Chapter VII: Part 7

[70] 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.

[71] 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.

[72] Sanskrit is here probably meant.

[73] Hebrew and Arabic.

[74] 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.

[75] _Geognosie._

[76] 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.

[77] 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.

[78] 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.

[79] 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.

[80] _Die Grafschaft Mark._ 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.

[81] 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.)

[82] "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.

[83] The Mark of Brandenburg.

[84] 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.

[85] 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.

[86] 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 _Isis_, 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 _Isis_. He chose the former alternative, sent in his resignation, transferred the publication of the _Isis_ to Rudolstadt, and remained at Jena as a private teacher of science. In 1821 he broached in the _Isis_ the idea of an annual gathering of German _savants_, 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.

[87] 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.

[88] 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.

[89] 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.

[90] _i.e._, Frankfurt.

[91] Architecture, etc., at this time.

[92] From Mecklenburg to Frankfurt.

[93] _i.e._, as an architect.

[94] 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.

[95] It was in 1805 that Froebel was appointed by Gruner teacher in the Normal School at Frankfurt.

[96] 1. Teacher in the Model School. 2. Tutor to the sons of Herr von Holzhausen near Frankfurt. 3. A resident at Yverdon with Pestalozzi.

[97] 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.

[98] Either Froebel or his editor has made a blunder here. Froebel went to Göttingen in July 1811 (see p. 84), and to Berlin in October 1812 (see p. 89).

[99] 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, _there is death_".

[100] 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.

[101] That is, putting development into a formula--

Thesis-+-Antithesis
|
Synthesis.

The true synthesis is that springing from the thesis and its opposite, the antithesis. Another type of the formula is this--

Proposition-+-Counter-proposition
|
Compromise.

Understanding by "Compromise" (_Vermittlung_) 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--

Father-+-Mother
|
Child.

Philosophic readers acquainted with Hegel and his school will recognise a familiar friend in these formulæ.

[102] 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.

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.

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).

[103] Or, as we say, A is A.

[104] A great deal of Froebel's irony might all too truly be still applied to current educational work.

[105] Empiricism--that is, _a posteriori_ investigations, based on actual facts and not _a priori_ 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, _a posteriori_ 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.

[106] 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) _Family Weekly Journal of Education for Self-culture and the Training of Others_, 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.

[107] 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.

[108] See the previous footnote, p. 93.

[109] These events and situations are fully set forth in the letter to the Duke of Meiningen, _ante._

[110] As mineralogist.

[111] Christian Ludwig Froebel.

[112] Christoph.

[113] This younger Langethal afterwards became a Professor in the University of Jena.

[114] 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.

[115] 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.

[116] 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.

[117] The expected dowry was never forthcoming, which made matters harder.

[118] 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.

[119] Johannes Arnold Barop, Middendorff's nephew, was born at Dortmund, 29th November, 1802. He afterwards became proprietor and principal of Keilhau.

[120] March 1828.

[121] This excellent man was drowned in the Saale while bathing, soon after this letter was written.

[122] He always regarded himself as perfectly tolerant.

[123] Froebel moved from Griesheim to Keilhau in 1817.

[124] In 1820.

[125] It was in 1828 that Barop formally and definitely joined the Froebel community.

[126] 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.

[127] Christian Froebel and his wife.

[128] This was 1827-29.

[129] 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.

[130] Say £100.

[131] In 1829.

[132] The Wartensee is a small lake in the canton Luzern, not far from Sempach.

[133] About 30s.

[134] Auf Schuster's Rappen,--_i.e._, on foot. (This was in 1832.)

[135] A small town not far away, still in the canton Luzern.

[136] 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.

[137] A Swiss educational writer of great power and charm. His school books, "Sur la langue maternelle," are really valuable.

[138] 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.

[139] In 1833.

[140] This regulation is still happily in force.

[141] In 1836.

[142] Blankenburg lies on the way from Schwarzburg to Rudolstadt, about two hours' walk away from Keilhau.

CHRONOLOGICAL ABSTRACT OF THE PRINCIPAL EVENTS IN THE LIFE OF FROEBEL, AND THE FROEBEL COMMUNITY.

* * * * *

1770. June 24th.--Birth of Christian Ludwig Froebel.

1780. Sept. 17th.--Birth of Friedrich Froebel's first wife, Henriette
Wilhelmine Hoffmeister, at Berlin.

Christian Froebel's wife, Johanna Caroline Mügge, was also born
in 1780, on August 28th.

1782. April 21st.--_Birth of Friedrich Froebel_, at Oberweissbach,
Thuringia.

1792. Froebel is sent to Superintendent Hoffman in Stadt Ilm.

Sept. 3rd.--Birth of Heinrich Langethal, at Erfurt.

1793. Sept. 20.--Birth of Wilhelm Middendorff, at Brechten, near
Dortmund, in Westphalia.

1797. Froebel is sent to Neuhof in the Thuringian Forest to learn
forestry.

1799. Froebel returns home; goes thence as student to Jena.

1801. 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.

Dec. 29th.--Birth of Albertine Froebel (Madame Middendorff),
eldest daughter of Christian Froebel.

1802. Death of Froebel's father. Froebel becomes Actuary to the
Forestry Department of the Episcopal State of Bamberg.

Nov. 29th.--Birth of Johannes Arnold Barop, at Dortmund, in
Westphalia.

1803. Froebel goes to Bamberg, and takes part in the governmental land
survey, necessary upon the change of government, Bamberg now
passing to Bavaria.

1804. 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.

July 11th.--Birth of Emilie Froebel (Madame Barop), second
daughter of Christian Froebel.

1805. 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.

1807. He becomes tutor in the family of Herr von Holzhausen in the
suburbs of Frankfurt.

1808. He goes to Pestalozzi at Yverdon with his pupils.

1809. He draws up an account of Pestalozzi's work for the Princess of
Rudolstadt.

1810. Froebel returns to Frankfurt from Yverdon.

1811. He goes to the University of Göttingen.

1812. He proceeds thence to the University of Berlin.

1813. 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.

1814. Jan. 5th.--Birth of Elise Froebel (Madame Schaffner), Christian's
youngest daughter.

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.

1816. Nov. 13th.--Froebel founds his "Universal German Educational
Institute" in Griesheim.

1817. Transference of the School to Keilhau. Arrival of Langethal and
Middendorff.

1818. First marriage of Froebel.

1820. Christian Froebel arrives at Keilhau with his wife and daughters
Froebel writes "To the German people."

1821. Froebel publishes (privately) "Principles, Aims, and Inner Life
of the Universal German Educational Institute in Keilhau," and
"Aphorisms."

1822. 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."

1823. He publishes "Continuation of the Account of the Educational
Institute at Keilhau."

1824. He publishes the pamphlet "Christmas at Keilhau."

1826. Marriages of Langethal and Middendorff. Froebel publishes the
"Education of Man" ("Menschen Erziehung"). Later he founds the
weekly _Family Journal of Education_.

1827. Letter to the Duke of Meiningen (translated in this present
work), uncompleted, probably never sent to the duke.

1828. Letter to Krause (partly translated in the present work). Barop
formally becomes a member of the Educational Community at
Keilhau.

1829. Plan for a National Educational Institute in Helba, under the
auspices of the Duke of Meiningen, now completed, the whole
Keilhau community having worked upon it under Froebel's
direction.

1830. Death of Wilhelm Carl, one of the Keilhau community, by drowning
in the Saale.

1831. Froebel breaks with the Duke of Meiningen, and gives up the Helba
project.

Visit to Frankfurt, and meeting with Schnyder.

Acceptance of Schnyder's offer of his Castle at Wartensee.

Opening of the Institution at Wartensee by Froebel and his nephew
Ferdinand.

1832. Barop goes to Wartensee. Transference of the School from
Wartensee to Willisau. Froebel pays a short visit to Keilhau.

1833. 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.

1835. 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."

1836. Froebel and his wife leave Burgdorf for Berlin. Ferdinand Froebel
and Langethal take over the direction of the Orphanage.

1837. Opening of the first Kindergarten in Blankenburg.

1838. Commencement of Froebel's _Sunday Journal_.

1839. Froebel and Middendorff go to Dresden. Death of Madame Froebel.

1840. 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.

1848. General Congress of Teachers, called by Froebel, at Rudolstadt.
Second journey of Froebel to Dresden in the autumn.

1849. Froebel settles at Liebenstein intending to train Kindergarten
teachers there. Work at Hamburg, first by Middendorff, then by
Froebel.

1850. 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 _Weekly Journal of
Education_ by Froebel, edited by Lange. Marriage of Elise Froebel
to Dr. Siegfried Schaffner.

1851. Jan. 9th.--Death of Christian Ludwig Froebel.

July.--Second marriage of Froebel, with Luise Levin. First
appearance of the _Journal for Friedrich Froebel's Educational
Aims_.

1852. April.--Froebel is called to join the Educational Congress at
Gotha, under the presidency of Theodor Hoffman.

June 21.--_Death of Froebel._ 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.

1853. Middendorff enthusiastically received at the Congress at
Salzungen, when addressing it on the Froebelian methods.

Nov. 27th.--Death of Middendorff. Madame Luise Froebel, for a
time, directs Keilhau.

1854. 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.

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.)

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.

Madame Ronge introduces the Kindergarten system at Manchester;
and shortly afterwards the Manchester Kindergarten Association is
founded.

1859. 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.

1860. August 18th.--Death of Madame Barop (Emilie Froebel).

1861. The Baroness Bertha Von Marenholtz-Bülow promotes the foundation
of the Journal _The Education of the Future_, and Dr. Carl
Schmidt of Coethen undertakes the editorship.

1874. 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.

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.

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.

1879. Autumn.--The London Kindergarten Training College is founded by
the Froebel Society, but as a separate association (dissolved
1883).

1880. 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.

1882. 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 _soirée_ and conversazione, presided over by Mr. W.
Woodall, M.P., given at the Stockwell Training College by the
British and Foreign School Society.

1883. January.--The Bedford Kindergarten Company (Limited) founded,
mainly upon the lines of the Croydon Company. First (and present)
head mistress, Miss Sim.

Miss Heerwart goes to Blankenburg to found the memorial
Kindergarten there.

1884. 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.

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.

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.

BIBLIOGRAPHY OF FROEBEL.

* * * * *

WALTER, L. Die Froebel-Literatur. 8vo, pp. 198. Dresden. $1.00

* * * * *

GESAMMELTE PAEDAGOGISCHE SCHRIFTEN, hrsg. W. Lange. 8vo, 3 vols. [I. Autobiographie; II. Menschenerziehung; III. Pädagogik des Kindergartens]. Berlin, 1862.

PAEDAGOGISCHE SCHRIFTEN, 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. 6.50

MENSCHEN-ERZIEHUNG. Erziehungs-, Unterrichts-, und Lehrkunst. 12mo, pp. 330. Wien, 1883. 2.00

THE EDUCATION OF MAN. Translated by Josephine Jarvis. 12mo, pp. 273. New York, 1885. 1.30

---- The same, translated and annotated by W.N. Hailmann. 12mo, pp. 332. New York, 1887. 1.50

L'EDUCATION DE L'HOMME. Traduit de l'allemand par la baronne de Crombugghe. 12mo, pp. 394. Paris, 1881.

MUTTER- UND KOSE-LIEDER. Dichtung und Bilder zur edlen Pflege des Kindheitlebens. Ein Familien-buch. 12mo, pp. 228. Wien, 1883. 2.00

MOTHER'S SONGS, 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. 3.00

MOTHER-PLAY, and Nursery Songs. Illustrated by Fifty Engravings. With Notes to Mothers. By Friedrich Froebel. Translated from the German. 4to, pp. 192. Boston, 1878. 2.00

THE MOTHER'S BOOK 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.

AUTOBIOGRAPHIE. Berlin, 1862.

THE AUTOBIOGRAPHY OF FRIEDRICH FROEBEL. Translated by H. Keatley Moore and Emilie Michaelis. 12mo, pp. 180. Syracuse, 1889. 1.50

[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.]

AUTOBIOGRAPHY OF FROEBEL. Materials to aid a Comprehension of the Work of the Founder of the Kindergarten. 16mo, pp. 128. New York, 1887. .30

[This contains the "Letter to the Duke of Meiningen," Miss Lucy Wheelock's translation, taken from Barnard's _Journal of Education_.]

FROEBEL'S EXPLANATION of the Kindergarten System. London, 1886. .20

* * * * *

HAUSCHMANN, A.B. Fr. Froebel: die Entwicklung s. Erziehungs-idee in s. Leben. 8vo, pp. 480. Eisenach, 1874. 2.00

KRIEGE, Matilda H. The Founder of the Kindergarten. A Sketch. 12mo, pp. 29. New York.

[See also MARENHOLZ-BUELOW, in next list below.]

MARENHOLZ-BUELOW, 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. 1.50

[See also GOLDAMMER, MARENHOLZ-BUELOW.]

PHELPS, Wm. F. Froebel (Chautauqua Text-Book, No. 15). 32mo, pp. 54. .10

SHIRREFF, Emily. Froebel: a Sketch of his Life, with Letters to his Wife. 12mo. London, 1877. 1.00

[See also MARENHOLZ-BUELOW, above, and SHIRREFF, below.]

* * * * *

BAILEY'S Kindergarten System. Boston. .20

BARNARD, Henry. Papers on Froebel's Kindergarten, with suggestions on principles and methods of Child Culture in different countries. 8vo, pp. 782. Hartford, 1881. 3.50

BEESAU, Amable. The Spirit of Education. Translated by Mrs. E.M. McCarthy. 16mo, pp. 325. Syracuse, 1881. 1.25

BERRY, Ada, and Emily MICHAELIS. Kindergarten Songs and Games. 12mo. London. .75

BUCKLAND, Anna. The Use of Stories in the Kindergarten. 12mo, pp. 17. New York. .20

---- The Happiness of Childhood. 12mo, pp. 21, in one volume with the above. New York. .50

[The two are reprinted in "Essays on the Kindergarten." below.]

CARPENTER, Harvey. The Mother's and Kindergartner's Friend. 12mo. Boston, 1884. 1.00

CHRISTIE, Alice M. See MARENHOLZ-BUELOW, PEREZ, below.

DOUAI, 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. 1.00

DUPANLOUP, Monseigneur. The Child. Translated, with the author's permission, by Kate Anderson. 12mo, pp. 267. Dublin, 1875. 1.50

ECKHART, T. Die Arbeit als Erziehungsmittel. 8vo, pp. 23. Wien, 1875.

ESSAYS ON THE KINDERGARTEN: being a selection of Lectures read before the London Froebel Society. 12mo, pp. 149. Syracuse, 1889. 1.00

[See Buckland, Heerwart, Hoggan, Shirreff.]

FELLNER, A. Der Volkskindergarten und die Krippe. 12mo, pp. 130. Wien, 1884.

FRYE, Alex. E. The Child and Nature, or Geography Teaching with Sand Modelling. 12mo, pp. 216. Hyde Park, 1888. 1.00

GOLDAMMER, 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. 4.00

---- Gymnastische Spiele und Bildungsmittel für Kinder von 3-8 Jahren. 8vo, pp. 195. Berlin, 1875.

GURNEY, Mary. See KOEHLER, below.

HAILMANN, 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. 1.00

---- Four Lectures on Early Child Culture. 16mo, pp. 74. Milwaukee. .50

---- 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. .75

---- The Kindergarten Messenger and The New Education. Vols. V, VI, [completing the series]. 8vo, 2 vols., pp. 146, 188. Syracuse, 1882, 83. 4.00

---- 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. 1.00

HAILMANN, E.L. Songs, Games, and Rhymes for the Kindergarten. 12mo. Springfield. 1.75

HEERWART, Eleonore. Music for the Kindergarten. 4to. London, 1877. 1.25

---- Froebel's Mutter- und Kose-lieder. 12mo, pp. 18

[The last is reprinted in "Essays on the Kindergarten," above.]

HOFFMANN, H. Kindergarten Toys, and How to Use Them. Toronto. .20

---- Kindergarten Gifts. New York. .15

HOGGAN, Frances E. On the Physical Education of Girls. 12mo, pp. 24.

[This is reprinted in "Essays on the Kindergarten," above.]

HOPKINS, Louisa P. How Shall My Child be Taught? Practical Pedagogy, or the Science of Teaching. Illustrated, 12mo, pp. 276. Boston, 1887. 1.50

---- Educational Psychology. A Treatise for Parents and Educators. 24mo, pp. 96. Boston, 1886. .50

HUBBARD, Clara. Merry Songs and Games, for the use of the Kindergarten. 4to, pp. 104. St. Louis, 1881. 2.00

HUGHES, James. The Kindergarten: its Place and Purpose. New York. .10

JACOBS, J.F. Manuel pratique des Jardins d'Enfants. 4to. Brussels, 1880.

JOHNSON, Anna. Education by Doing, or Occupations and Busy Work for Primary Classes. 16mo, pp. 109. New York, 1884. .75

KINDERGARTEN and the School, by Four Active Workers. 12mo, pp. 146. Springfield, 1886. 1.00

KOEHLER, A. Die Praxis des Kindergartens. 4to, 3 Vols., with more than 60 Plates. Weimar, 1878.

---- The Same, translated by Mary Gurney. Part I [First Gifts]. 12mo, Ill. London, 1877. 1.25

KRAUS-BOELTE, Maria, and JOHN KRAUS. The Kindergarten Guide, illustrated. Vol. I [The Gifts]. New York, 1880. 2.75

---- The Kindergarten and the Mission of Women. New York. .10

KRIEGE, A.L. Rhymes and Tales for the Kindergarten and Nursery. 12mo, New York. 1.00

LAURIE'S Kindergarten Manual. New York. .50

---- Kindergarten Action Songs and Exercises. London. .15

LYSCHINSKA, Mary. Principles of the Kindergarten. Ill., 4to, London, 1880. 1.80

MANN, Mrs. Horace. See MARENHOLZ-BUELOW, above, and PEABODY, below.

MARENHOLZ-BUELOW, Baroness B. von. The Child and Child-Nature. Translated by Alice M. Christie. 12mo, pp. 186. Syracuse, 1889. 1.00

---- 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. 1.00

---- The School Work-Shop. Translated by Miss Susan E. Blow. 16mo, pp. 27. Syracuse, 1882. .15

---- Hand-work and Head-work: their relation to one another. Translated by Alice M. Christie. 12mo. London, 1883. 1.20

MAUDSLEY, H. Sex in Mind and Education. 16mo, pp. 42. Syracuse, 1882. .15

MEIKLEJOHN, J.M.D. The New Education. 16mo, pp. 35. Syracuse, 1881. .15

MEYER, Bertha. Von der Wiege his zur Schule. 12mo, pp. 180. Berlin, 1877.

---- 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. 1.50

MOORE, N.A. Kindergartner's Manual of Drawing Exercises for Young Children upon Figures of Plane Geometry. 4to, pp. 16, and 17 Plates. Springfield. .50

MORGENSTEIN, 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.

MULLEY, Jane, and M.E. TABRAM. Songs and Games for our Little Ones. 12mo. London, 1881. .40

NOA, Henrietta. Plays for the Kindergarten: music by C.J. Richter. 18mo. New York. .30

PAYNE, Joseph. Froebel and the Kindergarten System. 3d ed. London, 1876.

[Now rare, but printed in "Lectures on Education," Syracuse, 1884, $1.00.]

---- A Visit to German Schools. London, 1876.

PEABODY, 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. 2.00

---- The Education of the Kindergartner. Pittsburgh, 1872.

---- The Nursery: a Lecture.

---- The Identification of the Artisan and Artist the Proper object of American Education.

---- Froebel's Kindergarten, with a letter from Henry Barnard. 12mo, pp. 16.

---- Lectures in the Training Schools for Kindergartners. 12mo, pp. 226.

[Includes those on "The Education of the Kindergartner" and "The Nursery," named above.]

---- Education in the Home, the Kindergarten, and the Primary School. With an Introduction by E. Adelaide Manning. 12mo, pp. 224. London, 1887. 1.50

[A reprint of the "Lectures in the Training Schools."]

---- and Mary MANN. After Kindergarten, what? A primer of Reading and Writing for the Intermediate Class, and Primary Schools generally. 12mo. New York. .45

PEREZ, 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. 1.50

PLAYS AND SONGS, for Kindergarten and Family. Springfield. .50

POLLOCK, Louisa. National Kindergarten Manual. 12mo, pp. 180. Boston, 1889. .75

---- National Kindergarten Songs and Plays. 12mo, pp. 77. Boston. .50

---- Cheerful Echoes: from the National Kindergarten for children from 3 to 10 years of age. 16mo, pp. 76. Boston, 1888. .50

PREYER, W. The Mind of the Child. 12mo, 2 Vols. New York, 1888. 3.00

RICHARDS, B.W. Learning and Health. 16mo, pp. 39. Syracuse, 1882. .15

RICHTER, K. Kindergarten und Schule. Leipzig.

RONGE, 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. 2.10

SHIRREFF, 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. 1.00

---- Progressive Development according to Froebel's Principles. 12mo, pp. 14.

---- Wasted Forces. 12mo, pp. 17.

---- The Kindergarten in Relation to Schools. 12mo, pp. 18. New York. .30

---- The Kindergarten in Relation to Family Life. 12mo, pp.17. New York. .20

[The last four are given in "Essays on the Kindergarten," above]

---- Home Education and the Kindergarten. 12mo. London, 1884. .75

---- The Kindergarten at Home. 12mo. London, 1884. 1.75

---- Claim of Froebel's System to be called "The New Education." New York, 1882. .10

---- Essays and Lectures in the Kindergarten. New York. .75

SINGLETON, J.E. Occupations and Occupation Games. 12mo, London, 1865. 1.00

STEELE'S Kindergarten Handbook. New York. .60

STEIGER'S Kindergarten Tracts. 24 nos. New York. .10

STRAIGHT, H.H. Aspects of Industrial Education. 8vo, pp. 12. Syracuse, 1883. .15

THOMPSON, 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. 1.00

WEBER, A. Die vier ersten Schuljahre in Vorbindung mit e. Kindergarten. 8vo, pp. 70. Gotha. .50

---- Die Geschichte der Volksschulpädagogik und der Kleinkindererziehung. 12mo, pp. 339. Dresden, 1877.

WIEBE, 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. 2.00

---- The Paradise of Childhood: a manual of instruction and a practical guide to Kindergartners. 4to, 74 plates. London, 1888. 4.00

---- Songs, Music, and Movement Plays. Springfield. 2.25

WIGGINS'S Kindergarten Chimes. Springfield. 1.50

WILTSIE'S Stories for Kindergartens and Primary Schools. Boston. .30

All books of which prices are given may be had of the publisher of this volume.

INDEX.

Aaron to Froebel's Moses 138 Activity at Yverdon 78 Actor, life of an 26 Adventists, doctrine of 12 Æsthetic sense 41 Agriculturalist, life of an 24, 140 Aim of educational work 11 Albums, sentiments in 49, 50 Alexander I. sends for Pestalozzi 54 Amrhyn, Herr 135 Ante-Darwinian theories 31 "Aphorisms" 141 Arabic, study of 85 Architecture as a profession 45, 46, 48, 50, 51, 108, 141 Architectural efforts 41 Arithmetic, teaching of 20, 55, 59, 61, 99, 106 ---- philosophy of 100 Arndt, Ernest Moritz 45 ---- "Fragments of Culture" 62 Art, study of 34, 40 Art of teaching 24 Astronomy 86, 105 Attire, peculiarities of 105 Augsburg Confession 50 Austria interested in Pestalozzi 54

Bach a Cantor 7 Baireuth 42, 140 Bamberg, life at 38, 47, 140 Barop, Johannes Arnold 2, 16, 124, 138, 140, 141, 142 ---- "Critical Moments" 127-137 Batsch, A.J.G. 31 Bauer, Herr 92, 93, 100 Belief in himself 126 Berlin, life at 89, 95, 100, 111, 121, 141, 142 Bern 93 ---- Langethal's school at 137 Berry, Mrs. 143, 147 Best friend, Froebel's 93, 94 Bible biographies 53 ---- in schools 8 "Bible of Education" 63 Birth of Froebel 3, 4, 140 Bishop, Miss, appointed London lecturer 143 Bivouac life agreeable 94 Blankenburg 137, 142, 144 Boarding-school life 18 Book-keeping 43 Botany, love of 25, 27, 31, 56, 60 Brandenburg, Mark of 92 British and Foreign School Society 143, 144 Brothers of Froebel. [See Froebel, below.] Burgdorf, Orphanage at 93, 135, 136, 137, 142

Cantor 7 Carl, Herr 124, 142 Carus, Professor 38 Characteristics in boyhood 7 Chemistry 30, 87, 88 ---- organic 88 Chevé system of singing 56 Child's need of construction 77 Crispine, Ernestine 123 Christian education essential 120 ---- family life 7 ---- forms 74 "Christmas at Keilhau" 141 Church and school 8, 19 ---- attendance 10 Class divisions elastic 54 Classical education 84 ---- teaching 99 "Come let us live _with_ them" 69 Comenius 103 Comet of 1811 86 Commission of 1810 80 Companionship 44 Comprehensiveness essential 80 Conditions of tutorship 66 Confinement in boyhood 6 Confirmation 22 Congress of teachers at Rudolstadt 142 ---- at Gotha 142 ---- at Salzungen 143 Construction essential to a child 77 "Continuation of the account of Keilhau" 141 Contradiction, life freed from 108 Cosmical development 89 Crisis at Yverdon 80 Croydon Kindergarten 143 Crystals a witness of life 112 Crystallography 89, 97 Culture, Froebel's plan of 107 ---- his own insufficient 109

Death of Froebel 93, 143 ---- of his father 38 ---- of his first wife 142 Development, analysis to synthesis 118 ---- of being, laws of 112 ---- vs. memorizing 116 Devotes himself to study of education 98 Dewitz, Herr von 42, 43, 45, 140 Diary begun 36 Diesterweg 139 Divine worship at home 7, 10 Doreck, Miss 144 Drawing, study of 28, 55, 61, 62 Dresden 91, 142, 143 Duration of the world 13

Earlier and later life compared 16 Early education 3 ---- mental struggles 14, 16 Education _ad hoc_ 23 ---- aim of 11 ---- as an object 58 ---- at Jena 28 ---- in relationships 70 ---- purpose of 69 ---- reaches beyond life 119 "Education of Man" 1, 76, 117, 141, 145 Educator and teacher 68 Energy in play 21 ---- in rocks 97 England, first kindergarten in 143 Ephors 21 Escape from creditors 128 "Exchange classes" 54 Expression of thought difficult 73 Eyes, deficient power of 30

"Family Journal of Education" 117, 141, 142 Family ties 44, 83 Father of Froebel. [See Froebel, Johann Jacob.] ---- and mother 118 Fatherland vs. motherland 90 Fichte 116, 123 Financial difficulties 33, 47, 106, 127, 128 First consciousness of self 9 ---- grasp of the word KINDERGARTEN 137 ---- idea of a school of his own 68 ---- work as a teacher 57 Following Nature in geography 61 Foresight of vocation as a teacher 108 Forestry-apprentice 24 Form-development 98 Form fixed for language 98 Forms, study of 75, 76 Forster, Johann Georg 94 ---- "Rhine Travels" 94, 121 Francke's Pädagogium 55 Frankfurt, life at 47, 50, 57, 141, 142 ---- Model School 57 French, study of 64 Froebel, temporary change of name 46 ---- family ---- Johann Jacob, the _Father_ 3, 4, 6, 17, 19, 21, 26, 27, 28, 33, 34, 30, 37, 38, 43, 140 _Brothers._ ---- Augustus 3, 32 ---- Christoph 3, 12, 13, 15, 23, 26, 27, 32, 36, 47, 49, 65, 68, 83, 87, 113, 122 ---- His widow misunderstands Froebel 122 ---- Julius Karl Theodor 3, 4 ---- Christian Ludwig 4, 87, 113, 121, 124, 127, 128, 140, 141, 142 ---- Traugott 4, 23, 28, 32, 33 ---- Karl Poppo 4, 104 _Nephews._ ---- Ferdinand 113, 121, 131, 136, 137, 142 ---- Wilhelm 113, 121 ---- Julius 114, 122 ---- Karl 114, 122 _Nieces._ ---- Albertine [Middendorf] 124, 140 ---- Emilie [Barop] 124, 140, 143 ---- Elise [Schaffner] 124, 141, 142 ---- Luise, Madame 143 Froebel Society 1, 144 Froebel's style as an author 1, 117 Fröhlich 137

Games 135 ---- a mental bath 82 Gardening 6, 71 Geography, teaching of 60 Geology 88, 97 Geometry 24, 25, 29, 35 German brotherhood 90 ---- land and people 95 ---- language teaching 56 ---- literature 35 "German education" 114 Gifts, first suggestion of 75 Girard, Abbe 134 Girls' school at Oberweissbach 8, 9 Godlike not alone in the great 97 Godmother of Froebel 73 Goethe 35 Gotha, congress of teachers at 142 Göttingen, life at 84, 97, 103, 111, 141 Göttling 30 Government offices 23, 38, 95 Grammar, study of 64 Grammarians at odds 64 Greek, study of 84, 85 Grey, Mrs. William 144 Griesheim 122, 124, 141 Gross-Milchow 42, 140 Gruner, Herr 51, 53, 58, 63, 66, 109, 141 ---- book on Pestalozzian methods 52 Gurney, Mary 144, 147, 149 Gymnastic Exercises 135