,,autobiography ,,of ,,friedrich ,,froebel ,,translated ,,and ,,annotated ,,by ,,emilie ,,michaelis1 ,head ,mistress of the ,croydon ,kindergarten and ,preparatory ,school1 ,,and ,h4 ,,keatley ,,moore1 ,,mus4 ,,bac41 ,b4,a41 ,examiner in ,music to the ,froebel ,society and ,vice-,chairman of the ,croydon ,kindergarten ,company4 99,come1 let us live for our children499 ,,syracuse1 ,n4,y43 ,c4,w4 ,,bardeen1 ,,publisher4 #ahhi4 ,german ,books on ,pedagogy4 #a4 ,comenius4 ,grosse ,unterrichtslehre4 ,mit einer ,einleitung1 ,j4 ,comenius1 sein ,leben und ,werken1 von ,,lindner4 ,price #a4ej4 #b4 ,helvetius4 ,von ,menschen1 seinen ,geisteskraften und seiner ,erziehung4 ,mit einer ,einleitung1 ,cl4 ,adr4 ,helvetius1 #agae-agga4 ,ein ,zeit- und ,lebensbild1 von ,,lindner4 #abmo1 pp4 #cci4 ,price #a4ej4 #c4 ,pestalozzi4 ,wie ,gertrud ihre ,kinder lehrt4 ,mit einer ,einleitung1 ,j4,h4 ,pestalozzi's ,leben1 ,werke1 und ,grundsaetze1 von ,,riedel4 ,price #a4be4 #d4 ,niemeyer4 ,grundsaetze die ,erziehung und des ,unterrichtes4 ,mit einer ,einleitung ,aug4 ,herm4 ,niemeyer1 sein ,leben und ,werken1 von ,,lindner4 #b vols4 ,price #c4jj4 #e4 ,diesterweg4 ,rhenische ,blaetter4 ,mit einer ,einleitung1 ,f4,a4,w4 ,diesterweg1 von ,,jessen4 ,price #a4be4 #f4 ,jacotot4 ,universal ,unterricht4 ,mit einer ,darstellung des ,lebens und der ,lehre ,jacotot's1 von ,,goering4 #abmo1 pp4 #cfd4 ,price #c4ge4 #g4 ,froebel4 ,paedagogische ,schriften4 ,herausgegeben von ,,seidel4 #c vols4 ,price #g4jj4 #h4 ,fichte4 ,paedagogisch ,schriften und ,ideen4 ,mit biographischer ,einleitung und gedraengter ,darstellung von ,fichte's ,paedagogik1 von ,,keferstein4 ,price #b4jj4 #i4 ,martin ,luther4 ,paedagogische ,schrifte4 ,mit ,einleitung von ,,schumann4 ,price #a4ej4 #aj4 ,herder als ,paedagog4 ,von ,,morres4 ,price #ge cts4 #aa4 ,geschichte der ,paedagogik4 in ,biographen1 ,uebersichten1 und ,proben aus paedagogischen ,hauptwerken4 ,von ,,niedergesaess4 ,price #b4ej4 #aa4 ,lexikon der ,paedagogik4 ,von ,,sander4 ,price #c4ej4 ,for sale by 99,c4,w4 ,,bardeen1 ,publisher1 ,syracuse1 ,n4,y499 ,,preface ,,to ,,the ,,american ,,edition4 ,it will be long before we have a biography of ,froebel to compare with ,de,guimp's ,pestalozzi1 of which an ,english translation has just appeared4 ,meantime we must content ourselves with two long autobiographical letters contained in this volume1 which1 though incomplete1 have yet the peculiar charm that comes from the candid record of genuine impressions4 ,the first of these letters1 that to the ,duke of ,meiningen1 has already appeared in ,english1 in a translation by ,miss ,lucy ,wheelock for ,barnard's ,american ,journal of ,education1 since reprinted in pp4 #ba-dh of his ,kindergarten and ,child ,culture1 7see p4 #adf71 and in a small volume under the title ,autobiography of ,froebel 7see p4 #adf74 ,while a faithful attempt to reproduce the original1 this translation struggled in vain to transform ,froebel's rugged and sometimes seemingly incoherent sentences into adequate and attractive ,english1 so that the long letter has proved to most ,english readers formidable and repellant4 ,but in the original it is one of the most charming productions in literature1 candid and confidential in tone1 and detailing those inner gropings for ideas that became convictions which only an autobiography can reveal4 ,these qualities are so admirably preserved in the translation by ,miss ,emily ,michaelis and ,h4 ,keatley ,moore that it seemed to leave nothing to be desired4 ,they have not only given a faithful rendering1 but they have impressed upon it the loving touch of faithful disciples4 ,accordingly ,i purchased from the ,english publishers the ,american rights to this translation2 and have reproduced not only this letter1 but that to the philosopher ,krause1 with ,barop's ,critical ,moments1 and the ,chronological ,abstract1 all from duplicates of the ,english plates4 ,the rest of the volume appears for the first time4 ,the ,bibliography seemed desirable1 and is confined to attainable books likely to be of value to ,american teachers4 ,the ,index is full1 but not fuller than the fragmentary character of the material seemed to require4 ,the ,table of ,contents will also serve to make reference easy to the principal evens of ,froebel's history4 ,in the lives of ,pestalozzi and of ,froebel many resemblances may be traced4 ,both were sons of clergymen4 ,both were half-orphans from their earliest recollections4 ,both were unhappy in childhood1 were misunderstood1 companionless1 awkward1 clumsy1 ridiculed4 ,both were as boys thrown into the almost exclusive society of women1 and both retained to the last strongly feminine characteristics4 ,both were throughout life lacking in executive ability2 both were financially improvident4 ,both were dependent for what they did accomplish upon friends1 and both had the power of inspiring and retaining friendships that were heroic1 ,pestalozzi's ,kruesi corresponding with ,froebel's ,middendorf4 ,both became teachers only by accident1 and after failure in other professions4 ,both saw repeated disaster in the schools they established1 and both were to their last days pointed at as visionary theorists of unsound mind4 ,both failed to realize their ideas1 but both planted their ideas so deeply in the minds of others that they took enduring root4 ,both lacked knowledge of men1 but both knew and loved children1 and were happiest when personally and alone they had children under their charge4 ,both delighted in nature1 and found in solitary contemplation of flowers and woods and mountains relief from the disappointments they encountered among their fellows4 ,but there were contrasts too4 ,pestalozzi had no family ties1 while ,froebel maintained to the last the closest relations with several brothers and their households4 ,pestalozzi married at twenty-three a woman older than himself1 on whom he thereafter relied in all his troubles4 ,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 himself4 ,pestalozzi was diffident1 and in dress and manner careless to the point of slovenliness2 ,froebel was extravagant in his self-confidence1 and at times almost a dandy in attire4 ,pestalozzi was always honest and candid1 while ,froebel was as a boy untruthful4 ,pestalozzi was touchingly humble1 and eager to ascribe the practical failure of his theories to his personal inefficiency2 ,froebel never acknowledged himself in the wrong1 but always attributed failure to external causes4 ,on the other hand1 while ,froebel was equable in temperament1 ,pestalozzi was moody and impressionable1 flying from extreme gaiety to extreme dejection1 slamming the door if displeased with a lesson a teacher was giving1 but coming back to apologize if he met a child who smiled upon him4 ,under ,rousseau's influence ,pestalozzi was inclined to skepticism1 and limited religious teaching in school to the reading of the gospels1 and the practice of ,christianity2 ,froebel was deeply pious1 and made it fundamental that education should be founded plainly and avowedly upon religion4 ,intellectually the contrast is even stronger4 ,while ,froebel had a university education1 ,pestalozzi was an eminently ignorant man2 his penmanship was almost illegible1 he could not do simple sums in multiplication1 he could not sing1 he could not draw1 he wore out all his handkerchiefs gathering pebbles and then never looked at them afterward4 ,froebel was not only a reader but a scientific reader1 always seeking first to find out what others had discovered that he might begin where they left off2 ,pestalozzi boasted that he had not read a book in forty years4 ,naturally1 therefore1 ,pestalozzi was always an experimenter1 profiting by his failures but always failing in his first attempts1 and hitting upon his most characteristic principles by accident2 while ,froebel was a theorist1 elaborating his ideas mentally before putting them in practice1 and never satisfied till he had properly located them in his general scheme of philosophy4 ,and yet1 curiously enough1 it is ,pestalozzi who was the author4 ,his ,leonard and ,gertrude was read by every cottage fireside1 while ,froebel's writings were intelligible only to his disciples4 ,pestalozzi had an exuberant imagination and delightful directness and simplicity of expression2 ,froebel's style was labored and obscure1 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 ,man4 ,the account of ,froebel's life given in this volume is supplemented somewhat by the ,reminiscences of this same ,baroness1 who became acquainted with him in #ahdi1 and was thereafter his most enthusiastic and successful apostle4 ,till some adequate biography appears1 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 century4 ,c4,w4 ,,bardeen4 ,syracuse1 ,june #aj1 #ahhi4 ,,comments ,,upon ,,froebel ,,and ,,his ,,work4 ,und als er so1 wie ,wichard ,lange richtig sagt1 der ,apostel des weiblichen ,gechlechts geworden war1 starb er1 der geniale1 unermuedlich thaetige1 von ,liebe getragene ,mann4--,,schmidt1 ,geschichte der ,paedagogik1 ,coethen1 #ahfb1 iv4 #bhb4 ,en resume1 ,rousseau aurait pu etre deconcerte par les inventions pratiques1 un peu subtiles parfois1 de l'ingenieux ,froebel4 ,il eut souri1 comme tout le monde1 des artifices par lesquels il obligeait l'enfant a se faire acteur au milieu de ses petits camarades1 a imiter tour a tour le soldat qui monte la garde1 le cordonnier qui travaille1 le cheval qui pietine1 l'homme fatigue qui se repose4 ,mais1 sur les principes1 il se serait mis aisement d'accord avec l'auteur de l',education de l'homme1 avec un penseur a l'ame tendre et noble1 qui remplacait les livres par les choses1 qui a une instruction pedantesque substituait l'education interieure1 qui aux connaissances positives preferait la chaleur du sentiment1 la vie intime et profonde de l'ame1 qui respectait la liberte et la spontaneite de l'enfant1 qui enfin s'efforcait d'ecarter de lui les mauvaises influences et de faire a son innocence un milieu digne d'elle--,,compayre's ,histoire ,critique des ,doctrines de l',education en ,france depuis le ,x,v,ime ,siecle1 ,paris1 #ahgi1 ii4 #abe4 ,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 plan4--,,compayre's ,history of ,pedagogy1 ,payne's translation1 ,boston1 #ahhf1 p4 #ddi4 ,er war gleich ,pestalozzi von den hoechsten ,ideen der ,zeit getragen und suchte die ,erziehung an diese ,ideen anzuknuepfen4 ,so lange die ,mutter nicht nach den ,gesetzen der ,natur ihr ,kind erzieht und bildet und dafuer nicht ihr ,leben einsetst1 so lange--davon geht er aus--sind alle ,reformen der ,schule auf ,sand gebaut4 ,trotsdem verlegt er einen ,theil der muetterlichen ,aufgabe in den ,kindergarten1 in welchem er die ,kinder vor ihre ,schulpflichtigkeit vereinigt wissen will1 7#a7 um auf die haeusliche ,erziehung ergaenzend und verbessernd einzuwirken1 7#b7 um das ,kind aus dem ,einzelleben heraus ,zum ,verkehr mil seinesgleichen zu fuehren1 und 7#c7 um dem weiblichen ,geschlechte ,gelegenheit zu geben1 sich auf seinen erzieherischen ,beruf vorzubereiten4--,b,oe,h,m's ,kurzgefasste ,geschichte der ,paedagogik1 ,nuernberg1 #ahhj1 p4 #acd4 ,le jardin d'enfants est evidemment en opposition avec l'idee fondamentale de ,pestalozzi2 car celui-ci avait confie entierement a la mere et au foyer domestique la tache que ,froebel remet1 en grande partie1 aux jardins d'enfants et a sa directrice4 ,a l'egard des rapports de l'education domestique1 telle qui elle est a l'heure qu'il est1 on doit reconnaitre que ,froebel avait un coup-d'oeil plus juste que ,pestalozzi4--,histoire d',education1 ,,frederick ,,dittes1 ,redolfi's ,french translation1 ,paris1 #ahhj1 p4 #beh4 ,while others have taken to the work of education their own pre-conceived notions of what that work should be1 ,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 him4--,,joseph ,,payne1 ,lectures on the ,science and ,art of ,education1 ,syracuse1 #ahhe1 p4 #bed4 ,years afterwards1 the celebrated ,jahn 7the ,father ,jahn of the ,german gymnastics7 told a ,berlin student of a queer fellow he had met1 who made all sorts of wonderful things from stones and cobwebs4 ,this queer fellow was ,froebel2 and the habit of making out general truths from the observation of nature1 especially from plants and trees1 dated from the solitary rambles in the ,forest4 ,as the cultivator creates nothing in the trees and plants1 so the educator creates nothing in the children1--he merely superintends the development of inborn faculties4 ,so far ,froebel agrees with ,pestalozzi2 but in one respect he was beyond him1 and has thus become1 according to ,michelet1 the greatest of educational reformers4 ,pestalozzi said that the faculties were developed by exercise4 ,froebel added that the function of education was to develop the faculties by arousing voluntary activity4 ,action proceeding from inner impulse 7,selbsthaeligkeit7 was the one thing needful1 and here ,froebel as usual refers to ,god3 ,god's every thought is a work1 a deed4 ,as ,god is the ,creator1 so must man be a creator also4 ,living acting1 conceiving1--these must form a triple cord within every child of man1 though the sound now of this string1 now of that may preponderate1 and then again of two together4 ,pestalozzi held that the child belonged to the family2 ,fichte on the other hand1 claimed it for society and the ,state4 ,froebel1 whose mind1 like that of ,frederick ,maurice1 delighted in harmonizing apparent contradictions1 and who taught that all progress lay through opposites to their reconciliations1 maintained that the child belonged both to the family and to society1 and he would therefore have children spend some hours of the day in a common life and in well-organized common employments4 ,these assemblies of children he would not call schools1 for the children in them ought not to be old enough for schooling4 ,so he invented the term ,kindergarten1 garden of children1 and called the superintendents children's gardeners4--,r4,h4 ,,quick1 in ,encyclopaedia ,britannica1 xix edition4 ,,table ,,of ,,contents4 ,,page ,,introductory #a1 #b ,,letter ,,to ,,the ,,duke ,,of ,,meiningen #c-aja ,birth and early life #c1 #ajd ,enters the girls' school #i ,goes away from home to ,stadt-,ihm #ae ,is apprenticed to a forester #bd ,returns to his father's house #bg ,goes to the ,university of ,jena #bh1 #aje ,returns home again #ce ,goes to ,bamberg as clerk #cc ,becomes land-surveyor #ci ,goes to the ,oberfalz as accountant #db ,soon after to ,mecklenberg #db ,gets small inheritance from his uncle #dc ,goes to ,frankfurt #dh1 #ajg ,becomes teacher in the ,model ,school #ca1 #aji ,visits ,pestalozzi #eb ,resigns to become a private tutor #fe1 #aaj ,takes his three pupils to ,yverdon #gg ,returns to ,frankfurt #hd ,goes to the ,university of ,goettingen #hd1 #aaa ,goes to ,berlin #hi1 #aaa ,enters the army #ia1 #aaa1 #abj ,becomes curator in ,berlin #if1 #aaa1 #aba ,enlists in the army again #ajj1 #aba ,,supplementary ,,remarks ,,by ,,the ,,translators #ajb1 #ajc ,,letter ,,to ,,krause #ajd-abe ,begins at ,griesheim his ideal work #aac1 #aba ,undertakes education of his nephews #aba ,moves to ,keilhau #abb1 #abg ,,note ,,by ,,the ,,translators #abf ,,critical ,,moments ,,in ,,the ,,froebel ,,community #abg-acg ,froebel goes to the ,wartensee #aca ,then to ,willisau #acb1 #acf ,then to the ,orphanage at ,burgdorf #ace1 #acf ,visits ,berlin #acg ,,notes ,,by ,,the ,,translators #ach1 #aci ,death of ,froebel #ach ,,chronological ,,abstract ,,of ,,froebel',s ,,life ,,and ,,movement #adj-add ,,bibliography ,,of ,,froebel #ade-aeb ,,index #aec-afg ,,introductory4 ,the year #ahhb was the centenary of ,froebel's birth1 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 ,man1 which we would undertake to make at our own cost1 that the occasion might be marked in a manner worthy of the ,english branch of the ,kindergarten movement4 ,but various reasons prevented the ,society from accepting our offer1 and the lamentable deficiency still continues4 ,we have therefore endeavoured to make a beginning by the present work1 consisting of ,froebel's own words done into ,english as faithfully as we know how to render them1 and accompanied with any brief explanation of our own that may be essential to the clear understanding of the passages given4 ,we have not attempted to rewrite our author1 the better to suit the practical1 clear-headed1 common-sense ,english character1 but have preferred simply to present him in an ,english dress with his national and personal peculiarities untouched4 ,in so doing we are quite aware that we have sacrificed interest1 for in many passages1 if not in most1 a careful paraphrase of ,froebel would be much more intelligible and pithy to ,english readers than a true rendering1 since he probably possesses every fault of style except over-conciseness2 but we feel that it is better to let ,froebel speak for himself4 ,for the faithfulness of translation we hope our respective nationalities may have stood us in good stead4 ,we would1 however1 add that a faithful translation is not a verbal translation4 ,the translator should rather strive to write each sentence as the author would have written it in ,english4 ,froebel's opinions1 character1 and work grow so directly out of his life1 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 ,meiningen1 written in the year #ahbg1 but never completed1 and in all probability never sent to the sovereign whose name it bears4 ,that this is the course ,froebel would himself have preferred will1 we think1 become quickly apparent to the reader4 ,besides1 in the boyhood and the earliest experiences of ,froebel's life1 we find the sources of his whole educational system4 ,that other children might be better understood than he was1 that other children might have the means to live the true child-life that was denied to himself1 and that by their powers being directed into the right channels1 these children might become a blessing to themselves and to others1 was undoubtedly in great part the motive which induced ,froebel to describe so fully all the circumstances of his peculiar childhood4 ,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 dawn1 as ,froebel has done4 ,in ,froebel's particular case1 moreover1 it is evident that although his account of himself is unfinished1 we fortunately possess all that is most important for the understanding of the origin of the ,kindergarten system4 ,after the ,letter to the ,duke of ,meiningen1 we have placed the shorter account of his life which ,froebel included in a letter to the philosopher ,krause4 ,a sketch of ,barop's1 which varies the point of view by regarding the whole movement more in its outer aspect than even ,froebel himself is able to do1 seemed to us also desirable to translate2 and finally we have added also a carefully prepared chronology extended from ,lange's list4 ,our translation is made from the edition of ,froebel's works published by ,dr4 ,wichard ,lange at ,berlin in #ahfb4 ,,emilie ,,michaelis4 ,h4 ,,keatley ,,moore4 ,,the ,,croydon ,,kindergarten1 ,january #ahhf4 ,,autobiography ,,of ,,froebel4 7,a ,,letter ,,to ,,the ,,duke ,,of ,,meiningen47 ,i was born at ,oberweissbach1 a village in the ,thuringian ,forest1 in the small principality of ,schwarzburg-,rudolstadt1 on the #bast ,april1 #aghb4 ,my father was the principal clergyman1 or pastor1 there4#a 7,he died in #ahjb47 ,i was early initiated into the conflict of life amidst painful and narrowing circumstances2 and ignorance of child-nature and insufficient education wrought their influence upon me4 ,soon after my birth my mother's health began to fail1 and after nursing me nine months she died4 ,this loss1 a hard blow to me1 influenced the whole environment and development of my being3 ,i consider that my mother's death decided more or less the external circumstances of my whole life4 ,the cure of five thousand souls1 scattered over six or seven villages1 devolved solely on my father4 ,this work1 even to a man so active as my father1 who was very conscientious in the fulfilment of his duty as minister1 was all-absorbing2 the more so since the custom of frequent services still prevailed4 ,besides all this1 my father had undertaken to superintend the building of a large new church1 which drew him more and more from his home and from his children4 ,i was left to the care of the servants2 but they1 profiting by my father's absorption in his work1 left me1 fortunately for me1 to my brothers1 who were somewhat older than myself4#b ,this1 in addition to a circumstance of my later life1 may have been the cause of that unswerving love for my family1 and especially for my brothers1 which has1 to the present moment1 been of the greatest importance to me in the conduct of my life4 ,although my father1 for a village pastor1 was unusually well informed--nay1 even learned and experienced--and was an incessantly active man1 yet in consequence of this separation from him during my earliest years ,i remained a stranger to him throughout my life2 and in this way ,i was as truly without a father as without a mother4 ,amidst such surroundings ,i reached my fourth year4 ,my father then married again1 and gave me a second mother4 ,my soul must have felt deeply at this time the want of a mother's love1--of parental love1--for in this year occurs my first consciousness of self4 ,i remember that ,i received my new mother overflowing with feelings of simple and faithful child-love towards her4 ,these sentiments made me happy1 developed my nature1 and strengthened me1 because they were kindly received and reciprocated by her4 ,but this happiness did not endure4 ,soon my step-mother rejoiced in the possession of a son of her own2#c and then her love was not only withdrawn entirely from me and transferred to her own child1 but ,i was treated with worse than indifference--by word and deed1 ,i was made to feel an utter stranger4 ,i am obliged here to mention these circumstances1 and to describe them so particularly1 because in them ,i see the first cause of my early habit of introspection1 my tendency to self-examination1 and my early separation from companionship with other men4 ,soon after the birth of her own son1 when ,i had scarcely entered my boyhood1 my step-mother ceased to use the sympathetic1 heart-uniting thou in speaking to me1 and began to address me in the third person1 the most estranging of our forms of speech4 ,and as in this mode of address the third person1 he1 isolates the person addressed1 it created a great chasm between my step-mother and me4#d ,at the beginning of my boyhood1 ,i already felt utterly lonely1 and my soul was filled with grief4 ,some coarse-minded people wished to make use of my sentiments and my mood at this time to set me against my step-mother1 but my heart and mind turned with indignation from these persons1 whom ,i thenceforth avoided1 so far as ,i was able4 ,thus ,i became1 at an early age1 conscious of a nobler1 purer1 inner-life1 and laid the foundation of that proper self-consciousness and moral pride which have accompanied me through life4 ,temptations returned from time to time1 and each time took a more dangerous form3 not only was ,i suspected as being capable of unworthy things1 but base conduct was actually charged against me1 and this in such a way as left no doubt of the impropriety of the suspicion and of the untruthfulness of the accusation4 ,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 consciousness1 as opposed to external circumstances4 ,my inward and my outward life were at that time1 even during play and other occupations1 my principal subjects for reflection and thought4 ,a notable influence upon the development and formation of my character was also exercised by the position of my parents' house4 ,it was closely surrounded by other buildings1 walls1 hedges1 and fences1 and was further enclosed by an outer courtyard1 a paddock1 and a kitchen garden4 ,beyond these latter ,i was strictly forbidden to pass4 ,the dwelling had no other outlook than on to the buildings to right and left1 the big church in front1 and at the back the sloping fields stretching up a high hill4 ,for a long time ,i remained thus deprived of any distant view3 but above me ,i saw the sky1 clear and bright as we so often find it in the hill country2 and around me ,i felt the pure fresh breeze stirring4 ,the impression which that clear sky and that pure air then made on me has remained ever since present to my mind4 ,my perceptions were in this manner limited to only the nearest objects4 ,nature1 with the world of plants and flowers1 so far as ,i was able to see and understand her1 early became an object of observation and reflection to me4 ,i soon helped my father in his favourite occupation of gardening1 and in this way received many permanent perceptions2 but the consciousness of the real life in nature only came to me further on1 and ,i shall return to the point hereafter in the course of my narrative4 ,our domestic life at this time gave me much opportunity for occupation and reflection4 ,many alterations went on in our house2 both my parents were exceedingly active-minded1 fond of order1 and determined to improve their dwelling in every possible way4 ,i had to help them according to my capacity1 and soon perceived that ,i thereby gained strength and experience2 while through this growth of strength and experience my own games and occupations became of greater value to me4 ,but from my life in the open air amongst the objects of nature1 and from the externals of domestic life1 ,i must now turn to the inner aspects of my home and family4 ,my father was a theologian of the old school1 who held knowledge and science in less estimation than faith2 but yet he endeavoured to keep pace with the times4 ,for this purpose he subscribed to the best periodicals he could obtain1 and carefully examined what information they offered him4 ,this helped not a little to elevate and enlighten the old-fashioned truly ,christian life which reigned in our family4 ,morning and evening all its members gathered together1 and even on ,sunday as well1 although on that day divine service would of course also call upon us to assemble for common religious worship4 ,zollikofer1 ,hermes1 ,marezoll1 ,sturm1 and others1 turned our thoughts1 in those delightful hours of heavenly meditation1 upon our innermost being1 and served to quicken1 unfold1 and raise up the life of the soul within us4 ,thus my life was early brought under the influence of nature1 of useful handiwork1 and of religious feelings2 or1 as ,i prefer to say1 the primitive and natural inclinations of every human being were even in my case also tenderly fostered in the germ4 ,i must mention here1 with reference to my ideas regarding the nature of man1 to be treated of later1 and as throwing light upon my professional and individual work1 that at this time ,i used repeatedly1 and with deep emotion1 to resolve to try and be a good and brave man4 ,as ,i have heard since1 this firm inward resolution of mine was in flagrant contrast with my outward life4 ,i was full of youthful energy and in high spirits1 and did not always know how properly to moderate my vivacity4 ,through my want of restraint ,i got into all kinds of scrapes4 ,often1 in my thoughtlessness1 ,i would destroy the things ,i saw around me1 in the endeavour to investigate and understand them4 ,my father was prevented by his manifold occupations from himself instructing me4 ,besides1 he lost all further inclination to teach me1 after the great trouble he found in teaching me to read--an art which came to me with great difficulty4 ,as soon as ,i could read1 therefore1 ,i was sent to the public village school4 ,the position in which my father stood to the village schoolmasters1 that is to say1 to the ,cantor1#e and to the master of the girls' school1 and his judgment of the value of their respective teaching1 decided him to send me to the latter4 ,this choice had a remarkable influence on the development of my inner nature1 on account of the perfect neatness1 quiet1 intelligence1 and order which reigned in the school2 nay1 ,i may go further1 and say the school was exactly suitable for such a child as ,i was4 ,in proof of this ,i will describe my entrance into the school4 ,at that time church and school generally stood in strict mutual relationship1 and so it was in our case4 ,the school children had their special places in church2 and not only were they obliged to attend church1 but each child had to repeat to the teacher1 at a special class held for the purpose every ,monday1 some passage of ,scripture used by the minister in his sermon of the day before1 as a proof of attention to the service4 ,from these passages that one which seemed most suitable to children was then chosen for the little ones to master or to learn by heart1 and for that purpose one of the bigger children had during the whole week1 at certain times each day1 to repeat the passage to the little children1 sentence by sentence4 ,the little ones1 all standing up1 had then to repeat the text sentence by sentence in like manner1 until it was thoroughly imprinted on their memories4 ,i came into school on a ,monday4 ,the passage chosen for that week was1 ,seek ye first the kingdom of ,god4 ,i heard these words every day in the calm1 serious1 somewhat sing-song voices of the children1 sometimes repeated by one child1 sometimes by the whole number4 ,and the text made an impression upon me such as none had ever done before and none ever did after4 ,indeed1 this impression was so vigorous and permanent1 that to this day every word spoken1 with the special tone and expression then given to it1 is still vivid in my mind4 ,and yet that is now nearly forty years ago6 ,perhaps even then the simple boy's heart felt that these words would be the foundation and the salvation of his life1 bringing to him that conviction which was to become later on to the working and striving man a source of unconquerable courage1 of unflinching1 ever-ready1 and cheerful self-sacrifice4 ,in short1 my introduction into that school was my birth into the higher spiritual life4 ,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 life4 ,but this was the time when the buds began to unfold on my tree of life2 this was the time when my heart found its pivot-point1 and when first my inner life awoke4 ,if1 then1 ,i succeed in giving an exact description of my early boyhood1 ,i shall have provided an important aid to the right understanding of my life and work as a man4 ,for that reason ,i venture to dwell at some inordinate length on this part of my life1 and the more willingly since ,i can pass more quickly over later periods4 ,it often suggests itself to me1 while thus reviewing and describing my life1 just as it does with teaching and education--namely1 that those things which are by most men thrown aside as common and unimportant are the very things which are1 as ,i take it1 of weightiest import4 ,in my eyes1 it is always a mistake to leave a gap in the rudimentary and fundamental part of a subject4 ,still ,i know one may exhaust the patience of a reader by touching on every minute detail1 before he has been permitted to glance at the whole picture and to gather its scope and object4 ,therefore ,i beg your ,highness#f to pass over1 at all events on the first reading1 anything that may appear too long and too detailed4 ,against standing rules1 ,i was received in the girls' school1 on account of the position of my father as pastor of the district4 ,for the same reason ,i was placed1 not with the pupils of my own age1 but close to the teacher1 which brought me among the elder girls4 ,i joined in their lessons as far as ,i could4 ,in two subjects ,i was quite able to do this4 ,first1 ,i could read the ,bible with them2 and1 secondly1 ,i had to learn line by line1 instead of the little texts of the younger children already spoken of1 the hymns for the following ,sunday's service4 ,of these1 two especially light up the gloomy lowering dawn of my early boyhood1 like two brilliant stars4 ,they are--,schwing dich auf1 mein ,herz und ,geist1 and ,es kostet viel ein ,christ zu sein4#g ,these hymns were hymns of life to me4 ,i found my own little life expressed therein2 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 soul4 ,my father's home life was in complete harmony with this discipline of the school4 ,although divine service was held twice on ,sundays1 ,i was but very seldom allowed to miss attending each service4 ,i followed my father's sermons with great attention1 partly because ,i thought ,i found in them many allusions to his own position1 profession1 and life4 ,looking back1 ,i consider it of no slight importance that ,i used to hear the service from the vestry1 because ,i was there separated from the congregation1 and could the better keep my attention from wandering4 ,i have already mentioned that my father belonged to the old orthodox school of theology2 and in consequence the language both of his hymns and of his sermons was mystical and symbolic--a style of speech which1 in more than one sense1 ,i should call a stone-language1 because it requires an overwhelming power to burst its walls1 and free from this outer shell the life contained within4 ,but what the full strength of later life seems too weak to attain1 is often accomplished by the living1 life-awakening1 and life-giving power of some simple1 thoughtful young soul1 by some young spirit first unfolding its wings1 busily seeking everywhere for the causes and connections of all things4 ,even for such a youth1 the treasure is to be gained only after long examination1 inquiry1 and reflection4 ,if ever ,i found that for which ,i so longingly sought1 then was ,i filled with exceeding joy4 ,the surroundings amidst which ,i had grown up1 especially those in which my first childhood was passed1 had caused my senses to be much and early exercised4 ,the pleasures of the senses were from the first1 therefore1 an object for the closest consideration with me4 ,the results of this analysing and questioning habit of my early boyhood were perfectly clear and decisive1 and1 if not rendered into words1 were yet firmly settled in my mind4 ,i recognised that the transitory pleasures of the senses were without enduring and satisfying influence on man1 and that they were therefore on no account to be pursued with too great eagerness4 ,this conviction stamped and determined my whole being1 just as my questioning examination and comparison of the inner with the outer world1 and my study of their inter-connection1 is now the basis of my whole future life4 ,unceasing self-contemplation1 self-analysis1 and self-education have been the fundamental characteristics of my life from the very first1 and have remained so until these latest days4 ,to stir up1 to animate1 to awaken1 and to strengthen1 the pleasure and power of the human being to labour uninterruptedly at his own education1 has become and always remained the fundamental principle and aim of my educational work4 ,great was my joy when ,i believed ,i had proved completely to my own satisfaction that ,i was not destined to go to hell4 ,the stony1 oppressive dogmas of orthodox theology ,i very early explained away1 perhaps assisted in this by two circumstances4 ,firstly1 ,i heard these expressions used over and over again1 from my habit of being present at the lessons given by my father in our own house1 in preparation for confirmation4 ,i heard them used also in all sorts of ways1 so that my mind almost unconsciously constructed some sort of explanation of them4 ,secondly1 ,i was often a mute witness of the strict way in which my father performed his pastoral duties1 and of the frequent scenes between him and the many people who came to the parsonage to seek advice and consolation4 ,i was thus again constantly attracted from the outer to the inner aspects of life4 ,life1 with its inmost motives laid bare1 passed before my eyes1 with my father's comments pronounced upon it2 and thing and word1 act and symbol were thus perceived by me in their most vivid relationship4 ,i saw the disjointed1 heavy-laden1 torn1 inharmonious life of man as it appeared in this community of five thousand souls1 before the watchful eyes of its earnest1 severe pastor4 ,matrimonial and sexual circumstances especially were often the objects of my father's gravest condemnation and rebuke4 ,the way in which he spoke about these matters showed me that they formed one of the most oppressive and difficult parts of human conduct2 and1 in my youth and innocence1 ,i felt a deep pain and sorrow that man alone1 among all creatures1 should be doomed to these separations of sex1 whereby the right path was made so difficult for him to find4 ,i felt it a real necessity for the satisfaction of my heart and mind to reconcile this difficulty1 and yet could find no way to do so4 ,how could ,i at that age1 and in my position8 ,but my eldest brother1 who1 like all my elder brothers1 lived away from home1 came to stay with us for a time2 and one day1 when ,i expressed my delight at seeing the purple threads of the hazel buds1 he made me aware of a similar sexual difference in plants4 ,now was my spirit at rest4 ,i recognised that what had so weighed upon me was an institution spread over all nature1 to which even the silent1 beautiful race of flowers was submitted4 ,from that time humanity and nature1 the life of the soul and the life of the flower1 were closely knit together in my mind2 and ,i can still see my hazel buds1 like angels1 opening for me the great ,god's temple of ,nature4 ,i now had what ,i needed3 to the ,church was added the ,nature-,temple2 to the religious ,christian life1 the life of ,nature2 to the passionate discord of human life the tranquil peace of the life of plants4 ,from that time it was as if ,i held the clue of ,ariadne to guide me through the labyrinth of life4 ,an intimate communion with ,nature for more than thirty years 7although1 indeed1 often interrupted1 sometimes for long intervals7 has taught me that plants1 especially trees1 are a mirror1 or rather a symbol1 of human life in its highest spiritual relations2 and ,i think one of the grandest and deepest fore-feelings that have ever emanated from the human soul1 is before us when we read1 in the ,holy ,scriptures1 of a tree of knowledge of good and evil4 ,the whole of ,nature teaches us to distinguish good from evil2 even the world of crystals and stones--though not so vividly1 calmly1 clearly1 and manifestly as the world of plants and flowers4 ,i said my hazel buds gave me the clue of ,ariadne4 ,many things grew clear to me3 for instance1 the earliest life and actions of our first parents in ,paradise1 and much connected therewith4 ,there are yet three points touching my inner life up to my tenth year1 which1 before ,i resume the narrative of my outer life1 ,i should like to mention here4 ,the folly1 superstition1 and ignorance of men had dared to assume then1 as they have done lately1 that the world would soon come to an end4 ,my mind1 however1 remained perfectly tranquil1 because ,i reasoned thus with myself firmly and definitely3--,mankind will not pass from the world1 nor will the world itself pass away1 until the human race has attained to that degree of perfection of which it is capable on earth4 ,the earth1 ,nature in its narrowest sense1 will not pass away1 moreover1 until men have attained a perfect insight into its essence4 ,this idea has returned to me during my life in many a varied guise1 and ,i have often been indebted to its influence for peace1 firmness1 perseverance1 and courage4 ,towards the end of this epoch1 my eldest brother1 already spoken of1 was at the university1 and studied theology4#h ,philosophic criticism was then beginning to elucidate certain ,church dogmas4 ,it was therefore not very surprising that father and son often differed in opinion4 ,i remember that one day they had a violent dispute about religion and ,church matters4 ,my father stormed1 and absolutely declined to yield2 my brother1 though naturally of a mild disposition1 flushed deep-red with excitement2 and he1 too1 could not abandon what he had recognised as true4 ,i was present also on this as on many other occasions1 an unobserved witness1 and can still see father and son standing face to face in the conflict of opinion4 ,i almost thought ,i understood something of the subject in dispute2 ,i felt as if ,i must side with my brother1 but there seemed at the same time something in my father's view which indicated the possibility of a mutual understanding4 ,already ,i felt in a dim way that every illusion has a true side1 which often leads men to cling to it with a desperate firmness4 ,this conviction has become more and more confirmed in me the longer ,i have lived2 and when at any time ,i have heard two men disputing for the truth's sake1 ,i have found that the truth is usually to be learnt from both sides4 ,therefore ,i have never liked to take sides2 a fortunate thing for me4#i ,another youthful experience which also had a decided influence in forming my cast of character1 was the following3--,there are certain oft-repeated demands made upon the members of our ,established ,church2 such as1 to enter upon the service of ,christ1 to show forth ,christ in one's life1 to follow ,jesus1 etc4 ,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 life4 ,when demands are made on a child which are in harmony with child nature1 he knows no reluctance in fulfilling them2 and as he receives them entirely and unreservedly1 so also he complies with them entirely and unreservedly4 ,that these demands were so often repeated convinced me of their intense importance2 but ,i felt at the same time the difficulty1 or indeed1 as it seemed to me1 the impossibility of fulfilling them4 ,the inherent contradiction which ,i seemed to perceive herein threw me into great depression2 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 purity1 and to show it forth to the world1 if he will only take the right way towards it4 ,this thought1 which1 as often as it comes into my mind1 carries me back even now to the scenes and surroundings of my boyhood1 may have been not improbably amongst the last mental impressions of this period1 and it may fitly close1 therefore1 the narrative of my mental development at this age4 ,it became1 later1 the point whereon my whole life hinged4 ,from what ,i have said of my boyish inner life1 it might be assumed that my outer life was a happy and peaceful one4 ,such an assumption would1 however1 not be correct4 ,it seems as if it had always been my fate to represent and combine the hardest and sharpest contrasts4 ,my outer life was really in complete contrast with my inner4 ,i had grown up without a mother2 my physical education had been neglected1 and in consequence ,i had acquired many a bad habit4 ,i always liked to be doing something or another1 but in my clumsy way ,i made mistakes as to choice of materials1 of time1 and of place1 and thus often incurred the severe displeasure of my parents4 ,i felt this1 being of a sensitive disposition1 more keenly and more persistently than my parents2 the more so as ,i felt myself generally to blame in form rather than in substance1 and in my inmost heart ,i could see there was a point of view from whence my conduct would seem1 in substance at all events1 not altogether wrong1 still less blameworthy4 ,the motives assigned to my actions were not those which actuated me1 so far as ,i could tell2 and the consciousness of being misjudged made me really what ,i had been believed to be before1 a thoroughly naughty boy4 ,out of fear of punishment ,i hid even the most harmless actions1 and when ,i was questioned ,i made untruthful answers4 ,in short1 ,i was set down as wicked1 and my father1 who had not always time to investigate the justice of the accusations against me1 remembered only the facts as they were represented to him4 ,my neglected childhood called forth the ridicule of others2 when playing with my step-brother1 ,i was always1 according to my mother1 the cause of anything that went wrong4 ,as the mind of my parents turned more and more away from me1 so on my side my life became more and more separated from theirs2 and ,i was abandoned to the society of people who1 if my disposition had not been so thoroughly healthy1 might have injured me even more than they did4 ,i longed to escape from this unhappy state of things2 and ,i considered my elder brothers fortunate in being all of them away from home4 ,just at this melancholy time came home my eldest brother4 ,he appeared to me as an angel of deliverance1 for he recognised amidst my many faults my better nature1 and protected me against ill-treatment4 ,he went away again after a short stay2 but ,i felt that my soul was linked to his1 thenceforth1 down to its inmost depths2 and indeed1 after his death1 this love of mine for him turned the whole course of my life4#aj ,the boon was at last vouchsafed me1 and that at my greatest need1 to leave my father's house4 ,had it been otherwise1 the flagrant contradiction between my outer and inner life must necessarily have developed the evil inclinations which had begun in earnest to fasten upon me4 ,a new life entirely different from the former now opened before me4 ,i was ten years and nine months old4 ,but ,i pause yet another moment in the contemplation of this period before ,i pass to its narration4 ,in order to be clearly understood by your serene ,highness1 which is very necessary to me if ,i am to attain my object1 ,i will compare1 with your permission1 my former life with my present4 ,i shall endeavour to show how ,i trace the connection of my earlier and my later life2 how my earlier life has proved for me the means of understanding my later2 how1 in general1 my own individual life has become to me a key to the universal life1 or1 in short1 to what ,i call the symbolic life and the perpetual1 conditioned1 and unbroken chain of existence4 ,since1 throughout the period which ,i have just described1 my inner self1 my life and being1 my desires and endeavours1 were not discerned by my parents1 so is it with me now with regard to certain ,german ,governments4#aa ,and just as my outward life then was imperfect and incomplete1 through which incompleteness my inner life was misunderstood1 so also now the imperfection and incompleteness of my establishment prevent people from discerning the true nature1 the basis1 the source1 the aim and purpose1 of my desires and endeavours1 and from promoting them1 after recognising their value1 in a right princely and patriotic spirit4 ,the misapprehension1 the oppression under which ,i suffered in my early years1 prepared me to bear similar evils later on1 and especially those which weigh upon me in the present circumstances of my life4 ,and as ,i see my present private and public life and my destiny reflected in a part of my former life1 just so do ,i read and trace the present universal life in my former individual life4 ,moreover1 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 implanted1 unknown to me1 within my nature1 so now do ,i strive in the same way1 according to the same laws1 and by the same method1 to educate the children of my country4 ,that for which ,i strove as a boy1 not yet conscious of any purpose2 the human race now strives for with equal unconsciousness of purpose1 but for all that none the less truly4 ,the race is1 however1 surrounded by less favourable circumstances than those which influenced me in my boyhood4 ,life in its great as well as in its small aspects1 in humanity and the human race as well as in the individual 7even though the individual man often wilfully mars his own existence7--life1 in the present1 the past1 and the future1 has always appeared to me as a great undivided whole1 in which one thing is explained1 is justified1 is conditioned and urged forward by the other4 ,in order that1 if it be possible1 there should remain no obscurity whatever in my actions1 thoughts1 and life1 ,i shall proceed to consider them all1 down to the very latest event which has happened to me2 that is1 the writing-down of this statement of my life for your ,highness4 ,my life experience it is which urges me to do this2 not any whim or caprice4 ,common worldly wisdom would challenge such a step if it were known2 no one would desire to take it1 no one would dare to take it4 ,i dare it1 and ,i do it1 because my childhood has taught me that where for trust we find distrust1 where for union we find division1 where for belief we find doubt1 there but sad fruit will come to the harvest1 and a burdensome and narrow life alone can follow4 ,i return again to the narrative of the development of my inner and outer life4 ,a new existence now began for me1 entirely opposed to that which ,i had hitherto led4 ,an uncle on my mother's side came to visit us in this year2 he was a gentle1 affectionate man4#ab ,his appearance among us made a most agreeable impression upon me4 ,this uncle1 being a man of experience1 may have noticed the adverse influences which surrounded me2 for soon after his departure he begged my father by letter to turn me over to him entirely4 ,my father readily consented1 and towards the end of the year #agib ,i went to him4 ,he had early lost both wife and child1 and only his aged mother-in-law lived in his house with him4 ,in my father's house severity reigned supreme2 here1 on the contrary1 mildness and kindness held sway4 ,there ,i encountered mistrust2 here ,i was trusted4 ,there ,i was under restraint2 here ,i had liberty4 ,hitherto ,i had hardly ever been with boys of my own age2 here ,i found forty schoolfellows1 for ,i joined the upper class of the town school4#ac ,the little town of ,stadt-,ilm is situated in a somewhat wide valley1 and on the banks of a small limpid stream4#ad ,my uncle's house had gardens attached1 into which ,i could go if ,i liked2 but ,i was also at liberty to roam all over the neighbourhood1 if only ,i obeyed the strict rule of the house to return punctually at the time appointed4 ,here ,i drank in fresh life-energy in long draughts2 for now the whole place was my playground1 whereas formerly1 at home1 ,i had been limited to our own walls4 ,i gained freedom of soul and strength of body4 ,the clergyman who taught us never interfered with our games1 played at certain appointed playgrounds1 and always with great fun and spirit4 ,deeply humiliating to me were the frequent slights ,i received in our play1 arising from my being behind boys of my age in bodily strength1 and more especially in agility2 and all my dash and daring could not replace the robust1 steady strength1 and the confident sureness of aim which my companions possessed4 ,happy fellows6 they had grown up in continual exercise of their youthful boyish strength4 ,i felt myself exceedingly fortunate when ,i had at length got so far that my schoolfellows could tolerate me as a companion in their games4 ,but whatever ,i accomplished in this respect by practice1 by continual effort of will1 and by the natural course of life1 ,i always felt myself physically deficient in contrast with their uncramped boyish powers4 ,setting aside that which ,i had been robbed of by my previous education1 my new life was vigorous and unfettered by external restraint2 and they tell me ,i made good use of my opportunity4 ,the world lay open before me1 as far as ,i could grasp it4 ,it may indeed be because my present life was as free and unconstrained as my former life had been cramped and constrained1 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 extravagance2 although as a boy ,i considered my demeanour quieter by far than that of my companions of my own age4 ,my communion with ,nature1 silent hitherto1 now became freer and more animated4 ,and as1 at the same time1 my uncle's house was full of peace and quiet contemplation1 ,i was able as ,i grew up to develop that side of my character also2 thus on every side my life became harmoniously balanced4 ,in two places1 alike centres of education1 ,i found myself as before quite at home1 even though ,i was more frequently than ever the victim of absence of mind--,i mean the church and the school4 ,in the latter ,i especially enjoyed the hours devoted to religious instruction4 ,as with my uncle himself1 and with his life1 so was it also with his sermons2 they were gentle1 mild1 and full of lovingkindness4 ,i could follow them quite readily1 and in the ,monday repetition at school ,i was able to give a good account of them4 ,but the religious instruction of our own school-teacher responded best to my needs2 all that ,i had worked out for myself was placed by him in a fuller light1 and received from him a higher confirmation4 ,later in life1 when ,i had grown to manhood1 ,i spoke with my uncle on the excellence of this teaching1 and he made reply that it was indeed very good1 but was too philosophical and abstruse for those to whom it was addressed2 for thee1 continued he1 it may have been well suited1 since thou hadst already received such unusually good instruction from thy father4 ,let that be as it may1 this teaching enlightened1 animated1 and warmed me1--nay1 glowed within me till my heart was completely melted1 especially when it touched upon the life1 the work1 and the character of ,jesus4 ,at this ,i would burst into tears1 and the longings to lead in future a similar life took definite form1 and wholly filled my soul4 ,when ,i now hear tales of the ebullitions of my youthful spirit occurring in that period of my life1 ,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 passage4 ,and yet how wrongly would such observers have judged the true state of my inner life6 ,the subjects best taught in the school of ,stadt-,ilm were reading1 writing1 arithmetic1 and religion4 ,latin was miserably taught1 and still worse learnt4 ,here1 as in so many similar schools1 the teaching utterly lacked the elucidation of first principles4 ,the time spent on ,latin was therefore not wasted upon me1 in so far that ,i learnt from it that such a method of teaching could bear no fruit among the scholars4 ,arithmetic was a very favourite study of mine2 and as ,i also received private tuition in this subject1 my progress was so rapid that ,i came to equal my teacher both in theory and practice1 although his attainments were by no means despicable4 ,but how astonished was ,i when1 in my twenty-third year1 ,i first went to ,yverdon1 and found ,i could not solve the questions there being set to the scholars6 ,this was one of the experiences which prepossessed me so keenly in favour of ,pestalozzi's method of teaching1 and decided me to begin arithmetic myself from the very beginning over again1 according to his system4 ,but more of this later4 ,in physical geography we repeated our tasks parrot-wise1 speaking much and knowing nothing2 for the teaching on this subject had not the very least connection with real life1 nor had it any actuality for us1 although at the same time we could rightly name our little specks and patches of colour on the map4 ,i received private tuition in this subject also4 ,my teacher wished to advance further with me2 he took me to ,england4 ,i could find no connection between that country and the place and country in which ,i dwelt myself1 so that of this instruction also ,i retained but little4 ,as for actual instruction in ,german1 it was not to be thought of2 but we received directions in letter-writing and in spelling4 ,i do not know with what study the teaching of spelling was connected1 but ,i think it was not connected with any2 it hovered in the air4 ,i had lessons1 furthermore1 in singing and in pianoforte playing1 but without result4 ,i merely mention all this now1 in order to be able to refer to it later on4 ,my life the whole time of my stay with my uncle had three aspects3 the religious life developing and building up my moral being2 the external life made up of boyish play1 into which ,i threw my whole energy2 and the life of thought quietly showing itself within my uncle's peaceful home4 ,to this last influence also ,i yielded myself with equal earnestness1 and felt no suspicion of the apparent contradiction which my outward life exhibited to such a mood4 ,like my school-fellows1 ,i lived without control2 as far as ,i saw or felt1 ,i was untrammelled2 and yet ,i do not call to mind that any of us ever committed a seriously culpable action4 ,here ,i am obliged to mention something which as an educationist ,i can by no means pass lightly by4 ,we received instruction from two schoolmasters3 one was pedantic and rigid2 the other1 more especially our class-teacher 7conrector71 was large-hearted and free4 ,the first never had any influence over his class2 the second could do whatever he pleased with us1 and if he had but set his mind to it1 or perhaps if he had been aware of his power1 he might have done some thoroughly good sound work with his class4 ,in the little town of ,stadt-,ilm were two ministers1 both ephors#ae of the school4 ,my uncle1 the principal minister1 was mild1 gentle1 and kind-hearted1 impressive in daily life as in his sacred office or in the pulpit2 the other minister was rigid even to sternness1 frequently scolding and ordering us about4 ,the first led us with a glance4 ,a word from him1 and surely few were so brutish as to refuse that word admittance to their heart4 ,the long exhortations of the other went1 for the most part1 over our heads1 leaving no trace behind4 ,like my father1 my uncle was a true shepherd of his flock2 but a gentle lovingkindness to all mankind reigned in him4 ,my father was moved by the conviction of the rectitude of his actions2 he was earnest and severe4 ,both have been dead over twenty years2 but how different is the spirit they have left behind amongst their congregations4 ,here1 they are glad at being released from so strict a control1 and1 if ,i am rightly informed1 unbridled license has sprung up amongst them2 there1 the little town raises itself to higher and ever higher prosperity1 and all things are made to serve towards mental culture1 as well as towards a right citizen-like business activity4 ,i permit myself this digression1 because these results were paralleled as a life-experience in my own life4 ,in this manner ,i lived1 up to my confirmation2 all but a few weeks1 that is1 which ,i spent at my parents' house during the long holidays4 ,here1 too1 everything seemed to take a gentler turn1 and the domestic1 thrifty activity which filled the place1 and always struck me anew in my periodical visits home1 wrought upon me with most beneficial effect4 ,the copper-plate engravings in my father's library were the first things ,i sought out1 especially those representing scenes in the history of the world4 ,a table showing our 7,german7 alphabet in its relations with many others made a surprising impression upon me4 ,it enabled me to recognise the connection and the derivation of our letters from the old ,phoenician characters4 ,this gave me a dim conception of the inner connection of all those languages of which1 as my brother had studied and was still studying them1 ,i often heard1 and saw in print4 ,especially the ,greek language lost much of its strangeness in my eyes1 now that ,i could recognise its characters in the ,german alphabet4 ,all this1 however1 had no immediate consequence in my life2 these things1 as echoes from my youth1 produced their effect upon me at a later time4 ,at this time1 too1 ,i read all sorts of boys' books4 ,the story of ,samuel ,lawill impressed me most vividly2 ,i1 too1 longed for such a ring1 which by its warning pressure on my finger could hinder my hand from effecting unworthy purposes1 and ,i was very angry with the youthful owner of the ring in the story1 who threw it away in irritation because it pressed him right hard at a moment when he wished to commit a passionate deed4#af ,my confirmation1 and the preparation for it1 all conducted by my uncle1 was over4 ,i had received from it the most impressive and the most far-reaching influence in my whole life1 and all my life-threads found in it their point of union and repose4 ,i had now to be prepared for some business calling1 and the question was raised1 for which8 ,that ,i should not study at the university had already been decided long before by the express determination of my step-mother4 ,for since two of my brothers#ag had devoted themselves to study1 she feared that the further additional expense would be too heavy a burden upon my father's means4 ,it may be that this intention had already influenced and limited my whole course of instruction2 and probably only the little narrow circle of future business aims had been considered2 the eye had not looked upon the boy as a future man4 ,possibly from this cause ,i was kept so little to ,latin2 it was enough if ,i learnt1 as our mode of expression ran1 to state a ,casus 7that is1 to decline a noun74 ,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 life4 ,the wearisome old-fashioned education ad hoc 7that is1 for some one special purpose7 has always left many a noble power of man's nature unawakened4 ,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 ,exchequer4 ,aspirants to such a post have two means of entering and two starting-points in this career2 either they become a clerk to one of the minor officials in the ,treasury or ,exchequer1 or the personal servant of one of the highest officials4 ,as my knowledge of writing and figures seemed to my father satisfactory and sufficient for such a post1 and as he knew well that it might lead1 not merely to a life free from pecuniary cares1 but even to wealth and fortune1 he chose this career as mine4 ,but the minor ,treasury official who might have found employment for such a young man1 showed various reasons why he could not or would not as yet receive me as a clerk4 ,there was something in my nature which revolted against the second mode ,i have mentioned of entering this career2 something which ,i never afterwards experienced1 but which at the time absolutely prevented me from choosing such a mode of starting in my future profession1 and that in spite of the most alluring hopes that were held out to me4 ,my father meant well and honestly by me1 but fate ruled it against him4 ,strangely enough1 it happened that in my later capacity of schoolmaster1 ,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 me2 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 uncle1 and spread his table with savoury dishes4 ,in the latter case1 very likely an externally easy and happy existence might have been mine1 whereas now ,i wage a constant fight with cares and difficulties4 ,suffice it to say1 this career was closed to me2 a second was proposed by my mother1 but from this my father delivered me by expressing a decided disapproval4 ,my own desires and inclinations were now at last consulted4 ,i wanted to be an agriculturist in the full meaning of the word2 for ,i loved mountain1 field1 and forest2 and ,i heard also that to learn anything solid in this occupation one must be well acquainted with geometry and land-surveying4 ,from what ,i had learnt of the latter by snatches now and then1 the prospect of knowing more about it delighted me much2 and ,i cared not whether ,i began with forestry1 with farming1 or with geometry and land-surveying4 ,my father tried to find a position for me2 but the farmers asked too high a premium4 ,just at this time he became acquainted with a forester who had also a considerable reputation as land-surveyor and valuer4 ,they soon came to terms1 and ,i was apprenticed to this man for two years1 to learn forestry1 valuing1 geometry1 and land-surveying4 ,i was fifteen years and a half old when ,i became an apprentice to the forester1 on ,midsummer ,day #agig4 ,it was two days' journey from my home to the forester's1 for his district was not in our country4 ,the man often gave me proofs of his thorough and many-sided knowledge2 but he did not understand the art of conveying his knowledge to others1 especially because what he knew he had acquired only by dint of actual experience4#ah ,further1 some work of timber-floating#ai with which he had been entrusted hindered him from devoting to me the stipulated time necessary for my instruction4 ,as soon as ,i saw this quite clearly1 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 hand4 ,i also made acquaintance with the doctor of a little town near by1 who studied natural science for his amusement2 and this friend lent me books on botany1 through which ,i learnt also about other plants than just those of the forest4 ,a great deal of my time during the absence of the forester 7when ,i was left quite to myself7 ,i devoted to making a sort of map of the neighbourhood ,i lived in2 but botany was my special occupation4 ,my life as forester's apprentice was a four-fold one3 firstly1 there was the homelier and more practical side of life2 then the life spent with ,nature1 especially forest-nature2 then also a life of the study1 devoted to work at mathematics and languages2 and lastly1 the time spent in gaining a knowledge of plants4 ,my chosen profession and the other circumstances of my position might have brought me into contact with many kinds of men2 but nevertheless my life remained retired and solitary4 ,my religious church life now changed to a religious communion with ,nature1 and in the last half-year ,i lived entirely amongst and with my plants1 which drew me towards them with fascination1 notwithstanding that as yet ,i had no sense of the inner life of the plant world4 ,collecting and drying specimens of plants was a work ,i prosecuted with the greatest care4 ,altogether this time of my life was devoted in many various ways to self-education1 self-instruction1 and moral advancement4 ,especially did ,i love to indulge my old habit of self-observation and introspection4 ,i must mention yet another event of the greatest importance from the point of view of my inner life4 ,an hour's walk from where ,i then lived was a small country town4 ,a company of strolling actors arrived there1 and played in the prince's castle in the town4 ,after ,i had seen one of their performances1 hardly any of those which followed passed without my attendance4 ,these performances made a deep and lively impression upon me1 and this the more that ,i felt as if my soul at last received nourishment for which it had long hungered4 ,the impressions thus gained lasted so much the longer1 and had so much the greater influence on my self-culture1 in that after each performance my hour's walk home by dark or in the starlight allowed me to recapitulate what ,i had heard1 and so to digest the meaning of the play4 ,i remember especially how deeply a performance of ,iffland's ,huntsmen moved me1 and how it inspired me with firm moral resolutions1 which ,i imprinted deep in my mind under the light of the stars4 ,my interest in the play made me seek acquaintance with the actors1 and especially with one of them1 an earnest young man who attracted my attention1 and to whom ,i spoke about his profession4 ,i congratulated him on being a member of such a company1 able to call up such ennobling sentiments in the human soul2 perhaps even expressed a wish that ,i could become a member of such a company4 ,then the honest fellow described the profession of an actor as a brilliant1 deceitful misery1 and confessed to me that he had been only forced by necessity to adopt this profession1 and that he was soon about to abandon it4 ,once again ,i learned by this to divide cause from effect1 internal from external things4 ,my visits to the play brought upon me a most unpleasant experience1 for my father1 when ,i spoke to him without concealment of my playgoing1 reproached me very bitterly for it4 ,he looked upon my conduct as deserving the highest punishment1 which was in absolute contradiction with my own view2 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 church1 and expressed something of the kind to my father4 ,as often happened in later life1 so also on this occasion it was my eldest brother who was the mediator between my father and myself4 ,on ,midsummer ,day #agii my apprenticeship came to an end4 ,the forester1 who could now have made my practical knowledge of service to himself1 wished to keep me another year4 ,but ,i had by this time acquired higher views2 ,i wished to study mathematics and botany more thoroughly1 and ,i was not to be kept back from my purpose4 ,when my apprenticeship was over ,i left him1 and returned to my father's house4 ,my master knew well that he had not done his duty towards me1 and with this probably humiliating consciousness before him1 and in spite of the thoroughly satisfactory testimonial that he gave me1 he committed a very mean action against me4 ,he did not know anything about my private study2 for instance1 my completely working through some elementary mathematical books1 which ,i had found myself quite well able to understand4 ,besides1 he was dissatisfied that ,i would not stay another year with him4 ,he therefore sent a letter to my father1 in which he complained bitterly of my conduct1 and shifted the blame of my ignorance of my calling entirely on to my shoulders4 ,this letter actually arrived at home before ,i did2 and my father sent it on to my eldest brother1 who was minister in a village through which ,i had to pass on my way home4 ,soon after ,i reached my brother's house he communicated to me the contents of this inculpatory letter4 ,i cleared myself by exposing the unconscientious behaviour of my master1 and by showing my private work4 ,i then wrote a reply to my master1 clearly refuting all his accusations1 and exhibiting on the other hand his behaviour towards me2 and with this ,i satisfied my father and my brother4 ,but the latter reproached me for having suffered wrongdoing so long without complaint4 ,to that ,i gave the simple answer1 that my father1 at the beginning of my apprenticeship1 had told me not to come to him with any complaint1 as ,i should never be listened to1 but should be considered as wrong beforehand4 ,my brother1 who knew my father's severity and his views on such points1 was silent4 ,but my mother saw in one declaration of the forester the confirmation of her own opinion about me4 ,the forester declared1 that if ever anything was made of me1 the same good fortune might be told of the first-comer without further trouble1 and my mother assented heartily to his opinion4 ,thus disappeared once more the light1 the sunshine1 which had gladdened me with its warmth1 especially in the more recent part of my life4 ,the wings of my mind1 which had begun to flutter of themselves1 were again bound1 and my life once more appeared all cold and harsh before me4 ,then it happened that my father had to send some money to my brother 7,traugott71 who was studying medicine in ,jena4 ,the matter pressed2 so1 as ,i had nothing to do1 it was decided that ,i should be the messenger4 ,when ,i reached ,jena ,i was seized by the stirring intellectual life of the place1 and ,i longed to remain there a little time4 ,eight weeks of the summer half-year's session of #agii yet remained4 ,my brother wrote to my father that ,i could fill that time usefully and profitably in ,jena1 and in consequence of this letter ,i was permitted to stay4 ,i took lessons in map and plan-drawing1 and ,i devoted all the time ,i had to the work4 ,at ,michaelmas ,i went home with my brother1 and my step-mother observed that ,i could now fairly say ,i had passed through the university4 ,but ,i thought differently2 my intelligence and my soul had been stimulated in many ways1 and ,i expressed my wish to my father to be allowed to study finance there1 thus returning to my previous career4 ,my father was willing to give his permission if ,i could tell him how to find the means4 ,i possessed a very small property inherited from my mother1 but ,i thought it would be insufficient4 ,however1 after having conferred with my brother1 ,i talked it over with my father4 ,i was still a minor1 and therefore had to ask the consent of my trustee to realise my property2 but as soon as ,i had obtained this ,i went as a student to ,jena1 in #agii4 ,i was then seventeen years and a half old4 ,a testimonial from my father attesting my capacity for the curriculum procured me matriculation without difficulty4 ,my matriculation certificate called me a student of philosophy1 which seemed very strange1 because ,i had set before me as the object of my studies practical knowledge2 and as to philosophy1 of which ,i had so often heard1 ,i had formed a very high idea of it4 ,the word made a great impression upon my dreamy1 easily-excited1 and receptive nature4 ,although the impression disappeared almost as soon as conceived1 it gave1 however1 higher and unexpected relations to my studies4 ,the lectures ,i heard were only those which promised to be useful in the career ,i had now again embraced4 ,i heard lectures on applied mathematics1 arithmetic1 algebra1 geometry1 mineralogy1 botany1 natural history1 physics1 chemistry1 accounts1 cultivation of forest trees and management of forests1 architecture1 house-building1 and land-surveying4 ,i continued topographical drawing4 ,i heard nothing purely theoretical except mathematics2 and of philosophical teaching and thought ,i learnt only so much as the intercourse of university life brought with it2 but it was precisely through this intercourse that ,i received in various ways a many-sided intellectual impulse4 ,i usually grasped what had been taught2 the more thoroughly since1 through my previous life1 ,i had become well acquainted with the principal subjects1 and already knew their relation to practical work4 ,some of the lectures were almost easy for me--for instance1 those on mathematics4 ,i have always been able to perceive with ease and pleasure relations of geometrical figures and of planes2 so that it seemed inexplicable to me that every farmer should not be equally capable of understanding them4 ,this ,i had said before to my brother1 who tried to give me an explanation2 but ,i did not yet grasp it4 ,i had expected ,i don't know exactly what1 but certainly something higher1 something grandiose2 very likely ,i had expected something with more life in it4 ,the mathematical course1 therefore1 at first seemed to me unimportant2 but later on ,i found that ,i1 also1 could not follow every detail4 ,however1 ,i did not think much of this1 because ,i readily understood the general meaning1 and ,i said to myself that particular cases would not cause me any mental fatigue if ,i found it necessary to learn them4 ,the lectures of my excellent teacher were not so useful to me as they might have been1 if ,i could have seen in the course of instruction and in its progress somewhat more of necessary connection and less of arbitrary arrangement4 ,this want of necessary connection was the reason of the immediate dislike ,i always took to every course of instruction4 ,i felt it even in pure mathematics1 still more was it the case in applied mathematics1 and most of all in experimental physics4 ,here it seemed to me as if everything were arranged in arbitrary series1 so that from the very first ,i found this study a fatigue4 ,the experiments failed to arrest my attention4 ,i desired and sought after some inner connection between the phenomena1 deduced from and explained by some simple root principles4 ,but that was the very point withheld from me4 ,mathematical demonstrations came like halting messengers2 they only became clear to the mind's eye when the truth to be demonstrated lay before me already in all its living strength4 ,on the other hand1 my attention was riveted by the study of gravitation1 of force1 of weight1 which were living things to me1 because of their evident relation to actual facts4 ,in mechanics 7natural philosophy7 ,i could not understand why so many of the so-called mechanical powers were assumed1 and why several of them were not reduced to cases of the inclined plane4 ,in mineralogy my previous education had left many gaps unfilled1 especially as regards the powers of observation4 ,i was fond of mineral specimens1 and gave myself much trouble to comprehend their several properties2 but in consequence of my defective preparation ,i found insuperable difficulties in my way1 and perceived thereby that neglect is neither quickly nor lightly to be repaired4 ,the most assiduous practice in observation failed to make my sight so quick and so accurate as it ought to have been for my purpose4 ,at that time ,i failed to apprehend the fact of my deficient quickness of sight2 it ought to have taught me much1 but ,i was not prepared to learn the lesson4 ,chemistry fascinated me4 ,the excellent teacher 7,goettling7 always demonstrated the true connection of the phenomena under consideration2 and the theory of chemical affinity took strong hold upon me4 ,note-taking at these lectures was a thing ,i never thought of doing2 for that which ,i understood forthwith became a part of me1 and that which ,i failed to understand seemed to me not worth writing down4 ,i have often felt sorry for it since4 ,but as regards this point1 ,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 upon1 and then understand1 details which at the time of hearing had been unintelligible to me4 ,in botany ,i had a clear-sighted1 kind-hearted teacher 7,batsch74 ,his natural system of botany#bj gave me great satisfaction1 although ,i had always a painful perception of how much still remained for him to classify4 ,however1 my view of ,nature as one whole became by his means substantially clearer1 and my love for the observation of ,nature in detail became more animated4 ,i shall always think of him with gratitude4 ,he was also my teacher in natural history4 ,two principles that he enunciated seized upon me with special force1 and seemed to me valid4 ,the first was the conception of the mutual relationship of all animals1 extending like a network in all directions2 and the second was that the skeleton or bony framework of fishes1 birds1 and men was one and the same in plan1 and that the skeleton of man should be considered as the fundamental type which ,nature strove to produce even in the lower forms of creation4#ba ,i was always highly delighted with his expositions1 for they suggested ideas to me which bore fruit both in my intelligence and in my emotional nature4 ,invariably1 whenever ,i grasped the inter-connection and unity of phenomena1 ,i felt the longings of my spirit and of my soul were fulfilled4 ,i easily understood the other courses ,i attended1 and was able to take a comprehensive glance over the subjects of which they treated4 ,i had seen building going on1 and had myself assisted in building1 in planting1 etc42 here1 therefore1 ,i could take notes1 and write complete and satisfactory memoranda of the lectures4 ,my stay in ,jena had taught me much2 by no means so much as it ought to have taught me1 but yet ,i had won for myself a standpoint1 both subjective and objective4 ,i could already perceive unity in diversity1 the correlation of forces1 the interconnection of all living things1 life in matter1 and the principles of physics and biology4 ,one thing more ,i have to bring forward from this period4 ,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 science1 and smoothed away for me many a difficulty4 ,but now such sympathy was destined to offer itself as a means of education and improvement4 ,for there were in ,jena just then two scientific associations1 one for natural history and botany1 the other for mineralogy1 as it was then called4 ,many of the young students1 who had shown living interest and done active work in natural science1 were invited to become members by the ,president1 and this elevating pleasure was also offered to me4 ,at the moment ,i certainly possessed few qualifications for membership2 the most ,i could say was that my faculty for arranging and classifying might be made of some use in the ,natural ,history ,society1 and this1 indeed1 actually came to pass4 ,although my admission to this society had no great effect upon my later life1 because it was dissolved at the death of its founder1 and ,i did not keep up my acquaintance with the other members afterwards1 yet it awakened that yearning towards higher scientific knowledge which now began to make itself forcibly felt within me4 ,during my residence at the university ,i lived in a very retired and economical way2 my imperfect education1 my disposition1 and the state of my purse alike contributing to this4 ,i seldom appeared at places of public resort1 and in my reserved way ,i made my brother 7,traugott7 my only companion2 he was studying medicine in ,jena during the first year of my residence there4#bb ,the theatre alone1 of which ,i was still passionately fond1 ,i visited now and then4 ,in the second year of this first studentship1 in spite of my quiet life1 ,i found myself in an awkward position4 ,it began1 indeed1 with my entrance into the university1 but did not come to a head till my third half-year4 ,when ,i went to the university1 my father gave me a bank draft for a small amount to cover my expenses1 not only for the first half-year1 but for the entire residence1 ,i think4 ,my brother1 who1 as ,i said1 was with me at ,jena for the first year1 wished me to lend him part of my allowance1 all of which ,i did not then require1 whereas he was for the moment in difficulties4 ,he hoped soon to be able to repay me the money4 ,i gladly gave him the greater part of my little draft2 but unfortunately ,i could not get the money back1 and therefore found myself in greater and greater difficulties4 ,my position became terribly urgent2 my small allowance had come to an end by the close of the first year1 but ,i could not bring myself to leave the university1 especially now that a yearning for scientific knowledge had seized me1 and ,i hoped for great things from my studies4 ,besides1 ,i thought that my father might be induced to support me at the university another half-year4 ,my father would hear nothing of this so far as he was concerned2 and my trustee would not agree to the conditions offered by my father 7to cover an advance72 so ,i had to pay the penalty of their obstinacy4 ,towards the end of my third half-year the urgency of my difficulties increased4 ,i owed the keeper of an eating-house 7for meals7 thirty thalers1 if ,i am not mistaken4 ,as this man had caused me to be summoned for payment several times before the ,senate of the ,university1 and ,i had never been able to pay1 and as he had even addressed my father1 only to receive from him a sharp refusal to entertain the matter1 ,i was threatened with imprisonment in the case of longer default of payment4 ,and ,i actually had to submit to this punishment4 ,my step-mother inflamed the displeasure of my father1 and rejoiced at his inflexibility4 ,my trustee1 who still had the disposal of some property of mine1 could have helped me1 but did not1 because the letter of the law was against any interference from his side4 ,each one hoped by the continuance of my sorry plight to break the stubbornness of the other4 ,i served as scapegoat to the caprices of the obstinate couple1 and languished as such nine weeks long in the university prison at ,jena4#bc ,at last my father consented to advance me money on my formally abandoning1 before the university board1 all claim on his property in the shape of inheritance2 and so1 in the end1 ,i got free4 ,in spite of the gloom into which my position as a prisoner plunged me1 the time of my arrest was not utterly barren4 ,my late endeavours towards scientific knowledge had made me more and more conscious of my need of a solid foundation in my knowledge of ,latin2 therefore ,i now tried to supply deficiencies to the extent of my ability1 and with the help of a friend4 ,it was extremely hard to me1 this working my way through the dead and fragmentary teaching of an elementary grammar4 ,it always seemed to me as if the mere outer acquisition of a language could but little help forward my true inner desire for knowledge1 which was deeply in earnest1 and was the result of my own free choice4 ,but wherever the knowledge of language linked itself to definite external impressions1 and ,i was able to perceive its connection with facts1 as1 for instance1 in the scientific nomenclature of botany1 ,i could quickly make myself master of it4 ,this peculiarity of mind passed by me unnoticed at the time2 ,i knew and understood too little1 nay1 indeed1 almost nothing of myself as yet1 even as regards the actions of my every-day life4 ,a second occupation of this prison period was the preparation of an exercise 7or academical thesis7 in geometry1 which ,i undertook that ,i might the sooner obtain an independent position in some profession4 ,thirdly1 ,i studied ,winckelmann's ,letters on ,art4 ,through them some germs of higher artistic feeling may have been awakened within me2 for ,i examined the engravings which the work contains with intense delight4 ,i could quite perceive the glow of pleasure that they aroused1 but at the time ,i took little account of this influence1 and indeed the feeling for art altogether was late in developing itself in me4 ,when ,i now glance over the earlier and later1 the greater and smaller1 artistic emotions which have swayed me1 and observe their source and direction1 ,i see that it was with arts 7sculpture as well as music7 as it was with languages--,i never succeeded in accomplishing the outward acquisition of them3 yet ,i now feel vividly that ,i1 too1 might have been capable of something in art had ,i had an artistic education4 ,further1 there came into my hands1 during the time of my imprisonment1 a bad translation of an abridgment of the ,zendavesta4 ,the discovery in these ancient ,persian ,scriptures of similar life-truths to our own1 and yet coupled with a quite separate religious standpoint from ours1 aroused my attention1 and gave some feeling of universality to my life and thought2 this1 however1 disappeared as quickly as it had come4 ,by the beginning of the summer term in #ahja ,i was at length set free from arrest4 ,i at once left ,jena and my academical career1 and returned to my father's house4 ,i was just nineteen years old4 ,it was but natural that ,i should enter my parents' house with heavy heart1 overclouded soul1 and oppressed mind4 ,but spring warmed and awakened all nature once more1 and recalled to life1 too1 my slumbering desire for better things4 ,as yet ,i had busied myself but little with ,german literature1 and the names of ,schiller1 ,goethe1 ,wieland1 and the rest ,i now1 for the first time1 began to learn4 ,in this1 too1 it was with me as in so many other things2 any mental influence that came before me ,i had either to fully interweave with my inner life1 or else altogether to forego its acquisition4 ,with this peculiarity of temperament1 ,i could master only a rather restricted amount of mental material4 ,my father's library was once more ransacked4 ,i found not much that was of any use to me1 for it contained chiefly theological works2 but ,i seized with the greatest enjoyment on a book which had come out some ten years before in ,gotha1 a general view of all the sciences and fine arts in their various ramifications1 with a short sketch of the object of the several sciences and of the literature of each department4 ,the arrangement was based upon the usual division of the faculties1 but it served to give me a general outlook1 long desired1 over the whole of human knowledge1 and ,i was right glad to have found this ,mappe du monde litteraire--for that was its title4 ,i resolved to turn this book to the best advantage ,i could1 and set about putting my resolution into practice4 ,in order to make a collection of comprehensive extracts of scientific matters from the several periodicals received by my father 7who shared for that purpose in a joint subscription with other preachers and educated people71 ,i had already begun a sort of diary4 ,the form of this journal was shapeless--everything was put down as it came1 one thing after the other2 and thereby the use of it all was rendered very inconvenient4 ,now1 however1 ,i perceived the value of division according to a settled plan1 and soon hit upon a scheme of procedure4 ,i aimed at collecting all that seemed worthy to be known1 all that was necessary for cultured men in general1 and for myself in my own calling in particular2 and this rich treasure was to be brought out under favourable circumstances1 or whenever need was1 from its storehouse4 ,also ,i desired to acquire a general idea of those subjects which the craving for knowledge1 growing ever more and more sharp within my soul1 was always urging me thoroughly to work through over again4 ,i felt happy in my work2 and ,i had already been chained to my task for several days1 from early morning till late at night1 in my little distant chamber with its iron-barred windows1 when my father suddenly and unexpectedly walked into the room4 ,he looked over what ,i had done1 and remarked the quantity of paper used over it1 which indeed was not small4 ,upon this cursory inspection he held my work for a foolish waste of time and paper2 and it would have been all over with my labour of love for that time1 if my brother 7,christoph71 who had so often stood as protector by my side1 had not just then been on a visit with us4 ,he had become the minister of a place which lay a few hours' journey from ,oberweissbach1 and at this moment was staying with my parents4 ,my father at once told him of what he considered my useless1 if not indeed injurious occupation2 but my brother saw it differently4 ,i ventured1 therefore1 to continue1 with the silent permission of my father4 ,and indeed the work proved of actual service to me1 for it brought a certain order1 breadth1 and firmness into my ideas which had the most beneficial effect upon me4 ,my father now strove to procure me a settled position in my chosen calling2 or at all events to provide some active work which would bring me into nearer connection with it4 ,and for this purpose a fortunate opportunity soon offered4 ,some of my father's relatives had property in the district of ,hildburghausen1 managed by a steward4 ,the friendly footing on which my father stood with these relatives permitted me to study practical farming under this steward4 ,there ,i took part in all the ordinary farming occupations4 ,these1 however1 did not attract me greatly1 and ,i ought to have at once discovered what an unsuitable career ,i had chosen1 if ,i had but understood my own nature4 ,the thing that most painfully occupied my mind at this time was the absence of cordial understanding between me and my father4 ,at the same time ,i could not help esteeming and honouring him4 ,notwithstanding his advanced age he was still as strong and as healthy in body as in mind1 penetrating in speech and counsel1 vigorous in fulfilment and actual work1 earnest1 nay1 hard1 in address4 ,he had a firm1 strong will1 and at the same time was filled with noble1 self-sacrificing endeavour4 ,he never shirked skirmish nor battle in the cause of what he deemed the better part2 he carried his pen into action1 as a soldier carries his sword1 for the true1 the good1 and the right4 ,i saw that my father was growing old and was drawing near the grave1 and it made me sorry to feel that ,i was yet a stranger to such a father4 ,i loved him1 and felt how much good resulted from that love2 so ,i took the resolution to write to my father1 and by letter to show him my true nature1 so far as ,i could understand myself4 ,long did ,i revolve this letter in my mind2 never did ,i feel strength nor courage to write it4 ,meanwhile a letter called me back home in ,november1 after ,i had been some months engaged on the estate4 ,i was called upon to help my father1 now quite weak and almost bedridden2 at all events ,i could assist him in his correspondence4 ,family and other cares and the activities of life absorbed my whole time4 ,what ,i meant to have done in my letter now happily became possible in speech from man to man1 in glances from eye to eye4 ,my father was occupied by cares for my future prospects up till the end4 ,he died in ,february #ahjb4 ,may his enlightened spirit look down full of peace and blessing upon me as ,i write2 may he now be content with that son who so loved him6 ,i now stood in every respect my own master1 and might decide the direction of my future life for myself1 according to the circumstances which lay around me4 ,with this intention ,i once more left the paternal roof at ,easter1 to undertake the post of clerk in the ,office of ,woods and ,forests which formed one part of the general administration 7divided into ,treasury1 ,woods and ,forests1 and ,tithe departments7 of the as yet episcopal territory of ,bamberg4#bd ,my district lay amidst unusual and lovely scenery2 my duties were light1 and when they were over ,i was free to roam in the neighbourhood1 now doubly beautiful in the springtime1 to live out my life in freedom1 and gain strength for mind and soul4 ,thus once again ,i lived much out of doors and in companionship with ,nature4 ,my chief was proud of the possession of a considerable library1 of which ,i made good use2 and in this manner many of the publications then issuing from the press1 and treating of matters connected with the occupation which ,i had chosen1 passed through my hands1 as well as those on other subjects4 ,i was especially attracted by some volumes which contained aphorisms1 thoughts1 and observations on conduct1 selected from ancient and modern writers and thinkers4 ,my character grew upon and entwined itself around these aphorisms1 which ,i could easily glance over1 and as easily retain1 and1 more than all1 which ,i could weave into my own life and thoughts1 and by which ,i could examine my conduct4 ,i made extracts of those which were in closest accord with my inner life1 and bore them always about my person4 ,amidst these surroundings my life contained many elements of growth4 ,although my chief1 as well as his family1 was a strong ,roman ,catholic1 he chose a 7,protestant7 private tutor recommended to him by ,professor ,carus4 ,this gentleman had many excellent qualities1 so that we soon became great friends4 ,we had also both of us the pleasure of being acquainted with some highly-cultured people1 the families of the physician1 of the minister1 and of the schoolmaster in the neighbouring ,protestant village1 which was as yet still a fief of the ,empire4#be ,my friend the tutor was a young man quite out of the common1 with an actively inquiring mind2 especially fond of making plans for wide-stretching travel1 and comprehensive schemes of education4 ,our intercourse and our life together were very confidential and open1 for the subjects he cared for were those dear to me2 but we were of diametrically opposite natures4 ,he was a man of scholastic training1 and ,i had been deficiently educated4 ,he was a youth who had plunged into strife with the world and society2 my thought was how to live in peace with myself and all men4 ,besides1 our outward lives bore such different aspects that a truly intimate friendship could not exist between us4 ,nevertheless our very contrasts bound us more closely together than we deemed4 ,practical land surveying at this time chiefly interested me1 for it at once satisfied my love for out-of-doors life1 and fully occupied my intelligence4 ,but the everlasting scribbling which now fell to my share ,i could not long endure1 in spite of my otherwise pleasant life4 ,early in the spring of #ahjc ,i left my situation and went to ,bamberg1 feeling sure that the political changes by which ,bamberg had been transferred to ,bavaria1 and the general survey of the district which was therefore in contemplation1 would immediately provide me with a sphere of work suited to my capabilities4 ,my expectations were not falsified4 ,in pursuance of my plan ,i introduced myself to the land-surveyors in ,bamberg1 and at once received employment from one of them4 ,he had had considerable surveys in hand1 and was still engaged upon them4 ,as ,i showed some proficiency in mapping1 he entrusted me with the preparation of the necessary maps which accompanied the surveys4 ,this kept me employed for some time on work sufficiently remunerative for my needs4 ,of course the question in hand with the new ,government was the appointment of land-surveyors1 and those who were resident in the town were invited to send in maps of ,bamberg as specimens of their work4 ,through the instruction ,i had enjoyed in my youth ,i was not unacquainted with such work4 ,i therefore took pleasure in drawing a map1 which ,i sent in4 ,my work was approved1 and ,i received something for it2 but being a stranger1 inexperienced1 and young1 and having hardly taken the best way towards my purposed aim1 ,i obtained no appointment4 ,after ,i had finished the work ,i have mentioned the survey of a small private property was put into my hands to carry out4 ,from this engagement ensued consequences which were most important for me4 ,i note only one point here4 ,one of the joint owners of this property was a young doctor of philosophy1 who leaned towards the new school of ,schelling4 ,it could hardly be expected but that we should talk over things which stirred our mental life1 and so it came about that he lent me ,schelling's ,bruno1 oder ueber die ,welt-seele#bf to read4 ,what ,i read in that book moved me profoundly1 and ,i thought ,i really understood it4 ,the friendly young fellow1 not much older than myself--we had already met in ,jena1--saw the lively interest ,i was taking in the book1 and1 in fact1 ,i talked it over with him many a time4 ,one day1 after we had been to see an important picture-gallery together1 he addressed me in these words1 which from his mouth sounded startlingly strange1 and which at the time seemed to me inexplicable3-- ,guard yourself against philosophy2 she leads you towards doubt and darkness4 ,devote yourself to art1 which gives life1 peace1 and joy4 ,it is true ,i retained the young man's words1 but ,i could not understand them1 for ,i regarded philosophy as a necessary part of the life of mankind1 and could not grasp the notion that one could be verging towards darkness and doubt when one calmly investigated the inner life4 ,art1 on the other hand1 lay much further from me than philosophy2 for except a profound enjoyment in works of art 7for which ,i could give no clear reason71 no glimmering of an active aesthetic sense had yet dawned upon me4 ,this remark of my friend the doctor's called my attention to myself1 however1 and to my life and its aim1 and made me aware of two very different and widely separate systems of life4 ,my friend1 the tutor of the ,government official under whom ,i had served at ,bamberg1 had in the meantime left his situation4 ,he told me before leaving that he had it in his mind to go to ,frankfurt1 and thence into ,france4 ,i saw his departure with regret1 little dreaming that life would in a few years bring us together again1 and that he would indirectly decide my future career4 ,but1 as it so often happens in life1 parting in this instance but led up to meeting1 and meeting to parting4 ,the occurrences ,i have named had little result upon my outward life1 which for the time ran its peaceful course4 ,i pass over many circumstances important to the uplifting and development of my character and my moral life1 and come at once to the close of my stay in ,bamberg4 ,i had now once more earnestly to turn my attention to procuring certain and settled employment4 ,in truth1 as regarded my future1 ,i stood quite alone4 ,i had no one to lend me a helping hand1 so ,i made up my mind to go forward1 trusting only in ,god and destiny4 ,i determined to seek for a situation by means of the ,allgemeine ,anzeiger der ,deutschen1#bg a paper then very much read1 and ,i thought it would be good to send in to the editor1 as a proof of my assertions of competency1 an architectural design1 and also a specimen of my work in practical surveying1 together with explanations of both of them4 ,as soon as my plan was fully conceived ,i set to work at it4 ,for the architectural sketch ,i chose a design of a nobleman's country mansion1 with the surrounding outbuildings4 ,when ,i had finished it1 with very few professional appliances to help me1 it contained a complete working out of all the various necessary plans1 and as a critical test of its accuracy and suitability to the proposed scale of dimensions1 ,i added a statement of all the particulars and conditions involved in it4 ,for the land-surveying ,i chose a table of measurements compiled from the map ,i had previously drawn1 which ,i carried through under certain arbitrary assumptions4 ,these works1 together with my advertisement1 ,i sent in #ahjc to the office of the paper ,i have mentioned1 with the request that the editor1 after reading my testimonials and inspecting my work1 would add a few confirmatory words as to my qualifications4 ,work and testimonials alike were to the satisfaction of the editor1 and my request for an editorial comment was granted4 ,i received several offers1 each one containing something tempting about it4 ,it was difficult to make a choice1 but at last ,i decided to accept a position offered me as private secretary to the ,president and ,privy-,councillor ,von ,dewitz1 of ,mecklenburg-,strelitz1 at this time resident on one of his estates1 ,gross-,milchow4 ,amongst the other offers was one from ,privy-,councillor ,von ,voldersdorf1 who was looking out for an accountant for his estates in the ,oberpfalz4#bh ,this situation did not suit me so well as the other1 but ,i accepted a proposition to fill up the time till the arrangements for the other post had been completed1 by going down to these estates of ,herr ,von ,voldersdorf1 and bringing into order1 according to a certain specified plan1 the heavy accounts of his steward1 which were at this time much in arrear4 ,i set off for the ,oberpfalz in the first days of #ahjd4 ,but ,i was soon called away to ,mecklenburg to the situation at ,gross-,milchow which ,i had definitively chosen1 and in the raw1 frightfully severe winter-time of ,february ,i journeyed thither by the mail-coach4 ,yet1 short as had been my stay in the ,oberpfalz1 and continual and uninterrupted as had been my labour in order that ,i might get through the work ,i had undertaken1 the time ,i spent in ,bavaria yielded me much that was instructive4 ,the men1 ingenuous1 lively young fellows from ,saxony and ,prussia1 received me very kindly1 and the variety of their different services and their readiness to talk about them1 gave me a good insight into the inner relationship between the landed aristocracy and their retainers4 ,in recalling these circumstances ,i thankfully acknowledge how my ever-tender loving destiny took pains kindly to prepare me for each vocation next to come4 ,i had never before had the opportunity to see the mode of keeping accounts used on a great estate1 to say nothing of keeping them myself1 and here ,i had this very work to do1 and that after a plan both ample and clear1 in which every particular1 down to the single details1 was carefully provided for4 ,this was of the greatest service to me4 ,precisely the conduct of such well-ordered accounts was to be my work later on2 therefore1 having the general plan ,i have referred to firmly established in my mind1 and being well practised in its operation1 ,i set off well prepared for my new sphere of work4 ,thanks to this1 ,i was able to satisfy most completely not only my new employer1 but also his lady1 who used to examine everything minutely with severe scrutiny4 ,the surroundings of ,herr ,von ,dewitz's estate were uncommonly pretty for that part of the country4 ,lakes and hills and the fresh foliage of trees abounded1 and what ,nature had perhaps overlooked here and there ,art had made good4 ,my good fortune has always led me amongst pretty natural scenery4 ,i have ever thankfully enjoyed what ,nature has spread before my eyes1 and she has always been in true motherly unity with me4 ,as soon as ,i had gained some facility in it my new work became simple1 ran its regular course which was repeated week by week1 and gave me time to think about my own improvement4 ,however1 my engagement on this estate was1 after all1 but a short one4 ,the bent of my life and disposition was already taken4 ,a star had arisen within my mind which ,i was impelled to follow4 ,on this account ,i could regard my employment at this time only as a sheet anchor1 to be let go as soon as an opportunity offered itself to resume my vocation4 ,this opportunity was not long in making its appearance4 ,my uncle 7,hoffmann71 who1 like my brother1 bore me always lovingly in his thoughts1 had lately died4 ,even on his deathbed he thought of me1 and charged my brother to do all he could to find me some settled occupation for life1 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 elsewhere4 ,providence willed it otherwise4 ,his death1 through the small inheritance which thereby came to me1 gave me the means of fulfilling the dearest wish of my heart4 ,so wonderfully does ,god direct the fate of men4 ,i must mention one circumstance before ,i part for ever in this account of my life from my gentle1 loving second-father4 ,on my journey to ,mecklenburg1 when ,i saw my uncle 7at ,stadt-,ilm7 for the last time1 ,i had the deep joy of a talk with him1 such as a trusting father might hold with his grown-up son1 bound to him by every tie of affection4 ,he freely pointed out the faults which had shown themselves in my boyhood1 and told me of the anxiety they had at one time caused him1 and in this way he went back to the time when ,i was taken into his family1 and to the causes of that4 ,i loved your mother very dearly1 said he2 indeed1 she was my favourite out of all my brothers and sisters4 ,in you ,i seemed to see my sister once more1 and for her love ,i took charge of you and bestowed on you that affection which hitherto had been hers alone4 ,and dear as my own mother had become to me already through the many kind things ,i had heard said of her1 so that ,i had even formed a distinct conception of what she was like1 and seemed actually to remember her1 she became even dearer to me after these reminiscences of my uncle than before1 for did ,i not owe to her this noble and high-minded second-father8 ,my conversation with my uncle first made clear to me what in later life ,i have found repeatedly confirmed--that the sources1 springs or motives of one's present actions often lie far away beyond the present time1 outside the present circumstances1 and altogether disconnected with the persons with whom one is concerned at the moment then passing4 ,i have also repeatedly observed in the course of my life that ties are the faster1 the more enduring and the truer the more they spring from higher1 universal1 and impersonal sources4 ,the person who in ,mecklenburg stood next above me in position in the house and in the family was the private tutor1 whom ,i found already there--a young doctor of philosophy of ,goettingen ,university4 ,we did not come much into contact on the whole since he as a university graduate took a far higher stand than ,i2 but through ,i came into some connection with the clergymen of the district1 and this was of benefit to me4 ,as for the farmers the bailiffs1 etc41 their hospitable nature was quite sufficient of itself to afford me a hearty welcome4 ,thus ,i lived in a way ,i had for a long time felt ,i much needed1 amidst many-sided companionable good-fellowship1 cheerful and free4 ,healthy as ,i was in body and soul1 in head and heart1 my thoughts full of brightness and cheerfulness1 it was not long before my mind again felt an eager desire for higher culture4 ,the young tutor went away1 and after his departure my craving for culture grew keener and keener1 for ,i missed the intellectual converse ,i had been able to hold with him4 ,but ,i was soon again to receive succour4 ,the ,president1#bi besides the family at home1 had two sons at the ,paedagogium in ,halle4#cj ,they came to visit their parents1 accompanied by their special tutor1 a gentleman destined to become famous later on as the renowned scholar1 ,dr4 ,wollweide4 ,dr4 ,wollweide was a mathematician and a physicist1 and ,i found him freely communicative4 ,he was so kind as to mention and explain to me the many various problems he had set before himself to work out4 ,this caused my long slumbering and suppressed love for mathematics as a science1 and for physics1 to spring up again1 fully awake4 ,for some time past my tendency had leaned more and more towards architecture1 and1 indeed1 ,i had now firmly determined to choose that as my profession1 and to study it henceforth with all earnestness4 ,my intellectual cravings and the choice of a profession seemed at last to run together1 and ,i felt continually bright and happy at the thought4 ,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 me1 and my first care was to become possessed of them4 ,architecture was now vigorously studied1 and other books1 too1 were not suffered to lie idle4 ,the following books took great hold upon me3 ,proeschke's ,fragments on ,anthropology 7a small unpretending book71 ,novalis' ,works1 and ,arndt's ,germany and ,europe4#ca ,the first of these at one stroke drew together1 so that ,i could recognise in them myself as a connected whole1 my outer existence1 my inner character1 my disposition1 and the course of my life4 ,i for the first time realised myself and my life as a single entity in contrast to the whole world outside of me4#cb ,the second book lay before me the most secret emotions1 perceptions1 and intentions of my inmost soul1 clear1 open1 and vivid4 ,if ,i parted with that book it seemed as if ,i had parted with myself2 if anything happened to the book ,i felt as though it had happened to me1 only more deeply and with greater pain4 ,the third book taught me of man in his broad historical relations1 set before me the general life of my kind as one great whole1 and showed me how ,i was bound to my own nation1 both to my ancestors and my contemporaries4 ,yet the service this last book had done me was hardly recognised at this time2 for my thoughts were bent on a definite outward aim1 that of becoming an architect4 ,but ,i could at all events recognise the new eager life which had seized me1 and to mark this change to myself1 ,i now began to use as a ,christian name the last instead of the first of my baptismal names4#cc ,other circumstances also impelled me to make this change2 and1 further1 it freed me from the memory of the many disagreeable impressions of my boyhood which clustered round the name ,i was then called4 ,the time had come when ,i could no longer remain satisfied with my present occupation2 and ,i therefore sent in my resignation4 ,the immediate outward circumstance which decided me was this4 ,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 ,bamberg1 and who left his situation to go to ,frankfurt1 and then on into ,france4#cd ,he had afterwards lived some time in ,frankfurt1 occupying himself with teaching1 and now was again a private tutor in a merchant's house in the ,netherlands4 ,i imparted to him my desire to leave my present post1 and to seek a situation with an architect2 and asked his opinion whether ,i should not be most likely to effect my object at ,frankfurt1 where so many streams of diverse life and of men intermingle4 ,and as my friend was accurately acquainted with the ins and outs of ,frankfurt life1 ,i asked him to give me such indications as he could of the best road to take towards the fulfilment of my designs4 ,my friend entered heartily into my project1 and wrote to me that he intended himself to spend some time in ,frankfurt again in the early summer2 and he suggested that if ,i could manage to be there at the same time1 a mutual consideration of the whole matter on the spot would be the best way of going to work4 ,in consequence of this ,i at once firmly decided to leave my situation in the following spring1 and to join my friend at ,frankfurt4 ,but where was ,i to find the money necessary for such a journey8 ,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 ,bamberg4 ,in this perplexity ,i wrote again to my eldest brother1 who had up till now understood me so well1 and ,i asked him for assistance4 ,i was at this time in a peculiar dilemma4 ,on the one hand1 ,i felt very keenly that ,i must get out of my present position1 while on the other1 by my unchanging changeableness ,i feared to wear out the indulgence and patience of my worthy brother4 ,in this strait ,i just gave him what seemed to me as ,i wrote it an exact account of my real state of mind2 telling him that ,i could only find my life-aim in a continual striving towards inward perfection4 ,my brother's answer arrived4 ,with a joyful tremor and agitation ,i held it in my hands4 ,for hours together ,i carried it about me before ,i unsealed it1 for days together before ,i read it2 it seemed so improbable that my brother would feel himself able to help me towards the accomplishment of the desire of my soul1 and ,i feared to find in that letter the frustration of my life's endeavour4 ,when1 after some days of vacillation between hope and doubt1 ,i could bear the situation no longer1 and opened the letter1 ,i was not a little astonished that it began by addressing me at once in terms of the most moving sympathy4 ,as ,i read on the contents agitated me deeply4 ,the letter gave me the news of my beloved uncle's death1 and informed me of legacies left by him to me and my brothers4 ,thus fate itself1 though in a manner so deeply affecting1 provided me with the means for working out my next plan4 ,the die was now cast4 ,from this moment onwards my inner life received a quite new signification and a fresh character1 and yet ,i was unconscious of all this4 ,i was like a tree which flowers and knows it not4 ,my inward and outward vocation and endeavour1 my true life-destiny and my apparent life-aim were still1 however1 in a state of separation1 and indeed of conflict1 of which ,i had not the remotest conception4 ,my resolve held firm to make architecture my profession2 it was purely as a future architect that ,i took leave of all my companions4 ,at the end of ,april #ahje1 with peace in my heart1 cheerfulness in my soul1 an eager disposition1 and a mind full of energy1 ,i quitted my old surroundings4 ,the first days of an unusually lovely ,may 7and ,i might here again recall what ,i pointed out above1 that my inner and personal life invariably went familiarly hand in hand with external ,nature7 ,i spent with a friend1 as a holiday1 in the best sense of the word4 ,this was a dear friend of mine1 who lived on an exceedingly finely-situated farm in the ,uckermark4#ce ,art had improved the beauty of the somewhat simple natural features of the place1 in the most cunningly-devised fashion4 ,in this beautiful1 retired1 and even solitary spot1 ,i flitted1 as it were1 from one flower to another like a very butterfly4 ,i had always passionately loved ,nature in her adornments of colour and of dewy pearls1 and clung to her closely with the gladsomeness of youth4 ,here ,i made the discovery that a landscape which we look upon in sympathetic mood shines with enhanced brilliancy2 or as ,i put the truth into words at the time1 ,the more intimately we attach ourselves to ,nature1 the more she glows with beauty and returns us all our affection4 ,this was the first time my mind had ventured to give expression to a sentiment which thrilled my soul4 ,often in later life has this phrase proved itself a very truth to me4 ,my friend one day begged me to write something in his album3 ,i did so unwillingly4 ,to write anything borrowed went against me1 for it jarred with the relations existing between me and the book's owner2 and to think of anything original was a task ,i felt to be almost beyond my powers4 ,however1 after long thinking it over in the open air1 comparing my friend's life and my own in all their aspects1 ,i decided upon the following phrase3--,to thee may destiny soon grant a settled home and a loving wife6 ,to me1 while she drives me restless abroad1 may she leave but just so much time as to allow me fairly to discern my relations with my inmost self and with the world4 ,then my thoughts grew clear1 and ,i continued1 ,thou givest man bread2 let my aim be to give man himself4 ,i did not even then fully apprehend the meaning of what ,i had said and written1 or ,i could not of course have held so firmly to my architecture scheme4 ,i knew as yet neither myself nor my real life1 neither my goal nor my life's path thither4 ,and long afterwards1 when ,i had for some time been engaged upon my true vocation1 ,i was not a little astonished over the prophetic nature of this album-phrase of mine4 ,in later life ,i have often observed that a man's spirit1 when it first begins to stir within him1 utters many a far-away prophetic thought1 which yet1 in riper age1 attains its realisation1 its consummation4 ,i have especially noticed this recently in bright-minded and active children2 in fact1 ,i have often been quite astounded at the really deep truths expressed by them in their butterfly life4 ,i seemed to catch glimpses of a symbolic truth in this2 as if indeed the human soul were even already beginning to shake itself free from its chrysalis-wrapping1 or were bursting off the last fragments of the eggshell4 ,in ,may #ahje1 while on my journey1 ,i visited my eldest brother1 of whom ,i have so often spoken1 and shall have yet so often to speak1 and found him in another district1 to which he had been appointed minister4 ,he was as kind and full of affection as ever2 and instead of blaming me1 spoke with especial approval of my new plans4 ,he told me of projects which had allured him in his youth1 and still allured1 but which he had lacked the strength of mind to speak of4 ,his father's advice and authority had overawed him in youth1 and now the chain of a settled position in life held him fast4 ,to follow the inward voice faithfully and without swerving was the advice he offered me1 and he wrote this memorandum in my album when ,i left him1 as a life motto3--,the task of man is a struggle towards an end4 ,do your duty as a man1 dear brother1 with firmness and resolution1 fight against the difficulties which will thrust themselves in your path1 and be assured you will attain the end4 ,thus cheered by sympathy and approval1 ,i went my way from my brother's1 strengthened and confirmed in my determination4 ,my road lay over the ,wartburg4#cf ,luther's life and fame were then not nearly so well appreciated and so generally understood as now1 after the ,tercentenary festival of the ,reformation4#cg ,my early education had not been of the kind to give me a complete survey of ,luther's life and its struggle2 ,i was hardly thoroughly acquainted indeed with the separate events of it4 ,yet ,i had learnt in some sort to appreciate this fighter for the truth1 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 ,sundays1 according to an old-fashioned ,church custom4#ch ,i was filled with a deep sense of reverence as ,i climbed ,luther's path1 thinking at the same time that ,luther had left much behind still to be done1 to be rooted out1 or to be built up4 ,shortly before ,midsummer ,day1 as ,i had arranged with my friend1 ,i reached ,frankfurt4 ,during my many weeks' journey in the lovely springtime1 my thoughts had had time to grow calm and collected4 ,my friend1 too1 was true to his word2 and we at once set to work together to prepare a prosperous future for me4 ,the plan of seeking a situation with an architect was still firmly held to1 and circumstances seemed favourable for its realisation2 but my friend at last advised me to secure a livelihood by giving lessons for a time1 until we should find something more definite than had yet appeared4 ,every prospect of a speedy fulfilment of my wishes seemed to offer1 and yet in proportion as my hopes grew more clear1 a certain feeling of oppression manifested itself more and more within me4 ,i soon began seriously to ask myself1 therefore3-- ,how is this8 ,canst thou do work in architecture worthy of a man's life8 ,canst thou use it to the culture and the ennoblement of mankind8 ,i answered my own question to my satisfaction4 ,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 me4 ,notwithstanding this1 ,i still remained faithful to my original scheme1 and soon began to study under an architect with a view to fitting myself for my new profession4 ,my friend1 unceasingly working towards the accomplishment of my views1 introduced me to a friend of his1 ,herr ,gruner1 the headmaster at that time of the ,frankfurt ,model ,school1#ci which had not long been established4 ,here ,i found open-minded young people who met me readily and ingenuously1 and our conversation soon ranged freely over life and its many-sided aspects4 ,my own life and its object were also brought forward and talked over4 ,i spoke openly1 manifesting myself just as ,i was1 saying what ,i knew and what ,i did not know about myself4 ,oh1 said ,gruner1 turning to me1 give up architecture2 it is not your vocation at all4 ,become a teacher4 ,we want a teacher in our own school4 ,say you agree1 and the place shall be yours4 ,my friend was for accepting ,gruner's proposal1 and ,i began to hesitate4 ,added to this1 an external circumstance now came to my knowledge which hastened my decision4 ,i received the news namely1 that the whole of my testimonials1 and particularly those that ,i had received in ,jena1 which were amongst them1 had been lost4 ,they had been sent to a gentleman who took a lively interest in my affairs1 and ,i never found out through what mischance they were lost4 ,i now read this to mean that ,providence itself had thus broken up the bridge behind me1 and cut off all return4 ,i deliberated no longer1 but eagerly and joyfully seized the hand held out to me1 and quickly became a teacher in the ,model ,school of ,frankfurt-on-the-,main4#dj ,the watchword of teaching and of education was at this time the name of ,,pestalozzi4 ,it soon became evident to me that ,pestalozzi was to be the watchword of my life also2 for not only ,gruner1 but also a second teacher at the school1 were pupils of ,pestalozzi1 and the first-named had even written a book on his method of teaching4 ,the name had a magnetic effect upon me1 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 known1 yet distinct enough1 and at all events inspiriting4 ,and now ,i recalled how in my early boyhood1 in my father's house1 ,i had got a certain piece of news out of some newspaper or another1 or at least that is how the matter stood in my memory4 ,i gathered that in ,switzerland a man of forty1 who lived retired from the world1--,pestalozzi by name1--had taught himself1 alone and unaided1 reading1 writing1 and arithmetic4 ,just at that time ,i was feeling the slowness and insufficiency of my own development1 and this news quieted me1 and filled me with the hope and trust that ,i1 too1 might1 through my own endeavour1 repair the deficiencies of my bringing-up4 ,as ,i have grown older ,i have also found it consolatory to remark how the culture of vigorous1 capable men has not seldom been acquired remarkably late in life4 ,and in general ,i must acknowledge it as part of the groundwork underlying my life and the evolution of my character1 that the contemplation of the actual existences of real men always wrought upon my soul1 as it were1 by a fruitful rain and the genial warmth of sunshine2 while the isolated truths these lives enshrined1 the principles those who lived them had thought out and embodied in some phrase or another1 fell as precious seed-corn1 as it were1 or as solvent salt crystals upon my thirsty spirit4 ,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 men4 ,i mention it here1 but ,i shall have to return to the subject later on4#da ,now to return to the new life which ,i had begun4 ,it was only to be expected that each thing and all things ,i heard of ,pestalozzi seized powerfully upon me2 and this more especially applies to a sketchy narrative of his life1 his aims1 and his struggles1 which ,i found in a literary newspaper1 where also was stated ,pestalozzi's well-known desire and endeavour--namely1 in some nook or corner of the world1 no matter where1 to build up an institution for the education of the poor1 after his own heart4 ,this narrative1 especially the last point of it1 was to my heart like oil poured on fire4 ,there and then the resolution was taken to go and look upon this man who could so think and so endeavour to act1 and to study his life and its work4 ,three days afterwards 7it was towards the end of ,august #ahje7 ,i was already on the road to ,yverdon1#db where ,pestalozzi had not long before established himself4 ,once arrived there1 and having met with the friendliest reception by ,pestalozzi and his teachers1 because of my introductions from ,gruner and his colleagues1 ,i was taken1 like every other visitor1 to the class-rooms1 and there left more or less to my own devices4 ,i was still very inexperienced1 both in the theory and practice of teaching1 relying chiefly in such things upon my memory of my own school-time1 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 system4 ,the latter point1 indeed1 was neither clearly thought out1 nor was it worked out in practice4 ,what ,i saw was to me at once elevating and depressing1 arousing and also bewildering4 ,my visit lasted only a fortnight4 ,i worked away and tried to take in as much as ,i could2 especially as1 to help me in the duties ,i had undertaken1 ,i felt impelled to give a faithful account in writing of my views on the whole system1 and the effect it had produced upon me4 ,with this idea ,i tried to hold fast in my memory all ,i heard4 ,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 ,pestalozzi1 much as ,i desired to do so4 ,at that time the life there was especially vigorous2 internally and externally it was a living1 moving1 stirring existence1 for ,prince ,hardenberg1 commissioned by the ,austrian ,government1 had come to examine thoroughly into ,pestalozzi's work4#dc ,the fruits of my short stay with ,pestalozzi were as follows3-- ,in the first place1 ,i saw the whole training of a great educational institution1 worked upon a clear and firmly-settled plan of teaching4 ,i still possess the teaching-plan of ,pestalozzi's institution in use at that time4 ,this teaching-plan contains1 in my opinion1 much that is excellent1 somewhat also that is prejudicial4 ,excellent1 ,i thought1 was the contrivance of the so-called exchange classes4#dd ,in each subject the instruction was always given through the entire establishment at the same time4 ,thus the subjects for teaching were settled for every class1 but the pupils were distributed amongst the various classes according to their proficiency in the subject in hand1 so that the whole body of pupils was redistributed in quite a distinct division for each subject4 ,the advantage of this contrivance struck me as so undeniable and so forcible that ,i have never since relinquished it in my educational work1 nor could ,i now bring myself to do so4 ,the prejudicial side of the teaching-plan1 against which ,i intuitively rebelled1 although my own tendencies on the subject were as yet so vague and dim1 lay1 in my opinion1 in its incompleteness and its onesidedness4 ,several subjects of teaching and education highly important to the all-round harmonious development of a man seemed to me thrust far too much into the background1 treated in step-motherly fashion1 and superficially worked out4 ,the results of the arithmetical teaching astounded me1 yet ,i could not follow it into its larger applications and wider extent4 ,the mechanical rules of this branch of instruction seemed to whirl me round and round as in a whirlpool4 ,the teacher was ,kruesi4 ,the teaching1 in spite of the brilliant results within its own circle1 and in spite of the sharpness of the quickened powers of perception and comprehension in the children by which it attained those results1 yet1 to my personal taste1 had something too positive in its setting forth1 too mechanical in its reception4 ,and ,josias ,schmid#de had already1 even at that time1 felt the imperfection of this branch of instruction4 ,he imparted to me the first ground-principles of his later work on the subject1 and his ideas at once commanded my approval1 for ,i saw they possessed two important properties1 manysidedness and an exhaustive scientific basis4 ,the teaching of drawing was also very incomplete1 especially in its first commencement2 but drawing from right-angled prisms with equal sides1 in various lengths1 which was one of the exercises required at a later stage1 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 mind4 ,schmid's method of drawing had not yet appeared4 ,in physical geography1 the usual school course1 with its many-coloured maps1 had been left far behind4 ,tobler1 an active young man1 was the principal teacher in this section4 ,still1 even this branch had far too much positive instruction#df for me4 ,particularly unpleasant to me was the commencement of the course1 which began with an account of the bottom of the sea1 although the pupils could have no conception of their own as to its nature or dimensions4 ,nevertheless the teaching aroused astonishment1 and carried one involuntarily along with it through the impression made by the lightning-quickness of the answers of the children4 ,in natural history ,i heard only the botany4 ,the principal teacher1 who had also prepared the plan of instruction in this subject for all the school1 was ,hopf1 like the rest an active young man4 ,the school course arranged and carried out by him had much that was excellent4 ,in each separate instance--for example1 the shape and position of leaves1 flowers1 etc4--he would first obtain all the possible varieties of form by question and answer between the class and himself1 and then he would select from the results the form which was before them in nature4 ,these lessons1 which were in this way made so attractive1 and whose merits spoke for themselves1 showed1 however1 when it came to practical application1 an unpractical1 ,i had almost said1 a self-contradictory aspect4 7,when1 afterwards1 in #ahjh1 ,i visited ,yverdon for the second time1 ,i found to my regret neither ,tobler nor ,hopf there47 ,with the method used for the ,german language ,i could not at all bring myself into sympathy1 although it has been introduced into later school books elsewhere4 ,here also the arbitrary and non-productive style of teaching ran strongly counter to me at every step4 ,singing was taught from figures4#dg ,reading was taught from ,pestalozzi's well-known ,a4,b4,c4 ,memorandum4--,all this lay dark within me1 its value unrecognised even by myself4 ,but my intellectual position tended to become more settled by passing through these experiences4 ,as to my state at the time1 ,i have1 as accurately as may be1 described it above1 as at once exalted and depressed1 animated and dull4 ,that ,pestalozzi himself was carried away and bewildered by this great intellectual machine of his appears from the fact that he could never give any definite account of his idea1 his plan1 his intention4 ,he always said1 ,go and see for yourself 7very good for him who knew how to look1 how to hear1 how to perceive72 it works splendidly6#dh ,it was at that time1 indeed1 surprising and inexplicable to me that ,pestalozzi's loving character did not win every one's heart as it won mine1 and compel the staff of teachers to draw together into a connected whole1 penetrated with life and intellectual strength in every part4 ,his morning and evening addresses were deeply touching in their simplicity2 and yet ,i remarked in them even already at that time some slight traces of the unhappy dissensions afterwards to arise4#di ,i left ,yverdon in mid-,october 7#ahje7 with a settled resolution to return thither as soon as possible for a longer stay4 ,as soon as ,i got back to ,frankfurt1 ,i received my definite appointment from the ,consistorium4#ej ,the work that awaited me upon my arrival from ,switzerland at the ,model ,school 7which was1 in fact1 properly two schools1 one for boys and one for girls7 was a share in the arrangement of an entirely new educational course and teaching-plan for the whole establishment4 ,the school contained four or five classes of boys and two or three of girls2 altogether about two hundred children4 ,the staff consisted of four permanent masters and nine visiting masters4 ,as ,i threw myself heartily into the consideration of the necessities and the present position of the school1 and of the instruction given there1 the working out of this plan was left almost wholly in my hands1 under the conditions imposed upon us4 ,the scheme ,i produced not only succeeded in winning the approbation of the authorities1 but proved itself during a long period of service beneficial in the highest degree1 both to the institution itself and to its efficiency2 notwithstanding that it put the teachers to some considerable personal inconvenience1 as well as making larger claims upon their time than was usual4 ,the subjects of instruction which fell to my share were arithmetic1 drawing1 physical geography1 and ,german4 ,i generally taught in the middle classes4 ,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 eleven2 it seemed as if ,i had found something ,i had never known1 but always longed for1 always missed1 as if my life had at last discovered its native element4 ,i felt as happy as the fish in the water1 the bird in the air4 ,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 man1 as teacher1 and as educationist1 and which1 indeed1 soon absorbed the first within itself4 ,not long after my old friend1 to meet with whom ,i had come to ,frankfurt1 had introduced me to ,gruner1 he went back himself to his work as private tutor4 ,afterwards he heard of a family 7in ,frankfurt7 desiring a private tutor for the sons4 ,since he could not introduce me personally to this family he did so by letter1 and several weeks before my journey to ,yverdon he had1 in fact1 written to them about me in very kindly terms4 ,it was for three sons principally that instruction and education were required4 ,they came to see me1 and after they had gone their personal peculiarities and their previous teaching and training1 with the results1 were fully described to me1 and ,i was then consulted as to their future education4 ,now to education as an object#ea ,i had in truth never yet given a thought1 and the question threw me into great perplexity4 ,nevertheless it required an answer1 and moreover a precise answer4 ,in the life and circumstances of these lads ,i discovered frequent similarities with my own boyhood1 which sprang to my memory as ,i listened4 ,i could therefore answer the questions which were put to me out of the development and educational experiences of my own life2 and my reply1 torn as it was from actual life1 keenly felt and vigorously expressed1 bore upon it the stamp of truth4 ,it was satisfactory to the parents2 and education--development1 which hitherto had been subjective alone for me--that is1 as self-development--now took an objective form1 a change which was distinctly painful to me4 ,long1 long it was before ,i could bring this business of education into a form expressible by words4 ,i only knew education1 and ,i could only educate1 through direct personal association4 ,this1 then1 ,i cultivated to the best of my power1 following the path whither my vocation and my life now called me4 ,to say truth1 ,i had a silent inward reluctance towards private tutorship4 ,i felt the constant interruptions and the piece-meal nature of the work inseparable from the conditions of the case1 and hence ,i suspected that it might want vitality2 but the trusting indulgence with which ,i was met1 and especially the clear1 bright1 friendly glance which greeted me from the two younger lads1 decided me to undertake to give the boys lessons for two hours a day1 and to share their walks4 ,the actual teaching was to be in arithmetic and ,german4 ,the first was soon arranged4 ,i simply followed ,pestalozzi's course4 ,but as to the language ,i encountered great difficulties4 ,i began by teaching it from the regular school-books then used1 and indeed still in use4 ,i prepared myself to the best of my ability for each lesson1 and worked up whatever ,i felt myself ignorant of in the most careful and diligent way4 ,but the mode of teaching employed in these books frustrated my efforts4 ,i could neither get on myself nor get my pupils on with it4 ,so ,i began to take for my method ,pestalozzi's ,mothers' ,book4 ,in this way we went on much better1 but still ,i was not satisfied2 and1 indeed1 ,i may say that for a very long time no system of instruction in ,german did satisfy me4 ,in arithmetic1 by using the ,tables of ,units#eb in ,pestalozzi's pamphlet1 ,i arrived at the same results which ,i had seen in ,switzerland4 ,very often my pupils had the answer ready when the last word of the question had scarcely been spoken4 ,yet ,i presently found out some defects in this method of teaching1 of which ,i shall speak later on4#ec ,when we were out walking together1 ,i endeavoured to my utmost to penetrate into the lives of the children1 and so to influence them for good4 ,i lived my own early life over again1 but in a happier way1 for it now lay clear and intelligible before me in its special as well as its general characteristics4 ,all my thoughts and work were now directed to the subject of the culture and education of man4 ,this period of my life became full of zeal1 of active development1 of advancing culture1 and1 in consequence1 of happiness4 ,and my life in the ,model ,school also1 with my boys and with my excellent colleagues1 unusually clever men1 was very elevating and encouraging4 ,owing to the position and surroundings of the school buildings1 which1 though not apparently extensive as seen from the street1 contained a considerable courtyard and a spacious garden1 the scholars enjoyed perfect freedom of exercise1 and could play just as they liked in courtyard or garden2 with the result1 moreover1 of thereby affording a most important opportunity to the various teachers of becoming really intimate with the characters of the boys they taught4 ,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 week4 ,each adopted the method he liked best2 some preferred to occupy the time of the walk over a permanent subject2 others preferred leaving the subject to chance4 ,i usually occupied my class with botanising2 and also as geographical master1 ,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 surface3 on these and other perceptions gained in this way ,i based my instruction in physiography1 making them my point of departure4 ,the town was at once my starting-place and my centre4 ,from it ,i extended our observations to the right and to the left1 on this side and on that4 ,i took the river ,main as a base line1 just as it lay2 or ,i used the line of hills or the distant mountains4 ,i settled firmly the direction of the four quarters of the compass4 ,in everything ,i followed the leading of ,nature herself1 and with the data so obtained ,i worked out a representation of the place from direct observation1 and on a reduced scale1 in some level spot of ground or sandy tract carefully chosen for the purpose4 ,when my representation 7or map7 was thoroughly understood and well impressed on every one's mind1 then we reconstructed it in school on a black board placed horizontally4 ,the map was first sketched by teachers and pupils between them1 and then each pupil had to do it by himself as an exercise4 ,these representations of the earth's surface of ours had a round contour1 resembling the circular outline of the visible horizon4 ,at the next public examination of the school1 ,i was fortunate enough1 although this first attempt was full of imperfections1 to win the unanimous approval of the parents present2 and not only that1 but the especial commendation of my superiors4 ,every one said1 ,that is how physiography#ed should be taught4 ,a boy must first learn all about his home before he goes further afield4 ,my boys were as well acquainted with the surroundings of the town as with their own rooms at home2 and gave rapid and striking answers as to all the natural peculiarities of the neighbourhood4 ,this course was the fountain-head of the teaching method which ,i afterwards thoroughly worked out1 and which has now been in use for many years4 ,in arithmetic ,i did not take the lower1 but the middle classes2 and here also my teaching received cheering encomiums4 ,in drawing ,i also taught the middle classes4 ,my method in this subject was to work at the thorough comprehension and the representation of planes and solids in outline1 rising from the simplest forms to complex combinations4 ,i not only had the gratification of obtaining good results1 which thoroughly satisfied those who tested them1 but also of seeing my pupils work with pleasure1 with ardour1 and with individuality4 ,in the girls' school ,i had to teach orthography#ee in one of the elementary classes4 ,this lesson1 ordinarily standing by itself1 disconnected with anything1 ,i based upon correct pronunciation4#ef ,the teaching was imperfect1 certainly2 but it nevertheless gained an unmistakable charm for both teacher and pupils2 and1 finally1 its results were very satisfactory4 ,in one of the other classes of the girls' school ,i taught preparatory drawing4 ,i took this by combinations of single lines2 but the method was wanting in a logically necessary connection1 so that it did not satisfy me4 ,i cannot remember whether the results of this teaching were brought to the test or not4 ,such was the outcome of my first attempts as a teacher4 ,the kind indulgence and approval granted to me1 more because of my good intentions and the fire of my zeal than for my actual performance1 spurred me on to plunge deeper into the inquiry as to the nature of true teaching4 ,but the whole system of a large school must have its settled form1 with its previously-appointed teaching-course arranged as to times and subjects2 and everything must fit in like a piece of clockwork4 ,my system1 on the other hand1 called only for ready senses and awakened intellect4 ,set forms could only tolerate this view of education so far as it served to enliven and quicken them4 ,but ,i have unfortunately again and again observed during my career1 that even the most active life1 if its activity and its vitality be not properly understood and urged ever onward1 easily stiffens into bony rigidity4 ,enough1 my mind1 now fully awakened1 could not suffer these set forms1 necessary though they were2 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 mind4 ,this longing endeavour of life and mind1 which could not submit to the fetters of external limitations1 may have been the more exaggerated at the time by my becoming acquainted with ,arndt's ,fragments on ,human ,culture1#eg which ,i had purchased4 ,this book satisfied at once my character1 my resolves1 and my aspirations2 and what hitherto lay isolated within me was brought into ordered connection through its pages1 while ideas which possessed me without my perceiving them took definite form and expression as the book brought them to light4 ,indeed1 ,i thought then that ,arndt's book was the bible of education4 ,in those days ,i spoke of my life and my aims in the following words3 ,i desire to educate men whose feet shall stand on ,god's earth1 rooted fast in ,nature1 while their head towers up to heaven1 and reads its secrets with steady gaze1 whose heart shall embrace both earth and heaven1 shall enjoy the life of earth and nature with all its wealth of forms1 and at the same time shall recognise the purity and peace of heaven1 that unites in its love ,god's earth with ,god's heaven4 ,in these phrases ,i now see my former life and aims vividly brought before me as in a picture4 ,little by little a desire gained strength within me to free myself from my engagement at the ,model ,school1 to which ,i had bound myself as teacher for at least three years4 ,the headmaster 7,gruner71 whom ,i have already named1 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 directed2 so ,i was released from my engagement1 under the condition that ,i should provide a suitable successor4 ,fate was propitious to me once more4 ,i found a young private tutor with whom ,i had long been in friendly correspondence1 and who had all those qualities which were lacking in me4 ,he was not only thoroughly proficient in the grammar of his mother tongue 7,german71 but also in the grammar of the classical tongues2 and1 if ,i am not mistaken1 in ,french also4 ,he had a knowledge of geography far beyond anything ,i could boast1 was acquainted with history1 knew arithmetic1 possessed some familiarity with botany1--much greater1 indeed1 than ,i suspected4 ,and what was worth more than all this1 he was full of vigour in mind1 heart1 and life4 ,therefore the school was every way the gainer by my departure1 so greatly the gainer indeed1 that from that time no further change has been necessary4 ,that same teacher still lives and works in that same post4#eh ,before ,i begin a new chapter of my career1 there are yet a few things which need mention4 ,to know ,french was at that time the order of the day1 and not to know it stamped a man at once as of a very low degree of culture4 ,to acquire a knowledge of ,french1 therefore1 became one of my chief aims at the moment4 ,it was my good fortune to obtain instruction from an unrivalled teacher of ,french1 ,m4 ,perrault1 a ,frenchman by birth1 who still1 even though an old man1 diligently worked at the study of his mother tongue1 and who at the same time wrote and spoke ,german with elegance4 ,i pursued the study with ardour1 taking two lessons a day1 because ,i desired to reach a certain proficiency by a given time4 ,slow1 however1 were my steps1 for ,i was far from having a sufficient knowledge of my own tongue whereon to build a bridge that might carry me into ,french4 ,i never could properly acquire what ,i did not fully understand in such a way that it had a living meaning for me2 and so from all the genuine zeal and considerable cost which ,i spent over this study ,i gained by no means a corresponding result2 but ,i did learn a good deal1 much more even than ,i then knew how to turn to account4 ,my teacher cast on one side all the usual grammatical difficulties of ,french study1 he aimed at imparting the language as a living thing4 ,but ,i with my ignorance of language could not completely follow this free method of teaching2 and yet1 nevertheless1 ,i felt that the teacher had fully grasped the meaning and the method of his work1 and ,i always enjoyed the lessons on this account4 ,he was especially successful in accustoming my ear to the ,french pronunciation1 always separating and reducing it to its simple sounds and tones1 and never merely saying this is pronounced like the ,german p1 or b1 or ae1 or oe1 etc4 ,the best thing resulting from this course of study was the complete exposure of my ignorance of ,german grammar4 ,i must do myself the justice to say that ,i had given myself extraordinary trouble over the works of the most celebrated ,german grammarians1 trying to bring life and interconnection or even a logical consequence into ,german grammar2 but ,i only confused myself the worse thereby4 ,one man said one thing1 another quite the reverse2 and not one of all of them1 as far as ,i could see1 had educed his theories from the life and nature of the speech itself4 ,i turned away a second time1 quite disheartened1 from the ,german grammarians1 and once more took my own road4 ,but unfortunately the dry forms of grammar had1 quite against my own will1 stuck like scales over my eyes1 dimming my perceptions2 ,i could find no means to rid myself of them1 and they wrought fatally upon me now and long afterwards4 ,the more thoroughly ,i knew them the more they stiffened and crushed me4 ,my departure from the school was now arranged1 and ,i could let my mind pursue its development free and unshackled4 ,as heretofore1 so now also1 my kindly fate came lovingly to my help3 ,i can never speak of it with sufficient thankfulness4 ,the three lads to whom ,i had hitherto given private instruction in arithmetic and language now needed a tutor1 as their former tutor was leaving them4 ,the confidential charge was laid upon me1 because ,i of all men best knew their nature and its needs1 of seeking out some fit teacher and educator for them from amongst my acquaintance4 ,as for myself this tutor business lay far from my own thoughts1 and ,i therefore looked round me in every direction1 and with all earnestness1 for some one else4 ,amongst others ,i applied to my eldest brother1 telling him my views as to the necessary requirements of a true educator4 ,my brother wrote back very decidedly and simply1 that he could not propose any one to me as a teacher and educator who would fulfil the requirements ,i had set forth1 and further1 he did not think ,i should ever be able to find such a person2 for if one should be found possessing ample knowledge and experience of life in its external aspects1 he would be deficient in a vigorous inner life of his own1 and in the power to recognise and foster it in himself and his pupils2 and1 on the other hand1 another man who might have this power would be deficient in the first-named 7practical7 qualities4 ,i reported the result of my labours4 ,it caused much disappointment1 indeed it could not be otherwise1 because the welfare of the children was really sought1 in all love and truth1 and the highest and best obtainable at that day was desired on their behalf4 ,the family did not venture to press the post upon me personally1 knowing my love of freedom and independence4 ,so stood matters for several months4 ,at last1 moved by my earnest affection for the lads1 and by my care to deserve the confidence with which their mother had entrusted to my hands the provision for their education1 ,i endeavoured to look at things from the point of view of their parents4 ,this brought me at last to the determination to become myself the educator and teacher of the lads4 ,after a hard struggle with myself1 the hardest and most exhausting ,i had undergone for a long time1 ,i made known my decision4 ,it was thankfully received1 and understood quite in the spirit which had actuated me in forming it4 ,i communicated my decision to ,gruner1 with whom ,i still kept in the friendliest relation4 ,he looked at me with downright astonishment1 and said1 ,you will lose all hopes of the position you have so long sought and waited for4 ,i replied that ,i should protect myself as to my position and my relations with others by a very definite written contract4 ,to which the man of experience retorted1 ,certainly1 and everything will be punctually fulfilled1 so that you cannot say that any one condition of all those you stood out so firmly for has failed to be observed2 nevertheless you will find you will lose on all points4 ,so spake experienced shrewdness1 and what had ,i to set against it8 ,i spoke of the educational necessities and wants of these children4 ,good1 said he1 then you will leave your own educational necessities and your own wants out of the question8 ,how it mortified me1 that worldly wisdom should be able to speak thus1 and that ,i was unable to controvert it6 ,we talked no more about the matter4 ,and keen as was the internal conflict over this decision and this resolve of mine1 equally keen was the external contest which ,i had to wage in entering on my new post4 ,there were1 namely1 two immutable conditions in our agreement4 ,one was that ,i should never be compelled to live in town with my pupils1 and that when ,i began my duties my pupils should be handed over entirely to my care1 without any restriction2 that they should follow me into the country1 and there form a restricted and perfectly isolated circle1 and that when they returned to town life my duties as preceptor should be at an end4 ,the time for beginning my new career drew nigh4 ,as the stipulated dwelling for myself and my pupils was not yet ready1 ,i was expected to take up my abode1 for a few days1 with my pupils in their town house4 ,but ,i felt that it was clear that the least want of firmness at the outset would endanger my whole educational plan2 therefore1 ,i stood firm1 and indeed gained my point1 though at the price of being called headstrong1 self-willed1 and stubborn4 ,that my assumption of my post was attended with a sharp contest was a very good and wholesome discipline for me4 ,it was the fitting inauguration of a position and a sphere of work which was henceforth to be attended1 for me1 with perpetual and never-ending strife4 ,but as to this family and all its members1 my earnest unbending maintenance of my resolve had a most wholesome effect upon them1 even to winning in the end their comprehension and approval1 though this was later and long after ,i had quitted the situation4 ,it was ten or eleven years afterwards--that is1 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 convictions4 ,i entered my new sphere of educational work in ,july #ahjg4 ,i was twenty-five years old1 as far as years went1 but younger by several years in regard to the development of my character4 ,i neither felt myself so old as ,i was1 nor indeed had ,i any conception or realisation of my age4 ,i was only conscious of the strength and striving of my life1 the extent of my mental culture1 the circumstances of my experience in the world1 and especially of--what shall ,i call it8--the shiftlessness and undeveloped state of my culture as far as its helplessness with the external world was concerned1 of my ignorance of life both as to what it really was1 and how it showed in its outer aspect4 ,the state of my culture was such as only to serve to plunge me into conflict1 through the contradiction and opposition in which ,i found myself henceforward with all existing methods2 and consequently the whole period of my tutorial career was one continual contest4 ,it was a salutary thing for me that this was my appointed lot from the very beginning4 ,now and later on ,i was therefore able to say to myself by way of consolation and encouragement3 ,you knew beforehand just how it would be4 ,still1 unpleasantness seldom arrives in exactly the manner expected1 and the unexpected is always the hardest to bear4 ,thus it was with me in this case2 my situation seemed to contain insurmountable difficulties4 ,i sought the basis for them in imperfect culture2 and the cause of the disconnected nature of the culture ,i had been able to attain1 lay1 so ,i perceived1 in the interruptions which marred my university career4 ,educator and teacher1 however1 ,i had determined to become and to remain2 and as far as ,i could know my own feelings and my own powers1 ,i must and would work out my profession in an independent free fashion of my own1 founded on the view of man and his nature and relationships which had now begun to dawn upon me4 ,yet every man finds it above all things difficult to understand himself1 and especially hard was it in my own case4 ,i began to think that ,i must look for help outside myself1 and seek to acquire from others the knowledge and experience ,i needed4 ,and thus there came to me once again the idea of fitting myself by continuing my university studies to become founder1 principal1 and manager of an educational establishment of my own4 ,but the fact was to be considered that ,i had turned away from the educational path on which ,i had entered4 ,now1 when the imperfection of my training pressed itself upon me1 ,i not only sought help from ,nature as of old1 that school allotted to me by fate1 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 science1 and had added to these the assistance of a rich literature4 ,this need of help so troubled and oppressed me1 and threw my whole nature into such confusion1 that ,i resolved1 as soon as might be1 once more to proceed to one of the universities1 and necessarily1 therefore1 to relinquish as speedily as possible my occupation as an educator4 ,as ,i always discussed everything important with my brother1 ,i wrote to him on this occasion as usual1 telling him of my plans and of my resolve4 ,but for this time1 at least1 my nature was able to work out its difficulty without his help4 ,i soon came to see that ,i had failed to appreciate my position1 and had misunderstood myself2 and1 therefore1 before ,i had time to get an answer from my brother to my first letter ,i wrote to him again1 telling him that my university plans had been given up1 and that my fixed resolve now was to remain at my post4 ,he rejoiced doubly at my decision1 because this time he would have been unable to agree with me4#ei ,no sooner had ,i firmly come to my decision than ,i began to apply my thoughts vigorously to the subjects of education and instruction4 ,the first thing that absorbed me was the clear conviction that to educate properly one must share the life of one's pupil4 ,then came the questions1 ,what is elementary education8 and of what value are the educational methods advocated by ,pestalozzi8 ,above all1 what is the purpose of education8 ,in answering the question1 ,what is the purpose of education8 ,i relied at that time upon the following observations3 ,man lives in a world of objects1 which influence him1 and which he desires to influence2 therefore he ought to know these objects in their nature1 in their conditions1 and in their relations with each other and with mankind4 ,objects have form1 measurement1 and number4 ,by the expression1 the external world1 at this time ,i meant only ,nature2 my life was so bound up in natural objects that ,i altogether passed by the productions of man's art or manufacture4 ,therefore for a long time it was an effort to me to regard man's handiwork1 with ,pestalozzi's scholars1 ,tobler and ,hopf1 as a proper subject for elementary culture1 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 world4 ,in this way ,i sought1 to the extent of such powers as ,i consciously possessed at that time1 to make clear the meaning of all things through man1 his relations with himself1 and with the external world4 ,the most pregnant thought which arose in me at this period was this3 ,all is unity1 all rests in unity1 all springs from unity1 strives for and leads up to unity1 and returns to unity at last4 ,this striving in unity and after unity is the cause of the several aspects of human life4 ,but between my inner vision and my outer perception1 presentation1 and action was a great gulf fixed4 ,therefore it seemed to me that everything which should or could be required for human education and instruction must be necessarily conditioned and given1 by virtue of the very nature of the necessary course of his development1 in man's own being1 and in the relationships amidst which he is set4 ,a man1 it seemed to me1 would be well educated1 when he had been trained to care for these relationships and to acknowledge them1 to master them and to survey them4 ,i worked hard1 severely hard1 during this period1 but both the methods and the aims of education came before me in such an incoherent heap1 so split up into little fragments1 and so entirely without any kind of order1 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 unity4 ,as my habitual and therefore characteristic expression of my desires then ran1 ,i longed to see1 to know1 and to show forth1 all things in inter-connection4 ,for my good fortune1 however there came out about that time certain educational writings by ,seller1#fj ,jean ,paul1#fa and others4 ,they supported and elevated me1 sometimes by their concurrence with my own views1 expressed above1 sometimes by the very contrary4 ,the ,pestalozzian method ,i knew1 it is true1 in its main principles1 but not as a living force1 satisfying the needs of man4 ,what especially lay heavy upon me at this time1 however1 painfully felt by myself though not apparent to my pupils1 was the utter absence of any organised connection between the subjects of education4 ,joyful and unfettered work springs from the conception of all things as one whole1 and forms a life and a lifework in harmony with the constitution of the universe and resting firmly upon it4 ,that this was the true education ,i soon felt fervently convinced1 and so my first educational work consisted merely in being with my pupils and influencing them by the power of my life and work2 more than this ,i was not at all in a position to give4 ,oh1 why is it that man knows so ill and prizes so little the blessings that he possesses for the first time8 ,when ,i now seek to make myself clear as to the proper life and work of an educator1 my notes of that time rise fresh and fair to meet me4 ,i look back from now into that childhood of my teacher's life1 and learn from it2 just as ,i look back into the childhood of my man's life1 and survey that1 and learn from that1 too4 ,why is all childhood and youth so full of wealth and so unconscious of it1 and why does it lose it without knowing it only to learn what it possessed when it is for ever lost8 ,ought this always to be so8 ,ought it to be so for every child1 for every youth8 ,will not a time come at last1 come perhaps soon1 when the experience1 the insight1 the knowledge of age1 and wisdom herself1 shall build up a defence1 a shelter1 a protection for the childhood of youth8 ,of what use to mankind is the old man's experience and the greybeard's wisdom when they sink into the grave with their possessors8 ,at first my life and my work with my pupils was confined within narrow limits4 ,it consisted in merely living1 lounging1 and strolling in the open air1 and going for walks4 ,although ,i was disgusted with the methods of town education1 ,i did not yet venture to convert life amidst ,nature into an educational course4 ,that was taught me by my young pupils themselves2 and as from the circumstances of my own culture ,i eagerly fostered to my utmost every budding sense for ,nature that showed itself1 there soon developed amongst them a life-encompassing1 life-giving1 and life-raising enjoyment of natural objects4 ,in the following year#fb this way of life was further enhanced by the father giving his sons a piece of meadowland for a garden1 at the cultivation of which we accordingly worked in common4 ,the greatest delight of my pupils was to make little presents of the produce of their garden to their parents and also to me4 ,how their eyes would gleam with pleasure when they were fortunate enough to be able to accomplish this4 ,pretty plants and little shrubs from the fields1 the great garden of ,god1 were transplanted by us to the children's gardens1 and there carefully tended4 ,great was the joy1 especially of the two younger ones1 when such a colonist frankly enrolled himself amongst the citizens of the state4 ,from this time forth my own childhood no longer seemed wasted4 ,i acknowledged how entirely different a thing is the cultivation of plants1 to one who has watched them and studied them in all the stages of their own free development1 from what it is to one who has always stood aloof from ,nature4 ,and here already1 living cheerfully and joyfully in the bosom of ,nature with my first pupils1 ,i began to tell myself that the training of natural life was closely akin to the training of human life4 ,for did not those gifts of flowers and plants express appreciation and acknowledgment of the love of parents and teacher8 ,were they not the outcome of the characteristic lovingness and the enthusiastic thankfulness of childhood8 ,a child that of its own accord and of its own free will seeks out flowers1 cares for them1 and protects them1 so that in due time he can weave a garland or make a nosegay with them for his parents or his teacher1 can never become a bad child1 a wicked man4 ,such a child can easily be led towards love1 towards thankfulness1 towards recognition of the fatherliness of ,god1 who gives him these gifts and permits them to grow that he1 as a cheerful giver in his turn1 may gladden with them the hearts of his parents4 ,that time of conflict contained within it an element of special and peculiar meaning to myself4 ,it brought before me my past life in its many various stages of development2 and especially the chief events which had formed and influenced it1 with their causes and their effects4 ,and it always seemed to me of particular importance to go back upon the very earliest occurrences in my life4 ,but of the actual matters of fact of my earliest years very few traces now remained2 for my mother1 who could have kept them in her memory for me1 and from whom ,i could now have learnt them1 had died even before my life had really awakened4 ,amongst the few relics remaining to me was a written address from my godmother 7the so-called ,baptismal ,letter71 which she had sent me immediately after my baptism1 according to the ,thuringian custom of the time1 as a sort of portion or dowry for my entrance into life4 ,it had come into my possession after the death of my father4 ,this letter1 of a simple1 ,christian1 tenderly religious1 womanly soul1 expressed in plain and affecting terms the true relation of the young ,christian to that to which by his baptism he had become bound4 ,through these words the inner life of both mind and soul1 of my boyhood and of my youth1 was brought before me with all its peace and blessedness2 and ,i could not help seeing how much that ,i then longed for had since come to pass4 ,my soul1 upon this thought1 regained that original inspiriting1 enlightening1 and quickening unity of which ,i stood so much in need4 ,but at the same time all the resolutions of my boyhood and youth also rushed back upon me1 and made it manifest how much more had yet to happen before they1 too1 were accomplished2 and with them they brought the memory of those types and ideals with which the feeble boyish imagination had sought to strengthen itself4 ,but my life had been far too much an inward and strictly personal life to have been able1 or even to have dared to stand forth in any outwardly definite form1 or to take any fixed relation to other lives1 except in matters of feeling and intelligence4 ,indeed the power of manifesting myself properly was a very late accomplishment with me1 and was1 in fact1 not gained until long after the recommencement of my present educational work4#fc ,i cannot now remember1 during all the time of this educational work1 that my personal life stood out in any way from the usual ordinary existence of men2 but before ,i can speak with certainty upon this point ,i must procure information as to the circumstances of my earlier life4 ,this much is clear1 that my life at the time ,i am speaking of has remained in my memory only in its general ordinary human aspect4 ,it is true1 however1 that then1 as always in my later life1 it was and ever has been very difficult to me to separate in thought my inner life from my outer1 and to give definite form and outward expression to the inner life1 especially as to religious matters4 ,i dare not deny1 that although the definite religious forms of the ,church reached my heart readily both by way of the emotions and by sincere conviction1 and cleansed and quickened me1 yet ,i have always felt great reluctance to speak of these definite religious forms with others1 particularly with pupils and students4 ,i could never make them so clear and living to a simple healthy soul as they were to myself4 ,from this ,i conclude that the naturally trained child requires no definite ,church forms1 because the lovingly-fostered1 and therefore continuously and powerfully-developed human life1 as well as the untroubled child-life also1 is and must be in itself a ,christian life4 ,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 lives1 whereby those rigid creeds might be illuminated and quickened into life4 ,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 assimilate4 ,there1 indeed1 is the most elevated faith to be found1 where form and life work towards a whole1 shed light upon each other1 and go side by side in a sisterly concord1 like the inward life with the outward life1 or the special with the universal4 ,but ,i must return from this long digression1 and resume the account of my life and work as an educator4 ,bodily exercises were as yet unknown to me in their educational capacity4 ,i was acquainted only with jumping over a cord and with walking on stilts through my own boyish practice therein4 ,as they fell into no relation with our common life1 neither with the pursuits and thoughts of my pupils nor with my own1 we regarded them purely as childish games4 ,what the year brings to a man in the season when ,nature lies clear and open before him1 that it does not bring to him in the season when ,nature is more often locked away from his gaze4 ,and as the two seasons bring diverse gifts1 so do they require diverse things in return4 ,in the latter part of the year1 when man is perforce driven more upon himself1 his occupations should take on more narrowly personal characteristics4 ,just as the winter's life with nature is more fixed and narrowed1 so also is the winter's life with men2 therefore1 a boy's life at this time needs material of some definite fashion1 or needs fashionless material which can be shaped into definite fashion4 ,my pupils soon came to me1 urged by this new necessity4 ,what life requires that life provides1 wherever life is or has been2 what youth requires that youth provides1 wherever youth is or has been4 ,and what the later man's life requires from a man1 or from men in general1 that also is provided by the boy's life and the youth's life when these have been genuinely lived through4 ,the demand of my pupils set me upon the following question3 ,what did you do as a boy8 ,what happened to you to satisfy that need of yours for something to do and to express8 ,by what1 at the same period of your life1 was this need most fully met1 or what did you then most desire for this purpose8 ,then there came to me a memory from out my earliest boyhood1 which yielded me all ,i wanted in my emergency4 ,it was the easy art of impressing figures and forms by properly arranged simple strokes on smooth paper4#fd ,i have often made use of this simple art in my later life1 and have never found it fail in its object2 and on this occasion1 too1 it faithfully served my pupils and me1 for our skill1 at first weak both on the part of teacher and pupil1 grew rapidly greater with use4 ,from these forms impressed upon paper we rose to making forms out of paper itself1 and then to producing forms in paste-board1 and finally in wood4 ,my later experience has taught me much more as to the best shapes and materials for the study of forms1#fe of which ,i shall speak in its proper place4 ,i must1 however1 permit myself to dwell a little upon this extremely simple occupation of impressing forms on paper1 because at the proper age it quite absorbs a boy1 and completely fills and contents the demands of his faculties4 ,why is this8 ,it gives the boy1 easily and spontaneously1 and yet at the same time imperceptibly1 precise1 clear1 and many-sided results due to his own creative power4 ,man is compelled not only to recognise ,nature in her manifold forms and appearances1 but also to understand her in the unity of her inner working1 of her effective force4 ,therefore he himself follows ,nature's methods in the course of his own development and culture1 and in his games he imitates ,nature at her work of creation4 ,the earliest natural formations1 the fixed forms of crystals1 seem as if driven together by some secret power external to themselves2 and the boy in his first games gladly imitates these first activities of nature1 so that by the one he may learn to comprehend the other4 ,does not the boy take pleasure in building1 and what else are the earliest fixed forms of ,nature but built-up forms8 ,however1 this indication that a higher meaning underlies the occupation and games which children choose out for themselves must for the present suffice4 ,and since these spontaneous activities of children have not yet been thoroughly thought out from a high point of view1 and have not yet been regarded from what ,i might almost call their cosmical and anthropological side1 we may from day to day expect some philosopher to write a comprehensive and important book about them4#ff ,from the love1 the attention1 the continued interest and the cheerfulness with which these occupations are plied by children other important considerations also arise1 of quite a different character4 ,a boy's game necessarily brings him into some wider or fuller relationship1 into relationship with some more elevated group of ideas4 ,is he building a house8--he builds it so that he may dwell in it like grown-up people do1 and have just such another cupboard1 and so forth1 as they have1 and be able to give people things out of it just as they do4 ,and one must always take care of this3 that the child who receives a present shall not have his nature cramped and stunted thereby2 according to the measure of how much he receives1 so much must he be able to give away4 ,in fact1 this is a necessity for a simple-hearted child4 ,happy is that little one who understands how to satisfy this need of his nature1 to give by producing various gifts of his own creation6 ,as a perfect child of humanity1 a boy ought to desire to enjoy and to bestow to the very utmost1 for he dimly feels already that he belongs to the whole1 to the universal1 to the comprehensive in ,nature1 and it is as part of this that he lives2 therefore1 as such would he accordingly be considered and so treated4 ,when he has felt this1 the most important means of development available for a human being at this stage has been discovered4 ,with a well-disposed child at such a time nothing has any value except as it may serve for a common possession1 for a bond of union between him and his beloved ones4 ,this aspect of the child's character must be carefully noticed by parents and by teachers1 and used by them as a means of awakening and developing the active and presentative side of his nature2 wherefore none1 not even the simplest gifts from a child1 should ever be suffered to be neglected4 ,to sketch my first attempt as an educator in one phrase1 ,i sought with all my powers to give my pupils the best possible instruction1 and the best possible training and culture1 but ,i was unable to fulfil my intentions1 to attain my end1 in the position ,i then occupied1 and with the degree of culture to which ,i had myself attained4 ,as soon as this had become fully evident to me1 it occurred to my mind that nothing else could be so serviceable to me as a sojourn for a time with ,pestalozzi4 ,i expressed my views on this head very decidedly1 and accordingly1 in the summer of #ahjh1 it was agreed that ,i should take my three pupils with me to ,yverdon4 ,so it soon afterwards came about ,i was teacher and scholar1 educator and pupil1 all at the same time4 ,if ,i were to attempt to put into one sentence all ,i expected to find at ,yverdon1 ,i should say it was a vigorous inner life amongst the boys and youths1 quickening1 manifesting itself in all kinds of creative activity1 satisfying the manysidedness of man1 meeting all his necessities1 and occupying all his powers both mental and bodily4 ,pestalozzi1 so ,i imagined1 must be the heart1 the life-source1 the spiritual guide of this life and work2 from his central point he must watch over the boy's life in all its bearings1 see it in all its stages of development1 or at all events sympathise with it and feel with it1 whether as the life of the individual1 of the family1 of the community1 of the nation1 of mankind at large4 ,with such expectations ,i arrived at ,yverdon4 ,there was no educational problem whose resolution ,i did not firmly expect to find there4 ,that my soul soon faithfully mirrored the life which there flowed around me1 my report for #ahji sufficiently shows4#fg ,to throw myself completely into the midst1 into the very heart1 of ,pestalozzi's work1 ,i wished to live in the main buildings of the institution1 that is to say1 in the castle itself4#fh ,we would have cheerfully shared the lot of the ordinary scholars1 but our wish could not be granted1 some outside jealousies standing in the way4 ,however1 ,i soon found a lodging1 in immediate proximity to the institution1 so that we were able to join the pupils at their dinner1 their evening meal1 and their supper1 and to take part in the whole courses of their instruction1 so far as the subjects chosen by us were concerned2 indeed1 to share in their whole life4 ,i soon saw much that was imperfect2 but1 notwithstanding1 the activity which pressed forth on all sides1 the vigorous effort1 the spiritual endeavour of the life around me1 which carried me away with it as it did all other men who came within its influence1 convinced me that here ,i should presently be able to resolve all my difficulties4 ,as far as regarded myself personally1 ,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 soul4 ,accordingly we shared all lessons together2 and ,i made it my special business to reason out with ,pestalozzi each branch of instruction from its first point of connection with the rest1 and thus to study it from its very root4 ,the forcible1 comprehensive1 stimulating life stimulated me too1 and seized upon me with all its comprehensiveness and all its force4 ,it is true it could not blind me to many imperfections and deficiencies1 but these were retrieved by the general tendency and endeavour of the whole system2 for this1 though containing several absolute contradictions1 manifest even at that time1 yet vindicated on a general view its inner connection and hidden unity4 ,the powerful1 indefinable1 stirring1 and uplifting effect produced by ,pestalozzi when he spoke1 set one's soul on fire for a higher1 nobler life1 although he had not made clear or sure the exact way towards it1 nor indicated the means whereby to attain it4 ,thus did the power and manysidedness of the educational effort make up for deficiency in unity and comprehensiveness2 and the love1 the warmth1 the stir of the whole1 the human kindness and benevolence of it replaced the want of clearness1 depth1 thoroughness1 extent1 perseverance1 and steadiness4 ,in this way each separate branch of education was in such a condition as to powerfully interest1 but never wholly to content the observer1 since it prepared only further division and separation and did not tend towards unity4 ,the want of unity of effort1 both as to means and aims1 ,i soon felt2 ,i recognised it in the inadequacy1 the incompleteness1 and the unlikeness of the ways in which the various subjects were taught4 ,therefore ,i endeavoured to gain the greatest possible insight into all1 and became a scholar in all subjects--arithmetic1 form1 singing1 reading1 drawing1 language1 physical geography1 the natural sciences1 etc4 ,i could see something higher1 and ,i believed in a higher efficiency1 a closer unity of the whole educational system2 in truth1 ,i believed ,i saw this clearer1 though not with greater conviction1 than ,pestalozzi himself4 ,i held that land happy1 that man fortunate1 by whom the means of true education should be developed and applied1 and the wish to see this benefit conferred upon my country naturally sprang from the love ,i bore my native land4#fi ,the result was the written record of #ahji already referred to4 ,where there is the germ of disunion1 where the whole is split up1 even sometimes into contradictory parts1 and where an absolute reconciling unity is wanting1 where what connection there may be is derived rather from casual outward ties than from inner necessary union1 the whole system must of necessity dig its own grave1 and become its own murderer4 ,now it was exactly at such a time of supreme crisis that ,i had the good or the evil fortune to be at ,yverdon4 ,all that was good and all that was bad1 all that was profitable and all that was unprofitable1 all that was strong and all that was weak1 all that was empty and all that was full1 all that was selfish and all that was unselfish amongst ,pestalozzi and his friends1 was displayed openly before me4 ,i happened to be there precisely at the time of the great ,commission of #ahaj4 ,neither ,pestalozzi nor his so-called friends1 neither any individuals nor the whole community1 could give me1 or would give me1 what ,i wanted4 ,in the methods laid down by them for teaching boys1 for the thorough education of boys as part of one great human family1--that is1 for their higher instruction1--,i failed to find that comprehensiveness which is alone sufficient to satisfy the human being4 ,thus it was with natural history1 natural science1 ,german1 and language generally1 with history1 and above all1 with religious instruction4 ,pestalozzi's devotional addresses were very vague1 and1 as experience showed1 were only serviceable to those already in the right way4#gj ,i spoke of all these things very earnestly and decidedly with ,pestalozzi1 and at last ,i made up my mind1 in #ahaj1 to quit ,yverdon along with my pupils4 ,but before ,i continue further here1 it is my duty to consider my life and work from yet another point of view4 ,amongst the various branches of education1 the teaching of languages struck me with especial force as defective1 on account of its great imperfection1 its capriciousness and lifelessness4 ,the search for a satisfactory method for our native language occupied me in preference to anything else4 ,i proceeded on the following basis3-- ,language is an image1 a representation of our separate 7subject7 world1 and becomes manifest to the 7object7 world outside ourselves principally through combined and ordered sounds4 ,if1 therefore1 ,i would image forth anything correctly1 ,i must know the real nature of the original object4 ,the theme of our imagery and representation1 the outside world1 contains objects1 therefore ,i must have a definite form1 a definite succession of sounds1 a definite word to express each object4 ,the objects have qualities1 therefore our language must contain adjectives expressing these qualities4 ,the qualities of objects are fundamental or relative2 express what they are1 what they possess1 and what they become4 ,passing now to singing and music1 it happened very luckily for me that just at this time ,naegeli and ,pfeifer brought out their ,treatise on the ,construction of a ,musical ,course according to the ,principles of ,pestalozzi4 ,naegeli's knowledge of music generally1 and especially of church music1 made a powerful impression upon me1 and brought music and singing before me as a means for human culture2 setting the cultivation of music1 and especially of singing1 in a higher light than ,i had ever conceived possible4 ,naegeli was very capable in teaching music and singing1 and in representing their function as inspiring aids to pure human life2 and although nearly twenty years have elapsed since ,i heard those lessons of his1 the fire of the love for music which they kindled burns yet1 active for good1 within my breast4 ,and further1 ,i was taught and convinced by these two super-excellent music teachers1 who instructed my pupils1 that purely instrumental music1 such as that of the violin or of the pianoforte1 is also in its essence based upon and derived from vocal music1 though developed through the independent discovery of a few simple sound-producing instruments4 ,not only have ,i never since left the path thus opened to me at its origin1 but ,i have consistently traced it onwards in all care and love1 and continue to rejoice in the excellent results obtained4 ,this course of music-teaching1 as extended and applied later on1 has always enjoyed the approbation of the thoughtful and experienced amongst music teachers4 ,i also studied the boys' play1 the whole series of games in the open air1 and learned to recognise their mighty power to awake and to strengthen the intelligence and the soul as well as the body4 ,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 institution4 ,the games1 as ,i am now fervently assured1 formed a mental bath of extraordinary strengthening-power2#ga and although the sense of the higher symbolic meaning of games had not yet dawned upon me1 ,i was nevertheless able to perceive in each boy genuinely at play a moral strength governing both mind and body which won my highest esteem4 ,closely akin to the games in their morally strengthening aspect were the walks1 especially those of the general walking parties1 more particularly when conducted by ,pestalozzi himself4 ,these walks were by no means always meant to be opportunities for drawing close to ,nature1 but ,nature herself1 though unsought1 always drew the walkers close to her4 ,every contact with her elevates1 strengthens1 purifies4 ,it is from this cause that ,nature1 like noble great-souled men1 wins us to her2 and whenever school or teaching duties gave me respite1 my life at this time was always passed amidst natural scenes and in communion with ,nature4 ,from the tops of the high mountains near by ,i used to rejoice in the clear and still sunset1 in the pine-forests1 the glaciers1 the mountain meadows1 all bathed in rosy light4 ,such an evening walk came indeed to be an almost irresistible necessity to me after each actively-spent day4 ,as ,i wandered on the sunlit1 far-stretching hills1 or along the still shore of the lake1 clear as crystal1 smooth as a mirror1 or in the shady groves1 under the tall forest trees1 my spirit grew full with ideas of the truly god-like nature and priceless value of a man's soul1 and ,i gladdened myself with the consideration of mankind as the beloved children of ,god4 ,there is no question but that ,pestalozzi's general addresses1 especially those delivered in the evening1 when he used to delight in evoking a picture of noble manliness and true love of mankind and developing it in all its details1 very powerfully contributed towards arousing such an inner life as that just described4 ,yet ,i did not lose myself in empty fancies2 on the contrary1 ,i kept my practical work constantly before my eyes4 ,from thinking about my dead parents my thoughts would wander back over the rest of my family1 turning most often to that dear eldest brother of mine1 who has now not been referred to for some time in these pages4 ,he had become the faithful watchful father of several children4 ,i shared in his unaffected fatherly cares1 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 best4 ,already1 ever since ,i was at ,frankfurt1 ,i had communicated to him my thoughts on education and methods of teaching4 ,what now occurred to me out of my new knowledge as applicable to his case1 ,i extracted1 collected together1 and classified1 so as to be able to impart it to him for his use at the first opportunity4 ,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 ,yverdon4 ,with some of these ,i was on terms of intimacy1 and to the exchange of ideas which went on amongst us ,i owe at least as much as to my own observation4 ,on the whole ,i passed a glorious time at ,yverdon1 elevated in tone1 and critically decisive for my after life4 ,at its close1 however1 ,i felt more clearly than ever the deficiency of inner unity and interdependence1 as well as of outward comprehensiveness and thoroughness in the teaching there4 ,to obtain the means of a satisfactory judgment upon the best method of teaching the classical tongues1 ,i took ,greek and ,latin under a young ,german1 who was staying there at that time2 but ,i was constructing a method of my own all the while1 by observing all the points which seemed valuable1 as they occurred in actual teaching4 ,but the want of a satisfactory presentation of the classical tongues as part of the general means of education and culture of mankind1 especially when added to the want of a consideration of natural history as a comprehensive and necessary means of education1 and above all the uncertain wavering of the ground-principles on which the whole education and teaching rested at ,yverdon1 decided me not only to take my pupils back to their parents' house1 but to abandon altogether my present educational work1 in order to equip myself1 by renewed study at some ,german university1 with that due knowledge of natural science which now seemed to me quite indispensable for an educator4 ,in the year #ahaj ,i returned from ,yverdon by ,bern1 ,schaffhausen1 and ,stuttgart to ,frankfurt4 ,i should have prepared to go to the university at once1 but found myself obliged to remain at my post till the ,july of the following year4 ,the piece-meal condition of the methods of teaching and of education which surrounded me hung heavy on my mind1 so that ,i was extremely glad when at last ,i was able to shake myself free from my position4 ,in the beginning of ,july #ahaa ,i went to ,goettingen4 ,i went up at once1 although it was in the middle of the session1 because ,i felt that ,i should require several months to see my way towards harmonising my inward with my outward life1 and reconciling my thoughts with my actions4 ,and it was in truth several months before ,i gained peace within myself1 and before ,i arrived at that unity which was so necessary to me1 between my inward and my outward life1 and at the equally necessary harmony between aim1 career1 and method4 ,mankind as a whole1 as one great unity1 had now become my quickening thought4 ,i kept this conception continually before my mind4 ,i sought after proofs of it in my little world within1 and in the great world without me2 ,i desired by many a struggle to win it1 and then to set it worthily forth4 ,and thus ,i was led back to the first appearance of man upon our earth1 to the land which first saw man1 and to the first manifestation of mankind1 his speech4 ,linguistic studies1 the learning of languages1 philology1 etc41 now formed the object of my attack4 ,the study of ,oriental tongues seemed to me the central point1 the fountain head1 whither my search was leading me2 and at once ,i began upon them with ,hebrew and ,arabic4 ,i had a dim idea of opening up a path through them to other ,asiatic tongues1 particularly those of ,india#gb and ,persia4 ,i was powerfully stimulated and attracted by what ,i had heard about the study of these languages1 then in its early youth--namely1 the acknowledgment of a relationship between ,persian and ,german4 ,greek also attracted me in quite a special way on account of its inner fulness1 organisation1 and regularity4 ,my whole time and energy were devoted to the two languages ,i have named4#gc ,but ,i did not get far with ,hebrew in spite of my genuine zeal and my strict way with myself1 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 me1 lay a vast chasm which ,i could find no means to bridge over4 ,in the form in which language was offered to me1 ,i could find and see no means of making it a living study2 and yet1 nevertheless1 nothing would have drawn me from my linguistic studies had ,i not been assured by educated men that these studies1 especially my work on ,indian and ,persian tongues1 were in reality quite beside the mark at which ,i aimed4 ,hebrew also was abandoned2 but1 on the other hand1 ,greek irresistibly enthralled me1 and nearly all my time and energy were finally given to its study1 with the help of the best books4 ,i was now free1 happy1 in good mental and bodily health and vigour1 and ,i gained peace within myself and without1 through hard work1 interrupted only by an indisposition which kept me to my room for a few weeks4 ,after working all day alone1 ,i used to walk out late in the evening1 so that at least ,i might receive a greeting from the friendly beams of the setting sun4 ,to invigorate my spirit as well as my bodily frame ,i would walk on till near midnight in the beautiful neighbourhood which surrounds ,goettingen4 ,the glittering starry sky harmonised well with my thoughts1 and a new object which appeared in the heavens at this time1 aroused my wonder in an especial degree4 ,i knew but little of astronomy1 and the expected arrival of a large comet#gd was1 therefore1 quite unknown to me2 so that ,i found out the comet for myself1 and that was a source of special attraction4 ,this object absorbed my contemplation in those silent nights1 and the thought of the all-embracing1 wide-spreading sphere of law and order above1 developed and shaped itself in my mind with especial force during my night-wanderings4 ,i often turned back home that ,i might note down in their freshness the results of these musings2 and then after a short sleep ,i rose again to pursue my studies4 ,in this way the last half of the summer session passed quickly away1 and ,michaelmas arrived4 ,the development of my inner life had meanwhile insensibly drawn me little by little quite away from the study of languages1 and led me towards the deeper-lying unity of natural objects4 ,my earlier plan gradually reasserted itself1 to study ,nature in her first forms and elements4 ,but the funds which still remained to me were now too small to permit of the longer residence at the university which that plan necessitated4 ,as ,i had nothing at all now to depend upon save my own unaided powers1 ,i at first thought to gain my object by turning them to some practical account1 such as literary work4 ,i had already begun to prepare for this1 when an unexpected legacy changed my whole position4 ,up to now ,i had had one aunt still living1 a sister of my mother's1 who had spent all the best years of her life in my native village1 enjoying excellent health and free from care4 ,by her sudden death ,i obtained1 in a manner ,i had little expected1 the means of pursuing my much-desired studies4 ,this occurrence made a very deep impression upon me1 because this lady was the sister of that uncle of mine whose death had enabled me to travel from ,gross ,milchow to ,frankfurt1 and so first set me upon my career as an educator4 ,and now again the death of a loved one made it possible for me to attain higher culture in the service of this career4 ,both brother and sister had loved with the closest affection my own mother1 dead so far too soon1 and this love they had extended to her children after her4 ,may these two loving and beloved ones who through their death gave me a higher life and a higher vocation1 live for ever through my work and my career4 ,my position was now a very pleasant one1 and ,i felt soothing and cheering influences such as had not visited me before4 ,in the autumn holidays1 too1 a friendly home was ready to receive me4 ,besides the country-clergyman brother1 who so often was a power for good in my life1 ,i had another brother1 also older than ,i1 who had been living more than ten years as a well-established tradesman and citizen in ,osterode1 amongst the ,harz ,mountains2 head of a quiet1 self-contained1 happy family1 and father of some fine children4 ,my previous life and endeavours as an educator had already brought me into connection with this circle2 for ,i had not failed whenever ,i found anything suitable to my brother's needs to let him know of it1 as he was the conscientious teacher and educator of his own children4 ,it was in this peaceful1 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 work4 ,it could not prove otherwise than that such a visit should be of the greatest service to me in my general development1 and ,i remember it with thankfulness even yet on that account4 ,i return now to my university life4 ,physics1 chemistry1 mineralogy1 and natural history in general1 were my principal studies4 ,the inner law and order embracing all things1 and in itself conditioned and necessitated1 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 manifest1 although varying greatly according to its several manifestations1 in complexity and in gradation4 ,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 unity4 ,and the labours of the ,german and ,swedish philosophers to express these essentially conditioned fundamental laws in terms of weight and number1 so that they might be studied and understood in their most exact expression1 and in their mutual interchange and connection1 fitted in exactly with my own longings and endeavours4 ,natural science and natural researches now seemed to me1 while themselves belonging to a distinct plane of vital phenomena1 the foundation and cornerstones which served to make clear and definite the laws and the progress of the development1 the culture1 and the education of mankind4 ,it was but natural that such studies should totally absorb me1 occupy my whole energies1 and keep me most busily employed4 ,i studied chemistry and physics with the greatest possible zeal1 but the teaching of the latter did not satisfy me so thoroughly as that of the former4 ,what in the current half-year's term ,i was regarding rather from a theoretical standpoint1 ,i intended in the next half-year to study practically as a factor of actual life3 hence ,i passed to organic chemistry and geology4#ge ,those laws which ,i was able to observe in ,nature ,i desired to trace also in the life and proceedings of man1 wherefore ,i added to my previous studies history1 politics1 and political economy4 ,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 mind1 and in its suitable exercise upon matters growing out of its own natural conditions4 ,i saw further that wealth arose quite as much from vigour of production as from saving by economical use2 and that those productions were the most valuable of all1 which were the outcome and representation of lofty ideas or remarkable thoughts2 and finally1 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 will4 ,while ,i received much benefit from the lectures on natural history at the university1 ,i could not fall in with the views held there as to fixed forms--crystallography1 mineralogy1 and natural philosophy4 ,from what ,i had heard of the natural history lectures of ,professor ,weiss in ,berlin1 ,i felt sure that ,i could acquire a correct view of both these subjects from him4 ,and also since my means would not allow me to stay even so long as one entire session more at ,goettingen1 whilst on the other hand ,i might hope at ,berlin to earn enough by teaching to maintain a longer university career there1 ,i came to the conclusion to go to ,berlin at the beginning of the next winter session to study mineralogy1 geology1 and crystallography under ,weiss1 as well as to do some work at physics and physical laws4 ,after a stay of a few weeks with my brother at ,osterode1 ,i went to ,berlin in ,october #ahab4 ,the lectures for which ,i had so longed really came up to the needs of my mind and soul1 and awakened in me1 more fervent than ever1 the certainty of the demonstrable inner connection of the whole cosmical development of the universe4 ,i saw also the possibility of man's becoming conscious of this absolute unity of the universe1 as well as of the diversity of things and appearances which is perpetually unfolding itself within that unity2 and then1 when ,i had made clear to myself1 and brought fully home to my consciousness1 the view that the infinitely varied phenomena in man's life1 work1 thought1 feeling1 and position1 were all summed up in the unity of his personal existence1 ,i felt myself able to turn my thoughts once more to educational problems4 ,to make sure of my power to maintain myself at the university1 ,i undertook some teaching at a private school of good reputation4#gf ,my work here1 beyond the sufficient support it afforded me during residence1 had no positive effect upon the endeavour of my life1 for ,i found neither high intelligence1 lofty aims1 nor unity in the course of instruction4 ,the fateful year #ahac had now begun4 ,all men grasped weapons1 and called on one another to fly to arms to defend the ,fatherland4 ,i1 too1 had a home1 it is true1 a birthplace1 ,i might say a ,motherland1 but ,i could not feel that ,i had a ,fatherland4#gg ,my home sent up no cry to me2 ,i was no ,prussian1#gh and thus it came about that the universal call to arms 7in ,berlin7 affected me1 in my retired life1 but little4 ,it was quite another sentiment which drew me to join the ranks of ,german soldiers2 my enthusiasm was possibly small1 but my determination was firmly fixed as the rocks themselves4 ,this sentiment was the consciousness of a pure ,german brotherhood1 which ,i had always honoured in my soul as a lofty and sublime ideal2 one which ,i earnestly desired might make itself felt in all its fulness and freedom all over ,germany4 ,besides the fidelity with which ,i clung to my avocation as an educator also influenced my action in this matter4 ,even if ,i could not say truly that ,i had a ,fatherland1 ,i must yet acknowledge that every boy1 that every child1 who might perhaps later on come to be educated by me would have a ,fatherland1 that this ,fatherland was now requiring defence1 and that the child was not in a position to share in that defence4 ,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 were2 that he who now did not feel ashamed to shrink from blows could exist without blushing in after years1 or could incite his pupils to do something noble1 something calling for sacrifice and for unselfishness1 without exposing himself to their derision and contempt4 ,such was the second main reason which influenced me4 ,thirdly1 this summons to war seemed to me an expression of the general need of the men1 the land1 and the times amidst which ,i lived1 and ,i felt that it would be altogether unworthy and unmanly to stand by without fighting for this general need1 and without taking my share in warding off the general danger4 ,before these convictions all considerations gave way1 even that of my bodily constitution1 which was far too weakly for such a life4 ,as comrades ,i selected the ,luetzowers2 and at ,eastertide #ahac ,i arrived at ,dresden on my road to join the infantry division of ,luetzow's corps at ,leipzig4#gi ,through the retired nature of my self-concentrated life it came about naturally that ,i1 although a regularly matriculated student1 had held aloof from the other students1 and had gained no settled acquaintance amongst them2 thus1 out of all the vigorous comrades whom ,i met at ,dresden1 many of whom were like myself1 ,berlin students1 ,i did not find one man ,i knew4 ,i made but few new friends in the army1 and these few ,i was fated to encounter on the first day of my entrance into my new work of soldiering4 ,our sergeant at the first morning halt after our march out from ,dresden1 introduced me to a comrade from ,erfurt as a ,thueringer1 and therefore a fellow-countryman4 ,this was ,langethal2 and casually as our acquaintance thus began1 it proved to be a lasting friendship4 ,our first day's march was to ,meissen1 where we halted4 ,we had enjoyed lovely spring weather during our march1 and our repose was gladdened by a still lovelier evening4 ,i found all the university students of the corps1 driven by a like impulse1 collected together in an open place by the shores of ,elbe and near a public restaurant2 and some old ,meissen wine soon served us as a bond of union4 ,we sat about twenty strong in a jolly group at a long table1 and began by welcoming and pledging one another to friendship4 ,it was here that ,langethal introduced me to a university friend of his at ,berlin1 the young ,middendorff1 a divinity student from the ,mark4#hj ,keeping together in a merry little society till the middle of the lovely spring night1 we united again next morning in a visit to the splendid cathedral of ,meissen4 ,thus from the very first did we three join fast in a common struggle towards and on behalf of the higher life1 and even if we have not always remained in the like close outward bonds of union1 we have from that time to this1 now near upon fifteen years1 never lost our comradeship in the inner life and our common endeavour after self-education4 ,both ,langethal and ,middendorff had a third friend1 named ,bauer1 amongst our comrades of the camp4 ,with him also1 as ,i think1 ,i made acquaintance as early as at ,meissen1 but it was more particularly at ,havelberg1 later on1 that ,bauer and ,i struck up a friendship together1 which has ever since endured4 ,even when we have not been together in outward life1 we have always remained one in our endeavours after the highest and best4 ,bauer closed the narrow circle of my friends amongst our companions in arms4#ha ,i remained true to my previous way of life and thought in the manner in which ,i viewed my new soldier life4 ,my main care was always to educate myself for the actual calling which at the moment ,i was following2 thus1 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 services1 in which1 without any previous acquaintance with military affairs1 ,i managed1 in consequence of my mathematical and physical knowledge1 to succeed very fairly and without any great difficulty4 ,i was able to protect myself1 therefore1 against many small reprimands1 which fell tolerably frequently on those who had thought this or that instruction might be lightly passed over as too trivial to be attended to4 ,it came about in this way1 when we were continually drilling1 after the cessation of the armistice1 that the military exercises we performed gave me genuine pleasure on account of their regularity1 their clearness1 and the precision of their execution4 ,in probing into their nature ,i could see freedom beneath their recognised necessity4 ,during the long sojourn of our corps in ,havelberg previously alluded to1 ,i strengthened my inner life1 so far as the military service permitted1 by spending all the time ,i could in the open air1 in communion with ,nature1 to a perception of whose loveliness a perusal of ,g4 ,forster's ,travels in ,rhineland had newly unlocked my senses4#hb ,we friends took all opportunities of meeting one another4 ,by-and-by we set to work to make this easier by three of us applying to be quartered together4 ,in the rough1 frank life of war1 men presented themselves to me under various aspects1 and so became a special object of my thoughts as regards their conduct1 and their active work1 and most of all as to their higher vocation4 ,man and the education of man was the subject which occupied us long and often in our walks1 and in our open-air life generally4 ,it was particularly these discussions which drew me forcibly towards ,middendorff1 the youngest of us4 ,i liked well our life of the bivouac1 because it made so much of history clear to me2 and taught me1 too1 through our oft-continued and severely laborious marches and military manoeuvres1 the interchanging mutual relations of body and spirit4 ,it showed me how little the individual man belongs to himself in war time2 he is but an atom in a great whole1 and as such alone must he be considered4 ,through the chance of our corps being far removed from the actual seat of war1 we lived our soldier life1 at least ,i did1 in a sort of dream1 notwithstanding the severe exertions caused by our military manoeuvres1 and we heard of the war only in the same sleepy way4 ,now and then1 at ,leipzig1 at ,dalenburg1 at ,bremen1 at ,berlin1 we seemed to wake up2 but soon sank back into feeble dreaminess again4 ,it was particularly depressing and weakening to me never to be able to grasp our position as part of the great whole of the campaign1 and never to find any satisfactory explanation of the reason or the aim of our manoeuvres4 ,that was my case at least2 others may have seen better and clearer than ,i4 ,i gained one clear benefit from the campaign2 in the course of the actual soldier life ,i became enthusiastic upon the best interests of the ,german land and the ,german people2 my efforts tended to become national in their scope4 ,and in general1 so far as my fatigues allowed1 ,i kept the sense of my future position always before me2 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 work4 ,our corps marched through the ,mark1#hc and in the latter part of ,august through ,priegnitz1 ,mecklenburg1 the districts of ,bremen and ,hamburg1 and ,holstein1 and in the last days of #ahac we reached the ,rhine4 ,the peace 7,may #cjth1 #ahad7 prevented us from seeing ,paris1 and we were stationed in the ,netherlands till the breaking up of the corps4 ,at last1 in ,july #ahad1 every one who did not care to serve longer had permission to return to his home and to his former calling4 ,upon my entrance into a corps of ,prussian soldiers ,i had received1 through the influence of some good friends1 the promise of a post under the ,prussian ,government--namely1 that of assistant at the mineralogical museum of ,berlin1 under ,weiss4 ,thither then1 as the next place of my destined work1 ,i turned my steps4 ,i desired also to see the ,rhine and the ,main1 and my birthplace as well2 so ,i went by ,dusseldorf back to ,luenen1 and thence by ,mainz1 ,frankfurt1 and ,rudolstadt to ,berlin4 ,thus ,i had lived through the whole campaign according to my strength1 greater or less1 in a steady inner struggle towards unity and harmony of life1 but what of outward significance and worth recollection had ,i received from the soldier's life8 ,i left the army and the warlike career with a total feeling of discontent4 ,my inner yearning for unity and harmony1 for inward peace1 was so powerful that it shaped itself unconsciously into symbolical form and figure4 ,in a ceaseless1 inexplicable1 anxious state of longing and unrest1 ,i had passed through many pretty places and many gardens on my homeward way1 without any of them pleasing me4 ,in this mood ,i reached ,f----1 and entered a fairly large and handsomely-stocked flower garden4 ,i gazed at all the vigorous plants and fresh gay flowers it offered me1 but no flower took my fancy4 ,as ,i passed all the many varied beauties of the garden in review before my mind1 it fell upon me suddenly that ,i missed the lily4 ,i asked the owner of the garden if he had no lilies there1 and he quietly replied1 ,no6 ,when ,i expressed my surprise1 ,i was answered as quietly as before that hitherto no one had missed the lily4 ,it was thus that ,i came to know what ,i missed and longed for4 ,how could my inner nature have expressed itself more beautifully in words8 ,thou art seeking silent peacefulness of heart1 harmony of life1 clear purity of soul1 by the symbol of this silent1 pure1 simple lily4 ,that garden1 in its beautiful variety1 but without a lily1 appeared to me as a gay life passed through and squandered without unity and harmony4 ,another day ,i saw many lovely lilies blooming in the garden of a house in the country4 ,great was my joy2 but1 alas6 they were separated from me by a hedge4 ,later on ,i solved this symbol also2 and until its solution image and longing remained stored in my memory4 ,one thing ,i ought to notice--namely1 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 side4 ,i hastened to the scene of my new duties4 ,how variously the different outward circumstances of my life henceforth affected me as to the life within1 now that this had won for itself once more an assured individual form1 and how my life again resumed its true and highest aspect1 ,i must pass over here1 since to develop these considerations with all their connections would take me too long4 ,in the first days of ,august #ahad ,i arrived at ,berlin1 and at once received my promised appointment4 ,my duties busied me the greater part of the day amongst minerals1 dumb witnesses to the silent thousand-fold creative energy of ,nature1 and ,i had to see to their arrangement in a locked1 perfectly quiet room4 ,while engaged on this work ,i continually proved to be true what had long been a presentiment with me--namely1 that even in these so-called lifeless stones and fragments of rock1 torn from their original bed1 there lay germs of transforming1 developing energy and activity4 ,amidst the diversity of forms around me1 ,i recognised under all kinds of various modifications one law of development4 ,all the points that in ,goettingen ,i had thought ,i traced amidst outward circumstances1 confirmatory of the order of the soul's development1 came before me here also1 in a hundred and again a hundred phenomena4 ,what ,i had recognised in things great or noble1 or in the life of man1 or in the ways of ,god1 as serving towards the development of the human race1 ,i found ,i could here recognise also in the smallest of these fixed forms which ,nature alone had shaped4 ,i saw clearly1 as never yet ,i had seen before1 that the godlike is not alone in the great2 for the godlike is also in the very small1 it appears in all its fulness and power in the most minute dimensions4 ,and thereafter my rocks and crystals served me as a mirror wherein ,i might descry mankind1 and man's development and history4 ,these things began to stir powerfully within me2 and what ,i now vaguely perceived ,i was soon to view more definitely1 and to be able to study with thoroughness4 ,geology and crystallography not only opened up for me a higher circle of knowledge and insight1 but also showed me a higher goal for my inquiry1 my speculation1 and my endeavour4 ,nature and man now seemed to me mutually to explain each other1 through all their numberless various stages of development4 ,man1 as ,i saw1 receives from a knowledge of natural objects1 even because of their immense deep-seated diversity1 a foundation for1 and a guidance towards1 a knowledge of himself and of life1 and a preparation for the manifestation of that knowledge4 ,what ,i thus clearly perceived in the simpler natural objects ,i soon traced in the province of living ,nature1 in plants and growing things1 so far as these came under my observation1 and in the animal kingdom as well4 ,soon ,i became wholly penetrated and absorbed by the thought that it must be beyond everything else vital to man's culture and development1 to the sure attainment of his destiny and fulfilment of his vocation1 to distinguish these tendencies accurately and sharply not only in their separate ascending grades1 but also throughout the whole career of life4 ,moreover1 ,i made a resolution that for some time ,i would devote myself to the study of the higher methods of teaching1 so as to fit myself as a teacher in one of the higher centres of education1 as1 for example1 one of the universities1 if that might be4 ,but it was not long before ,i found a double deficiency1 which quickly discouraged me in this design4 ,for1 firstly1 ,i wanted a fund of specially learned and classical culture2 and next1 ,i was generally deficient in the preparatory studies necessary for the higher branches of natural science4 ,the amount of interest in their work shown by university students was1 at the same time1 not at all serious enough to attract me to such a career4 ,i soon perceived a double truth3 first1 that a man must be early led towards the knowledge of nature and insight into her methods--that is1 he must be from the first specially trained with this object in view2 and next1 ,i saw that a man1 thus led through all the due stages of a life-development should in order to be quite sure to accomplish in all steadiness1 clearness1 and certainty his aim1 his vocation1 and his destiny1 be guarded from the very beginning against a crowd of misconceptions and blunders4 ,therefore ,i determined to devote myself rather to the general subject of the education of man4 ,though the splendid lectures ,i heard on mineralogy1 crystallography1 geology1 etc41 led me to see the uniformity of ,nature in her working1 yet a higher and greater unity lay in my own mind4 ,to give an example1 it was always most unsatisfactory to me to see form developed from a number of various ground-forms4 ,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 derived4 ,but as ,i held the laws of form to be fixed1 not only for crystals1 but also just as firmly for language1 it was more particularly a deep philosophical view of language which eventually absorbed my thoughts4 ,again1 ideas about language which ,i had conceived long ago in ,switzerland crowded before my mind4 ,it seemed to me that the vowels a1 o1 u1 e1 i1 ae1 au1 ei1 resembled1 so to speak1 force1 spirit1 the 7inner7 subject1 whilst the consonants symbolised matter1 body1 the 7outer7 object4 ,but just as in life and in nature all opposites are only relatively opposed1 and within every circle1 every sphere1 both opposites are found to be contained1 so also in language one perceives within the sphere of speech-tones the two opposites of subject and object4 ,for example1 the sound i depicts the absolute subject1 the centre1 and the sound a the absolute material object2 the sound e serves for life as such1 for existence in general2 and o for individual life1 for an existence narrowed to itself alone4 ,language1 not alone as the material for the expression of thought1 but also as a type or epitome of all forms and manifestations of life1 appeared to me to underlie the universal laws of expression4 ,in order to learn these laws thoroughly1 as exemplified in the teaching of the classical languages1 ,i now returned again to the study of these latter1 under the guidance of a clever teacher2 and ,i began to strike out the special path which seemed to me absolutely necessary to be followed in their acquisition4 ,from this time onwards ,i gave all my thoughts to methods of education1 whereto ,i was also further incited by some keen critical lectures on the history of ancient philosophy4 ,these again afforded me a clear conviction of the soundness of my views of ,nature and of the laws of human development4 ,through my work at the dynamical1 chemical1 and mathematical aspects of ,nature ,i came once more upon the consideration of the laws of number1 particularly as manifested through figures2 and this led me to a perfectly fresh general view of the subject--namely1 that number should be regarded as horizontally related4#hd ,that way of considering the subject leads one to very simple fundamental conceptions of arithmetic1 which1 when applied in practice1 prove to be as accurate as they are clear4 ,the connection of these 7dynamical and arithmetical7 phenomena was demonstrably apparent to me2 since arithmetic may be considered1 firstly1 as the outward expression of the manifestation of force1 secondly 7in its relationship to man71 as an example of the laws of human thought4 ,on all sides1 through nature as well as through history1 through life as well as through science 7and as regards the latter through pure science as well as through the applied branches71 ,i was thus encountered and appealed to by the unity1 the simplicity1 and the unalterably necessary course1 of human development and human education4 ,i became impelled by an irresistible impulse towards the setting forth of that unity and simplicity1 with all the force1 both of my pen and of my life1 in the shape of an educational system4 ,i felt that education as well as science would gain by what ,i may call a more human1 related1 affiliated1 connected treatment and consideration of the subjects of education4 ,i was led to this conviction on another ground1 as follows3--,although my friends ,langethal1 ,middendorff1 and ,bauer served with me all through the war in the same corps1 and even in the same battalion1 we were a great deal apart towards the close of the campaign1 especially at the time we were quartered in the ,netherlands1 so that ,i1 at all events1 at the disbanding of the corps1 knew not whither the others had gone4 ,it was1 therefore1 an unexpected pleasure when1 after a while1 ,i found them all at ,berlin again4 ,my friends pursued their theological studies with earnestness1 and ,i my natural science2 therefore1 at first we came little into contact with one another4 ,so passed several months1 when suddenly life threw us closer together again4 ,this came about through the call to arms in #ahae4 ,we all enlisted again together as volunteers4 ,on account of our previous service1 and by royal favour1 we were at once promoted to officer's rank1 and each one was appointed to a regiment4 ,however1 there was such a throng of volunteers that it was not necessary for any ,state officials to be called upon to leave their posts1 or for students to interrupt their studies1 and we therefore received counter-orders commanding us to stay at home4 ,middendorff1 who felt sure of his speedy departure for the army1 preferred not to take lodgings for the short time of his stay in ,berlin1 and as there was room enough in mine for us both1 he came and stayed with me4 ,yet we still seemed to draw very little closer together at first1 because of the diversity of our pursuits2 but soon a bond of union wove itself again1 which was all the stronger on that very account4 ,langethal and ,middendorff had endeavoured to secure a sufficiency for their support at the university by taking private tutorships in families1 making such arrangements as that their university studies should not be interfered with4 ,in the beginning of their work all seemed simple and easy1 but they soon came upon difficulties both as regards the teaching and the training of the children entrusted to them4 ,as our former conversations had so often turned upon these very subjects they now came to me to consult me1 especially about mathematical teaching and arithmetic1 and we set apart two hours a week1 in which ,i gave them instruction on these matters4 ,from this moment our mutual interchange of thought again became animated and continuous4 99 99 99 99 99 ,here the autobiography breaks off abruptly4 ,herr ,wichard ,lange had some trouble in deciphering it from ,froebel's almost unreadable rough draft1 and here and there he had even to guess at a word or so4 ,froebel had intended to present this letter to the ,duke of ,meiningen at the close of #ahbg1 when the negotiations began to be held about a proposed ,national ,educational ,institution at ,helba1 to be maintained by the duke1 after the similar proposal made to the ,prince of ,rudolstadt for ,quittelsdorf earlier in the year had broken down4 ,it is not known whether the present draft was ever finished1 properly corrected1 and polished into permanent form1 nor whether it was ever delivered to the duke4 ,it is highly probable that we have here all that ,froebel accomplished towards it4 ,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 #ahbi1 the whole scheme fell through1 from the jealousy of the prince's advisers1 who feared ,froebel's influence too much to allow him ever to get a footing amongst them4 ,another fragment of autobiography1 going on to a further period of his life1 occurs in a long letter to the philosopher ,krause1#he dated ,keilhau1 #bdth ,march1 #ahbh1 in reply to an article written by ,krause five years before 7#ahbc7 in ,oken's journal1 the well-known ,isis#hf in which article ,krause had found fault with ,froebel's two explanatory essays on ,keilhau1 written in #ahbb1 separately published1 and appearing also in the ,isis1 because ,keilhau was there put forward as an educational institution for all ,germany 7,allgemeine ,deutsche ,erziehungs-,anstalt71 whereas ,krause desired it should rather style itself a ,german institution for universal culture 7,deutsche ,anstalt fuer ,allgemeine menschliche ,bildung74 ,the rapid growth of ,keilhau gave ,froebel at the time no leisure for controversy4 ,in #ahbg began the cruel persecutions which eventually compelled him to leave ,keilhau4 ,now whenever ,froebel was under the pressure of outward difficulty1 he always sought for help from within1 and from his inward contemplation derived new courage and new strength to face his troubles4 ,out of such musings in the present time of adversity the long-awaited reply to ,krause at length emerged4 ,the disputative part1 interesting in itself1 does not here concern us4 ,we pass at once to the brief sketch of his life contained in later parts of the letter1 omitting what is not autobiographical4 ,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 ,meiningen2 but we think it better to print the passages in full1 in spite of their being to a great extent a repetition of what has gone before4 ,certain differences1 however1 will be found not unworthy of notice4 ,the ,krause letter succeeded the other and more important letter 7to the ,duke of ,meiningen7 by some few months4 ,its immediate outcome was a warm friendship between ,krause and ,froebel2 the latter1 with ,middendorff as his companion1 journeying to ,goettingen to make the philosopher's personal acquaintance1 in the autumn of #ahbh4 ,long discussions on education took place at this interesting meeting1 as we know from ,leonhardi1 ,krause's pupil4 ,krause made ,froebel acquainted with the works of ,comenius1 amongst other things1 and introduced him to the whole learned society of ,goettingen1 where he made a great1 if a somewhat peculiar1 impression4 ,,part ,,of ,,froebel',s ,,letter ,,to ,,krause1 ,,dated ,,keilhau1 #bd,,th ,,march1 #ahbh4 444 ,you have enjoyed1 without doubt1 unusual good fortune in having pursued the strict path of culture4 ,you have sailed by ,charybdis without being swallowed up by ,scylla4#hg ,but my lot has been just the reverse4 ,as ,i have already told you in the beginning of this letter1 ,i was very early impressed with the contradictions of life in word and deed--in fact1 almost as soon as ,i was conscious of anything1 living as a lonely child in a very narrowed and narrowing circle4 ,a spirit of contemplation1 of simplicity1 and of childlike faith2 a stern1 sometimes cruel1 self-repression2 a carefully-fostered inward yearning after knowledge by causes and effects1 together with an open-air life amidst ,nature1 especially amidst the world of plants1 gradually freed my soul from the oppression of these contradictions4 ,thus1 in my tenth and eleventh years1 ,i came to dream of life as a connected whole without contradictions4 ,everywhere to find life1 harmony1 freedom from contradictions1 and so to recognise with a keener and clearer perception the life-unity after which ,i dimly groped1 was the silent longing of my heart1 the mainspring of my existence4 ,but the way thither through the usual school course1 all made up of separate patches1 considering things merely in their outward aspect1 and connected by mere arbitrary juxtaposition1 was too lifeless to attract me2 ,i could not remember things merely put together without inner connection1 and so it came about that after two of my elder brothers had devoted themselves to study1 and because my third brother showed great capacity for study also1 my own education was narrowed2 but so much the more closely did a loving1 guiding providence bind my heart in communion with ,nature4#hh ,in silent1 trustful association with ,nature and my mathematics1 ,i lived for several years after my confirmation4 ,in the latter part of the time my duties led me towards the study of natural laws1 and thus towards the perception of the unity so often longed for in soul and spirit1 and now at last gradually becoming clear from amidst the outwardly clashing phenomena of ,nature4#hi ,at last ,i could no longer resist the craving for knowledge which ,i felt within me4 ,i thrust on one side all the ordinary school-learning which ,i utterly failed to appropriate in its customary disconnected state 7it was meant only to be learned by rote1 and this ,i never could recognise as the exclusive condition of a really comprehensive culture of the human mind71 and ,i went up in the middle of my eighteenth year to the ,university of ,jena4 ,as ,i had been for two years past living completely with ,nature and my mathematics1 and dependent upon myself alone for any culture ,i might have arrived at1 ,i came to the university much like a simple plant of nature myself4 ,i was at this time peculiarly moved by a little knowledge ,i had picked up about the solar system1 including particularly a general conception of ,kepler's laws1 whereby the laws of the spheres appealed to me on the one hand as an all-embracing1 world-encircling whole1 and on the other as an unlimited individualisation into separate natural objects4 ,my own culture had been hitherto left to myself1 and so also now ,i had to select my own studies and to choose my courses of lectures for myself4 ,it was to be expected that the lectures of the professors would produce a singular effect upon me1 and so they did4 ,i chose as my courses natural history1 physics1 and mathematics1 but ,i was little satisfied4 ,i seldom gained what ,i expected4 ,everywhere ,i sought for a sound method deriving itself from the fundamental principle lying at the root of the subject in hand1 and afterwards summing up all details into that unity again2 everywhere ,i sought for recognition of the quickening interconnection of parts1 and for the exposition of the inner all-pervading reign of law4 ,only a few lectures made some poor approach to such methods1 but ,i found nothing of the sort in those which were most important to me1 physics and mathematics4 ,especially repugnant to me was the piece-meal patchwork offered to us in geometry1 always separating and dividing1 never uniting and consolidating4 ,i was1 however1 perfectly fascinated with the mathematical rules of combination1 permutation1 and variation1 but unhappily ,i could not give much time to their study1 which ,i have regretted ever since4 ,otherwise1 what ,i learned from the lectures was too slight for what ,i wanted1 being1 unluckily1 altogether foreign to my nature1 and more often a mere getting of rules by heart rather than an unfolding of principles4 ,the theoretical and philosophical courses on various subjects did not attract me either1 something about them always kept me at a distance2 and from what ,i heard of them amongst my fellow-students1 ,i could gather that here1 too1 all was presented in an arbitrary fashion1 unnaturally divided1 cut up1 so to speak1 into lifeless morsels2 so that it was useless for my inner life to seek for satisfaction in those regions of study4 ,but as ,i said above1 there were some of the lectures which fostered my interest in the inner connection of all vital phenomena1 and even helped me to trace it with some certainty in some few restricted circles4 ,but my financial position did not permit me to remain long at the university2 and as my studies were those which fitted the student for practical professional life1 though they were regarded from a higher point of view by myself in the privacy of my own thoughts1 ,i had to return to ordinary every-day work1 and use them as a means to earn my living4 ,yet1 though ,i lived the outward business life to all appearance1 it remained ever foreign to my nature2 ,i carried my own world within me1 and it was that for which ,i cared and which ,i cherished4 ,my observation of life 7and especially that of my own life1 which ,i pursued with the object of self-culture71 joined with the love of ,nature and with mathematics to work creatively upon me2 and they united to fill my little mental world with many varied life-forms1 and taught me at the same time to regard my own existence as one member of the great universal life4 ,my plan of culture was very simple3 it was to seek out the innermost unity connecting the most diverse and widely-separated phenomena1 whether subjective or objective1 and whether theoretical or practical1 to learn to see the spiritual side of their activity1 to apprehend their mutual relations as facts and forms of ,nature1 or to express them mathematically2 and1 on the other hand1 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 whole1 that is indeed to regard them in their unconditioned1 uncaused necessity1 as absolute things-in-themselves4 ,thus did ,i continue without ceasing to systematise1 symbolise1 idealise1 realise and recognise identities and analogies amongst all facts and phenomena1 all problems1 expressions1 and formulas which deeply interested me2 and in this way life1 with all its varied phenomena and activities1 became to me more and more free from contradictions1 more harmonious1 simple1 and clear1 and more recognisable as a part of the life universal4 ,after ,i had lived for some years the isolated life ,i have described1 though ,i was engaged the whole time in ordinary professional pursuits1 all at once there broke upon my soul1 in harmony with the seasons of nature1 a springtime such as ,i had not before experienced2 and an unexpected life and life-aim budded and blossomed in my breast4 ,all my inner life and life-aims had become narrowed to the circle of self-culture and self-education4 ,the outer life1 my profession1 ,i carried on as a mere means of subsistence1 quite apart from my real inner self1 and my sphere of operation was limited4 ,i was driven perforce from pillar to post till at last ,i had arrived where the ,main unites herself with the ,rhine4#ij ,here there budded and opened to my soul one lovely bright spring morning1 when ,i was surrounded by ,nature at her loveliest and freshest1 this thought1 as it were by inspiration3--,that there must exist somewhere some beautifully simple and certain way of freeing human life from contradiction1 or1 as ,i then spake out my thought in words1 some means of restoring to man1 himself1 at peace internally2 and that to seek out this way should be the vocation of my life4 ,and yet my life1 to all appearance1 my studies and my desires1 belonged to my purely external vocation1#ia and to its external citizenlike relations2 and by no means to mankind at large1 either regarded in itself or in its educational needs4 ,therefore this idea of mine was in such violent contrast with my actual life that it utterly surprised me4 ,in fact1 and perhaps greatly because of this contrast1 the idea would undoubtedly have been quite forgotten1 had not other circumstances occurred to revive it4 ,on myself and on my life at the time it seemed to have not the slightest effect1 and it soon passed from my memory4 ,but later on in this same journey1#ib as ,i climbed down from the ,wartburg1 and turned round to look at the castle1 there rushed upon me once more this thought of a higher educational vocation as my proper life-work2 and again1 being so far removed from my actual external life1 it only flashed upon me with a momentary effulgence an instant1 and then sank4 ,this1 unconsciously to me1 and therefore quite disregarded by me1 was the real position of my inner life when ,i arrived at the goal of my journey1 ,frankfurt1 from whence my life was so soon to develop so largely4 ,my energies at the moment were devoted towards attaining some definite professional position for myself4#ic ,but in proportion as ,i began to examine my profession more closely in its practical aspect1 so did it begin to prove insufficient of itself to satisfy me as the occupation of my life4 ,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 mankind4#id ,the restlessness of youth1 nay1 that chance1 rather1 which has always lovingly guided me1 threw me unexpectedly into relations with a man whose knowledge of mankind1 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 educator1 two spheres of work which had1 never previously occurred to me1 still less had appeared to me as the future objects of my life4#ie ,but the very first time ,i found myself before thirty or forty boys from nine to eleven years old1 for that was the class allotted to me to teach1 ,i felt thoroughly at home4 ,in fact1 ,i perceived that ,i had at last found my long-missed life element2 and as ,i wrote to my brother at the time1 ,i was as well pleased as the fish in the water1 ,i was inexpressibly happy4 ,yet here from the very first moment 7and what a number of sacrifices had to be made1 what a wealth of activity was poured out67 ,i had to give information1 advice1 and decisions on matters which hitherto ,i had not thought it necessary seriously to consider1 and so also here1 in my new position1 ,i soon came to feel myself isolated1 to stand alone4 ,i sought counsel where ,i had so often found it4 ,i looked within myself and to ,nature for help4 ,here my plan of culture1 hitherto followed only for my own needs1 came opportunely to my assistance4 ,when ,i was consulted by others1 ,i looked to ,nature for the answer1 and let ,nature1 life1 spirit1 and law speak for themselves through me2 then the answer was not merely satisfactory4 ,no6 its simple1 unhesitating confidence and youthful freshness gladdened and quickened the inquirer4 ,this was all well enough when universal human interests were concerned1 but how about matters of instruction8 ,i could1 in fact1 fairly confess that in many respects ,i had no title to call myself a cultured man1 for hitherto all my culture had been fragmentary or imaginative4 ,once again ,i found myself in conflict with my environment2 for ,i could not possibly torture my scholars with what ,i myself had refused to be tortured with--namely1 the learning by heart of disconnected rules4 ,i was therefore compelled to strike out fresh paths for myself1 which indeed my post rendered a delightful task2 because ,i not only had full liberty accorded me in this matter1 but was even urged onwards in that direction by my duty1 since the institution was a model school for the higher development of teaching4 ,my past self-culture1 self-teaching1 and self-development1 and my study of ,nature and of life now stood me in good stead4 ,but this letter is not intended to contain the whole history of the development of my mind2 and ,i will therefore pass quickly forward1 just mentioning that from this time for six years onwards1 during which ,i thrice completely changed the conditions of my life1#if ,i held most earnestly by this same temper of mind and this same endeavour2 and although ,i still always lived in isolation as to my personal inner life1 yet ,i was at many points in full contact with the brisk mental effort and activity of that stirring time 7#ahje to #ahaj71 as regards teaching1 philosophy1 history1 politics1 and natural science4#ig ,but the nobler1 the more varied1 the more animating was the life surrounding me1 and the more ,i found all without me1 as also all within me1 striving and tending towards harmony and unity1 by so much the less could ,i longer be restrained from seeking out this unity1 even should it be at the sacrifice of all that was dear to me1 if need were for that4 ,i was impelled to seek to develop this unity all bright and living within my own soul1 and to contemplate it in definite1 clear1 and independent form1 so that finally ,i might be able to set it forth in my actual life with sureness and certainty4 ,after nine years' interval ,i visited the university a second time2 first 7spring of #ahaj7 at ,goettingen1 and then a year and a half later 7autumn of #ahaa7 at ,berlin4#ih ,i now began to pursue the study of languages4 ,the linguistic treasures which recent discoveries had brought us from ,asia excited my deepest interest wherever ,i came into contact with them4 ,but in general the means of acquiring languages were too lifeless1 too wanting in connection to be of any use to me2 and the effort to work them out afresh in my own way1 soon led me to a renewed study of ,nature4 ,nature held me henceforth so fast that for years ,i was chained uninterruptedly to her study1 though truly languages went on as a side-study during the time4 ,yet it was not as separate entities that ,i considered the phenomena ,i was working at2 rather was it as parts of the great whole of natural life1 and this also ,i regarded as reposing in one supreme unity together with all mankind2 ,nature and man1 the two opposite mutually casting light upon each other and mirroring each other4 ,after the ,german war of the spring of #ahac had interrupted my studies at ,berlin1 and ,i had made acquaintance with a soldier's life1 its need1 and its habits in ,luetzow's corps1 ,i returned in #ahad to my studies and to a scientific public post in ,berlin4 ,the care1 the arrangement1 and in part the investigation and explanation of crystals were the duties of my office4 ,thus ,i reached at last the central point of my life and life-aim1 where productiveness and law1 life1 nature1 and mathematics united all of them in the fixed crystalline form1 where a world of symbols offered itself to the inner eye of the mind2 for ,i was appointed assistant to ,weiss at the mineralogical museum of the ,berlin ,university4#ii ,for a long time it was my endeavour and my dearest wish to devote myself entirely to an academical career1 which then appeared to me as my true vocation and the only solution of the riddle of my life2 but the opportunities ,i had of observing the natural history students of that time1 their very slight knowledge of their subject1 their deficiency of perceptive power1 their still greater want of the true scientific spirit1 warned me back from this plan4 ,on the other hand1 the need of man for a life worthy of his manhood and of his species pressed upon me with all the more force1 and1 therefore1 teaching and education again asserted themselves vigorously as the chief subjects occupying my thoughts4 ,consequently ,i was only able to keep my mind contented with the duties of my post for two years2 and1 meanwhile1 the stones in my hand and under my eyes turned to living1 speaking forms4 ,the crystal-world1 in symbolic fashion1 bare unimpeachable witness to me1 through its brilliant unvarying shapes1 of life and of the laws of human life1 and spake to me with silent yet true and readable speech of the real life of the world of mankind4 ,leaving everything else1 sacrificing everything else1#ajj ,i was driven back upon the education of man1 driven also to my refuge in ,nature1 wherein as in a mirror ,i saw reflected the laws of the development of being1 which laws ,i was now to turn to account for the education of my race4 ,my task was to educate man in his true humanity1 to educate man in his absolute being1 according to the universal laws of all development4#aja ,therefore1 leaving ,berlin1 and laying down my office1 ,i began late in the autumn of #ahaf that educational work which1 though it still takes its impulse from me and exists under my leadership1 yet in its deepest nature is self-sufficient and self-conditioned4 ,although ,i was not perhaps then capable of putting my convictions into words1 ,i at once realised this work in my own mind as comprehensive and world-embracing in its nature1 as an everlasting work to be evermore performed for the benefit of the whole human race2 yet ,i nevertheless linked it1 and for this very reason1 to my own personal life2 that is1 since ,i had no children of my own1 ,i took to me my dear nephews whom ,i most deeply loved1 in order through them and with them to work out blessings for my home and my native land1 for ,schwarzburg and ,thuringia1 and so for the whole wide ,fatherland itself4#ajb ,the eternal principles of development1 as ,i recognised them within me1 would have it thus and not otherwise4 ,timidly1 very timidly1 did ,i venture to call my work by the title of ,german1 or ,universal ,german education2 and1 indeed1 ,i struck that out from one of my manuscripts1 although it was precisely the name required to start with as it expressed the broad nature of my proposed institution4 ,an appeal to the general public to become thorough men seemed to me too grandiose1 too liable to be misunderstood1 as1 indeed1 in the event1 it only too truly proved2 but to become thorough ,germans1 so ,i thought1 would seem to them something in earnest1 something worth the striving for1 especially after such hard and special trials as had recently been endured by the ,german nation4 ,with your penetrating judgment you quarrelled with that term ,german education2 but1 after all1 even the appeal to be made thorough ,germans proved to be too grandiose and liable to be misunderstood4 ,for every one said ,german8 ,well1 ,i am ,german1 and have been so from my birth1 just as a mushroom is a mushroom2#ajc what1 then1 do ,i want with education to teach me to be a thorough ,german8 ,what would these worthy people have said1 had ,i asked them to train themselves to become thorough men8 ,now had ,i planned my educational institute altogether differently1 had ,i offered to train a special class1 body-servants1 footmen or housemaids1 shoemakers or tailors1 tradesmen or merchants1 soldiers or even noblemen1 then should ,i have gained fame and glory for the great usefulness and practical nature of my institution1 for certain2 and surely all men would have hastened to acknowledge it as an important matter1 and as a thing to be adequately supported by the ,state4 ,i should have been held as the right man in the right place by the ,state and by the world2 and so much the more because as a ,state-machine ,i should have been engaged in cutting out and modelling other ,state-machines4 ,but ,i--,i only wanted to train up free1 thinking1 independent men6 ,now who wants to be1 or who cares to suffer another to be1 a free-thinking1 independent man8 ,if it was folly to talk about educating persons as ,germans1 what was it to talk about educating them as men8 ,the education of ,germans was felt to be something extraordinary and farfetched2 the education of men was a mere shadow1 a deceitful image1 a blind enthusiasm4#ajd ,from this digression ,i now return1 to continue my attempt at making myself known to you1 as far as is possible1 in a letter2 by which ,i mean my real inner self1 as manifested in my endeavours and my hopes4 ,permit me1 therefore1 to go a step nearer towards what lies deepest in my soul1 at least that of it which is communicable to another person4 ,i have started by stating my position from the side of knowledge1 now let me state it also from another side4 ,my experience1 especially that gained by repeated residences at the university1 had taught me beyond a doubt that the method of education hitherto in use1 especially where it involved learning by rote1 and where it looked at subjects simply from the outside or historically1 and considered then capable of apprehension by mere exercise work1 dulled the edge of all high true attainment1 of all real mental insight1 of all genuine progress in scientific culture1 of self-contemplation1 and thus of all real knowledge1 and of the acquisition of truth through knowledge4 ,i might almost go further1 and say that its tendency was towards rendering all these worthy objects impossible4 ,therefore1 ,i was firmly convinced1 as of course ,i still am1 that the whole former educational system1 even that which had received improvement1 ought to be exactly reversed1 and regarded from a diametrically opposite point of view--namely1 that of a system of development4 ,i answered those who kept asking what it was that ,i really did want after all1 with this sentence3 ,i want the exact opposite of what now serves as educational method and as teaching-system in general4 ,i was1 and am1 completely convinced1 that after this fashion alone genuine knowledge and absolute truth1 by right the universal possessions of mankind1 shall find once again1 not alone single students here and there1 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 life4 ,to bring this into a practical scheme ,i held to be my highest duty1 a duty which ,i could never evade1 and one which ,i could never shake off1 since a man cannot shake off his own nature4 ,our greatest teachers1 even ,pestalozzi himself not excepted1 seemed to me too bare1 too empirical1#aje and arbitrary1 and therefore not sufficiently scientific in their principles--that is1 not sufficiently led by the laws of our being2 they seemed to me in no wise to recognise the ,divine element in science1 to feel its worth1 and to cherish it4 ,therefore ,i thought and hoped1 with the courage and inexperience of youth1 that all scientific and learned men1 that the universities1 in one word1 would immediately recognise the purport of my efforts1 and would strive with all their might to encourage me by word and deed4 ,in this ,i was egregiously mistaken2 nevertheless ,i am not ashamed of the error4 ,but few persons raised their voices for me or against me2 and1 indeed1 your article in the ,isis is the single sun-ray which really generously warmed and enlightened my life and lifework4 ,enough6 the ,universities paid no heed to the simple schoolmaster4#ajf ,as to the able editors1 they1 in their reviews1 thought very differently from me2 but why should ,i trouble myself further with remembering their performances1 which were written simply with the object of degrading me and my work8 ,they never succeeded in shaking my convictions in the least4 ,i regard the simple course of development1 proceeding from analysis to synthesis1 which characterises pure reasoned thought1 as also the natural course of the development of every human being4 ,such a course of development1 exactly opposite to the path taken by the old-fashioned methods of education1 ,i now see mankind about to enter upon2 nay1 it has been actually entered upon already in a few single cases1 though these cases are almost unknown and therefore unregarded2 and with this new course of development a new period is to begin1 a new age for all mankind1 and therefore in the higher inner sense a new world2 a world1 perceiving and understanding1 perceived and understood2 a world of crystal clearness1 creating an altogether new life for science1 and carrying onward therefore the true science1 that is1 the science of being1 and all that is founded upon this and conditioned by this4#ajg ,i may image forth the position of my educational establishment with regard to the universities1 under the figure of family life4 ,in a healthily constituted family it is the mother who first cares for1 watches over1 and develops the child1 teaches him to read1 mark1 learn1 and inwardly digest1 deriving everything she teaches from its central unity1 and gathering up her teaching into that unity again4 ,the father receives his son from the hand and the heart of the mother2 with his soul already full of true active life1 of desire for the knowledge of causes and effects1 for the understanding of the whole and its ramifications2 with his mind open to the truth and his eyes to the light1 and with a perpetually nourished yearning for creative activity1 able to observe while building up1 and to recognise while taking apart2 such in himself and his surroundings1 always active1 creative1 full of thought and endeavour1 does the father receive his son in his home1 to train and teach him for the wider life outside4 ,thus should it be with my educational institute and the universities2 as regards the growth and development of man ,i only desire to take the place of the silently working1 tenderly cherishing mother4 ,the life1 the will1 the understanding1 these three must form the common chord or triad of the harmony of human life1 now one tone1 now another1 now two of the three1 rising powerfully above the rest4 ,but where these tones are separate and inharmonious there they work to discord1 as we see but too clearly in daily life3-- ,wrestling with life and with death1 suspended between them we hang4 ,in whatever family this chord is from the first set sweetly in tune1 its pure concords uniting to form the fundamental harmony of existence1 there all the hobgoblins of ordinary life1 which even yet often unite to annoy us1 will be driven far away1 there will joy and peace perpetually inhabit1 there will heaven descend to earth and earth rise up to heaven2 to a heaven1 moreover1 as full of contentment1 as responsive to every yearning of the soul as ever the ,church has painted4 ,but since all true and earnest life must arise from and return to the ideal life1 to life in itself1 so must a school of development1 which is to lead men1 by means of their ordinary life1 towards that higher life1 be itself a true school of religious training in the most comprehensive sense of the word4 ,man ought not to be contented with teaching merely directed to satisfy his needs as a child of earth1 but must demand and receive from education a true foundation1 a creative1 satisfying preparation for all the grades of development of nature and the world which mankind encounters1 and for the everlasting here and beyond of each new moment of existence1 for the everlasting rest1 the everlasting activity1 the everlasting life in ,god4 ,as1 however1 it is only as a ,christian1 be he consciously or unconsciously so1 baptised or unbaptised1 taking the ,christian name or rejecting it1 that he can think and act after this fashion1 you can see at once the reason why my system of education feels itself to be1 and in fact claims to be1 an education after the true spirit1 and following the precepts of ,jesus ,christ4 ,through love1 mutual faith1 and a common aim towards acquiring1 manifesting1 and acting out knowledge1 there has grown up round me a little company of men bound together by beautiful human bonds1 the like of which you would with difficulty find elsewhere4 ,in your last letter you desired to have some account of these friends and members of my household4 ,i will describe them for you4 ,but if my account is to be anything more than a lifeless list of names1 and if1 though it cannot be the closely-branched tree of life which actually exists1 it is at least to come as near it as a garland or a nosegay to the tree1 you must permit me to go back a little into my past life2 for out of the self-same spirit1 whence arose my own endeavours and which gave its direction to my own life1 arose also the circle of those friends who are now so closely united with me4 ,the ,german war of #ahac1 in which so much seed-corn was sowed that perhaps only the smaller part of it has yet sprung up1 to say nothing of blossoming and fruitage1 sowed also the seed whence sprang the first beginnings of our association1 and of our harmonious circle4 ,in ,april #ahac ,jahn led me and other ,berlin students to meet my future comrades in arms1 ,luetzow's ,black ,troop2 we went from ,berlin to ,dresden1 and thence for the most part to ,leipzig4 ,on this march ,jahn made me acquainted before we reached ,meissen with another ,berlin student1 ,heinrich ,langethal1 of ,erfurt1 as a fellow-countryman of mine2 and ,langethal introduced me to his friend and fellow-student in theology1 ,middendorff1 of ,brechten1 near ,dortmund4#ajh ,a wonderfully lovely spring evening spent together by the friendly shores of ,elbe1 and a visit to the magnificent ,cathedral of ,meissen1 brought me nearer to these and other comrades2 but it was the pleasant banks of ,havel at ,havelberg1 the charming situation of the grand cathedral1 the ,rhine ,travels of ,georg ,forster1 a common love for nature1 and above all a common eager yearning for higher culture that bound us three for ever together4#aji ,the war in all its exhilaration and depression1 its privation and pleasure1 its transient and its permanent aspects1 flowed on2 sometimes nearer to us1 sometimes further away4 ,in ,august #ahad ,i was released from service1 and returned to ,berlin1 there to enter upon the post#aaj at the ,university ,museum1 which ,i have already mentioned4 ,soon after1 quite unexpectedly1 ,i ran against my friends again1 who had come back to ,berlin to finish their studies4 ,after being somewhat separated by the nature of our work1 they as eagerly studying theology as ,i did natural science1 our common need and inner aspiration brought us once more together4 ,they had taken some private teaching1 and were frequently driven to seek my counsel and instruction by the difficulties of their new position4 ,when the war broke out afresh in #ahae1 ,middendorff had been living for several months previously with me as room companion4 ,thus had life thrown us closely together1 so that ,i could see each one exactly as he was1 in all his individuality1 with his qualities and his deficiencies1 with what he could contribute1 and what he would have to receive from others4 ,in ,october #ahaf ,i left my post1 and quitted ,berlin1 without as yet confiding to any one exactly what outward aim ,i had in view1 simply saying that ,i would write and give some account of myself as soon as ,i had found what ,i set out to seek4 ,in ,november of the same year my dearly loved brother1#aaa the eldest now living1 whom ,i made my confidant so far as that was possible1 and who was at that time a manufacturer at ,osterode in the ,harz district1 gave me his two sons to educate4 ,they were his only sons1 though not his only children2 two boys of six and eight years old respectively4 ,with these boys ,i set out for a village on the ,urn called ,griesheim1 and there ,i added to my little family1 first two1 then a third1 that is1 altogether three other nephews1 the orphan sons of my late dearest brother1#aab he who had always best sympathised with me through life4 ,he had been minister at ,griesheim1 and his widow still lived there4 ,he had died of hospital fever in #ahac1 just after the cessation of the war4 ,i reckon1 therefore1 the duration of my present educational work from ,november #afth1 #ahaf4 ,already ,i had written from ,osterode to ,middendorff at ,berlin1 inviting him and ,langethal to join me and help in working out a system of life and education worthy of man4 ,it was only possible for ,middendorff to reach me by ,april #ahag1 and ,langethal could not arrive until even the following ,september4 ,the latter1 however1 sent me1 by ,middendorff1 his brother1 a boy of eleven years old2#aac so that ,i now had six pupils4 ,in ,june of the same year 7#ahag7 family reasons caused me to move from ,griesheim to this place1 ,keilhau4#aad ,next came other pupils also1 with ,langethal's arrival in ,september4 ,my household was growing fast1 and yet ,i had no house of my own4 ,in a way only comprehensible to ,him ,who knows the workings of the mind1 ,i managed by ,november to get the school that ,i now occupy built as a frame-house1 but without being in possession of the ground it stood on4 ,i pass over the space of a year1 which was nevertheless so rich in experiences of trouble and joy1 of times when we were cast down1 and other times when we were lifted up1 that its description would easily fill many times the space even of this long letter4 ,in ,june of the following year ,i became in the most remarkable way possessor of the little farm which ,i still hold1 in ,keilhau1 and thus for the first time possessor also of the land upon which the schoolhouse had already been erected4#aae ,as yet there were no other buildings there4 ,in ,september #ahah ,i brought to the household1 still further increased1 and now so rich with children and brothers1 its housewife1 in the person of a lady whom a like love of ,nature and of childhood with my own1 and a like high and earnest conception of education1 as the preparation for a life worthy of man1 had drawn towards me4 ,she was accompanied by a young girl whom she had some time before adopted as a daughter1 and who now came with her to assist her in the duties of the household4#aaf ,we had now a severe struggle for existence for the whole time up to #ahbj4 ,with all our efforts we never could get the school house enlarged2 other still more necessary buildings had to be erected first1 under pressing need for them4#aag ,in the year #ahbj1 on ,ascension ,day1 my brother from ,osterode1 whose two sons were already my pupils1 came to join me with his whole family and all his possessions2 urged by his love for his boys1 and a wish to help in the advancement of my life's purpose4 ,as my brother1 beyond the two sons ,i have mentioned1 had three daughters1 my family was increased by five persons through his arrival4#aah ,the completion of the school-house was now pushed on with zeal2 but it was #ahbb before we got it finished4 ,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 members4 ,in #ahbc1 ,middendorff's sister's son ,barop1 till then a divinity student in ,halle1 visited us2 and he was so impressed by the whole work that he was irresistibly driven soon afterwards to join us in our life-task4#aai ,since #ahbc1 with the exception of such breaks as his work in life demanded1 he has been uninterruptedly one of our community1 sharing in our work4 ,at this moment#abj he is in ,berlin1 serving his one year with the colours as a volunteer1 and devoting what time he has to spare1 to earnest study1 especially that of natural science4 ,we hope to have him back with us next spring4 ,in the autumn of #ahbe ,langethal became engaged to my wife's adopted daughter1 who had come with her from ,berlin2 and ,middendorff became engaged to my brother's eldest daughter4 ,ascension ,day #ahbf was the wedding-day for both couples4 ,heaven blessed each marriage with a daughter1 but took back to itself the little one of ,langethal4 ,still another faithful colleague must ,i remember here1 ,herr ,carl from ,hildburghausen1 who has been since ,new ,year's ,day #ahbe a member of our ,institute1 his particular work being to teach instrumental music and singing4 ,he lives and works in the true spirit of the ,institute1 and is bound up heart and soul with its fortunes4#aba ,of other teachers1 who have assisted us in the ,institute for greater or less time1 ,i need not speak2 they never properly belonged to our circle4 ,amongst all the specially associated members of our little band1 not one breach has occurred since the beginning of our work4 ,i would ,i could feel that ,i had accomplished what ,i have aimed at in this letter--namely1 to make you acquainted with the inner deep seated common life which really binds together the members composing our outwardly united association2 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 forth4 99 99 99 99 99 ,this ends the autobiographical part of the ,krause letter4 ,here and there in the footnotes the present editors1 profound admirers of the great master1 have ventured to criticise frankly the inordinate belief in himself which was at once ,froebel's strength1 and his weakness4 ,on the one hand1 his noble and truly gigantic efforts were only made possible by his almost fanatical conviction in his principles and in his mission4 ,on the other hand1 this dogmatic attitude made it very difficult to work with him1 for persons of any independence of mind4 ,he could scarcely brook discussion1 never contradiction4 ,this is most characteristically shown by a fragment of ,froebel's dated #ast ,april1 #ahbi1 as follows3-- ,i consider my own work and effort as unique in all time1 as necessary in itself1 and as the messenger of reformation for all ages1 working forwards and backwards1 offering and giving to mankind all that it needs1 and all that it perpetually seeks on every side4 ,i have no complaint to make if others think otherwise about it2 ,i can bear with them2#abb ,i can even1 if need be1 live with them1 and this ,i have actually done2 but ,i can share no life-aim with them1 they and ,i have no unity of purpose in life4 ,it is not ,i1 it is they who are at fault herein2 ,i do not separate myself from them1 they withdraw themselves from me4 ,to get a view of ,froebel's work from the practical side1 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 based1 we have selected a sketch by ,barop entitled ,critical ,moments in the ,froebel ,community2 written for ,dr4 ,lange's edition by ,barop 7then the principal and proprietor of ,keilhau7 about the year #ahfb4 ,,critical ,,moments ,,in ,,the ,,froebel ,,community4 ,under this heading ,barop writes as follows3-- ,about #ahbg we were in an unusually critical position4 ,you know how little means we had when we began to create our ,institution4#abc ,middendorff had sacrificed his entire inheritance from his father1 but the purchase of the ground and the erection of necessary buildings called for considerable sums1 so that ,middendorff's addition to the capital had disappeared like drops of water falling on a hot stone4 ,my father-in-law1 ,christian ,ludwig ,froebel1 had later on come forward and placed his entire fortune unconditionally in the hands of his brother1#abd but even this sacrifice was not sufficient to keep away care and want from the door4 ,my own father was a man of means1 but he was so angry at my joining the ,froebel community at ,keilhau#abe that he refused me any assistance whatever4 ,mistrust surrounded us on all sides in these early years of our work2 open and concealed enmities assailed us both from near and far1 and sought to embitter our lot and to nip our efforts in the bud4 ,none the less for this1 the institution blossomed quick and fair2 but later on1 through the well-known persecution directed against associations of students1 it was brought to the verge of ruin1 for the spirit of #ahae was incarnate within it1 and it was this spirit which at the time 7about #ahbg7 was the object of the extremest irritation4#abf ,it would carry me too far were ,i to attempt to give a complete account of these things4 ,at times it really seemed as if the devil himself must be let loose against us4 ,the number of our pupils sank to five or six1 and as the small receipts dwindled more and more1 so did the burden of debt rise higher and higher till it reached a giddy height4 ,creditors stormed at us from every side1 urged on by lawyers who imbrued their hands in our misery4 ,froebel would run out at the back door and escape amongst the hills whenever dunning creditors appeared4 ,middendorff1 and he alone1 generally succeeded in quieting them1 a feat which might seem incredible to all but those who have known the fascination of ,middendorff's address4 ,sometimes quite moving scenes occurred1 full of forbearance1 trustfulness1 and noble sentiment1 on the part of workmen who had come to ask us for their money4 ,a locksmith1 for instance1 was strongly advised by his lawyer to bring an action against the scamps1 from whom no money was to be got1 and who were evidently on the point of failure4 ,the locksmith indignantly repudiated the insult thus levelled against us1 and replied shortly that he had rather lose his hard-earned money than hold a doubt as to our honourable conduct1 and that nothing was further from his thoughts than to increase our troubles4 ,ah6 and these troubles were hard to bear1 for ,middendorff had already married1 and ,i followed his example4 ,when ,i proposed for my wife1 my future father-in-law and mother-in-law#abg said1 ,you surely will not remain longer in ,keilhau8 ,i answered1 ,yes6 ,i do intend to remain here4 ,the idea for which we live seems to me to be in harmony with the spirit of the age1 and also of deep importance in itself2 and ,i have no doubt but that men will come to believe in us because of our right understanding of this idea1 in the same way that we ourselves believe in the invisible4 ,as a matter of fact1 none of us have ever swerved one instant from the fullest belief in our educational mission1 and the most critical dilemma in the times we have passed through has never revealed one single wavering soul in this little valley4 ,when our distress had risen to its highest pitch1 a new and unexpected prospect suddenly revealed itself4#abh ,several very influential friends of ours spoke to the ,duke of ,meiningen of our work4 ,he summoned ,froebel to him1 and made inquiries as to his plans for the future4 ,froebel laid before him a plan for an educational institute1#abi complete in every particular1 which we had all worked at in common to draw up1 in which not only the ordinary learned branches of education but also handicrafts1 such as carpentering1 weaving1 bookbinding1 tilling the ground and so on were used as means of culture4 ,during half the school hours studies were to be pursued1 and the other half was to be occupied by handiwork of one kind or another4 ,this work was to give opportunities for direct instruction2 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 usefulness4 ,the awakening of this eager desire for learning and creative activity1 was one of the fundamental thoughts of ,friedrich ,froebel's mind4 ,the object-teaching of ,pestalozzi seemed to him not to go far enough2 and he was always seeking to regard man not only as a receptive being1 but a creative1 and especially as a productive one4 ,we never could work out our ideas in ,keilhau satisfactorily1 because we could not procure efficient technical teaching2 and before all things we wanted the pupils themselves4 ,but now by the help of the ,duke of ,meiningen our keenest hopes seemed on the point of gratification4 ,the working out of the plan spoken of above1 led us to many practical constructions in which already lay the elements of the future ,kindergarten occupations4 ,these models are now scattered far and wide1 and indeed are for the most part lost2 but the written plan has been preserved4 ,the ,duke of ,meiningen was much pleased with ,froebel's explanations of this plan1 and with the complete and open-hearted way in which everything was laid before him4 ,a proposition was now made that ,froebel should receive the estate of ,helba with thirty acres of land1 and a yearly subsidy of #a1jjj florins4#acj ,in passing it may be noticed that ,froebel was consulted by the duke as to the education of the hereditary prince4 ,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 boys4 ,the duke came to his opinion1 and the prince was actually so taught and brought up4 ,when ,froebel came back from ,meiningen#aca the whole community was naturally overjoyed2 but their joy did not last very long4 ,a man of high station in ,meiningen who was accustomed to exercise a sort of dictatorship in educational matters1 as he was the right-hand man of the prince in such things1 a man also who had earned an honourable place in literature 7of which no one surely would seek to deprive him71 feared much lest the elevation of ,froebel should injure his own influence4 ,we were therefore1 all of a sudden1 once again assailed with the meanest and most detestable charges1 to which our unfortunate position at ,keilhau lent a convenient handle4 ,the duke received secret warnings against us4 ,he began to waver1 and in a temporising way sent again to ,froebel1 proposing that he should first try a provisional establishment of twenty pupils as an experiment4 ,froebel saw the intention in the duke's mind1 and was thrown out of humour at once2 for when he suspected mistrust he lost all hope1 and immediately cast from his mind what a few hours before had so warmly encouraged him4 ,therefore ,froebel at once broke off all negotiations1 and set out for ,frankfurt1 to discuss the work at ,keilhau with his friends2 since after so many troubles he had almost begun to lose faith in himself4 ,here by chance he met the well-known musical composer ,schnyder1 from ,wartensee4 ,he told this gentleman of the events which had just occurred1 talked to him of his plans and of our work at ,keilhau1 and exercised upon him that overpowering influence which is the peculiar property of creative minds4 ,schnyder saw the value of his efforts1 and begged him to set up an educational establishment in his castle on the ,wartensee1 in ,switzerland4#acb ,froebel hurriedly seized with joy the hand thus held out to him1 and at once set off for ,wartensee with his nephew1 my brother-in-law ,ferdinand4 ,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 ,switzerland4 ,with ten thalers#acc in my pocket1 and in possession of one old summer coat1 which ,i wore1 and a threadbare frock-coat1 which ,i carried over my arm1 ,i set off on ,shanks's mare#acd to travel the whole way4 ,if ,i were to go into details as to what ,i went through on that journey1 ,i should probably run the risk of being charged with gross exaggeration4 ,enough1 ,i got to my destination1 and when ,i asked in the neighbourhood about my friends and their doings1 ,i learned from every one that there was nothing further to say against the heretics1 than that they were heretics4 ,a few peasant children from the neighbourhood had found their way to them1 but no one came to them from any distance1 as had been reckoned upon from the first by ,froebel as a source of income4 ,the ill-will of the clergy1 which began to show itself immediately the institution was founded1 and which became stronger as the footing of our friends grew firmer1 was able to gather to itself a following sufficient to check any quick growth of our undertaking4 ,besides1 the basis for such an establishment was not to be found at ,wartensee4 ,schnyder had1 indeed1 with a generosity never too greatly to be admired and praised1 made over to us his castle and all its furniture1 his plate1 his splendid library1--in short1 all that was in or around the castle was fully at our disposition2 but he would permit no new buildings or alterations of any sort1 and as the rooms assigned to us were in no way suitable for our use1 it was evident that his generous support must be regarded as only a temporary and passing assistance4 ,we perceived the evil of our situation in all its keenness1 but we saw no way out of the difficulty4 ,in a most remarkable way there dawned upon us a new prospect at the very moment when we least expected it4 ,we were sitting one day in a tavern near ,wartensee1 and talking of our struggles with some strangers who happened to be there4 ,three travellers were much interested in our narrative4 ,they gave themselves out as business people from ,willisau1#ace and soon informed us that they had formed the notion of trying to get some assistance for us1 and our enterprise for their native town4 ,this they actually did4 ,we received an invitation from twenty associated well-to-do families in ,willisau to remove our school there1 and more fully to work out our plans amongst them4 ,the association had addressed the cantonal authorities1 and a sort of castle was allotted provisionally to us4 ,about forty pupils from the canton at once entered the school1 and now we seemed at last to have found what we had so long been seeking4 ,but the priests rose up furiously against us with a really devilish force4 ,we even went in fear of our lives1 and were often warned by kind-hearted people to turn back1 when we were walking towards secluded spots1 or had struck along the outlying paths amongst the mountains4 ,to what abominable means this spirit of bigotry resorted1 the following example may serve to show4 ,in ,willisau a church festival is held once a year1 in which a communion-wafer is shown1 miraculously spotted with blood4 ,the drops of blood were believed by the people to have been evoked from the figure of ,jesus by the crime of two gamblers2 who1 having cursed ,jesus1 flung their sword at him1 whereupon the devil appeared4 ,as ,god be with us#acf seized the villains by the throat1 a few drops of blood trickled from ,jesus' wounds4 ,to prevent others1 therefore1 from falling in a like way into the power of the arch-deceiver1 a yearly commemorative festival is held at ,willisau4 ,the wafer is shown as a warning to devout people1 who flock in crowds from all parts of the neighbourhood to join in the procession which closes the ceremony4 ,we felt of course compelled to attend1 and as we wished to take our part1 we offered to lead the singing4 ,i feared an outbreak1 and ,i earnestly implored my friends to keep quiet under any circumstances1 and whatever happened1 to give no pretext for any excitement4 ,our singing was finished1 when in the place of the expected preacher1 suddenly there appeared a blustering1 fanatical ,capuchin monk4 ,he exhausted himself in denunciations of this ,god-forsaken1 wicked generation1 sketched in glaring colours the pains of hell awaiting the accursed race1 and then fell fiercely upon the alarmed ,willisauers1 upbraiding them1 as their worst sin1 with the fostering of heretics in their midst1 the said heretics being manifestly ourselves4 ,fiercer and fiercer grew his threats1 coarser and coarser his insults against us and our well-wishers1 more and more horrible his pictures of the flames of hell1 into grave danger of which the ,willisauers1 he said1 had fallen by their awful sin4 ,froebel stood as if benumbed1 without moving a muscle1 or changing a feature1 exactly in face of the ,capuchin1 in amongst the people2 and we others also looked straight before us1 immovable4 ,the parents of our pupils1 as well as the pupils themselves1 and many others1 had already fled midway in the monk's ,jeremiad4 ,every one expected the affair to end badly for us2 and our friends1 outside the church1 were taking precautions for our safety1 and concerting measures for seizing the monk who was thus inciting the mob to riot4 ,we stood quite still all the time in our places listening patiently to the close of the ,capuchin's tirade3 ,win1 then1 for yourselves an everlasting treasure in heaven4 shouted he1 bring this misery to an end1 and suffer the wretched men to remain no longer amongst you4 ,hunt the wolves from the land1 to the glory of ,god and the rage of the devil4 ,then will peace and blessing return1 and great joy in heaven with ,god1 and on earth with those who heartily serve ,him and ,his saints4 ,amen4 ,hardly had he uttered the last word than he disappeared through a side door and was no more seen4 ,as for us1 we passed quietly through the staring and threatening mob4 ,no hand was raised against us at that moment1 but danger lay about us on every side1 and it was no pleasure to recognise the fact that the sword of ,damokles always hung by a hair over our head4 ,feeling very uneasy at our insecure condition1 ,i was sent1 on the part of the rest1 to the authorities of the canton1 especially to ,abbe ,girard1#acg and the mayor1 ,eduard ,pfyffer1 to beg that they would provide for our safety with all the means in their power4 ,on my way ,i was recognised by a priest for one of the newly-introduced heretics as ,i rested a moment in an inn4 ,the people there began to talk freely about me1 and to cast looks of hatred and contempt at me4 ,at last1 the priest waxing bolder and bolder1 accused me aloud of abominable heresy4 ,i arose slowly1 crossed with a firm step over to the black-frocked one1 and asked him1 ,do you know1 sir1 who ,jesus ,christ was1 and do you hold ,him in any particular esteem8 ,quite nonplussed by my firm and quiet address he stammered out1 ,certainly1 ,he is ,god the ,son1 and we must all honour ,him and believe on ,him1 if we are to escape everlasting damnation4 ,i continued1 ,then perhaps you can tell me whether ,christ was a ,catholic or a ,protestant8 ,the black-frock was silenced1 the crowd stared1 and presently began to applaud4 ,the priest made off1 and ,i was left in peace4 ,my question had answered better than a long speech4 ,in ,eduard ,pfyffer ,i found an estimable sterling man of humane and firm character4 ,he started from the fundamental principle that it was of little use freeing the people from this or that special superstition1 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--namely1 by educating our young people4 ,therefore1 he set great store by our undertaking4 ,and when ,i told him of our downcast spirits and the absolute danger in which we lived at the moment1 he replied3--,there is only one way to ensure your safety4 ,you must win over the people4 ,work on a little longer1 and then invite them all from far and near to a public examination4 ,if this test wins over the crowd to your side1 then1 and only then1 are you out of harm's reach4 ,i went home1 and we followed this counsel4 ,the examination was held on a lovely day in autumn4 ,a great crowd from several cantons flocked together1 and there appeared delegates from the authorities of ,zuerich1 of ,bern1 and other cantons4 ,our contest with the clerical party1 which had been commented upon in most of the ,swiss journals1 had drawn all eyes upon us4 ,we scored a great victory with our examination4 ,the children developed so much enthusiasm1 and answered so readily1 that all were agreeably surprised1 and rewarded us with loud applause4 ,from seven in the morning till seven in the evening lasted this examination1 closing with games and gymnastic exercises performed by the whole school4 ,we rejoiced within ourselves2 for our undertaking might now be regarded as fairly floated4 ,the institution was spoken of in the great ,council of the ,canton1 and most glowing speeches were delivered in our favour by ,herr ,pfyffer1 ,herr ,amrhyn1 and others4 ,the ,council decided that the castle and its outbuildings should be let to us at a very cheap rate1 and that the ,capuchin who had openly incited to riot against us should be expelled from the canton4 ,a little time after this examination a deputation from ,bern came to invite ,froebel to undertake the organisation of an ,orphanage at ,burgdorf4 ,froebel suggested that he should not be restricted to teach orphans alone in the new establishment2 his request was granted1 and he then accepted the invitation4 ,with this1 it seemed to me1 my mission in ,switzerland was at an end1 and ,i began to long to return to ,keilhau2 my eldest son was now a year old1 and ,i had never yet seen him4 ,middendorff left his family1 and replaced me at ,willisau1 living there for four years far away from wife and child4#ach ,at ,keilhau ,i found things had improved1 and the numbers had increased most cheeringly4 ,i determined to throw all my strength into the work of raising the mother institution from her slough of debt4 ,i began by a piece of honourable swindling3 and borrowed of ,peter to pay ,paul1 covering one debt with another1 but at the same time making it appear that we were paying our way4 ,in this fashion our damaged credit was restored1 and as the receipts grew happily greater and greater1 ,i began to gain ground4 ,eventually ,i was able to send help to the other branches of our community1 to increase my help as time went on1 and to prepare a place of refuge for them if anything went wrong elsewhere4 ,in ,switzerland our enterprise did not develop as rapidly as we desired1 in spite of the sanction of the ,council of the ,canton4 ,the institution at ,willisau gained unlimited confidence there2 but the malevolent opposition of the clerical party secretly flourished as before1 and succeeded in depriving it of all aid from more distant places4 ,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 brought4 ,ferdinand ,froebel and ,middendorff remained in ,willisau4 ,froebel and his wife went to ,burgdorf1 to found and direct the proposed ,orphanage4#aci ,in his capacity as ,director1 ,froebel had to give what was called a ,repetitive ,course to the teachers4 ,in that ,canton1 namely1 there was an excellent regulation which gave three months' leave to the teachers once in every two years4#adj ,during this leave they assembled at ,burgdorf1 mutually communicated their experiences1 and enriched their culture with various studies4 ,froebel had to preside over the debates and to conduct the studies1 which were pursued in common4 ,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 foundation1 and1 therefore1 that until the education of the nursery was reformed nothing solid and worthy could be attained4 ,the necessity of training gifted capable mothers occupied his soul1 and the importance of the education of childhood's earliest years became more evident to him than ever4 ,he determined to set forth fully his ideas on education1 which the tyranny of a thousand opposing circumstances had always prevented him from working out in their completeness2 or at all events to do this as regards the earliest years of man1 and then to win over the world of women to the actual accomplishment of his plans4 ,pestalozzi's ,mothers' ,book 7,buch der ,muetter7 ,froebel would replace by a complete theoretical and practical system for the use of women in general4 ,an external circumstance supervened at this point to urge him onwards4 ,his wife grew alarmingly ill1 and the physicians prescribed complete absence from the sharp ,swiss mountain air4 ,froebel asked to be permitted to resign his post1 that he might retire to ,berlin4 ,the ,willisau ,institution1 although outwardly flourishing1 was limited more and more narrowly by the bigotry of the priests1 and must evidently now be soon given up1 since the ,government had passed into the hands of the ,jesuit party4 ,langethal and ,ferdinand ,froebel were nominated ,directors of ,burgdorf4#ada ,middendorff rejoined his family at ,keilhau4 ,later on1 ,langethal split off from the community and accepted the direction of a girls' school in ,bern 7that school which1 after ,langethal1 the well-known ,froehlich conducted72 but ,froebel never forgave him this step4 ,ferdinand ,froebel remained1 till his sudden and early death1 ,director of the ,orphanage at ,burgdorf4 ,a public funeral1 such as has never found its equal at ,burgdorf1 bore witness to the amount of his great labours1 and to the general appreciation of their value4 ,when ,friedrich ,froebel came back from ,berlin1 the idea of an institution for the education of little children had fully taken shape in his mind4 ,i took rooms for him in the neighbouring ,blankenburg4#adb ,long did he rack his brains for a suitable name for his new scheme4 ,middendorff and ,i were one day walking to ,blankenburg with him over the ,steiger ,pass4 ,he kept on repeating1 ,oh1 if ,i could only think of a suitable name for my youngest born6 ,blankenburg lay at our feet1 and he walked moodily towards it4 ,suddenly he stood still as if fettered fast to the spot1 and his eyes assumed a wonderful1 almost refulgent1 brilliancy4 ,then he shouted to the mountains so that it echoed to the four winds of heaven1 ,eureka6 ,i have it6 ,,kindergarten shall be the name of the new ,institution6 ,thus wrote ,barop in or about the year #ahfb1 after he had seen all his friends pass away1 and had himself become prosperous and the recipient of many honours4 ,the ,university of ,jena made him a doctor1 and the ,prince of ,rudolstadt created him his ,minister of ,education4 ,froebel slept in ,liebenstein1 and ,middendorff at the foot of the ,kirschberg in ,keilhau4 ,they sowed and reaped not2 and yet to possess the privilege of sowing1 was it not equivalent in itself to reaping a very great reward8 ,in any event1 it is delightful to remember that ,froebel1 in the ,april of #aheb1 the year in which he died 7,june #bast71 received public honours at the hands of the general congress of teachers held in ,gotha4 ,when he appeared that large assembly rose to greet him as one man2 and ,middendorff1 too1 who was inseparable from ,froebel1 so that when one appeared the other was not far off1 had before his death 7in #ahec7 the joy of hearing a similar congress at ,salzungen declare the system of ,froebel to be of world-wide importance1 and to merit on that account their especial consideration and their most earnest examination4 ,a few words on ,middendorff1 culled from ,lange's account1 may be serviceable4 ,middendorff was to ,froebel as ,aaron was to ,moses4 ,froebel1 in truth1 was slow of speech and of a slow tongue 7,exod4 iv4 #aj71 and ,middendorff was his spokesman unto the people 7v4 #af74 ,it was the latter's clearness and readiness of speech which won adherents for ,froebel amongst people who neither knew him nor could understand him4 ,in #ahdi ,middendorff had immense success in ,hamburg2 but when ,froebel came1 later on1 to occupy the ground thus conquered beforehand1 he had to contend against much opposition1 for every one missed the easy eloquence of ,middendorff1 which had been so convincing4 ,dr4 ,wichard ,lange came to know ,froebel when the latter visited ,hamburg in the winter of #ahdi-ej4 ,at this time he spent almost every afternoon and evening with him1 and held the post of editor of ,froebel's ,weekly ,journal4 ,even after this close association with ,froebel1 he found himself unable thoroughly to go with the schemes for the education of little children1 the ,kindergarten1 and with those for the training of ,kindergarten teachers4 ,never mind6 said ,froebel1 out of humour1 when ,lange told him this2 if you cannot come over to my views now1 you will do so in ten years' time2 but sooner or later1 come you must6 ,dr4 ,lange nobly fulfilled the prophecy1 and the edition of ,froebel's collected works 7,berlin #ahfb71 from which we derive the present text 7and much of the notes71 was his gift of repentance to appease the wrath of the ,manes of his departed friend and master4 ,nor was he content with this2 but by his frequent communications to ,the ,educational ,journal 7,die ,rheinischen ,blaetter71 originally founded by ,diesterweg1 and by the ,froebelian spirit which he was able to infuse into the large boys'-school which he long conducted at ,hamburg1 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 teacher4 ,his connection with the ,froebel community was further strengthened by a most happy marriage with the daughter of ,middendorff4 #a ,johann ,jacob ,froebel1 father of ,friedrich1 belonged to the ,old ,lutheran ,protestant ,church4 #b ,these were four 7#a7 ,august1 who went into business1 and died young4 7#b7 ,christoph1 a clergyman in ,griesheim1 who died in #ahac of the typhus1 which then overspread all central ,germany1 having broken out in the over-crowded hospitals after the battle of ,leipzig2 he was the father of ,julius1 ,karl1 and ,theodor1 the wish to benefit whom led their uncle ,friedrich to begin his educational work in ,griesheim in #ahaf4 7#c7 ,christian ,ludwig1 first a manufacturer in ,osterode1 and then associated with ,friedrich from #ahbj onwards1--born #bdth ,june1 #aggj1 died #ith ,january1 #ahea4 7#d7 ,traugott1 who studied medicine at ,jena1 became a medical man1 and was burgomaster of ,stadt-,ilm4 ,friedrich ,august ,wilhelm himself was born on the #bast ,april1 #aghb1 and died on the #bast ,june1 #aheb4 ,he had no sisters4 #c ,karl ,poppo ,froebel1 who became a teacher1 and finally a publisher1--born #aghf2 died #beth ,march1 #ahbd3 not to be confounded with his nephew1 ,karl1 son of ,christoph1 now living in ,edinburgh4 #d ,this needs explanation4 ,in ,germany1 even by strangers1 children are universally addressed in the second person singular1 which carries with it a certain caressing sentiment4 ,grown persons would be addressed 7except by members of their own family1 or intimate friends7 in the third person plural4 ,thus1 if one met a child in the street1 one might say1 ,willst ,du mit mir kommen8 7,wilt thou come with me872 whereas to a grown person the proper form would be1 ,wollen ,sie mit mir kommen8 7,will ,,they--meaning1 will ,,you--come with me874 ,the mode of speech of which ,froebel speaks here is now almost obsolete1 and even in his day was only used to a person of markedly inferior position4 ,our sentence would run in this case1 ,will ,er mit mir kommen8 7,will ,,he--meaning1 will ,,you1 ,john or ,thomas--come with me871 and carries with it a sort of contemptuous superciliousness1 as if the person spoken to were beneath the dignity of a direct address4 ,it is evident1 therefore1 that to a sensitive1 self-torturing child like ,froebel1 being addressed in this manner would cause the keenest pain2 since1 as he justly says1 it has the effect1 by the mere form of speech1 of isolating the person addressed4 ,such a one is not to be considered as of our family1 or even of our rank in life4 #e ,the ,cantor would combine the duties of precentor 7whence his title71 leading the church singing and training the choristers1 with those of the schoolmaster of the village boys' school4 ,in large church-schools the ,cantor is simply the choir-master4 ,the great ,bach was ,cantor of the ,thomas-,schule1 ,leipzig4 #f ,it will be remembered that this letter is addressed to the ,duke of ,meiningen4 #g ,arise1 my heart and spirit1 and ,it costs one much 7it is a difficult task7 to be a ,christian4 #h ,christoph ,froebel is here meant4 ,he studied at the ,university of ,jena4 #i ,in this case ,froebel's usually accurate judgment of his own character seems at fault2 his opinions being always most decided1 even to the point of sometimes rendering him incapable of fairly appreciating the views of others4 #aj ,froebel is alluding to his undertaking the education of his brother ,christoph's sons1 in ,november #ahaf1 when he finally decided to devote his life to the cause of education4 #aa ,at the time ,froebel was writing this autobiographical letter 7#ahbg71 and seeking thereby to enlist the ,duke of ,meiningen's sympathies in his work1 in order to found a fresh institution at ,helba1 he was undergoing what was almost a persecution at ,keilhau4 ,all associations of progressive men were frowned upon as politically dangerous1 and ,keilhau1 amongst the rest1 was held in suspicion4 ,somewhat of this is seen in the interesting account by ,barop further on 7,critical ,moments at ,keilhau74 #ab ,herr ,hoffmann1 a clergyman1 representing the ,state in ,church matter for the district of ,stadt-,ilm2 a post somewhat analogous to that of our archdeacon4 #ac ,equal to an ,english middle-class school4 #ad ,the ,ilm1 flowing through ,thuringia into the ,saale1 a tributary of the ,elbe4 ,oberweissbach is upon the ,schwarza1 also flowing into the ,saale4 ,weimar stands upon the ,ilm1 ,jena upon the ,saale4 #ae ,superintendents4 ,the ephors of ancient ,sparta amongst their duties had that of the superintendence of education1 whence the ,german title4 #af ,this story is not now popular1 but its nature is sufficiently indicated in the text4 #ag ,christoph and ,traugott4 #ah ,in ,germany a ,forstmann1 or forester1 if he has studied forest cultivation in a ,school of ,forestry1 rises eventually to the position of supervisor of forests 7,forst-meister74 ,the forester who does not study remains in the inferior position4 #ai ,in the ,german ,state forests1 the timber1 when cut down1 is frequently not transported by road1 but is made to slide down the mountain-sides by timber-shoots into the streams or rivers2 it is then made up into rafts1 and so floated down to its destination4 #bj ,jussieu's natural system of botany may possibly be here alluded to4 ,the celebrated ,genera ,plantarum appeared in #agih1 and ,froebel was at ,jena in #agii4 ,on the other hand1 ,a4,j4,g4 ,batsch1 ,froebel's teacher1 professor at the university since #aghi1 had published in #aghg-h his ,anleitung zur ,kentniss und ,geschichte der ,pflanzen1 #b vols4 ,we have not seen this work4 ,batsch also published an ,introduction to the ,study of ,natural ,history1 which reached a second edition in #ahje4 #ba ,in justice to ,froebel and his teacher1 it must be remembered that the theory of evolution was not as yet formed1 and that those who dimly sought after some explanation of the uniformity of the vertebrate plan1 which they observed1 were but all too likely to be led astray4 #bb ,the text 7,lange1 ,berlin1 #ahfb7 says meinen aeltesten ,bruder1 that is1 of my eldest brother2 but this is quite an error1 whether of ,froebel or of ,herr ,lange we cannot at present say4 ,as we have already said in a footnote on p4 #c1 ,august was the eldest brother of ,friedrich1 and ,christoph was the eldest then living4 ,traugott1 who was at ,jena with ,friedrich1 was his next older brother1 youngest of the first family1 except only ,friedrich himself4 ,it is ,traugott who is meant in this passage4 #bc ,in carcer2 that is1 in the prison of the university1 where in the last resort students who fail to comply with university regulations are confined4 ,the carcer still exists in ,german universities4 ,it has of course nothing to do with the ordinary prison of the town4 #bd ,the ,prince-,bishop of ,bamberg shared in the general ,napoleonic earthquake4 ,the domain of the bishopric went to ,bavaria ultimately1 the title alone remaining to the ,church4 #be ,shared the fate of the ,bamberg possessions1 and of many other principalities and small domains at that time existent2 namely1 absorption under the ,napoleonic regime into the neighbouring ,states4 ,this went to ,bavaria2 see the text1 later on4 #bf ,bruno1 or the ,over-,soul4 #bg ,general ,intelligencer of the ,german people4 #bh ,upper ,palatinate1 a province in the north of ,bavaria4 #bi ,herr ,von ,dewitz1 his employer4 #cj ,the ,paedagogium in ,halle answered somewhat to our grammar schools with a mixture of boarders and day-scholars4 ,it was founded by ,francke in #agab1 after the ideas of the famous ,basedow1 and was endowed by means of a public subscription4 #ca ,these were two pamphlets by the famous patriot and poet ,ernst ,moritz ,arndt 7#agfi-ahfj71 published in #ahje4 #cb ,that is1 ,froebel realised the distinction of the subject-world from the object-world4 #cc ,that is1 he signed ,wilhelm ,froebel instead of ,friedrich ,froebel1 for a time4 ,it cannot have been for long1 however4 #cd ,the young man mentioned on page #ci4 #ce ,the pretty district bordering the river ,ucker1 in pleasing contrast with the sandy plains of ,brandenburg2 it lies at no great distance from ,berlin1 so that it forms the favourite goal for a short excursion with the people of that arid city4 #cf ,whither ,luther fled for refuge after the ,diet of ,worms in #aeba2 and where1 protected by the ,elector of ,saxony1 he lay concealed for a year4 ,during this year he translated the ,bible4 #cg ,held all over ,protestant ,germany in #ahag4 #ch ,our children still in like manner say their catechism at afternoon church in old-fashioned country places4 #ci ,this school1 still in existence up to #ahfe and later1 but now no longer in being1 had been founded under ,gruner1 a pupil of ,pestalozzi1 to embody and carry out the educational principles of the latter4 #dj ,there is a smaller town called ,frankfurt1 on the ,oder4 ,am ,main1 or ,an der ,oder1 is1 therefore1 added to the greater or the smaller ,frankfurt respectively1 for distinction's sake4 #da ,he never does1 for this interesting record remains a fragment4 #db ,situate at the head of the lake of ,neuchatel1 but in the canton of ,vaud1 in ,switzerland4 #dc ,austria was not the only country alive to the importance of this new teaching4 ,prussia and ,holland also sent commissioners to study ,pestalozzi's system1 and so did many other smaller states4 ,the ,czar 7,alexander ,i47 sent for ,pestalozzi to a personal interview at ,basel4 #dd ,wandernde ,classen4 ,some of our later ,english schools have adopted a similar plan4 #de ,one of ,pestalozzi's teachers1 to whom especially was confided the arrangement of the arithmetical studies4 #df ,by positive instruction ,froebel means learning by heart1 or by being told results2 as distinguished from actual education or development of the faculties1 and the working out of results by pupils for themselves4 #dg ,this must mean the system invented by ,rousseau1 a modern development of which is the ,cheve system now widely used on the ,continent4 ,in ,england the tonic-sol-fa notation1 which uses syllables instead of figures1 but which rests fundamentally on the same principles1 is much more familiar4 #dh ,geht und schaut1 es geht ungehuer 7ungeheuer74 #di ,the miserable quarrels between ,niederer and ,schmid1 which so distressed the later years of ,pestalozzi1 are here referred to4 #ej ,a ,consistorium in ,germany is a sort of clerical council or convocation1 made up of the whole of the ,established clergy of a province1 and supervising ,church and school matters throughout that province1 under the control of the ,ministry of ,religion and ,education4 ,no educator could establish a school or take a post in a school without the approval of this body4 #ea ,that is1 the education of other minds than his own2 something beyond mere school-teaching4 #eb ,einertabelle2 tables or formulas extending to units only2 a system embodied to a large extent in ,sonnenschein's ,,abc of ,arithmetic1 for teaching just the first elements of the art4 #ec ,like other matters1 this1 too1 has been left undone1 as far as the present 7unfinished7 letter is concerned4 #ed ,erdkunde4 #ee ,recht schreiben4 #ef ,recht sprechen4 #eg ,one of ,arndt's pamphlets1 then quite new4 #eh #ahbg4 #ei ,he would have refused to countenance ,froebel's throwing up his engagement4 #fj ,georg ,friedrich ,seller 7#agcc-ahjg71 a ,bavarian by birth1 became a highly-esteemed clergyman in ,coburg4 ,he wrote on religious and moral subjects1 and those amongst the list of his works1 the most likely to be alluded to by ,froebel1 are ,a ,bible for ,teachers1 ,methods of ,religious ,teaching for ,schools1 ,religious ,culture for the ,young1 etc4 #fa ,jean ,paul ,friedrich ,richter 7#agfc-ahbe74 ,no doubt the celebrated ,levana1 ,richter's educational masterpiece1 which was published in this same year1 #ahjg1 is here alluded to4 #fb #ahjh4 #fc ,this is in #ahbg4 ,but the expression of his thought remained a difficult matter with ,froebel to the end of his life1 a drawback to which many of his friends have borne witness2 for instance1 ,madame von ,marenholtz-,buelow4 #fd ,probably done with the point of a knitting needle1 etc4 ,the design is then visible on the other side of the paper in an embossed form4 #fe ,this account is dated #ahbg1 it is always necessary to remember4 #ff ,after all1 the work was left to ,froebel himself to do4 ,these words were written in #ahbg4 ,the ,menschen ,erziehung of ,froebel 7,education of ,man71 which appeared the year before1 had also touched upon the subject4 ,it was further developed in his ,mutter und ,koselieder 7,mother's ,songs and ,games71 in which his first wife assisted him4 ,that appeared in #ahch4 ,in the same year was also founded the ,sonntags-,blatt 7,sunday ,journal71 to which many essays and articles on this subject were contributed by ,froebel4 ,the third volume 7,paedagogik7 of ,dr4 ,wichard ,lange's complete edition of ,froebel's works is largely made up of these ,sonntags-,blatt articles4 ,the whole ,kindergarten system rests mainly on this higher view of children's play4 #fg ,a report that ,froebel drew up for the ,princess ,regent of ,rudolstadt in #ahji1 giving a voluminous account of the theory and practice pursued at ,yverdon 7,wichard's ,froebel1 vol4 i41 p4 #aed74 #fh ,the castle of ,yverdon1 an old feudal stronghold1 which ,pestalozzi had received from the municipality of that town in #ahjd1 to enable him to establish a school and work out his educational system there4 #fi ,froebel desired to see in ,rudolstadt1 or elsewhere in ,thuringia 7his native land71 an institution like that of ,pestalozzi at ,yverdon2 and he sought to interest the ,princess ,regent of ,rudolstadt by the full account of ,yverdon already mentioned4 #gj ,this would scarcely seem probable to those who admire and love ,pestalozzi4 ,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 ,froebel1 who was1 as he frankly admits1 out of harmony on many points with his noble-hearted teacher4 #ga ,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 bath1 seems to be ,froebel's idea4 #gb ,sanskrit is here probably meant4 #gc ,hebrew and ,arabic4 #gd ,the comet of #ahaa1 one of the most brilliant of the present century1 was an equal surprise to the most skilled astronomers as to ,froebel4 ,observations of its path have led to a belief that it has a period of #cjj years2 so that it was possibly seen by our ancestors in #aeaa1 and may be seen by our remote descendants in #baaa4 ,the appearance of this comet was synchronous with an unusually fine vintage harvest1 and wine of the great ,comet year was long held in great esteem4 #ge ,geognosie4 #gf ,the ,plamann ,school1 an institution of considerable merit4 ,plamann was a pupil of ,pestalozzi4 ,one of the present writers studied crystallography later on with a professor who had been a colleague of ,froebel's in this same school1 and who himself was also a pupil of ,pestalozzi4 #gg ,froebel is here symbolically expressing the longing which pervaded all noble spirits at that time for a free and united ,germany1 for a great ,fatherland4 ,the tender mother's love was symbolised by the ties of home 7,motherland71 but the father's strength and power 7,fatherland7 was only then to be found in ,german national life in the one or two large states like ,prussia1 etc4 ,it needed long years and the termination of this period of preparation by two great wars1 those of #ahff and of #ahgj1 to bind the whole people together1 and make ,germany no longer a geographical expression but a mighty nation4 #gh ,in the beginning of this great contest it was ,prussia who declared war against the common enemy and oppressor1 ,napoleon4 ,the other ,german powers1 for the most part1 held aloof4 #gi ,the ,baron von ,luetzow formed his famous volunteer corps in ,march #ahac4 ,his instructions were to harass the enemy by constant skirmishes1 and to encourage the smaller ,german states to rise against the tyrant ,napoleon4 ,the corps became celebrated for swift1 dashing exploits in small bodies4 ,froebel seems to have been with the main body1 and to have seen little of the more active doings of his regiment4 ,their favourite title was ,luetzow's ,wilde ,verwegene ,schaar 7,luetzow's ,wild ,bold ,troop74 ,amongst the volunteers were many distinguished men2 for instance1 the poet ,koerner1 whose volume of war poetry1 much of it written during the campaign1 is still a great favourite4 ,one of the poems1 ,luetzow's ,wilde ,jagd 7,luetzow's ,wild ,chase71 is of world-wide fame through the musical setting of the great composer ,weber4 ,in ,june #ahac came the armistice of which ,froebel presently speaks4 ,during the fresh outbreak of war after the armistice the corps was cut to pieces4 ,it was reorganised1 and we find it on the ,rhine in ,december of the same year4 ,it was finally dissolved after ,napoleon's abdication and exile to ,elba1 #bjth ,april1 and the peace of ,paris #cjth ,may1 #ahad4 #hj ,die ,grafschaft ,mark4 ,the ,mark of ,brandenburg 7so called as being the mark or frontier against ,slavic heathendom in that direction during the dark ages7 is the kernel of the ,prussian monarchy4 ,it was in the character of ,markgraf of ,brandenburg1 that the ,hohenzollern princes were electors of the ,german ,empire2 their title as king was due not to ,brandenburg1 but to the dukedom of ,prussia in the far east 7once the territory of the ,teutonic military order71 which was elevated to the rank of an independent kingdom in #agja4 ,the title of the present ,emperor of ,germany still begins ,william1 ,emperor of ,germany1 ,king of ,prussia4 ,markgraf of ,brandenburg1 etc41 etc41 showing the importance attached to this most ancient dignity4 ,the ,mark of ,brandenburg contains ,berlin4 ,middendorff seems to have been then living in the ,mark4 ,froebel cannot have forgotten that by origin ,wilhelm ,middendorff was a ,westphalian4 #ha ,of ,bauer little further is to be known4 ,he was afterwards professor in the ,frederick-,william ,gymnasium 7,grammar ,school7 in ,berlin1 but has no further connection with ,froebel's career4 ,on the other hand1 a few words on ,langethal and ,middendorff seem necessary here4 ,heinrich ,langethal was born in ,erfurt1 ,september #crd1 #agib4 ,he joined ,froebel at ,keilhau in #ahag4 ,he was a faithful colleague of ,froebel's there1 and at ,willisau and ,burgdorf1 but finally left him at the last place1 and undertook the management of a girls' school at ,bern4 ,he afterwards became a minister in ,schleusingen1 returning eventually to ,keilhau4 ,one of the present writers saw him there in #ahga4 ,he was then quite blind1 but happy and vigorous1 though in his eightieth year4 ,he died in #ahhc4 ,wilhelm ,middendorff1 the closest and truest friend ,froebel ever had1 without whom1 indeed1 he could not exist1 because each formed the complement of the other's nature1 was born at ,brechten1 near ,dortmund1 in ,westphalia1 ,september #bjth1 #agic1 and died at ,keilhau ,november #bgth1 #ahec1 a little over a year after his great master4 7,froebel had passed away at ,marienthal ,july #bast1 #aheb47 #hb ,ansichten vom ,nieder ,rhein1 ,flandern1 ,holland1 ,england1 ,frankreich in ,april1 ,mai1 und ,juni #agij 7,sketches on the ,lower ,rhine1 ,flanders1 etc474 ,johann ,georg ,forster 7#aged-agid71 the author of this book1 accompanied his father1 the naturalist1 in ,captain ,cook's journey round the world4 ,he then settled in ,warrington 7,england7 in #agfg2 taught languages1 and translated many foreign books into ,english1 etc4 ,he left ,england in #aggg1 and served many princes on the ,continent as librarian1 historiographer1 etc41 amongst others the ,czarina ,catherine4 ,he was librarian to the ,elector of ,mainz when the ,french ,revolution broke out1 and was sent as a deputation to ,paris by the republicans of that town1 who desired union with ,france4 ,he died at ,paris in #agid4 ,his prose is considered classical in ,germany1 having the lightness of ,french and the power of ,english gained through his large knowledge of those literatures4 #hc ,the ,mark of ,brandenburg4 #hd ,it is to be regretted that ,froebel has not developed this point more fully4 ,he speaks of die ,betrachtung des ,zahlensinnes in horizontaler oder ,seiten-,richtung1 and one would be glad of further details of this view of number4 ,we think that the full expression of the thought here shadowed out1 is to be found in the ,kindergarten occupations of mat-weaving1 stick-laying1 etc41 in their arithmetical aspect4 ,certainly in these occupations1 instead of number being built up as with bricks1 etc41 it is laid along horizontally4 #he ,carl ,christian ,friedrich ,krause1 an eminent philosopher1 and the most learned writer on freemasonry in his day1 was born in #agha4 at ,eisenberg1 in ,saxony4 ,from #ahja to #ahjd he was a professor at ,jena1 afterwards teaching in ,dresden1 ,goettingen1 and ,munich1 at which latter place he died in #ahcb4 #hf ,lorenz ,oken1 the famous naturalist and man of science1 was born at ,rohlsbach1 in ,swabia1 #ast ,august1 #aggi4 7,his real name was ,ockenfuss47 ,in #ahab ,oken was appointed ordinary professor of natural history at ,jena1 and in #ahaf he founded his celebrated journal1 the ,isis1 devoted chiefly to science1 but also admitting comments on political matters4 ,the latter having given offence to the ,court of ,weimar1 ,oken was called upon either to resign his professorship or suppress the ,isis4 ,he chose the former alternative1 sent in his resignation1 transferred the publication of the ,isis to ,rudolstadt1 and remained at ,jena as a private teacher of science4 ,in #ahba he broached in the ,isis the idea of an annual gathering of ,german savants1 and it was carried out successfully at ,leipzig in the following year4 ,to ,oken1 therefore1 may be indirectly ascribed the genesis of the annual scientific gatherings common on the ,continent1 as well as of the ,british ,association for the ,advancement of ,science1 which at the outset was avowedly organised after his model4 ,he died in #ahea4 #hg ,those acquainted with the classical mythology will forgive us for noting that ,charybdis was1 and is1 a whirlpool on the ,sicilian shore of the ,straits of ,messina1 face to face with some caverns under the rock of ,scylla1 on the ,italian shore1 into which the waves rush at high tide with a roar not unlike a dog's bark4 #hh ,the peculiar dreamy boy1 who by his nature was set against much of his work1 and therefore seemed but an idle fellow to his schoolmaster1 was thought to be less gifted than his brothers1 and on that account fitted not so much for study as for simple practical life4 ,in ,oberweissbach he was set down as moonstruck4 ,all this is more fully set forth in the ,meiningen letter1 and the footnotes to it4 #hi ,this was the time when he was apprenticed to the forester in ,neuhaus1 in the ,thueringer ,wald1 and necessarily studied mathematics1 nature1 and the culture of forest trees4 ,eyewitnesses have described him as extremely peculiar in all his ways1 even to his dress1 which was often fantastic4 ,he was fond of mighty boots and great waving feathers in his green hunter's-hat1 etc4 #ij i4e41 ,frankfurt4 #ia ,architecture1 etc41 at this time4 #ib ,from ,mecklenburg to ,frankfurt4 #ic i4e41 as an architect4 #id ,his plan evidently was to use architecture1 probably ,gothic architecture1 as a means of culture and elevation for mankind1 and not merely to practise it to gain money4 #ie ,it was in #ahje that ,froebel was appointed by ,gruner teacher in the ,normal ,school at ,frankfurt4 #if #a4 ,teacher in the ,model ,school4 #b4 ,tutor to the sons of ,herr von ,holzhausen near ,frankfurt4 #c4 ,a resident at ,yverdon with ,pestalozzi4 #ig ,froebel was driven to ,yverdon by the perusal of some of ,pestalozzi's works which ,gruner had lent him4 ,he stayed with ,pestalozzi for a fortnight1 and returned with the resolve to study further with the great ,swiss reformer at some future time4 ,in #ahjg1 he became tutor to ,herr von ,holzhausen's somewhat spoilt boys1 demanded to have the entire control of them1 and for this object their isolation from their family4 ,the grateful parents1 with whom ,froebel was very warmly intimate1 always kept the rooms in which he dwelt with his pupils exactly as they were at that time1 in remembrance of his remarkable success with these boys4 ,madame von ,holzhausen had extraordinary influence with ,froebel1 and he continued in constant correspondence with her4 ,in #ahjh ,froebel and his pupils went to ,yverdon1 and remained till #ahaj4 ,but the philosophic groundwork of ,pestalozzi's system failed to satisfy him4 ,pestalozzi's work started from the external needs of the poorest people1 while ,froebel desired to found the columns supporting human culture upon theoretically reasoned grounds and upon the natural sciences4 ,a remarkable difference existed between the characters of the two great men4 ,pestalozzi was diffident1 acknowledged freely his mistakes1 and sometimes blamed himself for them bitterly2 ,froebel never thought himself in the wrong1 if anything went amiss always found some external cause for the failure1 and in self-confidence sometimes reached an extravagant pitch4 #ih ,either ,froebel or his editor has made a blunder here4 ,froebel went to ,goettingen in ,july #ahaa 7see p4 #hd71 and to ,berlin in ,october #ahab 7see p4 #hi74 #ii ,at this time1 however1 the symbols of the inorganic world did not appeal to ,froebel with the same force as those of the organic world4 ,in a letter to ,madame von ,holzhausen4 #cast ,march1 #ahca1 he writes3 ,it is the highest privilege of natural forms or of natural life that they contain agreement and perfection within themselves as a whole class1 while differing and filled with imperfection in particular individuals2 for look at the loveliest blooming fruit-tree1 the sweetest rose1 the purest lily1 and your eye can always detect deficiencies1 imperfections1 differences in each one1 regarded as a single phenomenon1 a separate bloom2 and1 further1 the same want of perfection appears also in every single petal3 on the other hand1 wherever mathematical symmetry and precise agreement are found1 there is death4 #ajj ,not a figure of speech altogether2 for ,froebel did really decline a professorship of mineralogy which was offered him at this time1 in order to set forth on his educational career4 #aja ,that is1 putting development into a formula-- ,thesis--,antithesis ,synthesis4 ,the true synthesis is that springing from the thesis and its opposite1 the antithesis4 ,another type of the formula is this-- ,proposition--,counter-proposition ,compromise4 ,understanding by ,compromise 7,vermittlung7 that which results from the union of the two opposites1 that which forms part of both and which links them together4 ,the formula expressed in terms of human life1 for example1 is-- ,father--,mother ,child4 ,philosophic readers acquainted with ,hegel and his school will recognise a familiar friend in these formulae4 #ajb ,froebel travelled from ,berlin to ,osterode1 and took with him both his brother ,christian's sons1 ,ferdinand and ,wilhelm1 to ,griesheim2 there to educate them together with the three orphans of his brother ,christoph1 who had died in #ahac1 of hospital fever1 whilst nursing the ,french soldiers4 ,of the sons of ,christian1 ,ferdinand studied philosophy1 and at his death was director of the ,orphanage founded by ,froebel in ,burgdorf2 ,wilhelm1 who showed great talent1 and was his uncle's favourite nephew1 died early through the consequences of an accident1 just after receiving his leaving certificate from the gymnasium of ,rudolstadt4 ,as regards the sons of ,christoph1 they were the immediate cause of ,froebel's going to ,griesheim1 for their widowed mother sent for her brother-in-law to consult him as to their education4 ,julius1 the eldest1 was well prepared in ,keilhau for the active life he was afterwards destined to live4 ,he went from school to ,munich1 first1 to study the natural sciences2 and while yet at the university several publications from his pen were issued by ,cotta4 ,later on he took an official post in ,weimar1 and continued to write from time to time4 ,meanwhile he completed his studies in ,jena and ,berlin under ,karl von ,ritter1 the great authority on cosmography1 and under the distinguished naturalist1 ,alexander von ,humboldt4 ,in #ahcc he became ,professor at the ,polytechnic ,school in ,zurich2 but his literary avocations eventually drew him to ,dresden4 ,here he was chosen ,deputy to the ,national ,assembly at ,frankfurt in #ahdh4 ,after the dissolution of that ,assembly1 ,julius ,froebel1 in common with many others of the more advanced party1 was condemned to death4 ,he escaped to ,switzerland before arrest1 and fled to ,new ,york4 ,in after life he was permitted to return to ,germany1 and eventually he was appointed ,consul at ,smyrna4 ,karl ,froebel1 the next son1 went to ,jena also4 ,he then took a tutorship in ,england1 and it was at this time 7#ahca7 that his pamphlet1 ,a ,preparation for ,euclid1 appeared4 ,he returned to the ,continent to become ,director of the ,public ,schools at ,zuerich4 ,he left ,zuerich in #ahdh for ,hamburg1 where he founded a ,lyceum for ,young ,ladies4 ,some years later1 when this had ceased to exist1 he went again to ,england1 and eventually founded an excellent school at ,edinburgh with the aid of his wife2 which1 indeed1 his wife and he still conduct4 ,his daughters show great talent for music1 and one of them was a pupil of the distinguished pianist1 ,madame ,schumann 7widow of the great composer74 #ajc ,or1 as we say1 ,a is ,a4 #ajd ,a great deal of ,froebel's irony might all too truly be still applied to current educational work4 #aje ,empiricism--that is1 a posteriori investigations1 based on actual facts and not a priori deductions from theories1 or general laws1 did good service before ,froebel's time1 and will do good service yet1 ,froebel notwithstanding4 ,in ,froebel's time the limits ,kant so truly set to the human understanding were overstepped on every side2 ,fichte1 ,schelling1 and ,hegel were teaching1 and the latter especially had an overpowering influence upon all science4 ,every one constructed a philosophy of the universe out of his own brain4 ,krause1 the recipient of this letter1 never attained to very great influence1 though had he been in ,hegel's chair he might perhaps have wielded ,hegel's authority1 and there was for a long time a great likelihood of his appointment4 ,meanwhile he reconstructed the university at ,goettingen4 ,even practical students of ,nature1 such as ,oken1 did homage to the general tendency which had absorbed all the eager spirits of the vanguard of human advancement1 amongst them ,froebel himself4 ,we see how firmly set ,froebel was against experience-teaching1 a posteriori work1 or1 as he calls it1 empiricism4 ,the ,kantist1 ,arthur ,schopenhauer1 was not listened to1 and dwelt apart1 devouring his heart in bitter silence2 breaking out at last with the dreary creed of ,pessimism4 #ajf ,froebel is here hardly fair4 ,how should people know much of him as yet8 ,he had at this time written the following works3--7#a7 ,on the ,universal ,german ,educational ,institute of ,rudolstadt 7#ahbb72 7#b7 ,continuation of the ,account of the ,universal ,german ,educational ,institute at ,keilhau 7#ahbc72 7#c7 ,christmas at ,keilhau3 a ,christmas ,gift to the ,parents of the ,pupils at ,keilhau1 to the ,friends and the ,members of the ,institute 7#ahbd72 7#d7 ,the ,menschen ,erziehung1 the full title of which was ,the ,education of ,man3 ,the ,art of ,education1 ,instruction1 and ,teaching1 as attempted to be realised at the ,universal ,educational ,institute at ,keilhau1 set forth by the ,originator1 ,founder1 and ,principal of the ,institute1 ,friedrich ,froebel 7#ahbf71 never completed2 7#e7 ,family ,weekly ,journal of ,education for ,self-culture and the ,training of ,others1 edited by ,friedrich ,froebel1 ,leipzig and ,keilhau4 ,but ,froebel1 in his unbusiness-like way1 published all these productions privately4 ,they came out of course under every disadvantage1 and could only reach the hands of learned persons1 and those to whom they were really of interest1 by the merest chance4 ,further1 ,froebel1 as has already abundantly appeared1 was but a poor author4 ,his stiff1 turgid style makes his works in many places most difficult to understand1 as the present translators have found to their cost1 and he was therefore practically unreadable to the general public4 ,in his usual self-absorbed fashion1 he did not perceive these deficiencies of his1 nor could he be got to see the folly of private publication4 ,indeed1 on the contrary1 he dreamed of fabulous sums which one day he was to realise by the sale of his works4 ,it is needless to add that the event proved very much the reverse4 ,as to criticism1 it was particularly the able editor ,harnisch who pulled to pieces the ,menschen ,erziehung so pitilessly on its appearance1 and who is probably here referred to4 #ajg ,this passage may serve as a sufficient illustration of ,froebel's metaphysical way of looking at his subject4 ,it is scarcely our habit at the present day to regard the science of being 7ontology7 as a science at all1 since it is utterly incapable of verification2 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 it4 #ajh ,see the previous footnote1 p4 #ic4 #aji ,these events and situations are fully set forth in the letter to the ,duke of ,meiningen1 ante4 #aaj ,as mineralogist4 #aaa ,christian ,ludwig ,froebel4 #aab ,christoph4 #aac ,this younger ,langethal afterwards became a ,professor in the ,university of ,jena4 #aad ,the minister's widow lost her widow's privilege of residence at ,griesheim by the death of her father1 and bought a farm at ,keilhau4 #aae ,froebel told his sister-in-law that he desired to be a father to her orphaned children4 ,the widow understood this in quite a special and peculiar sense1 whereof ,froebel had not the remotest idea4 ,later on1 when she came to know that ,froebel was engaged to another lady1 she made over to him the ,keilhau farm1 and herself went to live at ,volkstaedt4 #aaf ,this young girl1 the adopted daughter of the first ,madame ,froebel1 was named ,ernestine ,chrispine1 and afterwards married ,langethal4 ,froebel's first wife1 ,henrietta ,wilhelmine ,hoffmeister1 was born at ,berlin #bjth ,september1 #aghj1 and was therefore thirty-eight at the time of her marriage4 ,she was a remarkable woman1 highly cultured1 a pupil of ,schleiermacher and of ,fichte4 ,before her marriage with ,froebel she had been married to an official in the ,war ,office1 and had been separated from him on account of his misconduct4 ,middendorff and ,langethal knew the family well1 and had frequently spoken with ,froebel about this lady1 who was admired and respected by both of them4 ,froebel saw her once in the mineralogical museum at ,berlin1 and was wonderfully struck by her1 especially because of the readiness in which she entered into his educational ideas4 ,when afterwards he desired to marry1 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 penetrated1 and to become his wife4 ,she received his proposal favourably1 but her father1 an old ,war ,office official1 at first made objections4 ,eventually she left her comfortable home to plunge amidst the privations and hardships of all kinds abundantly connected with educational struggles4 ,she soon rose to great honour with all the little circle1 and was deeply loved and most tenderly treated by ,froebel himself4 ,in her willingness to make sacrifices and her cheerfulness under privations1 she set them all an example4 ,she died at ,blankenburg in ,may #ahci4 #aag ,the expected dowry was never forthcoming1 which made matters harder4 #aah ,christian had already assisted his brother at ,griesheim1 and before that1 to the utmost of his power4 ,the three daughters were 7#a7 ,albertine1 born #bith ,december1 #ahja1 afterwards married ,middendorff2 7#b7 ,emilie1 born #aath ,july1 #ahjd1 married ,barop1 died #ahth ,august1 #ahfj1 at ,keilhau2 7#c7 ,elise1 born #eth ,january1 #ahad1 married ,dr4 ,siegfried ,schaffner1 one of the ,keilhau colleagues1 later on4 #aai ,johannes ,arnold ,barop1 ,middendorff's nephew1 was born at ,dortmund1 #bith ,november1 #ahjb4 ,he afterwards became proprietor and principal of ,keilhau4 #abj ,march #ahbh4 #aba ,this excellent man was drowned in the ,saale while bathing1 soon after this letter was written4 #abb ,he always regarded himself as perfectly tolerant4 #abc ,froebel moved from ,griesheim to ,keilhau in #ahag4 #abd ,in #ahbj4 #abe ,it was in #ahbh that ,barop formally and definitely joined the ,froebel community4 #abf ,the long turmoil of the ,napoleonic wars1 the outcome of the ,french ,revolution1 ceased in #ahae2 and the minds of the students and the other youths of the country1 set free from this terrible struggle for liberty1 turned towards the reformation of their own country4 ,many associations were formed3 perhaps here and there wild talk was indulged in4 ,the ,government grew alarmed1 and though the students had invariably acted with perfect legality1 all their associations were dispersed and forbidden4 #abg ,christian ,froebel and his wife4 #abh ,this was #ahbg-bi4 #abi ,this is the interesting plan of the ,public ,educational ,institution and ,orphanage in ,helba1 with which admirers of ,froebel are probably already well acquainted4 ,it is given in full in ,lange's ,froebel1 vol4 i41 p4 #dja4 #acj ,say ,l#ajj4 #aca ,in #ahbi4 #acb ,the ,wartensee is a small lake in the canton ,luzern1 not far from ,sempach4 #acc ,about #cjs4 #acd ,auf ,schuster's ,rappen1--i4e41 on foot4 7,this was in #ahcb47 #ace ,a small town not far away1 still in the canton ,luzern4 #acf ,this was a familiar name for the devil1 till a few years back1 in ,germany2 surprisingly recalling the term ,eumenides for the ,greek ,furies1 since it originated in a desire to speak of so powerful an enemy in respectful terms1 lest he should take offence4 #acg ,a ,swiss educational writer of great power and charm4 ,his school books1 ,sur la langue maternelle1 are really valuable4 #ach ,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 colleagues4 ,this exchange of ,barop and ,middendorff took place in #ahcc4 #aci ,in #ahcc4 #adj ,this regulation is still happily in force4 #ada ,in #ahcf4 #adb ,blankenburg lies on the way from ,schwarzburg to ,rudolstadt1 about two hours' walk away from ,keilhau4 ,,chronological ,,abstract ,,of ,,the ,,principal ,,events ,,in ,,the ,,life ,,of ,,froebel1 ,,and ,,the ,,froebel ,,community4 99 99 99 99 99 #aggj4 ,june #bdth4--,birth of ,christian ,ludwig ,froebel4 #aghj4 ,sept4 #agth4--,birth of ,friedrich ,froebel's first wife1 ,henriette ,wilhelmine ,hoffmeister1 at ,berlin4 ,christian ,froebel's wife1 ,johanna ,caroline ,muegge1 was also born in #aghj1 on ,august #bhth4 #aghb4 ,april #bast4--,birth of ,friedrich ,froebel1 at ,oberweissbach1 ,thuringia4 #agib4 ,froebel is sent to ,superintendent ,hoffman in ,stadt ,ilm4 ,sept4 #crd4--,birth of ,heinrich ,langethal1 at ,erfurt4 #agic4 ,sept4 #bj4--;,birth of ,wilhelm ,middendorff1 at ,brechten1 near ,dortmund1 in ,westphalia4 #agig4 ,froebel is sent to ,neuhof in the ,thuringian ,forest to learn forestry4 #agii4 ,froebel returns home2 goes thence as student to ,jena4 #ahja4 ,he leaves ,jena 7having closed his career there with nine weeks' imprisonment for debt71 and soon afterwards begins to study farming with a relative of his father's at ,hildburghausen4 ,dec4 #bith4--,birth of ,albertine ,froebel 7,madame ,middendorff71 eldest daughter of ,christian ,froebel4 #ahjb4 ,death of ,froebel's father4 ,froebel becomes ,actuary to the ,forestry ,department of the ,episcopal ,state of ,bamberg4 ,nov4 #bith4--,birth of ,johannes ,arnold ,barop1 at ,dortmund1 in ,westphalia4 #ahjc4 ,froebel goes to ,bamberg1 and takes part in the governmental land survey1 necessary upon the change of government1 ,bamberg now passing to ,bavaria4 #ahjd4 ,he takes1 one after the other1 two situations as secretary and accountant of a large country estate1 first1 that of ,herr von ,voeldersdorf in ,baireuth1 afterwards that of ,herr von ,dewitz in ,gross ,milchow1 ,mecklenburg4 ,july #aath4--,birth of ,emilie ,froebel 7,madame ,barop71 second daughter of ,christian ,froebel4 #ahje4 ,death of ,froebel's maternal uncle1 ,superintendent ,hoffman4 ,froebel determines to become an architect1 and sets out for ,frankfurt to study there4 ,becomes1 however1 teacher in the ,model ,school at ,frankfurt1 on ,gruner's invitation4 ,visits ,pestalozzi1 at ,yverdon1 for a short time4 #ahjg4 ,he becomes tutor in the family of ,herr von ,holzhausen in the suburbs of ,frankfurt4 #ahjh4 ,he goes to ,pestalozzi at ,yverdon with his pupils4 #ahji4 ,he draws up an account of ,pestalozzi's work for the ,princess of ,rudolstadt4 #ahaj4 ,froebel returns to ,frankfurt from ,yverdon4 #ahaa4 ,he goes to the ,university of ,goettingen4 #ahab4 ,he proceeds thence to the ,university of ,berlin4 #ahac4 ,froebel1 ,langethal1 and ,middendorff enlist in ,luetzow's regiment of ,chasseurs1 a volunteer corps enrolled to take part in the resistance to ,napoleon's invasion of ,prussia4 #ahad4 ,jan4 #eth4--,birth of ,elise ,froebel 7,madame ,schaffner71 ,christian's youngest daughter4 ,after the ,peace of ,paris 7,may #cjth1 #ahad7 ,froebel is appointed assistant in the ,mineralogical ,museum of the ,university of ,berlin1 and takes his post there in ,august4 #ahaf4 ,nov4 #acth4--,froebel founds his ,universal ,german ,educational ,institute in ,griesheim4 #ahag4 ,transference of the ,school to ,keilhau4 ,arrival of ,langethal and ,middendorff4 #ahah4 ,first marriage of ,froebel4 #ahbj4 ,christian ,froebel arrives at ,keilhau with his wife and daughters ,froebel writes ,to the ,german people4 #ahba4 ,froebel publishes 7privately7 ,principles1 ,aims1 and ,inner ,life of the ,universal ,german ,educational ,institute in ,keilhau1 and ,aphorisms4 #ahbb4 ,he publishes the pamphlets ,on ,german ,education1 especially as regards the ,universal ,german ,educational ,institute at ,keilhau1 and ,on the ,universal ,german ,educational ,institute at ,keilhau4 #ahbc4 ,he publishes ,continuation of the ,account of the ,educational ,institute at ,keilhau4 #ahbd4 ,he publishes the pamphlet ,christmas at ,keilhau4 #ahbf4 ,marriages of ,langethal and ,middendorff4 ,froebel publishes the ,education of ,man 7,menschen ,erziehung74 ,later he founds the weekly ,family ,journal of ,education4 #ahbg4 ,letter to the ,duke of ,meiningen 7translated in this present work71 uncompleted1 probably never sent to the duke4 #ahbh4 ,letter to ,krause 7partly translated in the present work74 ,barop formally becomes a member of the ,educational ,community at ,keilhau4 #ahbi4 ,plan for a ,national ,educational ,institute in ,helba1 under the auspices of the ,duke of ,meiningen1 now completed1 the whole ,keilhau community having worked upon it under ,froebel's direction4 #ahcj4 ,death of ,wilhelm ,carl1 one of the ,keilhau community1 by drowning in the ,saale4 #ahca4 ,froebel breaks with the ,duke of ,meiningen1 and gives up the ,helba project4 ,visit to ,frankfurt1 and meeting with ,schnyder4 ,acceptance of ,schnyder's offer of his ,castle at ,wartensee4 ,opening of the ,institution at ,wartensee by ,froebel and his nephew ,ferdinand4 #ahcb4 ,barop goes to ,wartensee4 ,transference of the ,school from ,wartensee to ,willisau4 ,froebel pays a short visit to ,keilhau4 #ahcc4 ,froebel brings his wife to ,willisau4 ,the ,bernese ,administration invites him to consider a plan for the foundation of an ,orphanage at ,burgdorf4 ,he is appointed lecturer for the ,repetitive ,courses for young teachers held there4 ,langethal comes from ,keilhau to ,willisau1 ,barop returns to ,keilhau4 #ahce4 ,froebel1 his wife1 and ,langethal undertake the foundation of the ,orphanage for ,bern1 in ,burgdorf4 ,middendorff and ,elise ,froebel go from ,keilhau to ,willisau and join ,ferdinand ,froebel there4 ,froebel writes ,the ,new ,year #ahcf demands a ,renewal of ,life4 #ahcf4 ,froebel and his wife leave ,burgdorf for ,berlin4 ,ferdinand ,froebel and ,langethal take over the direction of the ,orphanage4 #ahcg4 ,opening of the first ,kindergarten in ,blankenburg4 #ahch4 ,commencement of ,froebel's ,sunday ,journal4 #ahci4 ,froebel and ,middendorff go to ,dresden4 ,death of ,madame ,froebel4 #ahdj4 ,guttenberg ,festival 7#djjth anniversary of the invention of printing74 ,opening of the ,universal ,german ,kindergarten at ,blankenburg1 as a joint-stock company4 ,froebel and ,middendorff in the following years make several journeys from ,keilhau to various parts of ,germany endeavouring to promote the erection of ,kindergartens4 #ahdh4 ,general ,congress of ,teachers1 called by ,froebel1 at ,rudolstadt4 ,second journey of ,froebel to ,dresden in the autumn4 #ahdi4 ,froebel settles at ,liebenstein intending to train ,kindergarten teachers there4 ,work at ,hamburg1 first by ,middendorff1 then by ,froebel4 #ahej4 ,froebel returns to ,liebenstein4 ,through the influence of ,madame von ,marenholtz-,buelow he receives the neighbouring country seat of ,marienthal from the ,grand ,duke of ,weimar for the purposes of his ,training ,college4 ,foundation of a new ,weekly ,journal of ,education by ,froebel1 edited by ,lange4 ,marriage of ,elise ,froebel to ,dr4 ,siegfried ,schaffner4 #ahea4 ,jan4 #ith4--,death of ,christian ,ludwig ,froebel4 ,july4--,second marriage of ,froebel1 with ,luise ,levin4 ,first appearance of the ,journal for ,friedrich ,froebel's ,educational ,aims4 #aheb4 ,april4--,froebel is called to join the ,educational ,congress at ,gotha1 under the presidency of ,theodor ,hoffman4 ,june #ba4--;,death of ,froebel4 ,his educational establishment at ,marienthal is removed to ,keilhau1 under the superintendence of ,middendorff4 ,madame ,luise ,froebel also assists to train students in the methods of the ,kindergarten at ,keilhau4 #ahec4 ,middendorff enthusiastically received at the ,congress at ,salzungen1 when addressing it on the ,froebelian methods4 ,nov4 #bgth4--,death of ,middendorff4 ,madame ,luise ,froebel1 for a time1 directs ,keilhau4 #ahed4 ,madame ,luise ,froebel goes in the spring to ,dresden1 to assist ,dr4 ,marquart in his ,kindergarten and training establishment for ,kindergarten teachers4 ,madame ,marquart had been a pupil of ,froebel4 ,keilhau ceases to be a training school for ,kindergarten teachers4 ,in the autumn ,madame ,luise ,froebel accepts the directorship of the ,public ,free ,kindergarten in ,hamburg1 and trains students there4 7,she is still actively employed at ,hamburg in the cause of the ,kindergarten2 #ahhf47 ,first introduction of the ,kindergarten system into ,england by ,miss ,praetorius1 who founds a ,kindergarten at ,fitzroy ,square4 ,madame von ,marenholtz ,buelow1 who was the support of ,froebel's latest years1 whose influence with the ,grand ,duke of ,weimar procured him ,marienthal1 and whose whole leisure and power was devoted to his service1 and to the interpretation of his ideas1 comes to ,england to lecture and write in support of the cause of the ,kindergarten4 ,publishes a pamphlet on ,infant ,gardens1 in ,english4 ,madame ,ronge introduces the ,kindergarten system at ,manchester2 and shortly afterwards the ,manchester ,kindergarten ,association is founded4 #ahei4 ,miss ,eleonore ,heerwart 7pupil of ,middendorff and ,madame ,luise ,froebel71 and the ,baroness ,adele von ,portugall 7pupil of ,madame von ,marenholtz-,buelow and of ,madame ,schrader1 the great niece of ,froebel71 come to ,england1 and are both engaged at ,manchester as ,kindergarten teachers1 but not in the same establishment4 #ahfj4 ,august #ahth4--,death of ,madame ,barop 7,emilie ,froebel74 #ahfa4 ,the ,baroness ,bertha ,von ,marenholtz-,buelow promotes the foundation of the ,journal ,the ,education of the ,future1 and ,dr4 ,carl ,schmidt of ,coethen undertakes the editorship4 #ahgd4 ,april4--,madame ,michaelis comes to ,england to assist the ,kindergarten movement4 ,is appointed in the summer to lecture to the school-board teachers at ,croydon4 ,founds ,croydon ,kindergarten1 ,january #ahge1 with ,mrs4 ,berry4 ,nov4--,the ,london ,school ,board appoint ,miss ,bishop 7pupil of ,miss ,praetorius7 as their first lecturer on the ,kindergarten ,system to their teachers of infant schools4 ,about the same time ,miss ,heerwart 7who had left ,manchester to found a ,kindergarten of her own in ,dublin in #ahff7 is appointed principal of the ,kindergarten ,training ,college established at ,stockwell by the ,british and ,foreign ,school ,society4 ,the ,froebel ,society of ,london is formed by ,miss ,doreck1 ,miss ,heerwart1 ,miss ,bishop1 ,madame ,michaelis1 ,professor ,joseph ,payne1 and ,miss ,manning2 ,miss ,doreck being the first president4 ,very soon these were joined by ,miss ,shireff 7president since #ahgg1 when ,miss ,doreck died71 by her sister ,mrs4 ,william ,grey1 by ,miss ,mary ,gurney1 and by many other well-known friends of educational progress4 #ahgi4 ,autumn4--,the ,london ,kindergarten ,training ,college is founded by the ,froebel ,society1 but as a separate association 7dissolved #ahhc74 #ahhj4 ,may4--,the ,croydon ,kindergarten ,company 7,limited71 is founded to extend ,madame ,michaelis's work in teaching and training1 ,madame ,michaelis becoming the ,company's head mistress4 #ahhb4 ,langethal died4 ,celebration of the ,centenary of ,froebel's birth by a concert1 given at ,willis's ,rooms1 ,london1 on the part of the ,froebel ,society1 to raise funds for a memorial ,kindergarten at ,blankenburg1 by a fund raised at ,croydon for the same purpose1 and by a soiree and conversazione1 presided over by ,mr4 ,w4 ,woodall1 ,m4,p41 given at the ,stockwell ,training ,college by the ,british and ,foreign ,school ,society4 #ahhc4 ,january4--,the ,bedford ,kindergarten ,company 7,limited7 founded1 mainly upon the lines of the ,croydon ,company4 ,first 7and present7 head mistress1 ,miss ,sim4 ,miss ,heerwart goes to ,blankenburg to found the memorial ,kindergarten there4 #ahhd4 ,international ,exhibition1 ,south ,kensington 7,health and ,education74 ,a ,conference on ,education was held in ,june1 the section devoted to ,infant ,education being largely taken up with an important discussion of ,froebel's principles1 in which speakers of other nations joined the ,english authorities in debate4 ,the ,british and ,foreign ,society organised a complete exhibition of ,kindergarten work and materials1 to which all the chief ,london ,kindergarten establishments 7including ,croydon7 contributed2 and most establishments gave lessons in turn1 weekly1 to classes of children1 in order to show publicly the practical application of ,kindergarten methods4 ,these lessons were given gratuitously in the rooms devoted to the ,kindergarten section of the exhibition4 ,in ,october this section was closed by a conference of ,kindergarten teachers from all ,england1 held in the ,lecture ,theatre of the ,albert ,hall4 ,autumn4--,dr4 ,wichard ,lange1 the biographer of ,froebel1 and collector of ,froebel's works 7from whose collection the present translation has been made71 and by his numerous articles one of the best friends to the advocacy of ,froebel's educational principles1 died1 under somewhat painful circumstances4 ,,bibliography ,,of ,,froebel4 99 99 99 99 99 ,,walter1 ,l4 ,die ,froebel-,literatur4 #hvo1 pp4 #aih4 ,dresden4 #a4jj 99 99 99 99 99 ,,gesammelte ,,paedagogische ,,schriften1 hrsg4 ,w4 ,lange4 #hvo1 #c vols4 ,i4 ,autobiographie2 ,,ii4 ,menschenerziehung2 ,,iii4 ,paedagogik des ,kindergartens4 ,berlin1 #ahfb4 ,,paedagogische ,,schriften1 hrsg4 ,friedrich ,seidel4 #abmo1 #c vols4 ,i4 ,menschen-,erziehung1 pp4 #ccj2 ,,ii4 ,kindergarten-,wesen1 pp4 #dfc2 ,,iii4 ,mutter- und ,kose-,lieder1 pp4 #bbh4 ,wien1 #ahhc4 #f4ej ,,menschen-,,erziehung4 ,erziehungs-1 ,unterrichts-1 und ,lehrkunst4 #abmo1 pp4 #ccj4 ,wien1 #ahhc4 #b4jj ,,the ,,education ,,of ,,man4 ,translated by ,josephine ,jarvis4 #abmo1 pp4 #bgc4 ,new ,york1 #ahhe4 #a4cj ---- ,the same1 translated and annotated by ,w4,n4 ,hailmann4 #abmo1 pp4 #ccb4 ,new ,york1 #ahhg4 #a4ej ,l',,education ,,de ,l',,homme4 ,traduit de l'allemand par la baronne de ,crombugghe4 #abmo1 pp4 #cid4 ,paris1 #ahha4 ,,mutter- ,,und ,,kose-,,lieder4 ,dichtung und ,bilder zur edlen ,pflege des ,kindheitlebens4 ,ein ,familien-buch4 #abmo1 pp4 #bbh4 ,wien1 #ahhc4 #b4jj ,,mother',s ,,songs1 ,games and ,stories4 ,froebel's ,mutter- und ,kose-,lieder rendered in ,english by ,frances and ,emily ,lord4 ,containing the whole of the original illustrations1 and the music1 rearranged for children's voices1 with pianoforthe accompaniment4 #hvo1 pp4 #bhi4 ,london1 #ahhe4 #c4jj ,,mother-,,play1 and ,nursery ,songs4 ,illustrated by ,fifty ,engravings4 ,with ,notes to ,mothers4 ,by ,friedrich ,froebel4 ,translated from the ,german4 #dto1 pp4 #aib4 ,boston1 #ahgh4 #b4jj ,,the ,,mother',s ,,book of ,song4 ,two-part ,songs for ,little ,singers1 on the ,kindergarten ,system4 ,the music composed by ,lady ,baker2 edited by ,g4,a4 ,macfarran4 #afmo4 ,new ,york4 ,,autobiographie4 ,berlin1 #ahfb4 ,,the ,,autobiography ,,of ,,friedrich ,,froebel4 ,translated by ,h4 ,keatley ,moore and ,emilie ,michaelis4 #abmo1 pp4 #ahj4 ,syracuse1 #ahhi4 #a4ej ,this contains the ,letter to the ,duke of ,meiningen1 never completed1 a shorter account of his life in a letter to the philosopher ,krause1 a sketch of ,barop's1 and a chronology extended from ,lange4 ,,autobiography ,,of ,,froebel4 ,materials to aid a ,comprehension of the ,work of the ,founder of the ,kindergarten4 #afmo1 pp4 #abh4 ,new ,york1 #ahhg4 4#cj ,this contains the ,letter to the ,duke of ,meiningen1 ,miss ,lucy ,wheelock's translation1 taken from ,barnard's ,journal of ,education4 ,,froebel',s ,,explanation of the ,kindergarten ,system4 ,london1 #ahhf4 4#bj 99 99 99 99 99 ,,hauschmann1 ,a4,b4 ,fr4 ,froebel3 die ,entwicklung s4 ,erziehungs-idee in s4 ,leben4 #hvo1 pp4 #dhj4 ,eisenach1 #ahgd4 #b4jj ,,kriege1 ,matilda ,h4 ,the ,founder of the ,kindergarten4 ,a ,sketch4 #abmo1 pp4 #bi4 ,new ,york4 ,see also ,,marenholz-,,buelow1 in next list below4 ,,marenholz-,,buelow1 ,baroness ,b4 von4 ,reminiscences of ,friedrich ,froebel4 ,translated by ,mrs4 ,horace ,mann4 ,with a sketch of the life of ,friedrich ,froebel1 by ,emily ,shirreff4 #abmo1 pp4 #cei4 ,boston1 #ahgg4 #a4ej ,see also ,,goldammer1 ,,marenholz-,,buelow4 ,,phelps1 ,wm4 ,f4 ,froebel 7,chautauqua ,text-,book1 ,no4 #ae74 #cbmo1 pp4 #ed4 4#aj ,,shirreff1 ,emily4 ,froebel3 a ,sketch of his ,life1 with ,letters to his ,wife4 #abmo4 ,london1 #ahgg4 #a4jj ,see also ,,marenholz-,,buelow1 above1 and ,,shirreff1 below4 99 99 99 99 99 ,,bailey',s ,kindergarten ,system4 ,boston4 4#bj ,,barnard1 ,henry4 ,papers on ,froebel's ,kindergarten1 with suggestions on principles and methods of ,child ,culture in different countries4 #hvo1 pp4 #ghb4 ,hartford1 #ahha4 #c4ej ,,beesau1 ,amable4 ,the ,spirit of ,education4 ,translated by ,mrs4 ,e4,m4 ,mc,carthy4 #afmo1 pp4 #cbe4 ,syracuse1 #ahha4 #a4be ,,berry1 ,ada1 and ,emily ,,michaelis4 ,kindergarten ,songs and ,games4 #abmo4 ,london4 4#ge ,,buckland1 ,anna4 ,the ,use of ,stories in the ,kindergarten4 #abmo1 pp4 #ag4 ,new ,york4 4#bj ---- ,the ,happiness of ,childhood4 #abmo1 pp4 #ba1 in one volume with the above4 ,new ,york4 4#ej ,the two are reprinted in ,essays on the ,kindergarten4 below4 ,,carpenter1 ,harvey4 ,the ,mother's and ,kindergartner's ,friend4 #abmo4 ,boston1 #ahhd4 #a4jj ,,christie1 ,alice ,m4 ,see ,,marenholz-,,buelow1 ,,perez1 below4 ,,douai1 ,adolf4 ,the ,kindergarten4 ,a manual for the introduction of ,froebel's ,system of ,primary ,education into ,public ,schools2 and for the use of ,mothers and ,private ,teachers4 ,with #af plates4 #abmo1 pp4 #acf4 ,new ,york1 #ahga4 #a4jj ,,dupanloup1 ,monseigneur4 ,the ,child4 ,translated1 with the author's permission1 by ,kate ,anderson4 #abmo1 pp4 #bfg4 ,dublin1 #ahge4 #a4ej ,,eckhart1 ,t4 ,die ,arbeit als ,erziehungsmittel4 #hvo1 pp4 #bc4 ,wien1 #ahge4 ,,essays ,,on ,,the ,,kindergarten3 being a selection of ,lectures read before the ,london ,froebel ,society4 #abmo1 pp4 #adi4 ,syracuse1 #ahhi4 #a4jj ,see ,buckland1 ,heerwart1 ,hoggan1 ,shirreff4 ,,fellner1 ,a4 ,der ,volkskindergarten und die ,krippe4 #abmo1 pp4 #acj4 ,wien1 #ahhd4 ,,frye1 ,alex4 ,e4 ,the ,child and ,nature1 or ,geography ,teaching with ,sand ,modelling4 #abmo1 pp4 #baf4 ,hyde ,park1 #ahhh4 #a4jj ,,goldammer1 ,h4 ,the ,kindergarten4 ,a ,handbook of ,froebel's ,method of ,education1 ,gifts1 and ,occupations4 ,with ,introduction1 etc41 by ,baroness ,b4 von ,marenholtz-,buelow4 ,translated by ,william ,wright4 #hvo4 ,berlin1 #ahhb4 #d4jj ---- ,gymnastische ,spiele und ,bildungsmittel fuer ,kinder von #c-h ,jahren4 #hvo1 pp4 #aie4 ,berlin1 #ahge4 ,,gurney1 ,mary4 ,see ,,koehler1 below4 ,,hailmann1 ,w4,n4 ,primary ,helps1 or ,modes of making ,froebel's ,methods ,available in ,primary ,schools4 #b;d ,ed4 #hvo1 pp4 #eh1 with #ae full-page illustrations4 ,syracuse1 #ahhi4 #a4jj ---- ,four ,lectures on ,early ,child ,culture4 #afmo1 pp4 #gd4 ,milwaukee4 4#ej ---- ,kindergarten ,culture in the ,family and ,kindergarten4 ,a ,complete ,sketch of ,froebel's ,system of ,early ,education1 adapted to ,american ,institutions4 ,for the use of ,mothers and ,teachers4 #abmo1 pp4 #aai1 and #ab plates4 ,cincinnati1 #ahgc4 4#ge ---- ,the ,kindergarten ,messenger and ,the ,new ,education4 ,vols4 ,v1 ,,vi1 completing the series4 #hvo1 #b vols41 pp4 #adf1 #ahh4 ,syracuse1 #ahhb1 #hc4 #d4jj ---- ,primary ,methods4 ,a complete and methodical presentation of the use of ,kindergarten ,material in the work of the ,primary ,school1 unfolding a systematic course of ,manual ,training in connection with ,arithmetic1 ,geometry1 ,drawing1 and other ,school ,studies4 #abmo1 pp4 #aff4 ,new ,york1 #ahhh4 #a4jj ,,hailmann1 ,e4,l4 ,songs1 ,games1 and ,rhymes for the ,kindergarten4 #abmo4 ,springfield4 #a4ge ,,heerwart1 ,eleonore4 ,music for the ,kindergarten4 #dto4 ,london1 #ahgg4 #a4be ---- ,froebel's ,mutter- und ,kose-lieder4 #abmo1 pp4 #ah ,the last is reprinted in ,essays on the ,kindergarten1 above4 ,,hoffmann1 ,h4 ,kindergarten ,toys1 and ,how to ,use ,them4 ,toronto4 4#bj ---- ,kindergarten ,gifts4 ,new ,york4 4#ae ,,hoggan1 ,frances ,e4 ,on the ,physical ,education of ,girls4 #abmo1 pp4 #bd4 ,this is reprinted in ,essays on the ,kindergarten1 above4 ,,hopkins1 ,louisa ,p4 ,how ,shall ,my ,child be ,taught8 ,practical ,pedagogy1 or the ,science of ,teaching4 ,illustrated1 #abmo1 pp4 #bgf4 ,boston1 #ahhg4 #a4ej ---- ,educational ,psychology4 ,a ,treatise for ,parents and ,educators4 #bdmo1 pp4 #if4 ,boston1 #ahhf4 4#ej ,,hubbard1 ,clara4 ,merry ,songs and ,games1 for the use of the ,kindergarten4 #dto1 pp4 #ajd4 ,st4 ,louis1 #ahha4 #b4jj ,,hughes1 ,james4 ,the ,kindergarten3 its ,place and ,purpose4 ,new ,york4 4#aj ,,jacobs1 ,j4,f4 ,manuel pratique des ,jardins d',enfants4 #dto4 ,brussels1 #ahhj4 ,,johnson1 ,anna4 ,education by ,doing1 or ,occupations and ,busy ,work for ,primary ,classes4 #afmo1 pp4 #aji4 ,new ,york1 #ahhd4 4#ge ,,kindergarten and the ,school1 by ,four ,active ,workers4 #abmo1 pp4 #adf4 ,springfield1 #ahhf4 #a4jj ,,koehler1 ,a4 ,die ,praxis des ,kindergartens4 #dto1 #c ,vols41 with more than #fj ,plates4 ,weimar1 #ahgh4 ---- ,the ,same1 translated by ,mary ,gurney4 ,part ,i ,first ,gifts4 #abmo1 ,ill4 ,london1 #ahgg4 #a4be ,,kraus-,,boelte1 ,maria1 and ,,john ,,kraus4 ,the ,kindergarten ,guide1 illustrated4 ,vol4 ,i ,the ,gifts4 ,new ,york1 #ahhj4 #b4ge ---- ,the ,kindergarten and the ,mission of ,women4 ,new ,york4 4#aj ,,kriege1 ,a4,l4 ,rhymes and ,tales for the ,kindergarten and ,nursery4 #abmo1 ,new ,york4 #a4jj ,,laurie',s ,kindergarten ,manual4 ,new ,york4 4#ej ---- ,kindergarten ,action ,songs and ,exercises4 ,london4 4#ae ,,lyschinska1 ,mary4 ,principles of the ,kindergarten4 ,ill41 #dto1 ,london1 #ahhj4 #a4hj ,,mann1 ,mrs4 ,horace4 ,see ,,marenholz-,,buelow1 above1 and ,,peabody1 below4 ,,marenholz-,,buelow1 ,baroness ,b4 von4 ,the ,child and ,child-,nature4 ,translated by ,alice ,m4 ,christie4 #abmo1 pp4 #ahf4 ,syracuse1 #ahhi4 #a4jj ---- ,the same1 translated as a free rendering of the ,german by ,matilda ,h4 ,kriege1 under the title ,the ,child1 its ,nature and ,relations2 an elucidation of ,froebel's ,principles of ,education4 #abmo1 pp4 #adh4 ,new ,york1 #ahgb4 #a4jj ---- ,the ,school ,work-,shop4 ,translated by ,miss ,susan ,e4 ,blow4 #afmo1 pp4 #bg4 ,syracuse1 #ahhb4 4#ae ---- ,hand-work and ,head-work3 their relation to one another4 ,translated by ,alice ,m4 ,christie4 #abmo4 ,london1 #ahhc4 #a4bj ,,maudsley1 ,h4 ,sex in ,mind and ,education4 #afmo1 pp4 #db4 ,syracuse1 #ahhb4 4#ae ,,meiklejohn1 ,j4,m4,d4 ,the ,new ,education4 #afmo1 pp4 #ce4 ,syracuse1 #ahha4 4#ae ,,meyer1 ,bertha4 ,von der ,wiege his zur ,schule4 #abmo1 pp4 #ahj4 ,berlin1 #ahgg4 ---- ,aids to ,family ,government1 or ,from the ,cradle to the ,school1 according to ,froebel4 ,translated from the second ,german ,edition4 ,to which has been added an essay on ,the ,rights of ,children and ,the ,true ,principles of ,family ,government1 by ,herbert ,spencer4 #afmo1 pp4 #bjh4 ,new ,york1 #ahgi4 #a4ej ,,moore1 ,n4,a4 ,kindergartner's ,manual of ,drawing ,exercises for ,young ,children upon ,figures of ,plane ,geometry4 #dto1 pp4 #af1 and #ag ,plates4 ,springfield4 4#ej ,,morgenstein1 ,lina4 ,das ,paradies der ,kindheit4 ,eine ausfuhrliche ,anleitung fur ,muetter und ,erzieherinnen4 ,f4 ,froebel's ,spiel-,beschaeftigungen in ,haus und ,kindergarten4 #b;d ed4 #hvo1 pp4 #bib4 ,leipzig1 #ahgh4 ,,mulley1 ,jane1 and ,m4,e4 ,,tabram4 ,songs and ,games for our ,little ,ones4 #abmo4 ,london1 #ahha4 4#dj ,,noa1 ,henrietta4 ,plays for the ,kindergarten3 music by ,c4,j4 ,richter4 #ahmo4 ,new ,york4 4#cj ,,payne1 ,joseph4 ,froebel and the ,kindergarten ,system4 #c;d ed4 ,london1 #ahgf4 ,now rare1 but printed in ,lectures on ,education1 ,syracuse1 #ahhd1 #a4jj4 ---- ,a ,visit to ,german ,schools4 ,london1 #ahgf4 ,,peabody1 ,elizabeth ,p4 ,moral ,culture of ,infancy1 and ,kindergarten ,guide1 with ,music for the ,plays4 ,by ,mrs4 ,horace ,mann1 and ,elizabeth ,p4 ,peabody4 #abmo1 pp4 #baf4 ,boston1 #ahfc4 #b4jj ---- ,the ,education of the ,kindergartner4 ,pittsburgh1 #ahgb4 ---- ,the ,nursery3 a ,lecture4 ---- ,the ,identification of the ,artisan and ,artist the ,proper object of ,american ,education4 ---- ,froebel's ,kindergarten1 with a letter from ,henry ,barnard4 #abmo1 pp4 #af4 ---- ,lectures in the ,training ,schools for ,kindergartners4 #abmo1 pp4 #bbf4 ,includes those on ,the ,education of the ,kindergartner and ,the ,nursery1 named above4 ---- ,education in the ,home1 the ,kindergarten1 and the ,primary ,school4 ,with an ,introduction by ,e4 ,adelaide ,manning4 #abmo1 pp4 #bbd4 ,london1 #ahhg4 #a4ej ,a reprint of the ,lectures in the ,training ,schools4 ---- and ,mary ,,mann4 ,after ,kindergarten1 what8 ,a primer of ,reading and ,writing for the ,intermediate ,class1 and ,primary ,schools generally4 #abmo4 ,new ,york4 4#de ,,perez1 ,bernard4 ,the ,first ,three ,years of ,childhood4 ,edited and translated by ,alice ,m4 ,christie1 with an introduction by ,james ,sully4 #abmo1 pp4 #bid4 ,syracuse1 #ahhi4 #a4ej ,,plays ,,and ,,songs1 for ,kindergarten and ,family4 ,springfield4 4#ej ,,pollock1 ,louisa4 ,national ,kindergarten ,manual4 #abmo1 pp4 #ahj4 ,boston1 #ahhi4 4#ge ---- ,national ,kindergarten ,songs and ,plays4 #abmo1 pp4 #gg4 ,boston4 4#ej ---- ,cheerful ,echoes3 from the ,national ,kindergarten for children from #c to #aj years of age4 #afmo1 pp4 #gf4 ,boston1 #ahhh4 4#ej ,,preyer1 ,w4 ,the ,mind of the ,child4 #abmo1 #b ,vols4 ,new ,york1 #ahhh4 #c4jj ,,richards1 ,b4,w4 ,learning and ,health4 #afmo1 pp4 #ci4 ,syracuse1 #ahhb4 4#ae ,,richter1 ,k4 ,kindergarten und ,schule4 ,leipzig4 ,,ronge1 ,johann and ,bertha4 ,a ,practical ,guide to the ,english ,kindergarten 7,children's ,garden71 for the use of ,mothers1 ,governesses1 and ,infant ,teachers3 being an exposition of ,froebel's system of ,infant ,training3 accompanied by a variety of ,instructive and ,amusing ,games1 ,industrial and ,gymnastic ,exercises1 also ,numerous ,songs set to ,music1 #aath ed4 #dto1 pp4 #hj1 and #ga plates4 ,london1 #ahgh4 #b4aj ,,shirreff1 ,emily4 ,essays and ,lectures on the ,kindergarten4 ,principles of ,froebel's ,system1 and their bearing on the ,higher ,education of ,women1 ,schools1 ,family1 and ,industrial ,life4 #abmo1 pp4 #aab4 ,syracuse1 #ahhi4 #a4jj ---- ,progressive ,development according to ,froebel's ,principles4 #abmo1 pp4 #ad4 ---- ,wasted ,forces4 #abmo1 pp4 #ag4 ---- ,the ,kindergarten in ,relation to ,schools4 #abmo1 pp4 #ah4 ,new ,york4 4#cj ---- ,the ,kindergarten in ,relation to ,family ,life4 #abmo1 pp4#ag4 ,new ,york4 4#bj ,the last four are given in ,essays on the ,kindergarten1 above ---- ,home ,education and the ,kindergarten4 #abmo4 ,london1 #ahhd4 4#ge ---- ,the ,kindergarten at ,home4 #abmo4 ,london1 #ahhd4 #a4ge ---- ,claim of ,froebel's ,system to be called ,the ,new ,education4 ,new ,york1 #ahhb4 4#aj ---- ,essays and ,lectures in the ,kindergarten4 ,new ,york4 4#ge ,,singleton1 ,j4,e4 ,occupations and ,occupation ,games4 #abmo1 ,london1 #ahfe4 #a4jj ,,steele',s ,kindergarten ,handbook4 ,new ,york4 4#fj ,,steiger',s ,kindergarten ,tracts4 #bd nos4 ,new ,york4 4#aj ,,straight1 ,h4,h4 ,aspects of ,industrial ,education4 #hvo1 pp4 #ab4 ,syracuse1 #ahhc4 4#ae ,,thompson1 ,mrs4 ,elizabeth4 ,kindergarten ,homes1 for ,orphans and other ,destitute ,children2 a new way to ultimately ,dispense with ,prisons and ,poor-,houses4 #abmo1 pp4 #abh4 ,new ,york1 #ahhb4 #a4jj ,,weber1 ,a4 ,die vier ersten ,schuljahre in ,vorbindung mit e4 ,kindergarten4 #hvo1 pp4 #gj4 ,gotha4 4#ej ---- ,die ,geschichte der ,volksschulpaedagogik und der ,kleinkindererziehung4 #abmo1 pp4 #cci4 ,dresden1 #ahgg4 ,,wiebe1 ,e4 ,the ,paradise of ,childhood4 ,a ,manual for ,instruction in ,f4 ,froebel's ,educational ,principles1 and a ,practical ,guide to ,kindergartners4 #dto1 pp4 #gh and #gd plates4 ,springfield4 #b4jj ---- ,the ,paradise of ,childhood3 a manual of instruction and a practical guide to ,kindergartners4 #dto1 #gd plates4 ,london1 #ahhh4 #d4jj ---- ,songs1 ,music1 and ,movement ,plays4 ,springfield4 #b4be ,,wiggins',s ,kindergarten ,chimes4 ,springfield4 #a4ej ,,wiltsie',s ,stories for ,kindergartens and ,primary ,schools4 ,boston4 4#cj ,all books of which prices are given may be had of the publisher of this volume4 ,,index4 ,aaron to ,froebel's ,moses #ach ,activity at ,yverdon #gh ,actor1 life of an #bf ,adventists1 doctrine of #ab ,a,esthetic sense #da ,agriculturalist1 life of an #bd1 #adj ,aim of educational work #aa ,albums1 sentiments in #di1 #ej ,alexander ,i4 sends for ,pestalozzi #ed ,amrhyn1 ,herr #ace ,ante-,darwinian theories #ca ,aphorisms #ada ,arabic1 study of #he ,architecture as a profession #de1 #df1 #dh1 #ej1 #ea1 #ajh1 #ada ,architectural efforts #da ,arithmetic1 teaching of #bj1 #ee1 #ei1 #fa1 #ii1 #ajf ---- philosophy of #ajj ,arndt1 ,ernest ,moritz #de ---- ,fragments of ,culture #fb ,art1 study of #cd1 #dj ,art of teaching #bd ,astronomy #hf1 #aje ,attire1 peculiarities of #aje ,augsburg ,confession #ej ,austria interested in ,pestalozzi #ed ,bach a ,cantor #g ,baireuth #db1 #adj ,bamberg1 life at #ch1 #dg1 #adj ,barop1 ,johannes ,arnold #b1 #af1 #abd1 #ach1 #adj1 #ada1 #adb ---- ,critical ,moments #abg-acg ,batsch1 ,a4,j4,g4 #ca ,bauer1 ,herr #ib1 #ic1 #ajj ,belief in himself #abf ,berlin1 life at #hi1 #ie1 #ajj1 #aaa1 #aba1 #ada1 #adb ,bern #ic ---- ,langethal's school at #acg ,berry1 ,mrs4 #adc1 #adg ,best friend1 ,froebel's #ic1 #id ,bible biographies #ec ---- in schools #h ,bible of ,education #fc ,birth of ,froebel #c1 #d1 #adj ,bishop1 ,miss1 appointed ,london lecturer #adc ,bivouac life agreeable #id ,blankenburg #acg1 #adb1 #add ,boarding-school life #ah ,book-keeping #dc ,botany1 love of #be1 #bg1 #ca1 #ef1 #fj ,brandenburg1 ,mark of #ib ,british and ,foreign ,school ,society #adc1 #add ,brothers of ,froebel4 ,see ,froebel1 below4 ,burgdorf1 ,orphanage at #ic1 #ace1 #acf1 #acg1 #adb ,cantor #g ,carl1 ,herr #abd1 #adb ,carus1 ,professor #ch ,characteristics in boyhood #g ,chemistry #cj1 #hg1 #hh ---- organic #hh ,cheve system of singing #ef ,child's need of construction #gg ,crispine1 ,ernestine #abc ,christian education essential #abj ---- family life #g ---- forms #gd ,christmas at ,keilhau #ada ,church and school #h1 #ai ---- attendance #aj ,class divisions elastic #ed ,classical education #hd ---- teaching #ii ,come let us live with them #fi ,comenius #ajc ,comet of #ahaa #hf ,commission of #ahaj #hj ,companionship #dd ,comprehensiveness essential #hj ,conditions of tutorship #ff ,confinement in boyhood #f ,confirmation #bb ,congress of teachers at ,rudolstadt #adb ---- at ,gotha #adb ---- at ,salzungen #adc ,construction essential to a child #gg ,continuation of the account of ,keilhau #ada ,contradiction1 life freed from #ajh ,cosmical development #hi ,crisis at ,yverdon #hj ,croydon ,kindergarten #adc ,crystals a witness of life #aab ,crystallography #hi1 #ig ,culture1 ,froebel's plan of #ajg ---- his own insufficient #aji ,death of ,froebel #ic1 #adc ---- of his father #ch ---- of his first wife #adb ,development1 analysis to synthesis #aah ---- of being1 laws of #aab ---- vs4 memorizing #aaf ,devotes himself to study of education #ih ,dewitz1 ,herr von #db1 #dc1 #de1 #adj ,diary begun #cf ,diesterweg #aci ,divine worship at home #g1 #aj ,doreck1 ,miss #add ,drawing1 study of #bh1 #ee1 #fa1 #fb ,dresden #ia1 #adb1 #adc ,duration of the world #ac ,earlier and later life compared #af ,early education #c ---- mental struggles #ad1 #af ,education ad hoc #bc ---- aim of #aa ---- as an object #eh ---- at ,jena #bh ---- in relationships #gj ---- purpose of #fi ---- reaches beyond life #aai ,education of ,man #a1 #gf1 #aag1 #ada1 #ade ,educator and teacher #fh ,energy in play #ba ---- in rocks #ig ,england1 first kindergarten in #adc ,ephors #ba ,escape from creditors #abh ,exchange classes #ed ,expression of thought difficult #gc ,eyes1 deficient power of #cj ,family ,journal of ,education #aag1 #ada1 #adb ,family ties #dd1 #hc ,father of ,froebel4 ,see ,froebel1 ,johann ,jacob4 ---- and mother #aah ,fatherland vs4 motherland #ij ,fichte #aaf1 #abc ,financial difficulties #cc1 #dg1 #ajf1 #abg1 #abh ,first consciousness of self #i ---- grasp of the word ,,kindergarten #acg ---- idea of a school of his own #fh ---- work as a teacher #eg ,following ,nature in geography #fa ,foresight of vocation as a teacher #ajh ,forestry-apprentice #bd ,form-development #ih ,form fixed for language #ih ,forms1 study of #ge1 #gf ,forster1 ,johann ,georg #id ---- ,rhine ,travels #id1 #aba ,francke's ,paedagogium #ee ,frankfurt1 life at #dg1 #ej1 #eg1 #ada1 #adb ---- ,model ,school #eg ,french1 study of #fd ,froebel1 temporary change of name #df ---- family ---- ,johann ,jacob1 the ,father #c1 #d1 #f1 #ag1 #ai1 #ba1 #bf1 #bg1 #bh1 #cc1 #cd1 #cj1 #cg1 #ch1 #dc1 #adj ,brothers4 ---- ,augustus #c1 #cb ---- ,christoph #c1 #ab1 #ac1 #ae1 #bc1 #bf1 #bg1 #cb1 #cf1 #dg1 #di1 #fe1 #fh1 #hc1 #hg1 #aac1 #abb ---- ,his widow misunderstands ,froebel #abb ---- ,julius ,karl ,theodor #c1 #d ---- ,christian ,ludwig #d1 #hg1 #aac1 #aba1 #abd1 #abg1 #abh1 #adj1 #ada1 #adb ---- ,traugott #d1 #bc1 #bh1 #cb1 #cc ---- ,karl ,poppo #d1 #ajd ,nephews4 ---- ,ferdinand #aac1 #aba1 #aca1 #acf1 #acg1 #adb ---- ,wilhelm #aac1 #aba ---- ,julius #aad1 #abb ---- ,karl #aad1 #abb ,nieces4 ---- ,albertine ,middendorf #abd1 #adj ---- ,emilie ,barop #abd1 #adj1 #adc ---- ,elise ,schaffner #abd1 #ada1 #adb ---- ,luise1 ,madame #adc ,froebel ,society #a1 #add ,froebel's style as an author #a1 #aag ,froehlich #acg ,games #ace ---- a mental bath #hb ,gardening #f1 #ga ,geography1 teaching of #fj ,geology #hh1 #ig ,geometry #bd1 #be1 #bi1 #ce ,german brotherhood #ij ---- land and people #ie ---- language teaching #ef ---- literature #ce ,german education #aad ,gifts1 first suggestion of #ge ,girard1 ,abbe #acd ,girls' school at ,oberweissbach #h1 #i ,godlike not alone in the great #ig ,godmother of ,froebel #gc ,goethe #ce ,gotha1 congress of teachers at #adb ,goettingen1 life at #hd1 #ig1 #ajc1 #aaa1 #ada ,goettling #cj ,government offices #bc1 #ch1 #ie ,grammar1 study of #fd ,grammarians at odds #fd ,greek1 study of #hd1 #he ,grey1 ,mrs4 ,william #add ,griesheim #abb1 #abd1 #ada ,gross-,milchow #db1 #adj ,gruner1 ,herr #ea1 #ec1 #eh1 #fc1 #ff1 #aji1 #ada ---- book on ,pestalozzian methods #eb ,gurney1 ,mary #add1 #adg1 #adi ,gymnastic ,exercises #ace ,halie #de ,hamburg #ach1 #adb1 #adc ,hardenburg1 ,prince #ed ,harmonious development #ee ,harnisch #aah ,havelberg #ib1 #ic1 #aba ,hazel-buds the clue of ,ariadne #ab ,hebrew1 study of #he ,heerwart1 ,eleonore #adc1 #add1 #adg ,hegel #aaf ---- his formulae adopted #aac ,helba1 ,national ,institution at #af1 #ajb1 #abi1 #ada ,hell1 belief in #aa1 #acc ,hermes #g ,higher methods of teaching #ih ,hildburghausen #cg1 #adj ,history #hh ,hoffmann1 ,herr #ag1 #ba1 #dc1 #dd1 #adj1 #ada ,hoffman1 ,thedor #adb ,hoffmeister1 ,henrietta ,wilhelmine #abc1 #adj ,holzhausen1 ,herr von #aaj1 #ada ---- ,madame von #aaj1 #aab ,home of ,froebel #f1 #bb1 #bg1 #bh ---- abandoned #ae1 #ce ---- life #ba1 #bb ,hopf #ef1 #fi ,identities and analogies sought out #ajg ,iffland's ,huntsman #bf ,illusions have a true side #ac ,impressions of ,pestalozzi #ed ,imprisoned for debt #cc1 #adj ,individual life key to the universal #af ,inner meaning of the vowels #ii ,inner law and order #hg ,instrumental music derived from vocal #hb ,introspection a characteristic #d1 #aa1 #be1 #df1 #di1 #ef1 #gb1 #ajc1 #ajd1 #aji1 #aae ,isis #ajb1 #aag ,isolation of ,froebel #d1 #e1 #ia1 #ajg ,jahn #abj ,jena1 life at #bh1 #aje1 #ach1 #adj ,jesus ,christ1 education based on #abj ,journal of ,education #aag1 #ada1 #adb ,journal for ,froebel's ,educational ,aims #adb ,joy of teaching #eh ,jussieu's ,botany #ca ,kant #aaf ,keilhau1 life at #af1 #ajb1 #ajc1 #aag1 #ace1 #ada1 #adc ,kindergarten occupations #abi ,knowledge of self through objects #ig ,koerner in the ,wilde ,schaar #ia ,krause1 ,carl ,c4,f4 #ajb1 #ajc1 #aaf ---- letter to #b1 #ajc-abe1 #ada ,kruesi #ee ,lange1 ,wichard #ajb1 #ach1 #add1 #ade ---- editor of ,family ,journal #ach ---- editor of ,froebel's ,works #c1 #cb1 #ach ,langethal1 ,heinrich #ia1 #ic1 #ajj1 #aja1 #abj1 #abb1 #abc1 #abd1 #acg1 #adj1 #ada1 #adb1 #add ,language1 philosophy of #ha1 #ii ---- teaching of #ei1 #fd1 #ha1 #hd1 #he ,latin1 study of #bj1 #bc1 #cd1 #hd ,legacies #hf1 #abc ,leipzig #ia ,leonhardi #ajc ,lessons from ,nature's training #gb ,letter to the ,duke of ,meiningen #b1 #c-aja1 #ada ---- to ,krause #ajb-abe1 #ada1 #adf ,levana #gj ,liebenstein1 life at #adb ,life as a connected whole #ajd ,life1 will1 understanding #aah ,lilies1 vain search for #if ,london ,kindergarten ,college #add ,love of ,nature4 ,see ,nature1 love of4 ,luther1 ,martin #ej ,luetzow1 ,baron von #ia1 #ada ,manchester ,kindergarten ,association #adc ,mankind as one great unity #hd ,manner in teaching #ba ,manning1 ,miss #add ,manual training at ,helba #aba ,map-drawing #ci1 #fa ,mappe du ,monde ,litteraire #cf ,marenholz-,buelow1 ,baroness von #gc1 #adb1 #adc1 #adf1 #adi ,marienthal #adb1 #adc ,marquart1 ,dr4 #adc ---- ,madame #adc ,master of the girls' school #g ,mathematics #bg ,matrimony #aa ,mechanical powers1 the #cj ,mecklenburg #db1 #dd ,meiningen1 ,duke of #ajb1 #abi1 #acj ---- ,letter to #b1 #c-aja1 #ada1 #adb1 #adf ,meissen #ib1 #abj ,memorizing of rules vs4 development #ee1 #aji1 #aaf ,menschen ,erziehung #a1 #gf1 #aag1 #ada1 #ade ,mental struggles #fe ,metaphysics #dj1 #aah ,methods of ,education #ii ,michaelis1 ,mme4 #adc1 #adf1 #adg ,middendorf1 ,wilhelm #ib1 #ic1 #id1 #ajj1 #aja1 #ajc1 #abj1 #aba1 #abb1 #abc1 #abd1 #abg1 #abh1 #ace1 #acf1 #acg1 #ach1 #aci1 #adj1 #ada1 #adb1 #adc ,mineralogy #cj1 #hg1 #hi ---- professorship declined #aab ,misapprehension of ,froebel's motives #af ,model ,school at ,frankfurt #ea ,moonstruck1 ,froebel so considered #aje ,moral influence of the teacher #fj1 #hc ---- pride #e ,mother of ,froebel #c1 #dd1 #gb ,mothers' ,songs #gf1 #ade ,mugge1 ,johanna ,caroline #adj ,mutter- and ,koselieder #gf1 #ade ,naegeli #ha ---- and ,pfeifer's ,musical ,course #ha ,name temporarily changed #df ,napoleonic wars #ia1 #ada ---- reaction from #abg ,natural history #ca1 #cb1 #ef1 #hg ,natural ,history ,society at ,jena #cb ,nature1 communion with #ai ---- love of #bd1 #ca1 #ch1 #dc1 #dh1 #ga1 #gd1 #hb1 #hj1 #id1 #if1 #ajd1 #aje1 #ajg ---- as an educator #ga ,nature's work vs4 man's #fi ,nature-,temple #ab ,nephews of ,froebel4 ,see ,froebel1 ,ferdinand1 etc4 ,netherlands1 ,froebel in the #ie ,neuhof #bd1 #adj ,nieces of ,froebel4 ,see ,froebel1 ,albertine1 etc4 ,niederer #eg ,note-taking #cj ,novalis's ,works #de ,number horizontally related #ii ,oberfalz #db ,oberweissbach #c1 #aje ,object-teaching #fi ,oken1 ,lorenz #ajb1 #aaf ---- ,isis #ajb ,on ,german ,education #ada ,on the ,universal ,german ,education at ,keilhau #ada ,oriental tongues1 study of #he ,orphanage at ,burgdorf #ic1 #ace1 #acf1 #acg1 #adb ,orthodox theology #aj1 #aa1 #ac1 #ad ,orthography #fb ,paedagogik #gf ,paedagogium at ,halle #de ,paper1 pricking of1 suggested #ge1 #gf ,payne1 ,joseph #add1 #aej ,permutations of numbers #ajf ,perrault1 ,m4 #fd ,persian language1 study of #he ,personal characteristics of ,froebel #ac1 #ad1 #ae1 #fc1 #fg1 #ajd1 #aaa1 #abf ---- of ,pestalozzi #aaa ,pestalozzi #bj1 #ea-ed1 #eg1 #ei1 #fi1gj1 #gg-ha1 #hc1 #hi1 #ada ---- aims contrasted with ,froebel's #aaa1 #aaf1 #abi1 #acf ---- ,buch der ,matter #acf ---- ,einertabelle #ei ---- general addresses #hc ---- school4 ,see ,yverdon4 ,pfyffer1 ,eduard #ha1 #acd1 #ace ,philology1 study of #bb1 #he1 #ih1 #aaa ,philosophy1 danger of #dj ,physical backwardness #ah ---- constitution #ia ---- education #gd ---- geography #bj1 #ee ,physics #bi1 #hg1 #hh1 #hi ,physiography #fj1 #fa ,plamann school #hi ,plans for life-work #bc ,play a subject of study #hb ---- for school boys #fj ---- influence of #gf ,political economy #he ,politics #hh ,portugall1 ,baroness ,adele von #adc ,positive instruction #ee ,praetorious1 ,miss #adc ,pricking paper suggested #ge ---- philosophy of #gf ,principles1 ,aims1 and ,inner ,life #ada ,private tutorship #ei ,professorship declined #aab ,pronunciation #fc1 #fd ,prophetic sentiments #di ,proeschke's ,fragments #de ,prussian1 ,froebel not a #ij ,public school-examination #acd ,purpose of education #fi ,quittelsdorf #ajb ,reaction from ,napoleonic wars #abf ,reading1 teaching of #g1 #ef ,recognition by others #cb ,relationship1 education in #gj ,religious experiences #h1 #i1 #ai1 #ba1 #be1 #ce1 #gd ---- instruction #gd1 #hj1 #aai ---- persecution #acc ,repulsion to menial service #bc ,rhenische ,blaetter #aci ,rhine1 ,froebel crosses the #ie ,richter1 ,jean ,paul #gj ,rigidity in teaching #fb ,rocks a mirror of mankind #ig ,ronge1 ,madame #adc1 #aea ,rousseau's system of singing #ef ,rudolstadt #aag1 #adb ---- ,prince of #ajb1 #ach ---- ,princess ,regent of #gh1 #hj1 #ada ,samuel ,lawhill #bb ,sanskrit1 study of #he ,schaffner1 ,siegfried #abd ,schelling #aaf ---- school of #dj ,schiller #ce ,schleiermacher #abc ,schmidt1 ,carl #adc ,schmidt1 ,josias #ee ---- quarrels with ,niederer #eg ,schnyder #acj1 #adb ,schopenhauer1 ,arthur #aag ,schrader1 ,madame #adc ,schwartzburg-,rudolstadt #c ,scientific extracts #cf ,scribbling distasteful #cf ,self-consciousness #e1 #aa ,self-development becomes objective #ei ,self-discipline #ba ,seiler1 ,george ,frederick #gj ,senses exercised #aj ,set forms in teaching #fb ,sex-life in plants #ab ,sexual conditions #aa1 #ab ,shirreff1 ,emily #add1 #adf1 #aea1 #aeb ,singing #ef1 #ha ,skeleton of man as type #ca ,soldier1 ,froebel as a #ia-if1 #aaa1 #add ,sonntags-,blatt1 articles in #gf ,soul-cultivation #g ---- emerging from chrysalis #di ,sound method from fundamental principle #ajf ,special education #bc1 #aae ,speech-tones #ih ,spelling1 teaching of #bj ,spiritual endeavor at ,yverdon4 ,see ,religious experiences4 ---- experiences #ai ,stadt-,ilm #ah1 #dd ,step-brother of ,froebel #ae ,step-mother of ,froebel #d1 #e1 #bg1 #cc ,stimulation at ,yverdon #gi ,stockwell ,kindergarten ,college #adc ,stone-language #aj ,sturm #g ,style of ,froebel's writing #a1 #aag ,subject vs4 object #df ,sunday ,journal #adb ,surveying1 study of #ci1 #dj1 #da ,symbols to the inner eye #aaa ,taking sides #ac ,teacher in the ,plamann ,school #hi ---- requirements of a #fe ,teachers' institutes at ,burgdorf #acf ,teaching suggested #ea ,teaching-plan of ,pestalozzi #ed ,the ,education of the ,future #adc ,the ,new ,education an antithesis #aaf ,the ,new ,year #ahcf demands a ,renewal of ,life #adb ,theatrical performances #bf1 #cc ,theological disputations #ac ,third person in address #e ,thou1 the ,german #e ,thuringian forest1 the #c ,to the ,german ,people #ada ,tobler #ef1 #fi ,translators1 aims of the #a ,trustee of ,froebel's property #bh1 #cc ,uckermark1 the #dh ,uncle of ,froebel4 ,see ,hoffman1 ,herr4 ,unconscious tuition #i ---- wealth of youth #ga ,unity #fi1 #gj ---- from clashing phenomena #aje ---- in ,nature #ih ---- lacking at ,yverdon #gi ---- of natural objects #hf ---- of the universe #hi ,universal ,german education #aad1 #ada ,universities neglect ,froebel #aag ,vivacity of early impulses #g ,voldersdorf1 ,herr von #db1 #adj ,von ,dewitz #db1 #dc1 #de1 #adj ---- ,holzhausen1 ,madame #aaj1 #aab1 #ada ---- ,luetzow1 ,baron #ia1 #ada ---- ,marenholz-,buelow #gc1 #adb1 #adc ---- ,portugall1 ,baroness ,adele #adc ---- ,voldersdorf #db1 #adj ,vowels1 inner meaning of #ii ---- vs4 consonants #ih ,walks with pupils #fj1 #hb ,wartburg1 the #ej1 #ajh ,wartensee1 the #acj1 #aca1 #adb ,was ,christ ,catholic or ,protestant8 #acd ,weber's ,wilde ,jagd #ia ,weimar1 ,grand ,duke of #adb1 #adc ,weiss1 ,prof4 #hi1 #ie ,wichard's ,froebel #gh ,wieland #ce ,wife first of ,froebel #abc1 #ada ,willisau1 school a #ic1 #ace-acg1 #adb ,winckelmann's ,letters on ,art #cd ,wollweider1 ,dr4 #de ,works written by ,froebel #aag1 #ada1 #ade1 #adf ,yverdon1 ,pestalozzi's school at #bj1 #ec-eg1 #gg-hd1 #ada ---- lack of unity1 etc #hc ---- wavering of ground principles #hd ,zendavista #ce ,zollikofer #g