of all this a voluntary resolution on the part of the teachers that +every teacher should take his boys for a walk once a week. Each adopted +the method he liked best; some preferred to occupy the time of the walk +over a permanent subject; others preferred leaving the subject to +chance. I usually occupied my class with botanising; and also as +geographical master, I turned these occasions to profit by leading on my +boys to think for themselves and to apprehend the relations of various +parts of the earth's surface: on these and other perceptions gained in +this way I based my instruction in physiography, making them my point of +departure.</p> + +<p>The town was at once my starting-place and my centre. From <a +name="page_061"></a> it I extended our observations to the right and to +the left, on this side and on that. I took the river Main as a base +line, just as it lay; or I used the line of hills or the distant +mountains. I settled firmly the direction of the four quarters of the +compass. In everything I followed the leading of Nature herself, and +with the data so obtained I worked out a representation of the place +from direct observation, and on a reduced scale, in some level spot of +ground or sandy tract carefully chosen for the purpose. When my +representation (or map) was thoroughly understood and well impressed on +every one's mind, then we reconstructed it in school on a black board +placed horizontally. The map was first sketched by teachers and pupils +between them, and then each pupil had to do it by himself as an +exercise. These representations of the earth's surface of ours had a +round contour, resembling the circular outline of the visible +horizon.</p> + +<p>At the next public examination of the school, I was fortunate enough, +although this first attempt was full of imperfections, to win the +unanimous approval of the parents present; and not only that, but the +especial commendation of my superiors. Every one said, "That is how +physiography<a href="#page_061_note_54"><sup>54</sup></a> should be +taught. A boy must first learn all about his home before he goes further +afield." My boys were as well acquainted with the surroundings of the +town as with their own rooms at home; and gave rapid and striking +answers as to all the natural peculiarities of the neighbourhood. This +course was the fountain-head of the teaching method which I afterwards +thoroughly worked out, and which has now been in use for many years.</p> + +<p>In arithmetic I did not take the lower, but the middle classes; and +here also my teaching received cheering encomiums.</p> + +<p>In drawing I also taught the middle classes. My method in this +subject was to work at the thorough comprehension and the representation +of planes and solids in outline, rising from the simplest forms to +complex combinations. I not only had the gratification of obtaining good +results, which thoroughly satisfied those who tested them, but also of +seeing my pupils work with pleasure, with ardour, and with +individuality. <a name="page_062"></a> In the girls' school I had to +teach orthography<a href="#page_062_note_55"><sup>55</sup></a> in one of +the elementary classes. This lesson, ordinarily standing by itself, +disconnected with anything, I based upon correct pronunciation.<a +href="#page_062_note_56"><sup>56</sup></a> The teaching was imperfect, +certainly; but it nevertheless gained an unmistakable charm for both +teacher and pupils; and, finally, its results were very +satisfactory.</p> + +<p>In one of the other classes of the girls' school I taught preparatory +drawing. I took this by combinations of single lines; but the method was +wanting in a logically necessary connection, so that it did not satisfy +me. I cannot remember whether the results of this teaching were brought +to the test or not.</p> + +<p>Such was the outcome of my first attempts as a teacher. The kind +indulgence and approval granted to me, more because of my good +intentions and the fire of my zeal than for my actual performance, +spurred me on to plunge deeper into the inquiry as to the nature of true +teaching. But the whole system of a large school must have its settled +form, with its previously-appointed teaching-course arranged as to times +and subjects; and everything must fit in like a piece of clockwork. My +system, on the other hand, called only for ready senses and awakened +intellect. Set forms could only tolerate this view of education so far +as it served to enliven and quicken them. But I have unfortunately again +and again observed during my career, that even the most active life, if +its activity and its vitality be not properly understood and urged ever +onward, easily stiffens into bony rigidity. Enough, my mind, now fully +awakened, could not suffer these set forms, necessary though they were; +and I felt that I must seek out some position in which my nature could +unfold itself freely according to the needs of the development of my +life and of my mind.</p> + +<p>This longing endeavour of life and mind, which could not submit to +the fetters of external limitations, may have been the more exaggerated +at the time by my becoming acquainted with Arndt's "Fragments on Human +Culture,"<a href="#page_062_note_57"><sup>57</sup></a> which I had +purchased. This book satisfied at once my character, my resolves, and my +<a name="page_063"></a> aspirations; and what hitherto lay isolated +within me was brought into ordered connection through its pages, while +ideas which possessed me without my perceiving them took definite form +and expression as the book brought them to light. Indeed, I thought then +that Arndt's book was the bible of education.</p> + +<p>In those days I spoke of my life and my aims in the following words: +"I desire to educate men whose feet shall stand on God's earth, rooted +fast in Nature, while their head towers up to heaven, and reads its +secrets with steady gaze, whose heart shall embrace both earth and +heaven, shall enjoy the life of earth and nature with all its wealth of +forms, and at the same time shall recognise the purity and peace of +heaven, that unites in its love God's earth with God's heaven." In these +phrases I now see my former life and aims vividly brought before me as +in a picture.</p> + +<p>Little by little a desire gained strength within me to free myself +from my engagement at the Model School, to which I had bound myself as +teacher for at least three years. The headmaster (Gruner), whom I have +already named, was sufficiently a student of men to have perceived that +so excitable a man as I could never work harmoniously in such an +institution as that which he directed; so I was released from my +engagement, under the condition that I should provide a suitable +successor. Fate was propitious to me once more. I found a young private +tutor with whom I had long been in friendly correspondence, and who had +all those qualities which were lacking in me. He was not only thoroughly +proficient in the grammar of his mother tongue (German), but also in the +grammar of the classical tongues; and, if I am not mistaken, in French +also. He had a knowledge of geography far beyond anything I could boast, +was acquainted with history, knew arithmetic, possessed some familiarity +with botany,—much greater, indeed, than I suspected. And what was +worth more than all this, he was full of vigour in mind, heart, and +life. Therefore the school was every way the gainer by my departure, so +greatly the gainer indeed, that from that time no further change has +been necessary. That same teacher still lives and works in that same +post.<a href="#page_063_note_58"><sup>58</sup></a></p> + +<p><a name="page_064"></a>Before I begin a new chapter of my career, +there are yet a few things which need mention.</p> + +<p>To know French was at that time the order of the day, and not to know +it stamped a man at once as of a very low degree of culture. To acquire +a knowledge of French, therefore, became one of my chief aims at the +moment. It was my good fortune to obtain instruction from an unrivalled +teacher of French, M. Perrault, a Frenchman by birth, who still, even +though an old man, diligently worked at the study of his mother tongue, +and who at the same time wrote and spoke German with elegance. I pursued +the study with ardour, taking two lessons a day, because I desired to +reach a certain proficiency by a given time. Slow, however, were my +steps, for I was far from having a sufficient knowledge of my own tongue +whereon to build a bridge that might carry me into French. I never could +properly acquire what I did not fully understand in such a way that it +had a living meaning for me; and so from all the genuine zeal and +considerable cost which I spent over this study I gained by no means a +corresponding result; but I did learn a good deal, much more even than I +then knew how to turn to account. My teacher cast on one side all the +usual grammatical difficulties of French study, he aimed at imparting +the language as a living thing. But I with my ignorance of language +could not completely follow this free method of teaching; and yet, +nevertheless, I felt that the teacher had fully grasped the meaning and +the method of his work, and I always enjoyed the lessons on this +account. He was especially successful in accustoming my ear to the +French pronunciation, always separating and reducing it to its simple +sounds and tones, and never merely saying "this is pronounced like the +German <i>p</i>, or <i>b</i>, or <i>ä</i>, or <i>ö</i>," etc. The best thing resulting from +this course of study was the complete exposure of my ignorance of German +grammar. I must do myself the justice to say that I had given myself +extraordinary trouble over the works of the most celebrated German +grammarians, trying to bring life and interconnection or even a logical +consequence into German grammar; but I only confused myself the worse +thereby. One man said one thing, another quite the reverse; and not one +of all of them, as far as I could see, had educed his theories from <a +name="page_065"></a> the life and nature of the speech itself. I turned +away a second time, quite disheartened, from the German grammarians, and +once more took my own road. But unfortunately the dry forms of grammar +had, quite against my own will, stuck like scales over my eyes, dimming +my perceptions; I could find no means to rid myself of them, and they +wrought fatally upon me now and long afterwards. The more thoroughly I +knew them the more they stiffened and crushed me.</p> + +<p>My departure from the school was now arranged, and I could let my +mind pursue its development free and unshackled. As heretofore, so now +also, my kindly fate came lovingly to my help: I can never speak of it +with sufficient thankfulness. The three lads to whom I had hitherto +given private instruction in arithmetic and language now needed a tutor, +as their former tutor was leaving them. The confidential charge was laid +upon me, because I of all men best knew their nature and its needs, of +seeking out some fit teacher and educator for them from amongst my +acquaintance. As for myself this tutor business lay far from my own +thoughts, and I therefore looked round me in every direction, and with +all earnestness, for some one else. Amongst others I applied to my +eldest brother, telling him my views as to the necessary requirements of +a true educator.</p> + +<p>My brother wrote back very decidedly and simply, that he could not +propose any one to me as a teacher and educator who would fulfil the +requirements I had set forth, and further, he did not think I should +ever be able to find such a person; for if one should be found +possessing ample knowledge and experience of life in its external +aspects, he would be deficient in a vigorous inner life of his own, and +in the power to recognise and foster it in himself and his pupils; and, +on the other hand, another man who might have this power would be +deficient in the first-named (practical) qualities. I reported the +result of my labours. It caused much disappointment, indeed it could not +be otherwise, because the welfare of the children was really sought, in +all love and truth, and the highest and best obtainable at that day was +desired on their behalf. The family did not venture to press the post +upon me personally, knowing my love of freedom and independence.</p> + +<p>So stood matters for several months. At last, moved by my <a +name="page_066"></a> earnest affection for the lads, and by my care to +deserve the confidence with which their mother had entrusted to my hands +the provision for their education, I endeavoured to look at things from +the point of view of their parents. This brought me at last to the +determination to become myself the educator and teacher of the lads. +After a hard struggle with myself, the hardest and most exhausting I had +undergone for a long time, I made known my decision. It was thankfully +received, and understood quite in the spirit which had actuated me in +forming it.</p> + +<p>I communicated my decision to Gruner, with whom I still kept in the +friendliest relation. He looked at me with downright astonishment, and +said, "You will lose all hopes of the position you have so long sought +and waited for." I replied that I should protect myself as to my +position and my relations with others by a very definite written +contract. To which the man of experience retorted, "Certainly, and +everything will be punctually fulfilled, so that you cannot say that any +one condition of all those you stood out so firmly for has failed to be +observed; nevertheless you will find you will lose on all points." So +spake experienced shrewdness, and what had I to set against it? I spoke +of the educational necessities and wants of these children. "Good," said +he, "then you will leave your own educational necessities and your own +wants out of the question?" How it mortified me, that worldly wisdom +should be able to speak thus, and that I was unable to controvert it! We +talked no more about the matter.</p> + +<p>And keen as was the internal conflict over this decision and this +resolve of mine, equally keen was the external contest which I had to +wage in entering on my new post.</p> + +<p>There were, namely, two immutable conditions in our agreement. One +was that I should never be compelled to live in town with my pupils, and +that when I began my duties my pupils should be handed over entirely to +my care, without any restriction; that they should follow me into the +country, and there form a restricted and perfectly isolated circle, and +that when they returned to town life my duties as preceptor should be at +an end. The time for beginning my new career drew nigh. As the +stipulated dwelling for myself and my pupils was not yet ready, <a +name="page_067"></a> I was expected to take up my abode, for a few +days, with my pupils in their town house. But I felt that it was clear +that the least want of firmness at the outset would endanger my whole +educational plan; therefore, I stood firm, and indeed gained my point, +though at the price of being called headstrong, self-willed, and +stubborn. That my assumption of my post was attended with a sharp +contest was a very good and wholesome discipline for me. It was the +fitting inauguration of a position and a sphere of work which was +henceforth to be attended, for me, with perpetual and never-ending +strife.</p> + +<p>But as to this family and all its members, my earnest unbending +maintenance of my resolve had a most wholesome effect upon them, even to +winning in the end their comprehension and approval, though this was +later and long after I had quitted the situation. It was ten or eleven +years afterwards—that is, four or five years after my +departure—that the mother of these lads expressed her entire +approval of the adamantine perseverance I had exhibited in my +convictions.</p> + +<p>I entered my new sphere of educational work in July 1807. I was +twenty-five years old, as far as years went, but younger by several +years in regard to the development of my character. I neither felt +myself so old as I was, nor indeed had I any conception or realisation +of my age. I was only conscious of the strength and striving of my life, +the extent of my mental culture, the circumstances of my experience in +the world, and especially of—what shall I call it?—the +shiftlessness and undeveloped state of my culture as far as its +helplessness with the external world was concerned, of my ignorance of +life both as to what it really was, and how it showed in its outer +aspect. The state of my culture was such as only to serve to plunge me +into conflict, through the contradiction and opposition in which I found +myself henceforward with all existing methods; and consequently the +whole period of my tutorial career was one continual contest.</p> + +<p>It was a salutary thing for me that this was my appointed lot from +the very beginning. Now and later on I was therefore able to say to +myself by way of consolation and encouragement: "You knew beforehand +just how it would be." Still, unpleasantness seldom arrives in exactly +the manner expected, and the unexpected <a name="page_068"></a> is +always the hardest to bear. Thus it was with me in this case; my +situation seemed to contain insurmountable difficulties. I sought the +basis for them in imperfect culture; and the cause of the disconnected +nature of the culture I had been able to attain, lay, so I perceived, in +the interruptions which marred my university career. Educator and +teacher, however, I had determined to become and to remain; and as far +as I could know my own feelings and my own powers, I must and would work +out my profession in an independent free fashion of my own, founded on +the view of man and his nature and relationships which had now begun to +dawn upon me. Yet every man finds it above all things difficult to +understand himself, and especially hard was it in my own case. I began +to think that I must look for help outside myself, and seek to acquire +from others the knowledge and experience I needed.</p> + +<p>And thus there came to me once again the idea of fitting myself by +continuing my university studies to become founder, principal, and +manager of an educational establishment of my own. But the fact was to +be considered that I had turned away from the educational path on which +I had entered. Now, when the imperfection of my training pressed itself +upon me, I not only sought help from Nature as of old, that school +allotted to me by fate, but I turned also for assistance to my +fellow-men who had divided out the whole field of education and teaching +into separate departments of science, and had added to these the +assistance of a rich literature. This need of help so troubled and +oppressed me, and threw my whole nature into such confusion, that I +resolved, as soon as might be, once more to proceed to one of the +universities, and necessarily, therefore, to relinquish as speedily as +possible my occupation as an educator.</p> + +<p>As I always discussed everything important with my brother, I wrote +to him on this occasion as usual, telling him of my plans and of my +resolve. But for this time, at least, my nature was able to work out its +difficulty without his help. I soon came to see that I had failed to +appreciate my position, and had misunderstood myself; and, therefore, +before I had time to get an answer from my brother to my first letter I +wrote to him again, telling him that my university plans had been given +up, and that my <a name="page_069"></a> fixed resolve now was to remain +at my post. He rejoiced doubly at my decision, because this time he +would have been unable to agree with me.<a +href="#page_069_note_59"><sup>59</sup></a></p> + +<p>No sooner had I firmly come to my decision than I began to apply my +thoughts vigorously to the subjects of education and instruction. The +first thing that absorbed me was the clear conviction that to educate +properly one must share the life of one's pupil. Then came the +questions, "What is elementary education? and of what value are the +educational methods advocated by Pestalozzi? Above all, what is the +purpose of education?"</p> + +<p>In answering the question, "What is the purpose of education?" I +relied at that time upon the following observations: Man lives in a +world of objects, which influence him, and which he desires to +influence; therefore he ought to know these objects in their nature, in +their conditions, and in their relations with each other and with +mankind. Objects have form, measurement, and number.</p> + +<p>By the expression, "the external world," at this time I meant only +Nature; my life was so bound up in natural objects that I altogether +passed by the productions of man's art or manufacture. Therefore for a +long time it was an effort to me to regard man's handiwork, with +Pestalozzi's scholars, Tobler and Hopf, as a proper subject for +elementary culture, and it broadened my inward and outward glance +considerably when I was able to look upon the world of the works of man +as also part of the "external world." In this way I sought, to the +extent of such powers as I consciously possessed at that time, to make +clear the meaning of all things through man, his relations with himself, +and with the external world.</p> + +<p>The most pregnant thought which arose in me at this period was this: +All is unity, all rests in unity, all springs from unity, strives for +and leads up to unity, and returns to unity at last. This striving in +unity and after unity is the cause of the several aspects of human life. +But between my inner vision and my outer perception, presentation, and +action was a great gulf fixed. <a name="page_070"></a> Therefore it +seemed to me that everything which should or could be required for human +education and instruction must be necessarily conditioned and given, by +virtue of the very nature of the necessary course of his development, in +man's own being, and in the relationships amidst which he is set. A man, +it seemed to me, would be well educated, when he had been trained to +care for these relationships and to acknowledge them, to master them and +to survey them.</p> + +<p>I worked hard, severely hard, during this period, but both the +methods and the aims of education came before me in such an incoherent +heap, so split up into little fragments, and so entirely without any +kind of order, that during several years I did not make much progress +towards my constant purpose of bringing all educational methods into an +orderly sequence and a living unity. As my habitual and therefore +characteristic expression of my desires then ran, I longed to see, to +know, and to show forth, all things in inter-connection.</p> + +<p>For my good fortune, however there came out about that time certain +educational writings by Seller,<a +href="#page_070_note_60"><sup>60</sup></a> Jean Paul,<a +href="#page_070_note_61"><sup>61</sup></a> and others. They supported +and elevated me, sometimes by their concurrence with my own views, +expressed above, sometimes by the very contrary.</p> + +<p>The Pestalozzian method I knew, it is true, in its main principles, +but not as a living force, satisfying the needs of man. What especially +lay heavy upon me at this time, however, painfully felt by myself though +not apparent to my pupils, was the utter absence of any organised +connection between the subjects of education. Joyful and unfettered work +springs from the conception of all things as one whole, and forms a life +and a lifework <a name="page_071"></a> in harmony with the constitution +of the universe and resting firmly upon it.</p> + +<p>That this was the true education I soon felt fervently convinced, and +so my first educational work consisted merely in being with my pupils +and influencing them by the power of my life and work; more than this I +was not at all in a position to give.</p> + +<p>Oh, why is it that man knows so ill and prizes so little the +blessings that he possesses for the first time?</p> + +<p>When I now seek to make myself clear as to the proper life and work +of an educator, my notes of that time rise fresh and fair to meet me. I +look back from now into that childhood of my teacher's life, and learn +from it; just as I look back into the childhood of my man's life, and +survey that, and learn from that, too. Why is all childhood and youth so +full of wealth and so unconscious of it, and why does it lose it without +knowing it only to learn what it possessed when it is for ever lost? +Ought this always to be so? Ought it to be so for every child, for every +youth? Will not a time come at last, come perhaps soon, when the +experience, the insight, the knowledge of age, and wisdom herself, shall +build up a defence, a shelter, a protection for the childhood of youth? +Of what use to mankind is the old man's experience and the greybeard's +wisdom when they sink into the grave with their possessors?</p> + +<p>At first my life and my work with my pupils was confined within +narrow limits. It consisted in merely living, lounging, and strolling in +the open air, and going for walks. Although I was disgusted with the +methods of town education, I did not yet venture to convert life amidst +Nature into an educational course. That was taught me by my young pupils +themselves; and as from the circumstances of my own culture I eagerly +fostered to my utmost every budding sense for Nature that showed itself, +there soon developed amongst them a life-encompassing, life-giving, and +life-raising enjoyment of natural objects. In the following year<a +href="#page_071_note_62"><sup>62</sup></a> this way of life was further +enhanced by the father giving his sons a piece of meadowland for a +garden, at the cultivation of which we <a name="page_072"></a> +accordingly worked in common. The greatest delight of my pupils was to +make little presents of the produce of their garden to their parents and +also to me. How their eyes would gleam with pleasure when they were +fortunate enough to be able to accomplish this. Pretty plants and little +shrubs from the fields, the great garden of God, were transplanted by us +to the children's gardens, and there carefully tended. Great was the +joy, especially of the two younger ones, when such a colonist frankly +enrolled himself amongst the citizens of the state. From this time forth +my own childhood no longer seemed wasted. I acknowledged how entirely +different a thing is the cultivation of plants, to one who has watched +them and studied them in all the stages of their own free development, +from what it is to one who has always stood aloof from Nature.</p> + +<p>And here already, living cheerfully and joyfully in the bosom of +Nature with my first pupils, I began to tell myself that the training of +natural life was closely akin to the training of human life. For did not +those gifts of flowers and plants express appreciation and +acknowledgment of the love of parents and teacher? Were they not the +outcome of the characteristic lovingness and the enthusiastic +thankfulness of childhood? A child that of its own accord and of its own +free will seeks out flowers, cares for them, and protects them, so that +in due time he can weave a garland or make a nosegay with them for his +parents or his teacher, can never become a bad child, a wicked man. Such +a child can easily be led towards love, towards thankfulness, towards +recognition of the fatherliness of God, who gives him these gifts and +permits them to grow that he, as a cheerful giver in his turn, may +gladden with them the hearts of his parents.</p> + +<p>That time of conflict contained within it an element of special and +peculiar meaning to myself. It brought before me my past life in its +many various stages of development; and especially the chief events +which had formed and influenced it, with their causes and their effects. +And it always seemed to me of particular importance to go back upon the +very earliest occurrences in my life. But of the actual matters of fact +of my earliest years very few traces now remained; for my mother, who +could have kept them in her memory for me, and from whom I could now +have <a name="page_073"></a> learnt them, had died even before my life +had really awakened. Amongst the few relics remaining to me was a +written address from my godmother (the so-called Baptismal Letter), +which she had sent me immediately after my baptism, according to the +Thuringian custom of the time, as a sort of portion or dowry for my +entrance into life. It had come into my possession after the death of my +father. This letter, of a simple, Christian, tenderly religious, womanly +soul, expressed in plain and affecting terms the true relation of the +young Christian to that to which by his baptism he had become bound. +Through these words the inner life of both mind and soul, of my boyhood +and of my youth, was brought before me with all its peace and +blessedness; and I could not help seeing how much that I then longed for +had since come to pass. My soul, upon this thought, regained that +original inspiriting, enlightening, and quickening unity of which I +stood so much in need. But at the same time all the resolutions of my +boyhood and youth also rushed back upon me, and made it manifest how +much more had yet to happen before they, too, were accomplished; and +with them they brought the memory of those types and ideals with which +the feeble boyish imagination had sought to strengthen itself. But my +life had been far too much an inward and strictly personal life to have +been able, or even to have dared to stand forth in any outwardly +definite form, or to take any fixed relation to other lives, except in +matters of feeling and intelligence. Indeed the power of manifesting +myself properly was a very late accomplishment with me, and was, in +fact, not gained until long after the recommencement of my present +educational work.<a href="#page_073_note_63"><sup>63</sup></a> I cannot +now remember, during all the time of this educational work, that my +personal life stood out in any way from the usual ordinary existence of +men; but before I can speak with certainty upon this point I must +procure information as to the circumstances of my earlier life. This +much is clear, that my life at the time I am speaking of has remained in +my memory only in its general ordinary human aspect. It is true, +however, that then, as always <a name="page_074"></a> in my later life, +it was and ever has been very difficult to me to separate in thought my +inner life from my outer, and to give definite form and outward +expression to the inner life, especially as to religious matters.</p> + +<p>I dare not deny, that although the definite religious forms of the +Church reached my heart readily both by way of the emotions and by +sincere conviction, and cleansed and quickened me, yet I have always +felt great reluctance to speak of these definite religious forms with +others, particularly with pupils and students. I could never make them +so clear and living to a simple healthy soul as they were to myself. +From this I conclude that the naturally trained child requires no +definite Church forms, because the lovingly-fostered, and therefore +continuously and powerfully-developed human life, as well as the +untroubled child-life also, is and must be in itself a Christian life. I +further conclude that a child to whom the deeper truths of life or of +religion were given in the dogmatic positive forms of Church creeds +would imperatively need when a young man to be surrounded by pure and +manly lives, whereby those rigid creeds might be illuminated and +quickened into life. Otherwise the child runs great danger of casting +away his whole higher life along with the dogmatic religious forms which +he has been unable to assimilate. There, indeed, is the most elevated +faith to be found, where form and life work towards a whole, shed light +upon each other, and go side by side in a sisterly concord, like the +inward life with the outward life, or the special with the +universal.</p> + +<p>But I must return from this long digression, and resume the account +of my life and work as an educator.</p> + +<p>Bodily exercises were as yet unknown to me in their educational +capacity. I was acquainted only with jumping over a cord and with +walking on stilts through my own boyish practice therein. As they fell +into no relation with our common life, neither with the pursuits and +thoughts of my pupils nor with my own, we regarded them purely as +childish games.</p> + +<p>What the year brings to a man in the season when Nature lies clear +and open before him, that it does not bring to him in the season when +Nature is more often locked away from his gaze. And as the two seasons +bring diverse gifts, so do they require <a name="page_075"></a> diverse +things in return. In the latter part of the year, when man is perforce +driven more upon himself, his occupations should take on more narrowly +personal characteristics. Just as the winter's life with nature is more +fixed and narrowed, so also is the winter's life with men; therefore, a +boy's life at this time needs material of some definite fashion, or +needs fashionless material which can be shaped into definite fashion. My +pupils soon came to me, urged by this new necessity. What life requires +that life provides, wherever life is or has been; what youth requires +that youth provides, wherever youth is or has been. And what the later +man's life requires from a man, or from men in general, that also is +provided by the boy's life and the youth's life when these have been +genuinely lived through. The demand of my pupils set me upon the +following question: "What did you do as a boy? What happened to you to +satisfy that need of yours for something to do and to express? By what, +at the same period of your life, was this need most fully met, or what +did you then most desire for this purpose?" Then there came to me a +memory from out my earliest boyhood, which yielded me all I wanted in my +emergency. It was the easy art of impressing figures and forms by +properly arranged simple strokes on smooth paper.<a +href="#page_075_note_64"><sup>64</sup></a> I have often made use of this +simple art in my later life, and have never found it fail in its object; +and on this occasion, too, it faithfully served my pupils and me, for +our skill, at first weak both on the part of teacher and pupil, grew +rapidly greater with use.</p> + +<p>From these forms impressed upon paper we rose to making forms out of +paper itself, and then to producing forms in paste-board, and finally in +wood. My later experience has taught me much more as to the best shapes +and materials for the study of forms,<a +href="#page_075_note_65"><sup>65</sup></a> of which I shall speak in its +proper place.</p> + +<p>I must, however, permit myself to dwell a little upon this extremely +simple occupation of impressing forms on paper, because at the proper +age it quite absorbs a boy, and completely <a name="page_076"></a> +fills and contents the demands of his faculties. Why is this? It gives +the boy, easily and spontaneously, and yet at the same time +imperceptibly, precise, clear, and many-sided results due to his own +creative power.</p> + +<p>Man is compelled not only to recognise Nature in her manifold forms +and appearances, but also to understand her in the unity of her inner +working, of her effective force. Therefore he himself follows Nature's +methods in the course of his own development and culture, and in his +games he imitates Nature at her work of creation. The earliest natural +formations, the fixed forms of crystals, seem as if driven together by +some secret power external to themselves; and the boy in his first games +gladly imitates these first activities of nature, so that by the one he +may learn to comprehend the other. Does not the boy take pleasure in +building, and what else are the earliest fixed forms of Nature but +built-up forms? However, this indication that a higher meaning underlies +the occupation and games which children choose out for themselves must +for the present suffice. And since these spontaneous activities of +children have not yet been thoroughly thought out from a high point of +view, and have not yet been regarded from what I might almost call their +cosmical and anthropological side, we may from day to day expect some +philosopher to write a comprehensive and important book about them.<a +href="#page_076_note_66"><sup>66</sup></a> From the love, the attention, +the continued interest and the cheerfulness with which these occupations +are plied by children other important considerations also arise, of +quite a different character.</p> + +<p>A boy's game necessarily brings him into some wider or fuller +relationship, into relationship with some more elevated group of <a +name="page_077"></a> ideas. Is he building a house?—he builds it +so that he may dwell in it like grown-up people do, and have just such +another cupboard, and so forth, as they have, and be able to give people +things out of it just as they do. And one must always take care of this: +that the child who receives a present shall not have his nature cramped +and stunted thereby; according to the measure of how much he receives, +so much must he be able to give away. In fact, this is a necessity for a +simple-hearted child. Happy is that little one who understands how to +satisfy this need of his nature, to give by producing various gifts of +his own creation! As a perfect child of humanity, a boy ought to desire +to enjoy and to bestow to the very utmost, for he dimly feels already +that he belongs to the whole, to the universal, to the comprehensive in +Nature, and it is as part of this that he lives; therefore, as such +would he accordingly be considered and so treated. When he has felt +this, the most important means of development available for a human +being at this stage has been discovered. With a well-disposed child at +such a time nothing has any value except as it may serve for a common +possession, for a bond of union between him and his beloved ones. This +aspect of the child's character must be carefully noticed by parents and +by teachers, and used by them as a means of awakening and developing the +active and presentative side of his nature; wherefore none, not even the +simplest gifts from a child, should ever be suffered to be +neglected.</p> + +<p>To sketch my first attempt as an educator in one phrase, I sought +with all my powers to give my pupils the best possible instruction, and +the best possible training and culture, but I was unable to fulfil my +intentions, to attain my end, in the position I then occupied, and with +the degree of culture to which I had myself attained.</p> + +<p>As soon as this had become fully evident to me, it occurred to my +mind that nothing else could be so serviceable to me as a sojourn for a +time with Pestalozzi. I expressed my views on this head very decidedly, +and accordingly, in the summer of 1808, it was agreed that I should take +my three pupils with me to Yverdon.</p> + +<p>So it soon afterwards came about I was teacher and scholar, educator +and pupil, all at the same time.</p> + +<p><a name="page_078"></a>If I were to attempt to put into one sentence +all I expected to find at Yverdon, I should say it was a vigorous inner +life amongst the boys and youths, quickening, manifesting itself in all +kinds of creative activity, satisfying the manysidedness of man, meeting +all his necessities, and occupying all his powers both mental and +bodily. Pestalozzi, so I imagined, must be the heart, the life-source, +the spiritual guide of this life and work; from his central point he +must watch over the boy's life in all its bearings, see it in all its +stages of development, or at all events sympathise with it and feel with +it, whether as the life of the individual, of the family, of the +community, of the nation, of mankind at large.</p> + +<p>With such expectations I arrived at Yverdon. There was no educational +problem whose resolution I did not firmly expect to find there. That my +soul soon faithfully mirrored the life which there flowed around me, my +report for 1809 sufficiently shows.<a +href="#page_078_note_67"><sup>67</sup></a></p> + +<p>To throw myself completely into the midst, into the very heart, of +Pestalozzi's work, I wished to live in the main buildings of the +institution, that is to say, in the castle itself.<a +href="#page_078_note_68"><sup>68</sup></a> We would have cheerfully +shared the lot of the ordinary scholars, but our wish could not be +granted, some outside jealousies standing in the way. However, I soon +found a lodging, in immediate proximity to the institution, so that we +were able to join the pupils at their dinner, their evening meal, and +their supper, and to take part in the whole courses of their +instruction, so far as the subjects chosen by us were concerned; indeed, +to share in their whole life. I soon saw much that was imperfect; but, +notwithstanding, the activity which pressed forth on all sides, the +vigorous effort, the spiritual endeavour of the life around me, which +carried me away with it as it did all other men who came within its +influence, convinced me that here I should presently be able to resolve +all my difficulties. As far as regarded <a name="page_079"></a> myself +personally, I had nothing more earnest to do for the time than to watch +that my pupils gained the fullest possible profit from this life which +was so rich in vigour for both body and soul. Accordingly we shared all +lessons together; and I made it my special business to reason out with +Pestalozzi each branch of instruction from its first point of connection +with the rest, and thus to study it from its very root.</p> + +<p>The forcible, comprehensive, stimulating life stimulated me too, and +seized upon me with all its comprehensiveness and all its force. It is +true it could not blind me to many imperfections and deficiencies, but +these were retrieved by the general tendency and endeavour of the whole +system; for this, though containing several absolute contradictions, +manifest even at that time, yet vindicated on a general view its inner +connection and hidden unity. The powerful, indefinable, stirring, and +uplifting effect produced by Pestalozzi when he spoke, set one's soul on +fire for a higher, nobler life, although he had not made clear or sure +the exact way towards it, nor indicated the means whereby to attain it. +Thus did the power and manysidedness of the educational effort make up +for deficiency in unity and comprehensiveness; and the love, the warmth, +the stir of the whole, the human kindness and benevolence of it replaced +the want of clearness, depth, thoroughness, extent, perseverance, and +steadiness. In this way each separate branch of education was in such a +condition as to powerfully interest, but never wholly to content the +observer, since it prepared only further division and separation and did +not tend towards unity.</p> + +<p>The want of unity of effort, both as to means and aims, I soon felt; +I recognised it in the inadequacy, the incompleteness, and the +unlikeness of the ways in which the various subjects were taught. +Therefore I endeavoured to gain the greatest possible insight into all, +and became a scholar in all subjects—arithmetic, form, singing, +reading, drawing, language, physical geography, the natural sciences, +etc.</p> + +<p>I could see something higher, and I believed in a higher efficiency, +a closer unity of the whole educational system; in truth, I believed I +saw this clearer, though not with greater conviction, than Pestalozzi +himself. I held that land happy, that <a name="page_080"></a> man +fortunate, by whom the means of true education should be developed and +applied, and the wish to see this benefit conferred upon my country +naturally sprang from the love I bore my native land.<a +href="#page_080_note_69"><sup>69</sup></a> The result was the written +record of 1809 already referred to.</p> + +<p>Where there is the germ of disunion, where the whole is split up, +even sometimes into contradictory parts, and where an absolute +reconciling unity is wanting, where what connection there may be is +derived rather from casual outward ties than from inner necessary union, +the whole system must of necessity dig its own grave, and become its own +murderer. Now it was exactly at such a time of supreme crisis that I had +the good or the evil fortune to be at Yverdon. All that was good and all +that was bad, all that was profitable and all that was unprofitable, all +that was strong and all that was weak, all that was empty and all that +was full, all that was selfish and all that was unselfish amongst +Pestalozzi and his friends, was displayed openly before me.</p> + +<p>I happened to be there precisely at the time of the great Commission +of 1810. Neither Pestalozzi nor his so-called friends, neither any +individuals nor the whole community, could give me, or would give me, +what I wanted. In the methods laid down by them for teaching boys, for +the thorough education of boys as part of one great human +family,—that is, for their higher instruction,—I failed to +find that comprehensiveness which is alone sufficient to satisfy the +human being. Thus it was with natural history, natural science, German, +and language generally, with history, and above all, with religious +instruction. Pestalozzi's devotional addresses were very vague, and, as +experience showed, were only serviceable to those already in the right +way.<a href="#page_080_note_70"><sup>70</sup></a> I spoke of all these +<a name="page_081"></a> things very earnestly and decidedly with +Pestalozzi, and at last I made up my mind, in 1810, to quit Yverdon +along with my pupils.</p> + +<p>But before I continue further here, it is my duty to consider my life +and work from yet another point of view.</p> + +<p>Amongst the various branches of education, the teaching of languages +struck me with especial force as defective, on account of its great +imperfection, its capriciousness and lifelessness. The search for a +satisfactory method for our native language occupied me in preference to +anything else. I proceeded on the following basis:—</p> + +<p>Language is an image, a representation of our separate (subject) +world, and becomes manifest to the (object) world outside ourselves +principally through combined and ordered sounds. If, therefore, I would +image forth anything correctly, I must know the real nature of the +original object. The theme of our imagery and representation, the +outside world, contains objects, therefore I must have a definite form, +a definite succession of sounds, a definite word to express each object. +The objects have qualities, therefore our language must contain +adjectives expressing these qualities. The qualities of objects are +fundamental or relative; express what they are, what they possess, and +what they become.</p> + +<p>Passing now to singing and music, it happened very luckily for me +that just at this time Nägeli and Pfeifer brought out their "Treatise on +the Construction of a Musical Course according to the Principles of +Pestalozzi." Nägeli's knowledge of music generally, and especially of +church music, made a powerful impression upon me, and brought music and +singing before me as a means for human culture; setting the cultivation +of music, and especially of singing, in a higher light than I had ever +conceived possible. Nägeli was very capable in teaching music and +singing, and in representing their function as inspiring aids to pure +human life; and although nearly twenty years have elapsed since I heard +those lessons of his, the fire of the love for music which they kindled +burns yet, active for good, within my breast. And further, I was taught +and convinced by these two super-excellent music teachers, who +instructed my pupils, that purely instrumental music, such as <a +name="page_082"></a> that of the violin or of the pianoforte, is also +in its essence based upon and derived from vocal music, though developed +through the independent discovery of a few simple sound-producing +instruments. Not only have I never since left the path thus opened to me +at its origin, but I have consistently traced it onwards in all care and +love, and continue to rejoice in the excellent results obtained. This +course of music-teaching, as extended and applied later on, has always +enjoyed the approbation of the thoughtful and experienced amongst music +teachers.</p> + +<p>I also studied the boys' play, the whole series of games in the open +air, and learned to recognise their mighty power to awake and to +strengthen the intelligence and the soul as well as the body. In these +games and what was connected with them I detected the mainspring of the +moral strength which animated the pupils and the young people in the +institution. The games, as I am now fervently assured, formed a mental +bath of extraordinary strengthening-power;<a +href="#page_082_note_71"><sup>71</sup></a> and although the sense of the +higher symbolic meaning of games had not yet dawned upon me, I was +nevertheless able to perceive in each boy genuinely at play a moral +strength governing both mind and body which won my highest esteem.</p> + +<p>Closely akin to the games in their morally strengthening aspect were +the walks, especially those of the general walking parties, more +particularly when conducted by Pestalozzi himself. These walks were by +no means always meant to be opportunities for drawing close to Nature, +but Nature herself, though unsought, always drew the walkers close to +her. Every contact with her elevates, strengthens, purifies. It is from +this cause that Nature, like noble great-souled men, wins us to her; and +whenever school or teaching duties gave me respite, my life at this time +was always passed amidst natural scenes and in communion with Nature. +From the tops of the high mountains near by I used to rejoice in the +clear and still sunset, in the pine-forests, the glaciers, the mountain +meadows, all bathed in rosy light. Such an evening walk <a +name="page_083"></a> came indeed to be an almost irresistible necessity +to me after each actively-spent day. As I wandered on the sunlit, +far-stretching hills, or along the still shore of the lake, clear as +crystal, smooth as a mirror, or in the shady groves, under the tall +forest trees, my spirit grew full with ideas of the truly god-like +nature and priceless value of a man's soul, and I gladdened myself with +the consideration of mankind as the beloved children of God. There is no +question but that Pestalozzi's general addresses, especially those +delivered in the evening, when he used to delight in evoking a picture +of noble manliness and true love of mankind and developing it in all its +details, very powerfully contributed towards arousing such an inner life +as that just described.</p> + +<p>Yet I did not lose myself in empty fancies; on the contrary, I kept +my practical work constantly before my eyes. From thinking about my dead +parents my thoughts would wander back over the rest of my family, +turning most often to that dear eldest brother of mine, who has now not +been referred to for some time in these pages. He had become the +faithful watchful father of several children. I shared in his unaffected +fatherly cares, and my soul was penetrated with the desire that he might +be able to give his sons such an education as I should feel obliged to +point out to him as being the best. Already, ever since I was at +Frankfurt, I had communicated to him my thoughts on education and +methods of teaching. What now occurred to me out of my new knowledge as +applicable to his case, I extracted, collected together, and classified, +so as to be able to impart it to him for his use at the first +opportunity.</p> + +<p>One thing which greatly contributed to the better consideration and +elucidation of the Pestalozzian mode of teaching was the presence of a +large number of young men sent from various governments as students to +Yverdon. With some of these I was on terms of intimacy, and to the +exchange of ideas which went on amongst us I owe at least as much as to +my own observation.</p> + +<p>On the whole I passed a glorious time at Yverdon, elevated in tone, +and critically decisive for my after life. At its close, however, I felt +more clearly than ever the deficiency of inner unity and +interdependence, as well as of outward comprehensiveness and +thoroughness in the teaching there.</p> + +<p><a name="page_084"></a>To obtain the means of a satisfactory judgment +upon the best method of teaching the classical tongues, I took Greek and +Latin under a young German, who was staying there at that time; but I +was constructing a method of my own all the while, by observing all the +points which seemed valuable, as they occurred in actual teaching. But +the want of a satisfactory presentation of the classical tongues as part +of the general means of education and culture of mankind, especially +when added to the want of a consideration of natural history as a +comprehensive and necessary means of education, and above all the +uncertain wavering of the ground-principles on which the whole education +and teaching rested at Yverdon, decided me not only to take my pupils +back to their parents' house, but to abandon altogether my present +educational work, in order to equip myself, by renewed study at some +German university, with that due knowledge of natural science which now +seemed to me quite indispensable for an educator.</p> + +<p>In the year 1810 I returned from Yverdon by Bern, Schaffhausen, and +Stuttgart to Frankfurt.</p> + +<p>I should have prepared to go to the university at once, but found +myself obliged to remain at my post till the July of the following year. +The piece-meal condition of the methods of teaching and of education +which surrounded me hung heavy on my mind, so that I was extremely glad +when at last I was able to shake myself free from my position.</p> + +<p>In the beginning of July 1811 I went to Göttingen. I went up at once, +although it was in the middle of the session, because I felt that I +should require several months to see my way towards harmonising my +inward with my outward life, and reconciling my thoughts with my +actions. And it was in truth several months before I gained peace within +myself, and before I arrived at that unity which was so necessary to me, +between my inward and my outward life, and at the equally necessary +harmony between aim, career, and method.</p> + +<p>Mankind as a whole, as one great unity, had now become my quickening +thought. I kept this conception continually before my mind. I sought +after proofs of it in my little world within, and in the great world +without me; I desired by many a struggle to win it, and then to set it +worthily forth. And thus I <a name="page_085"></a> was led back to the +first appearance of man upon our earth, to the land which first saw man, +and to the first manifestation of mankind, his speech.</p> + +<p>Linguistic studies, the learning of languages, philology, etc., now +formed the object of my attack. The study of Oriental tongues seemed to +me the central point, the fountain head, whither my search was leading +me; and at once I began upon them with Hebrew and Arabic. I had a dim +idea of opening up a path through them to other Asiatic tongues, +particularly those of India<a href="#page_085_note_72"><sup>72</sup></a> +and Persia. I was powerfully stimulated and attracted by what I had +heard about the study of these languages, then in its early +youth—namely, the acknowledgment of a relationship between Persian +and German. Greek also attracted me in quite a special way on account of +its inner fulness, organisation, and regularity. My whole time and +energy were devoted to the two languages I have named.<a +href="#page_085_note_73"><sup>73</sup></a> But I did not get far with +Hebrew in spite of my genuine zeal and my strict way with myself, +because between the manner of looking at a language congenial to my mind +and the manner in which the elementary lesson book presented it to me, +lay a vast chasm which I could find no means to bridge over. In the form +in which language was offered to me, I could find and see no means of +making it a living study; and yet, nevertheless, nothing would have +drawn me from my linguistic studies had I not been assured by educated +men that these studies, especially my work on Indian and Persian +tongues, were in reality quite beside the mark at which I aimed. Hebrew +also was abandoned; but, on the other hand, Greek irresistibly +enthralled me, and nearly all my time and energy were finally given to +its study, with the help of the best books.</p> + +<p>I was now free, happy, in good mental and bodily health and vigour, +and I gained peace within myself and without, through hard work, +interrupted only by an indisposition which kept me to my room for a few +weeks. After working all day alone, I used to walk out late in the +evening, so that at least I might receive a greeting from the friendly +beams of the setting sun. To invigorate <a name="page_086"></a> my +spirit as well as my bodily frame I would walk on till near midnight in +the beautiful neighbourhood which surrounds Göttingen. The glittering +starry sky harmonised well with my thoughts, and a new object which +appeared in the heavens at this time, aroused my wonder in an especial +degree. I knew but little of astronomy, and the expected arrival of a +large comet<a href="#page_086_note_74"><sup>74</sup></a> was, therefore, +quite unknown to me; so that I found out the comet for myself, and that +was a source of special attraction. This object absorbed my +contemplation in those silent nights, and the thought of the +all-embracing, wide-spreading sphere of law and order above, developed +and shaped itself in my mind with especial force during my +night-wanderings. I often turned back home that I might note down in +their freshness the results of these musings; and then after a short +sleep I rose again to pursue my studies.</p> + +<p>In this way the last half of the summer session passed quickly away, +and Michaelmas arrived.</p> + +<p>The development of my inner life had meanwhile insensibly drawn me +little by little quite away from the study of languages, and led me +towards the deeper-lying unity of natural objects. My earlier plan +gradually reasserted itself, to study Nature in her first forms and +elements. But the funds which still remained to me were now too small to +permit of the longer residence at the university which that plan +necessitated. As I had nothing at all now to depend upon save my own +unaided powers, I at first thought to gain my object by turning them to +some practical account, such as literary work. I had already begun to +prepare for this, when an unexpected legacy changed my whole position. +Up to now I had had one aunt still living, a sister of my mother's, who +had spent all the best years of her life in my native village, enjoying +excellent health and free from care. By her sudden <a +name="page_087"></a> death I obtained, in a manner I had little +expected, the means of pursuing my much-desired studies. This occurrence +made a very deep impression upon me, because this lady was the sister of +that uncle of mine whose death had enabled me to travel from Gross +Milchow to Frankfurt, and so first set me upon my career as an educator. +And now again the death of a loved one made it possible for me to attain +higher culture in the service of this career. Both brother and sister +had loved with the closest affection my own mother, dead so far too +soon, and this love they had extended to her children after her. May +these two loving and beloved ones who through their death gave me a +higher life and a higher vocation, live for ever through my work and my +career.</p> + +<p>My position was now a very pleasant one, and I felt soothing and +cheering influences such as had not visited me before.</p> + +<p>In the autumn holidays, too, a friendly home was ready to receive me. +Besides the country-clergyman brother, who so often was a power for good +in my life, I had another brother, also older than I, who had been +living more than ten years as a well-established tradesman and citizen +in Osterode, amongst the Harz Mountains; head of a quiet, +self-contained, happy family, and father of some fine children. My +previous life and endeavours as an educator had already brought me into +connection with this circle; for I had not failed whenever I found +anything suitable to my brother's needs to let him know of it, as he was +the conscientious teacher and educator of his own children. It was in +this peaceful, active family-circle of an intellectual tradesman's home +that I passed all the vacation time during which the university +regulations released me from vigorous work. It could not prove otherwise +than that such a visit should be of the greatest service to me in my +general development, and I remember it with thankfulness even yet on +that account.</p> + +<p>I return now to my university life. Physics, chemistry, mineralogy, +and natural history in general, were my principal studies.</p> + +<p>The inner law and order embracing all things, and in itself +conditioned and necessitated, now presented itself to me in such +clearness that I could see nothing either in nature or in life in which +it was not made manifest, although varying greatly according <a +name="page_088"></a> to its several manifestations, in complexity and +in gradation. Just at this time those great discoveries of the French +and English philosophers became generally known through which the great +manifold external world was seen to form a comprehensive outer unity. +And the labours of the German and Swedish philosophers to express these +essentially conditioned fundamental laws in terms of weight and number, +so that they might be studied and understood in their most exact +expression, and in their mutual interchange and connection, fitted in +exactly with my own longings and endeavours. Natural science and natural +researches now seemed to me, while themselves belonging to a distinct +plane of vital phenomena, the foundation and cornerstones which served +to make clear and definite the laws and the progress of the development, +the culture, and the education of mankind.</p> + +<p>It was but natural that such studies should totally absorb me, occupy +my whole energies, and keep me most busily employed. I studied chemistry +and physics with the greatest possible zeal, but the teaching of the +latter did not satisfy me so thoroughly as that of the former.</p> + +<p>What in the current half-year's term I was regarding rather from a +theoretical standpoint, I intended in the next half-year to study +practically as a factor of actual life: hence I passed to organic +chemistry and geology.<a href="#page_088_note_75"><sup>75</sup></a> +Those laws which I was able to observe in Nature I desired to trace also +in the life and proceedings of man, wherefore I added to my previous +studies history, politics, and political economy. These practical +departments of knowledge brought vividly home to me the great truth that +the most valuable wealth a man can possess lies in a cultivated mind, +and in its suitable exercise upon matters growing out of its own natural +conditions. I saw further that wealth arose quite as much from vigour of +production as from saving by economical use; and that those productions +were the most valuable of all, which were the outcome and representation +of lofty ideas or remarkable thoughts; and finally, that politics itself +was in its essence but a means of uplifting man from the necessities of +Nature and of life to the freedom of the spirit and the will.</p> + +<p><a name="page_089"></a>While I received much benefit from the +lectures on natural history at the university, I could not fall in with +the views held there as to fixed forms—crystallography, +mineralogy, and natural philosophy. From what I had heard of the natural +history lectures of Professor Weiss in Berlin, I felt sure that I could +acquire a correct view of both these subjects from him. And also since +my means would not allow me to stay even so long as one entire session +more at Göttingen, whilst on the other hand I might hope at Berlin to +earn enough by teaching to maintain a longer university career there, I +came to the conclusion to go to Berlin at the beginning of the next +winter session to study mineralogy, geology, and crystallography under +Weiss, as well as to do some work at physics and physical laws.</p> + +<p>After a stay of a few weeks with my brother at Osterode, I went to +Berlin in October 1812.</p> + +<p>The lectures for which I had so longed really came up to the needs of +my mind and soul, and awakened in me, more fervent than ever, the +certainty of the demonstrable inner connection of the whole cosmical +development of the universe. I saw also the possibility of man's +becoming conscious of this absolute unity of the universe, as well as of +the diversity of things and appearances which is perpetually unfolding +itself within that unity; and then, when I had made clear to myself, and +brought fully home to my consciousness, the view that the infinitely +varied phenomena in man's life, work, thought, feeling, and position, +were all summed up in the unity of his personal existence, I felt myself +able to turn my thoughts once more to educational problems.</p> + +<p>To make sure of my power to maintain myself at the university, I +undertook some teaching at a private school of good reputation.<a +href="#page_089_note_76"><sup>76</sup></a> My work here, beyond the +sufficient support it afforded me during residence, had no positive +effect upon the endeavour of my life, for I found neither high +intelligence, lofty aims, nor unity in the course of instruction.</p> + +<p><a name="page_090"></a>The fateful year 1813 had now begun. All men +grasped weapons, and called on one another to fly to arms to defend the +Fatherland. I, too, had a home, it is true, a birthplace, I might say a +Motherland, but I could not feel that I had a Fatherland.<a +href="#page_090_note_77"><sup>77</sup></a> My home sent up no cry to me; +I was no Prussian,<a href="#page_090_note_78"><sup>78</sup></a> and thus +it came about that the universal call to arms (in Berlin) affected me, +in my retired life, but little. It was quite another sentiment which +drew me to join the ranks of German soldiers; my enthusiasm was possibly +small, but my determination was firmly fixed as the rocks +themselves.</p> + +<p>This sentiment was the consciousness of a pure German brotherhood, +which I had always honoured in my soul as a lofty and sublime ideal; one +which I earnestly desired might make itself felt in all its fulness and +freedom all over Germany.</p> + +<p>Besides the fidelity with which I clung to my avocation as an +educator also influenced my action in this matter. Even if I could not +say truly that I had a Fatherland, I must yet acknowledge that every +boy, that every child, who might perhaps later on come to be educated by +me would have a Fatherland, that this Fatherland was now requiring +defence, and that the child was not in a position to share in that +defence. It did not seem possible to imagine that a young man capable of +bearing arms could become a teacher of children and boys whose +Fatherland he had refused to defend with his blood and even with his +life if need were; that he who now did not feel ashamed to shrink from +blows could exist without blushing in after years, or could incite his +pupils to do something noble, something calling for sacrifice <a +name="page_091"></a> and for unselfishness, without exposing himself to +their derision and contempt. Such was the second main reason which +influenced me.</p> + +<p>Thirdly, this summons to war seemed to me an expression of the +general need of the men, the land, and the times amidst which I lived, +and I felt that it would be altogether unworthy and unmanly to stand by +without fighting for this general need, and without taking my share in +warding off the general danger.</p> + +<p>Before these convictions all considerations gave way, even that of my +bodily constitution, which was far too weakly for such a life.</p> + +<p>As comrades I selected the Lützowers; and at Eastertide 1813 I +arrived at Dresden on my road to join the infantry division of Lützow's +corps at Leipzig.<a href="#page_091_note_79"><sup>79</sup></a> Through +the retired nature of my self-concentrated life it came about naturally +that I, although a regularly matriculated student, had held aloof from +the other students, and had gained no settled acquaintance amongst them; +thus, out of all the vigorous comrades whom I met at Dresden, many of +whom were like myself, Berlin students, I did not find one man I knew. I +made but few new friends in the army, and these few I was fated to +encounter on the first day of my entrance into my new work of +soldiering. Our sergeant at the first morning halt after our march out +from Dresden, introduced me to a comrade from Erfurt as a Thüringer, and +therefore a fellow-countryman. This was Langethal; and casually as our +acquaintance <a name="page_092"></a> thus began, it proved to be a +lasting friendship. Our first day's march was to Meissen, where we +halted. We had enjoyed lovely spring weather during our march, and our +repose was gladdened by a still lovelier evening. I found all the +university students of the corps, driven by a like impulse, collected +together in an open place by the shores of Elbe and near a public +restaurant; and some old Meissen wine soon served us as a bond of union. +We sat about twenty strong in a jolly group at a long table, and began +by welcoming and pledging one another to friendship. It was here that +Langethal introduced me to a university friend of his at Berlin, the +young Middendorff, a divinity student from the Mark.<a +href="#page_092_note_80"><sup>80</sup></a> Keeping together in a merry +little society till the middle of the lovely spring night, we united +again next morning in a visit to the splendid cathedral of Meissen. Thus +from the very first did we three join fast in a common struggle towards +and on behalf of the higher life, and even if we have not always +remained in the like close outward bonds of union, we have from that +time to this, now near upon fifteen years, never lost our comradeship in +the inner life and our common endeavour after self-education. Both +Langethal and Middendorff had a third friend, named Bauer, amongst our +comrades of the camp. With him also, as I think, I made acquaintance as +early as at Meissen, but it was more particularly at Havelberg, later +on, that Bauer and I struck up a friendship together, which has ever +since endured. Even when we have not been together in outward life, we +have always remained one in our endeavours after the highest and best. +<a name="page_093"></a> Bauer closed the narrow circle of my friends +amongst our companions in arms.<a +href="#page_093_note_81"><sup>81</sup></a></p> + +<p>I remained true to my previous way of life and thought in the manner +in which I viewed my new soldier life. My main care was always to +educate myself for the actual calling which at the moment I was +following; thus, amongst the first things I took in hand was an attempt +at finding the inner necessity and connection of the various parts of +the drill and the military services, in which, without any previous +acquaintance with military affairs, I managed, in consequence of my +mathematical and physical knowledge, to succeed very fairly and without +any great difficulty. I was able to protect myself, therefore, against +many small reprimands, which fell tolerably frequently on those who had +thought this or that instruction might be lightly passed over as too +trivial to be attended to. It came about in this way, when we were +continually drilling, after the cessation of the armistice, that the +military exercises we performed gave me genuine pleasure on account of +their regularity, their clearness, and the precision of their execution. +In probing into their nature I could see freedom beneath their +recognised necessity.</p> + +<p>During the long sojourn of our corps in Havelberg previously alluded +to, I strengthened my inner life, so far as the military service +permitted, by spending all the time I could in the open <a +name="page_094"></a> air, in communion with Nature, to a perception of +whose loveliness a perusal of G. Forster's "Travels in Rhineland" had +newly unlocked my senses.<a +href="#page_094_note_82"><sup>82</sup></a></p> + +<p>We friends took all opportunities of meeting one another. By-and-by +we set to work to make this easier by three of us applying to be +quartered together.</p> + +<p>In the rough, frank life of war, men presented themselves to me under +various aspects, and so became a special object of my thoughts as +regards their conduct, and their active work, and most of all as to +their higher vocation. Man and the education of man was the subject +which occupied us long and often in our walks, and in our open-air life +generally. It was particularly these discussions which drew me forcibly +towards Middendorff, the youngest of us.</p> + +<p>I liked well our life of the bivouac, because it made so much of +history clear to me; and taught me, too, through our oft-continued and +severely laborious marches and military manœuvres, the +interchanging mutual relations of body and spirit. It showed me how +little the individual man belongs to himself in war time; he is but an +atom in a great whole, and as such alone must he be considered.</p> + +<p>Through the chance of our corps being far removed from the actual +seat of war, we lived our soldier life, at least I did, in a sort of +dream, notwithstanding the severe exertions caused by our military +manœuvres, and we heard of the war only in the same sleepy way. +Now and then, at Leipzig, at Dalenburg, at Bremen, <a +name="page_095"></a> at Berlin, we seemed to wake up; but soon sank +back into feeble dreaminess again. It was particularly depressing and +weakening to me never to be able to grasp our position as part of the +great whole of the campaign, and never to find any satisfactory +explanation of the reason or the aim of our manœuvres. That was my +case at least; others may have seen better and clearer than I.</p> + +<p>I gained one clear benefit from the campaign; in the course of the +actual soldier life I became enthusiastic upon the best interests of the +German land and the German people; my efforts tended to become national +in their scope. And in general, so far as my fatigues allowed, I kept +the sense of my future position always before me; even in the little +skirmishes that we had to take part in I was able to gather some +experiences which I saw would be useful to me in my future work.</p> + +<p>Our corps marched through the Mark,<a +href="#page_095_note_83"><sup>83</sup></a> and in the latter part of +August through Priegnitz, Mecklenburg, the districts of Bremen and +Hamburg, and Holstein, and in the last days of 1813 we reached the +Rhine. The peace (May 30th, 1814) prevented us from seeing Paris, and we +were stationed in the Netherlands till the breaking up of the corps. At +last, in July 1814, every one who did not care to serve longer had +permission to return to his home and to his former calling. Upon my +entrance into a corps of Prussian soldiers I had received, through the +influence of some good friends, the promise of a post under the Prussian +Government—namely, that of assistant at the mineralogical museum +of Berlin, under Weiss. Thither then, as the next place of my destined +work, I turned my steps. I desired also to see the Rhine and the Main, +and my birthplace as well; so I went by Dusseldorf back to Lünen, and +thence by Mainz, Frankfurt, and Rudolstadt to Berlin.</p> + +<p>Thus I had lived through the whole campaign according to my strength, +greater or less, in a steady inner struggle towards unity and harmony of +life, but what of outward significance and worth recollection had I +received from the soldier's life? I left the army and the warlike career +with a total feeling of discontent. My inner yearning for unity and +harmony, for inward peace, <a name="page_096"></a> was so powerful that +it shaped itself unconsciously into symbolical form and figure. In a +ceaseless, inexplicable, anxious state of longing and unrest, I had +passed through many pretty places and many gardens on my homeward way, +without any of them pleasing me. In this mood I reached F——, +and entered a fairly large and handsomely-stocked flower garden. I gazed +at all the vigorous plants and fresh gay flowers it offered me, but no +flower took my fancy. As I passed all the many varied beauties of the +garden in review before my mind, it fell upon me suddenly that I missed +the lily. I asked the owner of the garden if he had no lilies there, and +he quietly replied, <i>No</i>! When I expressed my surprise, I was answered +as quietly as before that hitherto no one had missed the lily. It was +thus that I came to know what I missed and longed for. How could my +inner nature have expressed itself more beautifully in words? "Thou art +seeking silent peacefulness of heart, harmony of life, clear purity of +soul, by the symbol of this silent, pure, simple lily." That garden, in +its beautiful variety, but without a lily, appeared to me as a gay life +passed through and squandered without unity and harmony. Another day I +saw many lovely lilies blooming in the garden of a house in the country. +Great was my joy; but, alas! they were separated from me by a hedge. +Later on I solved this symbol also; and until its solution image and +longing remained stored in my memory. One thing I ought to +notice—namely, that in the place where I was vainly seeking for +lilies in the garden a little boy of three years old came up trustfully +and stood by my side.</p> + +<p>I hastened to the scene of my new duties. How variously the different +outward circumstances of my life henceforth affected me as to the life +within, now that this had won for itself once more an assured individual +form, and how my life again resumed its true and highest aspect, I must +pass over here, since to develop these considerations with all their +connections would take me too long.</p> + +<p>In the first days of August 1814 I arrived at Berlin, and at once +received my promised appointment. My duties busied me the greater part +of the day amongst minerals, dumb witnesses to the silent thousand-fold +creative energy of Nature, and I had <a name="page_097"></a> to see to +their arrangement in a locked, perfectly quiet room. While engaged on +this work I continually proved to be true what had long been a +presentiment with me—namely, that even in these so-called lifeless +stones and fragments of rock, torn from their original bed, there lay +germs of transforming, developing energy and activity. Amidst the +diversity of forms around me, I recognised under all kinds of various +modifications one law of development.</p> + +<p>All the points that in Göttingen I had thought I traced amidst +outward circumstances, confirmatory of the order of the soul's +development, came before me here also, in a hundred and again a hundred +phenomena. What I had recognised in things great or noble, or in the +life of man, or in the ways of God, as serving towards the development +of the human race, I found I could here recognise also in the smallest +of these fixed forms which Nature alone had shaped. I saw clearly, as +never yet I had seen before, that the godlike is not alone in the great; +for the godlike is also in the very small, it appears in all its fulness +and power in the most minute dimensions. And thereafter my rocks and +crystals served me as a mirror wherein I might descry mankind, and man's +development and history. These things began to stir powerfully within +me; and what I now vaguely perceived I was soon to view more definitely, +and to be able to study with thoroughness.</p> + +<p>Geology and crystallography not only opened up for me a higher circle +of knowledge and insight, but also showed me a higher goal for my +inquiry, my speculation, and my endeavour. Nature and man now seemed to +me mutually to explain each other, through all their numberless various +stages of development. Man, as I saw, receives from a knowledge of +natural objects, even because of their immense deep-seated diversity, a +foundation for, and a guidance towards, a knowledge of himself and of +life, and a preparation for the manifestation of that knowledge. What I +thus clearly perceived in the simpler natural objects I soon traced in +the province of living Nature, in plants and growing things, so far as +these came under my observation, and in the animal kingdom as well.</p> + +<p>Soon I became wholly penetrated and absorbed by the thought that it +must be beyond everything else vital to man's culture and development, +to the sure attainment of his destiny and fulfilment <a +name="page_098"></a> of his vocation, to distinguish these tendencies +accurately and sharply not only in their separate ascending grades, but +also throughout the whole career of life. Moreover, I made a resolution +that for some time I would devote myself to the study of the higher +methods of teaching, so as to fit myself as a teacher in one of the +higher centres of education, as, for example, one of the universities, +if that might be. But it was not long before I found a double +deficiency, which quickly discouraged me in this design. For, firstly, I +wanted a fund of specially learned and classical culture; and next, I +was generally deficient in the preparatory studies necessary for the +higher branches of natural science. The amount of interest in their work +shown by university students was, at the same time, not at all serious +enough to attract me to such a career.</p> + +<p>I soon perceived a double truth: first, that a man must be early led +towards the knowledge of nature and insight into her methods—that +is, he must be from the first specially trained with this object in +view; and next, I saw that a man, thus led through all the due stages of +a life-development should in order to be quite sure to accomplish in all +steadiness, clearness, and certainty his aim, his vocation, and his +destiny, be guarded from the very beginning against a crowd of +misconceptions and blunders. Therefore I determined to devote myself +rather to the general subject of the education of man.</p> + +<p>Though the splendid lectures I heard on mineralogy, crystallography, +geology, etc., led me to see the uniformity of Nature in her working, +yet a higher and greater unity lay in my own mind. To give an example, +it was always most unsatisfactory to me to see form developed from a +number of various ground-forms. The object which now lay before my +efforts and my thought was to bring out the higher unity underlying +external form in such a self-evident shape that it should serve as a +type or principle whence all other forms might be derived. But as I held +the laws of form to be fixed, not only for crystals, but also just as +firmly for language, it was more particularly a deep philosophical view +of language which eventually absorbed my thoughts. Again, ideas about +language which I had conceived long ago in Switzerland crowded before my +mind. It seemed to me that the vowels <a name="page_099"></a> <i>a</i>, <i>o</i>, +<i>u</i>, <i>e</i>, <i>i</i>, <i>ä</i>, <i>au</i>, <i>ei</i>, resembled, so to speak, force, spirit, +the (inner) subject, whilst the consonants symbolised matter, body, the +(outer) object. But just as in life and in nature all opposites are only +relatively opposed, and within every circle, every sphere, both +opposites are found to be contained, so also in language one perceives +within the sphere of speech-tones the two opposites of subject and +object. For example, the sound <i>i</i> depicts the absolute subject, the +centre, and the sound <i>a</i> the absolute material object; the sound <i>e</i> +serves for life as such, for existence in general; and <i>o</i> for +individual life, for an existence narrowed to itself alone.</p> + +<p>Language, not alone as the material for the expression of thought, +but also as a type or epitome of all forms and manifestations of life, +appeared to me to underlie the universal laws of expression. In order to +learn these laws thoroughly, as exemplified in the teaching of the +classical languages, I now returned again to the study of these latter, +under the guidance of a clever teacher; and I began to strike out the +special path which seemed to me absolutely necessary to be followed in +their acquisition.</p> + +<p>From this time onwards I gave all my thoughts to methods of +education, whereto I was also further incited by some keen critical +lectures on the history of ancient philosophy. These again afforded me a +clear conviction of the soundness of my views of Nature and of the laws +of human development.</p> + +<p>Through my work at the dynamical, chemical, and mathematical aspects +of Nature I came once more upon the consideration of the laws of number, +particularly as manifested through figures; and this led me to a +perfectly fresh general view of the subject—namely, that number +should be regarded as horizontally related.<a +href="#page_099_note_84"><sup>84</sup></a> That way of considering the +subject leads one to very simple fundamental conceptions of arithmetic, +which, when applied in practice, prove to be as accurate as they are +clear. The connection <a name="page_100"></a> of these (dynamical and +arithmetical) phenomena was demonstrably apparent to me; since +arithmetic may be considered, firstly, as the outward expression of the +manifestation of force, secondly (in its relationship to man), as an +example of the laws of human thought.</p> + +<p>On all sides, through nature as well as through history, through life +as well as through science (and as regards the latter through pure +science as well as through the applied branches), I was thus encountered +and appealed to by the unity, the simplicity, and the unalterably +necessary course, of human development and human education. I became +impelled by an irresistible impulse towards the setting forth of that +unity and simplicity, with all the force, both of my pen and of my life, +in the shape of an educational system. I felt that education as well as +science would gain by what I may call a more human, related, affiliated, +connected treatment and consideration of the subjects of education.</p> + +<p>I was led to this conviction on another ground, as +follows:—Although my friends Langethal, Middendorff, and Bauer +served with me all through the war in the same corps, and even in the +same battalion, we were a great deal apart towards the close of the +campaign, especially at the time we were quartered in the Netherlands, +so that I, at all events, at the disbanding of the corps, knew not +whither the others had gone. It was, therefore, an unexpected pleasure +when, after a while, I found them all at Berlin again. My friends +pursued their theological studies with earnestness, and I my natural +science; therefore, at first we came little into contact with one +another.</p> + +<p>So passed several months, when suddenly life threw us closer together +again. This came about through the call to arms in 1815. We all enlisted +again together as volunteers. On account of our previous service, and by +royal favour, we were at once promoted to officer's rank, and each one +was appointed to a regiment. However, there was such a throng of +volunteers that it was not necessary for any State officials to be +called upon to leave their posts, or for students to interrupt their +studies, and we therefore received counter-orders commanding us to stay +at home. Middendorff, who felt sure of his speedy departure for the +army, <a name="page_101"></a> preferred not to take lodgings for the +short time of his stay in Berlin, and as there was room enough in mine +for us both, he came and stayed with me. Yet we still seemed to draw +very little closer together at first, because of the diversity of our +pursuits; but soon a bond of union wove itself again, which was all the +stronger on that very account. Langethal and Middendorff had endeavoured +to secure a sufficiency for their support at the university by taking +private tutorships in families, making such arrangements as that their +university studies should not be interfered with. In the beginning of +their work all seemed simple and easy, but they soon came upon +difficulties both as regards the teaching and the training of the +children entrusted to them. As our former conversations had so often +turned upon these very subjects they now came to me to consult me, +especially about mathematical teaching and arithmetic, and we set apart +two hours a week, in which I gave them instruction on these matters. +From this moment our mutual interchange of thought again became animated +and continuous.</p> + +<hr> + +<p><a name="page_102"></a>Here the autobiography breaks off abruptly. +Herr Wichard Lange had some trouble in deciphering it from Froebel's +almost unreadable rough draft, and here and there he had even to guess +at a word or so. Froebel had intended to present this letter to the Duke +of Meiningen at the close of 1827, when the negotiations began to be +held about a proposed National Educational Institution at Helba, to be +maintained by the duke, after the similar proposal made to the Prince of +Rudolstadt for Quittelsdorf earlier in the year had broken down. It is +not known whether the present draft was ever finished, properly +corrected, and polished into permanent form, nor whether it was ever +delivered to the duke. It is highly probable that we have here all that +Froebel accomplished towards it. It may be added that soon after +Froebel's repeated plans and drafts for the Helba Institution had +culminated in the final extensive well-known plan of the spring of 1829, +the whole scheme fell through, from the jealousy of the prince's +advisers, who feared Froebel's influence too much to allow him ever to +get a footing amongst them.</p> + +<p>Another fragment of autobiography, going on to a further period of +his life, occurs in a long letter to the philosopher Krause,<a +href="#page_102_note_85"><sup>85</sup></a> dated Keilhau, 24th March, +1828, in reply to an article written by Krause five years before (1823) +in Oken's journal, the well-known <i>Isis</i><a +href="#page_102_note_86"><sup>86</sup></a> in which article Krause had +found fault with Froebel's two explanatory essays on Keilhau, written in +1822, separately published, and appearing also in the <i>Isis</i>, because +Keilhau was there put forward as "an educational institution for all +Germany" (Allgemeine Deutsche Erziehungs-Anstalt), whereas Krause +desired it should rather style itself "a German institution for +universal <a name="page_103"></a> culture" (Deutsche Anstalt für +Allgemeine menschliche Bildung). The rapid growth of Keilhau gave +Froebel at the time no leisure for controversy. In 1827 began the cruel +persecutions which eventually compelled him to leave Keilhau. Now +whenever Froebel was under the pressure of outward difficulty, he always +sought for help from within, and from his inward contemplation derived +new courage and new strength to face his troubles. Out of such musings +in the present time of adversity the long-awaited reply to Krause at +length emerged. The disputative part, interesting in itself, does not +here concern us. We pass at once to the brief sketch of his life +contained in later parts of the letter, omitting what is not +autobiographical. The earlier of these passages relate more succinctly +the events of the same period already more fully described in the letter +to the Duke of Meiningen; but we think it better to print the passages +in full, in spite of their being to a great extent a repetition of what +has gone before. Certain differences, however, will be found not +unworthy of notice.</p> + +<p>The Krause letter succeeded the other and more important letter (to +the Duke of Meiningen) by some few months. Its immediate outcome was a +warm friendship between Krause and Froebel; the latter, with Middendorff +as his companion, journeying to Göttingen to make the philosopher's +personal acquaintance, in the autumn of 1828. Long discussions on +education took place at this interesting meeting, as we know from +Leonhardi, Krause's pupil. Krause made Froebel acquainted with the works +of Comenius, amongst other things, and introduced him to the whole +learned society of Göttingen, where he made a great, if a somewhat +peculiar, impression.</p> + + + + + +<center><h5><a name="page_104"></a>PART OF FROEBEL'S LETTER TO KRAUSE, +DATED KEILHAU, 24TH MARCH, 1828.</h5></center> + + +<p>... You have enjoyed, without doubt, unusual good fortune in having +pursued the strict path of culture. You have sailed by Charybdis without +being swallowed up by Scylla.<a +href="#page_104_note_87"><sup>87</sup></a> But my lot has been just the +reverse.</p> + +<p>As I have already told you in the beginning of this letter, I was +very early impressed with the contradictions of life in word and +deed—in fact, almost as soon as I was conscious of anything, +living as a lonely child in a very narrowed and narrowing circle. A +spirit of contemplation, of simplicity, and of childlike faith; a stern, +sometimes cruel, self-repression; a carefully-fostered inward yearning +after knowledge by causes and effects, together with an open-air life +amidst Nature, especially amidst the world of plants, gradually freed my +soul from the oppression of these contradictions. Thus, in my tenth and +eleventh years, I came to dream of life as a connected whole without +contradictions. Everywhere to find life, harmony, freedom from +contradictions, and so to recognise with a keener and clearer perception +the life-unity after which I dimly groped, was the silent longing of my +heart, the mainspring of my existence. But the way thither through the +usual school course, all made up of separate patches, considering things +merely in their outward aspect, and connected by mere arbitrary +juxtaposition, was too lifeless to attract me; I could not remember +things merely put together without inner connection, and so it came +about that after two of my elder brothers had devoted themselves to +study, and because my third brother showed great capacity for study +also, my own education was narrowed; <a name="page_105"></a> but so +much the more closely did a loving, guiding providence bind my heart in +communion with Nature.<a href="#page_105_note_88"><sup>88</sup></a></p> + +<p>In silent, trustful association with Nature and my mathematics, I +lived for several years after my confirmation. In the latter part of the +time my duties led me towards the study of natural laws, and thus +towards the perception of the unity so often longed for in soul and +spirit, and now at last gradually becoming clear from amidst the +outwardly clashing phenomena of Nature.<a +href="#page_105_note_89"><sup>89</sup></a></p> + +<p>At last I could no longer resist the craving for knowledge which I +felt within me. I thrust on one side all the ordinary school-learning +which I utterly failed to appropriate in its customary disconnected +state (it was meant only to be learned by rote, and this I never could +recognise as the exclusive condition of a really comprehensive culture +of the human mind), and I went up in the middle of my eighteenth year to +the University of Jena. As I had been for two years past living +completely with Nature and my mathematics, and dependent upon myself +alone for any culture I might have arrived at, I came to the university +much like a simple plant of nature myself. I was at this time peculiarly +moved by a little knowledge I had picked up about the solar system, +including particularly a general conception of Kepler's laws, whereby +the laws of the spheres appealed to me on the one hand as an +all-embracing, world-encircling whole, and on the other as an unlimited +individualisation into separate natural objects. My own culture had been +hitherto left to myself, and so also now I had to select my own studies +and to choose my courses of lectures for myself. It was to be expected +that the lectures of <a name="page_106"></a> the professors would +produce a singular effect upon me, and so they did.</p> + +<p>I chose as my courses natural history, physics, and mathematics, but +I was little satisfied. I seldom gained what I expected. Everywhere I +sought for a sound method deriving itself from the fundamental principle +lying at the root of the subject in hand, and afterwards summing up all +details into that unity again; everywhere I sought for recognition of +the quickening interconnection of parts, and for the exposition of the +inner all-pervading reign of law. Only a few lectures made some poor +approach to such methods, but I found nothing of the sort in those which +were most important to me, physics and mathematics. Especially repugnant +to me was the piece-meal patchwork offered to us in geometry, always +separating and dividing, never uniting and consolidating.</p> + +<p>I was, however, perfectly fascinated with the mathematical rules of +"combination, permutation, and variation," but unhappily I could not +give much time to their study, which I have regretted ever since. +Otherwise, what I learned from the lectures was too slight for what I +wanted, being, unluckily, altogether foreign to my nature, and more +often a mere getting of rules by heart rather than an unfolding of +principles. The theoretical and philosophical courses on various +subjects did not attract me either, something about them always kept me +at a distance; and from what I heard of them amongst my fellow-students, +I could gather that here, too, all was presented in an arbitrary +fashion, unnaturally divided, cut up, so to speak, into lifeless +morsels; so that it was useless for my inner life to seek for +satisfaction in those regions of study. But as I said above, there were +some of the lectures which fostered my interest in the inner connection +of all vital phenomena, and even helped me to trace it with some +certainty in some few restricted circles.</p> + +<p>But my financial position did not permit me to remain long at the +university; and as my studies were those which fitted the student for +practical professional life, though they were regarded from a higher +point of view by myself in the privacy of my own thoughts, I had to +return to ordinary every-day work, and use them as a means to earn my +living. Yet, though I lived the outward business life to all appearance, +it remained ever foreign <a name="page_107"></a> to my nature; I +carried my own world within me, and it was that for which I cared and +which I cherished. My observation of life (and especially that of my own +life, which I pursued with the object of self-culture), joined with the +love of Nature and with mathematics to work creatively upon me; and they +united to fill my little mental world with many varied life-forms, and +taught me at the same time to regard my own existence as one member of +the great universal life. My plan of culture was very simple: it was to +seek out the innermost unity connecting the most diverse and +widely-separated phenomena, whether subjective or objective, and whether +theoretical or practical, to learn to see the spiritual side of their +activity, to apprehend their mutual relations as facts and forms of +Nature, or to express them mathematically; and, on the other hand, to +contemplate the natural and mathematical laws as founded in the +innermost depths of my own life as well as in the highest unity of the +great whole, that is indeed to regard them in their unconditioned, +uncaused necessity, as "absolute things-in-themselves." Thus did I +continue without ceasing to systematise, symbolise, idealise, realise +and recognise identities and analogies amongst all facts and phenomena, +all problems, expressions, and formulas which deeply interested me; and +in this way life, with all its varied phenomena and activities, became +to me more and more free from contradictions, more harmonious, simple, +and clear, and more recognisable as a part of the life universal.</p> + +<p>After I had lived for some years the isolated life I have described, +though I was engaged the whole time in ordinary professional pursuits, +all at once there broke upon my soul, in harmony with the seasons of +nature, a springtime such as I had not before experienced; and an +unexpected life and life-aim budded and blossomed in my breast. All my +inner life and life-aims had become narrowed to the circle of +self-culture and self-education. The outer life, my profession, I +carried on as a mere means of subsistence, quite apart from my real +inner self, and my sphere of operation was limited. I was driven +perforce from pillar to post till at last I had arrived where the Main +unites herself with the Rhine.<a +href="#page_107_note_90"><sup>90</sup></a> Here there budded and opened +to my soul one lovely <a name="page_108"></a> bright spring morning, +when I was surrounded by Nature at her loveliest and freshest, this +thought, as it were by inspiration:—That there must exist +somewhere some beautifully simple and certain way of freeing human life +from contradiction, or, as I then spake out my thought in words, some +means of restoring to man, himself, at peace internally; and that to +seek out this way should be the vocation of my life. And yet my life, to +all appearance, my studies and my desires, belonged to my purely +external vocation,<a href="#page_108_note_91"><sup>91</sup></a> and to +its external citizenlike relations; and by no means to mankind at large, +either regarded in itself or in its educational needs. Therefore this +idea of mine was in such violent contrast with my actual life that it +utterly surprised me. In fact, and perhaps greatly because of this +contrast, the idea would undoubtedly have been quite forgotten, had not +other circumstances occurred to revive it. On myself and on my life at +the time it seemed to have not the slightest effect, and it soon passed +from my memory. But later on in this same journey,<a +href="#page_108_note_92"><sup>92</sup></a> as I climbed down from the +Wartburg, and turned round to look at the castle, there rushed upon me +once more this thought of a higher educational vocation as my proper +life-work; and again, being so far removed from my actual external life, +it only flashed upon me with a momentary effulgence an instant, and then +sank. This, unconsciously to me, and therefore quite disregarded by me, +was the real position of my inner life when I arrived at the goal of my +journey, Frankfurt, from whence my life was so soon to develop so +largely. My energies at the moment were devoted towards attaining some +definite professional position for myself.<a +href="#page_108_note_93"><sup>93</sup></a> But in proportion as I began +to examine my profession more closely in its practical aspect, so did it +begin to prove insufficient of itself to satisfy me as the occupation of +my life. Then there came to me the definite purpose of living and +working at my profession rather to use it as a means to win some high +benefit for mankind.<a href="#page_108_note_94"><sup>94</sup></a></p> + +<p><a name="page_109"></a>The restlessness of youth, nay, that chance, +rather, which has always lovingly guided me, threw me unexpectedly into +relations with a man whose knowledge of mankind, and whose penetrating +glance into my inner being turned me at our very first interview from +the profession of an architect to that of a teacher and an educator, two +spheres of work which had, never previously occurred to me, still less +had appeared to me as the future objects of my life.<a +href="#page_109_note_95">95</a> But the very first time I found myself +before thirty or forty boys from nine to eleven years old, for that was +the class allotted to me to teach, I felt thoroughly at home. In fact, I +perceived that I had at last found my long-missed life element; and as I +wrote to my brother at the time, I was as well pleased as the fish in +the water, I was inexpressibly happy. Yet here from the very first +moment (and what a number of sacrifices had to be made, what a wealth of +activity was poured out!) I had to give information, advice, and +decisions on matters which hitherto I had not thought it necessary +seriously to consider, and so also here, in my new position, I soon came +to feel myself isolated, to stand alone.</p> + +<p>I sought counsel where I had so often found it. I looked within +myself and to Nature for help. Here my plan of culture, hitherto +followed only for my own needs, came opportunely to my assistance. When +I was consulted by others, I looked to Nature for the answer, and let +Nature, life, spirit, and law speak for themselves through me; then the +answer was not merely satisfactory. No! its simple, unhesitating +confidence and youthful freshness gladdened and quickened the +inquirer.</p> + +<p>This was all well enough when universal human interests were +concerned, but how about matters of instruction? I could, in fact, +fairly confess that in many respects I had no title to call myself a +cultured man, for hitherto all my culture had been fragmentary or +imaginative.</p> + +<p>Once again I found myself in conflict with my environment; for I +could not possibly torture my scholars with what I myself had refused to +be tortured with—namely, the learning by heart of disconnected +rules. I was therefore compelled to strike out fresh <a +name="page_110"></a> paths for myself, which indeed my post rendered a +delightful task; because I not only had full liberty accorded me in this +matter, but was even urged onwards in that direction by my duty, since +the institution was a model school for the higher development of +teaching. My past self-culture, self-teaching, and self-development, and +my study of Nature and of life now stood me in good stead.</p> + +<p>But this letter is not intended to contain the whole history of the +development of my mind; and I will therefore pass quickly forward, just +mentioning that from this time for six years onwards, during which I +thrice completely changed the conditions of my life,<a +href="#page_110_note_96"><sup>96</sup></a> I held most earnestly by this +same temper of mind and this same endeavour; and although I still always +lived in isolation as to my personal inner life, yet I was at many +points in full contact with the brisk mental effort and activity of that +stirring time (1805 to 1810), as regards teaching, philosophy, history, +politics, and natural science.<a +href="#page_110_note_97"><sup>97</sup></a></p> + +<p>But the nobler, the more varied, the more animating was the life +surrounding me, and the more I found all without me, as also all within +me, striving and tending towards harmony and unity, by so much the less +could I longer be restrained from seeking out this unity, even should it +be at the sacrifice of all that was dear to me, if need were for that. I +was impelled to seek to develop this unity all bright and living within +my own soul, and to contemplate it in definite, clear, and independent +form, so that finally I might be able to set it forth in my actual life +with sureness and certainty.</p> + +<p><a name="page_111"></a>After nine years' interval I visited the +university a second time; first (spring of 1810) at Göttingen, and then +a year and a half later (autumn of 1811) at Berlin.<a +href="#page_111_note_98"><sup>98</sup></a></p> + +<p>I now began to pursue the study of languages. The linguistic +treasures which recent discoveries had brought us from Asia excited my +deepest interest wherever I came into contact with them.</p> + +<p>But in general the means of acquiring languages were too lifeless, +too wanting in connection to be of any use to me; and the effort to work +them out afresh in my own way, soon led me to a renewed study of Nature. +Nature held me henceforth so fast that for years I was chained +uninterruptedly to her study, though truly languages went on as a +side-study during the time. Yet it was not as separate entities that I +considered the phenomena I was working at; rather was it as parts of the +great whole of natural life, and this also I regarded as reposing in one +supreme unity together with all mankind; Nature and man, the two +opposite mutually casting light upon each other and mirroring each +other.</p> + +<p>After the German war of the spring of 1813 had interrupted my studies +at Berlin, and I had made acquaintance with a soldier's life, its need, +and its habits in Lützow's corps, I returned in 1814 to my studies and +to a scientific public post in Berlin. The care, the arrangement, and in +part the investigation and explanation of crystals were the duties of my +office. Thus I reached at last the central point of my life and +life-aim, where productiveness and law, life, nature, and mathematics +united all of them in the fixed crystalline form, where a world of +symbols offered itself to the <a name="page_112"></a> inner eye of the +mind; for I was appointed assistant to Weiss at the mineralogical museum +of the Berlin University.<a href="#page_112_note_99">99</a></p> + +<p>For a long time it was my endeavour and my dearest wish to devote +myself entirely to an academical career, which then appeared to me as my +true vocation and the only solution of the riddle of my life; but the +opportunities I had of observing the natural history students of that +time, their very slight knowledge of their subject, their deficiency of +perceptive power, their still greater want of the true scientific +spirit, warned me back from this plan. On the other hand, the need of +man for a life worthy of his manhood and of his species pressed upon me +with all the more force, and, therefore, teaching and education again +asserted themselves vigorously as the chief subjects occupying my +thoughts. Consequently I was only able to keep my mind contented with +the duties of my post for two years; and, meanwhile, the stones in my +hand and under my eyes turned to living, speaking forms. The +crystal-world, in symbolic fashion, bare unimpeachable witness to me, +through its brilliant unvarying shapes, of life and of the laws of human +life, and spake to me with silent yet true and readable speech of the +real life of the world of mankind.</p> + +<p>Leaving everything else, sacrificing everything else,<a +href="#page_112_note_100"><sup>100</sup></a> I was driven back upon the +education of man, driven also to my refuge in Nature, wherein as in a +mirror I saw reflected the laws of the development of being, which laws +I was now to turn to account for the education of my race. My task was +to educate man in <a name="page_113"></a> his true humanity, to educate +man in his absolute being, according to the universal laws of all +development.<a href="#page_113_note_101"><sup>101</sup></a> Therefore, +leaving Berlin, and laying down my office, I began late in the autumn of +1816 that educational work which, though it still takes its impulse from +me and exists under my leadership, yet in its deepest nature is +self-sufficient and self-conditioned.</p> + +<p>Although I was not perhaps then capable of putting my convictions +into words, I at once realised this work in my own mind as comprehensive +and world-embracing in its nature, as an everlasting work to be evermore +performed for the benefit of the whole human race; yet I nevertheless +linked it, and for this very reason, to my own personal life; that is, +since I had no children of my own, I took to me my dear nephews whom I +most deeply loved, in order through them and with them to work out +blessings for my home and my native land, for Schwarzburg and Thuringia, +and so for the whole wide Fatherland itself.<a +href="#page_113_note_102"><sup>102</sup></a> The eternal <a +name="page_114"></a> principles of development, as I recognised them +within me, would have it thus and not otherwise.</p> + +<p>Timidly, very timidly, did I venture to call my work by the title of +"German," or "Universal German" education; and, indeed, I struck that +out from one of my manuscripts, although it was precisely the name +required to start with as it expressed the broad nature of my proposed +institution. An appeal to the general public to become thorough <i>men</i> +seemed to me too grandiose, too liable to be misunderstood, as, indeed, +in the event, it only too truly proved; but to become thorough Germans, +so I thought, would seem to them something in earnest, something worth +the striving for, especially after such hard and special trials as had +recently been endured by the German nation.</p> + +<p>With your penetrating judgment you quarrelled with that term "German +education;" but, after all, even the appeal to be made thorough Germans +proved to be too grandiose and liable to be misunderstood. For every one +said "German? Well, I <i>am</i> <a name="page_115"></a> German, and have +been so from my birth, just as a mushroom is a mushroom;<a +href="#page_115_note_103"><sup>103</sup></a> what, then, do I want with +education to teach me to be a thorough German?" What would these worthy +people have said, had I asked them to train themselves to become +thorough men? Now had I planned my educational institute altogether +differently, had I offered to train a special class, body-servants, +footmen or housemaids, shoemakers or tailors, tradesmen or merchants, +soldiers or even noblemen, then should I have gained fame and glory for +the great usefulness and practical nature of my institution, for +certain; and surely all men would have hastened to acknowledge it as an +important matter, and as a thing to be adequately supported by the +State. I should have been held as the right man in the right place by +the State and by the world; and so much the more because as a +State-machine I should have been engaged in cutting out and modelling +other State-machines. But I—I only wanted to train up free, +thinking, independent men! Now who wants to be, or who cares to suffer +another to be, a free-thinking, independent man? If it was folly to talk +about educating persons as Germans, what was it to talk about educating +them as men? The education of Germans was felt to be something +extraordinary and farfetched; the education of men was a mere shadow, a +deceitful image, a blind enthusiasm.<a +href="#page_115_note_104"><sup>104</sup></a></p> + +<p>From this digression I now return, to continue my attempt at making +myself known to you, as far as is possible, in a letter; by which I mean +my real inner self, as manifested in my endeavours and my hopes.</p> + +<p>Permit me, therefore, to go a step nearer towards what lies deepest +in my soul, at least that of it which is communicable to another person. +I have started by stating my position from the side of knowledge, now +let me state it also from another side. My experience, especially that +gained by repeated residences at the university, had taught me beyond a +doubt that the method of education hitherto in use, especially where it +involved learning by rote, and where it looked at subjects simply from +the outside <a name="page_116"></a> or historically, and considered +then capable of apprehension by mere exercise work, dulled the edge of +all high true attainment, of all real mental insight, of all genuine +progress in scientific culture, of self-contemplation, and thus of all +real knowledge, and of the acquisition of truth through knowledge. I +might almost go further, and say that its tendency was towards rendering +all these worthy objects impossible.</p> + +<p>Therefore, I was firmly convinced, as of course I still am, that the +whole former educational system, even that which had received +improvement, ought to be exactly reversed, and regarded from a +diametrically opposite point of view—namely, that of a system of +development. I answered those who kept asking what it was that I really +did want after all, with this sentence: "I want the exact opposite of +what now serves as educational method and as teaching-system in +general." I was, and am, completely convinced, that after this fashion +alone genuine knowledge and absolute truth, by right the universal +possessions of mankind, shall find once again, not alone single students +here and there, but the vast majority of all our true-hearted young men +and of our professors spreading far and wide the elements of a noble +humanised life. To bring this into a practical scheme I held to be my +highest duty, a duty which I could never evade, and one which I could +never shake off, since a man cannot shake off his own nature.</p> + +<p>Our greatest teachers, even Pestalozzi himself not excepted, seemed +to me too bare, too empirical,<a +href="#page_116_note_105"><sup>105</sup></a> and arbitrary, and +therefore <a name="page_117"></a> not sufficiently scientific in their +principles—that is, not sufficiently led by the laws of our being; +they seemed to me in no wise to recognise the Divine element in science, +to feel its worth, and to cherish it. Therefore I thought and hoped, +with the courage and inexperience of youth, that all scientific and +learned men, that the universities, in one word, would immediately +recognise the purport of my efforts, and would strive with all their +might to encourage me by word and deed.</p> + +<p>In this I was egregiously mistaken; nevertheless I am not ashamed of +the error. But few persons raised their voices for me or against me; +and, indeed, your article in the <i>Isis</i> is the single sun-ray which +really generously warmed and enlightened my life and lifework. Enough! +the Universities paid no heed to the simple schoolmaster.<a +href="#page_117_note_106"><sup>106</sup></a> As to the "able editors," +they, in their reviews, thought very differently from me; but why should +I trouble myself further with remembering their performances, which were +written simply with the object of degrading me and my work? They never +succeeded in shaking my convictions in the least.</p> + +<p><a name="page_118"></a>I regard the simple course of development, +proceeding from analysis to synthesis, which characterises pure reasoned +thought, as also the natural course of the development of every human +being. Such a course of development, exactly opposite to the path taken +by the old-fashioned methods of education, I now see mankind about to +enter upon; nay, it has been actually entered upon already in a few +single cases, though these cases are almost unknown and therefore +unregarded; and with this new course of development a new period is to +begin, a new age for all mankind, and therefore in the higher inner +sense a new world; a world, perceiving and understanding, perceived and +understood; a world of crystal clearness, creating an altogether new +life for science, and carrying onward therefore the true science, that +is, the science of being, and all that is founded upon this and +conditioned by this.<a href="#page_118_note_107"><sup>107</sup></a></p> + +<p>I may image forth the position of my educational establishment with +regard to the universities, under the figure of family life.</p> + +<p>In a healthily constituted family it is the mother who first cares +for, watches over, and develops the child, teaches him to "read, mark, +learn, and inwardly digest," deriving everything she teaches from its +central unity, and gathering up her teaching into that unity again.</p> + +<p>The father receives his son from the hand and the heart of the <a +name="page_119"></a> mother; with his soul already full of true active +life, of desire for the knowledge of causes and effects, for the +understanding of the whole and its ramifications; with his mind open to +the truth and his eyes to the light, and with a perpetually nourished +yearning for creative activity, able to observe while building up, and +to recognise while taking apart; such in himself and his surroundings, +always active, creative, full of thought and endeavour, does the father +receive his son in his home, to train and teach him for the wider life +outside. Thus should it be with my educational institute and the +universities; as regards the growth and development of man I only desire +to take the place of the silently working, tenderly cherishing +mother.</p> + +<p>The life, the will, the understanding, these three must form the +common chord or triad of the harmony of human life, now one tone, now +another, now two of the three, rising powerfully above the rest. But +where these tones are separate and inharmonious there they work to +discord, as we see but too clearly in daily life:—</p> + +<blockquote>"Wrestling with life and with death, suspended between them +we hang."</blockquote> + +<p>In whatever family this chord is from the first set sweetly in tune, +its pure concords uniting to form the fundamental harmony of existence, +there all the hobgoblins of ordinary life, which even yet often unite to +annoy us, will be driven far away, there will joy and peace perpetually +inhabit, there will heaven descend to earth and earth rise up to heaven; +to a heaven, moreover, as full of contentment, as responsive to every +yearning of the soul as ever the Church has painted.</p> + +<p>But since all true and earnest life must arise from and return to the +ideal life, to life in itself, so must a school of development, which is +to lead men, by means of their ordinary life, towards that higher life, +be itself a true school of religious training in the most comprehensive +sense of the word.</p> + +<p>Man ought not to be contented with teaching merely directed to +satisfy his needs as a child of earth, but must demand and receive from +education a true foundation, a creative, satisfying preparation for all +the grades of development of nature and the world which mankind +encounters, and for the everlasting here <a name="page_120"></a> and +beyond of each new moment of existence, for the everlasting rest, the +everlasting activity, the everlasting life in God.</p> + +<p>As, however, it is only as a Christian, be he consciously or +unconsciously so, baptised or unbaptised, taking the Christian name or +rejecting it, that he can think and act after this fashion, you can see +at once the reason why my system of education feels itself to be, and in +fact claims to be, an education after the true spirit, and following the +precepts of Jesus Christ.</p> + +<p>Through love, mutual faith, and a common aim towards acquiring, +manifesting, and acting out knowledge, there has grown up round me a +little company of men bound together by beautiful human bonds, the like +of which you would with difficulty find elsewhere. In your last letter +you desired to have some account of these friends and members of my +household. I will describe them for you.</p> + +<p>But if my account is to be anything more than a lifeless list of +names, and if, though it cannot be the closely-branched tree of life +which actually exists, it is at least to come as near it as a garland or +a nosegay to the tree, you must permit me to go back a little into my +past life; for out of the self-same spirit, whence arose my own +endeavours and which gave its direction to my own life, arose also the +circle of those friends who are now so closely united with me.</p> + +<p>The German war of 1813, in which so much seed-corn was sowed that +perhaps only the smaller part of it has yet sprung up, to say nothing of +blossoming and fruitage, sowed also the seed whence sprang the first +beginnings of our association, and of our harmonious circle. In April +1813 Jahn led me and other Berlin students to meet my future comrades in +arms, Lützow's "Black Troop;" we went from Berlin to Dresden, and thence +for the most part to Leipzig. On this march Jahn made me acquainted +before we reached Meissen with another Berlin student, Heinrich +Langethal, of Erfurt, as a fellow-countryman of mine; and Langethal +introduced me to his friend and fellow-student in theology, Middendorff, +of Brechten, near Dortmund.<a +href="#page_120_note_108"><sup>108</sup></a></p> + +<p>A wonderfully lovely spring evening spent together by the <a +name="page_121"></a> friendly shores of Elbe, and a visit to the +magnificent Cathedral of Meissen, brought me nearer to these and other +comrades; but it was the pleasant banks of Havel at Havelberg, the +charming situation of the grand cathedral, the "Rhine Travels" of Georg +Forster, a common love for nature, and above all a common eager yearning +for higher culture that bound us three for ever together.<a +href="#page_121_note_109"><sup>109</sup></a></p> + +<p>The war in all its exhilaration and depression, its privation and +pleasure, its transient and its permanent aspects, flowed on; sometimes +nearer to us, sometimes further away. In August 1814 I was released from +service, and returned to Berlin, there to enter upon the post<a +href="#page_121_note_110"><sup>110</sup></a> at the University Museum, +which I have already mentioned.</p> + +<p>Soon after, quite unexpectedly, I ran against my friends again, who +had come back to Berlin to finish their studies. After being somewhat +separated by the nature of our work, they as eagerly studying theology +as I did natural science, our common need and inner aspiration brought +us once more together. They had taken some private teaching, and were +frequently driven to seek my counsel and instruction by the difficulties +of their new position. When the war broke out afresh in 1815, +Middendorff had been living for several months previously with me as +room companion. Thus had life thrown us closely together, so that I +could see each one exactly as he was, in all his individuality, with his +qualities and his deficiencies, with what he could contribute, and what +he would have to receive from others.</p> + +<p>In October 1816 I left my post, and quitted Berlin, without as yet +confiding to any one exactly what outward aim I had in view, simply +saying that I would write and give some account of myself as soon as I +had found what I set out to seek. In November of the same year my dearly +loved brother,<a href="#page_121_note_111"><sup>111</sup></a> the eldest +now living, whom I made my confidant so far as that was possible, and +who was at that time a manufacturer at Osterode in the Harz district, +gave me his two sons to educate. They were his only sons, though <a +name="page_122"></a> not his only children; two boys of six and eight +years old respectively. With these boys I set out for a village on the +Urn called Griesheim, and there I added to my little family, first two, +then a third, that is, altogether three other nephews, the orphan sons +of my late dearest brother,<a +href="#page_122_note_112"><sup>112</sup></a> he who had always best +sympathised with me through life. He had been minister at Griesheim, and +his widow still lived there. He had died of hospital fever in 1813, just +after the cessation of the war. I reckon, therefore, the duration of my +present educational work from November 16th, 1816.</p> + +<p>Already I had written from Osterode to Middendorff at Berlin, +inviting him and Langethal to join me and help in working out a system +of life and education worthy of <i>man</i>. It was only possible for +Middendorff to reach me by April 1817, and Langethal could not arrive +until even the following September. The latter, however, sent me, by +Middendorff, his brother, a boy of eleven years old;<a +href="#page_122_note_113"><sup>113</sup></a> so that I now had six +pupils. In June of the same year (1817) family reasons caused me to move +from Griesheim to this place, Keilhau.<a +href="#page_122_note_114"><sup>114</sup></a> Next came other pupils +also, with Langethal's arrival in September. My household was growing +fast, and yet I had no house of my own. In a way only comprehensible to +Him Who knows the workings of the mind, I managed by November to get the +school that I now occupy built as a frame-house, but without being in +possession of the ground it stood on.</p> + +<p>I pass over the space of a year, which was nevertheless so rich in +experiences of trouble and joy, of times when we were cast down, and +other times when we were lifted up, that its description would easily +fill many times the space even of this long letter. In June of the +following year I became in the most remarkable way possessor of the +little farm which I still hold, in Keilhau, and thus for the first time +possessor also of the land upon which the <a name="page_123"></a> +schoolhouse had already been erected.<a +href="#page_123_note_115"><sup>115</sup></a> As yet there were no other +buildings there.</p> + +<p>In September 1818 I brought to the household, still further +increased, and now so rich with children and brothers, its <i>housewife</i>, +in the person of a lady whom a like love of Nature and of childhood with +my own, and a like high and earnest conception of education, as the +preparation for a life worthy of man, had drawn towards me. She was +accompanied by a young girl whom she had some time before adopted as a +daughter, and who now came with her to assist her in the duties of the +household.<a href="#page_123_note_116"><sup>116</sup></a></p> + +<p>We had now a severe struggle for existence for the whole time up to +1820. With all our efforts we never could get the school house enlarged; +other still more necessary buildings had to be erected first, under +pressing need for them.<a href="#page_123_note_117"><sup>117</sup></a> +In the year 1820, <a name="page_124"></a> on Ascension Day, my brother +from Osterode, whose two sons were already my pupils, came to join me +with his whole family and all his possessions; urged by his love for his +boys, and a wish to help in the advancement of my life's purpose. As my +brother, beyond the two sons I have mentioned, had three daughters, my +family was increased by five persons through his arrival.<a +href="#page_124_note_118"><sup>118</sup></a></p> + +<p>The completion of the school-house was now pushed on with zeal; but +it was 1822 before we got it finished. Our life from this point becomes +so complex that it is impossible to do more than just mention what +applies to the Association formed by our still united members.</p> + +<p>In 1823, Middendorff's sister's son Barop, till then a divinity +student in Halle, visited us; and he was so impressed by the whole work +that he was irresistibly driven soon afterwards to join us in our +life-task.<a href="#page_124_note_119"><sup>119</sup></a> Since 1823, +with the exception of such breaks as his work in life demanded, he has +been uninterruptedly one of our community, sharing in our work. At this +moment<a href="#page_124_note_120"><sup>120</sup></a> he is in Berlin, +serving his one year with the colours as a volunteer, and devoting what +time he has to spare, to earnest study, especially that of natural +science. We hope to have him back with us next spring. In the autumn of +1825 Langethal became engaged to my wife's adopted daughter, who had +come with her from Berlin; and Middendorff became engaged to my +brother's eldest daughter. Ascension Day 1826 was the wedding-day for +both couples. Heaven blessed each marriage with a daughter, but took +back to itself the little one of Langethal.</p> + +<p>Still another faithful colleague must I remember here, Herr Carl from +Hildburghausen, who has been since New Year's <a name="page_125"></a> +Day 1825 a member of our Institute, his particular work being to teach +instrumental music and singing. He lives and works in the true spirit of +the Institute, and is bound up heart and soul with its fortunes.<a +href="#page_125_note_121"><sup>121</sup></a> Of other teachers, who have +assisted us in the Institute for greater or less time, I need not speak; +they never properly belonged to our circle. Amongst all the specially +associated members of our little band, not one breach has occurred since +the beginning of our work. I would I could feel that I had accomplished +what I have aimed at in this letter—namely, to make you acquainted +with the inner deep seated common life which really binds together the +members composing our outwardly united association; although it has only +been feasible rather to suggest by implication the internal mental +phenomena of the external bonds of union than properly to indicate them +and to set them clearly forth.</p> + +<hr> + +<p><a name="page_126"></a>This ends the autobiographical part of the +Krause letter. Here and there in the footnotes the present editors, +profound admirers of the great master, have ventured to criticise +frankly the inordinate belief in himself which was at once Froebel's +strength, and his weakness. On the one hand, his noble and truly +gigantic efforts were only made possible by his almost fanatical +conviction in his principles and in his mission. On the other hand, this +dogmatic attitude made it very difficult to work with him, for persons +of any independence of mind. He could scarcely brook discussion, never +contradiction. This is most characteristically shown by a fragment of +Froebel's dated 1st April, 1829, as follows:—</p> + +<p>"I consider my own work and effort as <i>unique</i> in all time, as +<i>necessary</i> in itself, and as the <i>messenger of reformation</i> for all +ages, working forwards and backwards, offering and giving to mankind all +that it needs, and all that it perpetually seeks on every side. I have +no complaint to make if others think otherwise about it; I can bear with +them;<a href="#page_126_note_122"><sup>122</sup></a> I can even, if need +be, live with them, and this I have actually done; but I can share no +life-aim with them, they and I have no <i>unity</i> of purpose in life. It is +not I, it is they who are at fault herein; I do not separate myself from +them, they withdraw themselves from me."</p> + +<p>To get a view of Froebel's work from the practical side, so as to +supplement the account we have received from Froebel himself as to the +origination and development of the principles upon which that work was +based, we have selected a sketch by Barop entitled "Critical Moments in +the Froebel Community;" written for Dr. Lange's edition by Barop (then +the principal and proprietor of Keilhau) about the year 1862.</p> + + + + + +<center><h2><a name="page_127"></a>CRITICAL MOMENTS IN THE FROEBEL +COMMUNITY.</h2></center> + +<hr width="20%"> + +<p>Under this heading Barop writes as follows:—</p> + +<p>About 1827 we were in an unusually critical position. You know how +little means we had when we began to create our Institution.<a +href="#page_127_note_123"><sup>123</sup></a> Middendorff had sacrificed +his entire inheritance from his father, but the purchase of the ground +and the erection of necessary buildings called for considerable sums, so +that Middendorff's addition to the capital had disappeared like drops of +water falling on a hot stone. My father-in-law, Christian Ludwig +Froebel, had later on come forward and placed his entire fortune +unconditionally in the hands of his brother,<a +href="#page_127_note_124"><sup>124</sup></a> but even this sacrifice was +not sufficient to keep away care and want from the door. My own father +was a man of means, but he was so angry at my joining the Froebel +community at Keilhau<a href="#page_127_note_125"><sup>125</sup></a> that +he refused me any assistance whatever. Mistrust surrounded us on all +sides in these early years of our work; open and concealed enmities +assailed us both from near and far, and sought to embitter our lot and +to nip our efforts in the bud. None the less for this, the institution +blossomed quick and fair; but later on, through the well-known +persecution directed against associations of students, it was brought to +the verge of ruin, for the spirit of 1815 was incarnate within it, and +it was this spirit which at the time (about 1827) was the object of the +extremest irritation.<a href="#page_127_note_126"><sup>126</sup></a> It +<a name="page_128"></a> would carry me too far were I to attempt to +give a complete account of these things. At times it really seemed as if +the devil himself must be let loose against us. The number of our pupils +sank to five or six, and as the small receipts dwindled more and more, +so did the burden of debt rise higher and higher till it reached a giddy +height. Creditors stormed at us from every side, urged on by lawyers who +imbrued their hands in our misery. Froebel would run out at the back +door and escape amongst the hills whenever dunning creditors appeared. +Middendorff, and he alone, generally succeeded in quieting them, a feat +which might seem incredible to all but those who have known the +fascination of Middendorff's address. Sometimes quite moving scenes +occurred, full of forbearance, trustfulness, and noble sentiment, on the +part of workmen who had come to ask us for their money. A locksmith, for +instance, was strongly advised by his lawyer to "bring an action against +the scamps," from whom no money was to be got, and who were evidently on +the point of failure. The locksmith indignantly repudiated the insult +thus levelled against us, and replied shortly that he had rather lose +his hard-earned money than hold a doubt as to our honourable conduct, +and that nothing was further from his thoughts than to increase our +troubles. Ah! and these troubles were hard to bear, for Middendorff had +already married, and I followed his example. When I proposed for my +wife, my future father-in-law and mother-in-law<a +href="#page_128_note_127"><sup>127</sup></a> said, "You surely will not +remain longer in Keilhau?" I answered, "Yes! I do intend to remain here. +The idea for which we live seems to me to be in harmony with the spirit +of the age, and also of deep importance in itself; and I have no doubt +but that men will come to believe in us because of our right +understanding of this idea, in the same way that we ourselves believe in +the invisible." 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 <a name="page_129"></a> passed +through has never revealed one single wavering soul in this little +valley.</p> + +<p>When our distress had risen to its highest pitch, a new and +unexpected prospect suddenly revealed itself.<a +href="#page_129_note_128"><sup>128</sup></a> 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,<a +href="#page_129_note_129"><sup>129</sup></a> 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. The awakening +of this eager desire for learning and creative activity, was one of the +fundamental thoughts of Friedrich Froebel's mind. The object-teaching of +Pestalozzi seemed to him not to go far enough; and he was always seeking +to regard man not only as a receptive being, but a creative, and +especially as a productive one. We never could work out our ideas in +Keilhau satisfactorily, because we could not procure efficient technical +teaching; and before all things we wanted the pupils themselves. But now +by the help of the Duke of Meiningen our keenest hopes seemed on the +point of gratification. The working out of the plan spoken of above, led +us to many practical constructions in which already lay the elements of +the future Kindergarten occupations. These models are now scattered far +and wide, and indeed are for the most part lost; but the written plan +has been preserved.</p> + +<p>The Duke of Meiningen was much pleased with Froebel's explanations of +this plan, and with the complete and open-hearted <a +name="page_130"></a> way in which everything was laid before him. A +proposition was now made that Froebel should receive the estate of Helba +with thirty acres of land, and a yearly subsidy of 1,000 florins.<a +href="#page_130_note_130"><sup>130</sup></a> In passing it may be +noticed that Froebel was consulted by the duke as to the education of +the hereditary prince. Froebel at once said outright that no good would +be done for the future ruler if he were not brought up in the society of +other boys. The duke came to his opinion, and the prince was actually so +taught and brought up.</p> + +<p>When Froebel came back from Meiningen<a +href="#page_130_note_131"><sup>131</sup></a> the whole community was +naturally overjoyed; but their joy did not last very long. A man of high +station in Meiningen who was accustomed to exercise a sort of +dictatorship in educational matters, as he was the right-hand man of the +prince in such things, a man also who had earned an honourable place in +literature (of which no one surely would seek to deprive him), feared +much lest the elevation of Froebel should injure his own influence. We +were therefore, all of a sudden, once again assailed with the meanest +and most detestable charges, to which our unfortunate position at +Keilhau lent a convenient handle. The duke received secret warnings +against us. He began to waver, and in a temporising way sent again to +Froebel, proposing that he should first try a provisional establishment +of twenty pupils as an experiment. Froebel saw the intention in the +duke's mind, and was thrown out of humour at once; for when he suspected +mistrust he lost all hope, and immediately cast from his mind what a few +hours before had so warmly encouraged him. Therefore Froebel at once +broke off all negotiations, and set out for Frankfurt, to discuss the +work at Keilhau with his friends; since after so many troubles he had +almost begun to lose faith in himself. Here by chance he met the +well-known musical composer Schnyder, from Wartensee. He told this +gentleman of the events which had just occurred, talked to him of his +plans and of our work at Keilhau, and exercised upon him that +overpowering influence which is the peculiar property of creative minds. +<a name="page_131"></a> Schnyder saw the value of his efforts, and +begged him to set up an educational establishment in his castle on the +Wartensee, in Switzerland.<a +href="#page_131_note_132"><sup>132</sup></a> Froebel hurriedly seized +with joy the hand thus held out to him, and at once set off for +Wartensee with his nephew, my brother-in-law Ferdinand.</p> + +<p>There Friedrich and Ferdinand Froebel had already been living and +working some little time when I was asked by the rest of the community +who still remained at Keilhau to go and see for myself exactly how they +were getting on in Switzerland. With ten thalers<a +href="#page_131_note_133"><sup>133</sup></a> in my pocket, and in +possession of one old summer coat, which I wore, and a threadbare +frock-coat, which I carried over my arm, I set off on "Shanks's mare"<a +href="#page_131_note_134"><sup>134</sup></a> to travel the whole way. If +I were to go into details as to what I went through on that journey, I +should probably run the risk of being charged with gross exaggeration. +Enough, I got to my destination, and when I asked in the neighbourhood +about my friends and their doings, I learned from every one that there +was nothing further to say against "the heretics," than that they were +heretics. A few peasant children from the neighbourhood had found their +way to them, but no one came to them from any distance, as had been +reckoned upon from the first by Froebel as a source of income. The +ill-will of the clergy, which began to show itself immediately the +institution was founded, and which became stronger as the footing of our +friends grew firmer, was able to gather to itself a following sufficient +to check any quick growth of our undertaking. Besides, the basis for +such an establishment was not to be found at Wartensee. Schnyder had, +indeed, with a generosity never too greatly to be admired and praised, +made over to us his castle and all its furniture, his plate, his +splendid library,—in short, all that was in or around the castle +was fully at our disposition; but he would permit no new buildings or +alterations of any sort, and as the rooms assigned to us were in no way +suitable for our use, it was evident that his generous support must be +regarded as only a temporary and passing assistance. We perceived the +evil <a name="page_132"></a> of our situation in all its keenness, but +we saw no way out of the difficulty.</p> + +<p>In a most remarkable way there dawned upon us a new prospect at the +very moment when we least expected it. We were sitting one day in a +tavern near Wartensee, and talking of our struggles with some strangers +who happened to be there. Three travellers were much interested in our +narrative. They gave themselves out as business people from Willisau,<a +href="#page_132_note_135"><sup>135</sup></a> and soon informed us that +they had formed the notion of trying to get some assistance for us, and +our enterprise for their native town. This they actually did. We +received an invitation from twenty associated well-to-do families in +Willisau to remove our school there, and more fully to work out our +plans amongst them. The association had addressed the cantonal +authorities, and a sort of castle was allotted provisionally to us. +About forty pupils from the canton at once entered the school, and now +we seemed at last to have found what we had so long been seeking. But +the priests rose up furiously against us with a really devilish force. +We even went in fear of our lives, and were often warned by kind-hearted +people to turn back, when we were walking towards secluded spots, or had +struck along the outlying paths amongst the mountains. To what +abominable means this spirit of bigotry resorted, the following example +may serve to show.</p> + +<p>In Willisau a church festival is held once a year, in which a +communion-wafer is shown, miraculously spotted with blood. The drops of +blood were believed by the people to have been evoked from the figure of +Jesus by the crime of two gamblers; who, having cursed Jesus, flung +their sword at him, whereupon the devil appeared. As "God be with us"<a +href="#page_132_note_136"><sup>136</sup></a> seized the villains by the +throat, a few drops of blood trickled from Jesus' wounds. To prevent +others, therefore, from falling in a like way into the power of the +arch-deceiver, a yearly commemorative festival is held at Willisau. The +wafer is shown as a warning to devout <a name="page_133"></a> people, +who flock in crowds from all parts of the neighbourhood to join in the +procession which closes the ceremony. We felt of course compelled to +attend, and as we wished to take our part, we offered to lead the +singing. I feared an outbreak, and I earnestly implored my friends to +keep quiet under any circumstances, and whatever happened, to give no +pretext for any excitement. Our singing was finished, when in the place +of the expected preacher, suddenly there appeared a blustering, +fanatical Capuchin monk. He exhausted himself in denunciations of this +God-forsaken, wicked generation, sketched in glaring colours the pains +of hell awaiting the accursed race, and then fell fiercely upon the +alarmed Willisauers, upbraiding them, as their worst sin, with the +fostering of heretics in their midst, the said "heretics" being +manifestly ourselves. Fiercer and fiercer grew his threats, coarser and +coarser his insults against us and our well-wishers, more and more +horrible his pictures of the flames of hell, into grave danger of which +the Willisauers, he said, had fallen by their awful sin. Froebel stood +as if benumbed, without moving a muscle, or changing a feature, exactly +in face of the Capuchin, in amongst the people; and we others also +looked straight before us, immovable. The parents of our pupils, as well +as the pupils themselves, and many others, had already fled midway in +the monk's Jeremiad. Every one expected the affair to end badly for us; +and our friends, outside the church, were taking precautions for our +safety, and concerting measures for seizing the monk who was thus +inciting the mob to riot. We stood quite still all the time in our +places listening patiently to the close of the Capuchin's tirade: "Win, +then, for yourselves an everlasting treasure in heaven." shouted he, +"bring this misery to an end, and suffer the wretched men to remain no +longer amongst you. Hunt the wolves from the land, to the glory of God +and the rage of the devil. Then will peace and blessing return, and +great joy in heaven with God, and on earth with those who heartily serve +Him and His saints. Amen." Hardly had he uttered the last word than he +disappeared through a side door and was no more seen. As for us, we +passed quietly through the staring and threatening mob. No hand was +raised against us at that moment, but danger lay about us on every side, +and it was no pleasure to recognise the fact that the sword of <a +name="page_134"></a> Damokles always hung by a hair over our head. +Feeling very uneasy at our insecure condition, I was sent, on the part +of the rest, to the authorities of the canton, especially to Abbe +Girard,<a href="#page_134_note_137"><sup>137</sup></a> and the mayor, +Eduard Pfyffer, to beg that they would provide for our safety with all +the means in their power. On my way I was recognised by a priest for one +of the newly-introduced "heretics" as I rested a moment in an inn. The +people there began to talk freely about me, and to cast looks of hatred +and contempt at me. At last, the priest waxing bolder and bolder, +accused me aloud of abominable heresy. I arose slowly, crossed with a +firm step over to the black-frocked one, and asked him, "Do you know, +sir, who Jesus Christ was, and do you hold Him in any particular +esteem?" Quite nonplussed by my firm and quiet address he stammered out, +"Certainly, He is God the Son, and we must all honour Him and believe on +Him, if we are to escape everlasting damnation." I continued, "Then +perhaps you can tell me whether Christ was a Catholic or a +Protestant?"</p> + +<p>The black-frock was silenced, the crowd stared, and presently began +to applaud. The priest made off, and I was left in peace. My question +had answered better than a long speech.</p> + +<p>In Eduard Pfyffer I found an estimable sterling man of humane and +firm character. He started from the fundamental principle that it was of +little use freeing the people from this or that special superstition, +but that we should do better by working for the future against sloth of +thought and want of independent mental character from the very +bottom—namely, by educating our young people. Therefore, he set +great store by our undertaking. And when I told him of our downcast +spirits and the absolute danger in which we lived at the moment, he +replied:—"There is only one way to ensure your safety. You must +win over the people. Work on a little longer, and then invite them all +from far and near to a public examination. If this test wins over the +crowd to your side, then, and only then, are you out of harm's reach." I +went home, and we followed this counsel. The examination was held on a +lovely day in autumn. A great crowd <a name="page_135"></a> from +several cantons flocked together, and there appeared delegates from the +authorities of Zürich, of Bern, and other cantons. Our contest with the +clerical party, which had been commented upon in most of the Swiss +journals, had drawn all eyes upon us. We scored a great victory with our +examination. The children developed so much enthusiasm, and answered so +readily, that all were agreeably surprised, and rewarded us with loud +applause. From seven in the morning till seven in the evening lasted +this examination, closing with games and gymnastic exercises performed +by the whole school. We rejoiced within ourselves; for our undertaking +might now be regarded as fairly floated. The institution was spoken of +in the great Council of the Canton, and most glowing speeches were +delivered in our favour by Herr Pfyffer, Herr Amrhyn, and others. The +Council decided that the castle and its outbuildings should be let to us +at a very cheap rate, and that the Capuchin who had openly incited to +riot against us should be expelled from the canton.</p> + +<p>A little time after this examination a deputation from Bern came to +invite Froebel to undertake the organisation of an Orphanage at +Burgdorf. Froebel suggested that he should not be restricted to teach +orphans alone in the new establishment; his request was granted, and he +then accepted the invitation.</p> + +<p>With this, it seemed to me, my mission in Switzerland was at an end, +and I began to long to return to Keilhau; my eldest son was now a year +old, and I had never yet seen him. Middendorff left his family, and +replaced me at Willisau, living there for four years far away from wife +and child.<a href="#page_135_note_138"><sup>138</sup></a> At Keilhau I +found things had improved, and the numbers had increased most +cheeringly. I determined to throw all my strength into the work of +raising the mother institution from her slough of debt. I began by a +piece of honourable swindling: and borrowed of Peter to pay Paul, +covering one debt with another, but at the same time making it appear +that we were paying our way. In this fashion our damaged credit was +restored, and as the receipts grew <a name="page_136"></a> happily +greater and greater, I began to gain ground. Eventually I was able to +send help to the other branches of our community, to increase my help as +time went on, and to prepare a place of refuge for them if anything went +wrong elsewhere.</p> + +<p>In Switzerland our enterprise did not develop as rapidly as we +desired, in spite of the sanction of the Council of the Canton. The +institution at Willisau gained unlimited confidence there; but the +malevolent opposition of the clerical party secretly flourished as +before, and succeeded in depriving it of all aid from more distant +places. Under these circumstances we could not attain that prosperity +which so much activity and self-sacrificing work on the part of our +circle must otherwise infallibly have brought.</p> + +<p>Ferdinand Froebel and Middendorff remained in Willisau. Froebel and +his wife went to Burgdorf, to found and direct the proposed Orphanage.<a +href="#page_136_note_139"><sup>139</sup></a> In his capacity as +Director, Froebel had to give what was called a Repetitive Course to the +teachers. In that Canton, namely, there was an excellent regulation +which gave three months' leave to the teachers once in every two +years.<a href="#page_136_note_140"><sup>140</sup></a> During this leave +they assembled at Burgdorf, mutually communicated their experiences, and +enriched their culture with various studies. Froebel had to preside over +the debates and to conduct the studies, which were pursued in common. +His own observations and the remarks of the teachers brought him anew to +the conviction that all school education was as yet without a proper +foundation, and, therefore, that until the education of the nursery was +reformed nothing solid and worthy could be attained. The necessity of +training gifted capable mothers occupied his soul, and the importance of +the education of childhood's earliest years became more evident to him +than ever. He determined to set forth fully his ideas on education, +which the tyranny of a thousand opposing circumstances had always +prevented him from working out in their completeness; or at all events +to do this as regards the earliest years of man, and then to win over +the world of women to the actual accomplishment of his plans. +Pestalozzi's "Mothers' Book" (<i>Buch der <a name="page_137"></a> +Mütter</i>) Froebel would replace by a complete theoretical and practical +system for the use of women in general. An external circumstance +supervened at this point to urge him onwards. His wife grew alarmingly +ill, and the physicians prescribed complete absence from the sharp Swiss +mountain air. Froebel asked to be permitted to resign his post, that he +might retire to Berlin. The Willisau Institution, although outwardly +flourishing, was limited more and more narrowly by the bigotry of the +priests, and must evidently now be soon given up, since the Government +had passed into the hands of the Jesuit party. Langethal and Ferdinand +Froebel were nominated Directors of Burgdorf.<a +href="#page_137_note_141"><sup>141</sup></a> Middendorff rejoined his +family at Keilhau. Later on, Langethal split off from the community and +accepted the direction of a girls' school in Bern (that school which, +after Langethal, the well-known Fröhlich conducted); but Froebel never +forgave him this step. Ferdinand Froebel remained, till his sudden and +early death, Director of the Orphanage at Burgdorf. A public funeral, +such as has never found its equal at Burgdorf, bore witness to the +amount of his great labours, and to the general appreciation of their +value.</p> + +<p>When Friedrich Froebel came back from Berlin, the idea of an +institution for the education of little children had fully taken shape +in his mind. I took rooms for him in the neighbouring Blankenburg.<a +href="#page_137_note_142"><sup>142</sup></a> Long did he rack his brains +for a suitable name for his new scheme. Middendorff and I were one day +walking to Blankenburg with him over the Steiger Pass. He kept on +repeating, "Oh, if I could only think of a suitable name for my youngest +born!" Blankenburg lay at our feet, and he walked moodily towards it. +Suddenly he stood still as if fettered fast to the spot, and his eyes +assumed a wonderful, almost refulgent, brilliancy. Then he shouted to +the mountains so that it echoed to the four winds of heaven, "<i>Eurêka!</i> +I have it! K<small>INDERGARTEN</small> shall be the name of the new +Institution!"</p> + + + + + +<p><a name="page_138"></a>Thus wrote Barop in or about the year 1862, +after he had seen all his friends pass away, and had himself become +prosperous and the recipient of many honours. The University of Jena +made him a doctor, and the Prince of Rudolstadt created him his Minister +of Education. Froebel slept in Liebenstein, and Middendorff at the foot +of the Kirschberg in Keilhau. They sowed and reaped not; and yet to +possess the privilege of sowing, was it not equivalent in itself to +reaping a very great reward? In any event, it is delightful to remember +that Froebel, in the April of 1852, the year in which he died (June +21st), received public honours at the hands of the general congress of +teachers held in Gotha. When he appeared that large assembly rose to +greet him as one man; and Middendorff, too, who was inseparable from +Froebel, so that when one appeared the other was not far off, had before +his death (in 1853) the joy of hearing a similar congress at Salzungen +declare the system of Froebel to be of world-wide importance, and to +merit on that account their especial consideration and their most +earnest examination.</p> + +<p>A few words on Middendorff, culled from Lange's account, may be +serviceable. Middendorff was to Froebel as Aaron was to Moses. Froebel, +in truth, was "slow of speech and of a slow tongue" (Exod. iv. 10), and +Middendorff was "his spokesman unto the people" (v. 16). It was the +latter's clearness and readiness of speech which won adherents for +Froebel amongst people who neither knew him nor could understand him. In +1849 Middendorff had immense success in Hamburg; but when Froebel came, +later on, to occupy the ground thus conquered beforehand, he had to +contend against much opposition, for every one missed the easy eloquence +of Middendorff, which had been so convincing. Dr. Wichard Lange came to +know Froebel when the latter visited Hamburg in the winter of 1849-50. +At this time he spent almost every afternoon and evening with him, and +held the post of editor of Froebel's <i>Weekly Journal</i>. Even after this +close association with Froebel, he found himself unable thoroughly to go +with <a name="page_139"></a> the schemes for the education of little +children, the Kindergarten, and with those for the training of +Kindergarten teachers. "Never mind!" said Froebel, out of humour, when +Lange told him this; "if you cannot come over to my views now, you will +do so in ten years' time; but sooner or later, <i>come you must</i>!" Dr. +Lange nobly fulfilled the prophecy, and the edition of Froebel's +collected works (Berlin 1862), from which we derive the present text +(and much of the notes), was his gift of repentance to appease the wrath +of the Manes of his departed friend and master. Nor was he content with +this; but by his frequent communications to <i>The Educational Journal</i> +(<i>Die Rheinischen Blätter</i>), originally founded by Diesterweg, and by +the Froebelian spirit which he was able to infuse into the large +boys'-school which he long conducted at Hamburg, he worked for the "new +education" so powerfully and so unweariedly that he must be always +thankfully regarded as one of the principal adherents of the great +teacher. His connection with the Froebel community was further +strengthened by a most happy marriage with the daughter of +Middendorff.</p> + +<p><small><a name="page_003_note_1"></a><a href="#page_003">Footnote +1</a>: Johann Jacob Froebel, father of Friedrich, belonged to the Old +Lutheran Protestant Church.</small></p> + +<p><small><a name="page_003_note_2"></a><a href="#page_003">Footnote +2</a>: These were four (1) August, who went into business, and died +young. (2) Christoph, a clergyman in Griesheim, who died in 1813 of the +typhus, which then overspread all central Germany, having broken out in +the over-crowded hospitals after the battle of Leipzig; he was the +father of Julius, Karl, and Theodor, the wish to benefit whom led their +uncle Friedrich to begin his educational work in Griesheim in 1816. (3) +Christian Ludwig, first a manufacturer in Osterode, and then associated +with Friedrich from 1820 onwards,—born 24th June, 1770, died 9th +January, 1851. (4) Traugott, who studied medicine at Jena, became a +medical man, and was burgomaster of Stadt-Ilm. Friedrich August Wilhelm +himself was born on the 21st April, 1782, and died on the 21st June, +1852. He had no sisters.</small></p> + +<p><small><a name="page_004_note_3"></a><a href="#page_004">Footnote +3</a>: Karl Poppo Froebel, who became a teacher, and finally a +publisher,—born 1786; died 25th March, 1824: not to be confounded +with his nephew, Karl, son of Christoph, now living in +Edinburgh.</small></p> + +<p><small><a name="page_005_note_4"></a><a href="#page_005">Footnote +4</a>: This needs explanation. In Germany, even by strangers, children +are universally addressed in the second person singular, which carries +with it a certain caressing sentiment. Grown persons would be addressed +(except by members of their own family, or intimate friends) in the +third person plural. Thus, if one met a child in the street, one might +say, <i>Willst Du mit mir kommen</i>? (Wilt thou come with me?); whereas to a +grown person the proper form would be, <i>Wollen Sie mit mir kommen</i>? +(Will THEY—meaning, will YOU—come with me?). The mode of +speech of which Froebel speaks here is now almost obsolete, and even in +his day was only used to a person of markedly inferior position. Our +sentence would run in this case, <i>Will Er mit mir kommen</i>? (Will +HE—meaning, will YOU, John or Thomas—come with me?), and +carries with it a sort of contemptuous superciliousness, as if the +person spoken to were beneath the dignity of a direct address. It is +evident, therefore, that to a sensitive, self-torturing child like +Froebel, being addressed in this manner would cause the keenest pain; +since, as he justly says, it has the effect, by the mere form of speech, +of <i>isolating</i> the person addressed. Such a one is not to be considered +as of our family, or even of our rank in life.</small></p> + +<p><small><a name="page_007_note_5"></a><a href="#page_007">Footnote +5</a>: The Cantor would combine the duties of precentor (whence his +title), leading the church singing and training the choristers, with +those of the schoolmaster of the village boys' school. In large +church-schools the Cantor is simply the choir-master. The great Bach was +Cantor of the Thomas-Schule, Leipzig.</small></p> + +<p><small><a name="page_009_note_6"></a><a href="#page_009">Footnote +6</a>: It will be remembered that this letter is addressed to the Duke +of Meiningen.</small></p> + +<p><small><a name="page_009_note_7"></a><a href="#page_009">Footnote +7</a>: "Arise, my heart and spirit," and "It costs one much (it is a +difficult task) to be a Christian."</small></p> + +<p><small><a name="page_013_note_8"></a><a href="#page_013">Footnote +8</a>: Christoph Froebel is here meant. He studied at the University of +Jena.</small></p> + +<p><small><a name="page_013_note_9"></a><a href="#page_013">Footnote +9</a>: In this case Froebel's usually accurate judgment of his own +character seems at fault; his opinions being always most decided, even +to the point of sometimes rendering him incapable of fairly appreciating +the views of others.</small></p> + +<p><small><a name="page_015_note_10"></a><a href="#page_015">Footnote +10</a>: Froebel is alluding to his undertaking the education of his +brother Christoph's sons, in November 1816, when he finally decided to +devote his life to the cause of education.</small></p> + +<p><small><a name="page_016_note_11"></a><a href="#page_016">Footnote +11</a>: At the time Froebel was writing this autobiographical letter +(1827), and seeking thereby to enlist the Duke of Meiningen's sympathies +in his work, in order to found a fresh institution at Helba, he was +undergoing what was almost a persecution at Keilhau. All associations of +progressive men were frowned upon as politically dangerous, and Keilhau, +amongst the rest, was held in suspicion. Somewhat of this is seen in the +interesting account by Barop further on ("Critical Moments at +Keilhau").</small></p> + +<p><small><a name="page_017_note_12"></a><a href="#page_017">Footnote +12</a>: Herr Hoffmann, a clergyman, representing the State in Church +matter for the district of Stadt-Ilm; a post somewhat analogous to that +of our archdeacon.</small></p> + +<p><small><a name="page_018_note_13"></a><a href="#page_018">Footnote +13</a>: Equal to an English middle-class school.</small></p> + +<p><small><a name="page_018_note_14"></a><a href="#page_018">Footnote +14</a>: The Ilm, flowing through Thuringia into the Saale, a tributary +of the Elbe. Oberweissbach is upon the Schwarza, also flowing into the +Saale. Weimar stands upon the Ilm, Jena upon the Saale.</small></p> + +<p><small><a name="page_021_note_15"></a><a href="#page_021">Footnote +15</a>: Superintendents. The <i>ephors</i> of ancient Sparta amongst their +duties had that of the superintendence of education, whence the German +title.</small></p> + +<p><small><a name="page_022_note_16"></a><a href="#page_022">Footnote +16</a>: This story is not now popular, but its nature is sufficiently +indicated in the text.</small></p> + +<p><small><a name="page_023_note_17"></a><a href="#page_023">Footnote +17</a>: Christoph and Traugott.</small></p> + +<p><small><a name="page_025_note_18"></a><a href="#page_025">Footnote +18</a>: In Germany a <i>Forstmann</i>, or forester, if he has studied forest +cultivation in a School of Forestry, rises eventually to the position of +supervisor of forests (<i>Forst-meister</i>). The forester who does not study +remains in the inferior position.</small></p> + +<p><small><a name="page_025_note_19"></a><a href="#page_025">Footnote +19</a>: In the German State forests, the timber, when cut down, is +frequently not transported by road, but is made to slide down the +mountain-sides by timber-shoots into the streams or rivers; it is then +made up into rafts, and so floated down to its destination.</small></p> + +<p><small><a name="page_031_note_20"></a><a href="#page_031">Footnote +20</a>: Jussieu's natural system of botany may possibly be here alluded +to. The celebrated "Genera Plantarum" appeared in 1798, and Froebel was +at Jena in 1799. On the other hand, A.J.G. Batsch, Froebel's teacher, +professor at the university since 1789, had published in 1787-8 his +"Anleitung zur Kentniss und Geschichte der Pflanzen," 2 vols. We have +not seen this work. Batsch also published an "Introduction to the Study +of Natural History," which reached a second edition in 1805.</small></p> + +<p><small><a name="page_031_note_21"></a><a href="#page_031">Footnote +21</a>: In justice to Froebel and his teacher, it must be remembered +that the theory of evolution was not as yet formed, and that those who +dimly sought after some explanation of the uniformity of the vertebrate +plan, which they observed, were but all too likely to be led +astray.</small></p> + +<p><small><a name="page_032_note_22"></a><a href="#page_032">Footnote +22</a>: The text (Lange, Berlin, 1862) says <i>meinen ältesten Bruder</i>, +that is, "of my eldest brother;" but this is quite an error, whether of +Froebel or of Herr Lange we cannot at present say. As we have already +said in a <a href="#page_003_note_2">footnote on p. 3</a>, August was +the eldest brother of Friedrich, and Christoph was the eldest then +living. Traugott, who was at Jena with Friedrich, was his next older +brother, youngest of the first family, except only Friedrich himself. It +is Traugott who is meant in this passage.</small></p> + +<p><small><a name="page_034_note_23"></a><a href="#page_034">Footnote +23</a>: "In carcer;" that is, in the prison of the university, where in +the last resort students who fail to comply with university regulations +are confined. The "carcer" still exists in German universities. It has +of course nothing to do with the ordinary prison of the +town.</small></p> + +<p><small><a name="page_038_note_24"></a><a href="#page_038">Footnote +24</a>: The Prince-Bishop of Bamberg shared in the general Napoleonic +earthquake. The domain of the bishopric went to Bavaria ultimately, the +title alone remaining to the Church.</small></p> + +<p><small><a name="page_039_note_25"></a><a href="#page_039">Footnote +25</a>: Shared the fate of the Bamberg possessions, and of many other +principalities and small domains at that time existent; namely, +absorption under the Napoleonic <i>régime</i> into the neighbouring States. +This went to Bavaria; see the text, later on.</small></p> + +<p><small><a name="page_040_note_26"></a><a href="#page_040">Footnote +26</a>: Bruno, or the Over-Soul.</small></p> + +<p><small><a name="page_041_note_27"></a><a href="#page_041">Footnote +27</a>: "General Intelligencer of the German people."</small></p> + +<p><small><a name="page_042_note_28"></a><a href="#page_042">Footnote +28</a>: Upper Palatinate, a province in the north of +Bavaria.</small></p> + +<p><small><a name="page_045_note_29"></a><a href="#page_045">Footnote +29</a>: Herr Von Dewitz, his employer.</small></p> + +<p><small><a name="page_045_note_30"></a><a href="#page_045">Footnote +30</a>: The Pädagogium in Halle answered somewhat to our grammar schools +with a mixture of boarders and day-scholars. It was founded by Francke +in 1712, after the ideas of the famous Basedow, and was endowed by means +of a public subscription.</small></p> + +<p><small><a name="page_045_note_31"></a><a href="#page_045">Footnote +31</a>: These were two pamphlets by the famous patriot and poet Ernst +Moritz Arndt (1769-1860), published in 1805.</small></p> + +<p><small><a name="page_046_note_32"></a><a href="#page_046">Footnote +32</a>: That is, Froebel realised the distinction of the subject-world +from the object-world.</small></p> + +<p><small><a name="page_046_note_33"></a><a href="#page_046">Footnote +33</a>: That is, he signed Wilhelm Froebel instead of Friedrich Froebel, +for a time. It cannot have been for long, however.</small></p> + +<p><small><a name="page_046_note_34"></a><a href="#page_046">Footnote +34</a>: The young man mentioned on <a href="#page_039">page +39</a>.</small></p> + +<p><small><a name="page_048_note_35"></a><a href="#page_048">Footnote +35</a>: The pretty district bordering the river Ucker, in pleasing +contrast with the sandy plains of Brandenburg; it lies at no great +distance from Berlin, so that it forms the favourite goal for a short +excursion with the people of that arid city.</small></p> + +<p><small><a name="page_050_note_36"></a><a href="#page_050">Footnote +36</a>: Whither Luther fled for refuge after the Diet of Worms in 1521; +and where, protected by the Elector of Saxony, he lay concealed for a +year. During this year he translated the Bible.</small></p> + +<p><small><a name="page_050_note_37"></a><a href="#page_050">Footnote +37</a>: Held all over Protestant Germany in 1817.</small></p> + +<p><small><a name="page_050_note_38"></a><a href="#page_050">Footnote +38</a>: Our children still in like manner "say their catechism" at +afternoon church in old-fashioned country places.</small></p> + +<p><small><a name="page_051_note_39"></a><a href="#page_051">Footnote +39</a>: This school, still in existence up to 1865 and later, but now no +longer in being, had been founded under Gruner, a pupil of Pestalozzi, +to embody and carry out the educational principles of the +latter.</small></p> + +<p><small><a name="page_052_note_40"></a><a href="#page_052">Footnote +40</a>: There is a smaller town called Frankfurt, on the Oder. "Am +Main," or "An der Oder," is, therefore, added to the greater or the +smaller Frankfurt respectively, for distinction's sake.</small></p> + +<p><small><a name="page_053_note_41"></a><a href="#page_053">Footnote +41</a>: He never does, for this interesting record remains a +fragment.</small></p> + +<p><small><a name="page_053_note_42"></a><a href="#page_053">Footnote +42</a>: Situate at the head of the lake of Neuchatel, but in the canton +of Vaud, in Switzerland.</small></p> + +<p><small><a name="page_054_note_43"></a><a href="#page_054">Footnote +43</a>: Austria was not the only country alive to the importance of this +new teaching. Prussia and Holland also sent commissioners to study +Pestalozzi's system, and so did many other smaller states. The Czar +(Alexander I.) sent for Pestalozzi to a personal interview at +Basel.</small></p> + +<p><small><a name="page_054_note_44"></a><a href="#page_054">Footnote +44</a>: <i>Wandernde Classen.</i> Some of our later English schools have +adopted a similar plan.</small></p> + +<p><small><a name="page_055_note_45"></a><a href="#page_055">Footnote +45</a>: One of Pestalozzi's teachers, to whom especially was confided +the arrangement of the arithmetical studies.</small></p> + +<p><small><a name="page_055_note_46"></a><a href="#page_055">Footnote +46</a>: By positive instruction Froebel means learning by heart, or by +being told results; as distinguished from actual education or +development of the faculties, and the working out of results by pupils +for themselves.</small></p> + +<p><small><a name="page_056_note_47"></a><a href="#page_056">Footnote +47</a>: This must mean the system invented by Rousseau, a modern +development of which is the Chevé system now widely used on the +Continent. In England the tonic-sol-fa notation, which uses syllables +instead of figures, but which rests fundamentally on the same +principles, is much more familiar.</small></p> + +<p><small><a name="page_057_note_48"></a><a href="#page_057">Footnote +48</a>: <i>"Geht und schaut, es geht ungehür (ungeheuer)."</i></small></p> + +<p><small><a name="page_057_note_49"></a><a href="#page_057">Footnote +49</a>: The miserable quarrels between Niederer and Schmid, which so +distressed the later years of Pestalozzi, are here referred +to.</small></p> + +<p><small><a name="page_057_note_50"></a><a href="#page_057">Footnote +50</a>: A Consistorium in Germany is a sort of clerical council or +convocation, made up of the whole of the Established clergy of a +province, and supervising Church and school matters throughout that +province, under the control of the Ministry of Religion and Education. +No educator could establish a school or take a post in a school without +the approval of this body.</small></p> + +<p><small><a name="page_058_note_51"></a><a href="#page_058">Footnote +51</a>: That is, the education of other minds than his own; something +beyond mere school-teaching.</small></p> + +<p><small><a name="page_059_note_52"></a><a href="#page_059">Footnote +52</a>: <i>Einertabelle</i>; tables or formulas extending to units only; a +system embodied to a large extent in Sonnenschein's "ABC of Arithmetic," +for teaching just the first elements of the art.</small></p> + +<p><small><a name="page_060_note_53"></a><a href="#page_060">Footnote +53</a>: Like other matters, this, too, has been left undone, as far as +the present (unfinished) letter is concerned.</small></p> + +<p><small><a name="page_061_note_54"></a><a href="#page_061">Footnote +54</a>: <i>Erdkunde.</i></small></p> + +<p><small><a name="page_062_note_55"></a><a href="#page_062">Footnote +55</a>: <i>Recht schreiben.</i></small></p> + +<p><small><a name="page_062_note_56"></a><a href="#page_062">Footnote +56</a>: <i>Recht sprechen.</i></small></p> + +<p><small><a name="page_062_note_57"></a><a href="#page_062">Footnote +57</a>: One of Arndt's pamphlets, then quite new.</small></p> + +<p><small><a name="page_063_note_58"></a><a href="#page_063">Footnote +58</a>: 1827.</small></p> + +<p><small><a name="page_069_note_59"></a><a href="#page_069">Footnote +59</a>: He would have refused to countenance Froebel's throwing up his +engagement.</small></p> + +<p><small><a name="page_070_note_60"></a><a href="#page_070">Footnote +60</a>: Georg Friedrich Seller (1733-1807), a Bavarian by birth, became +a highly-esteemed clergyman in Coburg. He wrote on religious and moral +subjects, and those amongst the list of his works, the most likely to be +alluded to by Froebel, are "A Bible for Teachers," "Methods of Religious +Teaching for Schools," "Religious Culture for the Young," +etc.</small></p> + +<p><small><a name="page_070_note_61"></a><a href="#page_070">Footnote +61</a>: Jean Paul Friedrich Richter (1763-1825). No doubt the celebrated +"Levana," Richter's educational masterpiece, which was published in this +same year, 1807, is here alluded to.</small></p> + +<p><small><a name="page_071_note_62"></a><a href="#page_071">Footnote +62</a>: 1808.</small></p> + +<p><small><a name="page_073_note_63"></a><a href="#page_073">Footnote +63</a>: This is in 1827. But the expression of his thought remained a +difficult matter with Froebel to the end of his life, a drawback to +which many of his friends have borne witness; for instance, Madame von +Marenholtz-Bülow.</small></p> + +<p><small><a name="page_075_note_64"></a><a href="#page_075">Footnote +64</a>: Probably done with the point of a knitting needle, etc. The +design is then visible on the other side of the paper in an embossed +form.</small></p> + +<p><small><a name="page_075_note_65"></a><a href="#page_075">Footnote +65</a>: This account is dated 1827, it is always necessary to +remember.</small></p> + +<p><small><a name="page_076_note_66"></a><a href="#page_076">Footnote +66</a>: After all, the work was left to Froebel himself to do. These +words were written in 1827. The "Menschen Erziehung" of Froebel +("Education of Man"), which appeared the year before, had also touched +upon the subject. It was further developed in his "Mutter und +Koselieder" ("Mother's Songs and Games"), in which his first wife +assisted him. That appeared in 1838. In the same year was also founded +the <i>Sonntags-Blatt</i> (<i>Sunday Journal</i>), to which many essays and +articles on this subject were contributed by Froebel. The third volume +("Pädagogik") of Dr. Wichard Lange's complete edition of Froebel's works +is largely made up of these <i>Sonntags-Blatt</i> articles. The whole +Kindergarten system rests mainly on this higher view of children's +play.</small></p> + +<p><small><a name="page_078_note_67"></a><a href="#page_078">Footnote +67</a>: A report that Froebel drew up for the Princess Regent of +Rudolstadt in 1809, giving a voluminous account of the theory and +practice pursued at Yverdon (Wichard's "Froebel," vol. i., p. +154).</small></p> + +<p><small><a name="page_078_note_68"></a><a href="#page_078">Footnote +68</a>: The castle of Yverdon, an old feudal stronghold, which +Pestalozzi had received from the municipality of that town in 1804, to +enable him to establish a school and work out his educational system +there.</small></p> + +<p><small><a name="page_080_note_69"></a><a href="#page_080">Footnote +69</a>: Froebel desired to see in Rudolstadt, or elsewhere in Thuringia +(his "native land"), an institution like that of Pestalozzi at Yverdon; +and he sought to interest the Princess Regent of Rudolstadt by the full +account of Yverdon already mentioned.</small></p> + +<p><small><a name="page_080_note_70"></a><a href="#page_080">Footnote +70</a>: This would scarcely seem probable to those who admire and love +Pestalozzi. But we must remember that religious teaching appeals so +intimately to individual sympathies that it is quite possible that what +was of vital service to many others was not of so much use to Froebel, +who was, as he frankly admits, out of harmony on many points with his +noble-hearted teacher.</small></p> + +<p><small><a name="page_082_note_71"></a><a href="#page_082">Footnote +71</a>: That the boys' characters were immersed in an element of +strengthening and developing games as the body is immersed in the water +of a strengthening bath, seems to be Froebel's idea.</small></p> + +<p><small><a name="page_085_note_72"></a><a href="#page_085">Footnote +72</a>: Sanskrit is here probably meant.</small></p> + +<p><small><a name="page_085_note_73"></a><a href="#page_085">Footnote +73</a>: Hebrew and Arabic.</small></p> + +<p><small><a name="page_086_note_74"></a><a href="#page_086">Footnote +74</a>: The comet of 1811, one of the most brilliant of the present +century, was an equal surprise to the most skilled astronomers as to +Froebel. Observations of its path have led to a belief that it has a +period of 300 years; so that it was possibly seen by our ancestors in +1511, and may be seen by our remote descendants in 2111. The appearance +of this comet was synchronous with an unusually fine vintage harvest, +and "wine of the great Comet year" was long held in great esteem.</small></p> + +<p><small><a name="page_088_note_75"></a><a href="#page_088">Footnote +75</a>: <i>Geognosie.</i></small></p> + +<p><small><a name="page_089_note_76"></a><a href="#page_089">Footnote +76</a>: The Plamann School, an institution of considerable merit. +Plamann was a pupil of Pestalozzi. One of the present writers studied +crystallography later on with a professor who had been a colleague of +Froebel's in this same school, and who himself was also a pupil of +Pestalozzi.</small></p> + +<p><small><a name="page_090_note_77"></a><a href="#page_090">Footnote +77</a>: Froebel is here symbolically expressing the longing which +pervaded all noble spirits at that time for a free and united Germany, +for a great Fatherland. The tender mother's love was symbolised by the +ties of home (Motherland), but the father's strength and power +(Fatherland) was only then to be found in German national life in the +one or two large states like Prussia, etc. It needed long years and the +termination of this period of preparation by two great wars, those of +1866 and of 1870, to bind the whole people together, and make Germany no +longer a "geographical expression" but a mighty nation.</small></p> + +<p><small><a name="page_090_note_78"></a><a href="#page_090">Footnote +78</a>: In the beginning of this great contest it was Prussia who +declared war against the common enemy and oppressor, Napoleon. The other +German powers, for the most part, held aloof.</small></p> + +<p><small><a name="page_091_note_79"></a><a href="#page_091">Footnote +79</a>: The Baron von Lützow formed his famous volunteer corps in March +1813. His instructions were to harass the enemy by constant skirmishes, +and to encourage the smaller German states to rise against the tyrant +Napoleon. The corps became celebrated for swift, dashing exploits in +small bodies. Froebel seems to have been with the main body, and to have +seen little of the more active doings of his regiment. Their favourite +title was "Lützow's Wilde Verwegene Schaar" (Lützow's Wild Bold Troop). +Amongst the volunteers were many distinguished men; for instance, the +poet Körner, whose volume of war poetry, much of it written during the +campaign, is still a great favourite. One of the poems, "Lützow's Wilde +Jagd" ("Lützow's Wild Chase"), is of world-wide fame through the musical +setting of the great composer Weber. In June 1813 came the armistice of +which Froebel presently speaks. During the fresh outbreak of war after +the armistice the corps was cut to pieces. It was reorganised, and we +find it on the Rhine in December of the same year. It was finally +dissolved after Napoleon's abdication and exile to Elba, 20th April, and +the peace of Paris 30th May, 1814.</small></p> + +<p><small><a name="page_092_note_80"></a><a href="#page_092">Footnote +80</a>: <i>Die Grafschaft Mark.</i> The Mark of Brandenburg (so called as +being the mark or frontier against Slavic heathendom in that direction +during the dark ages) is the kernel of the Prussian monarchy. It was in +the character of Markgraf of Brandenburg, that the Hohenzollern princes +were electors of the German Empire; their title as king was due not to +Brandenburg, but to the dukedom of Prussia in the far east (once the +territory of the Teutonic military order), which was elevated to the +rank of an independent kingdom in 1701. The title of the present Emperor +of Germany still begins "William, Emperor of Germany, King of Prussia. +Markgraf of Brandenburg," etc., etc., showing the importance attached to +this most ancient dignity. The Mark of Brandenburg contains Berlin. +Middendorff seems to have been then living in the Mark. Froebel cannot +have forgotten that by origin Wilhelm Middendorff was a +Westphalian.</small></p> + +<p><small><a name="page_093_note_81"></a><a href="#page_093">Footnote +81</a>: Of Bauer little further is to be known. He was afterwards +professor in the Frederick-William Gymnasium (Grammar School) in Berlin, +but has no further connection with Froebel's career. On the other hand, +a few words on Langethal and Middendorff seem necessary here. Heinrich +Langethal was born in Erfurt, September 3rd, 1792. He joined Froebel at +Keilhau in 1817. He was a faithful colleague of Froebel's there, and at +Willisau and Burgdorf, but finally left him at the last place, and +undertook the management of a girls' school at Bern. He afterwards +became a minister in Schleusingen, returning eventually to Keilhau. One +of the present writers saw him there in 1871. He was then quite blind, +but happy and vigorous, though in his eightieth year. He died in 1883. +Wilhelm Middendorff, the closest and truest friend Froebel ever had, +without whom, indeed, he could not exist, because each formed the +complement of the other's nature, was born at Brechten, near Dortmund, +in Westphalia, September 20th, 1793, and died at Keilhau November 27th, +1853, a little over a year after his great master. (Froebel had passed +away at Marienthal July 21st, 1852.)</small></p> + +<p><small><a name="page_094_note_82"></a><a href="#page_094">Footnote +82</a>: "Ansichten vom Nieder Rhein, Flandern, Holland, England, +Frankreich in April, Mai, und Juni 1790" ("Sketches on the Lower Rhine, +Flanders," etc.). Johann Georg Forster (1754-1794), the author of this +book, accompanied his father, the naturalist, in Captain Cook's journey +round the world. He then settled in Warrington (England) in 1767; taught +languages, and translated many foreign books into English, etc. He left +England in 1777, and served many princes on the Continent as librarian, +historiographer, etc., amongst others the Czarina Catherine. He was +librarian to the Elector of Mainz when the French Revolution broke out, +and was sent as a deputation to Paris by the republicans of that town, +who desired union with France. He died at Paris in 1794. His prose is +considered classical in Germany, having the lightness of French and the +power of English gained through his large knowledge of those +literatures.</small></p> + +<p><small><a name="page_095_note_83"></a><a href="#page_095">Footnote +83</a>: The Mark of Brandenburg.</small></p> + +<p><small><a name="page_099_note_84"></a><a href="#page_099">Footnote +84</a>: It is to be regretted that Froebel has not developed this point +more fully. He speaks of "die Betrachtung des Zahlensinnes in +horizontaler oder Seiten-Richtung," and one would be glad of further +details of this view of number. We think that the full expression of the +thought here shadowed out, is to be found in the Kindergarten +occupations of mat-weaving, stick-laying, etc., in their arithmetical +aspect. Certainly in these occupations, instead of number being built up +as with bricks, etc., it is laid along horizontally.</small></p> + +<p><small><a name="page_102_note_85"></a><a href="#page_102">Footnote +85</a>: Carl Christian Friedrich Krause, an eminent philosopher, and the +most learned writer on freemasonry in his day, was born in 1781. at +Eisenberg, in Saxony. From 1801 to 1804 he was a professor at Jena, +afterwards teaching in Dresden, Göttingen, and Munich, at which latter +place he died in 1832.</small></p> + +<p><small><a name="page_102_note_86"></a><a href="#page_102">Footnote +86</a>: Lorenz Oken, the famous naturalist and man of science, was born +at Rohlsbach, in Swabia, 1st August, 1779. (His real name was +Ockenfuss.) In 1812 Oken was appointed ordinary professor of natural +history at Jena, and in 1816 he founded his celebrated journal, the +<i>Isis</i>, devoted chiefly to science, but also admitting comments on +political matters. The latter having given offence to the Court of +Weimar, Oken was called upon either to resign his professorship or +suppress the <i>Isis</i>. He chose the former alternative, sent in his +resignation, transferred the publication of the <i>Isis</i> to Rudolstadt, +and remained at Jena as a private teacher of science. In 1821 he +broached in the <i>Isis</i> the idea of an annual gathering of German +<i>savants</i>, and it was carried out successfully at Leipzig in the +following year. To Oken, therefore, may be indirectly ascribed the +genesis of the annual scientific gatherings common on the Continent, as +well as of the British Association for the Advancement of Science, which +at the outset was avowedly organised after his model. He died in +1851.</small></p> + +<p><small><a name="page_104_note_87"></a><a href="#page_104">Footnote +87</a>: Those acquainted with the classical mythology will forgive us +for noting that Charybdis was, and is, a whirlpool on the Sicilian shore +of the Straits of Messina, face to face with some caverns under the rock +of Scylla, on the Italian shore, into which the waves rush at high tide +with a roar not unlike a dog's bark.</small></p> + +<p><small><a name="page_105_note_88"></a><a href="#page_105">Footnote +88</a>: The peculiar dreamy boy, who by his nature was set against much +of his work, and therefore seemed but an idle fellow to his +schoolmaster, was thought to be less gifted than his brothers, and on +that account fitted not so much for study as for simple practical life. +In Oberweissbach he was set down as "moonstruck." All this is more fully +set forth in the Meiningen letter, and the footnotes to it.</small></p> + +<p><small><a name="page_105_note_89"></a><a href="#page_105">Footnote +89</a>: This was the time when he was apprenticed to the forester in +Neuhaus, in the Thüringer Wald, and necessarily studied mathematics, +nature, and the culture of forest trees. Eyewitnesses have described him +as extremely peculiar in all his ways, even to his dress, which was +often fantastic. He was fond of mighty boots and great waving feathers +in his green hunter's-hat, etc.</small></p> + +<p><small><a name="page_107_note_90"></a><a href="#page_107">Footnote +90</a>: <i>i.e.</i>, Frankfurt.</small></p> + +<p><small><a name="page_108_note_91"></a><a href="#page_108">Footnote +91</a>: Architecture, etc., at this time.</small></p> + +<p><small><a name="page_108_note_92"></a><a href="#page_108">Footnote +92</a>: From Mecklenburg to Frankfurt.</small></p> + +<p><small><a name="page_108_note_93"></a><a href="#page_108">Footnote +93</a>: <i>i.e.</i>, as an architect.</small></p> + +<p><small><a name="page_108_note_94"></a><a href="#page_108">Footnote +94</a>: His plan evidently was to use architecture, probably Gothic +architecture, as a means of culture and elevation for mankind, and not +merely to practise it to gain money.</small></p> + +<p><small><a name="page_109_note_95"></a><a href="#page_109">Footnote +95</a>: It was in 1805 that Froebel was appointed by Gruner teacher in +the Normal School at Frankfurt.</small></p> + +<p><small><a name="page_110_note_96"></a><a href="#page_110">Footnote +96</a>: 1. Teacher in the Model School. 2. Tutor to the sons of Herr von +Holzhausen near Frankfurt. 3. A resident at Yverdon with +Pestalozzi.</small></p> + +<p><small><a name="page_110_note_97"></a><a href="#page_110">Footnote +97</a>: Froebel was driven to Yverdon by the perusal of some of +Pestalozzi's works which Gruner had lent him. He stayed with Pestalozzi +for a fortnight, and returned with the resolve to study further with the +great Swiss reformer at some future time. In 1807, he became tutor to +Herr von Holzhausen's somewhat spoilt boys, demanded to have the entire +control of them, and for this object their isolation from their family. +The grateful parents, with whom Froebel was very warmly intimate, always +kept the rooms in which he dwelt with his pupils exactly as they were at +that time, in remembrance of his remarkable success with these boys. +Madame von Holzhausen had extraordinary influence with Froebel, and he +continued in constant correspondence with her. In 1808 Froebel and his +pupils went to Yverdon, and remained till 1810. But the philosophic +groundwork of Pestalozzi's system failed to satisfy him. Pestalozzi's +work started from the external needs of the poorest people, while +Froebel desired to found the columns supporting human culture upon +theoretically reasoned grounds and upon the natural sciences. A +remarkable difference existed between the characters of the two great +men. Pestalozzi was diffident, acknowledged freely his mistakes, and +sometimes blamed himself for them bitterly; Froebel never thought +himself in the wrong, if anything went amiss always found some external +cause for the failure, and in self-confidence sometimes reached an +extravagant pitch.</small></p> + +<p><small><a name="page_111_note_98"></a><a href="#page_111">Footnote +98</a>: Either Froebel or his editor has made a blunder here. Froebel +went to Göttingen in July 1811 (see <a href="#page_084">p. 84</a>), and +to Berlin in October 1812 (see <a href="#page_089">p. +89</a>).</small></p> + +<p><small><a name="page_112_note_99"></a><a href="#page_112">Footnote +99</a>: At this time, however, the symbols of the inorganic world did +not appeal to Froebel with the same force as those of the organic world. +In a letter to Madame von Holzhausen. 31st March, 1831, he writes: "It +is the highest privilege of natural forms or of natural life that they +contain agreement and perfection within themselves as a whole class, +while differing and filled with imperfection in particular individuals; +for look at the loveliest blooming fruit-tree, the sweetest rose, the +purest lily, and your eye can always detect deficiencies, imperfections, +differences in each one, regarded as a single phenomenon, a separate +bloom; and, further, the same want of perfection appears also in every +single petal: on the other hand, wherever mathematical symmetry and +precise agreement are found, <i>there is death</i>".</small></p> + +<p><small><a name="page_112_note_100"></a><a href="#page_112">Footnote +100</a>: Not a figure of speech altogether; for Froebel did really +decline a professorship of mineralogy which was offered him at this +time, in order to set forth on his educational career.</small></p> + +<p><small><a name="page_113_note_101"></a><a href="#page_113">Footnote +101</a>: That is, putting development into a formula—</small></p> + +<table align="center" summary="diagram: thesis + antithesis = +synthesis"> + +<tr><td width="45%" align="right"><small>Thesis</small></td><td +width="10%" +align="center"><big><big>↧</big></big></td><td><small>Antithesis</small></td></tr> + +<tr><td colspan="3" align="center"><small>Synthesis.</small></td></tr> + +</table> + +<p><small>The true synthesis is that springing from the thesis and its +opposite, the antithesis. Another type of the formula is +this—</small></p> + +<table align="center" summary="diagram: proposition + +counter-proposition = compromise"> + +<tr><td width="45%" align="right"><small>Proposition</small></td><td +width="10%" +align="center"><big><big>↧</big></big></td><td><small>Counter-proposition</small></td></tr> + +<tr><td colspan="3" align="center"><small>Compromise.</small></td></tr> + +</table> + +<p><small>Understanding by "Compromise" (<i>Vermittlung</i>) that which +results from the union of the two opposites, that which forms part of +both and which links them together. The formula expressed in terms of +human life, for example, is—</small></p> + +<table align="center" summary="diagram: father + mother = +child"> + +<tr><td width="45%" align="right"><small>Father</small></td><td +width="10%" +align="center"><big><big>↧</big></big></td><td><small>Mother</small></td></tr> + +<tr><td colspan="3" align="center"><small>Child.</small></td></tr> + +</table> + +<p><small>Philosophic readers acquainted with Hegel and his school will +recognise a familiar friend in these formulæ.</small></p> + +<p><small><a name="page_113_note_102"></a><a href="#page_113">Footnote +102</a>: Froebel travelled from Berlin to Osterode, and took with him +both his brother Christian's sons, Ferdinand and Wilhelm, to Griesheim; +there to educate them together with the three orphans of his brother +Christoph, who had died in 1813, of hospital fever, whilst nursing the +French soldiers. Of the sons of Christian, Ferdinand studied philosophy, +and at his death was director of the Orphanage founded by Froebel in +Burgdorf; Wilhelm, who showed great talent, and was his uncle's +favourite nephew, died early through the consequences of an accident, +just after receiving his "leaving certificate" from the gymnasium of +Rudolstadt.</small></p> + +<p><small>As regards the sons of Christoph, they were the immediate +cause of Froebel's going to Griesheim, for their widowed mother sent for +her brother-in-law to consult him as to their education. Julius, the +eldest, was well prepared in Keilhau for the active life he was +afterwards destined to live. He went from school to Munich, first, to +study the natural sciences; and while yet at the university several +publications from his pen were issued by Cotta. Later on he took an +official post in Weimar, and continued to write from time to time. +Meanwhile he completed his studies in Jena and Berlin under Karl von +Ritter, the great authority on cosmography, and under the distinguished +naturalist, Alexander von Humboldt. In 1833 he became Professor at the +Polytechnic School in Zurich; but his literary avocations eventually +drew him to Dresden. Here he was chosen Deputy to the National Assembly +at Frankfurt in 1848. After the dissolution of that Assembly, Julius +Froebel, in common with many others of the more advanced party, was +condemned to death. He escaped to Switzerland before arrest, and fled to +New York. In after life he was permitted to return to Germany, and +eventually he was appointed Consul at Smyrna.</small></p> + +<p><small>Karl Froebel, the next son, went to Jena also. He then took a +tutorship in England, and it was at this time (1831) that his pamphlet, +"A Preparation for Euclid," appeared. He returned to the Continent to +become Director of the Public Schools at Zürich. He left Zürich in 1848 +for Hamburg, where he founded a Lyceum for Young Ladies. Some years +later, when this had ceased to exist, he went again to England, and +eventually founded an excellent school at Edinburgh with the aid of his +wife; which, indeed, his wife and he still conduct. His daughters show +great talent for music, and one of them was a pupil of the distinguished +pianist, Madame Schumann (widow of the great composer).</small></p> + +<p><small><a name="page_115_note_103"></a><a href="#page_115">Footnote +103</a>: Or, as we say, A is A.</small></p> + +<p><small><a name="page_115_note_104"></a><a href="#page_115">Footnote +104</a>: A great deal of Froebel's irony might all too truly be still +applied to current educational work.</small></p> + +<p><small><a name="page_116_note_105"></a><a href="#page_116">Footnote +105</a>: Empiricism—that is, <i>a posteriori</i> investigations, based +on actual facts and not <i>a priori</i> deductions from theories, or general +laws, did good service before Froebel's time, and will do good service +yet, Froebel notwithstanding. In Froebel's time the limits Kant so truly +set to the human understanding were overstepped on every side; Fichte, +Schelling, and Hegel were teaching, and the latter especially had an +overpowering influence upon all science. Every one constructed a +philosophy of the universe out of his own brain. Krause, the recipient +of this letter, never attained to very great influence, though had he +been in Hegel's chair he might perhaps have wielded Hegel's authority, +and there was for a long time a great likelihood of his appointment. +Meanwhile he reconstructed the university at Göttingen. Even practical +students of Nature, such as Oken, did homage to the general tendency +which had absorbed all the eager spirits of the vanguard of human +advancement, amongst them Froebel himself. We see how firmly set Froebel +was against experience-teaching, <i>a posteriori</i> work, or, as he calls +it, empiricism. The Kantist, Arthur Schopenhauer, was not listened to, +and dwelt apart, devouring his heart in bitter silence; breaking out at +last with the dreary creed of Pessimism.</small></p> + +<p><small><a name="page_117_note_106"></a><a href="#page_117">Footnote +106</a>: Froebel is here hardly fair. How should people know much of him +as yet? He had at this time written the following works:—(1) "On +the Universal German Educational Institute of Rudolstadt" (1822); (2) +"Continuation of the Account of the Universal German Educational +Institute at Keilhau" (1823); (3) "Christmas at Keilhau: a Christmas +Gift to the Parents of the Pupils at Keilhau, to the Friends and the +Members of the Institute" (1824); (4) "The Menschen Erziehung," the full +title of which was "The Education of Man: The Art of Education, +Instruction, and Teaching, as attempted to be realised at the Universal +Educational Institute at Keilhau, set forth by the Originator, Founder, +and Principal of the Institute, Friedrich Froebel" (1826), never +completed; (5) <i>Family Weekly Journal of Education for Self-culture and +the Training of Others</i>, edited by Friedrich Froebel, Leipzig and +Keilhau. But Froebel, in his unbusiness-like way, published all these +productions privately. They came out of course under every disadvantage, +and could only reach the hands of learned persons, and those to whom +they were really of interest, by the merest chance. Further, Froebel, as +has already abundantly appeared, was but a poor author. His stiff, +turgid style makes his works in many places most difficult to +understand, as the present translators have found to their cost, and he +was therefore practically unreadable to the general public. In his usual +self-absorbed fashion, he did not perceive these deficiencies of his, +nor could he be got to see the folly of private publication. Indeed, on +the contrary, he dreamed of fabulous sums which one day he was to +realise by the sale of his works. It is needless to add that the event +proved very much the reverse. As to criticism, it was particularly the +"able editor" Harnisch who pulled to pieces the "Menschen Erziehung" so +pitilessly on its appearance, and who is probably here referred +to.</small></p> + +<p><small><a name="page_118_note_107"></a><a href="#page_118">Footnote +107</a>: This passage may serve as a sufficient illustration of +Froebel's metaphysical way of looking at his subject. It is scarcely our +habit at the present day to regard the science of being (ontology) as a +science at all, since it is utterly incapable of verification; but it is +not difficult to trace the important truth really held by Froebel even +through the somewhat perplexing folds of scholastic philosophy in which +he has clothed it.</small></p> + +<p><small><a name="page_120_note_108"></a><a href="#page_120">Footnote +108</a>: See the previous <a href="#page_093_note_81">footnote, p. +93</a>.</small></p> + +<p><small><a name="page_121_note_109"></a><a href="#page_121">Footnote +109</a>: These events and situations are fully set forth in the letter +to the Duke of Meiningen, <i>ante.</i></small></p> + +<p><small><a name="page_121_note_110"></a><a href="#page_121">Footnote +110</a>: As mineralogist.</small></p> + +<p><small><a name="page_121_note_111"></a><a href="#page_121">Footnote +111</a>: Christian Ludwig Froebel.</small></p> + +<p><small><a name="page_122_note_112"></a><a href="#page_122">Footnote +112</a>: Christoph.</small></p> + +<p><small><a name="page_122_note_113"></a><a href="#page_122">Footnote +113</a>: This younger Langethal afterwards became a Professor in the +University of Jena.</small></p> + +<p><small><a name="page_122_note_114"></a><a href="#page_122">Footnote +114</a>: The minister's widow lost her widow's privilege of residence at +Griesheim by the death of her father, and bought a farm at +Keilhau.</small></p> + +<p><small><a name="page_123_note_115"></a><a href="#page_123">Footnote +115</a>: Froebel told his sister-in-law that he "desired to be a father +to her orphaned children." The widow understood this in quite a special +and peculiar sense, whereof Froebel had not the remotest idea. Later on, +when she came to know that Froebel was engaged to another lady, she made +over to him the Keilhau farm, and herself went to live at +Volkstädt.]</small></p> + +<p><small><a name="page_123_note_116"></a><a href="#page_123">Footnote +116</a>: This young girl, the adopted daughter of the first Madame +Froebel, was named Ernestine Chrispine, and afterwards married +Langethal. Froebel's first wife, Henrietta Wilhelmine Hoffmeister, was +born at Berlin 20th September, 1780, and was therefore thirty-eight at +the time of her marriage. She was a remarkable woman, highly cultured, a +pupil of Schleiermacher and of Fichte. Before her marriage with Froebel +she had been married to an official in the War Office, and had been +separated from him on account of his misconduct. Middendorff and +Langethal knew the family well, and had frequently spoken with Froebel +about this lady, who was admired and respected by both of them. Froebel +saw her once in the mineralogical museum at Berlin, and was wonderfully +struck by her, especially because of the readiness in which she entered +into his educational ideas. When afterwards he desired to marry, he +wrote to the lady and invited her to give up her life to the furtherance +of those ideas with which she had once shown herself to be so deeply +penetrated, and to become his wife. She received his proposal +favourably, but her father, an old War Office official, at first made +objections. Eventually she left her comfortable home to plunge amidst +the privations and hardships of all kinds abundantly connected with +educational struggles. She soon rose to great honour with all the little +circle, and was deeply loved and most tenderly treated by Froebel +himself. In her willingness to make sacrifices and her cheerfulness +under privations, she set them all an example. She died at Blankenburg +in May 1839.</small></p> + +<p><small><a name="page_123_note_117"></a><a href="#page_123">Footnote +117</a>: The expected dowry was never forthcoming, which made matters +harder.</small></p> + +<p><small><a name="page_124_note_118"></a><a href="#page_124">Footnote +118</a>: Christian had already assisted his brother at Griesheim, and +before that, to the utmost of his power. The three daughters were (1) +Albertine, born 29th December, 1801, afterwards married Middendorff; (2) +Emilie, born 11th July, 1804, married Barop, died 18th August, 1860, at +Keilhau; (3) Elise, born 5th January, 1814, married Dr. Siegfried +Schaffner, one of the Keilhau colleagues, later on.</small></p> + +<p><small><a name="page_124_note_119"></a><a href="#page_124">Footnote +119</a>: Johannes Arnold Barop, Middendorff's nephew, was born at +Dortmund, 29th November, 1802. He afterwards became proprietor and +principal of Keilhau.</small></p> + +<p><small><a name="page_124_note_120"></a><a href="#page_124">Footnote +120</a>: March 1828.</small></p> + +<p><small><a name="page_125_note_121"></a><a href="#page_125">Footnote +121</a>: This excellent man was drowned in the Saale while bathing, soon +after this letter was written.</small></p> + +<p><small><a name="page_126_note_122"></a><a href="#page_126">Footnote +122</a>: He always regarded himself as perfectly tolerant.</small></p> + +<p><small><a name="page_127_note_123"></a><a href="#page_127">Footnote +123</a>: Froebel moved from Griesheim to Keilhau in 1817.</small></p> + +<p><small><a name="page_127_note_124"></a><a href="#page_127">Footnote +124</a>: In 1820.</small></p> + +<p><small><a name="page_127_note_125"></a><a href="#page_127">Footnote +125</a>: It was in 1828 that Barop formally and definitely joined the +Froebel community.</small></p> + +<p><small><a name="page_127_note_126"></a><a href="#page_127">Footnote +126</a>: The long turmoil of the Napoleonic wars, the outcome of the +French Revolution, ceased in 1815; and the minds of the students and the +other youths of the country, set free from this terrible struggle for +liberty, turned towards the reformation of their own country. Many +associations were formed: perhaps here and there wild talk was indulged +in. The Government grew alarmed, and though the students had invariably +acted with perfect legality, all their associations were dispersed and +forbidden.</small></p> + +<p><small><a name="page_128_note_127"></a><a href="#page_128">Footnote +127</a>: Christian Froebel and his wife.</small></p> + +<p><small><a name="page_129_note_128"></a><a href="#page_129">Footnote +128</a>: This was 1827-29.</small></p> + +<p><small><a name="page_129_note_129"></a><a href="#page_129">Footnote +129</a>: This is the interesting plan of the Public Educational +Institution and Orphanage in Helba, with which admirers of Froebel are +probably already well acquainted. It is given in full in Lange's +"Froebel," vol. i., p. 401.</small></p> + +<p><small><a name="page_130_note_130"></a><a href="#page_130">Footnote +130</a>: Say £100.</small></p> + +<p><small><a name="page_130_note_131"></a><a href="#page_130">Footnote +131</a>: In 1829.</small></p> + +<p><small><a name="page_131_note_132"></a><a href="#page_131">Footnote +132</a>: The Wartensee is a small lake in the canton Luzern, not far +from Sempach.</small></p> + +<p><small><a name="page_131_note_133"></a><a href="#page_131">Footnote +133</a>: About 30s.</small></p> + +<p><small><a name="page_131_note_134"></a><a href="#page_131">Footnote +134</a>: Auf Schuster's Rappen,—<i>i.e.</i>, on foot. (This was in +1832.)</small></p> + +<p><small><a name="page_132_note_135"></a><a href="#page_132">Footnote +135</a>: A small town not far away, still in the canton +Luzern.</small></p> + +<p><small><a name="page_132_note_136"></a><a href="#page_132">Footnote +136</a>: This was a familiar name for the devil, till a few years back, +in Germany; surprisingly recalling the term "Eumenides" for the Greek +Furies, since it originated in a desire to speak of so powerful an enemy +in respectful terms, lest he should take offence.</small></p> + +<p><small><a name="page_134_note_137"></a><a href="#page_134">Footnote +137</a>: A Swiss educational writer of great power and charm. His school +books, "Sur la langue maternelle," are really valuable.</small></p> + +<p><small><a name="page_135_note_138"></a><a href="#page_135">Footnote +138</a>: The editors venture to call attention to these little facts as +a sample of the extraordinary devotion and sacrifice which Froebel knew +how to inspire in his colleagues. This exchange of Barop and Middendorff +took place in 1833.</small></p> + +<p><small><a name="page_136_note_139"></a><a href="#page_136">Footnote +139</a>: In 1833.</small></p> + +<p><small><a name="page_136_note_140"></a><a href="#page_136">Footnote +140</a>: This regulation is still happily in force.</small></p> + +<p><small><a name="page_137_note_141"></a><a href="#page_137">Footnote +141</a>: In 1836.</small></p> + +<p><small><a name="page_137_note_142"></a><a href="#page_137">Footnote +142</a>: Blankenburg lies on the way from Schwarzburg to Rudolstadt, +about two hours' walk away from Keilhau.</small></p> + + + + + +<center><h2><a name="page_140"></a>CHRONOLOGICAL ABSTRACT OF THE +PRINCIPAL EVENTS IN THE LIFE OF FROEBEL, AND THE FROEBEL +COMMUNITY.</h2></center> + + +<hr width="20%"> + +<table width="100%" summary="chronology of Froebel's life and +related events"> + +<tr><td valign="top">1770.</td> <td>June 24th.—Birth of Christian +Ludwig Froebel.</td></tr> + +<tr><td valign="top" rowspan="2">1780.</td> <td>Sept. 17th.—Birth +of Friedrich Froebel's first wife, Henriette Wilhelmine Hoffmeister, at +Berlin.</td></tr> + +<tr><td>Christian Froebel's wife, Johanna Caroline Mügge, was also born in +1780, on August 28th.</td></tr> + +<tr valign="top"><td>1782.</td> <td>April 21st.—<i>Birth of +Friedrich Froebel</i>, at Oberweissbach, Thuringia.</td></tr> + +<tr valign="top"><td rowspan="2">1792.</td> <td>Froebel is sent to +Superintendent Hoffman in Stadt Ilm.</td></tr> + +<tr><td>Sept. 3rd.—Birth of Heinrich Langethal, at +Erfurt.</td></tr> + +<tr valign="top"><td>1793.</td> <td>Sept. 20.—Birth of Wilhelm +Middendorff, at Brechten, near Dortmund, in Westphalia.</td></tr> + +<tr valign="top"><td>1797.</td> <td>Froebel is sent to Neuhof in the +Thuringian Forest to learn forestry.</td></tr> + +<tr valign="top"><td>1799.</td> <td>Froebel returns home; goes thence as +student to Jena.</td></tr> + +<tr valign="top"><td rowspan="2">1801.</td> <td>He leaves Jena (having +closed his career there with nine weeks' imprisonment for debt), and +soon afterwards begins to study farming with a relative of his father's +at Hildburghausen.</td></tr> + +<tr><td>Dec. 29th.—Birth of Albertine Froebel (Madame +Middendorff), eldest daughter of Christian Froebel.</td></tr> + +<tr valign="top"><td rowspan="2">1802.</td> <td>Death of Froebel's +father. Froebel becomes Actuary to the Forestry Department of the +Episcopal State of Bamberg.</td></tr> + +<tr><td>Nov. 29th.—Birth of Johannes Arnold Barop, at Dortmund, in +Westphalia.</td></tr> + +<tr valign="top"><td>1803.</td> <td>Froebel goes to Bamberg, and takes +part in the governmental land survey, necessary upon the change of +government, Bamberg now passing to Bavaria.</td></tr> + +<tr><td valign="top" rowspan="2">1804.</td> <td>He takes, one after the +other, two situations as secretary and accountant of a large country +estate, first, that of Herr von Völdersdorf in Baireuth, afterwards that +of Herr von Dewitz in Gross Milchow, Mecklenburg.</td></tr> + +<tr><td>July 11th.—Birth of Emilie Froebel (Madame Barop), second +daughter of Christian Froebel.</td></tr> + +<tr><td valign="top"><a name="page_141"></a>1805.</td> <td>Death of +Froebel's maternal uncle, Superintendent Hoffman. Froebel determines to +become an architect, and sets out for Frankfurt to study there. Becomes, +however, teacher in the Model School at Frankfurt, on Gruner's +invitation. Visits Pestalozzi, at Yverdon, for a short time.</td></tr> + +<tr><td valign="top">1807.</td> <td>He becomes tutor in the family of +Herr von Holzhausen in the suburbs of Frankfurt.</td></tr> + +<tr><td valign="top">1808.</td> <td>He goes to Pestalozzi at Yverdon +with his pupils.</td></tr> + +<tr><td valign="top">1809.</td> <td>He draws up an account of +Pestalozzi's work for the Princess of Rudolstadt.</td></tr> + +<tr><td valign="top">1810.</td> <td>Froebel returns to Frankfurt from +Yverdon.</td></tr> + +<tr><td valign="top">1811.</td> <td>He goes to the University of +Göttingen.</td></tr> + +<tr><td valign="top">1812.</td> <td>He proceeds thence to the University +of Berlin.</td></tr> + +<tr><td valign="top">1813.</td> <td>Froebel, Langethal, and Middendorff +enlist in Lützow's regiment of Chasseurs, a volunteer corps enrolled to +take part in the resistance to Napoleon's invasion of Prussia.</td></tr> + +<tr><td valign="top" rowspan="2">1814.</td> <td>Jan. 5th.—Birth of +Elise Froebel (Madame Schaffner), Christian's youngest +daughter.</td></tr> + +<tr><td>After the Peace of Paris (May 30th, 1814) Froebel is appointed +assistant in the Mineralogical Museum of the University of Berlin, and +takes his post there in August.</td></tr> + +<tr><td valign="top">1816.</td> <td>Nov. 13th.—Froebel founds his +"Universal German Educational Institute" in Griesheim.</td></tr> + +<tr><td valign="top">1817.</td> <td>Transference of the School to +Keilhau. Arrival of Langethal and Middendorff.</td></tr> + +<tr><td valign="top">1818.</td> <td>First marriage of Froebel.</td></tr> + +<tr><td valign="top">1820.</td> <td>Christian Froebel arrives at Keilhau +with his wife and daughters Froebel writes "To the German +people."</td></tr> + +<tr><td valign="top">1821.</td> <td>Froebel publishes (privately) +"Principles, Aims, and Inner Life of the Universal German Educational +Institute in Keilhau," and "Aphorisms."</td></tr> + +<tr><td valign="top">1822.</td> <td>He publishes the pamphlets "On +German Education, especially as regards the Universal German Educational +Institute at Keilhau," and "On the Universal German Educational +Institute at Keilhau."</td></tr> + +<tr><td valign="top">1823.</td> <td>He publishes "Continuation of the +Account of the Educational Institute at Keilhau."</td></tr> + +<tr><td valign="top">1824.</td> <td>He publishes the pamphlet "Christmas +at Keilhau."</td></tr> + +<tr><td valign="top">1826.</td> <td>Marriages of Langethal and +Middendorff. Froebel publishes the "Education of Man" ("Menschen +Erziehung"). Later he founds the weekly <i>Family Journal of +Education</i>.</td></tr> + +<tr><td valign="top">1827.</td> <td>Letter to the Duke of Meiningen +(translated in this present work), uncompleted, probably never sent to +the duke.</td></tr> + +<tr><td valign="top">1828.</td> <td>Letter to Krause (partly translated +in the present work). Barop formally becomes a member of the Educational +Community at Keilhau.</td></tr> + +<tr><td valign="top">1829.</td> <td>Plan for a National Educational +Institute in Helba, under the auspices <a name="page_142"></a> of the +Duke of Meiningen, now completed, the whole Keilhau community having +worked upon it under Froebel's direction.</td></tr> + +<tr><td valign="top">1830.</td> <td>Death of Wilhelm Carl, one of the +Keilhau community, by drowning in the Saale.</td></tr> + +<tr><td valign="top" rowspan="4">1831.</td> <td>Froebel breaks with the +Duke of Meiningen, and gives up the Helba project.</td></tr> + +<tr><td>Visit to Frankfurt, and meeting with Schnyder.</td></tr> + +<tr><td>Acceptance of Schnyder's offer of his Castle at +Wartensee.</td></tr> + +<tr><td>Opening of the Institution at Wartensee by Froebel and his +nephew Ferdinand.</td></tr> + +<tr><td valign="top">1832.</td> <td>Barop goes to Wartensee. +Transference of the School from Wartensee to Willisau. Froebel pays a +short visit to Keilhau.</td></tr> + +<tr><td valign="top">1833.</td> <td>Froebel brings his wife to Willisau. +The Bernese Administration invites him to consider a plan for the +foundation of an Orphanage at Burgdorf. He is appointed lecturer for the +Repetitive Courses for young teachers held there. Langethal comes from +Keilhau to Willisau, Barop returns to Keilhau.</td></tr> + +<tr><td valign="top">1835.</td> <td>Froebel, his wife, and Langethal +undertake the foundation of the Orphanage for Bern, in Burgdorf. +Middendorff and Elise Froebel go from Keilhau to Willisau and join +Ferdinand Froebel there. Froebel writes "The New Year 1836 demands a +Renewal of Life."</td></tr> + +<tr><td valign="top">1836.</td> <td>Froebel and his wife leave Burgdorf +for Berlin. Ferdinand Froebel and Langethal take over the direction of +the Orphanage.</td></tr> + +<tr><td valign="top">1837.</td> <td>Opening of the first Kindergarten in +Blankenburg.</td></tr> + +<tr><td valign="top">1838.</td> <td>Commencement of Froebel's <i>Sunday +Journal</i>.</td></tr> + +<tr><td valign="top">1839.</td> <td>Froebel and Middendorff go to +Dresden. Death of Madame Froebel.</td></tr> + +<tr><td valign="top">1840.</td> <td>Guttenberg Festival (400th +anniversary of the invention of printing). Opening of the Universal +German Kindergarten at Blankenburg, as a joint-stock company. Froebel +and Middendorff in the following years make several journeys from +Keilhau to various parts of Germany endeavouring to promote the erection +of Kindergartens.</td></tr> + +<tr><td valign="top">1848.</td> <td>General Congress of Teachers, called +by Froebel, at Rudolstadt. Second journey of Froebel to Dresden in the +autumn.</td></tr> + +<tr><td valign="top">1849.</td> <td>Froebel settles at Liebenstein +intending to train Kindergarten teachers there. Work at Hamburg, first +by Middendorff, then by Froebel.</td></tr> + +<tr><td valign="top">1850.</td> <td>Froebel returns to Liebenstein. +Through the influence of Madame von Marenholtz-Bülow he receives the +neighbouring country seat of Marienthal from the Grand Duke of Weimar +for the purposes of his Training College. Foundation of a new <i>Weekly +Journal of Education</i> by Froebel, edited by Lange. Marriage of Elise +Froebel to Dr. Siegfried Schaffner.</td></tr> + +<tr><td valign="top" rowspan="2">1851.</td> <td>Jan. 9th.—Death of +Christian Ludwig Froebel.</td></tr> + +<tr><td>July.—Second marriage of Froebel, with Luise Levin. First +appearance of the <i>Journal for Friedrich Froebel's Educational +Aims</i>.</td></tr> + +<tr><td valign="top" rowspan="2">1852.</td> <td>April.—Froebel is +called to join the Educational Congress at Gotha, under the presidency +of Theodor Hoffman.</td></tr> + +<tr><td><a name="page_143"></a>June 21.—<i>Death of Froebel.</i> His +educational establishment at Marienthal is removed to Keilhau, under the +superintendence of Middendorff. Madame Luise Froebel also assists to +train students in the methods of the Kindergarten at Keilhau.</td></tr> + +<tr><td valign="top" rowspan="2">1853.</td> <td>Middendorff +enthusiastically received at the Congress at Salzungen, when addressing +it on the Froebelian methods.</td></tr> + +<tr><td>Nov. 27th.—Death of Middendorff. Madame Luise Froebel, for +a time, directs Keilhau.</td></tr> + +<tr><td valign="top" rowspan="4">1854.</td> <td>Madame Luise Froebel +goes in the spring to Dresden, to assist Dr. Marquart in his +Kindergarten and training establishment for Kindergarten teachers. +Madame Marquart had been a pupil of Froebel. Keilhau ceases to be a +training school for Kindergarten teachers.</td></tr> + +<tr><td>In the autumn Madame Luise Froebel accepts the directorship of +the Public Free Kindergarten in Hamburg, and trains students there. (She +is still actively employed at Hamburg in the cause of the Kindergarten; +1886.)</td></tr> + +<tr><td>First introduction of the Kindergarten system into England by +Miss Prætorius, who founds a Kindergarten at Fitzroy Square. Madame von +Marenholtz Bülow, who was the support of Froebel's latest years, whose +influence with the Grand Duke of Weimar procured him Marienthal, and +whose whole leisure and power was devoted to his service, and to the +interpretation of his ideas, comes to England to lecture and write in +support of the cause of the Kindergarten. Publishes a pamphlet on +"Infant Gardens," in English.</td></tr> + +<tr><td>Madame Ronge introduces the Kindergarten system at Manchester; +and shortly afterwards the Manchester Kindergarten Association is +founded.</td></tr> + +<tr><td valign="top">1859.</td> <td>Miss Eleonore Heerwart (pupil of +Middendorff and Madame Luise Froebel), and the Baroness Adèle von +Portugall (pupil of Madame von Marenholtz-Bülow and of Madame Schrader, +the great niece of Froebel), come to England, and are both engaged at +Manchester as Kindergarten teachers, but not in the same +establishment.</td></tr> + +<tr><td valign="top">1860.</td> <td>August 18th.—Death of Madame +Barop (Emilie Froebel).</td></tr> + +<tr><td valign="top">1861.</td> <td>The Baroness Bertha Von +Marenholtz-Bülow promotes the foundation of the Journal <i>The Education +of the Future</i>, and Dr. Carl Schmidt of Coethen undertakes the +editorship.</td></tr> + +<tr><td valign="top" rowspan="3">1874.</td> <td>April.—Madame +Michaelis comes to England to assist the Kindergarten movement. Is +appointed in the summer to lecture to the school-board teachers at +Croydon. Founds Croydon Kindergarten, January 1875, with Mrs. +Berry.</td></tr> + +<tr><td>Nov.—The London School Board appoint Miss Bishop (pupil of +Miss Prætorius) as their first lecturer on the Kindergarten System to +their teachers of infant schools. About the same time Miss Heerwart (who +had left Manchester to found a Kindergarten of her own in Dublin in +1866) is appointed principal of the Kindergarten Training College +established at Stockwell by the British and Foreign School +Society.</td></tr> + +<tr><td><a name="page_144"></a>The Froebel Society of London is formed +by Miss Doreck, Miss Heerwart, Miss Bishop, Madame Michaelis, Professor +Joseph Payne, and Miss Manning; Miss Doreck being the first president. +Very soon these were joined by Miss Shireff (president since 1877, when +Miss Doreck died), by her sister Mrs. William Grey, by Miss Mary Gurney, +and by many other well-known friends of educational progress.</td></tr> + +<tr><td valign="top">1879.</td> <td>Autumn.—The London +Kindergarten Training College is founded by the Froebel Society, but as +a separate association (dissolved 1883).</td></tr> + +<tr><td valign="top">1880.</td> <td>May.—The Croydon Kindergarten +Company (Limited), is founded to extend Madame Michaelis's work in +teaching and training, Madame Michaelis becoming the Company's head +mistress.</td></tr> + +<tr><td valign="top">1882.</td> <td>Langethal died. Celebration of the +Centenary of Froebel's birth by a concert, given at Willis's Rooms, +London, on the part of the Froebel Society, to raise funds for a +memorial Kindergarten at Blankenburg, by a fund raised at Croydon for +the same purpose, and by a <i>soirée</i> and conversazione, presided over by +Mr. W. Woodall, M.P., given at the Stockwell Training College by the +British and Foreign School Society.</td></tr> + +<tr><td valign="top" rowspan="2">1883.</td> <td>January.—The +Bedford Kindergarten Company (Limited) founded, mainly upon the lines of +the Croydon Company. First (and present) head mistress, Miss +Sim.</td></tr> + +<tr><td>Miss Heerwart goes to Blankenburg to found the memorial +Kindergarten there.</td></tr> + +<tr><td valign="top" rowspan="3">1884.</td> <td>International +Exhibition, South Kensington (Health and Education). A Conference on +Education was held in June, the section devoted to Infant Education +being largely taken up with an important discussion of Froebel's +principles, in which speakers of other nations joined the English +authorities in debate.</td></tr> + +<tr><td>The British and Foreign Society organised a complete exhibition +of Kindergarten work and materials, to which all the chief London +Kindergarten establishments (including Croydon) contributed; and most +establishments gave lessons in turn, weekly, to classes of children, in +order to show publicly the practical application of Kindergarten +methods. These lessons were given gratuitously in the rooms devoted to +the Kindergarten section of the exhibition. In October this section was +closed by a conference of Kindergarten teachers from all England, held +in the Lecture Theatre of the Albert Hall.</td></tr> + +<tr><td>Autumn.—Dr. Wichard Lange, the biographer of Froebel, and +collector of Froebel's works (from whose collection the present +translation has been made), and by his numerous articles one of the best +friends to the advocacy of Froebel's educational principles, died, under +somewhat painful circumstances.</td></tr> + +</table> + + +<center><h2><a name="page_145"></a>BIBLIOGRAPHY OF +FROEBEL.</h2></center> + +<table summary="bibliography"> + +<tr><td colspan="2"><hr width="10%"></td></tr> + +<tr><td>W<small>ALTER</small>, L. Die Froebel-Literatur. 8vo, pp. 198. +Dresden.</td> <td align="right" valign="bottom">$1.00</td></tr> + +<tr><td colspan="2"><hr width="10%"></td></tr> + +<tr><td>G<small>ESAMMELTE PAEDAGOGISCHE</small> +S<small>CHRIFTEN</small>, hrsg. W. Lange. 8vo, 3 vols. [I. +Autobiographie; II. Menschenerziehung; III. Pädagogik des +Kindergartens]. Berlin, 1862.</td><td> </td></tr> + +<tr><td>P<small>AEDAGOGISCHE</small> S<small>CHRIFTEN</small>, hrsg. +Friedrich Seidel. 12mo, 3 vols. [I. Menschen-Erziehung, pp. 330; II. +Kindergarten-Wesen, pp. 463; III. Mutter- und Kose-Lieder, pp. 228]. +Wien, 1883.</td> <td align="right" valign="bottom">6.50</td></tr> + +<tr><td>M<small>ENSCHEN</small>-E<small>RZIEHUNG</small>. Erziehungs-, +Unterrichts-, und Lehrkunst. 12mo, pp. 330. Wien, 1883.</td> <td +align="right" valign="bottom">2.00</td></tr> + +<tr><td>T<small>HE</small> E<small>DUCATION OF</small> +M<small>AN</small>. Translated by Josephine Jarvis. 12mo, pp. 273. New +York, 1885.</td> <td align="right" valign="bottom">1.30</td></tr> + +<tr><td>—— The same, translated and annotated by W.N. +Hailmann. 12mo, pp. 332. New York, 1887.</td> <td align="right" +valign="bottom">1.50</td></tr> + +<tr><td>L'E<small>DUCATION DE L</small>'H<small>OMME</small>. Traduit de +l'allemand par la baronne de Crombugghe. 12mo, pp. 394. Paris, +1881.</td><td> </td></tr> + +<tr><td>M<small>UTTER- UND</small> +K<small>OSE</small>-L<small>IEDER</small>. Dichtung und Bilder zur edlen +Pflege des Kindheitlebens. Ein Familien-buch. 12mo, pp. 228. Wien, +1883.</td> <td align="right" valign="bottom">2.00</td></tr> + +<tr><td>M<small>OTHER'S</small> S<small>ONGS</small>, Games and Stories. +Froebel's "Mutter- und Kose-Lieder" rendered in English by Frances and +Emily Lord. Containing the whole of the original illustrations, and the +music, rearranged for children's voices, with pianoforthe accompaniment. +8vo, pp. 289. London, 1885.</td> <td align="right" +valign="bottom">3.00</td></tr> + +<tr><td>M<small>OTHER</small>-P<small>LAY</small>, and Nursery Songs. +Illustrated by Fifty Engravings. With Notes to Mothers. By Friedrich +Froebel. Translated from the German. 4to, pp. 192. Boston, 1878.</td> +<td align="right" valign="bottom">2.00</td></tr> + +<tr><td>T<small>HE</small> M<small>OTHER'S</small> B<small>OOK</small> +of Song. Two-part Songs for Little Singers, on the Kindergarten System. +The music composed by Lady Baker; edited by G.A. Macfarran. 16mo. New +York.</td><td> </td></tr> + +<tr><td>A<small>UTOBIOGRAPHIE</small>. Berlin, +1862.</td><td> </td></tr> + +<tr><td><a name="page_146"></a>T<small>HE</small> A<small>UTOBIOGRAPHY +OF</small> F<small>RIEDRICH</small> F<small>ROEBEL</small>. Translated +by H. Keatley Moore and Emilie Michaelis. 12mo, pp. 180. Syracuse, +1889.</td> <td align="right" valign="bottom">1.50</td></tr> + +<tr><td colspan="2">[This contains the "Letter to the Duke of +Meiningen," never completed, a shorter account of his life in a letter +to the philosopher Krause, a sketch of Barop's, and a chronology +extended from Lange.]</td></tr> + +<tr><td>A<small>UTOBIOGRAPHY OF</small> F<small>ROEBEL</small>. +Materials to aid a Comprehension of the Work of the Founder of the +Kindergarten. 16mo, pp. 128. New York, 1887.</td> <td align="right" +valign="bottom">.30</td></tr> + +<tr><td colspan="2">[This contains the "Letter to the Duke of +Meiningen," Miss Lucy Wheelock's translation, taken from Barnard's +<i>Journal of Education</i>.]</td></tr> + +<tr><td>F<small>ROEBEL'S</small> E<small>XPLANATION</small> of the +Kindergarten System. London, 1886.</td> <td align="right" +valign="bottom">.20</td></tr> + +<tr><td colspan="2"><hr width="10%"></td></tr> + +<tr><td>H<small>AUSCHMANN</small>, A.B. Fr. Froebel: die Entwicklung s. +Erziehungs-idee in s. Leben. 8vo, pp. 480. Eisenach, 1874.</td> <td +align="right" valign="bottom">2.00</td></tr> + +<tr><td>K<small>RIEGE</small>, Matilda H. The Founder of the +Kindergarten. A Sketch. 12mo, pp. 29. New York.</td><td> </td></tr> + +<tr><td colspan="2">[See also <a +href="#marenholz-buelow_2">M<small>ARENHOLZ</small>-B<small>UELOW</small></a>, +in next list below.]</td></tr> + +<tr><td><a +name="marenholz-buelow_1"></a>M<small>ARENHOLZ</small>-B<small>UELOW</small>, +Baroness B. von. Reminiscences of Friedrich Froebel. Translated by Mrs. +Horace Mann. With a sketch of the life of Friedrich Froebel, by Emily +Shirreff. 12mo, pp. 359. Boston, 1877.</td> <td align="right" +valign="bottom">1.50</td></tr> + +<tr><td colspan="2">[See also <a +href="#goldammer">G<small>OLDAMMER</small></a>, <a +href="#marenholz-buelow_2">M<small>ARENHOLZ</small>-B<small>UELOW</small></a>.]</td></tr> + +<tr><td>P<small>HELPS</small>, Wm. F. Froebel (Chautauqua Text-Book, No. +15). 32mo, pp. 54.</td> <td align="right" valign="bottom">.10</td></tr> + +<tr><td>S<small>HIRREFF</small>, Emily. Froebel: a Sketch of his Life, +with Letters to his Wife. 12mo. London, 1877.</td> <td align="right" +valign="bottom"> 1.00</td></tr> + +<tr><td colspan="2">[See also <a +href="#marenholz-buelow_1">M<small>ARENHOLZ</small>-B<small>UELOW</small></a>, +above, and <a href="#shirreff">S<small>HIRREFF</small></a>, +below.]</td></tr> + +<tr><td colspan="2"><hr width="10%"></td></tr> + +<tr><td>B<small>AILEY'S</small> Kindergarten System. Boston.</td> <td +align="right" valign="bottom">.20</td></tr> + +<tr><td>B<small>ARNARD</small>, Henry. Papers on Froebel's Kindergarten, +with suggestions on principles and methods of Child Culture in different +countries. 8vo, pp. 782. Hartford, 1881.</td> <td align="right" +valign="bottom">3.50</td></tr> + +<tr><td>B<small>EESAU</small>, Amable. The Spirit of Education. +Translated by Mrs. E.M. McCarthy. 16mo, pp. 325. Syracuse, 1881.</td> +<td align="right" valign="bottom">1.25</td></tr> + +<tr><td><a name="page_147"></a>B<small>ERRY</small>, Ada, and Emily +M<small>ICHAELIS</small>. Kindergarten Songs and Games. 12mo. +London.</td> <td align="right" valign="bottom">.75</td></tr> + +<tr><td><a name="buckland"></a>B<small>UCKLAND</small>, Anna. The Use of +Stories in the Kindergarten. 12mo, pp. 17. New York.</td> <td +align="right" valign="bottom">.20</td></tr> + +<tr><td>—— The Happiness of Childhood. 12mo, pp. 21, in one +volume with the above. New York.</td> <td align="right" +valign="bottom">.50</td></tr> + +<tr><td colspan="2">[The two are reprinted in <a href="#essays">"Essays +on the Kindergarten."</a> below.]</td></tr> + +<tr><td>C<small>ARPENTER</small>, Harvey. The Mother's and +Kindergartner's Friend. 12mo. Boston, 1884.</td> <td align="right" +valign="bottom">1.00</td></tr> + +<tr><td colspan="2">C<small>HRISTIE</small>, Alice M. See <a +href="#marenholz-buelow_2">M<small>ARENHOLZ</small>-B<small>UELOW</small></a>, +<a href="#perez">P<small>EREZ</small></a>, below.</td></tr> + +<tr><td>D<small>OUAI</small>, Adolf. The Kindergarten. A manual for the +introduction of Froebel's System of Primary Education into Public +Schools; and for the use of Mothers and Private Teachers. With 16 +plates. 12mo, pp. 136. New York, 1871.</td> <td align="right" +valign="bottom">1.00</td></tr> + +<tr><td>D<small>UPANLOUP</small>, Monseigneur. The Child. Translated, +with the author's permission, by Kate Anderson. 12mo, pp. 267. Dublin, +1875.</td> <td align="right" valign="bottom">1.50</td></tr> + +<tr><td colspan="2">E<small>CKHART</small>, T. Die Arbeit als +Erziehungsmittel. 8vo, pp. 23. Wien, 1875.</td></tr> + +<tr><td><a name="essays"></a>E<small>SSAYS ON THE</small> +K<small>INDERGARTEN</small>: being a selection of Lectures read before +the London Froebel Society. 12mo, pp. 149. Syracuse, 1889.</td> <td +align="right" valign="bottom">1.00</td></tr> + +<tr><td colspan="2">[See <a href="#buckland">Buckland</a>, <a +href="#heerwart">Heerwart</a>, <a href="#hoggan">Hoggan</a>, <a +href="#shirreff">Shirreff</a>.]</td></tr> + +<tr><td colspan="2">F<small>ELLNER</small>, A. Der Volkskindergarten und +die Krippe. 12mo, pp. 130. Wien, 1884.</td></tr> + +<tr><td>F<small>RYE</small>, Alex. E. The Child and Nature, or Geography +Teaching with Sand Modelling. 12mo, pp. 216. Hyde Park, 1888.</td> <td +align="right" valign="bottom">1.00</td></tr> + +<tr><td><a name="goldammer"></a>G<small>OLDAMMER</small>, H. The +Kindergarten. A Handbook of Froebel's Method of Education, Gifts, and +Occupations. With Introduction, etc., by Baroness B. von +Marenholtz-Bülow. Translated by William Wright. 8vo. Berlin, 1882.</td> +<td align="right" valign="bottom">4.00</td></tr> + +<tr><td>—— Gymnastische Spiele und Bildungsmittel für Kinder +von 3-8 Jahren. 8vo, pp. 195. Berlin, 1875.</td><td> </td></tr> + +<tr><td colspan="2">G<small>URNEY</small>, Mary. See <a +href="#koehler">K<small>OEHLER</small></a>, below.</td></tr> + +<tr><td>H<small>AILMANN</small>, W.N. Primary Helps, or Modes of making +Froebel's Methods Available in Primary Schools. 2d Ed. 8vo, pp. 58, with +15 full-page illustrations. Syracuse, 1889.</td> <td align="right" +valign="bottom">1.00</td></tr> + +<tr><td><a name="page_148"></a>—— Four Lectures on Early +Child Culture. 16mo, pp. 74. Milwaukee.</td> <td align="right" +valign="bottom">.50</td></tr> + +<tr><td>—— Kindergarten Culture in the Family and +Kindergarten. A Complete Sketch of Froebel's System of Early Education, +adapted to American Institutions. For the use of Mothers and Teachers. +12mo, pp. 119, and 12 plates. Cincinnati, 1873.</td> <td align="right" +valign="bottom">.75</td></tr> + +<tr><td>—— The Kindergarten Messenger and The New Education. +Vols. V, VI, [completing the series]. 8vo, 2 vols., pp. 146, 188. +Syracuse, 1882, 83.</td> <td align="right" +valign="bottom">4.00</td></tr> + +<tr><td>—— Primary Methods. A complete and methodical +presentation of the use of Kindergarten Material in the work of the +Primary School, unfolding a systematic course of Manual Training in +connection with Arithmetic, Geometry, Drawing, and other School Studies. +12mo, pp. 166. New York, 1888.</td> <td align="right" +valign="bottom">1.00</td></tr> + +<tr><td>H<small>AILMANN</small>, E.L. Songs, Games, and Rhymes for the +Kindergarten. 12mo. Springfield.</td> <td align="right" +valign="bottom">1.75</td></tr> + +<tr><td><a name="heerwart"></a>H<small>EERWART</small>, Eleonore. Music +for the Kindergarten. 4to. London, 1877.</td> <td align="right" +valign="bottom">1.25</td></tr> + +<tr><td>—— Froebel's Mutter- und Kose-lieder. 12mo, pp. +18</td><td> </td></tr> + +<tr><td colspan="2">[The last is reprinted in <a href="#essays">"Essays +on the Kindergarten,"</a> above.]</td></tr> + +<tr><td>H<small>OFFMANN</small>, H. Kindergarten Toys, and How to Use +Them. Toronto.</td> <td align="right" valign="bottom">.20</td></tr> + +<tr><td>—— Kindergarten Gifts. New York.</td> <td +align="right" valign="bottom">.15</td></tr> + +<tr><td><a name="hoggan"></a>H<small>OGGAN</small>, Frances E. On the +Physical Education of Girls. 12mo, pp. 24.</td><td> </td></tr> + +<tr><td colspan="2">[This is reprinted in <a href="#essays">"Essays on +the Kindergarten,"</a> above.]</td></tr> + +<tr><td>H<small>OPKINS</small>, Louisa P. How Shall My Child be Taught? +Practical Pedagogy, or the Science of Teaching. Illustrated, 12mo, pp. +276. Boston, 1887.</td> <td align="right" valign="bottom">1.50</td></tr> + +<tr><td>—— Educational Psychology. A Treatise for Parents +and Educators. 24mo, pp. 96. Boston, 1886.</td> <td align="right" +valign="bottom">.50</td></tr> + +<tr><td>H<small>UBBARD</small>, Clara. Merry Songs and Games, for the +use of the Kindergarten. 4to, pp. 104. St. Louis, 1881.</td> <td +align="right" valign="bottom">2.00</td></tr> + +<tr><td>H<small>UGHES</small>, James. The Kindergarten: its Place and +Purpose. New York.</td> <td align="right" valign="bottom">.10</td></tr> + +<tr><td>J<small>ACOBS</small>, J.F. Manuel pratique des Jardins +d'Enfants. 4to. Brussels, 1880.</td><td> </td></tr> + +<tr><td><a name="page_149"></a>J<small>OHNSON</small>, Anna. Education +by Doing, or Occupations and Busy Work for Primary Classes. 16mo, pp. +109. New York, 1884.</td> <td align="right" +valign="bottom">.75</td></tr> + +<tr><td>K<small>INDERGARTEN</small> and the School, by Four Active +Workers. 12mo, pp. 146. Springfield, 1886.</td> <td align="right" +valign="bottom">1.00</td></tr> + +<tr><td><a name="koehler"></a>K<small>OEHLER</small>, A. Die Praxis des +Kindergartens. 4to, 3 Vols., with more than 60 Plates. Weimar, +1878</td><td> </td></tr> + +<tr><td>—— The Same, translated by Mary Gurney. Part I +[First Gifts]. 12mo, Ill. London, 1877.</td> <td align="right" +valign="bottom">1.25</td></tr> + +<tr><td>K<small>RAUS</small>-B<small>OELTE</small>, Maria, and +J<small>OHN</small> K<small>RAUS</small>. The Kindergarten Guide, +illustrated. Vol. I [The Gifts]. New York, 1880.</td> <td align="right" +valign="bottom">2.75</td></tr> + +<tr><td>—— The Kindergarten and the Mission of Women. New +York.</td> <td align="right" valign="bottom">.10</td></tr> + +<tr><td>K<small>RIEGE</small>, A.L. Rhymes and Tales for the +Kindergarten and Nursery. 12mo, New York.</td> <td align="right" +valign="bottom">1.00</td></tr> + +<tr><td>L<small>AURIE</small>'S Kindergarten Manual. New York.</td> <td +align="right" valign="bottom">.50</td></tr> + +<tr><td>—— Kindergarten Action Songs and Exercises. +London.</td> <td align="right" valign="bottom">.15</td></tr> + +<tr><td>L<small>YSCHINSKA</small>, Mary. Principles of the Kindergarten. +Ill., 4to, London, 1880.</td> <td align="right" +valign="bottom">1.80</td></tr> + +<tr><td colspan="2">M<small>ANN</small>, Mrs. Horace. See <a +href="#marenholz-buelow_1">M<small>ARENHOLZ</small>-B<small>UELOW</small></a>, +above, and <a href="#peabody">P<small>EABODY</small></a>, +below.</td></tr> + +<tr><td><a +name="marenholz-buelow_2"></a>M<small>ARENHOLZ</small>-B<small>UELOW</small>, +Baroness B. von. The Child and Child-Nature. Translated by Alice M. +Christie. 12mo, pp. 186. Syracuse, 1889.</td> <td align="right" +valign="bottom">1.00</td></tr> + +<tr><td>—— The same, translated as "a free rendering of the +German" by Matilda H. Kriege, under the title "The Child, its Nature and +Relations; an elucidation of Froebel's Principles of Education." 12mo, +pp. 148. New York, 1872.</td> <td align="right" +valign="bottom">1.00</td></tr> + +<tr><td>—— The School Work-Shop. Translated by Miss Susan E. +Blow. 16mo, pp. 27. Syracuse, 1882.</td> <td align="right" +valign="bottom">.15</td></tr> + +<tr><td>—— Hand-work and Head-work: their relation to one +another. Translated by Alice M. Christie. 12mo. London, 1883.</td> <td +align="right" valign="bottom">1.20</td></tr> + +<tr><td>M<small>AUDSLEY</small>, H. Sex in Mind and Education. 16mo, pp. +42. Syracuse, 1882.</td> <td align="right" valign="bottom">.15</td></tr> + +<tr><td>M<small>EIKLEJOHN</small>, J.M.D. The New Education. 16mo, pp. +35. Syracuse, 1881.</td> <td align="right" valign="bottom">.15</td></tr> + +<tr><td>M<small>EYER</small>, Bertha. Von der Wiege his zur Schule. +12mo, pp. 180. Berlin, 1877.</td><td> </td></tr> + +<tr><td><a name="page_150"></a>—— Aids to Family Government, +or From the Cradle to the School, according to Froebel. Translated from +the second German Edition. To which has been added an essay on The +Rights of Children and The True Principles of Family Government, by +Herbert Spencer. 16mo, pp. 208. New York, 1879</td> <td align="right" +valign="bottom">1.50</td></tr> + +<tr><td>M<small>OORE</small>, N.A. Kindergartner's Manual of Drawing +Exercises for Young Children upon Figures of Plane Geometry. 4to, pp. +16, and 17 Plates. Springfield</td> <td align="right" +valign="bottom">.50</td></tr> + +<tr><td>M<small>ORGENSTEIN</small>, Lina. Das Paradies der Kindheit. +Eine ausfuhrliche Anleitung fur Mütter und Erzieherinnen. F. Froebel's +Spiel-Beschäftigungen in Haus und Kindergarten. 2d ed. 8vo, pp. 292. +Leipzig, 1878</td><td> </td></tr> + +<tr><td>M<small>ULLEY</small>, Jane, and M.E. T<small>ABRAM</small>. +Songs and Games for our Little Ones. 12mo. London, 1881</td> <td +align="right" valign="bottom">.40</td></tr> + +<tr><td>N<small>OA</small>, Henrietta. Plays for the Kindergarten: music +by C.J. Richter. 18mo. New York</td> <td align="right" +valign="bottom">.30</td></tr> + +<tr><td>P<small>AYNE</small>, Joseph. Froebel and the Kindergarten +System. 3d ed. London, 1876</td><td> </td></tr> + +<tr><td colspan="2">[Now rare, but printed in "Lectures on Education," +Syracuse, 1884, $1.00.]</td></tr> + +<tr><td>—— A Visit to German Schools. London, +1876</td><td> </td></tr> + +<tr><td><a name="peabody"></a>P<small>EABODY</small>, Elizabeth P. Moral +Culture of Infancy, and Kindergarten Guide, with Music for the Plays. By +Mrs. Horace Mann, and Elizabeth P. Peabody. 12mo, pp. 216. Boston, +1863</td> <td align="right" valign="bottom">2.00</td></tr> + +<tr><td>—— The Education of the Kindergartner. Pittsburgh, +1872.</td><td> </td></tr> + +<tr><td>—— The Nursery: a Lecture</td><td> </td></tr> + +<tr><td>—— The Identification of the Artisan and Artist the +Proper object of American Education</td><td> </td></tr> + +<tr><td>—— Froebel's Kindergarten, with a letter from Henry +Barnard. 12mo, pp. 16</td><td> </td></tr> + +<tr><td>—— Lectures in the Training Schools for +Kindergartners. 12mo, pp. 226</td><td> </td></tr> + +<tr><td colspan="2">[Includes those on "The Education of the +Kindergartner" and "The Nursery," named above.]</td></tr> + +<tr><td>—— Education in the Home, the Kindergarten, and the +Primary <a name="page_151"></a> School. With an Introduction by E. +Adelaide Manning. 12mo, pp. 224. London, 1887.</td> <td align="right" +valign="bottom">1.50</td></tr> + +<tr><td colspan="2">[A reprint of the "Lectures in the Training +Schools."]</td></tr> + +<tr><td>—— and Mary M<small>ANN</small>. After Kindergarten, +what? A primer of Reading and Writing for the Intermediate Class, and +Primary Schools generally. 12mo. New York.</td> <td align="right" +valign="bottom">.45</td></tr> + +<tr><td><a name="perez"></a>P<small>EREZ</small>, Bernard. The First +Three Years of Childhood. Edited and translated by Alice M. Christie, +with an introduction by James Sully. 12mo, pp. 294. Syracuse, 1889.</td> +<td align="right" valign="bottom">1.50</td></tr> + +<tr><td>P<small>LAYS AND</small> S<small>ONGS</small>, for Kindergarten +and Family. Springfield.</td> <td align="right" +valign="bottom">.50</td></tr> + +<tr><td>P<small>OLLOCK</small>, Louisa. National Kindergarten Manual. +12mo, pp. 180. Boston, 1889.</td> <td align="right" +valign="bottom">.75</td></tr> + +<tr><td>—— National Kindergarten Songs and Plays. 12mo, pp. +77. Boston.</td> <td align="right" valign="bottom">.50</td></tr> + +<tr><td>—— Cheerful Echoes: from the National Kindergarten +for children from 3 to 10 years of age. 16mo, pp. 76. Boston, 1888.</td> +<td align="right" valign="bottom">.50</td></tr> + +<tr><td>P<small>REYER</small>, W. The Mind of the Child. 12mo, 2 Vols. +New York, 1888.</td> <td align="right" valign="bottom">3.00</td></tr> + +<tr><td>R<small>ICHARDS</small>, B.W. Learning and Health. 16mo, pp. 39. +Syracuse, 1882.</td> <td align="right" valign="bottom">.15</td></tr> + +<tr><td>R<small>ICHTER</small>, K. Kindergarten und Schule. +Leipzig.</td><td> </td></tr> + +<tr><td>R<small>ONGE</small>, Johann and Bertha. A Practical Guide to +the English Kindergarten (Children's Garden), for the use of Mothers, +Governesses, and Infant Teachers: being an exposition of Froebel's +system of Infant Training: accompanied by a variety of Instructive and +Amusing Games, Industrial and Gymnastic Exercises, also Numerous Songs +set to Music, 11th ed. 4to, pp. 80, and 71 plates. London, 1878.</td> +<td align="right" valign="bottom">2.10</td></tr> + +<tr><td><a name="shirreff"></a>S<small>HIRREFF</small>, Emily. Essays +and Lectures on the Kindergarten. Principles of Froebel's System, and +their bearing on the Higher Education of Women, Schools, Family, and +Industrial Life. 12mo, pp. 112. Syracuse, 1889.</td> <td align="right" +valign="bottom">1.00</td></tr> + +<tr><td>—— Progressive Development according to Froebel's +Principles. 12mo, pp. 14.</td><td> </td></tr> + +<tr><td>—— Wasted Forces. 12mo, pp. +17.</td><td> </td></tr> + +<tr><td>—— The Kindergarten in Relation to Schools. 12mo, +pp. 18. New York.</td> <td align="right" valign="bottom">.30</td></tr> + +<tr><td><a name="page_152"></a>—— The Kindergarten in +Relation to Family Life. 12mo, pp.17. New York.</td> <td align="right" +valign="bottom">.20</td></tr> + +<tr><td colspan="2">[The last four are given in <a +href="#essays">"Essays on the Kindergarten,"</a> above]</td></tr> + +<tr><td>—— Home Education and the Kindergarten. 12mo. +London, 1884.</td> <td align="right" valign="bottom">.75</td></tr> + +<tr><td>—— The Kindergarten at Home. 12mo. London, +1884.</td> <td align="right" valign="bottom">1.75</td></tr> + +<tr><td>—— Claim of Froebel's System to be called "The New +Education." New York, 1882.</td> <td align="right" +valign="bottom">.10</td></tr> + +<tr><td>—— Essays and Lectures in the Kindergarten. New +York.</td> <td align="right" valign="bottom">.75</td></tr> + +<tr><td>S<small>INGLETON</small>, J.E. Occupations and Occupation Games. +12mo, London, 1865.</td> <td align="right" +valign="bottom">1.00</td></tr> + +<tr><td>S<small>TEELE'S</small> Kindergarten Handbook. New York.</td> +<td align="right" valign="bottom">.60</td></tr> + +<tr><td>S<small>TEIGER'S</small> Kindergarten Tracts. 24 nos. New +York.</td> <td align="right" valign="bottom">.10</td></tr> + +<tr><td>S<small>TRAIGHT</small>, H.H. Aspects of Industrial Education. +8vo, pp. 12. Syracuse, 1883.</td> <td align="right" +valign="bottom">.15</td></tr> + +<tr><td>T<small>HOMPSON</small>, Mrs. Elizabeth. Kindergarten Homes, for +Orphans and other Destitute Children; a new way to ultimately Dispense +with Prisons and Poor-Houses. 12mo, pp. 128. New York, 1882.</td> <td +align="right" valign="bottom">1.00</td></tr> + +<tr><td>W<small>EBER</small>, A. Die vier ersten Schuljahre in +Vorbindung mit e. Kindergarten. 8vo, pp. 70. Gotha.</td> <td +align="right" valign="bottom">.50</td></tr> + +<tr><td>—— Die Geschichte der Volksschulpädagogik und der +Kleinkindererziehung. 12mo, pp. 339. Dresden, +1877.</td><td> </td></tr> + +<tr><td>W<small>IEBE</small>, E. The Paradise of Childhood. A Manual for +Instruction in F. Froebel's Educational Principles, and a Practical +Guide to Kindergartners. 4to, pp. 78 and 74 plates. Springfield.</td> +<td align="right" valign="bottom">2.00</td></tr> + +<tr><td>—— The Paradise of Childhood: a manual of +instruction and a practical guide to Kindergartners. 4to, 74 plates. +London, 1888.</td> <td align="right" valign="bottom">4.00</td></tr> + +<tr><td>—— Songs, Music, and Movement Plays. +Springfield.</td> <td align="right" valign="bottom">2.25</td></tr> + +<tr><td>W<small>IGGINS'S</small> Kindergarten Chimes. Springfield.</td> +<td align="right" valign="bottom">1.50</td></tr> + +<tr><td>W<small>ILTSIE'S</small> Stories for Kindergartens and Primary +Schools. Boston.</td> <td align="right" valign="bottom">.30</td></tr> + +</table> + +<p>All books of which prices are given may be had of the publisher of +this volume.</p> + +<center><h2><a name="page_153"></a>INDEX.</h2></center> + +<table width="100%" summary="index"> + +<tr><td>Aaron to Froebel's Moses</td> <td align="right"><a +href="#page_138">138</a></td></tr> + +<tr><td>Activity at Yverdon</td> <td align="right"><a +href="#page_078">78</a></td></tr> + +<tr><td>Actor, life of an</td> <td align="right"><a +href="#page_026">26</a></td></tr> + +<tr><td>Adventists, doctrine of</td> <td align="right"><a +href="#page_012">12</a></td></tr> + +<tr><td>Æsthetic sense</td> <td align="right"><a +href="#page_041">41</a></td></tr> + +<tr><td>Agriculturalist, life of an</td> <td align="right"><a +href="#page_024">24</a>, <a href="#page_140">140</a></td></tr> + +<tr><td>Aim of educational work</td> <td align="right"><a +href="#page_011">11</a></td></tr> + +<tr><td>Albums, sentiments in</td> <td align="right"><a +href="#page_049">49</a>, <a href="#page_050">50</a></td></tr> + +<tr><td>Alexander I. sends for Pestalozzi</td> <td align="right"><a +href="#page_054">54</a></td></tr> + +<tr><td>Amrhyn, Herr</td> <td align="right"><a +href="#page_135">135</a></td></tr> + +<tr><td>Ante-Darwinian theories</td> <td align="right"><a +href="#page_031">31</a></td></tr> + +<tr><td>"Aphorisms"</td> <td align="right"><a +href="#page_141">141</a></td></tr> + +<tr><td>Arabic, study of</td> <td align="right"><a +href="#page_085">85</a></td></tr> + +<tr><td>Architecture as a profession</td> <td align="right"><a +href="#page_045">45</a>, <a href="#page_046">46</a>, <a +href="#page_048">48</a>, <a href="#page_050">50</a>, <a +href="#page_051">51</a>, <a href="#page_108">108</a>, <a +href="#page_141">141</a></td></tr> + +<tr><td>Architectural efforts</td> <td align="right"><a +href="#page_041">41</a></td></tr> + +<tr><td>Arithmetic, teaching of</td> <td align="right"><a +href="#page_020">20</a>, <a href="#page_055">55</a>, <a +href="#page_059">59</a>, <a href="#page_061">61</a>, <a +href="#page_099">99</a>, <a href="#page_106">106</a></td></tr> + +<tr><td>—— philosophy of</td> <td align="right"><a +href="#page_100">100</a></td></tr> + +<tr><td>Arndt, Ernest Moritz</td> <td align="right"><a +href="#page_045">45</a></td></tr> + +<tr><td>—— "Fragments of Culture"</td> <td align="right"><a +href="#page_062">62</a></td></tr> + +<tr><td>Art, study of</td> <td align="right"><a href="#page_034">34</a>, +<a href="#page_040">40</a></td></tr> + +<tr><td>Art of teaching</td> <td align="right"><a +href="#page_024">24</a></td></tr> + +<tr><td>Astronomy</td> <td align="right"><a href="#page_086">86</a>, <a +href="#page_105">105</a></td></tr> + +<tr><td>Attire, peculiarities of</td> <td align="right"><a +href="#page_105">105</a></td></tr> + +<tr><td>Augsburg Confession</td> <td align="right"><a +href="#page_050">50</a></td></tr> + +<tr><td>Austria interested in Pestalozzi</td> <td align="right"><a +href="#page_054">54</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Bach a Cantor</td> <td align="right"><a +href="#page_007">7</a></td></tr> + +<tr><td>Baireuth</td> <td align="right"><a href="#page_042">42</a>, <a +href="#page_140">140</a></td></tr> + +<tr><td>Bamberg, life at</td> <td align="right"><a +href="#page_038">38</a>, <a href="#page_047">47</a>, <a +href="#page_140">140</a></td></tr> + +<tr><td>Barop, Johannes Arnold</td> <td align="right"><a +href="#page_002">2</a>, <a href="#page_016">16</a>, <a +href="#page_124">124</a>, <a href="#page_138">138</a>, <a +href="#page_140">140</a>, <a href="#page_141">141</a>, <a +href="#page_142">142</a></td></tr> + +<tr><td>—— "Critical Moments"</td> <td align="right"><a +href="#page_127">127</a>-<a href="#page_137">137</a></td></tr> + +<tr><td>Batsch, A.J.G.</td> <td align="right"><a +href="#page_031">31</a></td></tr> + +<tr><td><a name="page_154"></a>Bauer, Herr</td> <td align="right"><a +href="#page_092">92</a>, <a href="#page_093">93</a>, <a +href="#page_100">100</a></td></tr> + +<tr><td>Belief in himself</td> <td align="right"><a +href="#page_126">126</a></td></tr> + +<tr><td>Berlin, life at</td> <td align="right"><a +href="#page_089">89</a>, <a href="#page_095">95</a>, <a +href="#page_100">100</a>, <a href="#page_111">111</a>, <a +href="#page_121">121</a>, <a href="#page_141">141</a>, <a +href="#page_142">142</a></td></tr> + +<tr><td>Bern</td> <td align="right"><a href="#page_093">93</a></td></tr> + +<tr><td>—— Langethal's school at</td> <td align="right"><a +href="#page_137">137</a></td></tr> + +<tr><td>Berry, Mrs.</td> <td align="right"><a href="#page_143">143</a>, +<a href="#page_147">147</a></td></tr> + +<tr><td>Best friend, Froebel's</td> <td align="right"><a +href="#page_093">93</a>, <a href="#page_094">94</a></td></tr> + +<tr><td>Bible biographies</td> <td align="right"><a +href="#page_053">53</a></td></tr> + +<tr><td>—— in schools</td> <td align="right"><a +href="#page_008">8</a></td></tr> + +<tr><td>"Bible of Education"</td> <td align="right"><a +href="#page_063">63</a></td></tr> + +<tr><td>Birth of Froebel</td> <td align="right"><a +href="#page_003">3</a>, <a href="#page_004">4</a>, <a +href="#page_140">140</a></td></tr> + +<tr><td>Bishop, Miss, appointed London lecturer</td> <td +align="right"><a href="#page_143">143</a></td></tr> + +<tr><td>Bivouac life agreeable</td> <td align="right"><a +href="#page_094">94</a></td></tr> + +<tr><td>Blankenburg</td> <td align="right"><a href="#page_137">137</a>, +<a href="#page_142">142</a>, <a href="#page_144">144</a></td></tr> + +<tr><td>Boarding-school life</td> <td align="right"><a +href="#page_018">18</a></td></tr> + +<tr><td>Book-keeping</td> <td align="right"><a +href="#page_043">43</a></td></tr> + +<tr><td>Botany, love of</td> <td align="right"><a +href="#page_025">25</a>, <a href="#page_027">27</a>, <a +href="#page_031">31</a>, <a href="#page_056">56</a>, <a +href="#page_060">60</a></td></tr> + +<tr><td>Brandenburg, Mark of</td> <td align="right"><a +href="#page_092">92</a></td></tr> + +<tr><td>British and Foreign School Society</td> <td align="right"><a +href="#page_143">143</a>, <a href="#page_144">144</a></td></tr> + +<tr><td colspan="2">Brothers of Froebel. [See <a +href="#froebel_brothers">Froebel</a>, below.]</td></tr> + +<tr><td>Burgdorf, Orphanage at</td> <td align="right"><a +href="#page_093">93</a>, <a href="#page_135">135</a>, <a +href="#page_136">136</a>, <a href="#page_137">137</a>, <a +href="#page_142">142</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Cantor</td> <td align="right"><a +href="#page_007">7</a></td></tr> + +<tr><td>Carl, Herr</td> <td align="right"><a href="#page_124">124</a>, +<a href="#page_142">142</a></td></tr> + +<tr><td>Carus, Professor</td> <td align="right"><a +href="#page_038">38</a></td></tr> + +<tr><td>Characteristics in boyhood</td> <td align="right"><a +href="#page_007">7</a></td></tr> + +<tr><td>Chemistry</td> <td align="right"><a href="#page_030">30</a>, <a +href="#page_087">87</a>, <a href="#page_088">88</a></td></tr> + +<tr><td>—— organic</td> <td align="right"><a +href="#page_088">88</a></td></tr> + +<tr><td>Chevé system of singing</td> <td align="right"><a +href="#page_056">56</a></td></tr> + +<tr><td>Child's need of construction</td> <td align="right"><a +href="#page_077">77</a></td></tr> + +<tr><td>Crispine, Ernestine</td> <td align="right"><a +href="#page_123">123</a></td></tr> + +<tr><td>Christian education essential</td> <td align="right"><a +href="#page_120">120</a></td></tr> + +<tr><td>—— family life</td> <td align="right"><a +href="#page_007">7</a></td></tr> + +<tr><td>—— forms</td> <td align="right"><a +href="#page_074">74</a></td></tr> + +<tr><td>"Christmas at Keilhau"</td> <td align="right"><a +href="#page_141">141</a></td></tr> + +<tr><td>Church and school</td> <td align="right"><a +href="#page_008">8</a>, <a href="#page_019">19</a></td></tr> + +<tr><td>—— attendance</td> <td align="right"><a +href="#page_010">10</a></td></tr> + +<tr><td>Class divisions elastic</td> <td align="right"><a +href="#page_054">54</a></td></tr> + +<tr><td><a name="page_155"></a>Classical education</td> <td +align="right"><a href="#page_084">84</a></td></tr> + +<tr><td>—— teaching</td> <td align="right"><a +href="#page_099">99</a></td></tr> + +<tr><td>"Come let us live <i>with</i> them"</td> <td align="right"><a +href="#page_069">69</a></td></tr> + +<tr><td>Comenius</td> <td align="right"><a +href="#page_103">103</a></td></tr> + +<tr><td>Comet of 1811</td> <td align="right"><a +href="#page_086">86</a></td></tr> + +<tr><td>Commission of 1810</td> <td align="right"><a +href="#page_080">80</a></td></tr> + +<tr><td>Companionship</td> <td align="right"><a +href="#page_044">44</a></td></tr> + +<tr><td>Comprehensiveness essential</td> <td align="right"><a +href="#page_080">80</a></td></tr> + +<tr><td>Conditions of tutorship</td> <td align="right"><a +href="#page_066">66</a></td></tr> + +<tr><td>Confinement in boyhood</td> <td align="right"><a +href="#page_006">6</a></td></tr> + +<tr><td>Confirmation</td> <td align="right"><a +href="#page_022">22</a></td></tr> + +<tr><td>Congress of teachers at Rudolstadt</td> <td align="right"><a +href="#page_142">142</a></td></tr> + +<tr><td>—— at Gotha</td> <td align="right"><a +href="#page_142">142</a></td></tr> + +<tr><td>—— at Salzungen</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>Construction essential to a child</td> <td align="right"><a +href="#page_077">77</a></td></tr> + +<tr><td>"Continuation of the account of Keilhau"</td> <td +align="right"><a href="#page_141">141</a></td></tr> + +<tr><td>Contradiction, life freed from</td> <td align="right"><a +href="#page_108">108</a></td></tr> + +<tr><td>Cosmical development</td> <td align="right"><a +href="#page_089">89</a></td></tr> + +<tr><td>Crisis at Yverdon</td> <td align="right"><a +href="#page_080">80</a></td></tr> + +<tr><td>Croydon Kindergarten</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>Crystals a witness of life</td> <td align="right"><a +href="#page_112">112</a></td></tr> + +<tr><td>Crystallography</td> <td align="right"><a +href="#page_089">89</a>, <a href="#page_097">97</a></td></tr> + +<tr><td>Culture, Froebel's plan of</td> <td align="right"><a +href="#page_107">107</a></td></tr> + +<tr><td>—— his own insufficient</td> <td align="right"><a +href="#page_109">109</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Death of Froebel</td> <td align="right"><a +href="#page_093">93</a>, <a href="#page_143">143</a></td></tr> + +<tr><td>—— of his father</td> <td align="right"><a +href="#page_038">38</a></td></tr> + +<tr><td>—— of his first wife</td> <td align="right"><a +href="#page_142">142</a></td></tr> + +<tr><td>Development, analysis to synthesis</td> <td align="right"><a +href="#page_118">118</a></td></tr> + +<tr><td>—— of being, laws of</td> <td align="right"><a +href="#page_112">112</a></td></tr> + +<tr><td>—— vs. memorizing</td> <td align="right"><a +href="#page_116">116</a></td></tr> + +<tr><td>Devotes himself to study of education</td> <td align="right"><a +href="#page_098">98</a></td></tr> + +<tr><td>Dewitz, Herr von</td> <td align="right"><a +href="#page_042">42</a>, <a href="#page_043">43</a>, <a +href="#page_045">45</a>, <a href="#page_140">140</a></td></tr> + +<tr><td>Diary begun</td> <td align="right"><a +href="#page_036">36</a></td></tr> + +<tr><td>Diesterweg</td> <td align="right"><a +href="#page_139">139</a></td></tr> + +<tr><td>Divine worship at home</td> <td align="right"><a +href="#page_007">7</a>, <a href="#page_010">10</a></td></tr> + +<tr><td>Doreck, Miss</td> <td align="right"><a +href="#page_144">144</a></td></tr> + +<tr><td>Drawing, study of</td> <td align="right"><a +href="#page_028">28</a>, <a href="#page_055">55</a>, <a +href="#page_061">61</a>, <a href="#page_062">62</a></td></tr> + +<tr><td><a name="page_156"></a>Dresden</td> <td align="right"><a +href="#page_091">91</a>, <a href="#page_142">142</a>, <a +href="#page_143">143</a></td></tr> + +<tr><td>Duration of the world</td> <td align="right"><a +href="#page_013">13</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Earlier and later life compared</td> <td align="right"><a +href="#page_016">16</a></td></tr> + +<tr><td>Early education</td> <td align="right"><a +href="#page_003">3</a></td></tr> + +<tr><td>—— mental struggles</td> <td align="right"><a +href="#page_014">14</a>, <a href="#page_016">16</a></td></tr> + +<tr><td>Education <i>ad hoc</i></td> <td align="right"><a +href="#page_023">23</a></td></tr> + +<tr><td>—— aim of</td> <td align="right"><a +href="#page_011">11</a></td></tr> + +<tr><td>—— as an object</td> <td align="right"><a +href="#page_058">58</a></td></tr> + +<tr><td>—— at Jena</td> <td align="right"><a +href="#page_028">28</a></td></tr> + +<tr><td>—— in relationships</td> <td align="right"><a +href="#page_070">70</a></td></tr> + +<tr><td>—— purpose of</td> <td align="right"><a +href="#page_069">69</a></td></tr> + +<tr><td>—— reaches beyond life</td> <td align="right"><a +href="#page_119">119</a></td></tr> + +<tr><td>"Education of Man"</td> <td align="right"><a +href="#page_001">1</a>, <a href="#page_076">76</a>, <a +href="#page_117">117</a>, <a href="#page_141">141</a>, <a +href="#page_145">145</a></td></tr> + +<tr><td>Educator and teacher</td> <td align="right"><a +href="#page_068">68</a></td></tr> + +<tr><td>Energy in play</td> <td align="right"><a +href="#page_021">21</a></td></tr> + +<tr><td>—— in rocks</td> <td align="right"><a +href="#page_097">97</a></td></tr> + +<tr><td>England, first kindergarten in</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>Ephors</td> <td align="right"><a +href="#page_021">21</a></td></tr> + +<tr><td>Escape from creditors</td> <td align="right"><a +href="#page_128">128</a></td></tr> + +<tr><td>"Exchange classes"</td> <td align="right"><a +href="#page_054">54</a></td></tr> + +<tr><td>Expression of thought difficult</td> <td align="right"><a +href="#page_073">73</a></td></tr> + +<tr><td>Eyes, deficient power of</td> <td align="right"><a +href="#page_030">30</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>"Family Journal of Education"</td> <td align="right"><a +href="#page_117">117</a>, <a href="#page_141">141</a>, <a +href="#page_142">142</a></td></tr> + +<tr><td>Family ties</td> <td align="right"><a href="#page_044">44</a>, +<a href="#page_083">83</a></td></tr> + +<tr><td colspan="2">Father of Froebel. [See <a +href="#froebel_johann_jacob">Froebel, Johann Jacob</a>.]</td></tr> + +<tr><td>—— and mother</td> <td align="right"><a +href="#page_118">118</a></td></tr> + +<tr><td>Fatherland vs. motherland</td> <td align="right"><a +href="#page_090">90</a></td></tr> + +<tr><td>Fichte</td> <td align="right"><a href="#page_116">116</a>, <a +href="#page_123">123</a></td></tr> + +<tr><td>Financial difficulties</td> <td align="right"><a +href="#page_033">33</a>, <a href="#page_047">47</a>, <a +href="#page_106">106</a>, <a href="#page_127">127</a>, <a +href="#page_128">128</a></td></tr> + +<tr><td>First consciousness of self</td> <td align="right"><a +href="#page_009">9</a></td></tr> + +<tr><td>—— grasp of the word +K<small>INDERGARTEN</small></td> <td align="right"><a +href="#page_137">137</a></td></tr> + +<tr><td>—— idea of a school of his own</td> <td +align="right"><a href="#page_068">68</a></td></tr> + +<tr><td>—— work as a teacher</td> <td align="right"><a +href="#page_057">57</a></td></tr> + +<tr><td>Following Nature in geography</td> <td align="right"><a +href="#page_061">61</a></td></tr> + +<tr><td>Foresight of vocation as a teacher</td> <td align="right"><a +href="#page_108">108</a></td></tr> + +<tr><td>Forestry-apprentice</td> <td align="right"><a +href="#page_024">24</a></td></tr> + +<tr><td>Form-development</td> <td align="right"><a +href="#page_098">98</a></td></tr> + +<tr><td><a name="page_157"></a>Form fixed for language</td> <td +align="right"><a href="#page_098">98</a></td></tr> + +<tr><td>Forms, study of</td> <td align="right"><a +href="#page_075">75</a>, <a href="#page_076">76</a></td></tr> + +<tr><td>Forster, Johann Georg</td> <td align="right"><a +href="#page_094">94</a></td></tr> + +<tr><td>—— "Rhine Travels"</td> <td align="right"><a +href="#page_094">94</a>, <a href="#page_121">121</a></td></tr> + +<tr><td>Francke's Pädagogium</td> <td align="right"><a +href="#page_055">55</a></td></tr> + +<tr><td>Frankfurt, life at</td> <td align="right"><a +href="#page_047">47</a>, <a href="#page_050">50</a>, <a +href="#page_057">57</a>, <a href="#page_141">141</a>, <a +href="#page_142">142</a></td></tr> + +<tr><td>—— Model School</td> <td align="right"><a +href="#page_057">57</a></td></tr> + +<tr><td>French, study of</td> <td align="right"><a +href="#page_064">64</a></td></tr> + +<tr><td>Froebel, temporary change of name</td> <td align="right"><a +href="#page_046">46</a></td></tr> + +<tr><td colspan="2">—— family</td></tr> + +<tr><td>—— <a name="froebel_johann_jacob"></a>Johann Jacob, +the <i>Father</i></td> <td align="right"><a href="#page_003">3</a>, <a +href="#page_004">4</a>, <a href="#page_006">6</a>, <a +href="#page_017">17</a>, <a href="#page_019">19</a>, <a +href="#page_021">21</a>, <a href="#page_026">26</a>, <a +href="#page_027">27</a>, <a href="#page_028">28</a>, <a +href="#page_033">33</a>, <a href="#page_034">34</a>, <a +href="#page_030">30</a>, <a href="#page_037">37</a>, <a +href="#page_038">38</a>, <a href="#page_043">43</a>, <a +href="#page_140">140</a></td></tr> + +<tr><td colspan="2"> <a +name="froebel_brothers"></a><i>Brothers.</i></td></tr> + +<tr><td>—— Augustus</td> <td align="right"><a +href="#page_003">3</a>, <a href="#page_032">32</a></td></tr> + +<tr><td>—— Christoph</td> <td align="right"><a +href="#page_003">3</a>, <a href="#page_012">12</a>, <a +href="#page_013">13</a>, <a href="#page_015">15</a>, <a +href="#page_023">23</a>, <a href="#page_026">26</a>, <a +href="#page_027">27</a>, <a href="#page_032">32</a>, <a +href="#page_036">36</a>, <a href="#page_047">47</a>, <a +href="#page_049">49</a>, <a href="#page_065">65</a>, <a +href="#page_068">68</a>, <a href="#page_083">83</a>, <a +href="#page_087">87</a>, <a href="#page_113">113</a>, <a +href="#page_122">122</a></td></tr> + +<tr><td> —— His widow misunderstands Froebel</td> +<td align="right"><a href="#page_122">122</a></td></tr> + +<tr><td>—— Julius Karl Theodor</td> <td align="right"><a +href="#page_003">3</a>, <a href="#page_004">4</a></td></tr> + +<tr><td>—— Christian Ludwig</td> <td align="right"><a +href="#page_004">4</a>, <a href="#page_087">87</a>, <a +href="#page_113">113</a>, <a href="#page_121">121</a>, <a +href="#page_124">124</a>, <a href="#page_127">127</a>, <a +href="#page_128">128</a>, <a href="#page_140">140</a>, <a +href="#page_141">141</a>, <a href="#page_142">142</a></td></tr> + +<tr><td>—— Traugott</td> <td align="right"><a +href="#page_004">4</a>, <a href="#page_023">23</a>, <a +href="#page_028">28</a>, <a href="#page_032">32</a>, <a +href="#page_033">33</a></td></tr> + +<tr><td>—— Karl Poppo</td> <td align="right"><a +href="#page_004">4</a>, <a href="#page_104">104</a></td></tr> + +<tr><td colspan="2"> <i>Nephews.</i></td></tr> + +<tr><td>—— <a name="froebel_ferdinand"></a>Ferdinand</td> +<td align="right"><a href="#page_113">113</a>, <a +href="#page_121">121</a>, <a href="#page_131">131</a>, <a +href="#page_136">136</a>, <a href="#page_137">137</a>, <a +href="#page_142">142</a></td></tr> + +<tr><td>—— Wilhelm</td> <td align="right"><a +href="#page_113">113</a>, <a href="#page_121">121</a></td></tr> + +<tr><td>—— Julius</td> <td align="right"><a +href="#page_114">114</a>, <a href="#page_122">122</a></td></tr> + +<tr><td>—— Karl</td> <td align="right"><a +href="#page_114">114</a>, <a href="#page_122">122</a></td></tr> + +<tr><td colspan="2"> <i>Nieces.</i></td></tr> + +<tr><td>—— <a name="froebel_albertine"></a>Albertine +[Middendorf]</td> <td align="right"><a href="#page_124">124</a>, <a +href="#page_140">140</a></td></tr> + +<tr><td>—— Emilie [Barop]</td> <td align="right"><a +href="#page_124">124</a>, <a href="#page_140">140</a>, <a +href="#page_143">143</a></td></tr> + +<tr><td>—— Elise [Schaffner]</td> <td align="right"><a +href="#page_124">124</a>, <a href="#page_141">141</a>, <a +href="#page_142">142</a></td></tr> + +<tr><td>—— Luise, Madame</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>Froebel Society</td> <td align="right"><a +href="#page_001">1</a>, <a href="#page_144">144</a></td></tr> + +<tr><td>Froebel's style as an author</td> <td align="right"><a +href="#page_001">1</a>, <a href="#page_117">117</a></td></tr> + +<tr><td>Fröhlich</td> <td align="right"><a +href="#page_137">137</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Games</td> <td align="right"><a +href="#page_135">135</a></td></tr> + +<tr><td>—— a mental bath</td> <td align="right"><a +href="#page_082">82</a></td></tr> + +<tr><td>Gardening</td> <td align="right"><a href="#page_006">6</a>, <a +href="#page_071">71</a></td></tr> + +<tr><td><a name="page_158"></a>Geography, teaching of</td> <td +align="right"><a href="#page_060">60</a></td></tr> + +<tr><td>Geology</td> <td align="right"><a href="#page_088">88</a>, <a +href="#page_097">97</a></td></tr> + +<tr><td>Geometry</td> <td align="right"><a href="#page_024">24</a>, <a +href="#page_025">25</a>, <a href="#page_029">29</a>, <a +href="#page_035">35</a></td></tr> + +<tr><td>German brotherhood</td> <td align="right"><a +href="#page_090">90</a></td></tr> + +<tr><td>—— land and people</td> <td align="right"><a +href="#page_095">95</a></td></tr> + +<tr><td>—— language teaching</td> <td align="right"><a +href="#page_056">56</a></td></tr> + +<tr><td>—— literature</td> <td align="right"><a +href="#page_035">35</a></td></tr> + +<tr><td>"German education"</td> <td align="right"><a +href="#page_114">114</a></td></tr> + +<tr><td>Gifts, first suggestion of</td> <td align="right"><a +href="#page_075">75</a></td></tr> + +<tr><td>Girard, Abbe</td> <td align="right"><a +href="#page_134">134</a></td></tr> + +<tr><td>Girls' school at Oberweissbach</td> <td align="right"><a +href="#page_008">8</a>, <a href="#page_009">9</a></td></tr> + +<tr><td>Godlike not alone in the great</td> <td align="right"><a +href="#page_097">97</a></td></tr> + +<tr><td>Godmother of Froebel</td> <td align="right"><a +href="#page_073">73</a></td></tr> + +<tr><td>Goethe</td> <td align="right"><a +href="#page_035">35</a></td></tr> + +<tr><td>Gotha, congress of teachers at</td> <td align="right"><a +href="#page_142">142</a></td></tr> + +<tr><td>Göttingen, life at</td> <td align="right"><a +href="#page_084">84</a>, <a href="#page_097">97</a>, <a +href="#page_103">103</a>, <a href="#page_111">111</a>, <a +href="#page_141">141</a></td></tr> + +<tr><td>Göttling</td> <td align="right"><a +href="#page_030">30</a></td></tr> + +<tr><td>Government offices</td> <td align="right"><a +href="#page_023">23</a>, <a href="#page_038">38</a>, <a +href="#page_095">95</a></td></tr> + +<tr><td>Grammar, study of</td> <td align="right"><a +href="#page_064">64</a></td></tr> + +<tr><td>Grammarians at odds</td> <td align="right"><a +href="#page_064">64</a></td></tr> + +<tr><td>Greek, study of</td> <td align="right"><a +href="#page_084">84</a>, <a href="#page_085">85</a></td></tr> + +<tr><td>Grey, Mrs. William</td> <td align="right"><a +href="#page_144">144</a></td></tr> + +<tr><td>Griesheim</td> <td align="right"><a href="#page_122">122</a>, <a +href="#page_124">124</a>, <a href="#page_141">141</a></td></tr> + +<tr><td>Gross-Milchow</td> <td align="right"><a href="#page_042">42</a>, +<a href="#page_140">140</a></td></tr> + +<tr><td>Gruner, Herr</td> <td align="right"><a href="#page_051">51</a>, +<a href="#page_053">53</a>, <a href="#page_058">58</a>, <a +href="#page_063">63</a>, <a href="#page_066">66</a>, <a +href="#page_109">109</a>, <a href="#page_141">141</a></td></tr> + +<tr><td>—— book on Pestalozzian methods</td> <td +align="right"><a href="#page_052">52</a></td></tr> + +<tr><td>Gurney, Mary</td> <td align="right"><a href="#page_144">144</a>, +<a href="#page_147">147</a>, <a href="#page_149">149</a></td></tr> + +<tr><td>Gymnastic Exercises</td> <td align="right"><a +href="#page_135">135</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Halie</td> <td align="right"><a +href="#page_045">45</a></td></tr> + +<tr><td>Hamburg</td> <td align="right"><a href="#page_138">138</a>, <a +href="#page_142">142</a>, <a href="#page_143">143</a></td></tr> + +<tr><td>Hardenburg, Prince</td> <td align="right"><a +href="#page_054">54</a></td></tr> + +<tr><td>Harmonious development</td> <td align="right"><a +href="#page_055">55</a></td></tr> + +<tr><td>Harnisch</td> <td align="right"><a +href="#page_118">118</a></td></tr> + +<tr><td>Havelberg</td> <td align="right"><a href="#page_092">92</a>, <a +href="#page_093">93</a>, <a href="#page_121">121</a></td></tr> + +<tr><td>Hazel-buds the clue of Ariadne</td> <td align="right"><a +href="#page_012">12</a></td></tr> + +<tr><td>Hebrew, study of</td> <td align="right"><a +href="#page_085">85</a></td></tr> + +<tr><td>Heerwart, Eleonore</td> <td align="right"><a +href="#page_143">143</a>, <a href="#page_144">144</a>, <a +href="#page_147">147</a></td></tr> + +<tr><td>Hegel</td> <td align="right"><a +href="#page_116">116</a></td></tr> + +<tr><td><a name="page_159"></a>—— his formulae adopted</td> +<td align="right"><a href="#page_113">113</a></td></tr> + +<tr><td>Helba, National Institution at</td> <td align="right"><a +href="#page_016">16</a>, <a href="#page_102">102</a>, <a +href="#page_129">129</a>, <a href="#page_141">141</a></td></tr> + +<tr><td>Hell, belief in</td> <td align="right"><a +href="#page_011">11</a>, <a href="#page_133">133</a></td></tr> + +<tr><td>Hermes</td> <td align="right"><a +href="#page_007">7</a></td></tr> + +<tr><td>Higher methods of teaching</td> <td align="right"><a +href="#page_098">98</a></td></tr> + +<tr><td>Hildburghausen</td> <td align="right"><a +href="#page_037">37</a>, <a href="#page_140">140</a></td></tr> + +<tr><td>History</td> <td align="right"><a +href="#page_088">88</a></td></tr> + +<tr><td><a name="hoffmann_herr"></a>Hoffmann, Herr</td> <td +align="right"><a href="#page_017">17</a>, <a href="#page_021">21</a>, <a +href="#page_043">43</a>, <a href="#page_044">44</a>, <a +href="#page_140">140</a>, <a href="#page_141">141</a></td></tr> + +<tr><td>Hoffman, Thedor</td> <td align="right"><a +href="#page_142">142</a></td></tr> + +<tr><td>Hoffmeister, Henrietta Wilhelmine</td> <td align="right"><a +href="#page_123">123</a>, <a href="#page_140">140</a></td></tr> + +<tr><td>Holzhausen, Herr von</td> <td align="right"><a +href="#page_110">110</a>, <a href="#page_141">141</a></td></tr> + +<tr><td>—— Madame von</td> <td align="right"><a +href="#page_110">110</a>, <a href="#page_112">112</a></td></tr> + +<tr><td>Home of Froebel</td> <td align="right"><a +href="#page_006">6</a>, <a href="#page_022">22</a>, <a +href="#page_027">27</a>, <a href="#page_028">28</a></td></tr> + +<tr><td>—— abandoned</td> <td align="right"><a +href="#page_015">15</a>, <a href="#page_035">35</a></td></tr> + +<tr><td>—— life</td> <td align="right"><a +href="#page_021">21</a>, <a href="#page_022">22</a></td></tr> + +<tr><td>Hopf</td> <td align="right"><a href="#page_056">56</a>, <a +href="#page_069">69</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Identities and analogies sought out</td> <td align="right"><a +href="#page_107">107</a></td></tr> + +<tr><td>Iffland's "Huntsman"</td> <td align="right"><a +href="#page_026">26</a></td></tr> + +<tr><td>Illusions have a true side</td> <td align="right"><a +href="#page_013">13</a></td></tr> + +<tr><td>Impressions of Pestalozzi</td> <td align="right"><a +href="#page_054">54</a></td></tr> + +<tr><td>Imprisoned for debt</td> <td align="right"><a +href="#page_033">33</a>, <a href="#page_140">140</a></td></tr> + +<tr><td>Individual life key to the universal</td> <td align="right"><a +href="#page_016">16</a></td></tr> + +<tr><td>Inner meaning of the vowels</td> <td align="right"><a +href="#page_099">99</a></td></tr> + +<tr><td>Inner law and order</td> <td align="right"><a +href="#page_087">87</a></td></tr> + +<tr><td>Instrumental music derived from vocal</td> <td align="right"><a +href="#page_082">82</a></td></tr> + +<tr><td>Introspection a characteristic</td> <td align="right"><a +href="#page_004">4</a>, <a href="#page_011">11</a>, <a +href="#page_025">25</a>, <a href="#page_046">46</a>, <a +href="#page_049">49</a>, <a href="#page_056">56</a>, <a +href="#page_072">72</a>, <a href="#page_103">103</a>, <a +href="#page_104">104</a>, <a href="#page_109">109</a>, <a +href="#page_115">115</a></td></tr> + +<tr><td>"Isis"</td> <td align="right"><a href="#page_102">102</a>, <a +href="#page_117">117</a></td></tr> + +<tr><td>Isolation of Froebel</td> <td align="right"><a +href="#page_004">4</a>, <a href="#page_005">5</a>, <a +href="#page_091">91</a>, <a href="#page_107">107</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Jahn</td> <td align="right"><a +href="#page_120">120</a></td></tr> + +<tr><td>Jena, life at</td> <td align="right"><a href="#page_028">28</a>, +<a href="#page_105">105</a>, <a href="#page_138">138</a>, <a +href="#page_140">140</a></td></tr> + +<tr><td>Jesus Christ, education based on</td> <td align="right"><a +href="#page_120">120</a></td></tr> + +<tr><td>"Journal of Education"</td> <td align="right"><a +href="#page_117">117</a>, <a href="#page_141">141</a>, <a +href="#page_142">142</a></td></tr> + +<tr><td>"Journal for Froebel's Educational Aims"</td> <td +align="right"><a href="#page_142">142</a></td></tr> + +<tr><td>Joy of teaching</td> <td align="right"><a +href="#page_058">58</a></td></tr> + +<tr><td>Jussieu's Botany</td> <td align="right"><a +href="#page_031">31</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Kant</td> <td align="right"><a +href="#page_116">116</a></td></tr> + +<tr><td>Keilhau, life at</td> <td align="right"><a +href="#page_016">16</a>, <a href="#page_102">102</a>, <a +href="#page_103">103</a>, <a href="#page_117">117</a>, <a +href="#page_135">135</a>, <a href="#page_141">141</a>, <a +href="#page_143">143</a></td></tr> + +<tr><td><a name="page_160"></a>Kindergarten occupations</td> <td +align="right"><a href="#page_129">129</a></td></tr> + +<tr><td>Knowledge of self through objects</td> <td align="right"><a +href="#page_097">97</a></td></tr> + +<tr><td>Körner in the "Wilde Schaar"</td> <td align="right"><a +href="#page_091">91</a></td></tr> + +<tr><td>Krause, Carl C.F.</td> <td align="right"><a +href="#page_102">102</a>, <a href="#page_103">103</a>, <a +href="#page_116">116</a></td></tr> + +<tr><td>—— letter to</td> <td align="right"><a +href="#page_002">2</a>, <a href="#page_103">103</a>-<a +href="#page_125">125</a>, <a href="#page_141">141</a></td></tr> + +<tr><td>Krüsi</td> <td align="right"><a +href="#page_055">55</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Lange, Wichard</td> <td align="right"><a +href="#page_102">102</a>, <a href="#page_138">138</a>, <a +href="#page_144">144</a>, <a href="#page_145">145</a></td></tr> + +<tr><td>—— editor of "Family Journal"</td> <td +align="right"><a href="#page_138">138</a></td></tr> + +<tr><td>—— editor of Froebel's Works</td> <td +align="right"><a href="#page_003">3</a>, <a href="#page_032">32</a>, <a +href="#page_138">138</a></td></tr> + +<tr><td>Langethal, Heinrich</td> <td align="right"><a +href="#page_091">91</a>, <a href="#page_093">93</a>, <a +href="#page_100">100</a>, <a href="#page_101">101</a>, <a +href="#page_120">120</a>, <a href="#page_122">122</a>, <a +href="#page_123">123</a>, <a href="#page_124">124</a>, <a +href="#page_137">137</a>, <a href="#page_140">140</a>, <a +href="#page_141">141</a>, <a href="#page_142">142</a>, <a +href="#page_144">144</a></td></tr> + +<tr><td>Language, philosophy of</td> <td align="right"><a +href="#page_081">81</a>, <a href="#page_099">99</a></td></tr> + +<tr><td>—— teaching of</td> <td align="right"><a +href="#page_059">59</a>, <a href="#page_064">64</a>, <a +href="#page_081">81</a>, <a href="#page_084">84</a>, <a +href="#page_085">85</a></td></tr> + +<tr><td>Latin, study of</td> <td align="right"><a +href="#page_020">20</a>, <a href="#page_023">23</a>, <a +href="#page_034">34</a>, <a href="#page_084">84</a></td></tr> + +<tr><td>Legacies</td> <td align="right"><a href="#page_086">86</a>, <a +href="#page_123">123</a></td></tr> + +<tr><td>Leipzig</td> <td align="right"><a +href="#page_091">91</a></td></tr> + +<tr><td>Leonhardi</td> <td align="right"><a +href="#page_103">103</a></td></tr> + +<tr><td>Lessons from Nature's training</td> <td align="right"><a +href="#page_072">72</a></td></tr> + +<tr><td>Letter to the Duke of Meiningen</td> <td align="right"><a +href="#page_002">2</a>, <a href="#page_003">3</a>-<a +href="#page_101">101</a>, <a href="#page_141">141</a></td></tr> + +<tr><td>—— to Krause</td> <td align="right"><a +href="#page_102">102</a>-<a href="#page_125">125</a>, <a +href="#page_141">141</a>, <a href="#page_146">146</a></td></tr> + +<tr><td>"Levana"</td> <td align="right"><a +href="#page_070">70</a></td></tr> + +<tr><td>Liebenstein, life at</td> <td align="right"><a +href="#page_142">142</a></td></tr> + +<tr><td>Life as a connected whole</td> <td align="right"><a +href="#page_104">104</a></td></tr> + +<tr><td>"Life, will, understanding"</td> <td align="right"><a +href="#page_118">118</a></td></tr> + +<tr><td>Lilies, vain search for</td> <td align="right"><a +href="#page_096">96</a></td></tr> + +<tr><td>London Kindergarten College</td> <td align="right"><a +href="#page_144">144</a></td></tr> + +<tr><td colspan="2">Love of Nature. [See <a +href="#nature_love_of">Nature, love of</a>.]</td></tr> + +<tr><td>Luther, Martin</td> <td align="right"><a +href="#page_050">50</a></td></tr> + +<tr><td>Lützow, Baron von</td> <td align="right"><a +href="#page_091">91</a>, <a href="#page_141">141</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Manchester Kindergarten Association</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>Mankind as one great unity</td> <td align="right"><a +href="#page_084">84</a></td></tr> + +<tr><td>Manner in teaching</td> <td align="right"><a +href="#page_021">21</a></td></tr> + +<tr><td>Manning, Miss</td> <td align="right"><a +href="#page_144">144</a></td></tr> + +<tr><td>Manual training at Helba</td> <td align="right"><a +href="#page_121">121</a></td></tr> + +<tr><td>Map-drawing</td> <td align="right"><a href="#page_039">39</a>, +<a href="#page_061">61</a></td></tr> + +<tr><td>"Mappe du Monde Litteraire"</td> <td align="right"><a +href="#page_036">36</a></td></tr> + +<tr><td>Marenholz-Bülow, Baroness von</td> <td align="right"><a +href="#page_073">73</a>, <a href="#page_142">142</a>, <a +href="#page_143">143</a>, <a href="#page_146">146</a>, <a +href="#page_149">149</a></td></tr> + +<tr><td><a name="page_161"></a>Marienthal</td> <td align="right"><a +href="#page_142">142</a>, <a href="#page_143">143</a></td></tr> + +<tr><td>Marquart, Dr.</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>—— Madame</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>Master of the girls' school</td> <td align="right"><a +href="#page_007">7</a></td></tr> + +<tr><td>Mathematics</td> <td align="right"><a +href="#page_027">27</a></td></tr> + +<tr><td>Matrimony</td> <td align="right"><a +href="#page_011">11</a></td></tr> + +<tr><td>Mechanical powers, the</td> <td align="right"><a +href="#page_030">30</a></td></tr> + +<tr><td>Mecklenburg</td> <td align="right"><a href="#page_042">42</a>, +<a href="#page_044">44</a></td></tr> + +<tr><td>Meiningen, Duke of</td> <td align="right"><a +href="#page_102">102</a>, <a href="#page_129">129</a>, <a +href="#page_130">130</a></td></tr> + +<tr><td>—— Letter to</td> <td align="right"><a +href="#page_002">2</a>, <a href="#page_003">3</a>-<a +href="#page_101">101</a>, <a href="#page_141">141</a>, <a +href="#page_142">142</a>, <a href="#page_146">146</a></td></tr> + +<tr><td>Meissen</td> <td align="right"><a href="#page_092">92</a>, <a +href="#page_120">120</a></td></tr> + +<tr><td>Memorizing of rules vs. development</td> <td align="right"><a +href="#page_055">55</a>, <a href="#page_109">109</a>, <a +href="#page_116">116</a></td></tr> + +<tr><td>"Menschen Erziehung"</td> <td align="right"><a +href="#page_001">1</a>, <a href="#page_076">76</a>, <a +href="#page_117">117</a>, <a href="#page_141">141</a>, <a +href="#page_145">145</a></td></tr> + +<tr><td>Mental struggles</td> <td align="right"><a +href="#page_065">65</a></td></tr> + +<tr><td>Metaphysics</td> <td align="right"><a href="#page_040">40</a>, +<a href="#page_118">118</a></td></tr> + +<tr><td>Methods of Education</td> <td align="right"><a +href="#page_099">99</a></td></tr> + +<tr><td>Michaelis, Mme.</td> <td align="right"><a +href="#page_143">143</a>, <a href="#page_146">146</a>, <a +href="#page_147">147</a></td></tr> + +<tr><td>Middendorf, Wilhelm</td> <td align="right"><a +href="#page_092">92</a>, <a href="#page_093">93</a>, <a +href="#page_094">94</a>, <a href="#page_100">100</a>, <a +href="#page_101">101</a>, <a href="#page_103">103</a>, <a +href="#page_120">120</a>, <a href="#page_121">121</a>, <a +href="#page_122">122</a>, <a href="#page_123">123</a>, <a +href="#page_124">124</a>, <a href="#page_127">127</a>, <a +href="#page_128">128</a>, <a href="#page_135">135</a>, <a +href="#page_136">136</a>, <a href="#page_137">137</a>, <a +href="#page_138">138</a>, <a href="#page_139">139</a>, <a +href="#page_140">140</a>, <a href="#page_141">141</a>, <a +href="#page_142">142</a>, <a href="#page_143">143</a></td></tr> + +<tr><td>Mineralogy</td> <td align="right"><a href="#page_030">30</a>, <a +href="#page_087">87</a>, <a href="#page_089">89</a></td></tr> + +<tr><td>—— professorship declined</td> <td align="right"><a +href="#page_112">112</a></td></tr> + +<tr><td>Misapprehension of Froebel's motives</td> <td align="right"><a +href="#page_016">16</a></td></tr> + +<tr><td>Model School at Frankfurt</td> <td align="right"><a +href="#page_051">51</a></td></tr> + +<tr><td>"Moonstruck," Froebel so considered</td> <td align="right"><a +href="#page_105">105</a></td></tr> + +<tr><td>Moral influence of the teacher</td> <td align="right"><a +href="#page_060">60</a>, <a href="#page_083">83</a></td></tr> + +<tr><td>—— pride</td> <td align="right"><a +href="#page_005">5</a></td></tr> + +<tr><td>Mother of Froebel</td> <td align="right"><a +href="#page_003">3</a>, <a href="#page_044">44</a>, <a +href="#page_072">72</a></td></tr> + +<tr><td>"Mothers' Songs"</td> <td align="right"><a +href="#page_076">76</a>, <a href="#page_145">145</a></td></tr> + +<tr><td>Mugge, Johanna Caroline</td> <td align="right"><a +href="#page_140">140</a></td></tr> + +<tr><td>"Mutter- and Koselieder"</td> <td align="right"><a +href="#page_076">76</a>, <a href="#page_145">145</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Nägeli</td> <td align="right"><a +href="#page_081">81</a></td></tr> + +<tr><td>—— and Pfeifer's "Musical Course"</td> <td +align="right"><a href="#page_081">81</a></td></tr> + +<tr><td>Name temporarily changed</td> <td align="right"><a +href="#page_046">46</a></td></tr> + +<tr><td>Napoleonic wars</td> <td align="right"><a +href="#page_091">91</a>, <a href="#page_141">141</a></td></tr> + +<tr><td>—— reaction from</td> <td align="right"><a +href="#page_127">127</a></td></tr> + +<tr><td>Natural history</td> <td align="right"><a +href="#page_031">31</a>, <a href="#page_032">32</a>, <a +href="#page_056">56</a>, <a href="#page_087">87</a></td></tr> + +<tr><td>Natural History Society at Jena</td> <td align="right"><a +href="#page_032">32</a></td></tr> + +<tr><td>Nature, communion with</td> <td align="right"><a +href="#page_019">19</a></td></tr> + +<tr><td><a name="page_162"></a><a +name="nature_love_of"></a>—— love of</td> <td +align="right"><a href="#page_024">24</a>, <a href="#page_031">31</a>, <a +href="#page_038">38</a>, <a href="#page_043">43</a>, <a +href="#page_048">48</a>, <a href="#page_071">71</a>, <a +href="#page_074">74</a>, <a href="#page_082">82</a>, <a +href="#page_080">80</a>, <a href="#page_094">94</a>, <a +href="#page_096">96</a>, <a href="#page_104">104</a>, <a +href="#page_105">105</a>, <a href="#page_107">107</a></td></tr> + +<tr><td>—— as an educator</td> <td align="right"><a +href="#page_071">71</a></td></tr> + +<tr><td>Nature's work vs. man's</td> <td align="right"><a +href="#page_069">69</a></td></tr> + +<tr><td>Nature-Temple</td> <td align="right"><a +href="#page_012">12</a></td></tr> + +<tr><td colspan="2">Nephews of Froebel. [See <a +href="#froebel_ferdinand">Froebel, Ferdinand</a>, etc.]</td></tr> + +<tr><td>Netherlands, Froebel in the</td> <td align="right"><a +href="#page_095">95</a></td></tr> + +<tr><td>Neuhof</td> <td align="right"><a href="#page_024">24</a>, <a +href="#page_140">140</a></td></tr> + +<tr><td colspan="2">Nieces of Froebel. [See <a +href="#froebel_albertine">Froebel, Albertine</a>, etc.]</td></tr> + +<tr><td>Niederer</td> <td align="right"><a +href="#page_057">57</a></td></tr> + +<tr><td>Note-taking</td> <td align="right"><a +href="#page_030">30</a></td></tr> + +<tr><td>Novalis's Works</td> <td align="right"><a +href="#page_045">45</a></td></tr> + +<tr><td>Number horizontally related</td> <td align="right"><a +href="#page_099">99</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Oberfalz</td> <td align="right"><a +href="#page_042">42</a></td></tr> + +<tr><td>Oberweissbach</td> <td align="right"><a href="#page_003">3</a>, +<a href="#page_105">105</a></td></tr> + +<tr><td>Object-teaching</td> <td align="right"><a +href="#page_069">69</a></td></tr> + +<tr><td>Oken, Lorenz</td> <td align="right"><a href="#page_102">102</a>, +<a href="#page_116">116</a></td></tr> + +<tr><td>—— "Isis"</td> <td align="right"><a +href="#page_102">102</a></td></tr> + +<tr><td>"On German Education"</td> <td align="right"><a +href="#page_141">141</a></td></tr> + +<tr><td>"On the Universal German Education at Keilhau"</td> <td +align="right"><a href="#page_141">141</a></td></tr> + +<tr><td>Oriental tongues, study of</td> <td align="right"><a +href="#page_085">85</a></td></tr> + +<tr><td>Orphanage at Burgdorf</td> <td align="right"><a +href="#page_093">93</a>, <a href="#page_135">135</a>, <a +href="#page_136">136</a>, <a href="#page_137">137</a>, <a +href="#page_142">142</a></td></tr> + +<tr><td>Orthodox theology</td> <td align="right"><a +href="#page_010">10</a>, <a href="#page_011">11</a>, <a +href="#page_013">13</a>, <a href="#page_014">14</a></td></tr> + +<tr><td>Orthography</td> <td align="right"><a +href="#page_062">62</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>"Pädagogik"</td> <td align="right"><a +href="#page_076">76</a></td></tr> + +<tr><td>Pädagogium at Halle</td> <td align="right"><a +href="#page_045">45</a></td></tr> + +<tr><td>Paper, pricking of, suggested</td> <td align="right"><a +href="#page_075">75</a>, <a href="#page_076">76</a></td></tr> + +<tr><td>Payne, Joseph</td> <td align="right"><a +href="#page_144">144</a>, <a href="#page_150">150</a></td></tr> + +<tr><td>Permutations of numbers</td> <td align="right"><a +href="#page_106">106</a></td></tr> + +<tr><td>Perrault, M.</td> <td align="right"><a +href="#page_064">64</a></td></tr> + +<tr><td>Persian language, study of</td> <td align="right"><a +href="#page_085">85</a></td></tr> + +<tr><td>Personal characteristics of Froebel</td> <td align="right"><a +href="#page_013">13</a>, <a href="#page_014">14</a>, <a +href="#page_015">15</a>, <a href="#page_063">63</a>, <a +href="#page_067">67</a>, <a href="#page_104">104</a>, <a +href="#page_111">111</a>, <a href="#page_126">126</a></td></tr> + +<tr><td>—— of Pestalozzi</td> <td align="right"><a +href="#page_111">111</a></td></tr> + +<tr><td>Pestalozzi</td> <td align="right"><a href="#page_020">20</a>, <a +href="#page_051">51</a>-<a href="#page_054">54</a>, <a +href="#page_057">57</a>, <a href="#page_059">59</a>, <a +href="#page_069">69</a>, <a href="#page_070">70</a>, <a +href="#page_077">77</a>-<a href="#page_081">81</a>, <a +href="#page_083">83</a>, <a href="#page_089">89</a>, <a +href="#page_141">141</a></td></tr> + +<tr><td>—— aims contrasted with Froebel's</td> <td +align="right"><a href="#page_111">111</a>, <a href="#page_116">116</a>, +<a href="#page_129">129</a>, <a href="#page_136">136</a></td></tr> + +<tr><td>—— "Buch der Matter"</td> <td align="right"><a +href="#page_136">136</a></td></tr> + +<tr><td>—— "Einertabelle"</td> <td align="right"><a +href="#page_059">59</a></td></tr> + +<tr><td>—— general addresses</td> <td align="right"><a +href="#page_083">83</a></td></tr> + +<tr><td colspan="2">—— school. [See <a +href="#yverdon">Yverdon</a>.]</td></tr> + +<tr><td><a name="page_163"></a>Pfyffer, Eduard</td> <td align="right"><a +href="#page_081">81</a>, <a href="#page_134">134</a>, <a +href="#page_135">135</a></td></tr> + +<tr><td>Philology, study of</td> <td align="right"><a +href="#page_022">22</a>, <a href="#page_085">85</a>, <a +href="#page_098">98</a>, <a href="#page_111">111</a></td></tr> + +<tr><td>Philosophy, danger of</td> <td align="right"><a +href="#page_040">40</a></td></tr> + +<tr><td>Physical backwardness</td> <td align="right"><a +href="#page_018">18</a></td></tr> + +<tr><td>—— constitution</td> <td align="right"><a +href="#page_091">91</a></td></tr> + +<tr><td>—— education</td> <td align="right"><a +href="#page_074">74</a></td></tr> + +<tr><td>—— geography</td> <td align="right"><a +href="#page_020">20</a>, <a href="#page_055">55</a></td></tr> + +<tr><td>Physics</td> <td align="right"><a href="#page_029">29</a>, <a +href="#page_087">87</a>, <a href="#page_088">88</a>, <a +href="#page_089">89</a></td></tr> + +<tr><td>Physiography</td> <td align="right"><a href="#page_060">60</a>, +<a href="#page_061">61</a></td></tr> + +<tr><td>Plamann school</td> <td align="right"><a +href="#page_089">89</a></td></tr> + +<tr><td>Plans for life-work</td> <td align="right"><a +href="#page_023">23</a></td></tr> + +<tr><td>Play a subject of study</td> <td align="right"><a +href="#page_082">82</a></td></tr> + +<tr><td>—— for school boys</td> <td align="right"><a +href="#page_060">60</a></td></tr> + +<tr><td>—— influence of</td> <td align="right"><a +href="#page_076">76</a></td></tr> + +<tr><td>Political economy</td> <td align="right"><a +href="#page_085">85</a></td></tr> + +<tr><td>Politics</td> <td align="right"><a +href="#page_088">88</a></td></tr> + +<tr><td>Portugall, Baroness Adele von</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>"Positive instruction"</td> <td align="right"><a +href="#page_055">55</a></td></tr> + +<tr><td>Praetorious, Miss</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>Pricking paper suggested</td> <td align="right"><a +href="#page_075">75</a></td></tr> + +<tr><td>—— philosophy of</td> <td align="right"><a +href="#page_076">76</a></td></tr> + +<tr><td>"Principles, Aims, and Inner Life"</td> <td align="right"><a +href="#page_141">141</a></td></tr> + +<tr><td>Private tutorship</td> <td align="right"><a +href="#page_059">59</a></td></tr> + +<tr><td>Professorship declined</td> <td align="right"><a +href="#page_112">112</a></td></tr> + +<tr><td>Pronunciation</td> <td align="right"><a href="#page_063">63</a>, +<a href="#page_064">64</a></td></tr> + +<tr><td>Prophetic sentiments</td> <td align="right"><a +href="#page_049">49</a></td></tr> + +<tr><td>Pröschke's "Fragments"</td> <td align="right"><a +href="#page_045">45</a></td></tr> + +<tr><td>Prussian, Froebel not a</td> <td align="right"><a +href="#page_090">90</a></td></tr> + +<tr><td>Public school-examination</td> <td align="right"><a +href="#page_134">134</a></td></tr> + +<tr><td>Purpose of education</td> <td align="right"><a +href="#page_069">69</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Quittelsdorf</td> <td align="right"><a +href="#page_102">102</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Reaction from Napoleonic wars</td> <td align="right"><a +href="#page_126">126</a></td></tr> + +<tr><td>Reading, teaching of</td> <td align="right"><a +href="#page_007">7</a>, <a href="#page_056">56</a></td></tr> + +<tr><td>Recognition by others</td> <td align="right"><a +href="#page_032">32</a></td></tr> + +<tr><td>Relationship, education in</td> <td align="right"><a +href="#page_070">70</a></td></tr> + +<tr><td><a name="religious_experiences"></a>Religious experiences</td> +<td align="right"><a href="#page_008">8</a>, <a href="#page_009">9</a>, +<a href="#page_019">19</a>, <a href="#page_021">21</a>, <a +href="#page_025">25</a>, <a href="#page_035">35</a>, <a +href="#page_074">74</a></td></tr> + +<tr><td>—— instruction</td> <td align="right"><a +href="#page_074">74</a>, <a href="#page_080">80</a>, <a +href="#page_119">119</a></td></tr> + +<tr><td>—— persecution</td> <td align="right"><a +href="#page_133">133</a></td></tr> + +<tr><td><a name="page_164"></a>Repulsion to menial service</td> <td +align="right"><a href="#page_023">23</a></td></tr> + +<tr><td>"Rhenische Blätter"</td> <td align="right"><a +href="#page_139">139</a></td></tr> + +<tr><td>Rhine, Froebel crosses the</td> <td align="right"><a +href="#page_095">95</a></td></tr> + +<tr><td>Richter, Jean Paul</td> <td align="right"><a +href="#page_070">70</a></td></tr> + +<tr><td>Rigidity in teaching</td> <td align="right"><a +href="#page_062">62</a></td></tr> + +<tr><td>Rocks a mirror of mankind</td> <td align="right"><a +href="#page_097">97</a></td></tr> + +<tr><td>Ronge, Madame</td> <td align="right"><a +href="#page_143">143</a>, <a href="#page_151">151</a></td></tr> + +<tr><td>Rousseau's system of singing</td> <td align="right"><a +href="#page_056">56</a></td></tr> + +<tr><td>Rudolstadt</td> <td align="right"><a href="#page_117">117</a>, +<a href="#page_142">142</a></td></tr> + +<tr><td>—— Prince of</td> <td align="right"><a +href="#page_102">102</a>, <a href="#page_138">138</a></td></tr> + +<tr><td>—— Princess Regent of</td> <td align="right"><a +href="#page_078">78</a>, <a href="#page_080">80</a>, <a +href="#page_141">141</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>"Samuel Lawhill"</td> <td align="right"><a +href="#page_022">22</a></td></tr> + +<tr><td>Sanskrit, study of</td> <td align="right"><a +href="#page_085">85</a></td></tr> + +<tr><td>Schaffner, Siegfried</td> <td align="right"><a +href="#page_124">124</a></td></tr> + +<tr><td>Schelling</td> <td align="right"><a +href="#page_116">116</a></td></tr> + +<tr><td>—— school of</td> <td align="right"><a +href="#page_040">40</a></td></tr> + +<tr><td>Schiller</td> <td align="right"><a +href="#page_035">35</a></td></tr> + +<tr><td>Schleiermacher</td> <td align="right"><a +href="#page_123">123</a></td></tr> + +<tr><td>Schmidt, Carl</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>Schmidt, Josias</td> <td align="right"><a +href="#page_055">55</a></td></tr> + +<tr><td>—— quarrels with Niederer</td> <td align="right"><a +href="#page_057">57</a></td></tr> + +<tr><td>Schnyder</td> <td align="right"><a href="#page_130">130</a>, <a +href="#page_142">142</a></td></tr> + +<tr><td>Schopenhauer, Arthur</td> <td align="right"><a +href="#page_117">117</a></td></tr> + +<tr><td>Schrader, Madame</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>Schwartzburg-Rudolstadt</td> <td align="right"><a +href="#page_003">3</a></td></tr> + +<tr><td>Scientific extracts</td> <td align="right"><a +href="#page_036">36</a></td></tr> + +<tr><td>Scribbling distasteful</td> <td align="right"><a +href="#page_036">36</a></td></tr> + +<tr><td>Self-consciousness</td> <td align="right"><a +href="#page_005">5</a>, <a href="#page_011">11</a></td></tr> + +<tr><td>Self-development becomes objective</td> <td align="right"><a +href="#page_059">59</a></td></tr> + +<tr><td>Self-discipline</td> <td align="right"><a +href="#page_021">21</a></td></tr> + +<tr><td>Seiler, George Frederick</td> <td align="right"><a +href="#page_070">70</a></td></tr> + +<tr><td>Senses exercised</td> <td align="right"><a +href="#page_010">10</a></td></tr> + +<tr><td>Set forms in teaching</td> <td align="right"><a +href="#page_062">62</a></td></tr> + +<tr><td>Sex-life in plants</td> <td align="right"><a +href="#page_012">12</a></td></tr> + +<tr><td>Sexual conditions</td> <td align="right"><a +href="#page_011">11</a>, <a href="#page_012">12</a></td></tr> + +<tr><td>Shirreff, Emily</td> <td align="right"><a +href="#page_144">144</a>, <a href="#page_146">146</a>, <a +href="#page_151">151</a>, <a href="#page_152">152</a></td></tr> + +<tr><td>Singing</td> <td align="right"><a href="#page_056">56</a>, <a +href="#page_081">81</a></td></tr> + +<tr><td>Skeleton of man as type</td> <td align="right"><a +href="#page_031">31</a></td></tr> + +<tr><td><a name="page_165"></a>Soldier, Froebel as a</td> <td +align="right"><a href="#page_091">91</a>-<a href="#page_096">96</a>, <a +href="#page_111">111</a>, <a href="#page_144">144</a></td></tr> + +<tr><td>"Sonntags-Blatt," articles in</td> <td align="right"><a +href="#page_076">76</a></td></tr> + +<tr><td>Soul-cultivation</td> <td align="right"><a +href="#page_007">7</a></td></tr> + +<tr><td>—— emerging from chrysalis</td> <td align="right"><a +href="#page_049">49</a></td></tr> + +<tr><td>Sound method from fundamental principle</td> <td +align="right"><a href="#page_106">106</a></td></tr> + +<tr><td>Special education</td> <td align="right"><a +href="#page_023">23</a>, <a href="#page_115">115</a></td></tr> + +<tr><td>Speech-tones</td> <td align="right"><a +href="#page_098">98</a></td></tr> + +<tr><td>Spelling, teaching of</td> <td align="right"><a +href="#page_020">20</a></td></tr> + +<tr><td colspan="2">Spiritual endeavor at Yverdon. [See <a +href="#religious_experiences">Religious experiences</a>.]</td></tr> + +<tr><td>—— experiences</td> <td align="right"><a +href="#page_019">19</a></td></tr> + +<tr><td>Stadt-Ilm</td> <td align="right"><a href="#page_018">18</a>, <a +href="#page_044">44</a></td></tr> + +<tr><td>Step-brother of Froebel</td> <td align="right"><a +href="#page_015">15</a></td></tr> + +<tr><td>Step-mother of Froebel</td> <td align="right"><a +href="#page_004">4</a>, <a href="#page_005">5</a>, <a +href="#page_027">27</a>, <a href="#page_033">33</a></td></tr> + +<tr><td>Stimulation at Yverdon</td> <td align="right"><a +href="#page_079">79</a></td></tr> + +<tr><td>Stockwell Kindergarten College</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>"Stone-language"</td> <td align="right"><a +href="#page_010">10</a></td></tr> + +<tr><td>Sturm</td> <td align="right"><a href="#page_007">7</a></td></tr> + +<tr><td>Style of Froebel's writing</td> <td align="right"><a +href="#page_001">1</a>, <a href="#page_117">117</a></td></tr> + +<tr><td>Subject vs. object</td> <td align="right"><a +href="#page_046">46</a></td></tr> + +<tr><td>"Sunday Journal"</td> <td align="right"><a +href="#page_142">142</a></td></tr> + +<tr><td>Surveying, study of</td> <td align="right"><a +href="#page_039">39</a>, <a href="#page_040">40</a>, <a +href="#page_041">41</a></td></tr> + +<tr><td>Symbols to the inner eye</td> <td align="right"><a +href="#page_111">111</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Taking sides</td> <td align="right"><a +href="#page_013">13</a></td></tr> + +<tr><td>Teacher in the Plamann School</td> <td align="right"><a +href="#page_089">89</a></td></tr> + +<tr><td>—— requirements of a</td> <td align="right"><a +href="#page_065">65</a></td></tr> + +<tr><td>Teachers' institutes at Burgdorf</td> <td align="right"><a +href="#page_136">136</a></td></tr> + +<tr><td>Teaching suggested</td> <td align="right"><a +href="#page_051">51</a></td></tr> + +<tr><td>"Teaching-plan" of Pestalozzi</td> <td align="right"><a +href="#page_054">54</a></td></tr> + +<tr><td>"The Education of the Future"</td> <td align="right"><a +href="#page_143">143</a></td></tr> + +<tr><td>"The New Education" an antithesis</td> <td align="right"><a +href="#page_116">116</a></td></tr> + +<tr><td>"The New Year 1836 demands a Renewal of Life"</td> <td +align="right"><a href="#page_142">142</a></td></tr> + +<tr><td>Theatrical performances</td> <td align="right"><a +href="#page_026">26</a>, <a href="#page_033">33</a></td></tr> + +<tr><td>Theological disputations</td> <td align="right"><a +href="#page_013">13</a></td></tr> + +<tr><td>Third person in address</td> <td align="right"><a +href="#page_005">5</a></td></tr> + +<tr><td>"Thou," the German</td> <td align="right"><a +href="#page_005">5</a></td></tr> + +<tr><td>Thuringian forest, the</td> <td align="right"><a +href="#page_003">3</a></td></tr> + +<tr><td>"To the German People"</td> <td align="right"><a +href="#page_141">141</a></td></tr> + +<tr><td>Tobler</td> <td align="right"><a href="#page_056">56</a>, <a +href="#page_069">69</a></td></tr> + +<tr><td><a name="page_166"></a>Translators, aims of the</td> <td +align="right"><a href="#page_001">1</a></td></tr> + +<tr><td>Trustee of Froebel's property</td> <td align="right"><a +href="#page_028">28</a>, <a href="#page_033">33</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Uckermark, the</td> <td align="right"><a +href="#page_048">48</a></td></tr> + +<tr><td colspan="2">Uncle of Froebel. [See <a +href="#hoffmann_herr">Hoffman, Herr</a>.]</td></tr> + +<tr><td>Unconscious tuition</td> <td align="right"><a +href="#page_009">9</a></td></tr> + +<tr><td>—— wealth of youth</td> <td align="right"><a +href="#page_071">71</a></td></tr> + +<tr><td>Unity</td> <td align="right"><a href="#page_069">69</a>, <a +href="#page_070">70</a></td></tr> + +<tr><td>—— from clashing phenomena</td> <td align="right"><a +href="#page_105">105</a></td></tr> + +<tr><td>—— in Nature</td> <td align="right"><a +href="#page_098">98</a></td></tr> + +<tr><td>—— lacking at Yverdon</td> <td align="right"><a +href="#page_079">79</a></td></tr> + +<tr><td>—— of natural objects</td> <td align="right"><a +href="#page_086">86</a></td></tr> + +<tr><td>—— of the universe</td> <td align="right"><a +href="#page_089">89</a></td></tr> + +<tr><td>"Universal German" education</td> <td align="right"><a +href="#page_114">114</a>, <a href="#page_141">141</a></td></tr> + +<tr><td>Universities neglect Froebel</td> <td align="right"><a +href="#page_117">117</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Vivacity of early impulses</td> <td align="right"><a +href="#page_007">7</a></td></tr> + +<tr><td>Voldersdorf, Herr von</td> <td align="right"><a +href="#page_042">42</a>, <a href="#page_140">140</a></td></tr> + +<tr><td>Von Dewitz</td> <td align="right"><a href="#page_042">42</a>, <a +href="#page_043">43</a>, <a href="#page_045">45</a>, <a +href="#page_140">140</a></td></tr> + +<tr><td>—— Holzhausen, Madame</td> <td align="right"><a +href="#page_110">110</a>, <a href="#page_112">112</a>, <a +href="#page_141">141</a></td></tr> + +<tr><td>—— Lützow, Baron</td> <td align="right"><a +href="#page_091">91</a>, <a href="#page_141">141</a></td></tr> + +<tr><td>—— Marenholz-Bülow</td> <td align="right"><a +href="#page_073">73</a>, <a href="#page_142">142</a>, <a +href="#page_143">143</a></td></tr> + +<tr><td>—— Portugall, Baroness Adéle</td> <td +align="right"><a href="#page_143">143</a></td></tr> + +<tr><td>—— Voldersdorf</td> <td align="right"><a +href="#page_042">42</a>, <a href="#page_140">140</a></td></tr> + +<tr><td>Vowels, inner meaning of</td> <td align="right"><a +href="#page_099">99</a></td></tr> + +<tr><td>—— vs. consonants</td> <td align="right"><a +href="#page_098">98</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Walks with pupils</td> <td align="right"><a +href="#page_060">60</a>, <a href="#page_082">82</a></td></tr> + +<tr><td>Wartburg, the</td> <td align="right"><a href="#page_050">50</a>, +<a href="#page_108">108</a></td></tr> + +<tr><td>Wartensee, the</td> <td align="right"><a +href="#page_130">130</a>, <a href="#page_131">131</a>, <a +href="#page_142">142</a></td></tr> + +<tr><td>Was Christ Catholic or Protestant?</td> <td align="right"><a +href="#page_134">134</a></td></tr> + +<tr><td>Weber's "Wilde Jagd"</td> <td align="right"><a +href="#page_091">91</a></td></tr> + +<tr><td>Weimar, Grand Duke of</td> <td align="right"><a +href="#page_142">142</a>, <a href="#page_143">143</a></td></tr> + +<tr><td>Weiss, Prof.</td> <td align="right"><a href="#page_089">89</a>, +<a href="#page_095">95</a></td></tr> + +<tr><td>Wichard's "Froebel"</td> <td align="right"><a +href="#page_078">78</a></td></tr> + +<tr><td>Wieland</td> <td align="right"><a +href="#page_035">35</a></td></tr> + +<tr><td>Wife [first] of Froebel</td> <td align="right"><a +href="#page_123">123</a>, <a href="#page_141">141</a></td></tr> + +<tr><td>Willisau, school a</td> <td align="right"><a +href="#page_093">93</a>, <a href="#page_135">135</a>-<a +href="#page_137">137</a>, <a href="#page_142">142</a></td></tr> + +<tr><td>Winckelmann's "Letters on Art"</td> <td align="right"><a +href="#page_034">34</a></td></tr> + +<tr><td>Wollweider, Dr.</td> <td align="right"><a +href="#page_045">45</a></td></tr> + +<tr><td>Works written by Froebel</td> <td align="right"><a +href="#page_117">117</a>, <a href="#page_141">141</a>, <a +href="#page_145">145</a>, <a href="#page_146">146</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td><a name="page_167"></a><a name="yverdon"></a>Yverdon, +Pestalozzi's school at</td> <td align="right"><a +href="#page_020">20</a>, <a href="#page_053">53</a>-<a +href="#page_057">57</a>, <a href="#page_077">77</a>-<a +href="#page_084">84</a>, <a href="#page_141">141</a></td></tr> + +<tr><td>—— lack of unity, etc</td> <td align="right"><a +href="#page_083">83</a></td></tr> + +<tr><td>—— wavering of ground principles</td> <td +align="right"><a href="#page_084">84</a></td></tr> + +<tr><td colspan="2"> </td></tr> + +<tr><td>Zendavista</td> <td align="right"><a +href="#page_035">35</a></td></tr> + +<tr><td>Zollikofer</td> <td align="right"><a +href="#page_007">7</a></td></tr> + +</table> + + + + + + + + +<pre> + + + + + +End of the Project Gutenberg EBook of Autobiography of Friedrich Froebel +by Friedrich Froebel + +*** END OF THIS PROJECT GUTENBERG EBOOK AUTOBIOGRAPHY OF FRIEDRICH 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