福禄贝尔的自传autobiography of friedrich froebel 251页

ProjectGutenberg"sAutobiographyofFriedrichFroebel,byFriedrichFroebel、http://www.gutenberg.org/files/16434/16434-h/16434-h.htmThiseBookisfortheuseofanyoneanywhereatnocostandwithalmostnorestrictionswhatsoever.Youmaycopyit,giveitawayorre-useitunderthetermsoftheProjectGutenbergLicenseincludedwiththiseBookoronlineatwww.gutenberg.netTitle:AutobiographyofFriedrichFroebelAuthor:FriedrichFroebelTranslator:EmilieMichaelisH.KeatleyMooreReleaseDate:August4,2005[EBook#16434]Language:EnglishCharactersetencoding:ISO-8859-1***STARTOFTHISPROJECTGUTENBERGEBOOKAUTOBIOGRAPHYOFFRIEDRICHFROEBEL***ProducedbyRoseKoven,JulietSutherland,JoelSchlosbergandtheOnlineDistributedProofreadingTeamathttp://www.pgdp.netAUTOBIOGRAPHYOF FRIEDRICHFROEBELTRANSLATEDANDANNOTATEDBYEMILIEMICHAELIS,HeadMistressoftheCroydonKindergartenandPreparatorySchool,ANDH.KEATLEYMOORE,MUS.BAC.,B.A.,ExaminerinMusictotheFroebelSocietyandVice-ChairmanoftheCroydonKindergartenCompany."Come,letusliveforourchildren."SYRACUSE,N.Y.:C.W.BARDEEN,PUBLISHER.1889.GermanBooksonPedagogy.1.Comenius.GrosseUnterrichtslehre. MiteinerEinleitung,"J.Comenius,seinLebenundWerken,"vonLINDNER.Price$1.50.2.Helvetius.VonMenschen,seinenGeisteskraftenundseinerErziehung. MiteinerEinleitung,"Cl.Adr.Helvetius,1715-1771.EinZeit-undLebensbild,"vonLINDNER.12mo,pp.339.Price$1.50.3.Pestalozzi.WieGertrudihreKinderlehrt. MiteinerEinleitung,"J.H.Pestalozzi"sLeben,Werke,undGrundsätze,"vonRIEDEL.Price$1.25.4.Niemeyer.GrundsätzedieErziehungunddesUnterrichtes. MiteinerEinleitung"Aug.Herm.Niemeyer,seinLebenundWerken,"vonLINDNER.2vols.Price$3.00.5.Diesterweg.RhenischeBlätter. MiteinerEinleitung,"F.A.W.Diesterweg,"vonJESSEN.Price$1.25. 1.Jacotot.UniversalUnterricht. Miteiner"DarstellungdesLebensundderLehreJacotot"s,"vonGOERING.12mo,pp.364.Price$3.75.2.Fröbel. PädagogischeSchriften.HerausgegebenvonSEIDEL.3vols.Price$7.00.3.Fichte. PädagogischSchriftenundIdeen.Mit"biographischerEinleitungundgedrängterDarstellungvonFichte"sPädagogik,"vonKEFERSTEIN.Price$2.00.4.MartinLuther. PädagogischeSchrifte.MitEinleitungvonSCHUMANN.Price$1.50.5.HerderalsPädagog. VonMORRES.Price75cts.6.GeschichtederPädagogik. inBiographen,Uebersichten,undProbenauspädagogischenHauptwerken.VonNIEDERGESAESS.Price$2.50.7.LexikonderPädagogik. VonSANDER.Price$3.50.ForsalebyC.W.BARDEEN,Publisher,Syracuse,N.Y.PREFACETOTHEAMERICANEDITION.ItwillbelongbeforewehaveabiographyofFroebeltocomparewithDeGuimp"s Pestalozzi,ofwhichanEnglishtranslationhasjustappeared. Meantimewemustcontentourselveswithtwolongautobiographicalletterscontainedinthisvolume,which,thoughincomplete,haveyetthepeculiarcharmthatcomesfromthecandidrecordofgenuineimpressions.Thefirstoftheseletters,thattotheDukeofMeiningen,hasalreadyappearedinEnglish,inatranslationbyMissLucyWheelockforBarnard"s AmericanJournalofEducation,sincereprintedinpp.21-48ofhis KindergartenandChildCulture,(see p.146),andinasmallvolumeunderthetitle AutobiographyofFroebel (see p.146).Whileafaithfulattempttoreproducetheoriginal,thistranslationstruggledinvaintotransformFroebel"sruggedandsometimesseeminglyincoherentsentencesintoadequateandattractiveEnglish,sothatthelongletterhasprovedtomostEnglishreadersformidableandrepellant.Butintheoriginalitisoneofthemostcharmingproductionsinliterature,candidandconfidentialintone,anddetailingthoseinnergropingsforideasthatbecameconvictionswhichonlyanautobiographycanreveal.ThesequalitiesaresoadmirablypreservedinthetranslationbyMissEmilyMichaelisandH.KeatleyMoorethatitseemedtoleavenothingtobedesired.Theyhavenotonlygivenafaithfulrendering,buttheyhaveimpresseduponitthelovingtouchoffaithfuldisciples.AccordinglyIpurchasedfromtheEnglishpublisherstheAmericanrightstothistranslation;andhavereproducednotonlythis letter,butthattothephilosopherKrause,withBarop"s"CriticalMoments,"andthe"ChronologicalAbstract,"allfromduplicatesoftheEnglishplates. Therestofthevolumeappearsforthefirsttime.TheBibliographyseemeddesirable,andisconfinedtoattainablebookslikelytobeofvaluetoAmericanteachers.TheIndexisfull,butnotfullerthanthefragmentarycharacterofthematerialseemedtorequire.TheTableofContentswillalsoservetomakereferenceeasytotheprincipalevensofFroebel"shistory.InthelivesofPestalozziandofFroebelmanyresemblancesmaybetraced.Bothweresonsofclergymen.Bothwerehalf-orphansfromtheirearliestrecollections.Bothwereunhappyinchildhood,weremisunderstood,companionless,awkward,clumsy,ridiculed.Bothwereasboysthrownintothealmostexclusivesocietyofwomen,andbothretainedtothelaststronglyfemininecharacteristics.Bothwerethroughoutlifelackinginexecutiveability;bothwerefinanciallyimprovident.Bothweredependentforwhattheydidaccomplishuponfriends,andbothhadthepowerofinspiringandretainingfriendshipsthatwereheroic,Pestalozzi"sKrüsicorrespondingwithFroebel"sMiddendorf.Bothbecameteachersonlybyaccident,andafterfailureinotherprofessions.Bothsawrepeateddisasterintheschoolstheyestablished,andbothweretotheirlastdayspointedatasvisionarytheoristsofunsoundmind.Bothfailedtorealizetheirideas,butbothplantedtheirideassodeeplyinthemindsofothersthattheytookenduringroot.Bothlackedknowledgeofmen,butbothknewandlovedchildren,andwerehappiestwhenpersonallyandalonetheyhadchildrenundertheircharge.Bothdelightedinnature,and foundinsolitarycontemplationofflowersandwoodsandmountainsrelieffromthedisappointmentstheyencounteredamongtheirfellows.Buttherewerecontraststoo.Pestalozzihadnofamilyties,whileFroebelmaintainedtothelasttheclosestrelationswithseveralbrothersandtheirhouseholds.Pestalozzimarriedattwenty-threeawomanolderthanhimself,onwhomhethereafterreliedinallhistroubles.Froebeldeferredhismarriagetillthirty-sixandthenseemstohaveregardedhiswifemoreasanadvantagetohisschoolthanasahelp-meettohimself.Pestalozziwasdiffident,andindressandmannercarelesstothepointofslovenliness;Froebelwasextravagantinhisself-confidence,andattimesalmostadandyinattire.Pestalozziwasalwayshonestandcandid,whileFroebelwasasaboyuntruthful.Pestalozziwastouchinglyhumble,andeagertoascribethepracticalfailureofhistheoriestohispersonalinefficiency;Froebelneveracknowledgedhimselfinthewrong,butalwaysattributedfailuretoexternalcauses.Ontheotherhand,whileFroebelwasequableintemperament,Pestalozziwasmoodyandimpressionable,flyingfromextremegaietytoextremedejection,slammingthedoorifdispleasedwithalessonateacherwasgiving,butcomingbacktoapologizeifhemetachildwhosmileduponhim.UnderRousseau"sinfluencePestalozziwasinclinedtoskepticism,andlimitedreligiousteachinginschooltothereadingofthegospels,andthepractice ofChristianity;Froebelwasdeeplypious,andmadeitfundamentalthateducationshouldbefoundedplainlyandavowedlyuponreligion.Intellectuallythecontrastisevenstronger.WhileFroebelhadauniversityeducation,Pestalozziwasaneminentlyignorantman;hispenmanshipwasalmostillegible,hecouldnotdosimplesumsinmultiplication,hecouldnotsing,hecouldnotdraw,heworeoutallhishandkerchiefsgatheringpebblesandthenneverlookedatthemafterward.Froebelwasnotonlyareaderbutascientificreader,alwaysseekingfirsttofindoutwhat othershaddiscoveredthathemightbeginwheretheyleftoff;Pestalozziboastedthathehadnotreadabookinfortyyears.Naturally,therefore,Pestalozziwasalwaysanexperimenter,profitingbyhisfailuresbutalwaysfailinginhisfirstattempts,andhittinguponhismostcharacteristicprinciplesbyaccident;whileFroebelwasatheorist,elaboratinghisideasmentallybeforeputtingtheminpractice,andneversatisfiedtillhehadproperlylocatedtheminhisgeneralschemeofphilosophy.Andyet,curiouslyenough,itisPestalozziwhowastheauthor.His"LeonardandGertrude"wasreadbyeverycottagefireside,whileFroebel"swritingswereintelligibleonlytohisdisciples.Pestalozzihadanexuberantimaginationanddelightfuldirectnessandsimplicityofexpression;Froebel"sstylewaslaboredandobscure,andhisdoctrinesmaybebetterknownthrough the"ChildandChildNature"oftheBaronessMarenholzvonBuelowthanthroughhisown"EducationofMan."TheaccountofFroebel"slifegiveninthisvolumeissupplementedsomewhatbythe"Reminiscences"ofthissameBaroness,whobecameacquaintedwithhimin1849,andwasthereafterhismostenthusiasticandsuccessfulapostle.Tillsomeadequatebiographyappears,thatvolumeandthismustberelieduponforinformationofthemanwhosharesequallywithPestalozzithehonorofeducationalreforminthiscentury.C.W.BARDEEN.  Syracuse,June10,1889.COMMENTSUPONFROEBELANDHISWORK.Undalserso,wieWichardLangerichtigsagt,derAposteldesweiblichenGechlechtsgewordenwar,starber,dergeniale,unermüdlichthätige,vonLiebegetrageneMann.—SCHMIDT, GeschichtederPädagogik,Cöthen,1862,iv.282.Enrésumé,Rousseauauraitpuêtredéconcertéparlesinventionspratiques,unpeusubtilesparfois,del"ingénieuxFroebel.Ileûtsouri,commetoutlemonde,desartificesparlesquelsilobligeaitl"enfantàsefaireacteuraumilieudesespetitscamarades,àimitertouràtourlesoldatquimontela garde,lecordonnierquitravaille,lechevalquipiétine,l"hommefatiguéquiserepose.Mais,surlesprincipes,ilseseraitmisaisémentd"accordavecl"auteurdel"Educationdel"homme,avecunpenseuràl"âmetendreetnoble,quiremplaçaitleslivresparleschoses,quiàuneinstructionpédantesquesubstituaitl"éducationintérieure,quiauxconnaissancespositivespréféraitlachaleurdusentiment,lavieintimeetprofondedel"âme,quirespectaitlalibertéetlaspontanéitédel"enfant,quienfins"efforçaitd"écarterdeluilesmauvaisesinfluencesetdefaireàsoninnocenceunmilieudigned"elle—COMPAYRÉ"sHistoireCritiquedesDoctrinesdel"ÉducationenFrancedepuisleXVImeSiécle,Paris,1879,ii.125.WemightsaythathiseffortinpedagogyconsistschieflyinorganizingintoasystemthesenseintuitionswhichPestalozziproposedtothechildsomewhatatrandomandwithoutdirectplan.—COMPAYRÉ"s HistoryofPedagogy,Payne"stranslation,Boston,1886,p.449.ErwargleichPestalozzivondenhöchstenIdeenderZeitgetragenundsuchtedieErziehungandieseIdeenanzuknüpfen.SolangedieMutternichtnachdenGesetzenderNaturihrKinderziehtundbildetunddafürnichtihrLebeneinsetst,solange—davongehteraus—sindalleReformenderSchuleaufSandgebaut.TrotsdemverlegtereinenTheildermütterlichenAufgabeindenKindergarten,inwelchemerdieKindervorihreSchulpflichtigkeitvereinigtwissenwill,(1)umaufdiehäuslicheErziehungergänzendundverbessernd einzuwirken,(2)umdasKindausdemEinzellebenherausZumVerkehrmilseinesgleichenzuführen,und(3)umdemweiblichenGeschlechteGelegenheitzugeben,sichaufseinenerzieherischenBerufvorzubereiten.—BÖHM"s KurzgefassteGeschichtederPädagogik,Nürnberg,1880,p.134.Lejardind"enfantsestévidemmentenoppositionavecl"idéefondamentaledePestalozzi;carcelui-ciavaitconfiéentièrementàlamèreetaufoyerdomestiquelatâchequeFroebelremet,engrandepartie,auxjardinsd"enfantsetàsadirectrice.Al"égarddesrapportsdel"éducationdomestique,tellequielleestàl"heurequ"ilest,ondoitreconnaîtrequeFroebelavaituncoup-d"oeilplusjustequePestalozzi.—Histoired"Éducation,FREDERICK DITTES,Redolfi"sFrenchtranslation,Paris,1880,p.258.Whileothershavetakentotheworkofeducationtheirownpre-conceivednotionsofwhatthatworkshouldbe,Froebelstandsconsistentlyaloneinseekinginthenatureofthechildthelawsofeducationalaction—inascertainingfromthechildhimselfhowwearetoeducatehim.—JOSEPH PAYNE, LecturesontheScienceandArtofEducation,Syracuse,1885,p.254.Yearsafterwards,thecelebratedJahn(the"FatherJahn"oftheGermangymnastics)toldaBerlinstudentofaqueerfellowhehadmet,whomadeallsortsofwonderfulthingsfromstonesandcobwebs.Thisqueerfellow was Froebel;andthehabitofmakingoutgeneraltruthsfromtheobservationofnature,especiallyfromplantsandtrees,datedfromthesolitaryramblesintheForest.Asthecultivatorcreatesnothinginthetreesandplants,sotheeducatorcreatesnothinginthechildren,—hemerelysuperintendsthedevelopmentofinbornfaculties.SofarFroebelagreeswithPestalozzi;butinonerespecthewasbeyondhim,andhasthusbecome,accordingtoMichelet,thegreatestofeducationalreformers.Pestalozzisaidthatthefacultiesweredevelopedbyexercise.Froebeladdedthatthefunctionofeducationwastodevelopthefacultiesbyarousing voluntaryactivity.Actionproceedingfrominnerimpulse(Selbsthäligkeit)wastheonethingneedful,andhereFroebelasusualreferstoGod:"God"severythoughtisawork,adeed."AsGodistheCreator,somustmanbeacreatoralso.Livingacting,conceiving,—thesemustformatriplecordwithineverychildofman,thoughthesoundnowofthisstring,nowofthatmaypreponderate,andthenagainoftwotogether.Pestalozziheldthatthechildbelongedtothefamily;Fichteontheotherhand,claimeditforsocietyandtheState.Froebel,whosemind,likethatofFrederickMaurice,delightedinharmonizingapparentcontradictions,andwhotaughtthat"allprogresslaythroughoppositestotheirreconciliations,"maintainedthatthechildbelongedbothtothefamilyandtosociety,andhewouldthereforehavechildrenspendsomehoursofthedayinacommonlife andinwell-organizedcommonemployments.Theseassembliesofchildrenhewouldnotcallschools,forthechildreninthemoughtnottobeoldenoughforschooling.Soheinventedtheterm Kindergarten,gardenofchildren,andcalledthesuperintendents"children"sgardeners."—R.H.QUICK,in EncyclopaediaBritannica,xixedition.TABLEOFCONTENTS. PAGEINTRODUCTORY1, 2LETTERTOTHE DUKEOF MEININGEN3-101Birthandearlylife3, 104Entersthegirls"school9GoesawayfromhometoStadt-Ihm15Isapprenticedtoaforester24Returnstohisfather"shouse27GoestotheUniversityofJena28, 105Returnshomeagain35GoestoBambergasclerk33Becomesland-surveyor39GoestotheOberfalzasaccountant42SoonaftertoMecklenberg42Getssmallinheritancefromhisuncle43GoestoFrankfurt48, 107BecomesteacherintheModelSchool31, 109VisitsPestalozzi52Resignstobecomeaprivatetutor65, 110TakeshisthreepupilstoYverdon77ReturnstoFrankfurt84GoestotheUniversityofGöttingen84, 111GoestoBerlin89, 111Entersthearmy91, 111, 120BecomescuratorinBerlin96, 111, 121Enlistsinthearmyagain100, 121 SUPPLEMENTARYREMARKSBYTHETRANSLATORS102, 103LETTERTO KRAUSE104-125BeginsatGriesheimhisidealwork113, 121  Undertakeseducationofhisnephews121  MovestoKeilhau122, 127NOTEBYTHETRANSLATORS126CRITICAL MOMENTSINTHE FROEBEL COMMUNITY127-137FroebelgoestotheWartensee131ThentoWillisau132, 136ThentotheOrphanageatBurgdorf135, 136VisitsBerlin137NOTESBYTHETRANSLATORS138, 139DeathofFroebel138CHRONOLOGICAL ABSTRACTOF FROEBEL"S LIFEAND MOVEMENT140-144BIBLIOGRAPHYOF FROEBEL145-152INDEX153-167INTRODUCTORY.Theyear1882wasthecentenaryofFroebel"sbirth,andinthepresent"plentifullack"offaithfultranslationsofFroebel"sownwordsweproposedtotheFroebelSocietytoissueatranslationofthe"EducationofMan,"whichwewouldundertaketomakeatourowncost,thattheoccasionmightbemarkedinamannerworthyoftheEnglishbranchoftheKindergartenmovement.ButvariousreasonspreventedtheSocietyfromacceptingouroffer,andthelamentabledeficiencystillcontinues.Wehavethereforeendeavouredtomakeabeginningbythepresentwork,consistingofFroebel"sownwordsdoneintoEnglishasfaithfullyasweknowhowtorenderthem,andaccompaniedwithanybriefexplanationofourownthatmaybeessentialtotheclearunderstandingofthepassagesgiven.Wehavenotattemptedtorewriteourauthor,thebetter tosuitthepractical,clear-headed,common-senseEnglishcharacter,buthavepreferredsimplytopresenthiminanEnglishdresswithhisnationalandpersonalpeculiaritiesuntouched.Insodoingwearequiteawarethatwehavesacrificedinterest,forinmanypassages,ifnotinmost,acarefulparaphraseofFroebelwouldbemuchmoreintelligibleandpithytoEnglishreadersthanatruerendering,sinceheprobablypossesseseveryfaultofstyleexceptover-conciseness;butwefeelthatitisbettertoletFroebelspeakforhimself.Forthefaithfulnessoftranslationwehopeourrespectivenationalitiesmayhavestoodusingoodstead.Wewould,however,addthatafaithfultranslationisnotaverbaltranslation.ThetranslatorshouldratherstrivetowriteeachsentenceastheauthorwouldhavewrittenitinEnglish.Froebel"sopinions,character,andworkgrowsodirectlyoutofhislife,thatwefeelthebestofhiswritingthatastudentoftheKindergartensystemcouldbeginwithistheimportantautobiographical"LettertotheDukeofMeiningen,"writtenintheyear1827,butnevercompleted,andinallprobabilityneversenttothesovereignwhosenameitbears.ThatthisisthecourseFroebelwouldhimselfhavepreferredwill,wethink,becomequicklyapparenttothereader.Besides,intheboyhoodandtheearliestexperiencesofFroebel"slife,wefindthesourcesofhiswholeeducationalsystem.Thatotherchildrenmightbebetterunderstoodthanhewas,thatotherchildren mighthavethemeanstolivethetruechild-lifethatwasdeniedtohimself,andthatbytheirpowersbeingdirectedintotherightchannels,thesechildrenmightbecomeablessingtothemselvesandtoothers,wasundoubtedlyingreatpartthemotivewhichinducedFroebeltodescribesofullyallthecircumstancesofhispeculiarchildhood.Weshouldundoubtedlyhaveaclearercomprehensionofmanyagreatreformerifhehadtakenthetroubletowriteoutatlengththeimpressionsofhislife"sdawn,asFroebelhasdone.InFroebel"sparticularcase,moreover,itisevidentthatalthoughhisaccountofhimselfisunfinished,wefortunatelypossessallthatismostimportantfortheunderstandingoftheoriginoftheKindergartensystem.Afterthe"LettertotheDukeofMeiningen,"wehaveplacedtheshorteraccountofhislifewhichFroebelincludedinalettertothephilosopherKrause.AsketchofBarop"s,whichvariesthepointofviewbyregardingthewholemovementmoreinitsouteraspectthanevenFroebelhimselfisabletodo,seemedtousalsodesirabletotranslate;andfinallywehaveaddedalsoacarefullyprepared"chronology"extendedfromLange"slist.OurtranslationismadefromtheeditionofFroebel"sworkspublishedbyDr.WichardLangeatBerlinin1862.EMILIE MICHAELIS.H.KEATLEY MOORE. THE CROYDON KINDERGARTEN,January1886. AUTOBIOGRAPHYOFFROEBEL.(ALETTERTOTHEDUKEOFMEININGEN.)IwasbornatOberweissbach,avillageintheThuringianForest,inthesmallprincipalityofSchwarzburg-Rudolstadt,onthe21stApril,1782.Myfatherwastheprincipalclergyman,orpastor,there.1 (Hediedin1802.)Iwasearlyinitiatedintotheconflictoflifeamidstpainfulandnarrowingcircumstances;andignoranceofchild-natureandinsufficienteducationwroughttheirinfluenceuponme.Soonaftermybirthmymother"shealthbegantofail,andafternursingmeninemonthsshedied.Thisloss,ahardblowtome,influencedthewholeenvironmentanddevelopmentofmybeing:Iconsiderthatmymother"sdeathdecidedmoreorlesstheexternalcircumstancesofmywholelife.Thecureoffivethousandsouls,scatteredoversixorsevenvillages,devolvedsolelyonmyfather.Thiswork,eventoamansoactiveasmyfather,whowasveryconscientiousinthefulfilmentofhisdutyasminister,wasall-absorbing;themoresosincethecustomoffrequentservicesstillprevailed.Besidesallthis,myfatherhadundertakentosuperintendthebuildingofalargenewchurch,whichdrewhimmoreandmorefromhishomeandfromhischildren.Iwaslefttothecareoftheservants;butthey,profitingbymyfather"sabsorptioninhiswork,leftme,fortunatelyforme,tomybrothers,whoweresomewhatolderthanmyself.2 This, inadditiontoacircumstanceofmylater life,mayhavebeenthecauseofthatunswervingloveformyfamily,andespeciallyformybrothers,whichhas,tothepresentmoment,beenofthegreatestimportancetomeintheconductofmylife.Althoughmyfather,foravillagepastor,wasunusuallywellinformed—nay,evenlearnedandexperienced—andwasanincessantlyactiveman,yetinconsequenceofthisseparationfromhimduringmyearliestyearsIremainedastrangertohimthroughoutmylife;andinthiswayIwasastrulywithoutafatheraswithoutamother.AmidstsuchsurroundingsIreachedmyfourthyear.Myfatherthenmarriedagain,andgavemeasecondmother.Mysoulmusthavefeltdeeplyatthistimethewantofamother"slove,—ofparentallove,—forinthisyearoccursmyfirstconsciousnessofself.IrememberthatIreceivedmynewmotheroverflowingwithfeelingsofsimpleandfaithfulchild-lovetowardsher.Thesesentimentsmademehappy,developedmynature,andstrengthenedme,becausetheywerekindlyreceivedandreciprocatedbyher.Butthishappinessdidnotendure.Soonmystep-motherrejoicedinthepossessionofasonofherown;3 andthenherlovewasnotonlywithdrawnentirelyfrommeandtransferredtoherownchild,butIwastreatedwithworsethanindifference—bywordanddeed,Iwasmadetofeelanutterstranger.Iamobligedheretomentionthesecircumstances,andtodescribethemsoparticularly,becauseinthemIseethefirstcauseofmyearlyhabitofintrospection,mytendencytoself-examination,andmyearlyseparationfromcompanionshipwithothermen.Soonafterthebirthofherownson,whenI had scarcelyenteredmyboyhood,mystep-motherceasedtousethesympathetic,heart-uniting"thou"inspeakingtome,andbegantoaddressmeinthethirdperson,themostestrangingofourformsofspeech.Andasinthismodeofaddressthethirdperson,"he,"isolatesthepersonaddressed,itcreatedagreatchasmbetweenmystep-motherandme.4 Atthebeginningofmyboyhood,Ialreadyfeltutterlylonely,andmysoulwasfilledwithgrief.Somecoarse-mindedpeoplewishedtomakeuseofmysentimentsandmymoodatthistimetosetmeagainstmystep-mother,butmyheartandmindturnedwithindignationfromthesepersons,whomIthenceforthavoided,sofarasIwasable.ThusIbecame,atanearlyage,consciousofanobler,purer,inner-life,andlaidthefoundationofthatproperself-consciousnessandmoralpridewhichhaveaccompaniedmethroughlife.Temptationsreturnedfromtimetotime,andeachtimetookamoredangerousform:notonlywasIsuspectedasbeingcapableofunworthythings,butbaseconductwasactuallychargedagainstme,andthisinsuchawayasleftnodoubtoftheimproprietyofthesuspicionandoftheuntruthfulnessoftheaccusation.SoitcametopassthatinthefirstyearsofmyboyhoodIwasperforceledtolivetomyselfandinmyself—andindeedtostudymyownbeingandinnerconsciousness,asopposedtoexternal circumstances.Myinwardandmyoutwardlifewereatthattime,evenduringplayandotheroccupations,myprincipalsubjectsforreflectionandthought. Anotableinfluenceuponthedevelopmentandformationofmycharacterwasalsoexercisedbythepositionofmyparents"house.Itwascloselysurroundedbyotherbuildings,walls,hedges,andfences,andwasfurtherenclosedbyanoutercourtyard,apaddock,andakitchengarden.BeyondtheselatterIwasstrictlyforbiddentopass.Thedwellinghadnootheroutlookthanontothebuildingstorightandleft,thebigchurchinfront,andatthebacktheslopingfieldsstretchingupahighhill.ForalongtimeIremainedthusdeprivedofanydistantview:butabovemeIsawthesky,clearandbrightaswesooftenfinditinthehillcountry;andaroundmeIfeltthepurefreshbreezestirring.Theimpressionwhichthatclearskyandthatpureairthenmadeonmehasremainedeversincepresenttomymind.Myperceptionswereinthismannerlimitedtoonlythenearestobjects.Nature,withtheworldofplantsandflowers,sofarasIwasabletoseeandunderstandher,earlybecameanobjectofobservationandreflectiontome.Isoonhelpedmyfatherinhisfavouriteoccupationofgardening,andinthiswayreceivedmanypermanentperceptions;buttheconsciousnessofthereallifeinnatureonlycametomefurtheron,andIshallreturntothepointhereafterinthecourseofmynarrative.Ourdomesticlifeatthistimegavememuchopportunityforoccupationandreflection.Manyalterationswentoninourhouse;bothmyparentswereexceedinglyactive-minded,fondoforder,anddeterminedtoimprovetheirdwellingineverypossibleway.Ihadtohelpthemaccordingtomycapacity,andsoonperceivedthatItherebygainedstrengthand experience;whilethroughthisgrowthofstrengthandexperiencemyowngamesandoccupationsbecameofgreatervaluetome.Butfrommylifeintheopenairamongsttheobjectsofnature,andfromtheexternalsofdomesticlife,Imustnowturntotheinneraspectsofmyhomeandfamily.Myfatherwasatheologianoftheoldschool,whoheldknowledgeandscienceinlessestimationthanfaith;butyetheendeavouredtokeeppacewiththetimes.Forthispurposehe subscribedtothebestperiodicalshecouldobtain,andcarefullyexaminedwhatinformationtheyofferedhim.Thishelpednotalittletoelevateandenlightentheold-fashionedtrulyChristianlifewhichreignedinourfamily.Morningandeveningallitsmembersgatheredtogether,andevenonSundayaswell,althoughonthatdaydivineservicewouldofcoursealsocalluponustoassembleforcommonreligiousworship.Zollikofer,Hermes,Marezoll,Sturm,andothers,turnedourthoughts,inthosedelightfulhoursofheavenlymeditation,uponourinnermostbeing,andservedtoquicken,unfold,andraiseupthelifeofthesoulwithinus.Thusmylifewasearlybroughtundertheinfluenceofnature,ofusefulhandiwork,andofreligiousfeelings;or,asIprefertosay,theprimitiveandnaturalinclinationsofeveryhumanbeingwereeveninmycasealsotenderlyfosteredinthegerm.Imustmentionhere,withreferencetomyideasregardingthenatureofman,tobetreatedoflater,andasthrowinglightuponmyprofessionaland individualwork,thatatthistimeIusedrepeatedly,andwithdeepemotion,toresolvetotryandbeagoodandbraveman.AsIhaveheardsince,thisfirminwardresolutionofminewasinflagrantcontrastwithmyoutwardlife.Iwasfullofyouthfulenergyandinhighspirits,anddidnotalwaysknowhowproperlytomoderatemyvivacity.ThroughmywantofrestraintIgotintoallkindsofscrapes.Often,inmythoughtlessness,IwoulddestroythethingsIsawaroundme,intheendeavourtoinvestigateandunderstandthem.Myfatherwaspreventedbyhismanifoldoccupationsfromhimselfinstructingme.Besides,helostallfurtherinclinationtoteachme,afterthegreattroublehefoundinteachingmetoread—anartwhichcametomewithgreatdifficulty.AssoonasIcouldread,therefore,Iwassenttothepublicvillageschool.Thepositioninwhichmyfatherstoodtothevillageschoolmasters,thatistosay,totheCantor,5 andtothemasterofthegirls"school,andhisjudgmentofthevalueoftheirrespective teaching,decidedhimtosendmetothelatter.Thischoicehadaremarkableinfluenceonthedevelopmentofmyinnernature,onaccountoftheperfectneatness,quiet,intelligence,andorderwhichreignedintheschool;nay,Imaygofurther,andsaytheschoolwasexactlysuitableforsuchachildasIwas.InproofofthisIwilldescribemyentranceintotheschool.Atthattimechurchandschoolgenerallystoodinstrictmutualrelationship,andsoitwasinourcase.Theschoolchildren hadtheirspecialplacesinchurch;andnotonlyweretheyobligedtoattendchurch,buteachchildhadtorepeattotheteacher,ataspecialclassheldforthepurposeeveryMonday,somepassageofScriptureusedbytheministerinhissermonofthedaybefore,asaproofofattentiontotheservice.Fromthesepassagesthatonewhichseemedmostsuitabletochildrenwasthenchosenforthelittleonestomasterortolearnbyheart,andforthatpurposeoneofthebiggerchildrenhadduringthewholeweek,atcertaintimeseachday,torepeatthepassagetothelittlechildren,sentencebysentence.Thelittleones,allstandingup,hadthentorepeatthetextsentencebysentenceinlikemanner,untilitwasthoroughlyimprintedontheirmemories.IcameintoschoolonaMonday.Thepassagechosenforthatweekwas,"SeekyefirstthekingdomofGod."Iheardthesewordseverydayinthecalm,serious,somewhatsing-songvoicesofthechildren,sometimesrepeatedbyonechild,sometimesbythewholenumber.Andthetextmadeanimpressionuponmesuchasnonehadeverdonebeforeandnoneeverdidafter.Indeed,thisimpressionwassovigorousandpermanent,thattothisdayeverywordspoken,withthespecialtoneandexpressionthengiventoit,isstillvividinmymind.Andyetthatisnownearlyfortyyearsago!Perhapseventhenthesimpleboy"sheartfeltthatthesewordswouldbethefoundationandthesalvationofhislife,bringingtohimthatconvictionwhichwastobecomelaterontotheworkingandstrivingmanasourceofunconquerablecourage,ofunflinching, ever-ready,andcheerfulself-sacrifice.Inshort,myintroductionintothatschoolwasmybirthintothehigherspirituallife.HereIbreakoffmynarrativetoaskmyselfwhetherIdareventuretopauseyetalittlelongeroverthisfirstperiodofmy life.Butthiswasthetimewhenthebudsbegantounfoldonmytreeoflife;thiswasthetimewhenmyheartfounditspivot-point,andwhenfirstmyinnerlifeawoke.If,then,Isucceedingivinganexactdescriptionofmyearlyboyhood,Ishallhaveprovidedanimportantaidtotherightunderstandingofmylifeandworkasaman.ForthatreasonIventuretodwellatsomeinordinatelengthonthispartofmylife,andthemorewillinglysinceIcanpassmorequicklyoverlaterperiods.Itoftensuggestsitselftome,whilethusreviewinganddescribingmylife,justasitdoeswithteachingandeducation—namely,thatthosethingswhicharebymostmenthrownasideascommonandunimportantaretheverythingswhichare,asItakeit,ofweightiestimport.Inmyeyes,itisalwaysamistaketoleaveagapintherudimentaryandfundamentalpartofasubject.StillIknowonemayexhaustthepatienceofareaderbytouchingoneveryminutedetail,beforehehasbeenpermittedtoglanceatthewholepictureandtogatheritsscopeandobject.ThereforeIbegyourHighness6 topassover,atalleventsonthefirstreading,anythingthatmayappeartoolongandtoodetailed. Againststandingrules,Iwasreceivedinthegirls"school,onaccountofthepositionofmyfatheraspastorofthedistrict.ForthesamereasonIwasplaced,notwiththepupilsofmyownage,butclosetotheteacher,whichbroughtmeamongtheeldergirls.IjoinedintheirlessonsasfarasIcould.IntwosubjectsIwasquiteabletodothis.First,IcouldreadtheBiblewiththem;and,secondly,Ihadtolearnlinebyline,insteadofthelittletextsoftheyoungerchildrenalreadyspokenof,thehymnsforthefollowingSunday"sservice.Ofthese,twoespeciallylightupthegloomyloweringdawnofmyearlyboyhood,liketwobrilliantstars.Theyare—"Schwingdichauf,meinHerzundGeist,"and"EskostetvieleinChristzusein."7 Thesehymnswerehymnsoflifetome.Ifoundmyownlittlelifeexpressed therein;andtheytooksuchaholduponmethatofteninlateryearsIhavefoundstrengthandsupportinthemessagewhichtheycarriedtomysoul.Myfather"shomelifewasincompleteharmonywiththisdisciplineoftheschool.AlthoughdivineservicewasheldtwiceonSundays,Iwasbutveryseldomallowedtomissattendingeachservice.Ifollowedmyfather"ssermonswithgreatattention,partlybecauseIthoughtIfoundinthemmanyallusionstohisownposition,profession,andlife.Lookingback,IconsideritofnoslightimportancethatIusedtoheartheservicefromthevestry,becauseIwasthereseparatedfromthecongregation,andcouldthebetterkeepmyattentionfromwandering. Ihavealreadymentionedthatmyfatherbelongedtotheoldorthodoxschooloftheology;andinconsequencethelanguagebothofhishymnsandofhissermonswasmysticalandsymbolic—astyleofspeechwhich,inmorethanonesense,Ishouldcallastone-language,becauseitrequiresanoverwhelmingpowertoburstitswalls,andfreefromthisoutershellthelifecontainedwithin.Butwhatthefullstrengthoflaterlifeseemstooweaktoattain,isoftenaccomplishedbytheliving,life-awakening,andlife-givingpowerofsomesimple,thoughtfulyoungsoul,bysomeyoungspiritfirstunfoldingitswings,busilyseekingeverywhereforthecausesandconnectionsofallthings.Evenforsuchayouth,thetreasureistobegainedonlyafterlongexamination,inquiry,andreflection.IfeverIfoundthatforwhichIsolonginglysought,thenwasIfilledwithexceedingjoy.ThesurroundingsamidstwhichIhadgrownup,especiallythoseinwhichmyfirstchildhoodwaspassed,hadcausedmysensestobemuchandearlyexercised.Thepleasuresofthesenseswerefromthefirst,therefore,anobjectfortheclosestconsiderationwithme.Theresultsofthisanalysingandquestioninghabitofmyearlyboyhoodwereperfectlyclearanddecisive,and,ifnotrenderedintowords,wereyetfirmlysettledinmymind.Irecognisedthatthetransitorypleasuresofthesenseswerewithoutenduringandsatisfyinginfluenceonman,andthattheywerethereforeonnoaccounttobepursuedwithtoogreateagerness.Thisconvictionstampedanddeterminedmywholebeing,justasmyquestioningexaminationandcomparisonofthe innerwith theouterworld,andmystudyoftheirinter-connection,isnowthebasisofmywholefuturelife.Unceasingself-contemplation,self-analysis,andself-educationhavebeenthefundamentalcharacteristicsofmylifefromtheveryfirst,andhaveremainedsountiltheselatestdays.Tostirup,toanimate,toawaken,andtostrengthen,thepleasureandpowerofthehumanbeingtolabouruninterruptedlyathisowneducation,hasbecomeandalwaysremainedthefundamentalprincipleandaimofmyeducationalwork.GreatwasmyjoywhenIbelievedIhadprovedcompletelytomyownsatisfactionthatIwasnotdestinedtogotohell.Thestony,oppressivedogmasoforthodoxtheologyIveryearlyexplainedaway,perhapsassistedinthisbytwocircumstances.Firstly,Iheardtheseexpressionsusedoverandoveragain,frommyhabitofbeingpresentatthelessonsgivenbymyfatherinourownhouse,inpreparationforconfirmation.Iheardthemusedalsoinallsortsofways,sothatmymindalmostunconsciouslyconstructedsomesortofexplanationofthem.Secondly,Iwasoftenamutewitnessofthestrictwayinwhichmyfatherperformedhispastoralduties,andofthefrequentscenesbetweenhimandthemanypeoplewhocametotheparsonagetoseekadviceandconsolation.Iwasthusagainconstantlyattractedfromtheoutertotheinneraspectsoflife.Life,withitsinmostmotiveslaidbare,passedbeforemyeyes,withmyfather"scommentspronounceduponit;andthingandword,actandsymbolwerethusperceivedbymeintheirmostvividrelationship.Isaw thedisjointed,heavy-laden,torn,inharmoniouslifeofmanasitappearedinthiscommunityoffivethousandsouls,beforethewatchfuleyesofitsearnest,severepastor.Matrimonialandsexualcircumstancesespeciallywereoftentheobjectsofmyfather"sgravestcondemnationandrebuke.Thewayinwhichhespokeaboutthesemattersshowedmethattheyformedoneofthemostoppressiveanddifficultpartsofhumanconduct;and,inmyyouthandinnocence,Ifeltadeeppainandsorrowthatmanalone,amongallcreatures,shouldbedoomedtotheseseparationsofsex,wherebytherightpathwasmadesodifficultforhimtofind.Ifeltitarealnecessityforthesatisfactionof myheartandmindtoreconcilethisdifficulty,andyetcouldfindnowaytodoso.HowcouldIatthatage,andinmyposition?Butmyeldestbrother,who,likeallmyelderbrothers,livedawayfromhome,cametostaywithusforatime;andoneday,whenIexpressedmydelightatseeingthepurplethreadsofthehazelbuds,hemademeawareofasimilarsexualdifferenceinplants.Nowwasmyspiritatrest.Irecognisedthatwhathadsoweigheduponmewasaninstitutionspreadoverallnature,towhicheventhesilent,beautifulraceofflowerswassubmitted.Fromthattimehumanityandnature,thelifeofthesoulandthelifeoftheflower,werecloselyknittogetherinmymind;andIcanstillseemyhazelbuds,likeangels,openingformethegreatGod"stempleofNature.InowhadwhatIneeded:totheChurchwasaddedtheNature-Temple;tothereligiousChristianlife,thelifeofNature;tothepassionatediscordof humanlifethetranquilpeaceofthelifeofplants.FromthattimeitwasasifIheldtheclueofAriadnetoguidemethroughthelabyrinthoflife.AnintimatecommunionwithNatureformorethanthirtyyears(although,indeed,ofteninterrupted,sometimesforlongintervals)hastaughtmethatplants,especiallytrees,areamirror,orratherasymbol,ofhumanlifeinitshighestspiritualrelations;andIthinkoneofthegrandestanddeepestfore-feelingsthathaveeveremanatedfromthehumansoul,isbeforeuswhenweread,intheHolyScriptures,ofatreeofknowledgeofgoodandevil.ThewholeofNatureteachesustodistinguishgoodfromevil;eventheworldofcrystalsandstones—thoughnotsovividly,calmly,clearly,andmanifestlyastheworldofplantsandflowers.IsaidmyhazelbudsgavemetheclueofAriadne.Manythingsgrewcleartome:forinstance,theearliestlifeandactionsofourfirstparentsinParadise,andmuchconnectedtherewith.Thereareyetthreepointstouchingmyinnerlifeuptomytenthyear,which,beforeIresumethenarrativeofmyouterlife,Ishouldliketomentionhere.Thefolly,superstition,andignoranceofmenhaddaredtoassumethen,astheyhavedonelately,thattheworldwouldsooncometoanend.Mymind,however,remainedperfectlytranquil,becauseIreasonedthuswithmyselffirmlyanddefinitely:—Mankind willnotpassfromtheworld,norwilltheworlditselfpassaway,untilthehumanracehasattainedtothatdegreeofperfectionofwhichitiscapableonearth.Theearth,Natureinitsnarrowest sense,willnotpassaway,moreover,untilmenhaveattainedaperfectinsightintoitsessence.Thisideahasreturnedtomeduringmylifeinmanyavariedguise,andIhaveoftenbeenindebtedtoitsinfluenceforpeace,firmness,perseverance,andcourage.Towardstheendofthisepoch,myeldestbrother,alreadyspokenof,wasattheuniversity,andstudiedtheology.8PhilosophiccriticismwasthenbeginningtoelucidatecertainChurchdogmas.Itwasthereforenotverysurprisingthatfatherandsonoftendifferedinopinion.IrememberthatonedaytheyhadaviolentdisputeaboutreligionandChurchmatters.Myfatherstormed,andabsolutelydeclinedtoyield;mybrother,thoughnaturallyofamilddisposition,flusheddeep-redwithexcitement;andhe,too,couldnotabandonwhathehadrecognisedastrue.Iwaspresentalsoonthisasonmanyotheroccasions,anunobservedwitness,andcanstillseefatherandsonstandingfacetofaceintheconflictofopinion.IalmostthoughtIunderstoodsomethingofthesubjectindispute;IfeltasifImustsidewithmybrother,butthereseemedatthesametimesomethinginmyfather"sviewwhichindicatedthepossibilityofamutualunderstanding.AlreadyIfeltinadimwaythateveryillusionhasatrueside,whichoftenleadsmentoclingtoitwithadesperatefirmness.ThisconvictionhasbecomemoreandmoreconfirmedinmethelongerIhavelived;andwhenatanytimeIhaveheardtwomendisputingforthetruth"ssake,Ihavefoundthatthetruthisusuallytobelearntfrom bothsides.ThereforeIhaveneverlikedtotakesides;afortunatethingforme.9Anotheryouthfulexperiencewhichalsohadadecidedinfluenceinformingmycastofcharacter,wasthefollowing:—Therearecertainoft-repeateddemandsmadeuponthemembersofour EstablishedChurch;suchas,toenterupontheserviceofChrist,toshowforthChristinone"slife,tofollowJesus,etc.TheseinjunctionswerebroughthometometimeswithoutnumberthroughthezealofmyfatherasateacherofothersandaliverhimselfofaChristianlife.Whendemandsaremadeonachildwhichareinharmonywithchildnature,heknowsnoreluctanceinfulfillingthem;andashereceivesthementirelyandunreservedly,soalsohecomplieswiththementirelyandunreservedly.Thatthesedemandsweresooftenrepeatedconvincedmeoftheirintenseimportance;butIfeltatthesametimethedifficulty,orindeed,asitseemedtome,theimpossibilityoffulfillingthem.TheinherentcontradictionwhichIseemedtoperceivehereinthrewmeintogreatdepression;butatlastIarrivedattheblessedconvictionthathumannatureissuchthatitisnotimpossibleformantolivethelifeofJesusinitspurity,andtoshowitforthtotheworld,ifhewillonlytaketherightwaytowardsit.Thisthought,which,asoftenasitcomesintomymind,carriesmebackevennowtothescenesandsurroundingsofmyboyhood,mayhavebeennotimprobablyamongstthelastmentalimpressionsofthisperiod,anditmayfitlyclose, therefore,thenarrativeofmymentaldevelopmentatthisage.Itbecame,later,thepointwhereonmywholelifehinged.FromwhatIhavesaidofmyboyishinnerlife,itmightbeassumedthatmyouterlifewasahappyandpeacefulone.Suchanassumptionwould,however,notbecorrect.Itseemsasifithadalwaysbeenmyfatetorepresentandcombinethehardestandsharpestcontrasts.Myouterlifewasreallyincompletecontrastwithmyinner.Ihadgrownupwithoutamother;myphysicaleducationhadbeenneglected,andinconsequenceIhadacquiredmanyabadhabit.Ialwayslikedtobedoingsomethingoranother,butinmyclumsywayImademistakesastochoiceofmaterials,oftime,andofplace,andthusoftenincurredtheseveredispleasureofmyparents.Ifeltthis,beingofasensitivedisposition,morekeenlyandmorepersistentlythanmyparents;themoresoasIfeltmyselfgenerallytoblameinformratherthaninsubstance,andinmyinmostheartIcouldseetherewasapointofviewfromwhencemyconductwouldseem,insubstance atallevents,notaltogetherwrong,stilllessblameworthy.Themotivesassignedtomyactionswerenotthosewhichactuatedme,sofarasIcouldtell;andtheconsciousnessofbeingmisjudgedmademereallywhatIhadbeenbelievedtobebefore,athoroughlynaughtyboy.OutoffearofpunishmentIhideventhemostharmlessactions,andwhenIwasquestionedImadeuntruthfulanswers. Inshort,Iwassetdownaswicked,andmyfather,whohadnotalwaystimetoinvestigatethejusticeoftheaccusationsagainstme,rememberedonlythefactsastheywererepresentedtohim.Myneglectedchildhoodcalledforththeridiculeofothers;whenplayingwithmystep-brother,Iwasalways,accordingtomymother,thecauseofanythingthatwentwrong.Asthemindofmyparentsturnedmoreandmoreawayfromme,soonmysidemylifebecamemoreandmoreseparatedfromtheirs;andIwasabandonedtothesocietyofpeoplewho,ifmydispositionhadnotbeensothoroughlyhealthy,mighthaveinjuredmeevenmorethantheydid.Ilongedtoescapefromthisunhappystateofthings;andIconsideredmyelderbrothersfortunateinbeingallofthemawayfromhome.Justatthismelancholytimecamehomemyeldestbrother.Heappearedtomeasanangelofdeliverance,forherecognisedamidstmymanyfaultsmybetternature,andprotectedmeagainstill-treatment.Hewentawayagainafterashortstay;butIfeltthatmysoulwaslinkedtohis,thenceforth,downtoitsinmostdepths;andindeed,afterhisdeath,thisloveofmineforhimturnedthewholecourseofmylife.10Theboonwasatlastvouchsafedme,andthatatmygreatestneed,toleavemyfather"shouse.Haditbeenotherwise,theflagrantcontradictionbetweenmyouterandinnerlifemustnecessarilyhavedevelopedtheevilinclinationswhichhadbeguninearnesttofastenuponme.Anewlifeentirelydifferentfromtheformernowopenedbeforeme.Iwastenyearsandninemonthsold.ButIpauseyetanothermomentinthecontemplation ofthisperiodbefore Ipasstoitsnarration.InordertobeclearlyunderstoodbyyoursereneHighness,whichisverynecessarytomeifIamtoattainmyobject,Iwillcompare,withyourpermission,myformerlifewithmypresent.IshallendeavourtoshowhowItracetheconnectionofmyearlierandmylaterlife;howmyearlierlifehasprovedformethemeansofunderstandingmylater;how,ingeneral,myownindividuallifehasbecometomeakeytotheuniversallife,or,inshort,towhatIcallthesymboliclifeandtheperpetual,conditioned,andunbrokenchainofexistence.Since,throughouttheperiodwhichIhavejustdescribed,myinnerself,mylifeandbeing,mydesiresandendeavours,werenotdiscernedbymyparents,soisitwithmenowwithregardtocertainGermanGovernments.11 Andjustasmyoutwardlifethenwasimperfectandincomplete,throughwhichincompletenessmyinnerlifewasmisunderstood,soalsonowtheimperfectionandincompletenessofmyestablishmentpreventpeoplefromdiscerningthetruenature,thebasis,thesource,theaimandpurpose,ofmydesiresandendeavours,andfrompromotingthem,afterrecognisingtheirvalue,inarightprincelyandpatrioticspirit.Themisapprehension,theoppressionunderwhichIsufferedinmyearlyyears,preparedmetobearsimilarevilslateron,andespeciallythosewhichweighuponmeinthepresentcircumstancesofmylife.AndasIseemypresentprivateandpubliclifeandmydestinyreflectedinapartofmyformerlife,just sodoIreadandtracethepresentuniversallifeinmyformerindividuallife.Moreover,inthesamewayasItriedaschildorboytoeducatemyselftobeaworthymanaccordingtothoselawswhichGodhadimplanted,unknowntome,withinmynature,sonowdoIstriveinthesameway,accordingtothesamelaws,and bythesamemethod,toeducatethechildrenofmycountry.ThatforwhichIstroveasaboy,notyetconsciousofanypurpose;thehumanracenowstrivesforwithequalunconsciousnessofpurpose,butforallthatnonethelesstruly.Theraceis,however,surroundedbylessfavourablecircumstancesthanthosewhichinfluencedmeinmyboyhood.Lifeinitsgreataswellasinitssmallaspects,inhumanityandthehumanraceaswellasintheindividual(eventhoughtheindividualmanoftenwilfullymarshisownexistence)—life,inthepresent,thepast,andthefuture,hasalwaysappearedtomeasagreatundividedwhole,inwhichonethingisexplained,isjustified,isconditionedandurgedforwardbytheother.Inorderthat,ifitbepossible,thereshouldremainnoobscuritywhateverinmyactions,thoughts,andlife,Ishallproceedtoconsiderthemall,downtotheverylatesteventwhichhashappenedtome;thatis,thewriting-downofthisstatementofmylifeforyourHighness.Mylifeexperienceitiswhichurgesmetodothis;notanywhimorcaprice.Commonworldlywisdomwouldchallengesuchastepifitwereknown;noonewoulddesiretotakeit,no onewoulddaretotakeit.Idareit,andIdoit,becausemychildhoodhastaughtmethatwherefortrustwefinddistrust,whereforunionwefinddivision,whereforbeliefwefinddoubt,therebutsadfruitwillcometotheharvest,andaburdensomeandnarrowlifealonecanfollow.Ireturnagaintothenarrativeofthedevelopmentofmyinnerandouterlife.Anewexistencenowbeganforme,entirelyopposedtothatwhichIhadhithertoled.Anuncleonmymother"ssidecametovisitusinthisyear;hewasagentle,affectionateman.12 Hisappearanceamongusmadeamostagreeableimpressionuponme.Thisuncle,beingamanofexperience,mayhavenoticedtheadverseinfluenceswhichsurroundedme;forsoonafterhisdeparturehebeggedmyfatherbylettertoturnmeovertohimentirely.Myfatherreadilyconsented,andtowardstheendof theyear1792Iwenttohim.Hehadearlylostbothwifeandchild,andonlyhisagedmother-in-lawlivedinhishousewithhim.Inmyfather"shouseseverityreignedsupreme;here,onthecontrary,mildnessandkindnessheldsway.ThereIencounteredmistrust;hereIwastrusted.ThereIwasunderrestraint;hereIhadliberty.HithertoIhadhardlyeverbeenwithboysofmyownage;hereIfoundfortyschoolfellows,forIjoinedtheupperclassofthetownschool.13ThelittletownofStadt-Ilmissituatedinasomewhatwidevalley,andonthebanksofasmalllimpidstream.14 Myuncle"shousehadgardensattached,intowhichIcouldgoifIliked;butIwasalsoatlibertytoroamallover theneighbourhood,ifonlyIobeyedthestrictruleofthehousetoreturnpunctuallyatthetimeappointed.HereIdrankinfreshlife-energyinlongdraughts;fornowthewholeplacewasmyplayground,whereasformerly,athome,Ihadbeenlimitedtoourownwalls.Igainedfreedomofsoulandstrengthofbody.Theclergymanwhotaughtusneverinterferedwithourgames,playedatcertainappointedplaygrounds,andalwayswithgreatfunandspirit.DeeplyhumiliatingtomewerethefrequentslightsIreceivedinourplay,arisingfrommybeingbehindboysofmyageinbodilystrength,andmoreespeciallyinagility;andallmydashanddaringcouldnotreplacetherobust,steadystrength,andtheconfidentsurenessofaimwhichmycompanionspossessed.Happyfellows!theyhadgrownupincontinualexerciseoftheiryouthfulboyishstrength.IfeltmyselfexceedinglyfortunatewhenIhadatlengthgotsofarthatmyschoolfellowscouldtoleratemeasacompanionintheirgames.ButwhateverIaccomplishedinthisrespectbypractice,bycontinualeffortofwill,andbythenaturalcourseoflife,Ialwaysfeltmyselfphysicallydeficientincontrastwiththeiruncrampedboyishpowers.SettingasidethatwhichIhadbeenrobbedofbymypreviouseducation,mynewlifewasvigorousandunfetteredbyexternalrestraint;andtheytellmeImadegooduseofmyopportunity.Theworldlayopenbeforeme,asfarasIcouldgraspit.Itmayindeedbebecausemypresentlifewasasfreeandunconstrainedasmyformerlifehadbeencrampedandconstrained,anyhowthecompanionsofmyyouthhave remindedmeofseveralincidentsofthattimewhichmakemethinkthatmygoodspiritsledmetothebordersofwildnessandextravagance;althoughasaboyIconsideredmydemeanourquieterbyfarthanthatofmycompanionsofmyownage.MycommunionwithNature,silenthitherto,nowbecamefreerandmoreanimated.Andas,atthesametime,myuncle"shousewasfullofpeaceandquietcontemplation,IwasableasIgrewuptodevelopthatsideofmycharacteralso;thusoneverysidemylifebecameharmoniouslybalanced.Intwoplaces,alikecentresofeducation,Ifoundmyselfasbeforequiteathome,eventhoughIwasmorefrequentlythaneverthevictimofabsenceofmind—Imeanthechurchandtheschool.InthelatterIespeciallyenjoyedthehoursdevotedtoreligiousinstruction.Aswithmyunclehimself,andwithhislife,sowasitalsowithhissermons;theyweregentle,mild,andfulloflovingkindness.Icouldfollowthemquitereadily,andintheMondayrepetitionatschoolIwasabletogiveagoodaccountofthem.Butthereligiousinstructionofourownschool-teacherrespondedbesttomyneeds;allthatIhadworkedoutformyselfwasplacedbyhiminafullerlight,andreceivedfromhimahigherconfirmation.Laterinlife,whenIhadgrowntomanhood,Ispokewithmyuncleontheexcellenceofthisteaching,andhemadereplythatitwasindeedverygood,butwastoophilosophicalandabstruseforthosetowhomitwasaddressed;"forthee,"continuedhe,"itmayhavebeenwellsuited,sincethouhadstalreadyreceivedsuchunusuallygoodinstructionfromthyfather."Letthatbeasitmay,thisteachingenlightened, animated,andwarmedme,—nay,glowedwithinmetillmyheartwascompletelymelted,especiallywhenittoucheduponthelife,thework,andthecharacterofJesus.AtthisIwouldburstintotears,andthelongingstoleadinfutureasimilarlifetookdefiniteform,andwhollyfilledmysoul.WhenInowheartalesoftheebullitionsofmyyouthfulspiritoccurring inthatperiodofmylife,Icannothelpthinkingthattheymusthaveledsuperficialobserverstotheerroneousopinionthatthemonitionsandteachingsofreligionsweptovermyspiritwithoutleavingatraceoftheirpassage.Andyethowwronglywouldsuchobservershavejudgedthetruestateofmyinnerlife!ThesubjectsbesttaughtintheschoolofStadt-Ilmwerereading,writing,arithmetic,andreligion.Latinwasmiserablytaught,andstillworselearnt.Here,asinsomanysimilarschools,theteachingutterlylackedtheelucidationoffirstprinciples.ThetimespentonLatinwasthereforenotwasteduponme,insofarthatIlearntfromitthatsuchamethodofteachingcouldbearnofruitamongthescholars.Arithmeticwasaveryfavouritestudyofmine;andasIalsoreceivedprivatetuitioninthissubject,myprogresswassorapidthatIcametoequalmyteacherbothintheoryandpractice,althoughhisattainmentswerebynomeansdespicable.ButhowastonishedwasIwhen,inmytwenty-thirdyear,IfirstwenttoYverdon,andfoundIcouldnotsolvethequestionstherebeingsettothescholars!ThiswasoneoftheexperienceswhichprepossessedmesokeenlyinfavourofPestalozzi"smethod ofteaching,anddecidedmetobeginarithmeticmyselffromtheverybeginningoveragain,accordingtohissystem.Butmoreofthislater.Inphysicalgeographywerepeatedourtasksparrot-wise,speakingmuchandknowingnothing;fortheteachingonthissubjecthadnottheveryleastconnectionwithreallife,norhaditanyactualityforus,althoughatthesametimewecouldrightlynameourlittlespecksandpatchesofcolouronthemap.Ireceivedprivatetuitioninthissubjectalso.Myteacherwishedtoadvancefurtherwithme;hetookmetoEngland.IcouldfindnoconnectionbetweenthatcountryandtheplaceandcountryinwhichIdweltmyself,sothatofthisinstructionalsoIretainedbutlittle.AsforactualinstructioninGerman,itwasnottobethoughtof;butwereceiveddirectionsinletter-writingandinspelling.Idonotknowwithwhatstudytheteachingofspellingwasconnected,butIthinkitwasnotconnectedwithany;ithoveredintheair.Ihadlessons,furthermore,insingingandinpianoforteplaying,butwithoutresult.Imerelymentionallthisnow,inordertobeabletorefertoitlateron.Mylifethewholetimeofmystaywithmyunclehadthreeaspects:thereligiouslifedevelopingandbuildingupmymoralbeing;theexternallifemadeupofboyishplay,intowhichIthrewmywholeenergy;andthelifeofthoughtquietlyshowingitselfwithinmyuncle"speacefulhome.TothislastinfluencealsoIyieldedmyselfwithequalearnestness,andfeltnosuspicionoftheapparent contradictionwhichmyoutwardlifeexhibitedtosuchamood.Likemyschool-fellows,Ilivedwithoutcontrol;asfarasIsaworfelt,Iwasuntrammelled;andyetIdonotcalltomindthatanyofusevercommittedaseriouslyculpableaction.HereIamobligedtomentionsomethingwhichasaneducationistIcanbynomeanspasslightlyby.Wereceivedinstructionfromtwoschoolmasters:onewaspedanticandrigid;theother,moreespeciallyourclass-teacher(conrector),waslarge-heartedandfree.Thefirstneverhadanyinfluenceoverhisclass;thesecondcoulddowhateverhepleasedwithus,andifhehadbutsethismindtoit,orperhapsifhehadbeenawareofhispower,hemighthavedonesomethoroughlygoodsoundworkwithhisclass.InthelittletownofStadt-Ilmweretwoministers,bothephors15 oftheschool.Myuncle,theprincipalminister,wasmild,gentle,andkind-hearted,impressiveindailylifeasinhissacredofficeorinthepulpit;theotherministerwasrigideventosternness,frequentlyscoldingandorderingusabout.Thefirstleduswithaglance.Awordfromhim,andsurelyfewweresobrutishastorefusethatwordadmittancetotheirheart.Thelongexhortationsoftheotherwent,forthemostpart,overourheads,leavingnotracebehind.Likemyfather,myunclewasatrueshepherdofhisflock;butagentlelovingkindnesstoallmankindreignedinhim.Myfatherwasmovedbytheconvictionoftherectitudeofhisactions;hewasearnestandsevere.Bothhavebeendeadovertwentyyears;buthowdifferentisthespirittheyhaveleftbehindamongsttheir congregations.Here,theyaregladatbeingreleasedfromsostrictacontrol,and,ifIamrightlyinformed,unbridledlicense hassprungupamongstthem;there,thelittletownraisesitselftohigherandeverhigherprosperity,andallthingsaremadetoservetowardsmentalculture,aswellastowardsarightcitizen-likebusinessactivity.Ipermitmyselfthisdigression,becausetheseresultswereparalleledasalife-experienceinmyownlife.InthismannerIlived,uptomyconfirmation;allbutafewweeks,thatis,whichIspentatmyparents"houseduringthelongholidays.Here,too,everythingseemedtotakeagentlerturn,andthedomestic,thriftyactivitywhichfilledtheplace,andalwaysstruckmeanewinmyperiodicalvisitshome,wroughtuponmewithmostbeneficialeffect.Thecopper-plateengravingsinmyfather"slibrarywerethefirstthingsIsoughtout,especiallythoserepresentingscenesinthehistoryoftheworld.Atableshowingour(German)alphabetinitsrelationswithmanyothersmadeasurprisingimpressionuponme.ItenabledmetorecognisetheconnectionandthederivationofourlettersfromtheoldPhœniciancharacters.Thisgavemeadimconceptionoftheinnerconnectionofallthoselanguagesofwhich,asmybrotherhadstudiedandwasstillstudyingthem,Ioftenheard,andsawinprint.EspeciallytheGreeklanguagelostmuchofitsstrangenessinmyeyes,nowthatIcouldrecogniseitscharactersintheGermanalphabet.Allthis,however,hadnoimmediateconsequenceinmylife;thesethings,asechoesfrommyyouth,producedtheireffectuponmeatalatertime. Atthistime,too,Ireadallsortsofboys"books.ThestoryofSamuelLawillimpressedmemostvividly;I,too,longedforsucharing,whichbyitswarningpressureonmyfingercouldhindermyhandfromeffectingunworthypurposes,andIwasveryangrywiththeyouthfulowneroftheringinthestory,whothrewitawayinirritationbecauseitpressedhimrighthardatamomentwhenhewishedtocommitapassionatedeed.16Myconfirmation,andthepreparationforit,allconductedby myuncle,wasover.Ihadreceivedfromitthemostimpressiveandthemostfar-reachinginfluenceinmywholelife,andallmylife-threadsfoundinittheirpointofunionandrepose.Ihadnowtobepreparedforsomebusinesscalling,andthequestionwasraised,forwhich?ThatIshouldnotstudyattheuniversityhadalreadybeendecidedlongbeforebytheexpressdeterminationofmystep-mother.Forsincetwoofmybrothers17 haddevotedthemselvestostudy,shefearedthatthefurtheradditionalexpensewouldbetooheavyaburdenuponmyfather"smeans.Itmaybethatthisintentionhadalreadyinfluencedandlimitedmywholecourseofinstruction;andprobablyonlythelittlenarrowcircleoffuturebusinessaimshadbeenconsidered;theeyehadnotlookedupontheboyasafutureman.PossiblyfromthiscauseIwaskeptsolittletoLatin;itwasenoughifIlearnt,asourmodeofexpressionran,to"statea Casus"(thatis,todeclineanoun).Frommyownexperienceitwasthusshowntomehoweminentlyinjuriousitisineducationandininstructiontoconsideronlyacertaincircleoffutureactivitiesoracertainrankinlife. Thewearisomeold-fashionededucation adhoc (thatis,forsomeonespecialpurpose)hasalwaysleftmanyanoblepowerofman"snatureunawakened.AcareerinourcountryfrequentlychosenbytheworthiestandmostanxiousparentsfortheirsonsisthatofapostintheTreasuryandExchequer.Aspirantstosuchaposthavetwomeansofenteringandtwostarting-pointsinthiscareer;eithertheybecomeaclerktooneoftheminorofficialsintheTreasuryorExchequer,orthepersonalservantofoneofthehighestofficials.Asmyknowledgeofwritingandfiguresseemedtomyfathersatisfactoryandsufficientforsuchapost,andasheknewwellthatitmightlead,notmerelytoalifefreefrompecuniarycares,buteventowealthandfortune,hechosethiscareerasmine.ButtheminorTreasuryofficialwhomighthavefoundemploymentforsuchayoungman,showedvariousreasonswhyhecouldnotorwouldnotasyetreceivemeasaclerk.TherewassomethinginmynaturewhichrevoltedagainstthesecondmodeIhavementionedofenteringthiscareer;somethingwhichIneverafterwardsexperienced,butwhichatthetimeabsolutely preventedmefromchoosingsuchamodeofstartinginmyfutureprofession,andthatinspiteofthemostalluringhopesthatwereheldouttome.Myfathermeantwellandhonestlybyme,butfateruleditagainsthim.Strangelyenough,ithappenedthatinmylatercapacityofschoolmaster,Ibecametheeducatorandteacheroftwoofthenephewsofthatverymanintowhoseservicemyfatherhadmeanttohavesentme;andIhopetoGodthatIhavebeenofgreaterservicetothatfamilybyfillingthe heartandbrainoftheseyoungpeoplewithgoodandusefulnotionsthanifIhadbrushedtheclothesandshoesoftheiruncle,andspreadhistablewithsavourydishes.Inthelattercase,verylikelyanexternallyeasyandhappyexistencemighthavebeenmine,whereasnowIwageaconstantfightwithcaresanddifficulties.Sufficeittosay,thiscareerwasclosedtome;asecondwasproposedbymymother,butfromthismyfatherdeliveredmebyexpressingadecideddisapproval.Myowndesiresandinclinationswerenowatlastconsulted.Iwantedtobeanagriculturistinthefullmeaningoftheword;forIlovedmountain,field,andforest;andIheardalsothattolearnanythingsolidinthisoccupationonemustbewellacquaintedwithgeometryandland-surveying.FromwhatIhadlearntofthelatterbysnatchesnowandthen,theprospectofknowingmoreaboutitdelightedmemuch;andIcarednotwhetherIbeganwithforestry,withfarming,orwithgeometryandland-surveying.Myfathertriedtofindapositionforme;butthefarmersaskedtoohighapremium.Justatthistimehebecameacquaintedwithaforesterwhohadalsoaconsiderablereputationasland-surveyorandvaluer.Theysooncametoterms,andIwasapprenticedtothismanfortwoyears,tolearnforestry,valuing,geometry,andland-surveying.IwasfifteenyearsandahalfoldwhenIbecameanapprenticetotheforester,onMidsummerDay1797. Itwastwodays"journeyfrommyhometotheforester"s,forhisdistrictwasnotinourcountry.Themanoftengavemeproofsofhisthoroughandmany-sidedknowledge;buthedidnotunderstandtheartofconveyinghisknowledgetoothers,especiallybecausewhatheknewhehadacquiredonlybydintof actualexperience.18 Further,someworkoftimber-floating19 withwhichhehadbeenentrustedhinderedhimfromdevotingtomethestipulatedtimenecessaryformyinstruction.AssoonasIsawthisquiteclearly,myownactivityofmindurgedmetomakeuseofthereallyexcellentbooksonforestryandgeometrywhichIfoundlyingtomyhand.Ialsomadeacquaintancewiththedoctorofalittletownnearby,whostudiednaturalscienceforhisamusement;andthisfriendlentmebooksonbotany,throughwhichIlearntalsoaboutotherplantsthanjustthoseoftheforest.Agreatdealofmytimeduringtheabsenceoftheforester(whenIwasleftquitetomyself)IdevotedtomakingasortofmapoftheneighbourhoodIlivedin;butbotanywasmyspecialoccupation.Mylifeasforester"sapprenticewasafour-foldone:firstly,therewasthehomelierandmorepracticalsideoflife;thenthelifespentwithNature,especiallyforest-nature;thenalsoalifeofthestudy,devotedtoworkatmathematicsandlanguages;andlastly,thetimespentingainingaknowledgeofplants.Mychosenprofessionandtheothercircumstancesofmypositionmighthavebroughtmeintocontactwithmanykindsofmen;butneverthelessmyliferemainedretiredandsolitary.Myreligiouschurchlifenowchangedtoa religiouscommunionwithNature,andinthelasthalf-yearIlivedentirelyamongstandwithmyplants,whichdrewmetowardsthemwithfascination,notwithstandingthatasyetIhadnosenseoftheinnerlifeoftheplantworld.CollectinganddryingspecimensofplantswasaworkIprosecutedwiththegreatestcare.Altogetherthistimeofmylifewasdevotedinmanyvariouswaystoself-education,self-instruction,andmoraladvancement.EspeciallydidIlovetoindulgemyoldhabitofself-observationandintrospection.Imustmentionyetanothereventofthegreatestimportancefromthepointofviewofmyinnerlife.Anhour"swalkfromwhereIthenlivedwasasmallcountrytown.Acompanyofstrollingactorsarrivedthere,andplayedintheprince"scastleinthetown.AfterIhadseenoneoftheirperformances,hardlyanyofthosewhichfollowedpassedwithoutmyattendance.Theseperformancesmadeadeepandlivelyimpressionuponme,andthisthemorethatIfeltasifmysoulatlastreceivednourishmentforwhichithadlonghungered.Theimpressionsthusgainedlastedsomuchthelonger,andhadsomuchthegreaterinfluenceonmyself-culture,inthataftereachperformancemyhour"swalkhomebydarkorinthestarlightallowedmetorecapitulatewhatIhadheard,andsotodigestthemeaningoftheplay.IrememberespeciallyhowdeeplyaperformanceofIffland"s Huntsmen movedme,andhowitinspiredmewithfirmmoralresolutions,whichIimprinteddeepinmymindunderthelightofthestars.Myinterestintheplaymademeseekacquaintancewiththeactors,andespeciallywithoneofthem,anearnestyoungmanwhoattractedmy attention,andtowhomIspokeabouthisprofession.Icongratulatedhimonbeingamemberofsuchacompany,abletocallupsuchennoblingsentimentsinthehumansoul;perhapsevenexpressedawishthatIcouldbecomeamemberofsuchacompany.Thenthehonestfellowdescribedtheprofessionofanactorasabrilliant,deceitfulmisery,andconfessedtomethathehadbeenonlyforcedbynecessitytoadoptthisprofession,andthathewassoonabouttoabandonit.OnceagainIlearnedbythistodividecausefromeffect,internalfromexternalthings.Myvisitstotheplaybroughtuponmeamostunpleasantexperience,formyfather,whenIspoketohimwithoutconcealmentofmyplaygoing,reproachedmeverybitterlyforit.Helookeduponmyconductasdeservingthehighestpunishment,whichwasinabsolutecontradictionwithmyownview;forIplacedthebenefitIhadderivedfrommyattendanceattheplaysidebysidewithwhatIhadreceivedbymyattendanceatchurch,andexpressedsomethingofthekindtomyfather.Asoftenhappenedinlaterlife,soalsoonthisoccasionitwasmyeldestbrotherwhowasthemediatorbetweenmyfatherandmyself.OnMidsummerDay1799myapprenticeshipcametoanend.Theforester,whocouldnowhavemademypracticalknowledgeofservicetohimself,wishedtokeepmeanotheryear.ButIhadbythistimeacquiredhigherviews;Iwishedtostudymathematicsandbotanymorethoroughly,andIwasnottobekeptbackfrommypurpose.WhenmyapprenticeshipwasoverIlefthim,andreturnedtomyfather"shouse. Mymasterknewwellthathehadnotdonehisdutytowardsme,andwiththisprobablyhumiliatingconsciousnessbeforehim,andinspiteofthethoroughlysatisfactorytestimonialthathegaveme,hecommittedaverymeanactionagainstme.Hedidnotknowanythingaboutmyprivatestudy;forinstance,mycompletelyworkingthroughsomeelementarymathematicalbooks,whichIhadfoundmyselfquitewellabletounderstand.Besides,hewasdissatisfiedthatIwouldnotstayanotheryearwithhim.Hethereforesentalettertomyfather,inwhichhecomplainedbitterlyofmyconduct,andshiftedtheblameofmyignoranceofmycallingentirelyontomyshoulders.ThisletteractuallyarrivedathomebeforeIdid;andmyfathersentitontomyeldestbrother,whowasministerinavillagethroughwhichIhadtopassonmywayhome.SoonafterIreachedmybrother"shousehecommunicatedtomethecontentsofthisinculpatoryletter.Iclearedmyselfbyexposingtheunconscientiousbehaviourofmymaster,andbyshowingmyprivatework.Ithenwroteareplytomymaster,clearlyrefutingallhisaccusations,andexhibitingontheotherhandhisbehaviourtowardsme;andwiththisIsatisfiedmyfatherandmybrother.Butthelatterreproachedmeforhavingsufferedwrongdoingsolongwithoutcomplaint.TothatIgavethesimpleanswer,thatmyfather,atthebeginningofmyapprenticeship,hadtoldmenottocometohimwithanycomplaint,asIshouldneverbelistenedto,butshouldbeconsideredaswrongbeforehand.Mybrother,whoknewmyfather"sseverityandhisviewsonsuchpoints,wassilent.Butmymothersawinonedeclarationoftheforesterthe confirmationofherownopinionaboutme.Theforesterdeclared,thatifeveranythingwasmadeofme,thesamegoodfortunemightbetoldofthefirst-comerwithoutfurthertrouble,andmymotherassentedheartilytohisopinion.Thusdisappearedoncemorethelight,thesunshine,whichhadgladdenedmewithitswarmth,especiallyinthemorerecentpartofmylife.Thewingsofmymind,whichhadbeguntoflutterofthemselves,wereagainbound,andmylifeoncemoreappearedallcoldandharshbeforeme.Thenithappenedthatmyfatherhadtosendsomemoneytomybrother(Traugott),whowasstudyingmedicineinJena.Thematterpressed;so,asIhadnothingtodo,itwasdecidedthatIshouldbethemessenger.WhenIreachedJenaIwasseizedbythestirringintellectuallifeoftheplace,andIlongedtoremaintherealittletime.Eightweeksofthesummerhalf-year"ssessionof1799yetremained.MybrotherwrotetomyfatherthatIcouldfillthattimeusefullyandprofitablyinJena,andinconsequenceofthisletterIwaspermittedtostay.Itooklessonsinmapandplan-drawing,andIdevotedallthetimeIhadtothework.AtMichaelmasIwenthomewithmybrother,andmystep-motherobservedthatIcouldnowfairlysayIhadpassedthroughtheuniversity.ButIthoughtdifferently;myintelligenceandmysoulhadbeenstimulatedinmanyways,andIexpressedmywishtomyfathertobeallowedtostudyfinancethere,thusreturningtomypreviouscareer.MyfatherwaswillingtogivehispermissionifIcouldtellhimhowtofindthemeans. Ipossessedaverysmallpropertyinheritedfrommymother,butIthoughtitwouldbeinsufficient.However,afterhavingconferredwithmybrother,Italkeditoverwithmyfather.Iwasstillaminor,andthereforehadtoasktheconsentofmytrusteetorealisemyproperty;butassoonasIhadobtainedthisIwentasastudenttoJena,in1799.Iwasthenseventeenyearsandahalfold.Atestimonialfrommyfatherattestingmycapacityforthecurriculumprocuredmematriculationwithoutdifficulty.Mymatriculationcertificatecalledmeastudentofphilosophy,whichseemedverystrange,becauseIhadsetbeforemeastheobjectofmystudiespracticalknowledge;andastophilosophy,ofwhichIhadsooftenheard,Ihadformedaveryhighideaofit.Thewordmadeagreatimpressionuponmydreamy,easily-excited,andreceptivenature.Althoughtheimpressiondisappearedalmostassoonasconceived,itgave,however,higherandunexpectedrelationstomystudies.ThelecturesIheardwereonlythosewhichpromisedtobeusefulinthecareerIhadnowagainembraced.Iheardlecturesonappliedmathematics,arithmetic,algebra,geometry,mineralogy,botany,naturalhistory,physics,chemistry,accounts,cultivationofforesttreesandmanagementofforests,architecture,house-building,andland-surveying.Icontinuedtopographicaldrawing.Iheardnothingpurelytheoreticalexceptmathematics;andofphilosophicalteachingandthoughtIlearntonlysomuchastheintercourseofuniversity lifebroughtwithit;butitwaspreciselythroughthisintercoursethatIreceivedinvariouswaysamany-sidedintellectualimpulse.Iusuallygraspedwhathadbeentaught;themorethoroughlysince,throughmypreviouslife,Ihadbecomewellacquaintedwiththeprincipalsubjects,andalreadyknewtheirrelationtopracticalwork.Someofthelectureswerealmosteasyforme—forinstance,thoseonmathematics.Ihavealwaysbeenabletoperceivewitheaseandpleasurerelationsofgeometricalfiguresandofplanes;sothatitseemedinexplicabletomethateveryfarmershouldnotbeequallycapableofunderstandingthem.ThisIhadsaidbeforetomybrother,whotriedtogivemeanexplanation;butIdidnotyetgraspit.IhadexpectedIdon"tknowexactlywhat,butcertainlysomethinghigher,somethinggrandiose;verylikelyIhadexpectedsomethingwithmorelifeinit.Themathematicalcourse,therefore,atfirstseemedtomeunimportant;butlateronIfoundthatI,also,couldnotfolloweverydetail.However,Ididnotthinkmuchofthis,becauseIreadilyunderstoodthegeneralmeaning,andIsaidtomyselfthatparticularcaseswouldnotcausemeanymentalfatigueifIfounditnecessarytolearnthem.Thelecturesofmyexcellentteacherwerenotsousefultomeastheymighthavebeen,ifIcouldhaveseeninthecourseofinstructionandinitsprogresssomewhatmoreofnecessaryconnectionandlessofarbitraryarrangement.ThiswantofnecessaryconnectionwasthereasonoftheimmediatedislikeIalways tooktoeverycourseofinstruction.Ifeltiteveninpuremathematics,stillmorewasitthecaseinappliedmathematics,andmostofallinexperimentalphysics.Hereitseemedtomeasifeverythingwerearrangedinarbitraryseries,sothatfromtheveryfirst Ifoundthisstudyafatigue.Theexperimentsfailedtoarrestmyattention.Idesiredandsoughtaftersomeinnerconnectionbetweenthephenomena,deducedfromandexplainedbysomesimplerootprinciples.Butthatwastheverypointwithheldfromme.Mathematicaldemonstrationscamelikehaltingmessengers;theyonlybecamecleartothemind"seyewhenthetruthtobedemonstratedlaybeforemealreadyinallitslivingstrength.Ontheotherhand,myattentionwasrivetedbythestudyofgravitation,offorce,ofweight,whichwerelivingthingstome,becauseoftheirevidentrelationtoactualfacts.Inmechanics(naturalphilosophy)Icouldnotunderstandwhysomanyoftheso-called"mechanicalpowers"wereassumed,andwhyseveralofthemwerenotreducedtocasesoftheinclinedplane.Inmineralogymypreviouseducationhadleftmanygapsunfilled,especiallyasregardsthepowersofobservation.Iwasfondofmineralspecimens,andgavemyselfmuchtroubletocomprehendtheirseveralproperties;butinconsequenceofmydefectivepreparationIfoundinsuperabledifficultiesinmyway,andperceivedtherebythatneglectisneitherquicklynorlightlytoberepaired.Themostassiduouspracticeinobservationfailedtomakemysight soquickandsoaccurateasitoughttohavebeenformypurpose.AtthattimeIfailedtoapprehendthefactofmydeficientquicknessofsight;itoughttohavetaughtmemuch,butIwasnotpreparedtolearnthelesson.Chemistryfascinatedme.Theexcellentteacher(Göttling)alwaysdemonstratedthetrueconnectionofthephenomenaunderconsideration;andthetheoryofchemicalaffinitytookstrongholduponme.Note-takingattheselectureswasathingIneverthoughtofdoing;forthatwhichIunderstoodforthwithbecameapartofme,andthatwhichIfailedtounderstandseemedtomenotworthwritingdown.Ihaveoftenfeltsorryforitsince.Butasregardsthispoint,IhavealwayshadthroughmywholelifetheperfectlyclearconvictionthatwhenIhadmasteredawholesubjectinitsintimaterelationsIcouldgobackupon,andthenunderstand,detailswhichatthetimeofhearinghadbeenunintelligibletome.InbotanyIhadaclear-sighted,kind-heartedteacher(Batsch).Hisnaturalsystemofbotany20 gavemegreatsatisfaction,althoughIhadalwaysapainfulperceptionofhowmuchstillremainedforhimtoclassify.However,myviewofNatureasonewholebecamebyhismeanssubstantiallyclearer,andmylovefortheobservationofNatureindetailbecamemoreanimated.Ishallalwaysthinkofhimwithgratitude.Hewasalsomyteacherinnaturalhistory.Twoprinciplesthatheenunciatedseizeduponmewithspecialforce,andseemedtomevalid.Thefirstwastheconceptionofthemutualrelationshipofall animals,extendinglikeanetworkinalldirections;andthesecondwasthattheskeletonorbonyframeworkoffishes,birds,andmenwasoneandthesameinplan,andthattheskeletonofmanshouldbeconsideredasthefundamentaltypewhichNaturestrovetoproduceeveninthelowerformsofcreation.21 Iwasalwayshighlydelightedwithhisexpositions,fortheysuggestedideastomewhichborefruitbothinmyintelligenceandinmyemotionalnature.Invariably,wheneverIgraspedtheinter-connectionandunityofphenomena,Ifeltthelongingsofmyspiritandofmysoulwerefulfilled.IeasilyunderstoodtheothercoursesIattended,andwasabletotakeacomprehensiveglanceoverthesubjectsofwhichtheytreated.Ihadseenbuildinggoingon,andhadmyselfassistedinbuilding,inplanting,etc.;here,therefore,Icouldtakenotes,andwritecompleteandsatisfactorymemorandaofthelectures.MystayinJenahadtaughtmemuch;bynomeanssomuchasitoughttohavetaughtme,butyetIhadwonformyself astandpoint,bothsubjectiveandobjective.Icouldalreadyperceiveunityindiversity,thecorrelationofforces,theinterconnectionofalllivingthings,lifeinmatter,andtheprinciplesofphysicsandbiology.OnethingmoreIhavetobringforwardfromthisperiod.UptillnowmylifehadmetwithnosympatheticrecognitionotherthantheesteemwhichIhadenjoyedofthecountryphysicianduringmyapprenticeship—hewhoencouraged metostudynaturalscience,andsmoothedawayformemanyadifficulty.Butnowsuchsympathywasdestinedtoofferitselfasameansofeducationandimprovement.FortherewereinJenajustthentwoscientificassociations,onefornaturalhistoryandbotany,theotherformineralogy,asitwasthencalled.Manyoftheyoungstudents,whohadshownlivinginterestanddoneactiveworkinnaturalscience,wereinvitedtobecomemembersbythePresident,andthiselevatingpleasurewasalsoofferedtome.AtthemomentIcertainlypossessedfewqualificationsformembership;themostIcouldsaywasthatmyfacultyforarrangingandclassifyingmightbemadeofsomeuseintheNaturalHistorySociety,andthis,indeed,actuallycametopass.Althoughmyadmissiontothissocietyhadnogreateffectuponmylaterlife,becauseitwasdissolvedatthedeathofitsfounder,andIdidnotkeepupmyacquaintancewiththeothermembersafterwards,yetitawakenedthatyearningtowardshigherscientificknowledgewhichnowbegantomakeitselfforciblyfeltwithinme.DuringmyresidenceattheuniversityIlivedinaveryretiredandeconomicalway;myimperfecteducation,mydisposition,andthestateofmypursealikecontributingtothis.Iseldomappearedatplacesofpublicresort,andinmyreservedwayImademybrother(Traugott)myonlycompanion;hewasstudyingmedicineinJenaduringthefirstyearofmyresidencethere.22 Thetheatrealone,ofwhichIwasstillpassionatelyfond,Ivisitednowandthen.Inthesecondyearofthisfirststudentship,inspiteofmyquietlife,Ifoundmyself inanawkwardposition.Itbegan,indeed,withmyentranceintotheuniversity,butdidnotcometoaheadtillmythirdhalf-year.WhenIwenttotheuniversity,myfathergavemeabankdraftforasmallamounttocovermyexpenses,notonlyforthefirsthalf-year,butfortheentireresidence,Ithink.Mybrother,who,asIsaid,waswithmeatJenaforthefirstyear,wishedmetolendhimpartofmyallowance,allofwhichIdidnotthenrequire,whereashewasforthemomentindifficulties.Hehopedsoontobeabletorepaymethemoney.Igladlygavehimthegreaterpartofmylittledraft;butunfortunatelyIcouldnotgetthemoneyback,andthereforefoundmyselfingreaterandgreaterdifficulties.Mypositionbecameterriblyurgent;mysmallallowancehadcometoanendbythecloseofthefirstyear,butIcouldnotbringmyselftoleavetheuniversity,especiallynowthatayearningforscientificknowledgehadseizedme,andIhopedforgreatthingsfrommystudies.Besides,Ithoughtthatmyfathermightbeinducedtosupportmeattheuniversityanotherhalf-year.Myfatherwouldhearnothingofthissofarashewasconcerned;andmytrusteewouldnotagreetotheconditionsofferedbymyfather(tocoveranadvance);soIhadtopaythepenaltyoftheirobstinacy.Towardstheendofmythirdhalf-yeartheurgencyofmydifficultiesincreased.Iowedthekeeperofaneating-house(formeals)thirtythalers,ifIamnotmistaken.Asthismanhadcausedmetobesummonedforpaymentseveraltimes beforetheSenateoftheUniversity,andIhadneverbeenabletopay,andashehadevenaddressedmyfather,onlytoreceivefromhimasharprefusaltoentertainthematter,Iwasthreatenedwithimprisonmentinthecaseoflongerdefaultofpayment.AndIactuallyhadtosubmittothispunishment.Mystep-motherinflamedthedispleasureofmyfather,andrejoicedathisinflexibility.Mytrustee,whostillhadthedisposalofsomepropertyofmine,couldhavehelpedme,butdidnot,becausetheletterofthelawwasagainstanyinterferencefromhisside.Eachonehopedbythecontinuanceofmysorryplighttobreakthestubbornness oftheother.Iservedasscapegoattothecapricesoftheobstinatecouple,andlanguishedassuchnineweekslongintheuniversityprisonatJena.23 Atlastmyfatherconsentedtoadvancememoneyonmyformallyabandoning,beforetheuniversityboard,allclaimonhispropertyintheshapeofinheritance;andso,intheend,Igotfree.Inspiteofthegloomintowhichmypositionasaprisonerplungedme,thetimeofmyarrestwasnotutterlybarren.MylateendeavourstowardsscientificknowledgehadmadememoreandmoreconsciousofmyneedofasolidfoundationinmyknowledgeofLatin;thereforeInowtriedtosupplydeficienciestotheextentofmyability,andwiththehelpofafriend.Itwasextremelyhardtome,thisworkingmywaythroughthedeadandfragmentaryteachingofanelementarygrammar.Italwaysseemedtomeasifthemereouteracquisitionofalanguagecouldbutlittlehelpforwardmytrueinnerdesireforknowledge,whichwasdeeplyinearnest,andwastheresultofmyownfreechoice.But wherevertheknowledgeoflanguagelinkeditselftodefiniteexternalimpressions,andIwasabletoperceiveitsconnectionwithfacts,as,forinstance,inthescientificnomenclatureofbotany,Icouldquicklymakemyselfmasterofit.Thispeculiarityofmindpassedbymeunnoticedatthetime;Iknewandunderstoodtoolittle,nay,indeed,almostnothingofmyselfasyet,evenasregardstheactionsofmyevery-daylife.Asecondoccupationofthisprisonperiodwasthepreparationofanexercise(oracademicalthesis)ingeometry,whichIundertookthatImightthesoonerobtainanindependentpositioninsomeprofession.Thirdly,IstudiedWinckelmann"s"LettersonArt."Throughthemsomegermsofhigherartisticfeelingmayhavebeenawakenedwithinme;forIexaminedtheengravingswhichtheworkcontainswithintensedelight.Icouldquiteperceivetheglowofpleasurethattheyaroused,butatthetimeItooklittle accountofthisinfluence,andindeedthefeelingforartaltogetherwaslateindevelopingitselfinme.WhenInowglanceovertheearlierandlater,thegreaterandsmaller,artisticemotionswhichhaveswayedme,andobservetheirsourceanddirection,Iseethatitwaswitharts(sculptureaswellasmusic)asitwaswithlanguages—Ineversucceededinaccomplishingtheoutwardacquisitionofthem:yetInowfeelvividlythatI,too,mighthavebeencapableofsomethinginarthadIhadanartisticeducation. Further,therecameintomyhands,duringthetimeofmyimprisonment,abadtranslationofanabridgmentoftheZendavesta.Thediscovery[intheseancientPersianScriptures]ofsimilarlife-truthstoourown,andyetcoupledwithaquiteseparatereligiousstandpointfromours,arousedmyattention,andgavesomefeelingofuniversalitytomylifeandthought;this,however,disappearedasquicklyasithadcome.Bythebeginningofthesummertermin1801Iwasatlengthsetfreefromarrest.IatonceleftJenaandmyacademicalcareer,andreturnedtomyfather"shouse.Iwasjustnineteenyearsold.ItwasbutnaturalthatIshouldentermyparents"housewithheavyheart,overcloudedsoul,andoppressedmind.Butspringwarmedandawakenedallnatureoncemore,andrecalledtolife,too,myslumberingdesireforbetterthings.AsyetIhadbusiedmyselfbutlittlewithGermanliterature,andthenamesofSchiller,Goethe,Wieland,andtherestInow,forthefirsttime,begantolearn.Inthis,too,itwaswithmeasinsomanyotherthings;anymentalinfluencethatcamebeforemeIhadeithertofullyinterweavewithmyinnerlife,orelsealtogethertoforegoitsacquisition.Withthispeculiarityoftemperament,Icouldmasteronlyaratherrestrictedamountofmentalmaterial.Myfather"slibrarywasoncemoreransacked.Ifoundnotmuchthatwasofanyusetome,foritcontainedchieflytheologicalworks;butIseizedwiththegreatestenjoymentonabookwhichhadcomeoutsome tenyearsbeforeinGotha,ageneralviewofallthesciencesandfineartsintheirvariousramifications,withashortsketchoftheobjectoftheseveralsciencesandoftheliteratureofeachdepartment.Thearrangementwasbasedupontheusualdivision ofthefaculties,butitservedtogivemeageneraloutlook,longdesired,overthewholeofhumanknowledge,andIwasrightgladtohavefoundthis"Mappedumondelittéraire"—forthatwasitstitle.IresolvedtoturnthisbooktothebestadvantageIcould,andsetaboutputtingmyresolutionintopractice.Inordertomakeacollectionofcomprehensiveextractsofscientificmattersfromtheseveralperiodicalsreceivedbymyfather(whosharedforthatpurposeinajointsubscriptionwithotherpreachersandeducatedpeople),Ihadalreadybegunasortofdiary.Theformofthisjournalwasshapeless—everythingwasputdownasitcame,onethingaftertheother;andtherebytheuseofitallwasrenderedveryinconvenient.Now,however,Iperceivedthevalueofdivisionaccordingtoasettledplan,andsoonhituponaschemeofprocedure.Iaimedatcollectingallthatseemedworthytobeknown,allthatwasnecessaryforculturedmeningeneral,andformyselfinmyowncallinginparticular;andthisrichtreasurewastobebroughtoutunderfavourablecircumstances,orwheneverneedwas,fromitsstorehouse.AlsoIdesiredtoacquireageneralideaofthosesubjectswhichthecravingforknowledge,growingevermoreandmoresharpwithinmysoul,wasalwaysurgingmethoroughlytoworkthroughoveragain.Ifelthappyinmywork;andIhadalreadybeenchainedtomytask forseveraldays,fromearlymorningtilllateatnight,inmylittledistantchamberwithitsiron-barredwindows,whenmyfathersuddenlyandunexpectedlywalkedintotheroom.HelookedoverwhatIhaddone,andremarkedthequantityofpaperusedoverit,whichindeedwasnotsmall.Uponthiscursoryinspectionheheldmyworkforafoolishwasteoftimeandpaper;anditwouldhavebeenalloverwithmylabourofloveforthattime,ifmybrother(Christoph),whohadsooftenstoodasprotectorbymyside,hadnotjustthenbeenonavisitwithus.Hehadbecometheministerofaplacewhichlayafewhours"journeyfromOberweissbach,andatthismomentwasstayingwithmyparents.Myfatheratoncetoldhimofwhatheconsideredmyuseless,ifnotindeedinjuriousoccupation;butmybrothersawitdifferently.Iventured,therefore,tocontinue,withthesilentpermissionofmyfather.Andindeedtheworkprovedofactualservice tome,foritbroughtacertainorder,breadth,andfirmnessintomyideaswhichhadthemostbeneficialeffectuponme.Myfathernowstrovetoprocuremeasettledpositioninmychosencalling;oratalleventstoprovidesomeactiveworkwhichwouldbringmeintonearerconnectionwithit.Andforthispurposeafortunateopportunitysoonoffered.Someofmyfather"srelativeshadpropertyinthedistrictofHildburghausen,managedbyasteward.Thefriendlyfootingonwhichmyfatherstoodwiththeserelativespermittedmetostudypracticalfarmingunderthissteward.ThereItookpartinalltheordinaryfarmingoccupations.These,however,didnot attractmegreatly,andIoughttohaveatoncediscoveredwhatanunsuitablecareerIhadchosen,ifIhadbutunderstoodmyownnature.Thethingthatmostpainfullyoccupiedmymindatthistimewastheabsenceofcordialunderstandingbetweenmeandmyfather.AtthesametimeIcouldnothelpesteemingandhonouringhim.Notwithstandinghisadvancedagehewasstillasstrongandashealthyinbodyasinmind,penetratinginspeechandcounsel,vigorousinfulfilmentandactualwork,earnest,nay,hard,inaddress.Hehadafirm,strongwill,andatthesametimewasfilledwithnoble,self-sacrificingendeavour.Henevershirkedskirmishnorbattleinthecauseofwhathedeemedthebetterpart;hecarriedhispenintoaction,asasoldiercarrieshissword,forthetrue,thegood,andtheright.Isawthatmyfatherwasgrowingoldandwasdrawingnearthegrave,anditmademesorrytofeelthatIwasyetastrangertosuchafather.Ilovedhim,andfelthowmuchgoodresultedfromthatlove;soItooktheresolutiontowritetomyfather,andbylettertoshowhimmytruenature,sofarasIcouldunderstandmyself.LongdidIrevolvethisletterinmymind;neverdidIfeelstrengthnorcouragetowriteit.MeanwhilealettercalledmebackhomeinNovember,afterIhadbeensomemonthsengagedontheestate.Iwascalledupontohelpmyfather,nowquiteweakandalmostbedridden;atalleventsIcouldassisthiminhiscorrespondence.Familyandothercaresandtheactivitiesoflifeabsorbedmywholetime.WhatImeanttohavedoneinmyletternowhappilybecamepossibleinspeechfrommantoman,inglancesfromeyetoeye.Myfatherwas occupiedbycaresformyfuture prospectsuptilltheend.HediedinFebruary1802.MayhisenlightenedspiritlookdownfullofpeaceandblessinguponmeasIwrite;mayhenowbecontentwiththatsonwhosolovedhim!Inowstoodineveryrespectmyownmaster,andmightdecidethedirectionofmyfuturelifeformyself,accordingtothecircumstanceswhichlayaroundme.WiththisintentionIoncemoreleftthepaternalroofatEaster,toundertakethepostofclerkintheOfficeofWoodsandForestswhichformedonepartofthegeneraladministration(dividedintoTreasury,WoodsandForests,andTithedepartments)oftheasyetepiscopalterritoryofBamberg.24 Mydistrictlayamidstunusualandlovelyscenery;mydutieswerelight,andwhentheywereoverIwasfreetoroamintheneighbourhood,nowdoublybeautifulinthespringtime,toliveoutmylifeinfreedom,andgainstrengthformindandsoul.ThusonceagainIlivedmuchoutofdoorsandincompanionshipwithNature.Mychiefwasproudofthepossessionofaconsiderablelibrary,ofwhichImadegooduse;andinthismannermanyofthepublicationsthenissuingfromthepress,andtreatingofmattersconnectedwiththeoccupationwhichIhadchosen,passedthroughmyhands,aswellasthoseonothersubjects.Iwasespeciallyattractedbysomevolumeswhichcontainedaphorisms,thoughts,andobservationsonconduct,selectedfromancientandmodernwritersandthinkers.Mycharactergrewuponandentwineditselfaroundtheseaphorisms,whichI couldeasilyglanceover,andaseasilyretain,and,morethanall,whichIcouldweaveintomyownlifeandthoughts,andbywhichIcouldexaminemyconduct.Imadeextractsofthosewhichwereinclosestaccordwithmyinnerlife,andborethemalwaysaboutmyperson.Amidstthesesurroundingsmylifecontainedmanyelementsofgrowth.Althoughmychief,aswellashisfamily,wasastrongRomanCatholic,hechosea(Protestant)privatetutorrecommendedtohimbyProfessorCarus.Thisgentlemanhadmanyexcellentqualities,sothatwesoonbecamegreatfriends.Wehadalsobothofusthepleasureofbeingacquaintedwithsomehighly-culturedpeople,thefamiliesofthephysician,oftheminister,andoftheschoolmasterintheneighbouringProtestantvillage,whichwasasyetstillafiefoftheEmpire.25 Myfriendthetutorwasayoungmanquiteoutofthecommon,withanactivelyinquiringmind;especiallyfondofmakingplansforwide-stretchingtravel,andcomprehensiveschemesofeducation.Ourintercourseandourlifetogetherwereveryconfidentialandopen,forthesubjectshecaredforwerethosedeartome;butwewereofdiametricallyoppositenatures.Hewasamanofscholastictraining,andIhadbeendeficientlyeducated.Hewasayouthwhohadplungedintostrifewiththeworldandsociety;mythoughtwashowtoliveinpeacewithmyselfandallmen.Besides,ouroutwardlivesboresuchdifferentaspectsthatatrulyintimatefriendshipcouldnotexistbetweenus.Neverthelessourverycontrastsboundusmorecloselytogetherthanwedeemed. Practicallandsurveyingatthistimechieflyinterestedme,foritatoncesatisfiedmyloveforout-of-doorslife,andfullyoccupiedmyintelligence.ButtheeverlastingscribblingwhichnowfelltomyshareIcouldnotlongendure,inspiteofmyotherwisepleasantlife.Earlyinthespringof1803IleftmysituationandwenttoBamberg,feelingsurethatthepoliticalchangesbywhichBamberghadbeentransferredtoBavaria,andthegeneralsurveyofthedistrictwhichwasthereforeincontemplation,wouldimmediatelyprovidemewithasphereofworksuitedtomycapabilities.Myexpectationswerenotfalsified.InpursuanceofmyplanIintroducedmyselftotheland-surveyorsinBamberg,andatoncereceivedemploymentfromoneofthem.Hehadhadconsiderablesurveysinhand,andwasstillengageduponthem.AsIshowedsomeproficiencyinmapping,heentrustedmewiththepreparationofthenecessarymapswhichaccompaniedthesurveys.This keptmeemployedforsometimeonworksufficientlyremunerativeformyneeds.OfcoursethequestioninhandwiththenewGovernmentwastheappointmentofland-surveyors,andthosewhowereresidentinthetownwereinvitedtosendinmapsofBambergasspecimensoftheirwork.ThroughtheinstructionIhadenjoyedinmyyouthIwasnotunacquaintedwithsuchwork.Ithereforetookpleasureindrawingamap,whichIsentin.Myworkwasapproved,andIreceivedsomethingforit;butbeingastranger, inexperienced,andyoung,andhavinghardlytakenthebestwaytowardsmypurposedaim,Iobtainednoappointment.AfterIhadfinishedtheworkIhavementionedthesurveyofasmallprivatepropertywasputintomyhandstocarryout.Fromthisengagementensuedconsequenceswhichweremostimportantforme.Inoteonlyonepointhere.Oneofthejointownersofthispropertywasayoungdoctorofphilosophy,wholeanedtowardsthenewschoolofSchelling.Itcouldhardlybeexpectedbutthatweshouldtalkoverthingswhichstirredourmentallife,andsoitcameaboutthathelentmeSchelling"s"Bruno,oderüberdieWelt-seele"26 toread.WhatIreadinthatbookmovedmeprofoundly,andIthoughtIreallyunderstoodit.Thefriendlyyoungfellow,notmucholderthanmyself—wehadalreadymetinJena,—sawthelivelyinterestIwastakinginthebook,and,infact,Italkeditoverwithhimmanyatime.Oneday,afterwehadbeentoseeanimportantpicture-gallerytogether,headdressedmeinthesewords,whichfromhismouthsoundedstartlinglystrange,andwhichatthetimeseemedtomeinexplicable:—"Guardyourselfagainstphilosophy;sheleadsyoutowardsdoubtanddarkness.Devoteyourselftoart,whichgiveslife,peace,andjoy."ItistrueIretainedtheyoungman"swords,butIcouldnotunderstandthem,forIregardedphilosophyasanecessarypartofthelifeofmankind,andcouldnotgraspthenotionthatonecouldbevergingtowardsdarknessanddoubtwhen onecalmlyinvestigatedtheinnerlife.Art,ontheotherhand,laymuchfurtherfrommethanphilosophy;forexceptaprofoundenjoymentinworksofart (forwhichIcouldgivenoclearreason),noglimmeringofanactiveæstheticsensehadyetdawneduponme.Thisremarkofmyfriendthedoctor"scalledmyattentiontomyself,however,andtomylifeanditsaim,andmademeawareoftwoverydifferentandwidelyseparatesystemsoflife.Myfriend,thetutoroftheGovernmentofficialunderwhomIhadservedatBamberg,hadinthemeantimelefthissituation.HetoldmebeforeleavingthathehaditinhismindtogotoFrankfurt,andthenceintoFrance.Isawhisdeparturewithregret,littledreamingthatlifewouldinafewyearsbringustogetheragain,andthathewouldindirectlydecidemyfuturecareer.But,asitsooftenhappensinlife,partinginthisinstancebutleduptomeeting,andmeetingtoparting.TheoccurrencesIhavenamedhadlittleresultuponmyoutwardlife,whichforthetimeranitspeacefulcourse.Ipassovermanycircumstancesimportanttotheupliftinganddevelopmentofmycharacterandmymorallife,andcomeatoncetothecloseofmystayinBamberg.Ihadnowoncemoreearnestlytoturnmyattentiontoprocuringcertainandsettledemployment.Intruth,asregardedmyfuture,Istoodquitealone.Ihadnoonetolendmeahelpinghand,soImadeupmymindtogoforward,trustingonlyinGodanddestiny.Ideterminedtoseekforasituationbymeansof the AllgemeineAnzeigerderDeutschen,27 apaperthenverymuchread,andIthoughtitwouldbegoodtosendintotheeditor,asaproofofmyassertionsofcompetency,anarchitecturaldesign,andalsoaspecimenofmyworkinpracticalsurveying,togetherwithexplanationsofbothofthem.AssoonasmyplanwasfullyconceivedIsettoworkatit.ForthearchitecturalsketchIchoseadesignofanobleman"scountrymansion,withthesurroundingoutbuildings.WhenIhadfinishedit,withveryfewprofessionalappliancestohelpme,itcontainedacompleteworkingoutofallthevariousnecessaryplans,andasacriticaltestofitsaccuracyandsuitabilitytotheproposedscaleofdimensions,Iaddedastatementofalltheparticularsandconditionsinvolvedinit.Fortheland-surveyingIchoseatableofmeasurementscompiledfrom themapIhadpreviouslydrawn,whichIcarriedthroughundercertainarbitraryassumptions.Theseworks,togetherwithmyadvertisement,Isentin1803totheofficeofthepaperIhavementioned,withtherequestthattheeditor,afterreadingmytestimonialsandinspectingmywork,wouldaddafewconfirmatorywordsastomyqualifications.Workandtestimonialsalikeweretothesatisfactionoftheeditor,andmyrequestforaneditorialcommentwasgranted.Ireceivedseveraloffers,eachonecontainingsomethingtemptingaboutit.Itwasdifficulttomakeachoice,butatlastIdecidedtoacceptapositionofferedmeasprivatesecretarytothePresidentandPrivy-CouncillorVonDewitz,ofMecklenburg-Strelitz,atthistimeresidentononeofhisestates,Gross-Milchow. AmongsttheotherofferswasonefromPrivy-CouncillorVonVoldersdorf,whowaslookingoutforanaccountantforhisestatesintheOberpfalz.28 Thissituationdidnotsuitmesowellastheother,butIacceptedapropositiontofillupthetimetillthearrangementsfortheotherposthadbeencompleted,bygoingdowntotheseestatesofHerrVonVoldersdorf,andbringingintoorder,accordingtoacertainspecifiedplan,theheavyaccountsofhissteward,whichwereatthistimemuchinarrear.IsetofffortheOberpfalzinthefirstdaysof1804.ButIwassooncalledawaytoMecklenburgtothesituationatGross-MilchowwhichIhaddefinitivelychosen,andintheraw,frightfullyseverewinter-timeofFebruaryIjourneyedthitherbythemail-coach.Yet,shortashadbeenmystayintheOberpfalz,andcontinualanduninterruptedashadbeenmylabourinorderthatImightgetthroughtheworkIhadundertaken,thetimeIspentinBavariayieldedmemuchthatwasinstructive.Themen,ingenuous,livelyyoungfellowsfromSaxonyandPrussia,receivedmeverykindly,andthevarietyoftheirdifferentservicesandtheirreadinesstotalkaboutthem,gavemeagoodinsightintotheinnerrelationshipbetweenthelandedaristocracyandtheirretainers.InrecallingthesecircumstancesIthankfullyacknowledgehowmyever-tenderlovingdestinytookpainskindlytopreparemeforeachvocationnexttocome.Ihadneverbeforehadtheopportunitytoseethe modeofkeepingaccountsusedonagreatestate,tosaynothingofkeepingthemmyself,andhereIhadthisveryworktodo,andthatafteraplanbothampleandclear,inwhicheveryparticular,downto thesingledetails,wascarefullyprovidedfor.Thiswasofthegreatestservicetome.Preciselytheconductofsuchwell-orderedaccountswastobemyworklateron;therefore,havingthegeneralplanIhavereferredtofirmlyestablishedinmymind,andbeingwellpractisedinitsoperation,Isetoffwellpreparedformynewsphereofwork.Thankstothis,Iwasabletosatisfymostcompletelynotonlymynewemployer,butalsohislady,whousedtoexamineeverythingminutelywithseverescrutiny.ThesurroundingsofHerrVonDewitz"sestatewereuncommonlyprettyforthatpartofthecountry.Lakesandhillsandthefreshfoliageoftreesabounded,andwhatNaturehadperhapsoverlookedhereandthereArthadmadegood.Mygoodfortunehasalwaysledmeamongstprettynaturalscenery.IhaveeverthankfullyenjoyedwhatNaturehasspreadbeforemyeyes,andshehasalwaysbeenintruemotherlyunitywithme.AssoonasIhadgainedsomefacilityinitmynewworkbecamesimple,ranitsregularcoursewhichwasrepeatedweekbyweek,andgavemetimetothinkaboutmyownimprovement.However,myengagementonthisestatewas,afterall,butashortone.Thebentofmylifeanddispositionwasalreadytaken.AstarhadarisenwithinmymindwhichIwasimpelledtofollow.OnthisaccountIcouldregardmyemploymentatthistimeonlyasasheetanchor,tobeletgoassoonasanopportunityoffereditselftoresumemyvocation.Thisopportunitywasnotlonginmakingitsappearance. Myuncle(Hoffmann),who,likemybrother,boremealwayslovinglyinhisthoughts,hadlatelydied.Evenonhisdeathbedhethoughtofme,andchargedmybrothertodoallhecouldtofindmesomesettledoccupationforlife,andatanyratetopreventmefromleavingthepostIheldatthemomentbeforeIhadsomereasonableprospectofasecureandbetterengagementelsewhere.Providencewilleditotherwise.Hisdeath,throughthesmallinheritancewhichtherebycametome,gavemethemeansoffulfillingthedearestwishofmyheart.SowonderfullydoesGoddirectthefateofmen.ImustmentiononecircumstancebeforeIpartforeverinthisaccountofmylifefrommygentle,lovingsecond-father.OnmyjourneytoMecklenburg,whenIsawmyuncle(atStadt-Ilm)forthelasttime,Ihadthedeepjoyofatalkwithhim,suchasatrustingfathermightholdwithhisgrown-upson,boundtohimbyeverytieofaffection.Hefreelypointedoutthefaultswhichhadshownthemselvesinmyboyhood,andtoldmeoftheanxietytheyhadatonetimecausedhim,andinthiswayhewentbacktothetimewhenIwastakenintohisfamily,andtothecausesofthat."Ilovedyourmotherverydearly,"saidhe;"indeed,shewasmyfavouriteoutofallmybrothersandsisters.InyouIseemedtoseemysisteroncemore,andforherloveItookchargeofyouandbestowedonyouthataffectionwhichhithertohadbeenhersalone."AnddearasmyownmotherhadbecometomealreadythroughthemanykindthingsIhadheardsaidofher,sothatIhadevenformedadistinctconceptionofwhatshewaslike,andseemedactuallytorememberher,shebecameevendearer tomeafterthesereminiscencesofmyunclethanbefore,fordidInotowetoherthisnobleandhigh-mindedsecond-father?MyconversationwithmyunclefirstmadecleartomewhatinlaterlifeIhavefoundrepeatedlyconfirmed—thatthesources,springsormotivesofone"spresentactionsoftenliefarawaybeyondthepresenttime,outsidethepresentcircumstances,andaltogetherdisconnectedwiththepersonswithwhomoneisconcernedatthemomentthenpassing.Ihavealsorepeatedlyobservedinthecourseofmylifethattiesarethefaster,themoreenduringandthetruerthemoretheyspringfromhigher,universal,andimpersonalsources.ThepersonwhoinMecklenburgstoodnextabovemeinpositioninthehouseandinthefamilywastheprivatetutor,whomIfoundalreadythere—ayoungdoctorofphilosophyofGöttingenUniversity.WedidnotcomemuchintocontactonthewholesinceheasauniversitygraduatetookafarhigherstandthanI;butthroughIcameintosomeconnectionwiththeclergymenofthedistrict,andthiswasofbenefittome.Asforthefarmersthebailiffs,etc.,theirhospitablenaturewasquitesufficientofitselftoaffordmeaheartywelcome.ThusIlivedinawayIhadforalongtimefeltImuchneeded,amidstmany-sided companionablegood-fellowship,cheerfulandfree.HealthyasIwasinbodyandsoul,inheadandheart,mythoughtsfullofbrightnessandcheerfulness,itwasnotlongbeforemymindagainfeltaneagerdesireforhigherculture.Theyoungtutorwentaway,andafterhisdeparturemycraving forculturegrewkeenerandkeener,forImissedtheintellectualconverseIhadbeenabletoholdwithhim.ButIwassoonagaintoreceivesuccour.ThePresident,29 besidesthefamilyathome,hadtwosonsatthePädagogiuminHalle.30 Theycametovisittheirparents,accompaniedbytheirspecialtutor,agentlemandestinedtobecomefamouslateronastherenownedscholar,Dr.Wollweide.Dr.Wollweidewasamathematicianandaphysicist,andIfoundhimfreelycommunicative.Hewassokindastomentionandexplaintomethemanyvariousproblemshehadsetbeforehimselftoworkout.Thiscausedmylongslumberingandsuppressedloveformathematicsasascience,andforphysics,tospringupagain,fullyawake.Forsometimepastmytendencyhadleanedmoreandmoretowardsarchitecture,and,indeed,Ihadnowfirmlydeterminedtochoosethatasmyprofession,andtostudyithenceforthwithallearnestness.Myintellectualcravingsandthechoiceofaprofessionseemedatlasttoruntogether,andIfeltcontinuallybrightandhappyatthethought.IseizedtheopportunityofthepresenceofthescholarwhomIhavenamedtolearnfromhimwhatwerethebestbooksonthosesubjectswhichpromisedtobeusefultome,andmyfirstcarewastobecomepossessedofthem.Architecturewasnowvigorouslystudied,andotherbooks,too,werenotsufferedtolieidle.Thefollowingbookstookgreatholduponme:Pröschke"s"FragmentsonAnthropology"(asmallunpretendingbook),Novalis"Works,andArndt"s "Germany"and"Europe."31 The firstoftheseatonestrokedrewtogether,sothatIcouldrecogniseinthemmyselfasaconnectedwhole,myouterexistence,myinnercharacter,mydisposition,andthecourseofmylife.Iforthefirsttimerealisedmyselfandmylifeasasingleentityincontrasttothewholeworldoutsideofme.32 Thesecondbooklaybeforemethemostsecretemotions,perceptions,andintentionsofmyinmostsoul,clear,open,andvivid.IfIpartedwiththatbookitseemedasifIhadpartedwithmyself;ifanythinghappenedtothebookIfeltasthoughithadhappenedtome,onlymoredeeplyandwithgreaterpain.Thethirdbooktaughtmeofmaninhisbroadhistoricalrelations,setbeforemethegenerallifeofmykindasonegreatwhole,andshowedmehowIwasboundtomyownnation,bothtomyancestorsandmycontemporaries.Yettheservicethislastbookhaddonemewashardlyrecognisedatthistime;formythoughtswerebentonadefiniteoutwardaim,thatofbecominganarchitect.ButIcouldatalleventsrecognisetheneweagerlifewhichhadseizedme,andtomarkthischangetomyself,InowbegantouseasaChristiannamethelastinsteadofthefirstofmybaptismalnames.33 Othercircumstancesalsoimpelledmetomakethischange;and,further,itfreedmefromthememoryofthemanydisagreeableimpressionsofmyboyhoodwhichclusteredroundthenameIwasthencalled.ThetimehadcomewhenIcouldnolongerremainsatisfiedwithmypresentoccupation;andIthereforesentinmyresignation.Theimmediateoutwardcircumstancewhichdecidedmewasthis.Ihadkeptupacorrespondencewith theyoungmanwhomIhadknownasaprivatetutorwhenIheldaGovernmentclerkshipinBamberg,andwholefthissituationtogotoFrankfurt,andthenonintoFrance.34 HehadafterwardslivedsometimeinFrankfurt,occupyinghimselfwithteaching,andnowwasagainaprivatetutorinamerchant"shouseintheNetherlands.Iimparted tohimmydesiretoleavemypresentpost,andtoseekasituationwithanarchitect;andaskedhisopinionwhetherIshouldnotbemostlikelytoeffectmyobjectatFrankfurt,wheresomanystreamsofdiverselifeandofmenintermingle.AndasmyfriendwasaccuratelyacquaintedwiththeinsandoutsofFrankfurtlife,Iaskedhimtogivemesuchindicationsashecouldofthebestroadtotaketowardsthefulfilmentofmydesigns.Myfriendenteredheartilyintomyproject,andwrotetomethatheintendedhimselftospendsometimeinFrankfurtagainintheearlysummer;andhesuggestedthatifIcouldmanagetobethereatthesametime,amutualconsiderationofthewholematteronthespotwouldbethebestwayofgoingtowork.InconsequenceofthisIatoncefirmlydecidedtoleavemysituationinthefollowingspring,andtojoinmyfriendatFrankfurt.ButwherewasItofindthemoneynecessaryforsuchajourney?IhadrequiredthewholeofmysalaryuptillnowtocovermypersonalexpensesandthesettlementofsomedebtsIhadrunupatBamberg.InthisperplexityIwroteagaintomyeldestbrother,whohaduptillnowunderstoodmesowell,andIaskedhimforassistance.Iwasatthistimeinapeculiardilemma.Ontheonehand,IfeltverykeenlythatImustgetout ofmypresentposition,whileontheother,bymyunchangingchangeablenessIfearedtowearouttheindulgenceandpatienceofmyworthybrother.InthisstraitIjustgavehimwhatseemedtomeasIwroteitanexactaccountofmyrealstateofmind;tellinghimthatIcouldonlyfindmylife-aiminacontinualstrivingtowardsinwardperfection.Mybrother"sanswerarrived.WithajoyfultremorandagitationIhelditinmyhands.ForhourstogetherIcarrieditaboutmebeforeIunsealedit,fordaystogetherbeforeIreadit;itseemedsoimprobablethatmybrotherwouldfeelhimselfabletohelpmetowardstheaccomplishmentofthedesireofmysoul,andIfearedtofindinthatletterthefrustrationofmylife"sendeavour.When,aftersomedaysofvacillationbetweenhopeanddoubt,Icouldbearthesituationnolonger,andopenedtheletter,Iwasnotalittleastonishedthatitbeganbyaddressingmeatonceintermsofthemostmovingsympathy.AsIreadonthecontentsagitatedmedeeply.Thelettergavemethe newsofmybeloveduncle"sdeath,andinformedmeoflegaciesleftbyhimtomeandmybrothers.Thusfateitself,thoughinamannersodeeplyaffecting,providedmewiththemeansforworkingoutmynextplan.Thediewasnowcast.Fromthismomentonwardsmyinnerlifereceivedaquitenewsignificationandafreshcharacter,andyetIwasunconsciousofallthis.Iwaslikeatreewhichflowersandknowsitnot.Myinwardandoutwardvocationandendeavour,mytruelife-destinyandmyapparentlife-aimwerestill, however,inastateofseparation,andindeedofconflict,ofwhichIhadnottheremotestconception.Myresolveheldfirmtomakearchitecturemyprofession;itwaspurelyasafuturearchitectthatItookleaveofallmycompanions.AttheendofApril1805,withpeaceinmyheart,cheerfulnessinmysoul,aneagerdisposition,andamindfullofenergy,Iquittedmyoldsurroundings.ThefirstdaysofanunusuallylovelyMay(andImighthereagainrecallwhatIpointedoutabove,thatmyinnerandpersonallifeinvariablywentfamiliarlyhandinhandwithexternalNature)Ispentwithafriend,asaholiday,inthebestsenseoftheword.Thiswasadearfriendofmine,wholivedonanexceedinglyfinely-situatedfarmintheUckermark.35 Arthadimprovedthebeautyofthesomewhatsimplenaturalfeaturesoftheplace,inthemostcunningly-devisedfashion.Inthisbeautiful,retired,andevensolitaryspot,Iflitted,asitwere,fromoneflowertoanotherlikeaverybutterfly.IhadalwayspassionatelylovedNatureinheradornmentsofcolourandofdewypearls,andclungtohercloselywiththegladsomenessofyouth.HereImadethediscoverythatalandscapewhichwelookuponinsympatheticmoodshineswithenhancedbrilliancy;orasIputthetruthintowordsatthetime,"ThemoreintimatelyweattachourselvestoNature,themoresheglowswithbeautyandreturnsusallouraffection."Thiswasthefirsttimemymindhadventuredtogiveexpression toasentimentwhichthrilledmysoul.Ofteninlaterlifehasthisphraseproveditselfaverytruthtome.Myfriendonedaybegged metowritesomethinginhisalbum:Ididsounwillingly.Towriteanythingborrowedwentagainstme,foritjarredwiththerelationsexistingbetweenmeandthebook"sowner;andtothinkofanythingoriginalwasataskIfelttobealmostbeyondmypowers.However,afterlongthinkingitoverintheopenair,comparingmyfriend"slifeandmyowninalltheiraspects,Idecideduponthefollowingphrase:—"Totheemaydestinysoongrantasettledhomeandalovingwife!Tome,whileshedrivesmerestlessabroad,maysheleavebutjustsomuchtimeastoallowmefairlytodiscernmyrelationswithmyinmostselfandwiththeworld."Thenmythoughtsgrewclear,andIcontinued,"Thougivestmanbread;letmyaimbetogivemanhimself."IdidnoteventhenfullyapprehendthemeaningofwhatIhadsaidandwritten,orIcouldnotofcoursehaveheldsofirmlytomyarchitecturescheme.Iknewasyetneithermyselfnormyreallife,neithermygoalnormylife"spaththither.Andlongafterwards,whenIhadforsometimebeenengageduponmytruevocation,Iwasnotalittleastonishedoverthepropheticnatureofthisalbum-phraseofmine.InlaterlifeIhaveoftenobservedthataman"sspirit,whenitfirstbeginstostirwithinhim,uttersmanyafar-awaypropheticthought,whichyet,inriperage,attainsitsrealisation,itsconsummation.Ihaveespeciallynoticedthisrecentlyinbright-mindedandactivechildren;infact,Ihaveoftenbeenquiteastoundedatthereallydeeptruthsexpressedbythemintheir butterflylife.Iseemedtocatchglimpsesofasymbolictruthinthis;asifindeedthehumansoulwereevenalreadybeginningtoshakeitselffreefromitschrysalis-wrapping,orwereburstingoffthelastfragmentsoftheeggshell.InMay1805,whileonmyjourney,Ivisitedmyeldestbrother,ofwhomIhavesooftenspoken,andshallhaveyetsooftentospeak,andfoundhiminanotherdistrict,towhichhehadbeenappointedminister.Hewasaskindandfullofaffectionasever;andinsteadofblamingme,spokewithespecialapprovalofmynewplans.Hetoldmeofprojectswhichhadalluredhiminhis youth,andstillallured,butwhichhehadlackedthestrengthofmindtospeakof.Hisfather"sadviceandauthorityhadoverawedhiminyouth,andnowthechainofasettledpositioninlifeheldhimfast.Tofollowtheinwardvoicefaithfullyandwithoutswervingwastheadviceheofferedme,andhewrotethismemoranduminmyalbumwhenIlefthim,asalifemotto:—"Thetaskofmanisastruggletowardsanend.Doyourdutyasaman,dearbrother,withfirmnessandresolution,fightagainstthedifficultieswhichwillthrustthemselvesinyourpath,andbeassuredyouwillattaintheend."Thuscheeredbysympathyandapproval,Iwentmywayfrommybrother"s,strengthenedandconfirmedinmydetermination.MyroadlayovertheWartburg.36 Luther"slifeandfamewerethennotnearlysowellappreciatedandsogenerallyunderstoodasnow,aftertheTercentenaryfestivalofthe Reformation.37 MyearlyeducationhadnotbeenofthekindtogivemeacompletesurveyofLuther"slifeanditsstruggle;Iwashardlythoroughlyacquaintedindeedwiththeseparateeventsofit.YetIhadlearntinsomesorttoappreciatethisfighterforthetruth,byhavinginmylastyearsatschooltoreadaloudtheAugsburgConfessiontotheassembledcongregationduringtheafternoonserviceoncertainspecifiedSundays,accordingtoanold-fashionedChurchcustom.38 IwasfilledwithadeepsenseofreverenceasIclimbed"Luther"spath,"thinkingatthesametimethatLutherhadleftmuchbehindstilltobedone,toberootedout,ortobebuiltup.ShortlybeforeMidsummerDay,asIhadarrangedwithmyfriend,IreachedFrankfurt.Duringmymanyweeks"journeyinthelovelyspringtime,mythoughtshadhadtimetogrowcalmandcollected.Myfriend,too,wastruetohisword;andweatoncesettoworktogethertoprepareaprosperousfutureforme.Theplanofseekingasituationwithanarchitectwasstillfirmly heldto,andcircumstancesseemedfavourableforitsrealisation;butmyfriendatlastadvisedmetosecurealivelihoodbygivinglessonsforatime,untilweshouldfindsomethingmoredefinitethanhadyetappeared.Everyprospectofaspeedyfulfilmentofmywishesseemedtooffer,andyetinproportionasmyhopesgrewmoreclear,acertainfeelingofoppressionmanifesteditselfmoreandmorewithinme.Isoonbeganseriouslytoaskmyself,therefore:— "Howisthis?Canstthoudoworkinarchitectureworthyofaman"slife?Canstthouuseittothecultureandtheennoblementofmankind?"Iansweredmyownquestiontomysatisfaction.YetIcouldnotconcealfrommyselfthatitwouldbedifficulttofollowthisprofessionconformablywiththeidealIhadnowsetbeforeme.Notwithstandingthis,Istillremainedfaithfultomyoriginalscheme,andsoonbegantostudyunderanarchitectwithaviewtofittingmyselfformynewprofession.Myfriend,unceasinglyworkingtowardstheaccomplishmentofmyviews,introducedmetoafriendofhis,HerrGruner,theheadmasteratthattimeoftheFrankfurtModelSchool,39 whichhadnotlongbeenestablished.HereIfoundopen-mindedyoungpeoplewhometmereadilyandingenuously,andourconversationsoonrangedfreelyoverlifeanditsmany-sidedaspects.Myownlifeanditsobjectwerealsobroughtforwardandtalkedover.Ispokeopenly,manifestingmyselfjustasIwas,sayingwhatIknewandwhatIdidnotknowaboutmyself."Oh,"saidGruner,turningtome,"giveuparchitecture;itisnotyourvocationatall.Becomeateacher.Wewantateacherinourownschool.Sayyouagree,andtheplaceshallbeyours."MyfriendwasforacceptingGruner"sproposal,andIbegantohesitate.Addedtothis,anexternalcircumstancenowcametomyknowledgewhichhastenedmy decision.Ireceivedthenewsnamely,thatthewholeofmytestimonials,andparticularlythose thatIhadreceivedinJena,whichwereamongstthem,hadbeenlost.Theyhadbeensenttoagentlemanwhotookalivelyinterestinmyaffairs,andIneverfoundoutthroughwhatmischancetheywerelost.InowreadthistomeanthatProvidenceitselfhadthusbrokenupthebridgebehindme,andcutoffallreturn.Ideliberatednolonger,buteagerlyandjoyfullyseizedthehandheldouttome,andquicklybecameateacherintheModelSchoolofFrankfurt-on-the-Main.40ThewatchwordofteachingandofeducationwasatthistimethenameofPESTALOZZI.ItsoonbecameevidenttomethatPestalozziwastobethewatchwordofmylifealso;fornotonlyGruner,butalsoasecondteacherattheschool,werepupilsofPestalozzi,andthefirst-namedhadevenwrittenabookonhismethodofteaching.Thenamehadamagneticeffectuponme,themoresoasduringmyself-developmentandself-educationithadseemedtomeanaspiration—asomethingperhapsnevertobefamiliarlyknown,yetdistinctenough,andatalleventsinspiriting.AndnowIrecalledhowinmyearlyboyhood,inmyfather"shouse,Ihadgotacertainpieceofnewsoutofsomenewspaperoranother,oratleastthatishowthematterstoodinmymemory.IgatheredthatinSwitzerlandamanofforty,wholivedretiredfromtheworld,—Pestalozzibyname,—hadtaughthimself,aloneandunaided,reading,writing,andarithmetic.JustatthattimeIwasfeelingtheslownessandinsufficiencyofmyowndevelopment,andthisnewsquietedme,andfilledme withthehopeandtrustthatI,too,might,throughmyownendeavour,repairthedeficienciesofmybringing-up.AsIhavegrownolderIhavealsofounditconsolatorytoremarkhowthecultureofvigorous,capablemenhasnotseldombeenacquiredremarkablylateinlife.AndingeneralImustacknowledgeitaspartofthegroundworkunderlyingmylifeandtheevolutionofmycharacter,thatthecontemplationoftheactualexistencesofrealmenalwayswroughtuponmysoul,asitwere,byafruitfulrainandthegenialwarmthofsunshine;whiletheisolatedtruthstheselivesenshrined,the principlesthosewholivedthemhadthoughtoutandembodiedinsomephraseoranother,fellaspreciousseed-corn,asitwere,orassolventsaltcrystalsuponmythirstyspirit.AndwhileonthisheadIcannothelpespeciallycallingtomindhowdeepandlastingwastheimpressionmadeuponmeinmylastyearatschoolbytheaccountsintheHolyScripturesofthelivesofearnestlystrivingyouthsandmen.Imentionithere,butIshallhavetoreturntothesubjectlateron.41NowtoreturntothenewlifewhichIhadbegun.ItwasonlytobeexpectedthateachthingandallthingsIheardofPestalozziseizedpowerfullyuponme;andthismoreespeciallyappliestoasketchynarrativeofhislife,hisaims,andhisstruggles,whichIfoundinaliterarynewspaper,wherealsowasstatedPestalozzi"swell-knowndesireandendeavour—namely,insomenookorcorneroftheworld,nomatterwhere,tobuildupaninstitutionfortheeducationofthepoor,afterhisownheart.Thisnarrative,especiallythe lastpointofit,wastomyheartlikeoilpouredonfire.Thereandthentheresolutionwastakentogoandlookuponthismanwhocouldsothinkandsoendeavourtoact,andtostudyhislifeanditswork.Threedaysafterwards(itwastowardstheendofAugust1805)IwasalreadyontheroadtoYverdon,42 wherePestalozzihadnotlongbeforeestablishedhimself.Oncearrivedthere,andhavingmetwiththefriendliestreceptionbyPestalozziandhisteachers,becauseofmyintroductionsfromGrunerandhiscolleagues,Iwastaken,likeeveryothervisitor,totheclass-rooms,andthereleftmoreorlesstomyowndevices.Iwasstillveryinexperienced,bothinthetheoryandpracticeofteaching,relyingchieflyinsuchthingsuponmymemoryofmyownschool-time,andIwasthereforeverylittlefittedforarigorousexaminationintodetailsofmethodandintothewaytheywereconnectedtoformawholesystem.Thelatterpoint,indeed,wasneitherclearlythoughtout,norwasitworkedoutinpractice.WhatIsawwastomeatonceelevatinganddepressing,arousingandalsobewildering. Myvisitlastedonlyafortnight.IworkedawayandtriedtotakeinasmuchasIcould;especiallyas,tohelpmeinthedutiesIhadundertaken,Ifeltimpelledtogiveafaithfulaccountinwritingofmyviewsonthewholesystem,andtheeffectithadproduceduponme.WiththisideaItriedtoholdfastinmymemoryallIheard.NeverthelessIsoonfeltthatheartandmindwouldalikecometogriefinamanofmydispositionifIweretostaylongerwithPestalozzi,muchasIdesiredtodoso.Atthattimethelifetherewasespeciallyvigorous; internallyandexternallyitwasaliving,moving,stirringexistence,forPrinceHardenberg,commissionedbytheAustrianGovernment,hadcometoexaminethoroughlyintoPestalozzi"swork.43ThefruitsofmyshortstaywithPestalozziwereasfollows:—Inthefirstplace,Isawthewholetrainingofagreateducationalinstitution,workeduponaclearandfirmly-settledplanofteaching.Istillpossessthe"teaching-plan"ofPestalozzi"sinstitutioninuseatthattime.Thisteaching-plancontains,inmyopinion,muchthatisexcellent,somewhatalsothatisprejudicial.Excellent,Ithought,wasthecontrivanceoftheso-called"exchangeclasses."44 Ineachsubjecttheinstructionwasalwaysgiventhroughtheentireestablishmentatthesametime.Thusthesubjectsforteachingweresettledforeveryclass,butthepupilsweredistributedamongstthevariousclassesaccordingtotheirproficiencyinthesubjectinhand,sothatthewholebodyofpupilswasredistributedinquiteadistinctdivisionforeachsubject.TheadvantageofthiscontrivancestruckmeassoundeniableandsoforciblethatIhaveneversincerelinquisheditinmyeducationalwork,norcouldInowbringmyselftodoso.Theprejudicialsideoftheteaching-plan,againstwhichIintuitivelyrebelled,althoughmyowntendenciesonthesubjectwereasyetsovagueanddim,lay,inmyopinion,initsincompletenessanditsonesidedness.Severalsubjectsofteaching andeducationhighlyimportanttotheall-roundharmoniousdevelopmentofaman seemedtomethrustfartoomuchintothebackground,treatedinstep-motherlyfashion,andsuperficiallyworkedout.Theresultsofthearithmeticalteachingastoundedme,yetIcouldnotfollowitintoitslargerapplicationsandwiderextent.Themechanicalrulesofthisbranchofinstructionseemedtowhirlmeroundandroundasinawhirlpool.TheteacherwasKrüsi.Theteaching,inspiteofthebrilliantresultswithinitsowncircle,andinspiteofthesharpnessofthequickenedpowersofperceptionandcomprehensioninthechildrenbywhichitattainedthoseresults,yet,tomypersonaltaste,hadsomethingtoopositiveinitssettingforth,toomechanicalinitsreception.AndJosiasSchmid45 hadalready,evenatthattime,felttheimperfectionofthisbranchofinstruction.Heimpartedtomethefirstground-principlesofhislaterworkonthesubject,andhisideasatoncecommandedmyapproval,forIsawtheypossessedtwoimportantproperties,manysidednessandanexhaustivescientificbasis.Theteachingofdrawingwasalsoveryincomplete,especiallyinitsfirstcommencement;butdrawingfromright-angledprismswithequalsides,invariouslengths,whichwasoneoftheexercisesrequiredatalaterstage,anddrawingothermathematicalfiguresbymeansofwhichthecomprehensionoftheformsofactualobjectsofevery-daylifemightbefacilitatedweremuchmoretomymind.Schmid"smethodofdrawinghadnotyetappeared. Inphysicalgeography,theusualschoolcourse,withitsmany-colouredmaps,hadbeenleftfarbehind.Tobler,anactiveyoungman,wastheprincipalteacherinthissection.Still,eventhisbranchhadfartoomuchpositiveinstruction46 forme.Particularlyunpleasanttomewasthecommencementofthecourse,whichbeganwithanaccountofthebottomofthesea,although thepupilscouldhavenoconceptionoftheirownastoitsnatureordimensions.Neverthelesstheteachingarousedastonishment,andcarriedoneinvoluntarilyalongwithitthroughtheimpressionmadebythelightning-quicknessoftheanswersofthechildren.InnaturalhistoryIheardonlythebotany.Theprincipalteacher,whohadalsopreparedtheplanofinstructioninthissubjectforalltheschool,wasHopf,liketherestanactiveyoungman.Theschoolcoursearrangedandcarriedoutbyhimhadmuchthatwasexcellent.Ineachseparateinstance—forexample,theshapeandpositionofleaves,flowers,etc.—hewouldfirstobtainallthepossiblevarietiesofformbyquestionandanswerbetweentheclassandhimself,andthenhewouldselectfromtheresultstheformwhichwasbeforetheminnature.Theselessons,whichwereinthiswaymadesoattractive,andwhosemeritsspokeforthemselves,showed,however,whenitcametopracticalapplication,anunpractical,Ihadalmostsaid,aself-contradictoryaspect.(When,afterwards,in1808,IvisitedYverdonforthesecondtime,IfoundtomyregretneitherToblernorHopfthere.) WiththemethodusedfortheGermanlanguageIcouldnotatallbringmyselfintosympathy,althoughithasbeenintroducedintolaterschoolbookselsewhere.Herealsothearbitraryandnon-productivestyleofteachingranstronglycountertomeateverystep.Singingwastaughtfromfigures.47 ReadingwastaughtfromPestalozzi"swell-known"A.B.C."[Memorandum.—Allthislaydarkwithinme,itsvalueunrecognisedevenbymyself.Butmyintellectualpositiontendedtobecomemoresettledbypassingthroughtheseexperiences.Astomystateatthetime,Ihave,asaccuratelyasmaybe,describeditabove,asatonceexaltedanddepressed,animatedanddull.ThatPestalozzihimselfwascarriedawayandbewilderedbythisgreatintellectualmachineofhisappearsfromthefactthathecouldnevergiveanydefiniteaccountofhisidea,hisplan,hisintention.Healwayssaid,"Goandseeforyourself"(verygoodforhimwhoknew how tolook,howtohear,howtoperceive);"itworkssplendidly!"48 Itwasatthattime,indeed,surprisingandinexplicabletomethatPestalozzi"slovingcharacterdidnotwineveryone"sheartasitwonmine,andcompelthestaffofteacherstodrawtogetherintoaconnectedwhole,penetratedwithlifeandintellectualstrengthineverypart.Hismorningandeveningaddressesweredeeplytouchingintheirsimplicity;andyetIremarkedinthemevenalreadyatthattimesomeslighttracesoftheunhappydissensionsafterwardstoarise.49] IleftYverdoninmid-October(1805)withasettledresolutiontoreturnthitherassoonaspossibleforalongerstay.AssoonasIgotbacktoFrankfurt,IreceivedmydefiniteappointmentfromtheConsistorium.50 TheworkthatawaitedmeuponmyarrivalfromSwitzerlandattheModelSchool(whichwas,infact,properlytwoschools,oneforboysandoneforgirls)wasashareinthearrangementofanentirelyneweducationalcourseandteaching-planforthewholeestablishment.Theschoolcontainedfourorfiveclassesofboysandtwoorthreeofgirls;altogetherabouttwohundredchildren.Thestaffconsistedoffourpermanentmastersandninevisitingmasters.AsIthrewmyselfheartilyintotheconsiderationofthenecessitiesandthepresentpositionoftheschool,andoftheinstructiongiventhere,theworkingoutofthisplanwasleftalmostwhollyinmyhands,undertheconditionsimposeduponus.TheschemeIproducednotonlysucceededinwinningtheapprobationoftheauthorities,butproveditselfduringalongperiod ofservicebeneficialinthehighestdegree,bothtotheinstitutionitselfandtoitsefficiency;notwithstandingthatitputtheteacherstosomeconsiderablepersonalinconvenience,aswellasmakinglargerclaimsupontheirtimethanwasusual.Thesubjectsofinstructionwhichfelltomysharewerearithmetic,drawing,physicalgeography,andGerman.Igenerallytaughtinthemiddleclasses.InalettertomybrotherIspokeoftheimpressionmadeuponmebymyfirstlesson toaclassofthirtyorfortyboysrangingfromninetoeleven;itseemedasifIhadfoundsomethingIhadneverknown,butalwayslongedfor,alwaysmissed,asifmylifehadatlastdiscovereditsnativeelement.Ifeltashappyasthefishinthewater,thebirdintheair.ButbeforeIpursuethissideofthedevelopmentofmylifeImusttouchuponanotherwhichwasfarmoreimportanttotheevolutionofmycharacterasman,asteacher,andaseducationist,andwhich,indeed,soonabsorbedthefirstwithinitself.Notlongaftermyoldfriend,tomeetwithwhomIhadcometoFrankfurt,hadintroducedmetoGruner,hewentbackhimselftohisworkasprivatetutor.Afterwardsheheardofafamily(inFrankfurt)desiringaprivatetutorforthesons.Sincehecouldnotintroducemepersonallytothisfamilyhedidsobyletter,andseveralweeksbeforemyjourneytoYverdonhehad,infact,writtentothemaboutmeinverykindlyterms.Itwasforthreesonsprincipallythatinstructionandeducationwererequired.Theycametoseeme,andaftertheyhadgonetheirpersonalpeculiaritiesandtheirpreviousteachingandtraining,withtheresults,werefullydescribedtome,andIwasthenconsultedastotheirfutureeducation.Nowtoeducationasanobject51 Ihadintruthneveryetgivenathought,andthequestionthrewmeintogreatperplexity.Neverthelessitrequiredananswer,andmoreoverapreciseanswer. InthelifeandcircumstancesoftheseladsIdiscoveredfrequentsimilaritieswithmyownboyhood,whichsprangtomymemoryasIlistened.Icouldthereforeanswerthequestionswhichwere puttomeoutofthedevelopmentandeducationalexperiencesofmyownlife;andmyreply,tornasitwasfromactuallife,keenlyfeltandvigorouslyexpressed,boreuponitthestampoftruth.Itwassatisfactorytotheparents;andeducation—development,whichhithertohadbeensubjectivealoneforme—thatis,asself-development—nowtookanobjectiveform,achangewhichwasdistinctlypainfultome.Long,longitwasbeforeIcouldbringthisbusinessofeducationintoaformexpressiblebywords.Ionlykneweducation,andIcouldonlyeducate,throughdirectpersonalassociation.This,then,Icultivatedtothebestofmypower,followingthepathwhithermyvocationandmylifenowcalledme.Tosaytruth,Ihadasilentinwardreluctancetowardsprivatetutorship.Ifelttheconstantinterruptionsandthepiece-mealnatureoftheworkinseparablefromtheconditionsofthecase,andhenceIsuspectedthatitmightwantvitality;butthetrustingindulgencewithwhichIwasmet,andespeciallytheclear,bright,friendlyglancewhichgreetedmefromthetwoyoungerlads,decidedmetoundertaketogivetheboyslessonsfortwohoursaday,andtosharetheirwalks.TheactualteachingwastobeinarithmeticandGerman.Thefirstwassoonarranged.IsimplyfollowedPestalozzi"scourse.ButastothelanguageIencounteredgreatdifficulties.Ibeganbyteachingitfromtheregularschool-booksthenused,andindeedstillinuse.Iprepared myselftothebestofmyabilityforeachlesson,andworkedupwhateverIfeltmyselfignorantofinthemostcarefulanddiligentway.Butthemodeofteachingemployedinthesebooksfrustratedmyefforts.Icouldneithergetonmyselfnorgetmypupilsonwithit.SoIbegantotakeformymethodPestalozzi"s"Mothers"Book."Inthiswaywewentonmuchbetter,butstillIwasnotsatisfied;and,indeed,ImaysaythatforaverylongtimenosystemofinstructioninGermandidsatisfyme.Inarithmetic,byusingthe"TablesofUnits"52 inPestalozzi"s pamphlet,IarrivedatthesameresultswhichIhadseeninSwitzerland.Veryoftenmypupilshadtheanswerreadywhenthelastwordofthequestionhadscarcelybeenspoken.YetIpresentlyfoundoutsomedefectsinthismethodofteaching,ofwhichIshallspeaklateron.53Whenwewereoutwalkingtogether,Iendeavouredtomyutmosttopenetrateintothelivesofthechildren,andsotoinfluencethemforgood.Ilivedmyownearlylifeoveragain,butinahappierway,foritnowlayclearandintelligiblebeforemeinitsspecialaswellasitsgeneralcharacteristics.Allmythoughtsandworkwerenowdirectedtothesubjectofthecultureandeducationofman.Thisperiodofmylifebecamefullofzeal,ofactivedevelopment,ofadvancingculture,and,inconsequence,ofhappiness.AndmylifeintheModelSchoolalso,withmyboysandwithmyexcellentcolleagues,unusuallyclevermen,wasveryelevatingandencouraging. Owingtothepositionandsurroundingsoftheschoolbuildings,which,thoughnotapparentlyextensiveasseenfromthestreet,containedaconsiderablecourtyardandaspaciousgarden,thescholarsenjoyedperfectfreedomofexercise,andcouldplayjustastheylikedincourtyardorgarden;withtheresult,moreover,oftherebyaffordingamostimportantopportunitytothevariousteachersofbecomingreallyintimatewiththecharactersoftheboystheytaught.Andtheregrewupoutofallthisavoluntaryresolutiononthepartoftheteachersthateveryteachershouldtakehisboysforawalkonceaweek.Eachadoptedthemethodhelikedbest;somepreferredtooccupythetimeofthewalkoverapermanentsubject;otherspreferredleavingthesubjecttochance.Iusuallyoccupiedmyclasswithbotanising;andalsoasgeographicalmaster,Iturnedtheseoccasionstoprofitbyleadingonmyboystothinkforthemselvesandtoapprehendtherelationsofvariouspartsoftheearth"ssurface:ontheseandotherperceptionsgainedinthiswayIbasedmyinstructioninphysiography,makingthemmypointofdeparture.Thetownwasatoncemystarting-placeandmycentre.From itIextendedourobservationstotherightandtotheleft,onthissideandonthat.ItooktheriverMainasabaseline,justasitlay;orIusedthelineofhillsorthedistantmountains.Isettledfirmlythedirectionofthefourquartersofthecompass.IneverythingIfollowedtheleadingofNatureherself,andwiththedatasoobtainedIworkedoutarepresentationoftheplacefromdirectobservation,andonareducedscale,insomelevelspotofgroundorsandy tractcarefullychosenforthepurpose.Whenmyrepresentation(ormap)wasthoroughlyunderstoodandwellimpressedoneveryone"smind,thenwereconstructeditinschoolonablackboardplacedhorizontally.Themapwasfirstsketchedbyteachersandpupilsbetweenthem,andtheneachpupilhadtodoitbyhimselfasanexercise.Theserepresentationsoftheearth"ssurfaceofourshadaroundcontour,resemblingthecircularoutlineofthevisiblehorizon.Atthenextpublicexaminationoftheschool,Iwasfortunateenough,althoughthisfirstattemptwasfullofimperfections,towintheunanimousapprovaloftheparentspresent;andnotonlythat,buttheespecialcommendationofmysuperiors.Everyonesaid,"Thatishowphysiography54 shouldbetaught.Aboymustfirstlearnallabouthishomebeforehegoesfurtherafield."Myboyswereaswellacquaintedwiththesurroundingsofthetownaswiththeirownroomsathome;andgaverapidandstrikinganswersastoallthenaturalpeculiaritiesoftheneighbourhood.Thiscoursewasthefountain-headoftheteachingmethodwhichIafterwardsthoroughlyworkedout,andwhichhasnowbeeninuseformanyyears.InarithmeticIdidnottakethelower,butthemiddleclasses;andherealsomyteachingreceivedcheeringencomiums.IndrawingIalsotaughtthemiddleclasses.Mymethodinthissubjectwastoworkatthethoroughcomprehensionandtherepresentationofplanesand solidsinoutline,risingfromthesimplestformstocomplexcombinations.Inotonlyhadthegratificationofobtaininggoodresults,whichthoroughlysatisfiedthosewhotestedthem,butalsoofseeingmypupilsworkwithpleasure,withardour,andwithindividuality. Inthegirls"schoolIhadtoteachorthography55 inoneoftheelementaryclasses.Thislesson,ordinarilystandingbyitself,disconnectedwithanything,Ibaseduponcorrectpronunciation.56 Theteachingwasimperfect,certainly;butitneverthelessgainedanunmistakablecharmforbothteacherandpupils;and,finally,itsresultswereverysatisfactory.Inoneoftheotherclassesofthegirls"schoolItaughtpreparatorydrawing.Itookthisbycombinationsofsinglelines;butthemethodwaswantinginalogicallynecessaryconnection,sothatitdidnotsatisfyme.Icannotrememberwhethertheresultsofthisteachingwerebroughttothetestornot.Suchwastheoutcomeofmyfirstattemptsasateacher.Thekindindulgenceandapprovalgrantedtome,morebecauseofmygoodintentionsandthefireofmyzealthanformyactualperformance,spurredmeontoplungedeeperintotheinquiryastothenatureoftrueteaching.Butthewholesystemofalargeschoolmusthaveitssettledform,withitspreviously-appointedteaching-coursearrangedastotimesandsubjects;andeverythingmustfitinlikeapieceofclockwork.Mysystem,ontheotherhand,calledonlyforreadysensesandawakenedintellect.Setformscouldonlytoleratethisview ofeducationsofarasitservedtoenlivenandquickenthem.ButIhaveunfortunatelyagainandagainobservedduringmycareer,thateventhemostactivelife,ifitsactivityanditsvitalitybenotproperlyunderstoodandurgedeveronward,easilystiffensintobonyrigidity.Enough,mymind,nowfullyawakened,couldnotsufferthesesetforms,necessarythoughtheywere;andIfeltthatImustseekoutsomepositioninwhichmynaturecouldunfolditselffreelyaccordingtotheneedsofthedevelopmentofmylifeandofmymind.Thislongingendeavouroflifeandmind,whichcouldnotsubmittothefettersofexternallimitations,mayhavebeenthemoreexaggeratedatthetimebymybecomingacquaintedwithArndt"s"FragmentsonHumanCulture,"57 whichIhadpurchased.Thisbooksatisfiedatoncemycharacter,myresolves,andmy aspirations;andwhathithertolayisolatedwithinmewasbroughtintoorderedconnectionthroughitspages,whileideaswhichpossessedmewithoutmyperceivingthemtookdefiniteformandexpressionasthebookbroughtthemtolight.Indeed,IthoughtthenthatArndt"sbookwasthebibleofeducation.InthosedaysIspokeofmylifeandmyaimsinthefollowingwords:"IdesiretoeducatemenwhosefeetshallstandonGod"searth,rootedfastinNature,whiletheirheadtowersuptoheaven,andreadsitssecretswithsteadygaze,whoseheartshallembracebothearthandheaven,shallenjoythelifeofearthandnaturewithallitswealthofforms,andatthesametimeshallrecognise thepurityandpeaceofheaven,thatunitesinitsloveGod"searthwithGod"sheaven."InthesephrasesInowseemyformerlifeandaimsvividlybroughtbeforemeasinapicture.LittlebylittleadesiregainedstrengthwithinmetofreemyselffrommyengagementattheModelSchool,towhichIhadboundmyselfasteacherforatleastthreeyears.Theheadmaster(Gruner),whomIhavealreadynamed,wassufficientlyastudentofmentohaveperceivedthatsoexcitableamanasIcouldneverworkharmoniouslyinsuchaninstitutionasthatwhichhedirected;soIwasreleasedfrommyengagement,undertheconditionthatIshouldprovideasuitablesuccessor.Fatewaspropitioustomeoncemore.IfoundayoungprivatetutorwithwhomIhadlongbeeninfriendlycorrespondence,andwhohadallthosequalitieswhichwerelackinginme.Hewasnotonlythoroughlyproficientinthegrammarofhismothertongue(German),butalsointhegrammaroftheclassicaltongues;and,ifIamnotmistaken,inFrenchalso.HehadaknowledgeofgeographyfarbeyondanythingIcouldboast,wasacquaintedwithhistory,knewarithmetic,possessedsomefamiliaritywithbotany,—muchgreater,indeed,thanIsuspected.Andwhatwasworthmorethanallthis,hewasfullofvigourinmind,heart,andlife.Thereforetheschoolwaseverywaythegainerbymydeparture,sogreatlythegainerindeed,thatfromthattimenofurtherchangehasbeennecessary.Thatsameteacherstilllivesandworksinthatsamepost.58 BeforeIbeginanewchapterofmycareer,thereareyetafewthingswhichneedmention.ToknowFrenchwasatthattimetheorderoftheday,andnottoknowitstampedamanatonceasofaverylowdegreeofculture.ToacquireaknowledgeofFrench,therefore,becameoneofmychiefaimsatthemoment.ItwasmygoodfortunetoobtaininstructionfromanunrivalledteacherofFrench,M.Perrault,aFrenchmanbybirth,whostill,eventhoughanoldman,diligentlyworkedatthestudyofhismothertongue,andwhoatthesametimewroteandspokeGermanwithelegance.Ipursuedthestudywithardour,takingtwolessonsaday,becauseIdesiredtoreachacertainproficiencybyagiventime.Slow,however,weremysteps,forIwasfarfromhavingasufficientknowledgeofmyowntonguewhereontobuildabridgethatmightcarrymeintoFrench.InevercouldproperlyacquirewhatIdidnotfullyunderstandinsuchawaythatithadalivingmeaningforme;andsofromallthegenuinezealandconsiderablecostwhichIspentoverthisstudyIgainedbynomeansacorrespondingresult;butIdidlearnagooddeal,muchmoreeventhanIthenknewhowtoturntoaccount.MyteachercastononesidealltheusualgrammaticaldifficultiesofFrenchstudy,heaimedatimpartingthelanguageasalivingthing.ButIwithmyignoranceoflanguagecouldnotcompletelyfollowthisfreemethodofteaching;andyet,nevertheless,Ifeltthattheteacherhadfullygraspedthemeaningandthemethodofhiswork,andIalwaysenjoyedthelessonsonthisaccount.Hewasespeciallysuccessfulin accustomingmyeartotheFrenchpronunciation,alwaysseparatingandreducingittoitssimplesoundsandtones,andnevermerelysaying"thisispronouncedliketheGerman p,or b,or ä,or ö,"etc.ThebestthingresultingfromthiscourseofstudywasthecompleteexposureofmyignoranceofGermangrammar.ImustdomyselfthejusticetosaythatIhadgivenmyselfextraordinarytroubleovertheworksofthemostcelebratedGermangrammarians,tryingtobringlifeandinterconnectionorevenalogicalconsequenceintoGermangrammar;butIonlyconfusedmyselftheworsethereby.Onemansaidonething,anotherquitethereverse;andnotoneofallofthem,asfarasIcouldsee,hadeducedhistheoriesfrom thelifeandnatureofthespeechitself.Iturnedawayasecondtime,quitedisheartened,fromtheGermangrammarians,andoncemoretookmyownroad.Butunfortunatelythedryformsofgrammarhad,quiteagainstmyownwill,stucklikescalesovermyeyes,dimmingmyperceptions;Icouldfindnomeanstoridmyselfofthem,andtheywroughtfatallyuponmenowandlongafterwards.ThemorethoroughlyIknewthemthemoretheystiffenedandcrushedme.Mydeparturefromtheschoolwasnowarranged,andIcouldletmymindpursueitsdevelopmentfreeandunshackled.Asheretofore,sonowalso,mykindlyfatecamelovinglytomyhelp:Icanneverspeakofitwithsufficientthankfulness.ThethreeladstowhomIhadhithertogivenprivateinstructioninarithmeticandlanguagenowneededatutor,astheirformertutorwasleavingthem.Theconfidentialchargewaslaiduponme,becauseIofallmen bestknewtheirnatureanditsneeds,ofseekingoutsomefitteacherandeducatorforthemfromamongstmyacquaintance.Asformyselfthistutorbusinesslayfarfrommyownthoughts,andIthereforelookedroundmeineverydirection,andwithallearnestness,forsomeoneelse.AmongstothersIappliedtomyeldestbrother,tellinghimmyviewsastothenecessaryrequirementsofatrueeducator.Mybrotherwrotebackverydecidedlyandsimply,thathecouldnotproposeanyonetomeasateacherandeducatorwhowouldfulfiltherequirementsIhadsetforth,andfurther,hedidnotthinkIshouldeverbeabletofindsuchaperson;forifoneshouldbefoundpossessingampleknowledgeandexperienceoflifeinitsexternalaspects,hewouldbedeficientinavigorousinnerlifeofhisown,andinthepowertorecogniseandfosteritinhimselfandhispupils;and,ontheotherhand,anothermanwhomighthavethispowerwouldbedeficientinthefirst-named(practical)qualities.Ireportedtheresultofmylabours.Itcausedmuchdisappointment,indeeditcouldnotbeotherwise,becausethewelfareofthechildrenwasreallysought,inallloveandtruth,andthehighestandbestobtainableatthatdaywasdesiredontheirbehalf.Thefamilydidnotventuretopressthepostuponmepersonally,knowingmyloveoffreedomandindependence.Sostoodmattersforseveralmonths.Atlast,movedbymy earnestaffectionforthelads,andbymycaretodeservetheconfidencewithwhichtheirmother hadentrustedtomyhandstheprovisionfortheireducation,Iendeavouredtolookatthingsfromthepointofviewoftheirparents.Thisbroughtmeatlasttothedeterminationtobecomemyselftheeducatorandteacherofthelads.Afterahardstrugglewithmyself,thehardestandmostexhaustingIhadundergoneforalongtime,Imadeknownmydecision.Itwasthankfullyreceived,andunderstoodquiteinthespiritwhichhadactuatedmeinformingit.IcommunicatedmydecisiontoGruner,withwhomIstillkeptinthefriendliestrelation.Helookedatmewithdownrightastonishment,andsaid,"Youwillloseallhopesofthepositionyouhavesolongsoughtandwaitedfor."IrepliedthatIshouldprotectmyselfastomypositionandmyrelationswithothersbyaverydefinitewrittencontract.Towhichthemanofexperienceretorted,"Certainly,andeverythingwillbepunctuallyfulfilled,sothatyoucannotsaythatanyoneconditionofallthoseyoustoodoutsofirmlyforhasfailedtobeobserved;neverthelessyouwillfindyouwillloseonallpoints."Sospakeexperiencedshrewdness,andwhathadItosetagainstit?Ispokeoftheeducationalnecessitiesandwantsofthesechildren."Good,"saidhe,"thenyouwillleaveyourowneducationalnecessitiesandyourownwantsoutofthequestion?"Howitmortifiedme,thatworldlywisdomshouldbeabletospeakthus,andthatIwasunabletocontrovertit!Wetalkednomoreaboutthematter. Andkeenaswastheinternalconflictoverthisdecisionandthisresolveofmine,equallykeenwastheexternalcontestwhichIhadtowageinenteringonmynewpost.Therewere,namely,twoimmutableconditionsinouragreement.OnewasthatIshouldneverbecompelledtoliveintownwithmypupils,andthatwhenIbeganmydutiesmypupilsshouldbehandedoverentirelytomycare,withoutanyrestriction;thattheyshouldfollowmeintothecountry,andthereformarestrictedandperfectlyisolatedcircle,andthatwhentheyreturnedtotownlifemydutiesaspreceptorshouldbeatanend.Thetimeforbeginningmynewcareerdrewnigh.Asthestipulateddwellingformyselfandmypupilswasnotyetready, Iwasexpectedtotakeupmyabode,forafewdays,withmypupilsintheirtownhouse.ButIfeltthatitwasclearthattheleastwantoffirmnessattheoutsetwouldendangermywholeeducationalplan;therefore,Istoodfirm,andindeedgainedmypoint,thoughatthepriceofbeingcalledheadstrong,self-willed,andstubborn.Thatmyassumptionofmypostwasattendedwithasharpcontestwasaverygoodandwholesomedisciplineforme.Itwasthefittinginaugurationofapositionandasphereofworkwhichwashenceforthtobeattended,forme,withperpetualandnever-endingstrife.Butastothisfamilyandallitsmembers,myearnestunbendingmaintenanceofmyresolvehadamostwholesomeeffectuponthem,eventowinninginthe endtheircomprehensionandapproval,thoughthiswaslaterandlongafterIhadquittedthesituation.Itwastenorelevenyearsafterwards—thatis,fourorfiveyearsaftermydeparture—thatthemotheroftheseladsexpressedherentireapprovaloftheadamantineperseveranceIhadexhibitedinmyconvictions.IenteredmynewsphereofeducationalworkinJuly1807.Iwastwenty-fiveyearsold,asfarasyearswent,butyoungerbyseveralyearsinregardtothedevelopmentofmycharacter.IneitherfeltmyselfsooldasIwas,norindeedhadIanyconceptionorrealisationofmyage.Iwasonlyconsciousofthestrengthandstrivingofmylife,theextentofmymentalculture,thecircumstancesofmyexperienceintheworld,andespeciallyof—whatshallIcallit?—theshiftlessnessandundevelopedstateofmycultureasfarasitshelplessnesswiththeexternalworldwasconcerned,ofmyignoranceoflifebothastowhatitreallywas,andhowitshowedinitsouteraspect.Thestateofmyculturewassuchasonlytoservetoplungemeintoconflict,throughthecontradictionandoppositioninwhichIfoundmyselfhenceforwardwithallexistingmethods;andconsequentlythewholeperiodofmytutorialcareerwasonecontinualcontest.Itwasasalutarythingformethatthiswasmyappointedlotfromtheverybeginning.NowandlateronIwasthereforeabletosaytomyselfbywayofconsolationandencouragement:"Youknewbeforehandjusthowitwouldbe." Still,unpleasantnessseldomarrivesinexactlythemannerexpected,andtheunexpected isalwaysthehardesttobear.Thusitwaswithmeinthiscase;mysituationseemedtocontaininsurmountabledifficulties.Isoughtthebasisfortheminimperfectculture;andthecauseofthedisconnectednatureofthecultureIhadbeenabletoattain,lay,soIperceived,intheinterruptionswhichmarredmyuniversitycareer.Educatorandteacher,however,Ihaddeterminedtobecomeandtoremain;andasfarasIcouldknowmyownfeelingsandmyownpowers,Imustandwouldworkoutmyprofessioninanindependentfreefashionofmyown,foundedontheviewofmanandhisnatureandrelationshipswhichhadnowbeguntodawnuponme.Yeteverymanfindsitaboveallthingsdifficulttounderstandhimself,andespeciallyhardwasitinmyowncase.IbegantothinkthatImustlookforhelpoutsidemyself,andseektoacquirefromotherstheknowledgeandexperienceIneeded.Andthustherecametomeonceagaintheideaoffittingmyselfbycontinuingmyuniversitystudiestobecomefounder,principal,andmanagerofaneducationalestablishmentofmyown.ButthefactwastobeconsideredthatIhadturnedawayfromtheeducationalpathonwhichIhadentered.Now,whentheimperfectionofmytrainingpresseditselfuponme,InotonlysoughthelpfromNatureasofold,thatschoolallottedtomebyfate,butIturnedalsoforassistancetomyfellow-menwhohaddividedoutthewholefieldofeducationandteachingintoseparatedepartmentsofscience,andhadaddedtothesetheassistanceofarichliterature.Thisneedofhelpsotroubled andoppressedme,andthrewmywholenatureintosuchconfusion,thatIresolved,assoonasmightbe,oncemoretoproceedtooneoftheuniversities,andnecessarily,therefore,torelinquishasspeedilyaspossiblemyoccupationasaneducator.AsIalwaysdiscussedeverythingimportantwithmybrother,Iwrotetohimonthisoccasionasusual,tellinghimofmyplansandofmyresolve.Butforthistime,atleast,mynaturewasabletoworkoutitsdifficultywithouthishelp.IsooncametoseethatIhadfailedtoappreciatemyposition,andhadmisunderstoodmyself;and,therefore,beforeIhadtimetogetananswerfrommybrothertomyfirstletterIwrotetohimagain,tellinghimthatmyuniversityplanshadbeengivenup,andthatmy fixedresolvenowwastoremainatmypost.Herejoiceddoublyatmydecision,becausethistimehewouldhavebeenunabletoagreewithme.59NosoonerhadIfirmlycometomydecisionthanIbegantoapplymythoughtsvigorouslytothesubjectsofeducationandinstruction.Thefirstthingthatabsorbedmewastheclearconvictionthattoeducateproperlyonemustsharethelifeofone"spupil.Thencamethequestions,"Whatiselementaryeducation?andofwhatvaluearetheeducationalmethodsadvocatedbyPestalozzi?Aboveall,whatisthepurposeofeducation?"Inansweringthequestion,"Whatisthepurposeofeducation?"Ireliedatthattimeuponthefollowingobservations:Manlivesinaworldofobjects, whichinfluencehim,andwhichhedesirestoinfluence;thereforeheoughttoknowtheseobjectsintheirnature,intheirconditions,andintheirrelationswitheachotherandwithmankind.Objectshaveform,measurement,andnumber.Bytheexpression,"theexternalworld,"atthistimeImeantonlyNature;mylifewassoboundupinnaturalobjectsthatIaltogetherpassedbytheproductionsofman"sartormanufacture.Thereforeforalongtimeitwasanefforttometoregardman"shandiwork,withPestalozzi"sscholars,ToblerandHopf,asapropersubjectforelementaryculture,anditbroadenedmyinwardandoutwardglanceconsiderablywhenIwasabletolookupontheworldoftheworksofmanasalsopartofthe"externalworld."InthiswayIsought,totheextentofsuchpowersasIconsciouslypossessedatthattime,tomakeclearthemeaningofallthingsthroughman,hisrelationswithhimself,andwiththeexternalworld.Themostpregnantthoughtwhicharoseinmeatthisperiodwasthis:Allisunity,allrestsinunity,allspringsfromunity,strivesforandleadsuptounity,andreturnstounityatlast.Thisstrivinginunityandafterunityisthecauseoftheseveralaspectsofhumanlife.Butbetweenmyinnervisionandmyouterperception,presentation,andactionwasagreatgulffixed. Thereforeitseemedtomethateverythingwhichshouldorcouldberequiredforhumaneducationandinstructionmustbenecessarilyconditioned andgiven,byvirtueoftheverynatureofthenecessarycourseofhisdevelopment,inman"sownbeing,andintherelationshipsamidstwhichheisset.Aman,itseemedtome,wouldbewelleducated,whenhehadbeentrainedtocarefortheserelationshipsandtoacknowledgethem,tomasterthemandtosurveythem.Iworkedhard,severelyhard,duringthisperiod,butboththemethodsandtheaimsofeducationcamebeforemeinsuchanincoherentheap,sosplitupintolittlefragments,andsoentirelywithoutanykindoforder,thatduringseveralyearsIdidnotmakemuchprogresstowardsmyconstantpurposeofbringingalleducationalmethodsintoanorderlysequenceandalivingunity.Asmyhabitualandthereforecharacteristicexpressionofmydesiresthenran,Ilongedtosee,toknow,andtoshowforth,allthingsininter-connection.Formygoodfortune,howevertherecameoutaboutthattimecertaineducationalwritingsbySeller,60 JeanPaul,61 andothers.Theysupportedandelevatedme,sometimesbytheirconcurrencewithmyownviews,expressedabove,sometimesbytheverycontrary.ThePestalozzianmethodIknew,itistrue,initsmainprinciples,butnotasalivingforce,satisfyingtheneedsofman.Whatespeciallylayheavyuponmeatthistime,however,painfullyfeltbymyselfthoughnotapparenttomypupils,wastheutterabsenceofanyorganisedconnectionbetweenthesubjectsofeducation.Joyfulandunfetteredworkspringsfromtheconceptionofall thingsasonewhole,andformsalifeandalifework inharmonywiththeconstitutionoftheuniverseandrestingfirmlyuponit.ThatthiswasthetrueeducationIsoonfeltferventlyconvinced,andsomyfirsteducationalworkconsistedmerelyinbeingwithmypupilsandinfluencingthembythepowerofmylifeandwork;morethanthisIwasnotatallinapositiontogive.Oh,whyisitthatmanknowssoillandprizessolittletheblessingsthathepossessesforthefirsttime?WhenInowseektomakemyselfclearastotheproperlifeandworkofaneducator,mynotesofthattimerisefreshandfairtomeetme.Ilookbackfromnowintothatchildhoodofmyteacher"slife,andlearnfromit;justasIlookbackintothechildhoodofmyman"slife,andsurveythat,andlearnfromthat,too.Whyisallchildhoodandyouthsofullofwealthandsounconsciousofit,andwhydoesitloseitwithoutknowingitonlytolearnwhatitpossessedwhenitisforeverlost?Oughtthisalwaystobeso?Oughtittobesoforeverychild,foreveryyouth?Willnotatimecomeatlast,comeperhapssoon,whentheexperience,theinsight,theknowledgeofage,andwisdomherself,shallbuildupadefence,ashelter,aprotectionforthechildhoodofyouth?Ofwhatusetomankindistheoldman"sexperienceandthegreybeard"swisdomwhentheysinkintothegravewiththeirpossessors? Atfirstmylifeandmyworkwithmypupilswasconfinedwithinnarrowlimits.Itconsistedinmerelyliving,lounging,andstrollingintheopenair,andgoingforwalks.AlthoughIwasdisgustedwiththemethodsoftowneducation,IdidnotyetventuretoconvertlifeamidstNatureintoaneducationalcourse.Thatwastaughtmebymyyoungpupilsthemselves;andasfromthecircumstancesofmyowncultureIeagerlyfosteredtomyutmosteverybuddingsenseforNaturethatshoweditself,theresoondevelopedamongstthemalife-encompassing,life-giving,andlife-raisingenjoymentofnaturalobjects.Inthefollowingyear62 thiswayoflifewasfurtherenhancedbythefathergivinghissonsapieceofmeadowlandforagarden,atthecultivationofwhichwe accordinglyworkedincommon.Thegreatestdelightofmypupilswastomakelittlepresentsoftheproduceoftheirgardentotheirparentsandalsotome.Howtheireyeswouldgleamwithpleasurewhentheywerefortunateenoughtobeabletoaccomplishthis.Prettyplantsandlittleshrubsfromthefields,thegreatgardenofGod,weretransplantedbyustothechildren"sgardens,andtherecarefullytended.Greatwasthejoy,especiallyofthetwoyoungerones,whensuchacolonistfranklyenrolledhimselfamongstthecitizensofthestate.Fromthistimeforthmyownchildhoodnolongerseemedwasted.Iacknowledgedhowentirelydifferentathingisthecultivationofplants,toonewhohaswatchedthemandstudiedtheminallthestagesoftheirownfreedevelopment,fromwhatitistoonewhohasalwaysstoodalooffromNature. Andherealready,livingcheerfullyandjoyfullyinthebosomofNaturewithmyfirstpupils,Ibegantotellmyselfthatthetrainingofnaturallifewascloselyakintothetrainingofhumanlife.Fordidnotthosegiftsofflowersandplantsexpressappreciationandacknowledgmentoftheloveofparentsandteacher?Weretheynottheoutcomeofthecharacteristiclovingnessandtheenthusiasticthankfulnessofchildhood?Achildthatofitsownaccordandofitsownfreewillseeksoutflowers,caresforthem,andprotectsthem,sothatinduetimehecanweaveagarlandormakeanosegaywiththemforhisparentsorhisteacher,canneverbecomeabadchild,awickedman.Suchachildcaneasilybeledtowardslove,towardsthankfulness,towardsrecognitionofthefatherlinessofGod,whogiveshimthesegiftsandpermitsthemtogrowthathe,asacheerfulgiverinhisturn,maygladdenwiththemtheheartsofhisparents.Thattimeofconflictcontainedwithinitanelementofspecialandpeculiarmeaningtomyself.Itbroughtbeforememypastlifeinitsmanyvariousstagesofdevelopment;andespeciallythechiefeventswhichhadformedandinfluencedit,withtheircausesandtheireffects.Anditalwaysseemedtomeofparticularimportancetogobackupontheveryearliestoccurrencesinmylife.Butoftheactualmattersoffactofmyearliestyearsveryfewtracesnowremained;formymother,whocouldhavekepttheminhermemoryforme,andfromwhomIcouldnowhave learntthem,haddiedevenbeforemylifehadreallyawakened.Amongstthefewrelicsremainingtomewasawrittenaddress frommygodmother(theso-calledBaptismalLetter),whichshehadsentmeimmediatelyaftermybaptism,accordingtotheThuringiancustomofthetime,asasortofportionordowryformyentranceintolife.Ithadcomeintomypossessionafterthedeathofmyfather.Thisletter,ofasimple,Christian,tenderlyreligious,womanlysoul,expressedinplainandaffectingtermsthetruerelationoftheyoungChristiantothattowhichbyhisbaptismhehadbecomebound.Throughthesewordstheinnerlifeofbothmindandsoul,ofmyboyhoodandofmyyouth,wasbroughtbeforemewithallitspeaceandblessedness;andIcouldnothelpseeinghowmuchthatIthenlongedforhadsincecometopass.Mysoul,uponthisthought,regainedthatoriginalinspiriting,enlightening,andquickeningunityofwhichIstoodsomuchinneed.Butatthesametimealltheresolutionsofmyboyhoodandyouthalsorushedbackuponme,andmadeitmanifesthowmuchmorehadyettohappenbeforethey,too,wereaccomplished;andwiththemtheybroughtthememoryofthosetypesandidealswithwhichthefeebleboyishimaginationhadsoughttostrengthenitself.Butmylifehadbeenfartoomuchaninwardandstrictlypersonallifetohavebeenable,oreventohavedaredtostandforthinanyoutwardlydefiniteform,ortotakeanyfixedrelationtootherlives,exceptinmattersoffeelingandintelligence.Indeedthepowerofmanifestingmyselfproperlywasaverylateaccomplishmentwithme,andwas,infact,notgaineduntillongaftertherecommencementofmypresenteducationalwork.63 Icannotnowremember,duringallthetimeofthiseducationalwork,thatmypersonal lifestoodoutinanywayfromtheusualordinaryexistenceofmen;butbeforeIcanspeakwithcertaintyuponthispointImustprocureinformationastothecircumstancesofmyearlierlife.Thismuchisclear,thatmylifeatthetimeIamspeakingofhasremainedinmymemoryonlyinitsgeneralordinaryhumanaspect.Itistrue,however,thatthen,asalways inmylaterlife,itwasandeverhasbeenverydifficulttometoseparateinthoughtmyinnerlifefrommyouter,andtogivedefiniteformandoutwardexpressiontotheinnerlife,especiallyastoreligiousmatters.Idarenotdeny,thatalthoughthedefinitereligiousformsoftheChurchreachedmyheartreadilybothbywayoftheemotionsandbysincereconviction,andcleansedandquickenedme,yetIhavealwaysfeltgreatreluctancetospeakofthesedefinitereligiousformswithothers,particularlywithpupilsandstudents.Icouldnevermakethemsoclearandlivingtoasimplehealthysoulastheyweretomyself.FromthisIconcludethatthenaturallytrainedchildrequiresnodefiniteChurchforms,becausethelovingly-fostered,andthereforecontinuouslyandpowerfully-developedhumanlife,aswellastheuntroubledchild-lifealso,isandmustbeinitselfaChristianlife.IfurtherconcludethatachildtowhomthedeepertruthsoflifeorofreligionweregiveninthedogmaticpositiveformsofChurchcreedswouldimperativelyneedwhenayoungmantobesurroundedbypureandmanlylives,wherebythoserigidcreedsmightbeilluminatedandquickenedintolife.Otherwisethechildrunsgreatdangerofcastingawayhiswholehigherlifealongwiththedogmatic religiousformswhichhehasbeenunabletoassimilate.There,indeed,isthemostelevatedfaithtobefound,whereformandlifeworktowardsawhole,shedlightuponeachother,andgosidebysideinasisterlyconcord,liketheinwardlifewiththeoutwardlife,orthespecialwiththeuniversal.ButImustreturnfromthislongdigression,andresumetheaccountofmylifeandworkasaneducator.Bodilyexerciseswereasyetunknowntomeintheireducationalcapacity.Iwasacquaintedonlywithjumpingoveracordandwithwalkingonstiltsthroughmyownboyishpracticetherein.Astheyfellintonorelationwithourcommonlife,neitherwiththepursuitsandthoughtsofmypupilsnorwithmyown,weregardedthempurelyaschildishgames.WhattheyearbringstoamanintheseasonwhenNatureliesclearandopenbeforehim,thatitdoesnotbringtohimintheseasonwhenNatureismoreoftenlockedawayfromhisgaze.Andasthetwoseasonsbringdiversegifts,sodotheyrequire diversethingsinreturn.Inthelatterpartoftheyear,whenmanisperforcedrivenmoreuponhimself,hisoccupationsshouldtakeonmorenarrowlypersonalcharacteristics.Justasthewinter"slifewithnatureismorefixedandnarrowed,soalsoisthewinter"slifewithmen;therefore,aboy"slifeatthistimeneedsmaterialofsomedefinitefashion,orneedsfashionlessmaterialwhichcanbeshapedintodefinitefashion.Mypupilssooncametome,urgedbythisnewnecessity.Whatliferequiresthat lifeprovides,whereverlifeisorhasbeen;whatyouthrequiresthatyouthprovides,whereveryouthisorhasbeen.Andwhatthelaterman"sliferequiresfromaman,orfrommeningeneral,thatalsoisprovidedbytheboy"slifeandtheyouth"slifewhenthesehavebeengenuinelylivedthrough.Thedemandofmypupilssetmeuponthefollowingquestion:"Whatdidyoudoasaboy?Whathappenedtoyoutosatisfythatneedofyoursforsomethingtodoandtoexpress?Bywhat,atthesameperiodofyourlife,wasthisneedmostfullymet,orwhatdidyouthenmostdesireforthispurpose?"Thentherecametomeamemoryfromoutmyearliestboyhood,whichyieldedmeallIwantedinmyemergency.Itwastheeasyartofimpressingfiguresandformsbyproperlyarrangedsimplestrokesonsmoothpaper.64 Ihaveoftenmadeuseofthissimpleartinmylaterlife,andhaveneverfounditfailinitsobject;andonthisoccasion,too,itfaithfullyservedmypupilsandme,forourskill,atfirstweakbothonthepartofteacherandpupil,grewrapidlygreaterwithuse.Fromtheseformsimpresseduponpaperwerosetomakingformsoutofpaperitself,andthentoproducingformsinpaste-board,andfinallyinwood.Mylaterexperiencehastaughtmemuchmoreastothebestshapesandmaterialsforthestudyofforms,65 ofwhichIshallspeakinitsproperplace.Imust,however,permitmyselftodwellalittleuponthisextremelysimpleoccupationofimpressingformsonpaper,becauseattheproperageitquiteabsorbsaboy,andcompletely fillsandcontentsthedemandsofhisfaculties. Whyisthis?Itgivestheboy,easilyandspontaneously,andyetatthesametimeimperceptibly,precise,clear,andmany-sidedresultsduetohisowncreativepower.ManiscompellednotonlytorecogniseNatureinhermanifoldformsandappearances,butalsotounderstandherintheunityofherinnerworking,ofhereffectiveforce.ThereforehehimselffollowsNature"smethodsinthecourseofhisowndevelopmentandculture,andinhisgamesheimitatesNatureatherworkofcreation.Theearliestnaturalformations,thefixedformsofcrystals,seemasifdriventogetherbysomesecretpowerexternaltothemselves;andtheboyinhisfirstgamesgladlyimitatesthesefirstactivitiesofnature,sothatbytheonehemaylearntocomprehendtheother.Doesnottheboytakepleasureinbuilding,andwhatelsearetheearliestfixedformsofNaturebutbuilt-upforms?However,thisindicationthatahighermeaningunderliestheoccupationandgameswhichchildrenchooseoutforthemselvesmustforthepresentsuffice.Andsincethesespontaneousactivitiesofchildrenhavenotyetbeenthoroughlythoughtoutfromahighpointofview,andhavenotyetbeenregardedfromwhatImightalmostcalltheircosmicalandanthropologicalside,wemayfromdaytodayexpectsomephilosophertowriteacomprehensiveandimportantbookaboutthem.66 Fromthelove,theattention,thecontinuedinterestandthecheerfulnesswithwhichtheseoccupationsarepliedbychildrenotherimportantconsiderationsalsoarise,ofquiteadifferentcharacter. Aboy"sgamenecessarilybringshimintosomewiderorfullerrelationship,intorelationshipwithsomemoreelevatedgroupof ideas.Ishebuildingahouse?—hebuildsitsothathemaydwellinitlikegrown-uppeopledo,andhavejustsuchanothercupboard,andsoforth,astheyhave,andbeabletogivepeoplethingsoutofitjustastheydo.Andonemustalwaystakecareofthis:thatthechildwhoreceivesapresentshallnothavehisnaturecrampedandstuntedthereby;accordingtothemeasureofhowmuchhereceives,somuchmusthebeabletogiveaway.Infact,thisisanecessityforasimple-heartedchild.Happyisthatlittleonewhounderstandshowtosatisfythisneedofhisnature,togivebyproducingvariousgiftsofhisowncreation!Asaperfectchildofhumanity,aboyoughttodesiretoenjoyandtobestowtotheveryutmost,forhedimlyfeelsalreadythathebelongstothewhole,totheuniversal,tothecomprehensiveinNature,anditisaspartofthisthathelives;therefore,assuchwouldheaccordinglybeconsideredandsotreated.Whenhehasfeltthis,themostimportantmeansofdevelopmentavailableforahumanbeingatthisstagehasbeendiscovered.Withawell-disposedchildatsuchatimenothinghasanyvalueexceptasitmayserveforacommonpossession,forabondofunionbetweenhimandhisbelovedones.Thisaspectofthechild"scharactermustbecarefullynoticedbyparentsandbyteachers,andusedbythemasameansofawakeninganddevelopingtheactiveandpresentativesideofhisnature;whereforenone,noteventhesimplestgiftsfromachild,shouldeverbesufferedtobeneglected. Tosketchmyfirstattemptasaneducatorinonephrase,Isoughtwithallmypowerstogivemypupilsthebestpossibleinstruction,andthebestpossibletrainingandculture,butIwasunabletofulfilmyintentions,toattainmyend,inthepositionIthenoccupied,andwiththedegreeofculturetowhichIhadmyselfattained.Assoonasthishadbecomefullyevidenttome,itoccurredtomymindthatnothingelsecouldbesoserviceabletomeasasojournforatimewithPestalozzi.Iexpressedmyviewsonthisheadverydecidedly,andaccordingly,inthesummerof1808,itwasagreedthatIshouldtakemythreepupilswithmetoYverdon.SoitsoonafterwardscameaboutIwasteacherandscholar,educatorandpupil,allatthesametime.IfIweretoattempttoputintoonesentenceallIexpectedtofindatYverdon,Ishouldsayitwasavigorousinnerlifeamongsttheboysandyouths,quickening,manifestingitselfinallkindsofcreativeactivity,satisfyingthemanysidednessofman,meetingallhisnecessities,andoccupyingallhispowersbothmentalandbodily.Pestalozzi,soIimagined,mustbetheheart,thelife-source,thespiritualguideofthislifeandwork;fromhiscentralpointhemustwatchovertheboy"slifeinallitsbearings,seeitinallitsstagesofdevelopment,oratalleventssympathisewithitandfeelwith it,whetherasthelifeoftheindividual,ofthefamily,ofthecommunity,ofthenation,ofmankindatlarge.WithsuchexpectationsIarrivedatYverdon.TherewasnoeducationalproblemwhoseresolutionIdidnotfirmlyexpecttofindthere.Thatmysoulsoonfaithfullymirroredthelifewhichthereflowedaroundme,myreportfor1809sufficientlyshows.67Tothrowmyselfcompletelyintothemidst,intotheveryheart,ofPestalozzi"swork,Iwishedtoliveinthemainbuildingsoftheinstitution,thatistosay,inthecastleitself.68 Wewouldhavecheerfullysharedthelotoftheordinaryscholars,butourwishcouldnotbegranted,someoutsidejealousiesstandingintheway.However,Isoonfoundalodging,inimmediateproximitytotheinstitution,sothatwewereabletojointhepupilsattheirdinner,theireveningmeal,andtheirsupper,andtotakepartinthewholecoursesoftheirinstruction,sofarasthesubjectschosenbyuswereconcerned;indeed,toshareintheirwholelife.Isoonsawmuchthatwasimperfect;but,notwithstanding,theactivitywhichpressedforthonallsides,thevigorouseffort,thespiritualendeavourofthelifearoundme,whichcarriedmeawaywithitasitdidallothermenwhocamewithinitsinfluence,convincedmethathereIshouldpresentlybeabletoresolveallmydifficulties.Asfarasregarded myselfpersonally,Ihadnothingmoreearnesttodoforthetimethantowatchthatmypupilsgainedthefullestpossibleprofitfromthislife whichwassorichinvigourforbothbodyandsoul.Accordinglywesharedalllessonstogether;andImadeitmyspecialbusinesstoreasonoutwithPestalozzieachbranchofinstructionfromitsfirstpointofconnectionwiththerest,andthustostudyitfromitsveryroot.Theforcible,comprehensive,stimulatinglifestimulatedmetoo,andseizeduponmewithallitscomprehensivenessandallitsforce.Itistrueitcouldnotblindmetomanyimperfectionsanddeficiencies,butthesewereretrievedbythegeneraltendencyandendeavourofthewholesystem;forthis,thoughcontainingseveralabsolutecontradictions,manifestevenatthattime,yetvindicatedonageneralviewitsinnerconnectionandhiddenunity.Thepowerful,indefinable,stirring,andupliftingeffectproducedbyPestalozziwhenhespoke,setone"ssoulonfireforahigher,noblerlife,althoughhehadnotmadeclearorsuretheexactwaytowardsit,norindicatedthemeanswherebytoattainit.Thusdidthepowerandmanysidednessoftheeducationaleffortmakeupfordeficiencyinunityandcomprehensiveness;andthelove,thewarmth,thestirofthewhole,thehumankindnessandbenevolenceofitreplacedthewantofclearness,depth,thoroughness,extent,perseverance,andsteadiness.Inthiswayeachseparatebranchofeducationwasinsuchaconditionastopowerfullyinterest,butneverwhollytocontenttheobserver,sinceitpreparedonlyfurtherdivisionandseparationanddidnottendtowardsunity. Thewantofunityofeffort,bothastomeansandaims,Isoonfelt;Irecogniseditintheinadequacy,theincompleteness,andtheunlikenessofthewaysinwhichthevarioussubjectsweretaught.ThereforeIendeavouredtogainthegreatestpossibleinsightintoall,andbecameascholarinallsubjects—arithmetic,form,singing,reading,drawing,language,physicalgeography,thenaturalsciences,etc.Icouldseesomethinghigher,andIbelievedinahigherefficiency,acloserunityofthewholeeducationalsystem;intruth,IbelievedIsawthisclearer,thoughnotwithgreaterconviction,thanPestalozzihimself.Iheldthatlandhappy,that manfortunate,bywhomthemeansoftrueeducationshouldbedevelopedandapplied,andthewishtoseethisbenefitconferreduponmycountrynaturallysprangfromtheloveIboremynativeland.69 Theresultwasthewrittenrecordof1809alreadyreferredto.Wherethereisthegermofdisunion,wherethewholeissplitup,evensometimesintocontradictoryparts,andwhereanabsolutereconcilingunityiswanting,wherewhatconnectiontheremaybeisderivedratherfromcasualoutwardtiesthanfrominnernecessaryunion,thewholesystemmustofnecessitydigitsowngrave,andbecomeitsownmurderer.NowitwasexactlyatsuchatimeofsupremecrisisthatIhadthegoodortheevilfortunetobeatYverdon.Allthatwasgoodandallthatwasbad,allthatwasprofitableandallthatwasunprofitable,allthatwasstrongandallthatwasweak,allthatwasempty andallthatwasfull,allthatwasselfishandallthatwasunselfishamongstPestalozziandhisfriends,wasdisplayedopenlybeforeme.IhappenedtobetherepreciselyatthetimeofthegreatCommissionof1810.NeitherPestalozzinorhisso-calledfriends,neitheranyindividualsnorthewholecommunity,couldgiveme,orwouldgiveme,whatIwanted.Inthemethodslaiddownbythemforteachingboys,forthethorougheducationofboysaspartofonegreathumanfamily,—thatis,fortheirhigherinstruction,—Ifailedtofindthatcomprehensivenesswhichisalonesufficienttosatisfythehumanbeing.Thusitwaswithnaturalhistory,naturalscience,German,andlanguagegenerally,withhistory,andaboveall,withreligiousinstruction.Pestalozzi"sdevotionaladdresseswereveryvague,and,asexperienceshowed,wereonlyserviceabletothosealreadyintherightway.70 Ispokeofallthese thingsveryearnestlyanddecidedlywithPestalozzi,andatlastImadeupmymind,in1810,toquitYverdonalongwithmypupils.ButbeforeIcontinuefurtherhere,itismydutytoconsidermylifeandworkfromyetanotherpointofview.Amongstthevariousbranchesofeducation,theteachingoflanguagesstruckmewithespecialforceasdefective,onaccountofitsgreatimperfection,itscapriciousnessandlifelessness.Thesearchforasatisfactorymethodfor ournativelanguageoccupiedmeinpreferencetoanythingelse.Iproceededonthefollowingbasis:—Languageisanimage,arepresentationofourseparate(subject)world,andbecomesmanifesttothe(object)worldoutsideourselvesprincipallythroughcombinedandorderedsounds.If,therefore,Iwouldimageforthanythingcorrectly,Imustknowtherealnatureoftheoriginalobject.Thethemeofourimageryandrepresentation,theoutsideworld,containsobjects,thereforeImusthaveadefiniteform,adefinitesuccessionofsounds,adefinitewordtoexpresseachobject.Theobjectshavequalities,thereforeourlanguagemustcontainadjectivesexpressingthesequalities.Thequalitiesofobjectsarefundamentalorrelative;expresswhattheyare,whattheypossess,andwhattheybecome.Passingnowtosingingandmusic,ithappenedveryluckilyformethatjustatthistimeNägeliandPfeiferbroughtouttheir"TreatiseontheConstructionofaMusicalCourseaccordingtothePrinciplesofPestalozzi."Nägeli"sknowledgeofmusicgenerally,andespeciallyofchurchmusic,madeapowerfulimpressionuponme,andbroughtmusicandsingingbeforemeasameansforhumanculture;settingthecultivationofmusic,andespeciallyofsinging,inahigherlightthanIhadeverconceivedpossible.Nägeliwasverycapableinteachingmusicandsinging,andinrepresentingtheirfunctionasinspiringaidstopurehumanlife;andalthoughnearlytwentyyearshaveelapsedsince Iheardthoselessonsofhis,thefireoftheloveformusicwhichtheykindledburnsyet,activeforgood,withinmybreast.Andfurther,Iwastaughtandconvincedbythesetwosuper-excellentmusicteachers,whoinstructedmypupils,thatpurelyinstrumentalmusic,suchasthatoftheviolinorofthepianoforte,isalsoinitsessencebaseduponandderivedfromvocalmusic,thoughdevelopedthroughtheindependentdiscoveryofafewsimplesound-producinginstruments.NotonlyhaveIneversinceleftthepaththusopenedtomeatitsorigin,butIhaveconsistentlytraceditonwardsinallcareandlove,andcontinuetorejoiceintheexcellentresultsobtained.Thiscourseofmusic-teaching,asextendedandappliedlateron,hasalwaysenjoyedtheapprobationofthethoughtfulandexperiencedamongstmusicteachers.Ialsostudiedtheboys"play,thewholeseriesofgamesintheopenair,andlearnedtorecognisetheirmightypowertoawakeandtostrengthentheintelligenceandthesoulaswellasthebody.InthesegamesandwhatwasconnectedwiththemIdetectedthemainspringofthemoralstrengthwhichanimatedthepupilsandtheyoungpeopleintheinstitution.Thegames,asIamnowferventlyassured,formedamentalbathofextraordinarystrengthening-power;71 andalthoughthesenseofthehighersymbolicmeaningofgameshadnotyetdawneduponme,Iwasneverthelessabletoperceiveineachboygenuinelyatplayamoralstrengthgoverningbothmindandbodywhichwonmyhighestesteem. Closelyakintothegamesintheirmorallystrengtheningaspectwerethewalks,especiallythoseofthegeneralwalkingparties,moreparticularlywhenconductedbyPestalozzihimself.ThesewalkswerebynomeansalwaysmeanttobeopportunitiesfordrawingclosetoNature,butNatureherself,thoughunsought,alwaysdrewthewalkersclosetoher.Everycontactwithherelevates,strengthens,purifies.ItisfromthiscausethatNature,likenoblegreat-souledmen,winsustoher;andwheneverschoolorteachingdutiesgavemerespite,mylifeatthistimewasalwayspassedamidstnaturalscenesandincommunionwithNature.FromthetopsofthehighmountainsnearbyIusedtorejoiceintheclearandstillsunset,inthepine-forests,theglaciers,themountainmeadows,allbathedinrosylight.Suchaneveningwalk cameindeedtobeanalmostirresistiblenecessitytomeaftereachactively-spentday.AsIwanderedonthesunlit,far-stretchinghills,oralongthestillshoreofthelake,clearascrystal,smoothasamirror,orintheshadygroves,underthetallforesttrees,myspiritgrewfullwithideasofthetrulygod-likenatureandpricelessvalueofaman"ssoul,andIgladdenedmyselfwiththeconsiderationofmankindasthebelovedchildrenofGod.ThereisnoquestionbutthatPestalozzi"sgeneraladdresses,especiallythosedeliveredintheevening,whenheusedtodelightinevokingapictureofnoblemanlinessandtrueloveofmankindanddevelopingitinallitsdetails,verypowerfullycontributedtowardsarousingsuchaninnerlifeasthatjustdescribed. YetIdidnotlosemyselfinemptyfancies;onthecontrary,Ikeptmypracticalworkconstantlybeforemyeyes.Fromthinkingaboutmydeadparentsmythoughtswouldwanderbackovertherestofmyfamily,turningmostoftentothatdeareldestbrotherofmine,whohasnownotbeenreferredtoforsometimeinthesepages.Hehadbecomethefaithfulwatchfulfatherofseveralchildren.Isharedinhisunaffectedfatherlycares,andmysoulwaspenetratedwiththedesirethathemightbeabletogivehissonssuchaneducationasIshouldfeelobligedtopointouttohimasbeingthebest.Already,eversinceIwasatFrankfurt,Ihadcommunicatedtohimmythoughtsoneducationandmethodsofteaching.Whatnowoccurredtomeoutofmynewknowledgeasapplicabletohiscase,Iextracted,collectedtogether,andclassified,soastobeabletoimpartittohimforhisuseatthefirstopportunity.OnethingwhichgreatlycontributedtothebetterconsiderationandelucidationofthePestalozzianmodeofteachingwasthepresenceofalargenumberofyoungmensentfromvariousgovernmentsasstudentstoYverdon.WithsomeoftheseIwasontermsofintimacy,andtotheexchangeofideaswhichwentonamongstusIoweatleastasmuchastomyownobservation.OnthewholeIpassedaglorioustimeatYverdon,elevatedintone,andcriticallydecisiveformyafterlife.Atitsclose,however,Ifeltmoreclearlythaneverthedeficiencyofinnerunityandinterdependence,aswellasofoutwardcomprehensivenessandthoroughnessintheteachingthere. Toobtainthemeansofasatisfactoryjudgmentuponthebestmethodofteachingtheclassicaltongues,ItookGreekandLatinunderayoungGerman,whowasstayingthereatthattime;butIwasconstructingamethodofmyownallthewhile,byobservingallthepointswhichseemedvaluable,astheyoccurredinactualteaching.Butthewantofasatisfactorypresentationoftheclassicaltonguesaspartofthegeneralmeansofeducationandcultureofmankind,especiallywhenaddedtothewantofaconsiderationofnaturalhistoryasacomprehensiveandnecessarymeansofeducation,andabovealltheuncertainwaveringoftheground-principlesonwhichthewholeeducationandteachingrestedatYverdon,decidedmenotonlytotakemypupilsbacktotheirparents"house,buttoabandonaltogethermypresenteducationalwork,inordertoequipmyself,byrenewedstudyatsomeGermanuniversity,withthatdueknowledgeofnaturalsciencewhichnowseemedtomequiteindispensableforaneducator.Intheyear1810IreturnedfromYverdonbyBern,Schaffhausen,andStuttgarttoFrankfurt.Ishouldhavepreparedtogototheuniversityatonce,butfoundmyselfobligedtoremainatmyposttilltheJulyofthefollowingyear.Thepiece-mealconditionofthemethodsofteachingandofeducationwhichsurroundedmehungheavyonmymind,sothatIwasextremelygladwhenatlastIwasabletoshakemyselffreefrommyposition. InthebeginningofJuly1811IwenttoGöttingen.Iwentupatonce,althoughitwasinthemiddleofthesession,becauseIfeltthatIshouldrequireseveralmonthstoseemywaytowardsharmonisingmyinwardwithmyoutwardlife,andreconcilingmythoughtswithmyactions.AnditwasintruthseveralmonthsbeforeIgainedpeacewithinmyself,andbeforeIarrivedatthatunitywhichwassonecessarytome,betweenmyinwardandmyoutwardlife,andattheequallynecessaryharmonybetweenaim,career,andmethod.Mankindasawhole,asonegreatunity,hadnowbecomemyquickeningthought.Ikeptthisconceptioncontinuallybeforemymind.Isoughtafterproofsofitinmylittleworldwithin,andinthegreatworldwithoutme;Idesiredbymanyastruggletowinit,andthentosetitworthilyforth.AndthusI wasledbacktothefirstappearanceofmanuponourearth,tothelandwhichfirstsawman,andtothefirstmanifestationofmankind,hisspeech.Linguisticstudies,thelearningoflanguages,philology,etc.,nowformedtheobjectofmyattack.ThestudyofOrientaltonguesseemedtomethecentralpoint,thefountainhead,whithermysearchwasleadingme;andatonceIbeganuponthemwithHebrewandArabic.IhadadimideaofopeningupapaththroughthemtootherAsiatictongues,particularlythoseofIndia72 andPersia.IwaspowerfullystimulatedandattractedbywhatIhadheardaboutthestudyoftheselanguages,theninitsearlyyouth—namely,theacknowledgmentofarelationshipbetweenPersianandGerman.Greekalsoattractedmeinquite aspecialwayonaccountofitsinnerfulness,organisation,andregularity.MywholetimeandenergyweredevotedtothetwolanguagesIhavenamed.73 ButIdidnotgetfarwithHebrewinspiteofmygenuinezealandmystrictwaywithmyself,becausebetweenthemanneroflookingatalanguagecongenialtomymindandthemannerinwhichtheelementarylessonbookpresentedittome,layavastchasmwhichIcouldfindnomeanstobridgeover.Intheforminwhichlanguagewasofferedtome,Icouldfindandseenomeansofmakingitalivingstudy;andyet,nevertheless,nothingwouldhavedrawnmefrommylinguisticstudieshadInotbeenassuredbyeducatedmenthatthesestudies,especiallymyworkonIndianandPersiantongues,wereinrealityquitebesidethemarkatwhichIaimed.Hebrewalsowasabandoned;but,ontheotherhand,Greekirresistiblyenthralledme,andnearlyallmytimeandenergywerefinallygiventoitsstudy,withthehelpofthebestbooks.Iwasnowfree,happy,ingoodmentalandbodilyhealthandvigour,andIgainedpeacewithinmyselfandwithout,throughhardwork,interruptedonlybyanindispositionwhichkeptmetomyroomforafewweeks.Afterworkingalldayalone,Iusedtowalkoutlateintheevening,sothatatleastImightreceiveagreetingfromthefriendlybeamsofthesettingsun.Toinvigorate myspiritaswellasmybodilyframeIwouldwalkontillnearmidnightinthebeautifulneighbourhoodwhichsurroundsGöttingen.Theglitteringstarryskyharmonisedwellwithmythoughts,andanewobjectwhichappearedintheheavensatthistime,arousedmywonderinanespecialdegree.Iknewbutlittleofastronomy, andtheexpectedarrivalofalargecomet74 was,therefore,quiteunknowntome;sothatIfoundoutthecometformyself,andthatwasasourceofspecialattraction.Thisobjectabsorbedmycontemplationinthosesilentnights,andthethoughtoftheall-embracing,wide-spreadingsphereoflawandorderabove,developedandshapeditselfinmymindwithespecialforceduringmynight-wanderings.IoftenturnedbackhomethatImightnotedownintheirfreshnesstheresultsofthesemusings;andthenafterashortsleepIroseagaintopursuemystudies.Inthiswaythelasthalfofthesummersessionpassedquicklyaway,andMichaelmasarrived.Thedevelopmentofmyinnerlifehadmeanwhileinsensiblydrawnmelittlebylittlequiteawayfromthestudyoflanguages,andledmetowardsthedeeper-lyingunityofnaturalobjects.Myearlierplangraduallyreasserteditself,tostudyNatureinherfirstformsandelements.Butthefundswhichstillremainedtomewerenowtoosmalltopermitofthelongerresidenceattheuniversitywhichthatplannecessitated.AsIhadnothingatallnowtodependuponsavemyownunaidedpowers,Iatfirstthoughttogainmyobjectbyturningthemtosomepracticalaccount,suchasliterarywork.Ihadalreadybeguntoprepareforthis,whenanunexpectedlegacychangedmywholeposition.UptonowIhadhadoneauntstillliving,asisterofmymother"s,whohadspentallthebestyearsofherlifeinmynativevillage,enjoyingexcellent healthandfreefromcare.Byhersudden deathIobtained,inamannerIhadlittleexpected,themeansofpursuingmymuch-desiredstudies.Thisoccurrencemadeaverydeepimpressionuponme,becausethisladywasthesisterofthatuncleofminewhosedeathhadenabledmetotravelfromGrossMilchowtoFrankfurt,andsofirstsetmeuponmycareerasaneducator.Andnowagainthedeathofalovedonemadeitpossibleformetoattainhighercultureintheserviceofthiscareer.Bothbrotherandsisterhadlovedwiththeclosestaffectionmyownmother,deadsofartoosoon,andthislovetheyhadextendedtoherchildrenafterher.Maythesetwolovingandbelovedoneswhothroughtheirdeathgavemeahigherlifeandahighervocation,liveforeverthroughmyworkandmycareer.Mypositionwasnowaverypleasantone,andIfeltsoothingandcheeringinfluencessuchashadnotvisitedmebefore.Intheautumnholidays,too,afriendlyhomewasreadytoreceiveme.Besidesthecountry-clergymanbrother,whosooftenwasapowerforgoodinmylife,Ihadanotherbrother,alsoolderthanI,whohadbeenlivingmorethantenyearsasawell-establishedtradesmanandcitizeninOsterode,amongsttheHarzMountains;headofaquiet,self-contained,happyfamily,andfatherofsomefinechildren.Mypreviouslifeandendeavoursasaneducatorhadalreadybroughtmeintoconnectionwiththiscircle;forIhadnotfailedwheneverIfoundanythingsuitabletomybrother"sneedstolethimknowofit,ashe wastheconscientiousteacherandeducatorofhisownchildren.Itwasinthispeaceful,activefamily-circleofanintellectualtradesman"shomethatIpassedallthevacationtimeduringwhichtheuniversityregulationsreleasedmefromvigorouswork.Itcouldnotproveotherwisethanthatsuchavisitshouldbeofthegreatestservicetomeinmygeneraldevelopment,andIrememberitwiththankfulnessevenyetonthataccount.Ireturnnowtomyuniversitylife.Physics,chemistry,mineralogy,andnaturalhistoryingeneral,weremyprincipalstudies.Theinnerlawandorderembracingallthings,andinitselfconditionedandnecessitated,nowpresenteditselftomeinsuchclearnessthatIcouldseenothingeitherinnatureorinlifeinwhichitwasnotmademanifest,althoughvaryinggreatlyaccording toitsseveralmanifestations,incomplexityandingradation.JustatthistimethosegreatdiscoveriesoftheFrenchandEnglishphilosophersbecamegenerallyknownthroughwhichthegreatmanifoldexternalworldwasseentoformacomprehensiveouterunity.AndthelaboursoftheGermanandSwedishphilosopherstoexpresstheseessentiallyconditionedfundamentallawsintermsofweightandnumber,sothattheymightbestudiedandunderstoodintheirmostexactexpression,andintheirmutualinterchangeandconnection,fittedinexactlywithmyownlongingsandendeavours.Naturalscienceandnaturalresearchesnowseemedtome,whilethemselvesbelongingtoadistinctplaneofvitalphenomena,thefoundation andcornerstoneswhichservedtomakeclearanddefinitethelawsandtheprogressofthedevelopment,theculture,andtheeducationofmankind.Itwasbutnaturalthatsuchstudiesshouldtotallyabsorbme,occupymywholeenergies,andkeepmemostbusilyemployed.Istudiedchemistryandphysicswiththegreatestpossiblezeal,buttheteachingofthelatterdidnotsatisfymesothoroughlyasthatoftheformer.Whatinthecurrenthalf-year"stermIwasregardingratherfromatheoreticalstandpoint,Iintendedinthenexthalf-yeartostudypracticallyasafactorofactuallife:henceIpassedtoorganicchemistryandgeology.75 ThoselawswhichIwasabletoobserveinNatureIdesiredtotracealsointhelifeandproceedingsofman,whereforeIaddedtomypreviousstudieshistory,politics,andpoliticaleconomy.Thesepracticaldepartmentsofknowledgebroughtvividlyhometomethegreattruththatthemostvaluablewealthamancanpossessliesinacultivatedmind,andinitssuitableexerciseuponmattersgrowingoutofitsownnaturalconditions.Isawfurtherthatwealtharosequiteasmuchfromvigourofproductionasfromsavingbyeconomicaluse;andthatthoseproductionswerethemostvaluableofall,whichweretheoutcomeandrepresentationofloftyideasorremarkablethoughts;andfinally,thatpoliticsitselfwasinitsessencebutameansofupliftingmanfromthenecessitiesofNatureandoflifetothefreedomofthespiritandthewill. WhileIreceivedmuchbenefitfromthelecturesonnaturalhistoryattheuniversity,Icouldnotfallinwiththeviewsheldthereastofixedforms—crystallography,mineralogy,andnaturalphilosophy.FromwhatIhadheardofthenaturalhistorylecturesofProfessorWeissinBerlin,IfeltsurethatIcouldacquireacorrectviewofboththesesubjectsfromhim.AndalsosincemymeanswouldnotallowmetostayevensolongasoneentiresessionmoreatGöttingen,whilstontheotherhandImighthopeatBerlintoearnenoughbyteachingtomaintainalongeruniversitycareerthere,IcametotheconclusiontogotoBerlinatthebeginningofthenextwintersessiontostudymineralogy,geology,andcrystallographyunderWeiss,aswellastodosomeworkatphysicsandphysicallaws.AfterastayofafewweekswithmybrotheratOsterode,IwenttoBerlininOctober1812.ThelecturesforwhichIhadsolongedreallycameuptotheneedsofmymindandsoul,andawakenedinme,moreferventthanever,thecertaintyofthedemonstrableinnerconnectionofthewholecosmicaldevelopmentoftheuniverse.Isawalsothepossibilityofman"sbecomingconsciousofthisabsoluteunityoftheuniverse,aswellasofthediversityofthingsandappearanceswhichisperpetuallyunfoldingitselfwithinthatunity;andthen,whenIhadmadecleartomyself,andbroughtfullyhometomyconsciousness,theviewthattheinfinitelyvariedphenomenainman"slife,work,thought, feeling,andposition,wereallsummedupintheunityofhispersonalexistence,Ifeltmyselfabletoturnmythoughtsoncemoretoeducationalproblems.Tomakesureofmypowertomaintainmyselfattheuniversity,Iundertooksometeachingataprivateschoolofgoodreputation.76 Myworkhere,beyondthesufficientsupportitaffordedmeduringresidence,hadnopositiveeffectupontheendeavourofmylife,forIfoundneitherhighintelligence,loftyaims,norunityinthecourseofinstruction.Thefatefulyear1813hadnowbegun.Allmengraspedweapons,andcalledononeanothertoflytoarmstodefendtheFatherland.I,too,hadahome,itistrue,abirthplace,ImightsayaMotherland,butIcouldnotfeelthatIhadaFatherland.77 Myhomesentupnocrytome;IwasnoPrussian,78 andthusitcameaboutthattheuniversalcalltoarms(inBerlin)affectedme,inmyretiredlife,butlittle.ItwasquiteanothersentimentwhichdrewmetojointheranksofGermansoldiers;myenthusiasmwaspossiblysmall,butmydeterminationwasfirmlyfixedastherocksthemselves.ThissentimentwastheconsciousnessofapureGermanbrotherhood,whichIhadalwayshonouredinmysoulasaloftyandsublimeideal;onewhichIearnestlydesiredmightmakeitselffeltinallitsfulnessandfreedomalloverGermany. BesidesthefidelitywithwhichIclungtomyavocationasaneducatoralsoinfluencedmyactioninthismatter.EvenifIcouldnotsaytrulythatIhadaFatherland,Imustyetacknowledgethateveryboy,thateverychild,whomightperhapslateroncometobeeducatedbymewouldhaveaFatherland,thatthisFatherlandwasnowrequiringdefence,andthatthechildwasnotinapositiontoshareinthatdefence.ItdidnotseempossibletoimaginethatayoungmancapableofbearingarmscouldbecomeateacherofchildrenandboyswhoseFatherlandhehadrefusedtodefendwithhisbloodandevenwithhislifeifneedwere;thathewhonowdidnotfeelashamedtoshrinkfromblowscouldexistwithoutblushinginafteryears,orcouldincitehispupilstodosomethingnoble,somethingcallingforsacrifice andforunselfishness,withoutexposinghimselftotheirderisionandcontempt.Suchwasthesecondmainreasonwhichinfluencedme.Thirdly,thissummonstowarseemedtomeanexpressionofthegeneralneedofthemen,theland,andthetimesamidstwhichIlived,andIfeltthatitwouldbealtogetherunworthyandunmanlytostandbywithoutfightingforthisgeneralneed,andwithouttakingmyshareinwardingoffthegeneraldanger.Beforetheseconvictionsallconsiderationsgaveway,eventhatofmybodilyconstitution,whichwasfartooweaklyforsuchalife.AscomradesIselectedtheLützowers;andatEastertide1813IarrivedatDresdenonmyroadtojointheinfantrydivisionofLützow"scorpsat Leipzig.79 Throughtheretirednatureofmyself-concentratedlifeitcameaboutnaturallythatI,althougharegularlymatriculatedstudent,hadheldalooffromtheotherstudents,andhadgainednosettledacquaintanceamongstthem;thus,outofallthevigorouscomradeswhomImetatDresden,manyofwhomwerelikemyself,Berlinstudents,IdidnotfindonemanIknew.Imadebutfewnewfriendsinthearmy,andthesefewIwasfatedtoencounteronthefirstdayofmyentranceintomynewworkofsoldiering.OursergeantatthefirstmorninghaltafterourmarchoutfromDresden,introducedmetoacomradefromErfurtasaThüringer,andthereforeafellow-countryman.ThiswasLangethal;andcasuallyasouracquaintance thusbegan,itprovedtobealastingfriendship.Ourfirstday"smarchwastoMeissen,wherewehalted.Wehadenjoyedlovelyspringweatherduringourmarch,andourreposewasgladdenedbyastilllovelierevening.Ifoundalltheuniversitystudentsofthecorps,drivenbyalikeimpulse,collectedtogetherinanopenplacebytheshoresofElbeandnearapublicrestaurant;andsomeoldMeissenwinesoonservedusasabondofunion.Wesatabouttwentystronginajollygroupatalongtable,andbeganbywelcomingandpledgingoneanothertofriendship.ItwasherethatLangethalintroducedmetoauniversityfriendofhisatBerlin,theyoungMiddendorff,adivinitystudentfromtheMark.80Keepingtogetherinamerrylittlesocietytillthemiddleofthelovelyspringnight,weunitedagainnextmorninginavisittothesplendidcathedralofMeissen.Thusfromtheveryfirstdidwethreejoinfastinacommonstruggletowardsandonbehalf ofthehigherlife,andevenifwehavenotalwaysremainedinthelikecloseoutwardbondsofunion,wehavefromthattimetothis,nownearuponfifteenyears,neverlostourcomradeshipintheinnerlifeandourcommonendeavourafterself-education.BothLangethalandMiddendorffhadathirdfriend,namedBauer,amongstourcomradesofthecamp.Withhimalso,asIthink,ImadeacquaintanceasearlyasatMeissen,butitwasmoreparticularlyatHavelberg,lateron,thatBauerandIstruckupafriendshiptogether,whichhaseversinceendured.Evenwhenwehavenotbeentogetherinoutwardlife,wehavealwaysremainedoneinourendeavoursafterthehighestandbest. Bauerclosedthenarrowcircleofmyfriendsamongstourcompanionsinarms.81IremainedtruetomypreviouswayoflifeandthoughtinthemannerinwhichIviewedmynewsoldierlife.MymaincarewasalwaystoeducatemyselffortheactualcallingwhichatthemomentIwasfollowing;thus,amongstthefirstthingsItookinhandwasanattemptatfindingtheinnernecessityandconnectionofthevariouspartsofthedrillandthemilitaryservices,inwhich,withoutanypreviousacquaintancewithmilitaryaffairs,Imanaged,inconsequenceofmymathematicalandphysicalknowledge,tosucceedveryfairlyandwithoutanygreatdifficulty.Iwasabletoprotectmyself,therefore,againstmanysmallreprimands,whichfelltolerablyfrequentlyonthosewhohadthoughtthisorthatinstructionmightbelightlypassedoverastootrivialtobeattendedto.Itcameaboutinthisway,whenwewerecontinuallydrilling,afterthecessationofthearmistice,thatthemilitary exercisesweperformedgavemegenuinepleasureonaccountoftheirregularity,theirclearness,andtheprecisionoftheirexecution.InprobingintotheirnatureIcouldseefreedombeneaththeirrecognisednecessity.DuringthelongsojournofourcorpsinHavelbergpreviouslyalludedto,Istrengthenedmyinnerlife,sofarasthemilitaryservicepermitted,byspendingallthetimeIcouldintheopen air,incommunionwithNature,toaperceptionofwhoselovelinessaperusalofG.Forster"s"TravelsinRhineland"hadnewlyunlockedmysenses.82Wefriendstookallopportunitiesofmeetingoneanother.By-and-bywesettoworktomakethiseasierbythreeofusapplyingtobequarteredtogether.Intherough,franklifeofwar,menpresentedthemselvestomeundervariousaspects,andsobecameaspecialobjectofmythoughtsasregardstheirconduct,andtheiractivework,andmostofallastotheirhighervocation.Manandtheeducationofmanwasthesubjectwhichoccupieduslongandofteninourwalks,andinouropen-airlifegenerally.ItwasparticularlythesediscussionswhichdrewmeforciblytowardsMiddendorff,theyoungestofus.Ilikedwellourlifeofthebivouac,becauseitmadesomuchofhistorycleartome;andtaughtme,too,throughouroft-continuedandseverelylaboriousmarchesandmilitarymanœuvres,theinterchangingmutualrelationsofbodyandspirit.Itshowedmehowlittletheindividualmanbelongstohimselfin wartime;heisbutanatominagreatwhole,andassuchalonemusthebeconsidered.Throughthechanceofourcorpsbeingfarremovedfromtheactualseatofwar,welivedoursoldierlife,atleastIdid,inasortofdream,notwithstandingthesevereexertionscausedbyourmilitarymanœuvres,andweheardofthewaronlyinthesamesleepyway.Nowandthen,atLeipzig,atDalenburg,atBremen, atBerlin,weseemedtowakeup;butsoonsankbackintofeebledreaminessagain.Itwasparticularlydepressingandweakeningtomenevertobeabletograspourpositionaspartofthegreatwholeofthecampaign,andnevertofindanysatisfactoryexplanationofthereasonortheaimofourmanœuvres.Thatwasmycaseatleast;othersmayhaveseenbetterandclearerthanI.Igainedoneclearbenefitfromthecampaign;inthecourseoftheactualsoldierlifeIbecameenthusiasticuponthebestinterestsoftheGermanlandandtheGermanpeople;myeffortstendedtobecomenationalintheirscope.Andingeneral,sofarasmyfatiguesallowed,Ikeptthesenseofmyfuturepositionalwaysbeforeme;eveninthelittleskirmishesthatwehadtotakepartinIwasabletogathersomeexperienceswhichIsawwouldbeusefultomeinmyfuturework.OurcorpsmarchedthroughtheMark,83 andinthelatterpartofAugustthroughPriegnitz,Mecklenburg,thedistrictsofBremenandHamburg,andHolstein, andinthelastdaysof1813wereachedtheRhine.Thepeace(May30th,1814)preventedusfromseeingParis,andwewerestationedintheNetherlandstillthebreakingupofthecorps.Atlast,inJuly1814,everyonewhodidnotcaretoservelongerhadpermissiontoreturntohishomeandtohisformercalling.UponmyentranceintoacorpsofPrussiansoldiersIhadreceived,throughtheinfluenceofsomegoodfriends,thepromiseofapostunderthePrussianGovernment—namely,thatofassistantatthemineralogicalmuseumofBerlin,underWeiss.Thitherthen,asthenextplaceofmydestinedwork,Iturnedmysteps.IdesiredalsotoseetheRhineandtheMain,andmybirthplaceaswell;soIwentbyDusseldorfbacktoLünen,andthencebyMainz,Frankfurt,andRudolstadttoBerlin.ThusIhadlivedthroughthewholecampaignaccordingtomystrength,greaterorless,inasteadyinnerstruggletowardsunityandharmonyoflife,butwhatofoutwardsignificanceandworthrecollectionhadIreceivedfromthesoldier"slife?Ileftthearmyandthewarlikecareerwithatotalfeelingofdiscontent.Myinneryearningforunityandharmony,forinwardpeace, wassopowerfulthatitshapeditselfunconsciouslyintosymbolicalformandfigure.Inaceaseless,inexplicable,anxiousstateoflongingandunrest,Ihadpassedthroughmanyprettyplacesandmanygardensonmyhomewardway,withoutanyofthempleasingme.InthismoodIreachedF——,andenteredafairlylargeandhandsomely-stockedflowergarden.Igazedatallthevigorousplantsandfreshgayflowersitofferedme,butnoflowertookmy fancy.AsIpassedallthemanyvariedbeautiesofthegardeninreviewbeforemymind,itfelluponmesuddenlythatImissedthelily.Iaskedtheownerofthegardenifhehadnoliliesthere,andhequietlyreplied, No!WhenIexpressedmysurprise,Iwasansweredasquietlyasbeforethathithertonoonehadmissedthelily.ItwasthusthatIcametoknowwhatImissedandlongedfor.Howcouldmyinnernaturehaveexpresseditselfmorebeautifullyinwords?"Thouartseekingsilentpeacefulnessofheart,harmonyoflife,clearpurityofsoul,bythesymbolofthissilent,pure,simplelily."Thatgarden,initsbeautifulvariety,butwithoutalily,appearedtomeasagaylifepassedthroughandsquanderedwithoutunityandharmony.AnotherdayIsawmanylovelyliliesbloominginthegardenofahouseinthecountry.Greatwasmyjoy;but,alas!theywereseparatedfrommebyahedge.LateronIsolvedthissymbolalso;anduntilitssolutionimageandlongingremainedstoredinmymemory.OnethingIoughttonotice—namely,thatintheplacewhereIwasvainlyseekingforliliesinthegardenalittleboyofthreeyearsoldcameuptrustfullyandstoodbymyside.Ihastenedtothesceneofmynewduties.Howvariouslythedifferentoutwardcircumstancesofmylifehenceforthaffectedmeastothelifewithin,nowthatthishadwonforitselfoncemoreanassuredindividualform,andhowmylifeagainresumeditstrueandhighestaspect,Imustpassoverhere,sincetodeveloptheseconsiderationswithalltheirconnectionswouldtakemetoolong. InthefirstdaysofAugust1814IarrivedatBerlin,andatoncereceivedmypromisedappointment.Mydutiesbusiedmethegreaterpartofthedayamongstminerals,dumbwitnessestothesilentthousand-foldcreativeenergyofNature,andIhadtoseetotheirarrangementinalocked,perfectlyquietroom.WhileengagedonthisworkIcontinuallyprovedtobetruewhathadlongbeenapresentimentwithme—namely,thatevenintheseso-calledlifelessstonesandfragmentsofrock,tornfromtheiroriginalbed,therelaygermsoftransforming,developingenergyandactivity.Amidstthediversityofformsaroundme,Irecognisedunderallkindsofvariousmodificationsonelawofdevelopment.AllthepointsthatinGöttingenIhadthoughtItracedamidstoutwardcircumstances,confirmatoryoftheorderofthesoul"sdevelopment,camebeforemeherealso,inahundredandagainahundredphenomena.WhatIhadrecognisedinthingsgreatornoble,orinthelifeofman,orinthewaysofGod,asservingtowardsthedevelopmentofthehumanrace,IfoundIcouldhererecognisealsointhesmallestofthesefixedformswhichNaturealonehadshaped.Isawclearly,asneveryetIhadseenbefore,thatthegodlikeisnotaloneinthegreat;forthegodlikeisalsointheverysmall,itappearsinallitsfulnessandpowerinthemostminutedimensions.AndthereaftermyrocksandcrystalsservedmeasamirrorwhereinImightdescrymankind,andman"sdevelopmentandhistory.Thesethingsbegantostirpowerfully withinme;andwhatInowvaguelyperceivedIwassoontoviewmoredefinitely,andtobeabletostudywiththoroughness.Geologyandcrystallographynotonlyopenedupformeahighercircleofknowledgeandinsight,butalsoshowedmeahighergoalformyinquiry,myspeculation,andmyendeavour.Natureandmannowseemedtomemutuallytoexplaineachother,throughalltheirnumberlessvariousstagesofdevelopment.Man,asIsaw,receivesfromaknowledgeofnaturalobjects,evenbecauseoftheirimmensedeep-seateddiversity,afoundationfor,andaguidancetowards,aknowledgeofhimselfandoflife,andapreparationforthemanifestationofthatknowledge.WhatIthusclearlyperceivedinthesimplernaturalobjectsIsoontracedintheprovinceoflivingNature,inplantsandgrowingthings,sofarasthesecameundermyobservation,andintheanimalkingdomaswell.SoonIbecamewhollypenetratedandabsorbedbythethoughtthatitmustbebeyondeverythingelsevitaltoman"scultureanddevelopment,tothesureattainmentofhisdestinyandfulfilment ofhisvocation,todistinguishthesetendenciesaccuratelyandsharplynotonlyintheirseparateascendinggrades,butalsothroughoutthewholecareeroflife.Moreover,ImadearesolutionthatforsometimeIwoulddevotemyselftothestudyofthehighermethodsofteaching,soastofitmyselfasateacherinoneofthehighercentresofeducation,as,forexample,oneoftheuniversities,ifthatmightbe.ButitwasnotlongbeforeIfoundadoubledeficiency,whichquickly discouragedmeinthisdesign.For,firstly,Iwantedafundofspeciallylearnedandclassicalculture;andnext,Iwasgenerallydeficientinthepreparatorystudiesnecessaryforthehigherbranchesofnaturalscience.Theamountofinterestintheirworkshownbyuniversitystudentswas,atthesametime,notatallseriousenoughtoattractmetosuchacareer.Isoonperceivedadoubletruth:first,thatamanmustbeearlyledtowardstheknowledgeofnatureandinsightintohermethods—thatis,hemustbefromthefirstspeciallytrainedwiththisobjectinview;andnext,Isawthataman,thusledthroughalltheduestagesofalife-developmentshouldinordertobequitesuretoaccomplishinallsteadiness,clearness,andcertaintyhisaim,hisvocation,andhisdestiny,beguardedfromtheverybeginningagainstacrowdofmisconceptionsandblunders.ThereforeIdeterminedtodevotemyselfrathertothegeneralsubjectoftheeducationofman.ThoughthesplendidlecturesIheardonmineralogy,crystallography,geology,etc.,ledmetoseetheuniformityofNatureinherworking,yetahigherandgreaterunitylayinmyownmind.Togiveanexample,itwasalwaysmostunsatisfactorytometoseeformdevelopedfromanumberofvariousground-forms.Theobjectwhichnowlaybeforemyeffortsandmythoughtwastobringoutthehigherunityunderlyingexternalforminsuchaself-evidentshapethatitshouldserveasatypeorprinciplewhenceallotherformsmight bederived.ButasIheldthelawsofformtobefixed,notonlyforcrystals,butalsojustasfirmlyforlanguage,itwasmoreparticularlyadeepphilosophicalviewoflanguagewhicheventuallyabsorbedmythoughts.Again,ideasaboutlanguagewhichIhadconceivedlongagoinSwitzerlandcrowdedbeforemymind.Itseemedtomethatthevowels a, o, u, e, i, ä, au, ei,resembled,sotospeak,force,spirit,the(inner)subject,whilsttheconsonantssymbolisedmatter,body,the(outer)object.Butjustasinlifeandinnaturealloppositesareonlyrelativelyopposed,andwithineverycircle,everysphere,bothoppositesarefoundtobecontained,soalsoinlanguageoneperceiveswithinthesphereofspeech-tonesthetwooppositesofsubjectandobject.Forexample,thesound i depictstheabsolutesubject,thecentre,andthesound a theabsolutematerialobject;thesound e servesforlifeassuch,forexistenceingeneral;and o forindividuallife,foranexistencenarrowedtoitselfalone.Language,notaloneasthematerialfortheexpressionofthought,butalsoasatypeorepitomeofallformsandmanifestationsoflife,appearedtometounderlietheuniversallawsofexpression.Inordertolearntheselawsthoroughly,asexemplifiedintheteachingoftheclassicallanguages,Inowreturnedagaintothestudyoftheselatter,undertheguidanceofacleverteacher;andIbegantostrikeoutthespecialpathwhichseemedtomeabsolutelynecessarytobefollowedintheiracquisition. FromthistimeonwardsIgaveallmythoughtstomethodsofeducation,wheretoIwasalsofurtherincitedbysomekeencriticallecturesonthehistoryofancientphilosophy.TheseagainaffordedmeaclearconvictionofthesoundnessofmyviewsofNatureandofthelawsofhumandevelopment.Throughmyworkatthedynamical,chemical,andmathematicalaspectsofNatureIcameoncemoreupontheconsiderationofthelawsofnumber,particularlyasmanifestedthroughfigures;andthisledmetoaperfectlyfreshgeneralviewofthesubject—namely,thatnumbershouldberegardedashorizontallyrelated.84 Thatwayofconsideringthesubjectleadsonetoverysimplefundamentalconceptionsofarithmetic,which,whenappliedinpractice,provetobeasaccurateastheyareclear.Theconnection ofthese(dynamicalandarithmetical)phenomenawasdemonstrablyapparenttome;sincearithmeticmaybeconsidered,firstly,astheoutwardexpressionofthemanifestationofforce,secondly(initsrelationshiptoman),asanexampleofthelawsofhumanthought.Onallsides,throughnatureaswellasthroughhistory,throughlifeaswellasthroughscience(andasregardsthelatterthroughpurescienceaswellasthroughtheappliedbranches),Iwasthusencounteredandappealedtobytheunity,thesimplicity,andtheunalterablynecessarycourse,ofhumandevelopmentandhumaneducation.Ibecameimpelledbyanirresistibleimpulsetowardsthesettingforthofthatunityandsimplicity,withalltheforce, bothofmypenandofmylife,intheshapeofaneducationalsystem.IfeltthateducationaswellassciencewouldgainbywhatImaycallamorehuman,related,affiliated,connectedtreatmentandconsiderationofthesubjectsofeducation.Iwasledtothisconvictiononanotherground,asfollows:—AlthoughmyfriendsLangethal,Middendorff,andBauerservedwithmeallthroughthewarinthesamecorps,andeveninthesamebattalion,wewereagreatdealaparttowardsthecloseofthecampaign,especiallyatthetimewewerequarteredintheNetherlands,sothatI,atallevents,atthedisbandingofthecorps,knewnotwhithertheothershadgone.Itwas,therefore,anunexpectedpleasurewhen,afterawhile,IfoundthemallatBerlinagain.Myfriendspursuedtheirtheologicalstudieswithearnestness,andImynaturalscience;therefore,atfirstwecamelittleintocontactwithoneanother.Sopassedseveralmonths,whensuddenlylifethrewusclosertogetheragain.Thiscameaboutthroughthecalltoarmsin1815.Weallenlistedagaintogetherasvolunteers.Onaccountofourpreviousservice,andbyroyalfavour,wewereatoncepromotedtoofficer"srank,andeachonewasappointedtoaregiment.However,therewassuchathrongofvolunteersthatitwasnotnecessaryforanyStateofficialstobecalledupontoleavetheirposts,orforstudentstointerrupttheirstudies,andwethereforereceivedcounter-orderscommandingustostayathome.Middendorff,whofeltsureof hisspeedydepartureforthearmy, preferrednottotakelodgingsfortheshorttimeofhisstayinBerlin,andastherewasroomenoughinmineforusboth,hecameandstayedwithme.Yetwestillseemedtodrawverylittleclosertogetheratfirst,becauseofthediversityofourpursuits;butsoonabondofunionwoveitselfagain,whichwasallthestrongeronthatveryaccount.LangethalandMiddendorffhadendeavouredtosecureasufficiencyfortheirsupportattheuniversitybytakingprivatetutorshipsinfamilies,makingsucharrangementsasthattheiruniversitystudiesshouldnotbeinterferedwith.Inthebeginningoftheirworkallseemedsimpleandeasy,buttheysooncameupondifficultiesbothasregardstheteachingandthetrainingofthechildrenentrustedtothem.Asourformerconversationshadsooftenturnedupontheseverysubjectstheynowcametometoconsultme,especiallyaboutmathematicalteachingandarithmetic,andwesetaparttwohoursaweek,inwhichIgavetheminstructiononthesematters.Fromthismomentourmutualinterchangeofthoughtagainbecameanimatedandcontinuous.Heretheautobiographybreaksoffabruptly.HerrWichardLangehadsometroubleindecipheringitfromFroebel"salmostunreadableroughdraft,andhereandtherehehadeventoguessatawordorso.FroebelhadintendedtopresentthislettertotheDukeofMeiningenatthecloseof1827,whenthenegotiationsbegantobeheldaboutaproposedNationalEducationalInstitutionatHelba,tobemaintainedbytheduke,afterthesimilarproposal madetothePrinceofRudolstadtforQuittelsdorfearlierintheyearhadbrokendown.Itisnotknownwhetherthepresentdraftwaseverfinished,properlycorrected,andpolishedintopermanentform,norwhetheritwaseverdeliveredtotheduke.ItishighlyprobablethatwehavehereallthatFroebelaccomplishedtowardsit.ItmaybeaddedthatsoonafterFroebel"srepeatedplansanddraftsfortheHelbaInstitutionhadculminatedinthefinalextensivewell-knownplanofthespringof1829,thewholeschemefellthrough,fromthejealousyoftheprince"sadvisers,whofearedFroebel"sinfluencetoomuchtoallowhimevertogetafootingamongstthem.Anotherfragmentofautobiography,goingontoafurtherperiodofhislife,occursinalonglettertothephilosopherKrause,85 datedKeilhau,24thMarch,1828,inreplytoanarticlewrittenbyKrausefiveyearsbefore(1823)inOken"sjournal,thewell-known Isis86 inwhicharticleKrausehadfoundfaultwithFroebel"stwoexplanatoryessaysonKeilhau,writtenin1822,separatelypublished,andappearingalsointhe Isis,becauseKeilhauwasthereputforwardas"aneducationalinstitutionforallGermany"(AllgemeineDeutscheErziehungs-Anstalt),whereasKrausedesireditshouldratherstyleitself"aGermaninstitutionforuniversal culture"(DeutscheAnstaltfürAllgemeinemenschlicheBildung).TherapidgrowthofKeilhaugaveFroebelatthetimenoleisureforcontroversy.In1827beganthecruelpersecutionswhicheventuallycompelledhimtoleaveKeilhau.NowwheneverFroebelwasunderthepressureofoutwarddifficulty,healwayssoughtforhelpfromwithin,and fromhisinwardcontemplationderivednewcourageandnewstrengthtofacehistroubles.Outofsuchmusingsinthepresenttimeofadversitythelong-awaitedreplytoKrauseatlengthemerged.Thedisputativepart,interestinginitself,doesnothereconcernus.Wepassatoncetothebriefsketchofhislifecontainedinlaterpartsoftheletter,omittingwhatisnotautobiographical.TheearlierofthesepassagesrelatemoresuccinctlytheeventsofthesameperiodalreadymorefullydescribedinthelettertotheDukeofMeiningen;butwethinkitbettertoprintthepassagesinfull,inspiteoftheirbeingtoagreatextentarepetitionofwhathasgonebefore.Certaindifferences,however,willbefoundnotunworthyofnotice.TheKrauselettersucceededtheotherandmoreimportantletter(totheDukeofMeiningen)bysomefewmonths.ItsimmediateoutcomewasawarmfriendshipbetweenKrauseandFroebel;thelatter,withMiddendorffashiscompanion,journeyingtoGöttingentomakethephilosopher"spersonalacquaintance,intheautumnof1828.Longdiscussionsoneducationtookplaceatthisinterestingmeeting,asweknowfromLeonhardi,Krause"spupil.KrausemadeFroebelacquaintedwiththeworksofComenius,amongstotherthings,andintroducedhimtothewholelearnedsocietyofGöttingen,wherehemadeagreat,ifasomewhatpeculiar,impression.PARTOFFROEBEL"SLETTERTOKRAUSE,DATEDKEILHAU,24THMARCH,1828. ...Youhaveenjoyed,withoutdoubt,unusualgoodfortuneinhavingpursuedthestrictpathofculture.YouhavesailedbyCharybdiswithoutbeingswallowedupbyScylla.87 Butmylothasbeenjustthereverse.AsIhavealreadytoldyouinthebeginningofthisletter,Iwasveryearlyimpressedwiththecontradictionsoflifeinwordanddeed—infact,almostassoonasIwasconsciousofanything,livingasalonelychildinaverynarrowedandnarrowingcircle.Aspiritofcontemplation,ofsimplicity,andofchildlikefaith;astern,sometimescruel,self-repression;acarefully-fosteredinwardyearningafterknowledgebycausesandeffects,togetherwithanopen-airlifeamidstNature,especiallyamidsttheworldofplants,graduallyfreedmysoulfromtheoppressionofthesecontradictions.Thus,inmytenthandeleventhyears,Icametodreamoflifeasaconnectedwholewithoutcontradictions.Everywheretofindlife,harmony,freedomfromcontradictions,andsotorecognisewithakeenerandclearerperceptionthelife-unityafterwhichIdimlygroped,wasthesilentlongingofmyheart,themainspringofmyexistence.Butthewaythitherthroughtheusualschoolcourse,allmadeupofseparatepatches,consideringthingsmerelyintheiroutwardaspect,andconnectedbymerearbitraryjuxtaposition,wastoolifelesstoattractme;Icouldnotrememberthingsmerelyputtogetherwithoutinnerconnection,andsoitcameaboutthataftertwoofmyelderbrothershaddevotedthemselvestostudy,andbecausemythirdbrothershowedgreatcapacityforstudyalso,myowneducationwasnarrowed; butsomuchthemore closelydidaloving,guidingprovidencebindmyheartincommunionwithNature.88Insilent,trustfulassociationwithNatureandmymathematics,Ilivedforseveralyearsaftermyconfirmation.Inthelatterpartofthetimemydutiesledmetowardsthestudyofnaturallaws,andthustowardstheperceptionoftheunitysooftenlongedforinsoulandspirit,andnowatlastgraduallybecomingclearfromamidsttheoutwardlyclashingphenomenaofNature.89AtlastIcouldnolongerresistthecravingforknowledgewhichIfeltwithinme.Ithrustononesidealltheordinaryschool-learningwhichIutterlyfailedtoappropriateinitscustomarydisconnectedstate(itwasmeantonlytobelearnedbyrote,andthisInevercouldrecogniseastheexclusiveconditionofareallycomprehensivecultureofthehumanmind),andIwentupinthemiddleofmyeighteenthyeartotheUniversityofJena.AsIhadbeenfortwoyearspastlivingcompletelywithNatureandmymathematics,anddependentuponmyselfaloneforanycultureImighthavearrivedat,Icametotheuniversitymuchlikeasimpleplantofnaturemyself.IwasatthistimepeculiarlymovedbyalittleknowledgeIhadpickedupaboutthesolarsystem,includingparticularlyageneralconceptionofKepler"slaws,wherebythelawsofthespheresappealedtomeontheonehandasanall-embracing,world-encirclingwhole,andontheotherasanunlimitedindividualisationintoseparatenaturalobjects.Myownculturehadbeenhithertolefttomyself, andsoalsonowIhadtoselectmyownstudiesandtochoosemycoursesoflecturesformyself.Itwastobeexpectedthatthelecturesof theprofessorswouldproduceasingulareffectuponme,andsotheydid.Ichoseasmycoursesnaturalhistory,physics,andmathematics,butIwaslittlesatisfied.IseldomgainedwhatIexpected.EverywhereIsoughtforasoundmethodderivingitselffromthefundamentalprinciplelyingattherootofthesubjectinhand,andafterwardssummingupalldetailsintothatunityagain;everywhereIsoughtforrecognitionofthequickeninginterconnectionofparts,andfortheexpositionoftheinnerall-pervadingreignoflaw.Onlyafewlecturesmadesomepoorapproachtosuchmethods,butIfoundnothingofthesortinthosewhichweremostimportanttome,physicsandmathematics.Especiallyrepugnanttomewasthepiece-mealpatchworkofferedtousingeometry,alwaysseparatinganddividing,neverunitingandconsolidating.Iwas,however,perfectlyfascinatedwiththemathematicalrulesof"combination,permutation,andvariation,"butunhappilyIcouldnotgivemuchtimetotheirstudy,whichIhaveregrettedeversince.Otherwise,whatIlearnedfromthelectureswastooslightforwhatIwanted,being,unluckily,altogetherforeigntomynature,andmoreoftenameregettingofrulesbyheartratherthananunfoldingofprinciples.Thetheoreticalandphilosophicalcoursesonvarioussubjectsdidnotattractmeeither,something aboutthemalwayskeptmeatadistance;andfromwhatIheardofthemamongstmyfellow-students,Icouldgatherthathere,too,allwaspresentedinanarbitraryfashion,unnaturallydivided,cutup,sotospeak,intolifelessmorsels;sothatitwasuselessformyinnerlifetoseekforsatisfactioninthoseregionsofstudy.ButasIsaidabove,thereweresomeofthelectureswhichfosteredmyinterestintheinnerconnectionofallvitalphenomena,andevenhelpedmetotraceitwithsomecertaintyinsomefewrestrictedcircles.Butmyfinancialpositiondidnotpermitmetoremainlongattheuniversity;andasmystudieswerethosewhichfittedthestudentforpracticalprofessionallife,thoughtheywereregardedfromahigherpointofviewbymyselfintheprivacyofmyownthoughts,Ihadtoreturntoordinaryevery-daywork,andusethemasameanstoearnmyliving.Yet,thoughIlivedtheoutwardbusinesslifetoallappearance,itremainedeverforeign tomynature;Icarriedmyownworldwithinme,anditwasthatforwhichIcaredandwhichIcherished.Myobservationoflife(andespeciallythatofmyownlife,whichIpursuedwiththeobjectofself-culture),joinedwiththeloveofNatureandwithmathematicstoworkcreativelyuponme;andtheyunitedtofillmylittlementalworldwithmanyvariedlife-forms,andtaughtmeatthesametimetoregardmyownexistenceasonememberofthegreatuniversallife.Myplanofculturewasverysimple:itwastoseekouttheinnermostunityconnectingthemostdiverseandwidely-separatedphenomena,whether subjectiveorobjective,andwhethertheoreticalorpractical,tolearntoseethespiritualsideoftheiractivity,toapprehendtheirmutualrelationsasfactsandformsofNature,ortoexpressthemmathematically;and,ontheotherhand,tocontemplatethenaturalandmathematicallawsasfoundedintheinnermostdepthsofmyownlifeaswellasinthehighestunityofthegreatwhole,thatisindeedtoregardthemintheirunconditioned,uncausednecessity,as"absolutethings-in-themselves."ThusdidIcontinuewithoutceasingtosystematise,symbolise,idealise,realiseandrecogniseidentitiesandanalogiesamongstallfactsandphenomena,allproblems,expressions,andformulaswhichdeeplyinterestedme;andinthiswaylife,withallitsvariedphenomenaandactivities,becametomemoreandmorefreefromcontradictions,moreharmonious,simple,andclear,andmorerecognisableasapartofthelifeuniversal.AfterIhadlivedforsomeyearstheisolatedlifeIhavedescribed,thoughIwasengagedthewholetimeinordinaryprofessionalpursuits,allatoncetherebrokeuponmysoul,inharmonywiththeseasonsofnature,aspringtimesuchasIhadnotbeforeexperienced;andanunexpectedlifeandlife-aimbuddedandblossomedinmybreast.Allmyinnerlifeandlife-aimshadbecomenarrowedtothecircleofself-cultureandself-education.Theouterlife,myprofession,Icarriedonasameremeansofsubsistence,quiteapartfrommyrealinnerself,andmysphereofoperationwaslimited.IwasdrivenperforcefrompillartoposttillatlastIhadarrivedwheretheMainunites herselfwiththeRhine.90 Heretherebuddedandopenedtomysoulonelovely brightspringmorning,whenIwassurroundedbyNatureatherloveliestandfreshest,thisthought,asitwerebyinspiration:—Thattheremustexistsomewheresomebeautifullysimpleandcertainwayoffreeinghumanlifefromcontradiction,or,asIthenspakeoutmythoughtinwords,somemeansofrestoringtoman,himself,atpeaceinternally;andthattoseekoutthiswayshouldbethevocationofmylife.Andyetmylife,toallappearance,mystudiesandmydesires,belongedtomypurelyexternalvocation,91 andtoitsexternalcitizenlikerelations;andbynomeanstomankindatlarge,eitherregardedinitselforinitseducationalneeds.Thereforethisideaofminewasinsuchviolentcontrastwithmyactuallifethatitutterlysurprisedme.Infact,andperhapsgreatlybecauseofthiscontrast,theideawouldundoubtedlyhavebeenquiteforgotten,hadnotothercircumstancesoccurredtoreviveit.Onmyselfandonmylifeatthetimeitseemedtohavenottheslightesteffect,anditsoonpassedfrommymemory.Butlateroninthissamejourney,92 asIclimbeddownfromtheWartburg,andturnedroundtolookatthecastle,thererusheduponmeoncemorethisthoughtofahighereducationalvocationasmyproperlife-work;andagain,beingsofarremovedfrommyactualexternallife,itonlyflasheduponmewithamomentaryeffulgenceaninstant,andthensank.This,unconsciouslytome,andthereforequitedisregardedbyme,wastherealpositionofmyinnerlifewhenIarrivedatthegoalofmyjourney,Frankfurt,fromwhencemylifewassosoontodevelopsolargely. Myenergiesatthemomentweredevotedtowardsattainingsomedefiniteprofessionalpositionformyself.93 ButinproportionasIbegantoexaminemyprofessionmorecloselyinitspracticalaspect,sodiditbegintoproveinsufficientofitselftosatisfymeastheoccupationofmylife.Thentherecametomethedefinitepurposeoflivingandworkingatmyprofessionrathertouseitasameanstowinsomehighbenefitformankind.94Therestlessnessofyouth,nay,thatchance,rather,whichhasalwayslovinglyguidedme,threwmeunexpectedlyintorelationswithamanwhoseknowledgeofmankind,andwhosepenetratingglanceintomyinnerbeingturnedmeatourveryfirstinterviewfromtheprofessionofanarchitecttothatofateacherandaneducator,twospheresofworkwhichhad,neverpreviouslyoccurredtome,stilllesshadappearedtomeasthefutureobjectsofmylife.95 ButtheveryfirsttimeIfoundmyselfbeforethirtyorfortyboysfromninetoelevenyearsold,forthatwastheclassallottedtometoteach,Ifeltthoroughlyathome.Infact,IperceivedthatIhadatlastfoundmylong-missedlifeelement;andasIwrotetomybrotheratthetime,Iwasaswellpleasedasthefishinthewater,Iwasinexpressiblyhappy.Yetherefromtheveryfirstmoment(andwhatanumberofsacrificeshadtobemade,whatawealthofactivitywaspouredout!)Ihadtogiveinformation,advice,anddecisionsonmatterswhichhithertoIhadnotthoughtitnecessaryseriouslytoconsider,andsoalsohere,inmynewposition,Isooncametofeelmyselfisolated,tostandalone. IsoughtcounselwhereIhadsooftenfoundit.IlookedwithinmyselfandtoNatureforhelp.Heremyplanofculture,hithertofollowedonlyformyownneeds,cameopportunelytomyassistance.WhenIwasconsultedbyothers,IlookedtoNaturefortheanswer,andletNature,life,spirit,andlawspeakforthemselvesthroughme;thentheanswerwasnotmerelysatisfactory.No!itssimple,unhesitatingconfidenceandyouthfulfreshnessgladdenedandquickenedtheinquirer.Thiswasallwellenoughwhenuniversalhumaninterestswereconcerned,buthowaboutmattersofinstruction?Icould,infact,fairlyconfessthatinmanyrespectsIhadnotitletocallmyselfaculturedman,forhithertoallmyculturehadbeenfragmentaryorimaginative.OnceagainIfoundmyselfinconflictwithmyenvironment;forIcouldnotpossiblytorturemyscholarswithwhatImyselfhadrefusedtobetorturedwith—namely,thelearningbyheartofdisconnectedrules.Iwasthereforecompelledtostrikeoutfresh pathsformyself,whichindeedmypostrenderedadelightfultask;becauseInotonlyhadfulllibertyaccordedmeinthismatter,butwasevenurgedonwardsinthatdirectionbymyduty,sincetheinstitutionwasamodelschoolforthehigherdevelopmentofteaching.Mypastself-culture,self-teaching,andself-development,andmystudyofNatureandoflifenowstoodmeingoodstead. Butthisletterisnotintendedtocontainthewholehistoryofthedevelopmentofmymind;andIwillthereforepassquicklyforward,justmentioningthatfromthistimeforsixyearsonwards,duringwhichIthricecompletelychangedtheconditionsofmylife,96 Iheldmostearnestlybythissametemperofmindandthissameendeavour;andalthoughIstillalwayslivedinisolationastomypersonalinnerlife,yetIwasatmanypointsinfullcontactwiththebriskmentaleffortandactivityofthatstirringtime(1805to1810),asregardsteaching,philosophy,history,politics,andnaturalscience.97Butthenobler,themorevaried,themoreanimatingwasthelifesurroundingme,andthemoreIfoundallwithoutme,asalsoallwithinme,strivingandtendingtowardsharmonyandunity,bysomuchthelesscouldIlongerberestrainedfromseekingoutthisunity,evenshoulditbeatthesacrificeofallthatwasdeartome,ifneedwereforthat.Iwasimpelledtoseektodevelopthisunityallbrightandlivingwithinmyownsoul,andtocontemplateitindefinite,clear,andindependentform,sothatfinallyImightbeabletosetitforthinmyactuallifewithsurenessandcertainty.Afternineyears"intervalIvisitedtheuniversityasecondtime;first(springof1810)atGöttingen,andthenayearandahalflater(autumnof1811)atBerlin.98 Inowbegantopursuethestudyoflanguages.ThelinguistictreasureswhichrecentdiscoverieshadbroughtusfromAsiaexcitedmydeepestinterestwhereverIcameintocontactwiththem.Butingeneralthemeansofacquiringlanguagesweretoolifeless,toowantinginconnectiontobeofanyusetome;andtheefforttoworkthemoutafreshinmyownway,soonledmetoarenewedstudyofNature.NatureheldmehenceforthsofastthatforyearsIwaschaineduninterruptedlytoherstudy,thoughtrulylanguageswentonasaside-studyduringthetime.YetitwasnotasseparateentitiesthatIconsideredthephenomenaIwasworkingat;ratherwasitaspartsofthegreatwholeofnaturallife,andthisalsoIregardedasreposinginonesupremeunitytogetherwithallmankind;Natureandman,thetwooppositemutuallycastinglightuponeachotherandmirroringeachother.AftertheGermanwarofthespringof1813hadinterruptedmystudiesatBerlin,andIhadmadeacquaintancewithasoldier"slife,itsneed,anditshabitsinLützow"scorps,Ireturnedin1814tomystudiesandtoascientificpublicpostinBerlin.Thecare,thearrangement,andinparttheinvestigationandexplanationofcrystalswerethedutiesofmyoffice.ThusIreachedatlastthecentralpointofmylifeandlife-aim,whereproductivenessandlaw,life,nature,andmathematicsunitedalloftheminthefixedcrystallineform,whereaworldofsymbolsoffereditselftothe innereyeofthemind;forIwas appointedassistanttoWeissatthemineralogicalmuseumoftheBerlinUniversity.99Foralongtimeitwasmyendeavourandmydearestwishtodevotemyselfentirelytoanacademicalcareer,whichthenappearedtomeasmytruevocationandtheonlysolutionoftheriddleofmylife;buttheopportunitiesIhadofobservingthenaturalhistorystudentsofthattime,theirveryslightknowledgeoftheirsubject,theirdeficiencyofperceptivepower,theirstillgreaterwantofthetruescientificspirit,warnedmebackfromthisplan.Ontheotherhand,theneedofmanforalifeworthyofhismanhoodandofhisspeciespresseduponmewithallthemoreforce,and,therefore,teachingandeducationagainassertedthemselvesvigorouslyasthechiefsubjectsoccupyingmythoughts.ConsequentlyIwasonlyabletokeepmymindcontentedwiththedutiesofmypostfortwoyears;and,meanwhile,thestonesinmyhandandundermyeyesturnedtoliving,speakingforms.Thecrystal-world,insymbolicfashion,bareunimpeachablewitnesstome,throughitsbrilliantunvaryingshapes,oflifeandofthelawsofhumanlife,andspaketomewithsilentyettrueandreadablespeechofthereallifeoftheworldofmankind.Leavingeverythingelse,sacrificingeverythingelse,100 Iwasdrivenbackupontheeducationofman,drivenalsotomyrefugeinNature,whereinasinamirrorIsawreflectedthelawsofthedevelopmentofbeing,whichlawsIwasnowtoturntoaccountfortheeducationofmyrace.Mytaskwastoeducate manin histruehumanity,toeducatemaninhisabsolutebeing,accordingtotheuniversallawsofalldevelopment.101 Therefore,leavingBerlin,andlayingdownmyoffice,Ibeganlateintheautumnof1816thateducationalworkwhich,thoughitstilltakesitsimpulsefrommeandexistsundermyleadership,yetinitsdeepestnatureisself-sufficientandself-conditioned.AlthoughIwasnotperhapsthencapableofputtingmyconvictionsintowords,Iatoncerealisedthisworkinmyownmindascomprehensiveandworld-embracinginitsnature,asaneverlastingworktobeevermoreperformedforthebenefitofthewholehumanrace;yetIneverthelesslinkedit,andforthisveryreason,tomyownpersonallife;thatis,sinceIhadnochildrenofmyown,ItooktomemydearnephewswhomImostdeeplyloved,inorderthroughthemandwiththemtoworkoutblessingsformyhomeandmynativeland,forSchwarzburgandThuringia,andsoforthewholewideFatherlanditself.102Theeternal principlesofdevelopment,asIrecognisedthemwithinme,wouldhaveitthusandnototherwise.Timidly,verytimidly,didIventuretocallmyworkbythetitleof"German,"or"UniversalGerman"education;and,indeed,Istruckthatoutfromoneofmymanuscripts,althoughitwaspreciselythenamerequiredtostartwithasitexpressedthebroadnatureofmyproposedinstitution.Anappealtothegeneralpublictobecomethorough men seemedtometoograndiose,tooliable tobemisunderstood,as,indeed,intheevent,itonlytootrulyproved;buttobecomethoroughGermans,soIthought,wouldseemtothemsomethinginearnest,somethingworththestrivingfor,especiallyaftersuchhardandspecialtrialsashadrecentlybeenenduredbytheGermannation.Withyourpenetratingjudgmentyouquarrelledwiththatterm"Germaneducation;"but,afterall,eventheappealtobemadethoroughGermansprovedtobetoograndioseandliabletobemisunderstood.Foreveryonesaid"German?Well,I am German,andhavebeensofrommybirth,justasamushroomisamushroom;103 what,then,doIwantwitheducationtoteachmetobeathoroughGerman?"Whatwouldtheseworthypeoplehavesaid,hadIaskedthemtotrainthemselvestobecomethoroughmen?NowhadIplannedmyeducationalinstitutealtogetherdifferently,hadIofferedtotrainaspecialclass,body-servants,footmenorhousemaids,shoemakersortailors,tradesmenormerchants,soldiersorevennoblemen,thenshouldIhavegainedfameandgloryforthegreatusefulnessandpracticalnatureofmyinstitution,forcertain;andsurelyallmenwouldhavehastenedtoacknowledgeitasanimportantmatter,andasathingtobeadequatelysupportedbytheState.IshouldhavebeenheldastherightmanintherightplacebytheStateandbytheworld;andsomuchthemorebecauseasaState-machineIshouldhavebeenengagedincuttingoutandmodellingotherState-machines.ButI—Ionlywantedtotrainupfree,thinking,independentmen!Nowwhowantstobe,orwhocarestosufferanothertobe,afree-thinking,independentman?Ifitwasfollytotalkabout educatingpersonsasGermans,whatwasittotalkabouteducatingthemasmen?TheeducationofGermanswasfelttobesomethingextraordinaryandfarfetched;theeducationofmenwasamereshadow,adeceitfulimage,ablindenthusiasm.104FromthisdigressionInowreturn,tocontinuemyattemptatmakingmyselfknowntoyou,asfarasispossible,inaletter;bywhichImeanmyrealinnerself,asmanifestedinmyendeavoursandmyhopes.Permitme,therefore,togoastepnearertowardswhatliesdeepestinmysoul,atleastthatofitwhichiscommunicabletoanotherperson.Ihavestartedbystatingmypositionfromthesideofknowledge,nowletmestateitalsofromanotherside.Myexperience,especiallythatgainedbyrepeatedresidencesattheuniversity,hadtaughtmebeyondadoubtthatthemethodofeducationhithertoinuse,especiallywhereitinvolvedlearningbyrote,andwhereitlookedatsubjectssimplyfromtheoutside orhistorically,andconsideredthencapableofapprehensionbymereexercisework,dulledtheedgeofallhightrueattainment,ofallrealmentalinsight,ofallgenuineprogressinscientificculture,ofself-contemplation,andthusofallrealknowledge,andoftheacquisitionoftruththroughknowledge.Imightalmostgofurther,andsaythatitstendencywastowardsrenderingalltheseworthyobjectsimpossible. Therefore,Iwasfirmlyconvinced,asofcourseIstillam,thatthewholeformereducationalsystem,eventhatwhichhadreceivedimprovement,oughttobeexactlyreversed,andregardedfromadiametricallyoppositepointofview—namely,thatofasystemofdevelopment.IansweredthosewhokeptaskingwhatitwasthatIreallydidwantafterall,withthissentence:"Iwanttheexactoppositeofwhatnowservesaseducationalmethodandasteaching-systemingeneral."Iwas,andam,completelyconvinced,thatafterthisfashionalonegenuineknowledgeandabsolutetruth,byrighttheuniversalpossessionsofmankind,shallfindonceagain,notalonesinglestudentshereandthere,butthevastmajorityofallourtrue-heartedyoungmenandofourprofessorsspreadingfarandwidetheelementsofanoblehumanisedlife.TobringthisintoapracticalschemeIheldtobemyhighestduty,adutywhichIcouldneverevade,andonewhichIcouldnevershakeoff,sinceamancannotshakeoffhisownnature.Ourgreatestteachers,evenPestalozzihimselfnotexcepted,seemedtometoobare,tooempirical,105 andarbitrary,andtherefore notsufficientlyscientificintheirprinciples—thatis,notsufficientlyledbythelawsofourbeing;theyseemedtomeinnowisetorecognisetheDivineelementinscience,tofeelitsworth,andtocherishit.ThereforeIthoughtandhoped,withthecourageandinexperienceofyouth,thatallscientificandlearnedmen,thattheuniversities,inoneword,wouldimmediatelyrecognisethe purportofmyefforts,andwouldstrivewithalltheirmighttoencouragemebywordanddeed.InthisIwasegregiouslymistaken;neverthelessIamnotashamedoftheerror.Butfewpersonsraisedtheirvoicesformeoragainstme;and,indeed,yourarticleinthe Isis isthesinglesun-raywhichreallygenerouslywarmedandenlightenedmylifeandlifework.Enough!theUniversitiespaidnoheedtothesimpleschoolmaster.106 Astothe"ableeditors,"they,intheirreviews,thoughtverydifferentlyfromme;butwhyshouldItroublemyselffurtherwithrememberingtheirperformances,whichwerewrittensimplywiththeobjectofdegradingmeandmywork?Theyneversucceededinshakingmyconvictionsintheleast.Iregardthesimplecourseofdevelopment,proceedingfromanalysistosynthesis,whichcharacterisespurereasonedthought,asalsothenaturalcourseofthedevelopmentofeveryhumanbeing.Suchacourseofdevelopment,exactlyoppositetothepathtakenbytheold-fashionedmethodsofeducation,Inowseemankindabouttoenterupon;nay,ithasbeenactuallyentereduponalreadyinafewsinglecases,thoughthesecasesarealmostunknownandthereforeunregarded;andwiththisnewcourseofdevelopmentanewperiodistobegin,anewageforallmankind,andthereforeinthehigherinnersenseanewworld;aworld,perceivingandunderstanding,perceivedandunderstood;aworldofcrystalclearness,creatinganaltogethernewlifeforscience, andcarryingonwardthereforethetruescience,thatis,thescienceofbeing,andallthatisfoundeduponthisandconditionedbythis.107Imayimageforththepositionofmyeducationalestablishmentwithregardtotheuniversities,underthefigureoffamilylife.Inahealthilyconstitutedfamilyitisthemotherwhofirstcaresfor,watchesover,anddevelopsthechild,teacheshimto"read,mark,learn,andinwardlydigest,"derivingeverythingsheteachesfromitscentralunity,andgatheringupherteachingintothatunityagain.Thefatherreceiveshissonfromthehandandtheheartofthe mother;withhissoulalreadyfulloftrueactivelife,ofdesirefortheknowledgeofcausesandeffects,fortheunderstandingofthewholeanditsramifications;withhismindopentothetruthandhiseyestothelight,andwithaperpetuallynourishedyearningforcreativeactivity,abletoobservewhilebuildingup,andtorecognisewhiletakingapart;suchinhimselfandhissurroundings,alwaysactive,creative,fullofthoughtandendeavour,doesthefatherreceivehissoninhishome,totrainandteachhimforthewiderlifeoutside.Thusshoulditbewithmyeducationalinstituteandtheuniversities;asregardsthegrowthanddevelopmentofmanIonlydesiretotaketheplaceofthesilentlyworking,tenderlycherishingmother. Thelife,thewill,theunderstanding,thesethreemustformthecommonchordortriadoftheharmonyofhumanlife,nowonetone,nowanother,nowtwoofthethree,risingpowerfullyabovetherest.Butwherethesetonesareseparateandinharmonioustheretheyworktodiscord,asweseebuttooclearlyindailylife:—"Wrestlingwithlifeandwithdeath,suspendedbetweenthemwehang."Inwhateverfamilythischordisfromthefirstsetsweetlyintune,itspureconcordsunitingtoformthefundamentalharmonyofexistence,thereallthehobgoblinsofordinarylife,whichevenyetoftenunitetoannoyus,willbedrivenfaraway,therewilljoyandpeaceperpetuallyinhabit,therewillheavendescendtoearthandearthriseuptoheaven;toaheaven,moreover,asfullofcontentment,asresponsivetoeveryyearningofthesoulasevertheChurchhaspainted.Butsincealltrueandearnestlifemustarisefromandreturntotheideallife,tolifeinitself,somustaschoolofdevelopment,whichistoleadmen,bymeansoftheirordinarylife,towardsthathigherlife,beitselfatrueschoolofreligioustraininginthemostcomprehensivesenseoftheword.Manoughtnottobecontentedwithteachingmerelydirectedtosatisfyhisneedsasachildofearth,butmustdemandandreceivefromeducationatruefoundation,acreative,satisfyingpreparationforallthegradesof developmentofnatureandtheworldwhichmankindencounters,andfortheeverlastinghere andbeyondofeachnewmomentofexistence,fortheeverlastingrest,theeverlastingactivity,theeverlastinglifeinGod.As,however,itisonlyasaChristian,beheconsciouslyorunconsciouslyso,baptisedorunbaptised,takingtheChristiannameorrejectingit,thathecanthinkandactafterthisfashion,youcanseeatoncethereasonwhymysystemofeducationfeelsitselftobe,andinfactclaimstobe,aneducationafterthetruespirit,andfollowingthepreceptsofJesusChrist.Throughlove,mutualfaith,andacommonaimtowardsacquiring,manifesting,andactingoutknowledge,therehasgrownuproundmealittlecompanyofmenboundtogetherbybeautifulhumanbonds,thelikeofwhichyouwouldwithdifficultyfindelsewhere.Inyourlastletteryoudesiredtohavesomeaccountofthesefriendsandmembersofmyhousehold.Iwilldescribethemforyou.Butifmyaccountistobeanythingmorethanalifelesslistofnames,andif,thoughitcannotbetheclosely-branchedtreeoflifewhichactuallyexists,itisatleasttocomeasnearitasagarlandoranosegaytothetree,youmustpermitmetogobackalittleintomypastlife;foroutoftheself-samespirit,whencearosemyownendeavoursandwhichgaveitsdirectiontomyownlife,arosealsothecircleofthosefriendswhoarenowsocloselyunitedwithme. TheGermanwarof1813,inwhichsomuchseed-cornwassowedthatperhapsonlythesmallerpartofithasyetsprungup,tosaynothingofblossomingandfruitage,sowedalsotheseedwhencesprangthefirstbeginningsofourassociation,andofourharmoniouscircle.InApril1813JahnledmeandotherBerlinstudentstomeetmyfuturecomradesinarms,Lützow"s"BlackTroop;"wewentfromBerlintoDresden,andthenceforthemostparttoLeipzig.OnthismarchJahnmademeacquaintedbeforewereachedMeissenwithanotherBerlinstudent,HeinrichLangethal,ofErfurt,asafellow-countrymanofmine;andLangethalintroducedmetohisfriendandfellow-studentintheology,Middendorff,ofBrechten,nearDortmund.108Awonderfullylovelyspringeveningspenttogetherbythe friendlyshoresofElbe,andavisittothemagnificentCathedralofMeissen,broughtmenearertotheseandothercomrades;butitwasthepleasantbanksofHavelatHavelberg,thecharmingsituationofthegrandcathedral,the"RhineTravels"ofGeorgForster,acommonlovefornature,andaboveallacommoneageryearningforhigherculturethatboundusthreeforevertogether.109Thewarinallitsexhilarationanddepression,itsprivationandpleasure,itstransientanditspermanentaspects,flowedon;sometimesnearertous,sometimesfurtheraway.InAugust1814Iwasreleasedfromservice,andreturnedtoBerlin,theretoenteruponthepost110 attheUniversityMuseum,whichIhavealreadymentioned. Soonafter,quiteunexpectedly,Iranagainstmyfriendsagain,whohadcomebacktoBerlintofinishtheirstudies.Afterbeingsomewhatseparatedbythenatureofourwork,theyaseagerlystudyingtheologyasIdidnaturalscience,ourcommonneedandinneraspirationbroughtusoncemoretogether.Theyhadtakensomeprivateteaching,andwerefrequentlydriventoseekmycounselandinstructionbythedifficultiesoftheirnewposition.Whenthewarbrokeoutafreshin1815,Middendorffhadbeenlivingforseveralmonthspreviouslywithmeasroomcompanion.Thushadlifethrownuscloselytogether,sothatIcouldseeeachoneexactlyashewas,inallhisindividuality,withhisqualitiesandhisdeficiencies,withwhathecouldcontribute,andwhathewouldhavetoreceivefromothers.InOctober1816Ileftmypost,andquittedBerlin,withoutasyetconfidingtoanyoneexactlywhatoutwardaimIhadinview,simplysayingthatIwouldwriteandgivesomeaccountofmyselfassoonasIhadfoundwhatIsetouttoseek.InNovemberofthesameyearmydearlylovedbrother,111 theeldestnowliving,whomImademyconfidantsofarasthatwaspossible,andwhowasatthattimeamanufactureratOsterodeintheHarzdistrict,gavemehistwosonstoeducate.Theywerehisonlysons,though nothisonlychildren;twoboysofsixandeightyearsoldrespectively.WiththeseboysIsetoutforavillageontheUrncalledGriesheim,andthereIaddedtomylittlefamily,firsttwo,thenathird,thatis,altogetherthreeothernephews,theorphansonsofmylatedearestbrother,112 hewhohadalwaysbestsympathisedwith methroughlife.HehadbeenministeratGriesheim,andhiswidowstilllivedthere.Hehaddiedofhospitalfeverin1813,justafterthecessationofthewar.Ireckon,therefore,thedurationofmypresenteducationalworkfromNovember16th,1816.AlreadyIhadwrittenfromOsterodetoMiddendorffatBerlin,invitinghimandLangethaltojoinmeandhelpinworkingoutasystemoflifeandeducationworthyof man.ItwasonlypossibleforMiddendorfftoreachmebyApril1817,andLangethalcouldnotarriveuntileventhefollowingSeptember.Thelatter,however,sentme,byMiddendorff,hisbrother,aboyofelevenyearsold;113 sothatInowhadsixpupils.InJuneofthesameyear(1817)familyreasonscausedmetomovefromGriesheimtothisplace,Keilhau.114 Nextcameotherpupilsalso,withLangethal"sarrivalinSeptember.Myhouseholdwasgrowingfast,andyetIhadnohouseofmyown.InawayonlycomprehensibletoHimWhoknowstheworkingsofthemind,ImanagedbyNovembertogettheschoolthatInowoccupybuiltasaframe-house,butwithoutbeinginpossessionofthegrounditstoodon.Ipassoverthespaceofayear,whichwasneverthelesssorichinexperiencesoftroubleandjoy,oftimeswhenwewerecastdown,andothertimeswhenwewereliftedup,thatitsdescriptionwouldeasilyfillmanytimesthespaceevenofthislongletter.InJuneofthefollowingyearIbecameinthemostremarkablewaypossessorofthelittlefarmwhichIstillhold,inKeilhau, andthusforthefirsttimepossessoralsoofthelanduponwhichthe schoolhousehadalreadybeenerected.115 Asyettherewerenootherbuildingsthere.InSeptember1818Ibroughttothehousehold,stillfurtherincreased,andnowsorichwithchildrenandbrothers,itshousewife,inthepersonofaladywhomalikeloveofNatureandofchildhoodwithmyown,andalikehighandearnestconceptionofeducation,asthepreparationforalifeworthyofman,haddrawntowardsme.Shewasaccompaniedbyayounggirlwhomshehadsometimebeforeadoptedasadaughter,andwhonowcamewithhertoassistherinthedutiesofthehousehold.116Wehadnowaseverestruggleforexistenceforthewholetimeupto1820.Withalloureffortswenevercouldgettheschoolhouseenlarged;otherstillmorenecessarybuildingshadtobeerectedfirst,underpressingneedforthem.117 Intheyear1820, onAscensionDay,mybrotherfromOsterode,whosetwosonswerealreadymypupils,cametojoinmewithhiswholefamilyandallhispossessions;urgedbyhisloveforhisboys,andawishtohelpintheadvancementofmylife"spurpose.Asmybrother,beyondthetwosonsIhavementioned,hadthreedaughters,myfamilywasincreasedbyfivepersonsthroughhisarrival.118Thecompletionoftheschool-housewasnowpushedonwithzeal;butitwas1822beforewegotitfinished.Ourlifefromthispointbecomessocomplex thatitisimpossibletodomorethanjustmentionwhatappliestotheAssociationformedbyourstillunitedmembers.In1823,Middendorff"ssister"ssonBarop,tillthenadivinitystudentinHalle,visitedus;andhewassoimpressedbythewholeworkthathewasirresistiblydrivensoonafterwardstojoinusinourlife-task.119 Since1823,withtheexceptionofsuchbreaksashisworkinlifedemanded,hehasbeenuninterruptedlyoneofourcommunity,sharinginourwork.Atthismoment120 heisinBerlin,servinghisoneyearwiththecoloursasavolunteer,anddevotingwhattimehehastospare,toearneststudy,especiallythatofnaturalscience.Wehopetohavehimbackwithusnextspring.Intheautumnof1825Langethalbecameengagedtomywife"sadopteddaughter,whohadcomewithherfromBerlin;andMiddendorffbecameengagedtomybrother"seldestdaughter.AscensionDay1826wasthewedding-dayforbothcouples.Heavenblessedeachmarriagewithadaughter,buttookbacktoitselfthelittleoneofLangethal.StillanotherfaithfulcolleaguemustIrememberhere,HerrCarlfromHildburghausen,whohasbeensinceNewYear"s Day1825amemberofourInstitute,hisparticularworkbeingtoteachinstrumentalmusicandsinging.HelivesandworksinthetruespiritoftheInstitute,andisboundupheartandsoulwithitsfortunes.121 Ofotherteachers,whohaveassistedusintheInstituteforgreaterorlesstime,Ineednotspeak;theyneverproperly belongedtoourcircle.Amongstallthespeciallyassociatedmembersofourlittleband,notonebreachhasoccurredsincethebeginningofourwork.IwouldIcouldfeelthatIhadaccomplishedwhatIhaveaimedatinthisletter—namely,tomakeyouacquaintedwiththeinnerdeepseatedcommonlifewhichreallybindstogetherthememberscomposingouroutwardlyunitedassociation;althoughithasonlybeenfeasiblerathertosuggestbyimplicationtheinternalmentalphenomenaoftheexternalbondsofunionthanproperlytoindicatethemandtosetthemclearlyforth.ThisendstheautobiographicalpartoftheKrauseletter.Hereandthereinthefootnotesthepresenteditors,profoundadmirersofthegreatmaster,haveventuredtocriticisefranklytheinordinatebeliefinhimselfwhichwasatonceFroebel"sstrength,andhisweakness.Ontheonehand,hisnobleandtrulygiganticeffortswereonlymadepossiblebyhisalmostfanaticalconvictioninhisprinciplesandinhismission.Ontheotherhand,thisdogmaticattitudemadeitverydifficulttoworkwithhim,forpersonsofanyindependenceofmind.Hecouldscarcelybrookdiscussion,nevercontradiction.ThisismostcharacteristicallyshownbyafragmentofFroebel"sdated1stApril,1829,asfollows:—"Iconsidermyownworkandeffortas unique inalltime,as necessary initself,andasthe messengerofreformation forallages,workingforwards andbackwards,offeringandgivingtomankindallthatitneeds,andallthatitperpetuallyseeksoneveryside.Ihavenocomplainttomakeifothersthinkotherwiseaboutit;Icanbearwiththem;122 Icaneven,ifneedbe,livewiththem,andthisIhaveactuallydone;butIcansharenolife-aimwiththem,theyandIhaveno unityofpurposeinlife.ItisnotI,itistheywhoareatfaultherein;Idonotseparatemyselffromthem,theywithdrawthemselvesfromme."TogetaviewofFroebel"sworkfromthepracticalside,soastosupplementtheaccountwehavereceivedfromFroebelhimselfastotheoriginationanddevelopmentoftheprinciplesuponwhichthatworkwasbased,wehaveselectedasketchbyBaropentitled"CriticalMomentsintheFroebelCommunity;"writtenforDr.Lange"seditionbyBarop(thentheprincipalandproprietorofKeilhau)abouttheyear1862.CRITICALMOMENTSINTHEFROEBELCOMMUNITY.UnderthisheadingBaropwritesasfollows:—About1827wewereinanunusuallycriticalposition.YouknowhowlittlemeanswehadwhenwebegantocreateourInstitution.123 Middendorffhadsacrificedhisentireinheritancefromhisfather,butthepurchaseofthegroundandtheerectionofnecessarybuildingscalledforconsiderablesums,sothat Middendorff"sadditiontothecapitalhaddisappearedlikedropsofwaterfallingonahotstone.Myfather-in-law,ChristianLudwigFroebel,hadlateroncomeforwardandplacedhisentirefortuneunconditionallyinthehandsofhisbrother,124 buteventhissacrificewasnotsufficienttokeepawaycareandwantfromthedoor.Myownfatherwasamanofmeans,buthewassoangryatmyjoiningtheFroebelcommunityatKeilhau125 thatherefusedmeanyassistancewhatever.Mistrustsurroundedusonallsidesintheseearlyyearsofourwork;openandconcealedenmitiesassailedusbothfromnearandfar,andsoughttoembitterourlotandtonipoureffortsinthebud.Nonethelessforthis,theinstitutionblossomedquickandfair;butlateron,throughthewell-knownpersecutiondirectedagainstassociationsofstudents,itwasbroughttothevergeofruin,forthespiritof1815wasincarnatewithinit,anditwasthisspiritwhichatthetime(about1827)wastheobjectoftheextremestirritation.126 It wouldcarrymetoofarwereItoattempttogiveacompleteaccountofthesethings.Attimesitreallyseemedasifthedevilhimselfmustbeletlooseagainstus.Thenumberofourpupilssanktofiveorsix,andasthesmallreceiptsdwindledmoreandmore,sodidtheburdenofdebtrisehigherandhighertillitreachedagiddyheight.Creditorsstormedatusfromeveryside,urgedonbylawyerswhoimbruedtheirhandsinourmisery.Froebelwouldrunoutatthebackdoorandescapeamongstthehillswheneverdunningcreditorsappeared.Middendorff,andhealone,generallysucceededinquietingthem,afeatwhichmightseemincredibleto allbutthosewhohaveknownthefascinationofMiddendorff"saddress.Sometimesquitemovingscenesoccurred,fullofforbearance,trustfulness,andnoblesentiment,onthepartofworkmenwhohadcometoaskusfortheirmoney.Alocksmith,forinstance,wasstronglyadvisedbyhislawyerto"bringanactionagainstthescamps,"fromwhomnomoneywastobegot,andwhowereevidentlyonthepointoffailure.Thelocksmithindignantlyrepudiatedtheinsultthuslevelledagainstus,andrepliedshortlythathehadratherlosehishard-earnedmoneythanholdadoubtastoourhonourableconduct,andthatnothingwasfurtherfromhisthoughtsthantoincreaseourtroubles.Ah!andthesetroubleswerehardtobear,forMiddendorffhadalreadymarried,andIfollowedhisexample.WhenIproposedformywife,myfuturefather-in-lawandmother-in-law127 said,"YousurelywillnotremainlongerinKeilhau?"Ianswered,"Yes!Idointendtoremainhere.Theideaforwhichweliveseemstometobeinharmonywiththespiritoftheage,andalsoofdeepimportanceinitself;andIhavenodoubtbutthatmenwillcometobelieveinusbecauseofourrightunderstandingofthisidea,inthesamewaythatweourselvesbelieveintheinvisible."Asamatteroffact,noneofushaveeverswervedoneinstantfromthefullestbeliefinoureducationalmission,andthemostcriticaldilemmainthetimeswehave passedthroughhasneverrevealedonesinglewaveringsoulinthislittlevalley.Whenourdistresshadrisentoitshighestpitch,anewandunexpectedprospectsuddenlyrevealeditself.128 Severalveryinfluentialfriendsofoursspoke totheDukeofMeiningenofourwork.HesummonedFroebeltohim,andmadeinquiriesastohisplansforthefuture.Froebellaidbeforehimaplanforaneducationalinstitute,129 completeineveryparticular,whichwehadallworkedatincommontodrawup,inwhichnotonlytheordinary"learned"branchesofeducationbutalsohandicrafts,suchascarpentering,weaving,bookbinding,tillingthegroundandsoonwereusedasmeansofculture.Duringhalftheschoolhoursstudiesweretobepursued,andtheotherhalfwastobeoccupiedbyhandiworkofonekindoranother.Thisworkwastogiveopportunitiesfordirectinstruction;andaboveallitwassoplannedastoexciteinthemindofthechildanecessityforexplanationsaswellastogratifyhisdesireforcreativenessandforpracticalusefulness.Theawakeningofthiseagerdesireforlearningandcreativeactivity,wasoneofthefundamentalthoughtsofFriedrichFroebel"smind.Theobject-teachingofPestalozziseemedtohimnottogofarenough;andhewasalwaysseekingtoregardmannotonlyasareceptivebeing,butacreative,andespeciallyasaproductiveone.WenevercouldworkoutourideasinKeilhausatisfactorily,becausewecouldnotprocureefficienttechnicalteaching;andbeforeallthingswewantedthepupilsthemselves.ButnowbythehelpoftheDukeofMeiningenourkeenesthopesseemedonthepointofgratification.Theworkingoutoftheplanspokenofabove,ledustomanypracticalconstructionsinwhichalreadylaytheelementsofthefutureKindergarten occupations.Thesemodelsarenowscatteredfarandwide,andindeedareforthemostpartlost;butthewrittenplanhasbeenpreserved.TheDukeofMeiningenwasmuchpleasedwithFroebel"sexplanationsofthisplan,andwiththecompleteandopen-hearted wayinwhicheverythingwaslaidbeforehim.ApropositionwasnowmadethatFroebelshouldreceivetheestateofHelbawiththirtyacresofland,andayearlysubsidyof1,000florins.130 InpassingitmaybenoticedthatFroebelwasconsultedbythedukeastotheeducationofthehereditaryprince.Froebelatoncesaidoutrightthatnogoodwouldbedoneforthefuturerulerifhewerenotbroughtupinthesocietyofotherboys.Thedukecametohisopinion,andtheprincewasactuallysotaughtandbroughtup.WhenFroebelcamebackfromMeiningen131 thewholecommunitywasnaturallyoverjoyed;buttheirjoydidnotlastverylong.AmanofhighstationinMeiningenwhowasaccustomedtoexerciseasortofdictatorshipineducationalmatters,ashewastheright-handmanoftheprinceinsuchthings,amanalsowhohadearnedanhonourableplaceinliterature(ofwhichnoonesurelywouldseektodeprivehim),fearedmuchlesttheelevationofFroebelshouldinjurehisowninfluence.Weweretherefore,allofasudden,onceagainassailedwiththemeanestandmostdetestablecharges,towhichourunfortunatepositionatKeilhaulentaconvenienthandle.Thedukereceivedsecretwarningsagainstus.Hebegantowaver,andinatemporisingwaysentagain toFroebel,proposingthatheshouldfirsttryaprovisionalestablishmentoftwentypupilsasanexperiment.Froebelsawtheintentionintheduke"smind,andwasthrownoutofhumouratonce;forwhenhesuspectedmistrusthelostallhope,andimmediatelycastfromhismindwhatafewhoursbeforehadsowarmlyencouragedhim.ThereforeFroebelatoncebrokeoffallnegotiations,andsetoutforFrankfurt,todiscusstheworkatKeilhauwithhisfriends;sinceaftersomanytroubleshehadalmostbeguntolosefaithinhimself.Herebychancehemetthewell-knownmusicalcomposerSchnyder,fromWartensee.Hetoldthisgentlemanoftheeventswhichhadjustoccurred,talkedtohimofhisplansandofourworkatKeilhau,andexerciseduponhimthatoverpoweringinfluencewhichisthepeculiarpropertyofcreativeminds. Schnydersawthevalueofhisefforts,andbeggedhimtosetupaneducationalestablishmentinhiscastleontheWartensee,inSwitzerland.132 Froebelhurriedlyseizedwithjoythehandthusheldouttohim,andatoncesetoffforWartenseewithhisnephew,mybrother-in-lawFerdinand.ThereFriedrichandFerdinandFroebelhadalreadybeenlivingandworkingsomelittletimewhenIwasaskedbytherestofthecommunitywhostillremainedatKeilhautogoandseeformyselfexactlyhowtheyweregettingoninSwitzerland.Withtenthalers133 inmypocket,andinpossessionofoneoldsummercoat,whichIwore,andathreadbarefrock-coat,whichIcarriedovermyarm,Isetoffon"Shanks"smare"134 totravelthewholeway.IfIwere togointodetailsastowhatIwentthroughonthatjourney,Ishouldprobablyruntheriskofbeingchargedwithgrossexaggeration.Enough,Igottomydestination,andwhenIaskedintheneighbourhoodaboutmyfriendsandtheirdoings,Ilearnedfromeveryonethattherewasnothingfurthertosayagainst"theheretics,"thanthattheywereheretics.Afewpeasantchildrenfromtheneighbourhoodhadfoundtheirwaytothem,butnoonecametothemfromanydistance,ashadbeenreckoneduponfromthefirstbyFroebelasasourceofincome.Theill-willoftheclergy,whichbegantoshowitselfimmediatelytheinstitutionwasfounded,andwhichbecamestrongerasthefootingofourfriendsgrewfirmer,wasabletogathertoitselfafollowingsufficienttocheckanyquickgrowthofourundertaking.Besides,thebasisforsuchanestablishmentwasnottobefoundatWartensee.Schnyderhad,indeed,withagenerositynevertoogreatlytobeadmiredandpraised,madeovertoushiscastleandallitsfurniture,hisplate,hissplendidlibrary,—inshort,allthatwasinoraroundthecastlewasfullyatourdisposition;buthewouldpermitnonewbuildingsoralterationsofanysort,andastheroomsassignedtouswereinnowaysuitableforouruse,itwasevidentthathisgeneroussupportmustberegardedasonlyatemporaryandpassingassistance.Weperceivedtheevil ofoursituationinallitskeenness,butwesawnowayoutofthedifficulty.Inamostremarkablewaytheredawneduponusanewprospectattheverymomentwhenweleastexpectedit.WeweresittingonedayinatavernnearWartensee, andtalkingofourstruggleswithsomestrangerswhohappenedtobethere.Threetravellersweremuchinterestedinournarrative.TheygavethemselvesoutasbusinesspeoplefromWillisau,135 andsooninformedusthattheyhadformedthenotionoftryingtogetsomeassistanceforus,andourenterprisefortheirnativetown.Thistheyactuallydid.Wereceivedaninvitationfromtwentyassociatedwell-to-dofamiliesinWillisautoremoveourschoolthere,andmorefullytoworkoutourplansamongstthem.Theassociationhadaddressedthecantonalauthorities,andasortofcastlewasallottedprovisionallytous.Aboutfortypupilsfromthecantonatonceenteredtheschool,andnowweseemedatlasttohavefoundwhatwehadsolongbeenseeking.Butthepriestsroseupfuriouslyagainstuswithareallydevilishforce.Weevenwentinfearofourlives,andwereoftenwarnedbykind-heartedpeopletoturnback,whenwewerewalkingtowardssecludedspots,orhadstruckalongtheoutlyingpathsamongstthemountains.Towhatabominablemeansthisspiritofbigotryresorted,thefollowingexamplemayservetoshow.InWillisauachurchfestivalisheldonceayear,inwhichacommunion-waferisshown,miraculouslyspottedwithblood.ThedropsofbloodwerebelievedbythepeopletohavebeenevokedfromthefigureofJesusbythecrimeoftwogamblers;who,havingcursedJesus,flungtheirswordathim,whereuponthedevilappeared.As"Godbewithus"136 seizedthevillainsbythethroat,afewdropsofbloodtrickledfromJesus"wounds.Topreventothers,therefore,fromfallinginalikewayintothepowerofthearch-deceiver,ayearly commemorativefestivalisheldatWillisau.Thewaferisshownasawarningtodevout people,whoflockincrowdsfromallpartsoftheneighbourhoodtojoinintheprocessionwhichclosestheceremony.Wefeltofcoursecompelledtoattend,andaswewishedtotakeourpart,weofferedtoleadthesinging.Ifearedanoutbreak,andIearnestlyimploredmyfriendstokeepquietunderanycircumstances,andwhateverhappened,togivenopretextforanyexcitement.Oursingingwasfinished,whenintheplaceoftheexpectedpreacher,suddenlythereappearedablustering,fanaticalCapuchinmonk.HeexhaustedhimselfindenunciationsofthisGod-forsaken,wickedgeneration,sketchedinglaringcoloursthepainsofhellawaitingtheaccursedrace,andthenfellfiercelyuponthealarmedWillisauers,upbraidingthem,astheirworstsin,withthefosteringofhereticsintheirmidst,thesaid"heretics"beingmanifestlyourselves.Fiercerandfiercergrewhisthreats,coarserandcoarserhisinsultsagainstusandourwell-wishers,moreandmorehorriblehispicturesoftheflamesofhell,intogravedangerofwhichtheWillisauers,hesaid,hadfallenbytheirawfulsin.Froebelstoodasifbenumbed,withoutmovingamuscle,orchangingafeature,exactlyinfaceoftheCapuchin,inamongstthepeople;andweothersalsolookedstraightbeforeus,immovable.Theparentsofourpupils,aswellasthepupilsthemselves,andmanyothers,hadalreadyfledmidwayinthemonk"sJeremiad.Everyoneexpectedtheaffairtoendbadlyforus;andourfriends,outsidethechurch,weretakingprecautionsforoursafety,andconcertingmeasuresforseizingthemonkwho wasthusincitingthemobtoriot.WestoodquitestillallthetimeinourplaceslisteningpatientlytothecloseoftheCapuchin"stirade:"Win,then,foryourselvesaneverlastingtreasureinheaven."shoutedhe,"bringthismiserytoanend,andsufferthewretchedmentoremainnolongeramongstyou.Huntthewolvesfromtheland,tothegloryofGodandtherageofthedevil.Thenwillpeaceandblessingreturn,andgreatjoyinheavenwithGod,andonearthwiththosewhoheartilyserveHimandHissaints.Amen."Hardlyhadheutteredthelastwordthanhedisappearedthroughasidedoorandwasnomoreseen.Asforus,wepassedquietlythroughthestaringandthreateningmob.Nohandwasraisedagainstusatthatmoment,butdangerlayaboutusoneveryside,anditwasnopleasuretorecognisethefactthattheswordof Damoklesalwayshungbyahairoverourhead.Feelingveryuneasyatourinsecurecondition,Iwassent,onthepartoftherest,totheauthoritiesofthecanton,especiallytoAbbeGirard,137andthemayor,EduardPfyffer,tobegthattheywouldprovideforoursafetywithallthemeansintheirpower.OnmywayIwasrecognisedbyapriestforoneofthenewly-introduced"heretics"asIrestedamomentinaninn.Thepeopletherebegantotalkfreelyaboutme,andtocastlooksofhatredandcontemptatme.Atlast,thepriestwaxingbolderandbolder,accusedmealoudofabominableheresy.Iaroseslowly,crossedwithafirmstepovertotheblack-frockedone,andaskedhim,"Doyouknow,sir,whoJesusChristwas,anddoyouholdHiminanyparticularesteem?"Quitenonplussedbymyfirmandquietaddresshestammeredout, "Certainly,HeisGodtheSon,andwemustallhonourHimandbelieveonHim,ifwearetoescapeeverlastingdamnation."Icontinued,"ThenperhapsyoucantellmewhetherChristwasaCatholicoraProtestant?"Theblack-frockwassilenced,thecrowdstared,andpresentlybegantoapplaud.Thepriestmadeoff,andIwasleftinpeace.Myquestionhadansweredbetterthanalongspeech.InEduardPfyfferIfoundanestimablesterlingmanofhumaneandfirmcharacter.Hestartedfromthefundamentalprinciplethatitwasoflittleusefreeingthepeoplefromthisorthatspecialsuperstition,butthatweshoulddobetterbyworkingforthefutureagainstslothofthoughtandwantofindependentmentalcharacterfromtheverybottom—namely,byeducatingouryoungpeople.Therefore,hesetgreatstorebyourundertaking.AndwhenItoldhimofourdowncastspiritsandtheabsolutedangerinwhichwelivedatthemoment,hereplied:—"Thereisonlyonewaytoensureyoursafety.Youmustwinoverthepeople.Workonalittlelonger,andtheninvitethemallfromfarandneartoapublicexamination.Ifthistestwinsoverthecrowdtoyourside,then,andonlythen,areyououtofharm"sreach."Iwenthome,andwefollowedthiscounsel.Theexaminationwasheldonalovelydayinautumn.Agreatcrowd fromseveralcantonsflockedtogether,andthereappeareddelegatesfromtheauthoritiesofZürich,ofBern,andothercantons.Ourcontestwiththeclericalparty,whichhadbeencommenteduponinmostofthe Swissjournals,haddrawnalleyesuponus.Wescoredagreatvictorywithourexamination.Thechildrendevelopedsomuchenthusiasm,andansweredsoreadily,thatallwereagreeablysurprised,andrewardeduswithloudapplause.Fromseveninthemorningtillsevenintheeveninglastedthisexamination,closingwithgamesandgymnasticexercisesperformedbythewholeschool.Werejoicedwithinourselves;forourundertakingmightnowberegardedasfairlyfloated.TheinstitutionwasspokenofinthegreatCounciloftheCanton,andmostglowingspeechesweredeliveredinourfavourbyHerrPfyffer,HerrAmrhyn,andothers.TheCouncildecidedthatthecastleanditsoutbuildingsshouldbelettousataverycheaprate,andthattheCapuchinwhohadopenlyincitedtoriotagainstusshouldbeexpelledfromthecanton.AlittletimeafterthisexaminationadeputationfromBerncametoinviteFroebeltoundertaketheorganisationofanOrphanageatBurgdorf.Froebelsuggestedthatheshouldnotberestrictedtoteachorphansaloneinthenewestablishment;hisrequestwasgranted,andhethenacceptedtheinvitation.Withthis,itseemedtome,mymissioninSwitzerlandwasatanend,andIbegantolongtoreturntoKeilhau;myeldestsonwasnowayearold,andIhadneveryetseenhim.Middendorfflefthisfamily,andreplacedmeatWillisau,livingthereforfouryearsfarawayfromwifeandchild.138 AtKeilhauIfoundthingshadimproved,andthenumbershadincreasedmostcheeringly.Ideterminedtothrowallmystrengthintotheworkofraising themotherinstitutionfromhersloughofdebt.Ibeganbyapieceofhonourableswindling:andborrowedofPetertopayPaul,coveringonedebtwithanother,butatthesametimemakingitappearthatwewerepayingourway.Inthisfashionourdamagedcreditwasrestored,andasthereceiptsgrew happilygreaterandgreater,Ibegantogainground.EventuallyIwasabletosendhelptotheotherbranchesofourcommunity,toincreasemyhelpastimewenton,andtoprepareaplaceofrefugeforthemifanythingwentwrongelsewhere.InSwitzerlandourenterprisedidnotdevelopasrapidlyaswedesired,inspiteofthesanctionoftheCounciloftheCanton.TheinstitutionatWillisaugainedunlimitedconfidencethere;butthemalevolentoppositionoftheclericalpartysecretlyflourishedasbefore,andsucceededindeprivingitofallaidfrommoredistantplaces.Underthesecircumstanceswecouldnotattainthatprosperitywhichsomuchactivityandself-sacrificingworkonthepartofourcirclemustotherwiseinfalliblyhavebrought.FerdinandFroebelandMiddendorffremainedinWillisau.FroebelandhiswifewenttoBurgdorf,tofoundanddirecttheproposedOrphanage.139 InhiscapacityasDirector,FroebelhadtogivewhatwascalledaRepetitiveCoursetotheteachers.InthatCanton,namely,therewasanexcellentregulationwhichgavethreemonths"leavetotheteachersonceineverytwoyears.140 DuringthisleavetheyassembledatBurgdorf,mutuallycommunicatedtheirexperiences,andenrichedtheirculturewithvariousstudies.Froebel hadtopresideoverthedebatesandtoconductthestudies,whichwerepursuedincommon.Hisownobservationsandtheremarksoftheteachersbroughthimanewtotheconvictionthatallschooleducationwasasyetwithoutaproperfoundation,and,therefore,thatuntiltheeducationofthenurserywasreformednothingsolidandworthycouldbeattained.Thenecessityoftraininggiftedcapablemothersoccupiedhissoul,andtheimportanceoftheeducationofchildhood"searliestyearsbecamemoreevidenttohimthanever.Hedeterminedtosetforthfullyhisideasoneducation,whichthetyrannyofathousandopposingcircumstanceshadalwayspreventedhimfromworkingoutintheircompleteness;oratalleventstodothisasregardstheearliestyearsofman,andthentowinovertheworldofwomentotheactualaccomplishmentofhisplans.Pestalozzi"s"Mothers"Book"(Buchder Mütter)Froebelwouldreplacebyacompletetheoreticalandpracticalsystemfortheuseofwomeningeneral.Anexternalcircumstancesupervenedatthispointtourgehimonwards.Hiswifegrewalarminglyill,andthephysiciansprescribedcompleteabsencefromthesharpSwissmountainair.Froebelaskedtobepermittedtoresignhispost,thathemightretiretoBerlin.TheWillisauInstitution,althoughoutwardlyflourishing,waslimitedmoreandmorenarrowlybythebigotryofthepriests,andmustevidentlynowbesoongivenup,sincetheGovernmenthadpassedintothehandsoftheJesuitparty.LangethalandFerdinandFroebelwerenominatedDirectorsofBurgdorf.141 MiddendorffrejoinedhisfamilyatKeilhau.Lateron,Langethal splitofffromthecommunityandacceptedthedirectionofagirls"schoolinBern(thatschoolwhich,afterLangethal,thewell-knownFröhlichconducted);butFroebelneverforgavehimthisstep.FerdinandFroebelremained,tillhissuddenandearlydeath,DirectoroftheOrphanageatBurgdorf.Apublicfuneral,suchashasneverfounditsequalatBurgdorf,borewitnesstotheamountofhisgreatlabours,andtothegeneralappreciationoftheirvalue.WhenFriedrichFroebelcamebackfromBerlin,theideaofaninstitutionfortheeducationoflittlechildrenhadfullytakenshapeinhismind.ItookroomsforhimintheneighbouringBlankenburg.142 Longdidherackhisbrainsforasuitablenameforhisnewscheme.MiddendorffandIwereonedaywalkingtoBlankenburgwithhimovertheSteigerPass.Hekeptonrepeating,"Oh,ifIcouldonlythinkofasuitablenameformyyoungestborn!"Blankenburglayatourfeet,andhewalkedmoodilytowardsit.Suddenlyhestoodstillasiffetteredfasttothespot,andhiseyesassumedawonderful,almostrefulgent,brilliancy.Thenheshoutedtothemountainssothatitechoedtothefourwindsofheaven,"Eurêka! Ihaveit!KINDERGARTEN shallbethenameofthenewInstitution!"ThuswroteBaropinorabouttheyear1862,afterhehadseenallhisfriendspassaway,andhadhimselfbecomeprosperousandtherecipientofmanyhonours.TheUniversityofJenamadehimadoctor,andthePrinceofRudolstadtcreated himhisMinisterofEducation.FroebelsleptinLiebenstein,andMiddendorffatthefootoftheKirschberginKeilhau.Theysowedandreapednot;andyettopossesstheprivilegeofsowing,wasitnotequivalentinitselftoreapingaverygreatreward?Inanyevent,itisdelightfultorememberthatFroebel,intheAprilof1852,theyearinwhichhedied(June21st),receivedpublichonoursatthehandsofthegeneralcongressofteachersheldinGotha.Whenheappearedthatlargeassemblyrosetogreethimasoneman;andMiddendorff,too,whowasinseparablefromFroebel,sothatwhenoneappearedtheotherwasnotfaroff,hadbeforehisdeath(in1853)thejoyofhearingasimilarcongressatSalzungendeclarethesystemofFroebeltobeofworld-wideimportance,andtomeritonthataccounttheirespecialconsiderationandtheirmostearnestexamination.AfewwordsonMiddendorff,culledfromLange"saccount,maybeserviceable.MiddendorffwastoFroebelasAaronwastoMoses.Froebel,intruth,was"slowofspeechandofaslowtongue"(Exod.iv.10),andMiddendorffwas"hisspokesmanuntothepeople"(v.16).Itwasthelatter"sclearnessandreadinessofspeechwhichwonadherentsforFroebelamongstpeoplewhoneitherknewhimnorcouldunderstandhim.In1849MiddendorffhadimmensesuccessinHamburg;butwhenFroebelcame,lateron,tooccupythegroundthusconqueredbeforehand,hehadtocontendagainstmuchopposition,foreveryonemissedtheeasyeloquenceofMiddendorff,whichhadbeensoconvincing.Dr.WichardLangecametoknowFroebelwhenthelattervisitedHamburginthewinterof1849-50.At thistimehespentalmosteveryafternoonandeveningwithhim,andheldthepostofeditorofFroebel"s WeeklyJournal.EvenafterthiscloseassociationwithFroebel,hefoundhimselfunablethoroughlytogowith theschemesfortheeducationoflittlechildren,theKindergarten,andwiththoseforthetrainingofKindergartenteachers."Nevermind!"saidFroebel,outofhumour,whenLangetoldhimthis;"ifyoucannotcomeovertomyviewsnow,youwilldosointenyears"time;butsoonerorlater, comeyoumust!"Dr.Langenoblyfulfilledtheprophecy,andtheeditionofFroebel"scollectedworks(Berlin1862),fromwhichwederivethepresenttext(andmuchofthenotes),washisgiftofrepentancetoappeasethewrathoftheManesofhisdepartedfriendandmaster.Norwashecontentwiththis;butbyhisfrequentcommunicationsto TheEducationalJournal (DieRheinischenBlätter),originallyfoundedbyDiesterweg,andbytheFroebelianspiritwhichhewasabletoinfuseintothelargeboys"-schoolwhichhelongconductedatHamburg,heworkedforthe"neweducation"sopowerfullyandsounweariedlythathemustbealwaysthankfullyregardedasoneoftheprincipaladherentsofthegreatteacher.HisconnectionwiththeFroebelcommunitywasfurtherstrengthenedbyamosthappymarriagewiththedaughterofMiddendorff.Footnote1:JohannJacobFroebel,fatherofFriedrich,belongedtotheOldLutheranProtestantChurch.Footnote2:Thesewerefour(1)August,whowentintobusiness,anddiedyoung.(2)Christoph,aclergymaninGriesheim,whodiedin1813ofthetyphus,whichthenoverspreadallcentralGermany,havingbrokenoutintheover-crowdedhospitalsafterthebattleofLeipzig;hewasthefatherofJulius,Karl,andTheodor,thewishtobenefit whomledtheiruncleFriedrichtobeginhiseducationalworkinGriesheimin1816.(3)ChristianLudwig,firstamanufacturerinOsterode,andthenassociatedwithFriedrichfrom1820onwards,—born24thJune,1770,died9thJanuary,1851.(4)Traugott,whostudiedmedicineatJena,becameamedicalman,andwasburgomasterofStadt-Ilm.FriedrichAugustWilhelmhimselfwasbornonthe21stApril,1782,anddiedonthe21stJune,1852.Hehadnosisters.Footnote3:KarlPoppoFroebel,whobecameateacher,andfinallyapublisher,—born1786;died25thMarch,1824:nottobeconfoundedwithhisnephew,Karl,sonofChristoph,nowlivinginEdinburgh.Footnote4:Thisneedsexplanation.InGermany,evenbystrangers,childrenareuniversallyaddressedinthesecondpersonsingular,whichcarrieswithitacertaincaressingsentiment.Grownpersonswouldbeaddressed(exceptbymembersoftheirownfamily,orintimatefriends)inthethirdpersonplural.Thus,ifonemetachildinthestreet,onemightsay, WillstDumitmirkommen?(Wiltthoucomewithme?);whereastoagrownpersontheproperformwouldbe, WollenSiemitmirkommen?(WillTHEY—meaning,willYOU—comewithme?).ThemodeofspeechofwhichFroebelspeakshereisnowalmostobsolete,andeveninhisdaywasonlyusedtoapersonofmarkedlyinferiorposition.Oursentencewouldruninthiscase, WillErmitmirkommen?(WillHE—meaning,willYOU,JohnorThomas—comewithme?),andcarrieswithitasortofcontemptuoussuperciliousness,asifthepersonspokentowerebeneaththedignityofadirectaddress.Itisevident,therefore,thattoasensitive,self-torturingchildlikeFroebel,beingaddressedinthismannerwouldcausethekeenestpain;since,ashejustlysays,ithastheeffect,bythemereformofspeech,of isolating thepersonaddressed.Suchaoneisnottobeconsideredasofourfamily,orevenofourrankinlife.Footnote5:TheCantorwouldcombinethedutiesofprecentor(whencehistitle),leadingthechurchsingingandtrainingthechoristers,withthoseoftheschoolmasterofthevillageboys"school.Inlargechurch-schoolstheCantorissimplythechoir-master.ThegreatBachwasCantoroftheThomas-Schule,Leipzig.Footnote6:ItwillberememberedthatthisletterisaddressedtotheDukeofMeiningen.Footnote7:"Arise,myheartandspirit,"and"Itcostsonemuch(itisadifficulttask)tobeaChristian."Footnote8:ChristophFroebelisheremeant.HestudiedattheUniversityofJena.Footnote9:InthiscaseFroebel"susuallyaccuratejudgmentofhisowncharacterseemsatfault;hisopinionsbeingalwaysmostdecided,eventothepointofsometimesrenderinghimincapableoffairlyappreciatingtheviewsofothers. Footnote10:FroebelisalludingtohisundertakingtheeducationofhisbrotherChristoph"ssons,inNovember1816,whenhefinallydecidedtodevotehislifetothecauseofeducation.Footnote11:AtthetimeFroebelwaswritingthisautobiographicalletter(1827),andseekingtherebytoenlisttheDukeofMeiningen"ssympathiesinhiswork,inordertofoundafreshinstitutionatHelba,hewasundergoingwhatwasalmostapersecutionatKeilhau.Allassociationsofprogressivemenwerefrowneduponaspoliticallydangerous,andKeilhau,amongsttherest,washeldinsuspicion.SomewhatofthisisseenintheinterestingaccountbyBaropfurtheron("CriticalMomentsatKeilhau").Footnote12:HerrHoffmann,aclergyman,representingtheStateinChurchmatterforthedistrictofStadt-Ilm;apostsomewhatanalogoustothatofourarchdeacon.Footnote13:EqualtoanEnglishmiddle-classschool.Footnote14:TheIlm,flowingthroughThuringiaintotheSaale,atributaryoftheElbe.OberweissbachisupontheSchwarza,alsoflowingintotheSaale.WeimarstandsupontheIlm,JenaupontheSaale.Footnote15:Superintendents.The ephors ofancientSpartaamongsttheirdutieshadthatofthesuperintendenceofeducation,whencetheGermantitle.Footnote16:Thisstoryisnotnowpopular,butitsnatureissufficientlyindicatedinthetext.Footnote17:ChristophandTraugott.Footnote18:InGermanya Forstmann,orforester,ifhehasstudiedforestcultivationinaSchoolofForestry,riseseventuallytothepositionofsupervisorofforests(Forst-meister).Theforesterwhodoesnotstudyremainsintheinferiorposition.Footnote19:IntheGermanStateforests,thetimber,whencutdown,isfrequentlynottransportedbyroad,butismadetoslidedownthemountain-sidesbytimber-shootsintothestreamsorrivers;itisthenmadeupintorafts,andsofloateddowntoitsdestination.Footnote20:Jussieu"snaturalsystemofbotanymaypossiblybeherealludedto.Thecelebrated"GeneraPlantarum"appearedin1798,andFroebelwasatJenain1799.Ontheotherhand,A.J.G.Batsch,Froebel"steacher,professorattheuniversitysince1789,hadpublishedin1787-8his"AnleitungzurKentnissundGeschichtederPflanzen,"2vols.Wehavenotseenthiswork.Batschalsopublishedan"IntroductiontotheStudyofNaturalHistory,"whichreachedasecondeditionin1805. Footnote21:InjusticetoFroebelandhisteacher,itmustberememberedthatthetheoryofevolutionwasnotasyetformed,andthatthosewhodimlysoughtaftersomeexplanationoftheuniformityofthevertebrateplan,whichtheyobserved,werebutalltoolikelytobeledastray.Footnote22:Thetext(Lange,Berlin,1862)says meinenältestenBruder,thatis,"ofmyeldestbrother;"butthisisquiteanerror,whetherofFroebelorofHerrLangewecannotatpresentsay.Aswehavealreadysaidina footnoteonp.3,AugustwastheeldestbrotherofFriedrich,andChristophwastheeldestthenliving.Traugott,whowasatJenawithFriedrich,washisnextolderbrother,youngestofthefirstfamily,exceptonlyFriedrichhimself.ItisTraugottwhoismeantinthispassage.Footnote23:"Incarcer;"thatis,intheprisonoftheuniversity,whereinthelastresortstudentswhofailtocomplywithuniversityregulationsareconfined.The"carcer"stillexistsinGermanuniversities.Ithasofcoursenothingtodowiththeordinaryprisonofthetown.Footnote24:ThePrince-BishopofBambergsharedinthegeneralNapoleonicearthquake.ThedomainofthebishopricwenttoBavariaultimately,thetitlealoneremainingtotheChurch.Footnote25:SharedthefateoftheBambergpossessions,andofmanyotherprincipalitiesandsmalldomainsatthattimeexistent;namely,absorptionundertheNapoleonic régime intotheneighbouringStates.ThiswenttoBavaria;seethetext,lateron.Footnote26:Bruno,ortheOver-Soul.Footnote27:"GeneralIntelligenceroftheGermanpeople."Footnote28:UpperPalatinate,aprovinceinthenorthofBavaria.Footnote29:HerrVonDewitz,hisemployer.Footnote30:ThePädagogiuminHalleansweredsomewhattoourgrammarschoolswithamixtureofboardersandday-scholars.ItwasfoundedbyFranckein1712,aftertheideasofthefamousBasedow,andwasendowedbymeansofapublicsubscription.Footnote31:TheseweretwopamphletsbythefamouspatriotandpoetErnstMoritzArndt(1769-1860),publishedin1805.Footnote32:Thatis,Froebelrealisedthedistinctionofthesubject-worldfromtheobject-world. Footnote33:Thatis,hesignedWilhelmFroebelinsteadofFriedrichFroebel,foratime.Itcannothavebeenforlong,however.Footnote34:Theyoungmanmentionedon page39.Footnote35:TheprettydistrictborderingtheriverUcker,inpleasingcontrastwiththesandyplainsofBrandenburg;itliesatnogreatdistancefromBerlin,sothatitformsthefavouritegoalforashortexcursionwiththepeopleofthataridcity.Footnote36:WhitherLutherfledforrefugeaftertheDietofWormsin1521;andwhere,protectedbytheElectorofSaxony,helayconcealedforayear.DuringthisyearhetranslatedtheBible.Footnote37:HeldalloverProtestantGermanyin1817.Footnote38:Ourchildrenstillinlikemanner"saytheircatechism"atafternoonchurchinold-fashionedcountryplaces.Footnote39:Thisschool,stillinexistenceupto1865andlater,butnownolongerinbeing,hadbeenfoundedunderGruner,apupilofPestalozzi,toembodyandcarryouttheeducationalprinciplesofthelatter.Footnote40:ThereisasmallertowncalledFrankfurt,ontheOder."AmMain,"or"AnderOder,"is,therefore,addedtothegreaterorthesmallerFrankfurtrespectively,fordistinction"ssake.Footnote41:Heneverdoes,forthisinterestingrecordremainsafragment.Footnote42:SituateattheheadofthelakeofNeuchatel,butinthecantonofVaud,inSwitzerland.Footnote43:Austriawasnottheonlycountryalivetotheimportanceofthisnewteaching.PrussiaandHollandalsosentcommissionerstostudyPestalozzi"ssystem,andsodidmanyothersmallerstates.TheCzar(AlexanderI.)sentforPestalozzitoapersonalinterviewatBasel.Footnote44: WanderndeClassen. SomeofourlaterEnglishschoolshaveadoptedasimilarplan.Footnote45:OneofPestalozzi"steachers,towhomespeciallywasconfidedthearrangementofthearithmeticalstudies.Footnote46:BypositiveinstructionFroebelmeanslearningbyheart,orbybeingtoldresults;asdistinguishedfromactualeducationordevelopmentofthefaculties,andtheworkingoutofresultsbypupilsforthemselves. Footnote47:ThismustmeanthesysteminventedbyRousseau,amoderndevelopmentofwhichistheChevésystemnowwidelyusedontheContinent.InEnglandthetonic-sol-fanotation,whichusessyllablesinsteadoffigures,butwhichrestsfundamentallyonthesameprinciples,ismuchmorefamiliar.Footnote48: "Gehtundschaut,esgehtungehür(ungeheuer)."Footnote49:ThemiserablequarrelsbetweenNiedererandSchmid,whichsodistressedthelateryearsofPestalozzi,areherereferredto.Footnote50:AConsistoriuminGermanyisasortofclericalcouncilorconvocation,madeupofthewholeoftheEstablishedclergyofaprovince,andsupervisingChurchandschoolmattersthroughoutthatprovince,underthecontroloftheMinistryofReligionandEducation.Noeducatorcouldestablishaschoolortakeapostinaschoolwithouttheapprovalofthisbody.Footnote51:Thatis,theeducationofothermindsthanhisown;somethingbeyondmereschool-teaching.Footnote52: Einertabelle;tablesorformulasextendingtounitsonly;asystemembodiedtoalargeextentinSonnenschein"s"ABCofArithmetic,"forteachingjustthefirstelementsoftheart.Footnote53:Likeothermatters,this,too,hasbeenleftundone,asfarasthepresent(unfinished)letterisconcerned.Footnote54: Erdkunde.Footnote55: Rechtschreiben.Footnote56: Rechtsprechen.Footnote57:OneofArndt"spamphlets,thenquitenew.Footnote58:1827.Footnote59:HewouldhaverefusedtocountenanceFroebel"sthrowinguphisengagement.Footnote60:GeorgFriedrichSeller(1733-1807),aBavarianbybirth,becameahighly-esteemedclergymaninCoburg.Hewroteonreligiousandmoralsubjects,andthoseamongstthelistofhisworks,themostlikelytobealludedtobyFroebel,are"ABibleforTeachers,""MethodsofReligiousTeachingforSchools,""ReligiousCulturefortheYoung,"etc. Footnote61:JeanPaulFriedrichRichter(1763-1825).Nodoubtthecelebrated"Levana,"Richter"seducationalmasterpiece,whichwaspublishedinthissameyear,1807,isherealludedto.Footnote62:1808.Footnote63:Thisisin1827.ButtheexpressionofhisthoughtremainedadifficultmatterwithFroebeltotheendofhislife,adrawbacktowhichmanyofhisfriendshavebornewitness;forinstance,MadamevonMarenholtz-Bülow.Footnote64:Probablydonewiththepointofaknittingneedle,etc.Thedesignisthenvisibleontheothersideofthepaperinanembossedform.Footnote65:Thisaccountisdated1827,itisalwaysnecessarytoremember.Footnote66:Afterall,theworkwaslefttoFroebelhimselftodo.Thesewordswerewrittenin1827.The"MenschenErziehung"ofFroebel("EducationofMan"),whichappearedtheyearbefore,hadalsotoucheduponthesubject.Itwasfurtherdevelopedinhis"MutterundKoselieder"("Mother"sSongsandGames"),inwhichhisfirstwifeassistedhim.Thatappearedin1838.InthesameyearwasalsofoundedtheSonntags-Blatt (SundayJournal),towhichmanyessaysandarticlesonthissubjectwerecontributedbyFroebel.Thethirdvolume("Pädagogik")ofDr.WichardLange"scompleteeditionofFroebel"sworksislargelymadeupofthese Sonntags-Blatt articles.ThewholeKindergartensystemrestsmainlyonthishigherviewofchildren"splay.Footnote67:AreportthatFroebeldrewupforthePrincessRegentofRudolstadtin1809,givingavoluminousaccountofthetheoryandpracticepursuedatYverdon(Wichard"s"Froebel,"vol.i.,p.154).Footnote68:ThecastleofYverdon,anoldfeudalstronghold,whichPestalozzihadreceivedfromthemunicipalityofthattownin1804,toenablehimtoestablishaschoolandworkouthiseducationalsystemthere.Footnote69:FroebeldesiredtoseeinRudolstadt,orelsewhereinThuringia(his"nativeland"),aninstitutionlikethatofPestalozziatYverdon;andhesoughttointerestthePrincessRegentofRudolstadtbythefullaccountofYverdonalreadymentioned.Footnote70:ThiswouldscarcelyseemprobabletothosewhoadmireandlovePestalozzi.ButwemustrememberthatreligiousteachingappealssointimatelytoindividualsympathiesthatitisquitepossiblethatwhatwasofvitalservicetomanyotherswasnotofsomuchusetoFroebel,whowas,ashefranklyadmits,outofharmonyonmanypointswithhisnoble-heartedteacher. Footnote71:Thattheboys"characterswereimmersedinanelementofstrengtheninganddevelopinggamesasthebodyisimmersedinthewaterofastrengtheningbath,seemstobeFroebel"sidea.Footnote72:Sanskritishereprobablymeant.Footnote73:HebrewandArabic.Footnote74:Thecometof1811,oneofthemostbrilliantofthepresentcentury,wasanequalsurprisetothemostskilledastronomersastoFroebel.Observationsofitspathhaveledtoabeliefthatithasaperiodof300years;sothatitwaspossiblyseenbyourancestorsin1511,andmaybeseenbyourremotedescendantsin2111.Theappearanceofthiscometwassynchronouswithanunusuallyfinevintageharvest,and"wineofthegreatCometyear"waslongheldingreatesteem.Footnote75: Geognosie.Footnote76:ThePlamannSchool,aninstitutionofconsiderablemerit.PlamannwasapupilofPestalozzi.OneofthepresentwritersstudiedcrystallographylateronwithaprofessorwhohadbeenacolleagueofFroebel"sinthissameschool,andwhohimselfwasalsoapupilofPestalozzi.Footnote77:FroebelisheresymbolicallyexpressingthelongingwhichpervadedallnoblespiritsatthattimeforafreeandunitedGermany,foragreatFatherland.Thetendermother"slovewassymbolisedbythetiesofhome(Motherland),butthefather"sstrengthandpower(Fatherland)wasonlythentobefoundinGermannationallifeintheoneortwolargestateslikePrussia,etc.Itneededlongyearsandtheterminationofthisperiodofpreparationbytwogreatwars,thoseof1866andof1870,tobindthewholepeopletogether,andmakeGermanynolongera"geographicalexpression"butamightynation.Footnote78:InthebeginningofthisgreatcontestitwasPrussiawhodeclaredwaragainstthecommonenemyandoppressor,Napoleon.TheotherGermanpowers,forthemostpart,heldaloof.Footnote79:TheBaronvonLützowformedhisfamousvolunteercorpsinMarch1813.Hisinstructionsweretoharasstheenemybyconstantskirmishes,andtoencouragethesmallerGermanstatestoriseagainstthetyrantNapoleon.Thecorpsbecamecelebratedforswift,dashingexploitsinsmallbodies.Froebelseemstohavebeenwiththemainbody,andtohaveseenlittleofthemoreactivedoingsofhisregiment.Theirfavouritetitlewas"Lützow"sWildeVerwegeneSchaar"(Lützow"sWildBoldTroop).Amongstthevolunteersweremanydistinguishedmen;forinstance,thepoetKörner,whosevolumeofwarpoetry,muchofitwrittenduringthecampaign,isstillagreatfavourite.Oneofthepoems,"Lützow"sWildeJagd"("Lützow"sWildChase"),isofworld-widefamethroughthemusicalsettingofthegreatcomposerWeber.InJune1813camethearmistice ofwhichFroebelpresentlyspeaks.Duringthefreshoutbreakofwarafterthearmisticethecorpswascuttopieces.Itwasreorganised,andwefinditontheRhineinDecemberofthesameyear.ItwasfinallydissolvedafterNapoleon"sabdicationandexiletoElba,20thApril,andthepeaceofParis30thMay,1814.Footnote80: DieGrafschaftMark. TheMarkofBrandenburg(socalledasbeingthemarkorfrontieragainstSlavicheathendominthatdirectionduringthedarkages)isthekernelofthePrussianmonarchy.ItwasinthecharacterofMarkgrafofBrandenburg,thattheHohenzollernprinceswereelectorsoftheGermanEmpire;theirtitleaskingwasduenottoBrandenburg,buttothedukedomofPrussiainthefareast(oncetheterritoryoftheTeutonicmilitaryorder),whichwaselevatedtotherankofanindependentkingdomin1701.ThetitleofthepresentEmperorofGermanystillbegins"William,EmperorofGermany,KingofPrussia.MarkgrafofBrandenburg,"etc.,etc.,showingtheimportanceattachedtothismostancientdignity.TheMarkofBrandenburgcontainsBerlin.MiddendorffseemstohavebeenthenlivingintheMark.FroebelcannothaveforgottenthatbyoriginWilhelmMiddendorffwasaWestphalian.Footnote81:OfBauerlittlefurtheristobeknown.HewasafterwardsprofessorintheFrederick-WilliamGymnasium(GrammarSchool)inBerlin,buthasnofurtherconnectionwithFroebel"scareer.Ontheotherhand,afewwordsonLangethalandMiddendorffseemnecessaryhere.HeinrichLangethalwasborninErfurt,September3rd,1792.HejoinedFroebelatKeilhauin1817.HewasafaithfulcolleagueofFroebel"sthere,andatWillisauandBurgdorf,butfinallylefthimatthelastplace,andundertookthemanagementofagirls"schoolatBern.HeafterwardsbecameaministerinSchleusingen,returningeventuallytoKeilhau.Oneofthepresentwriterssawhimtherein1871.Hewasthenquiteblind,buthappyandvigorous,thoughinhiseightiethyear.Hediedin1883.WilhelmMiddendorff,theclosestandtruestfriendFroebeleverhad,withoutwhom,indeed,hecouldnotexist,becauseeachformedthecomplementoftheother"snature,wasbornatBrechten,nearDortmund,inWestphalia,September20th,1793,anddiedatKeilhauNovember27th,1853,alittleoverayearafterhisgreatmaster.(FroebelhadpassedawayatMarienthalJuly21st,1852.)Footnote82:"AnsichtenvomNiederRhein,Flandern,Holland,England,FrankreichinApril,Mai,undJuni1790"("SketchesontheLowerRhine,Flanders,"etc.).JohannGeorgForster(1754-1794),theauthorofthisbook,accompaniedhisfather,thenaturalist,inCaptainCook"sjourneyroundtheworld.HethensettledinWarrington(England)in1767;taughtlanguages,andtranslatedmanyforeignbooksintoEnglish,etc.HeleftEnglandin1777,andservedmanyprincesontheContinentaslibrarian,historiographer,etc.,amongstotherstheCzarinaCatherine.HewaslibrariantotheElectorofMainzwhentheFrenchRevolutionbrokeout,andwassentasadeputationtoParisbytherepublicansofthattown,whodesiredunionwithFrance.HediedatParisin1794.HisproseisconsideredclassicalinGermany,havingthelightnessofFrenchandthepowerofEnglishgainedthroughhislargeknowledgeofthoseliteratures.Footnote83:TheMarkofBrandenburg. Footnote84:ItistoberegrettedthatFroebelhasnotdevelopedthispointmorefully.Hespeaksof"dieBetrachtungdesZahlensinnesinhorizontaleroderSeiten-Richtung,"andonewouldbegladoffurtherdetailsofthisviewofnumber.Wethinkthatthefullexpressionofthethoughthereshadowedout,istobefoundintheKindergartenoccupationsofmat-weaving,stick-laying,etc.,intheirarithmeticalaspect.Certainlyintheseoccupations,insteadofnumberbeingbuiltupaswithbricks,etc.,itislaidalonghorizontally.Footnote85:CarlChristianFriedrichKrause,aneminentphilosopher,andthemostlearnedwriteronfreemasonryinhisday,wasbornin1781.atEisenberg,inSaxony.From1801to1804hewasaprofessoratJena,afterwardsteachinginDresden,Göttingen,andMunich,atwhichlatterplacehediedin1832.Footnote86:LorenzOken,thefamousnaturalistandmanofscience,wasbornatRohlsbach,inSwabia,1stAugust,1779.(HisrealnamewasOckenfuss.)In1812OkenwasappointedordinaryprofessorofnaturalhistoryatJena,andin1816hefoundedhiscelebratedjournal,theIsis,devotedchieflytoscience,butalsoadmittingcommentsonpoliticalmatters.ThelatterhavinggivenoffencetotheCourtofWeimar,Okenwascalleduponeithertoresignhisprofessorshiporsuppressthe Isis.Hechosetheformeralternative,sentinhisresignation,transferredthepublicationofthe Isis toRudolstadt,andremainedatJenaasaprivateteacherofscience.In1821hebroachedinthe IsistheideaofanannualgatheringofGerman savants,anditwascarriedoutsuccessfullyatLeipziginthefollowingyear.ToOken,therefore,maybeindirectlyascribedthegenesisoftheannualscientificgatheringscommonontheContinent,aswellasoftheBritishAssociationfortheAdvancementofScience,whichattheoutsetwasavowedlyorganisedafterhismodel.Hediedin1851.Footnote87:ThoseacquaintedwiththeclassicalmythologywillforgiveusfornotingthatCharybdiswas,andis,awhirlpoolontheSicilianshoreoftheStraitsofMessina,facetofacewithsomecavernsundertherockofScylla,ontheItalianshore,intowhichthewavesrushathightidewitharoarnotunlikeadog"sbark.Footnote88:Thepeculiardreamyboy,whobyhisnaturewassetagainstmuchofhiswork,andthereforeseemedbutanidlefellowtohisschoolmaster,wasthoughttobelessgiftedthanhisbrothers,andonthataccountfittednotsomuchforstudyasforsimplepracticallife.InOberweissbachhewassetdownas"moonstruck."AllthisismorefullysetforthintheMeiningenletter,andthefootnotestoit.Footnote89:ThiswasthetimewhenhewasapprenticedtotheforesterinNeuhaus,intheThüringerWald,andnecessarilystudiedmathematics,nature,andthecultureofforesttrees.Eyewitnesseshavedescribedhimasextremelypeculiarinallhisways,eventohisdress,whichwasoftenfantastic.Hewasfondofmightybootsandgreatwavingfeathersinhisgreenhunter"s-hat,etc.Footnote90: i.e.,Frankfurt. Footnote91:Architecture,etc.,atthistime.Footnote92:FromMecklenburgtoFrankfurt.Footnote93: i.e.,asanarchitect.Footnote94:Hisplanevidentlywastousearchitecture,probablyGothicarchitecture,asameansofcultureandelevationformankind,andnotmerelytopractiseittogainmoney.Footnote95:Itwasin1805thatFroebelwasappointedbyGrunerteacherintheNormalSchoolatFrankfurt.Footnote96:1.TeacherintheModelSchool.2.TutortothesonsofHerrvonHolzhausennearFrankfurt.3.AresidentatYverdonwithPestalozzi.Footnote97:FroebelwasdriventoYverdonbytheperusalofsomeofPestalozzi"sworkswhichGrunerhadlenthim.HestayedwithPestalozziforafortnight,andreturnedwiththeresolvetostudyfurtherwiththegreatSwissreformeratsomefuturetime.In1807,hebecametutortoHerrvonHolzhausen"ssomewhatspoiltboys,demandedtohavetheentirecontrolofthem,andforthisobjecttheirisolationfromtheirfamily.Thegratefulparents,withwhomFroebelwasverywarmlyintimate,alwayskepttheroomsinwhichhedweltwithhispupilsexactlyastheywereatthattime,inremembranceofhisremarkablesuccesswiththeseboys.MadamevonHolzhausenhadextraordinaryinfluencewithFroebel,andhecontinuedinconstantcorrespondencewithher.In1808FroebelandhispupilswenttoYverdon,andremainedtill1810.ButthephilosophicgroundworkofPestalozzi"ssystemfailedtosatisfyhim.Pestalozzi"sworkstartedfromtheexternalneedsofthepoorestpeople,whileFroebeldesiredtofoundthecolumnssupportinghumancultureupontheoreticallyreasonedgroundsanduponthenaturalsciences.Aremarkabledifferenceexistedbetweenthecharactersofthetwogreatmen.Pestalozziwasdiffident,acknowledgedfreelyhismistakes,andsometimesblamedhimselfforthembitterly;Froebelneverthoughthimselfinthewrong,ifanythingwentamissalwaysfoundsomeexternalcauseforthefailure,andinself-confidencesometimesreachedanextravagantpitch.Footnote98:EitherFroebelorhiseditorhasmadeablunderhere.FroebelwenttoGöttingeninJuly1811(see p.84),andtoBerlininOctober1812(see p.89).Footnote99:Atthistime,however,thesymbolsoftheinorganicworlddidnotappealtoFroebelwiththesameforceasthoseoftheorganicworld.InalettertoMadamevonHolzhausen.31stMarch,1831,hewrites:"Itisthehighestprivilegeofnaturalformsorofnaturallifethattheycontainagreementandperfectionwithinthemselvesasawholeclass,whiledifferingandfilledwithimperfectioninparticularindividuals;forlookattheloveliestbloomingfruit-tree,thesweetestrose,thepurestlily,andyoureyecanalwaysdetectdeficiencies,imperfections,differencesineachone, regardedasasinglephenomenon,aseparatebloom;and,further,thesamewantofperfectionappearsalsoineverysinglepetal:ontheotherhand,wherevermathematicalsymmetryandpreciseagreementarefound, thereisdeath".Footnote100:Notafigureofspeechaltogether;forFroebeldidreallydeclineaprofessorshipofmineralogywhichwasofferedhimatthistime,inordertosetforthonhiseducationalcareer.Footnote101:Thatis,puttingdevelopmentintoaformula—Thesis↧AntithesisSynthesis.Thetruesynthesisisthatspringingfromthethesisanditsopposite,theantithesis.Anothertypeoftheformulaisthis—Proposition↧Counter-propositionCompromise.Understandingby"Compromise"(Vermittlung)thatwhichresultsfromtheunionofthetwoopposites,thatwhichformspartofbothandwhichlinksthemtogether.Theformulaexpressedintermsofhumanlife,forexample,is—Father↧MotherChild.PhilosophicreadersacquaintedwithHegelandhisschoolwillrecogniseafamiliarfriendintheseformulæ.Footnote102:FroebeltravelledfromBerlintoOsterode,andtookwithhimbothhisbrotherChristian"ssons,FerdinandandWilhelm,toGriesheim;theretoeducatethemtogetherwiththethreeorphansofhisbrotherChristoph,whohaddiedin1813,ofhospitalfever,whilstnursingtheFrenchsoldiers.OfthesonsofChristian,Ferdinandstudiedphilosophy,andathisdeathwasdirectoroftheOrphanagefoundedbyFroebelinBurgdorf;Wilhelm,whoshowedgreattalent,andwashisuncle"sfavouritenephew,diedearlythroughtheconsequencesofanaccident,justafterreceivinghis"leavingcertificate"fromthegymnasiumofRudolstadt.AsregardsthesonsofChristoph,theyweretheimmediatecauseofFroebel"sgoingtoGriesheim,fortheirwidowedmothersentforherbrother-in-lawtoconsulthimastotheireducation.Julius,theeldest,waswellpreparedinKeilhaufortheactivelifehewasafterwardsdestinedtolive.HewentfromschooltoMunich,first,tostudythe naturalsciences;andwhileyetattheuniversityseveralpublicationsfromhispenwereissuedbyCotta.LateronhetookanofficialpostinWeimar,andcontinuedtowritefromtimetotime.MeanwhilehecompletedhisstudiesinJenaandBerlinunderKarlvonRitter,thegreatauthorityoncosmography,andunderthedistinguishednaturalist,AlexandervonHumboldt.In1833hebecameProfessoratthePolytechnicSchoolinZurich;buthisliteraryavocationseventuallydrewhimtoDresden.HerehewaschosenDeputytotheNationalAssemblyatFrankfurtin1848.AfterthedissolutionofthatAssembly,JuliusFroebel,incommonwithmanyothersofthemoreadvancedparty,wascondemnedtodeath.HeescapedtoSwitzerlandbeforearrest,andfledtoNewYork.InafterlifehewaspermittedtoreturntoGermany,andeventuallyhewasappointedConsulatSmyrna.KarlFroebel,thenextson,wenttoJenaalso.HethentookatutorshipinEngland,anditwasatthistime(1831)thathispamphlet,"APreparationforEuclid,"appeared.HereturnedtotheContinenttobecomeDirectorofthePublicSchoolsatZürich.HeleftZürichin1848forHamburg,wherehefoundedaLyceumforYoungLadies.Someyearslater,whenthishadceasedtoexist,hewentagaintoEngland,andeventuallyfoundedanexcellentschoolatEdinburghwiththeaidofhiswife;which,indeed,hiswifeandhestillconduct.Hisdaughtersshowgreattalentformusic,andoneofthemwasapupilofthedistinguishedpianist,MadameSchumann(widowofthegreatcomposer).Footnote103:Or,aswesay,AisA.Footnote104:AgreatdealofFroebel"sironymightalltootrulybestillappliedtocurrenteducationalwork.Footnote105:Empiricism—thatis, aposteriori investigations,basedonactualfactsandnot apriori deductionsfromtheories,orgenerallaws,didgoodservicebeforeFroebel"stime,andwilldogoodserviceyet,Froebelnotwithstanding.InFroebel"stimethelimitsKantsotrulysettothehumanunderstandingwereoversteppedoneveryside;Fichte,Schelling,andHegelwereteaching,andthelatterespeciallyhadanoverpoweringinfluenceuponallscience.Everyoneconstructedaphilosophyoftheuniverseoutofhisownbrain.Krause,therecipientofthisletter,neverattainedtoverygreatinfluence,thoughhadhebeeninHegel"schairhemightperhapshavewieldedHegel"sauthority,andtherewasforalongtimeagreatlikelihoodofhisappointment.MeanwhilehereconstructedtheuniversityatGöttingen.EvenpracticalstudentsofNature,suchasOken,didhomagetothegeneraltendencywhichhadabsorbedalltheeagerspiritsofthevanguardofhumanadvancement,amongstthemFroebelhimself.WeseehowfirmlysetFroebelwasagainstexperience-teaching, aposteriori work,or,ashecallsit,empiricism.TheKantist,ArthurSchopenhauer,wasnotlistenedto,anddweltapart,devouringhisheartinbittersilence;breakingoutatlastwiththedrearycreedofPessimism.Footnote106:Froebelisherehardlyfair.Howshouldpeopleknowmuchofhimasyet?Hehadatthistimewrittenthefollowingworks:—(1)"OntheUniversalGerman EducationalInstituteofRudolstadt"(1822);(2)"ContinuationoftheAccountoftheUniversalGermanEducationalInstituteatKeilhau"(1823);(3)"ChristmasatKeilhau:aChristmasGifttotheParentsofthePupilsatKeilhau,totheFriendsandtheMembersoftheInstitute"(1824);(4)"TheMenschenErziehung,"thefulltitleofwhichwas"TheEducationofMan:TheArtofEducation,Instruction,andTeaching,asattemptedtoberealisedattheUniversalEducationalInstituteatKeilhau,setforthbytheOriginator,Founder,andPrincipaloftheInstitute,FriedrichFroebel"(1826),nevercompleted;(5) FamilyWeeklyJournalofEducationforSelf-cultureandtheTrainingofOthers,editedbyFriedrichFroebel,LeipzigandKeilhau.ButFroebel,inhisunbusiness-likeway,publishedalltheseproductionsprivately.Theycameoutofcourseundereverydisadvantage,andcouldonlyreachthehandsoflearnedpersons,andthosetowhomtheywerereallyofinterest,bythemerestchance.Further,Froebel,ashasalreadyabundantlyappeared,wasbutapoorauthor.Hisstiff,turgidstylemakeshisworksinmanyplacesmostdifficulttounderstand,asthepresenttranslatorshavefoundtotheircost,andhewasthereforepracticallyunreadabletothegeneralpublic.Inhisusualself-absorbedfashion,hedidnotperceivethesedeficienciesofhis,norcouldhebegottoseethefollyofprivatepublication.Indeed,onthecontrary,hedreamedoffabuloussumswhichonedayhewastorealisebythesaleofhisworks.Itisneedlesstoaddthattheeventprovedverymuchthereverse.Astocriticism,itwasparticularlythe"ableeditor"Harnischwhopulledtopiecesthe"MenschenErziehung"sopitilesslyonitsappearance,andwhoisprobablyherereferredto.Footnote107:ThispassagemayserveasasufficientillustrationofFroebel"smetaphysicalwayoflookingathissubject.Itisscarcelyourhabitatthepresentdaytoregardthescienceofbeing(ontology)asascienceatall,sinceitisutterlyincapableofverification;butitisnotdifficulttotracetheimportanttruthreallyheldbyFroebeleventhroughthesomewhatperplexingfoldsofscholasticphilosophyinwhichhehasclothedit.Footnote108:Seetheprevious footnote,p.93.Footnote109:TheseeventsandsituationsarefullysetforthinthelettertotheDukeofMeiningen, ante.Footnote110:Asmineralogist.Footnote111:ChristianLudwigFroebel.Footnote112:Christoph.Footnote113:ThisyoungerLangethalafterwardsbecameaProfessorintheUniversityofJena.Footnote114:Theminister"swidowlostherwidow"sprivilegeofresidenceatGriesheimbythedeathofherfather,andboughtafarmatKeilhau. Footnote115:Froebeltoldhissister-in-lawthathe"desiredtobeafathertoherorphanedchildren."Thewidowunderstoodthisinquiteaspecialandpeculiarsense,whereofFroebelhadnottheremotestidea.Lateron,whenshecametoknowthatFroebelwasengagedtoanotherlady,shemadeovertohimtheKeilhaufarm,andherselfwenttoliveatVolkstädt.]Footnote116:Thisyounggirl,theadopteddaughterofthefirstMadameFroebel,wasnamedErnestineChrispine,andafterwardsmarriedLangethal.Froebel"sfirstwife,HenriettaWilhelmineHoffmeister,wasbornatBerlin20thSeptember,1780,andwasthereforethirty-eightatthetimeofhermarriage.Shewasaremarkablewoman,highlycultured,apupilofSchleiermacherandofFichte.BeforehermarriagewithFroebelshehadbeenmarriedtoanofficialintheWarOffice,andhadbeenseparatedfromhimonaccountofhismisconduct.MiddendorffandLangethalknewthefamilywell,andhadfrequentlyspokenwithFroebelaboutthislady,whowasadmiredandrespectedbybothofthem.FroebelsawheronceinthemineralogicalmuseumatBerlin,andwaswonderfullystruckbyher,especiallybecauseofthereadinessinwhichsheenteredintohiseducationalideas.Whenafterwardshedesiredtomarry,hewrotetotheladyandinvitedhertogiveupherlifetothefurtheranceofthoseideaswithwhichshehadonceshownherselftobesodeeplypenetrated,andtobecomehiswife.Shereceivedhisproposalfavourably,butherfather,anoldWarOfficeofficial,atfirstmadeobjections.Eventuallyshelefthercomfortablehometoplungeamidsttheprivationsandhardshipsofallkindsabundantlyconnectedwitheducationalstruggles.Shesoonrosetogreathonourwithallthelittlecircle,andwasdeeplylovedandmosttenderlytreatedbyFroebelhimself.Inherwillingnesstomakesacrificesandhercheerfulnessunderprivations,shesetthemallanexample.ShediedatBlankenburginMay1839.Footnote117:Theexpecteddowrywasneverforthcoming,whichmademattersharder.Footnote118:ChristianhadalreadyassistedhisbrotheratGriesheim,andbeforethat,totheutmostofhispower.Thethreedaughterswere(1)Albertine,born29thDecember,1801,afterwardsmarriedMiddendorff;(2)Emilie,born11thJuly,1804,marriedBarop,died18thAugust,1860,atKeilhau;(3)Elise,born5thJanuary,1814,marriedDr.SiegfriedSchaffner,oneoftheKeilhaucolleagues,lateron.Footnote119:JohannesArnoldBarop,Middendorff"snephew,wasbornatDortmund,29thNovember,1802.HeafterwardsbecameproprietorandprincipalofKeilhau.Footnote120:March1828.Footnote121:ThisexcellentmanwasdrownedintheSaalewhilebathing,soonafterthisletterwaswritten.Footnote122:Healwaysregardedhimselfasperfectlytolerant.Footnote123:FroebelmovedfromGriesheimtoKeilhauin1817. Footnote124:In1820.Footnote125:Itwasin1828thatBaropformallyanddefinitelyjoinedtheFroebelcommunity.Footnote126:ThelongturmoiloftheNapoleonicwars,theoutcomeoftheFrenchRevolution,ceasedin1815;andthemindsofthestudentsandtheotheryouthsofthecountry,setfreefromthisterriblestruggleforliberty,turnedtowardsthereformationoftheirowncountry.Manyassociationswereformed:perhapshereandtherewildtalkwasindulgedin.TheGovernmentgrewalarmed,andthoughthestudentshadinvariablyactedwithperfectlegality,alltheirassociationsweredispersedandforbidden.Footnote127:ChristianFroebelandhiswife.Footnote128:Thiswas1827-29.Footnote129:ThisistheinterestingplanofthePublicEducationalInstitutionandOrphanageinHelba,withwhichadmirersofFroebelareprobablyalreadywellacquainted.ItisgiveninfullinLange"s"Froebel,"vol.i.,p.401.Footnote130:Say£100.Footnote131:In1829.Footnote132:TheWartenseeisasmalllakeinthecantonLuzern,notfarfromSempach.Footnote133:About30s.Footnote134:AufSchuster"sRappen,—i.e.,onfoot.(Thiswasin1832.)Footnote135:Asmalltownnotfaraway,stillinthecantonLuzern.Footnote136:Thiswasafamiliarnameforthedevil,tillafewyearsback,inGermany;surprisinglyrecallingtheterm"Eumenides"fortheGreekFuries,sinceitoriginatedinadesiretospeakofsopowerfulanenemyinrespectfulterms,lestheshouldtakeoffence.Footnote137:ASwisseducationalwriterofgreatpowerandcharm.Hisschoolbooks,"Surlalanguematernelle,"arereallyvaluable.Footnote138:TheeditorsventuretocallattentiontotheselittlefactsasasampleoftheextraordinarydevotionandsacrificewhichFroebelknewhowtoinspireinhiscolleagues.ThisexchangeofBaropandMiddendorfftookplacein1833.Footnote139:In1833. Footnote140:Thisregulationisstillhappilyinforce.Footnote141:In1836.Footnote142:BlankenburgliesonthewayfromSchwarzburgtoRudolstadt,abouttwohours"walkawayfromKeilhau.CHRONOLOGICALABSTRACTOFTHEPRINCIPALEVENTSINTHELIFEOFFROEBEL,ANDTHEFROEBELCOMMUNITY.1770.June24th.—BirthofChristianLudwigFroebel.1780.Sept.17th.—BirthofFriedrichFroebel"sfirstwife,HenrietteWilhelmineHoffmeister,atBerlin.ChristianFroebel"swife,JohannaCarolineMügge,wasalsobornin1780,onAugust28th.1782.April21st.—BirthofFriedrichFroebel,atOberweissbach,Thuringia.1792.FroebelissenttoSuperintendentHoffmaninStadtIlm.Sept.3rd.—BirthofHeinrichLangethal,atErfurt.1793.Sept.20.—BirthofWilhelmMiddendorff,atBrechten,nearDortmund,inWestphalia.1797.FroebelissenttoNeuhofintheThuringianForesttolearnforestry.1799.Froebelreturnshome;goesthenceasstudenttoJena.1801.HeleavesJena(havingclosedhiscareertherewithnineweeks"imprisonmentfordebt),andsoonafterwardsbeginstostudyfarmingwitharelativeofhisfather"satHildburghausen.Dec.29th.—BirthofAlbertineFroebel(MadameMiddendorff),eldestdaughterofChristianFroebel.1802.DeathofFroebel"sfather.FroebelbecomesActuarytotheForestryDepartmentoftheEpiscopalStateofBamberg.Nov.29th.—BirthofJohannesArnoldBarop,atDortmund,inWestphalia.1803.FroebelgoestoBamberg,andtakespartinthegovernmentallandsurvey,necessaryuponthechangeofgovernment,BambergnowpassingtoBavaria.1804.Hetakes,oneaftertheother,twosituationsassecretaryandaccountantofalargecountryestate,first,thatofHerrvonVöldersdorfinBaireuth,afterwardsthatofHerrvonDewitzinGrossMilchow,Mecklenburg.July11th.—BirthofEmilieFroebel(MadameBarop),seconddaughterofChristianFroebel.1805.DeathofFroebel"smaternaluncle,SuperintendentHoffman.Froebeldeterminestobecomeanarchitect,andsetsoutforFrankfurttostudythere.Becomes,however, teacherintheModelSchoolatFrankfurt,onGruner"sinvitation.VisitsPestalozzi,atYverdon,forashorttime.1807.HebecomestutorinthefamilyofHerrvonHolzhauseninthesuburbsofFrankfurt.1808.HegoestoPestalozziatYverdonwithhispupils.1809.HedrawsupanaccountofPestalozzi"sworkforthePrincessofRudolstadt.1810.FroebelreturnstoFrankfurtfromYverdon.1811.HegoestotheUniversityofGöttingen.1812.HeproceedsthencetotheUniversityofBerlin.1813.Froebel,Langethal,andMiddendorffenlistinLützow"sregimentofChasseurs,avolunteercorpsenrolledtotakepartintheresistancetoNapoleon"sinvasionofPrussia.1814.Jan.5th.—BirthofEliseFroebel(MadameSchaffner),Christian"syoungestdaughter.AfterthePeaceofParis(May30th,1814)FroebelisappointedassistantintheMineralogicalMuseumoftheUniversityofBerlin,andtakeshispostthereinAugust.1816.Nov.13th.—Froebelfoundshis"UniversalGermanEducationalInstitute"inGriesheim.1817.TransferenceoftheSchooltoKeilhau.ArrivalofLangethalandMiddendorff.1818.FirstmarriageofFroebel.1820.ChristianFroebelarrivesatKeilhauwithhiswifeanddaughtersFroebelwrites"TotheGermanpeople."1821.Froebelpublishes(privately)"Principles,Aims,andInnerLifeoftheUniversalGermanEducationalInstituteinKeilhau,"and"Aphorisms."1822.Hepublishesthepamphlets"OnGermanEducation,especiallyasregardstheUniversalGermanEducationalInstituteatKeilhau,"and"OntheUniversalGermanEducationalInstituteatKeilhau."1823.Hepublishes"ContinuationoftheAccountoftheEducationalInstituteatKeilhau."1824.Hepublishesthepamphlet"ChristmasatKeilhau."1826.MarriagesofLangethalandMiddendorff.Froebelpublishesthe"EducationofMan"("MenschenErziehung").Laterhefoundstheweekly FamilyJournalofEducation.1827.LettertotheDukeofMeiningen(translatedinthispresentwork),uncompleted,probablyneversenttotheduke.1828.LettertoKrause(partlytranslatedinthepresentwork).BaropformallybecomesamemberoftheEducationalCommunityatKeilhau.1829.PlanforaNationalEducationalInstituteinHelba,undertheauspices oftheDukeofMeiningen,nowcompleted,thewholeKeilhaucommunityhavingworkeduponitunderFroebel"sdirection.1830.DeathofWilhelmCarl,oneoftheKeilhaucommunity,bydrowningintheSaale.1831.FroebelbreakswiththeDukeofMeiningen,andgivesuptheHelbaproject.VisittoFrankfurt,andmeetingwithSchnyder.AcceptanceofSchnyder"sofferofhisCastleatWartensee. OpeningoftheInstitutionatWartenseebyFroebelandhisnephewFerdinand.1832.BaropgoestoWartensee.TransferenceoftheSchoolfromWartenseetoWillisau.FroebelpaysashortvisittoKeilhau.1833.FroebelbringshiswifetoWillisau.TheBerneseAdministrationinviteshimtoconsideraplanforthefoundationofanOrphanageatBurgdorf.HeisappointedlecturerfortheRepetitiveCoursesforyoungteachersheldthere.LangethalcomesfromKeilhautoWillisau,BaropreturnstoKeilhau.1835.Froebel,hiswife,andLangethalundertakethefoundationoftheOrphanageforBern,inBurgdorf.MiddendorffandEliseFroebelgofromKeilhautoWillisauandjoinFerdinandFroebelthere.Froebelwrites"TheNewYear1836demandsaRenewalofLife."1836.FroebelandhiswifeleaveBurgdorfforBerlin.FerdinandFroebelandLangethaltakeoverthedirectionoftheOrphanage.1837.OpeningofthefirstKindergarteninBlankenburg.1838.CommencementofFroebel"s SundayJournal.1839.FroebelandMiddendorffgotoDresden.DeathofMadameFroebel.1840.GuttenbergFestival(400thanniversaryoftheinventionofprinting).OpeningoftheUniversalGermanKindergartenatBlankenburg,asajoint-stockcompany.FroebelandMiddendorffinthefollowingyearsmakeseveraljourneysfromKeilhautovariouspartsofGermanyendeavouringtopromotetheerectionofKindergartens.1848.GeneralCongressofTeachers,calledbyFroebel,atRudolstadt.SecondjourneyofFroebeltoDresdenintheautumn.1849.FroebelsettlesatLiebensteinintendingtotrainKindergartenteachersthere.WorkatHamburg,firstbyMiddendorff,thenbyFroebel.1850.FroebelreturnstoLiebenstein.ThroughtheinfluenceofMadamevonMarenholtz-BülowhereceivestheneighbouringcountryseatofMarienthalfromtheGrandDukeofWeimarforthepurposesofhisTrainingCollege.Foundationofanew WeeklyJournalofEducation byFroebel,editedbyLange.MarriageofEliseFroebeltoDr.SiegfriedSchaffner.1851.Jan.9th.—DeathofChristianLudwigFroebel.July.—SecondmarriageofFroebel,withLuiseLevin.Firstappearanceofthe JournalforFriedrichFroebel"sEducationalAims.1852.April.—FroebeliscalledtojointheEducationalCongressatGotha,underthepresidencyofTheodorHoffman.June21.—DeathofFroebel. HiseducationalestablishmentatMarienthalisremovedtoKeilhau,underthesuperintendenceofMiddendorff.MadameLuiseFroebelalsoassiststotrainstudentsinthemethodsoftheKindergartenatKeilhau.1853.MiddendorffenthusiasticallyreceivedattheCongressatSalzungen,whenaddressingitontheFroebelianmethods.Nov.27th.—DeathofMiddendorff.MadameLuiseFroebel,foratime,directsKeilhau.1854.MadameLuiseFroebelgoesinthespringtoDresden,toassistDr.Marquartinhis KindergartenandtrainingestablishmentforKindergartenteachers.MadameMarquarthadbeenapupilofFroebel.KeilhauceasestobeatrainingschoolforKindergartenteachers.IntheautumnMadameLuiseFroebelacceptsthedirectorshipofthePublicFreeKindergarteninHamburg,andtrainsstudentsthere.(SheisstillactivelyemployedatHamburginthecauseoftheKindergarten;1886.)FirstintroductionoftheKindergartensystemintoEnglandbyMissPrætorius,whofoundsaKindergartenatFitzroySquare.MadamevonMarenholtzBülow,whowasthesupportofFroebel"slatestyears,whoseinfluencewiththeGrandDukeofWeimarprocuredhimMarienthal,andwhosewholeleisureandpowerwasdevotedtohisservice,andtotheinterpretationofhisideas,comestoEnglandtolectureandwriteinsupportofthecauseoftheKindergarten.Publishesapamphleton"InfantGardens,"inEnglish.MadameRongeintroducestheKindergartensystematManchester;andshortlyafterwardstheManchesterKindergartenAssociationisfounded.1859.MissEleonoreHeerwart(pupilofMiddendorffandMadameLuiseFroebel),andtheBaronessAdèlevonPortugall(pupilofMadamevonMarenholtz-BülowandofMadameSchrader,thegreatnieceofFroebel),cometoEngland,andarebothengagedatManchesterasKindergartenteachers,butnotinthesameestablishment.1860.August18th.—DeathofMadameBarop(EmilieFroebel).1861.TheBaronessBerthaVonMarenholtz-BülowpromotesthefoundationoftheJournal TheEducationoftheFuture,andDr.CarlSchmidtofCoethenundertakestheeditorship.1874.April.—MadameMichaeliscomestoEnglandtoassisttheKindergartenmovement.Isappointedinthesummertolecturetotheschool-boardteachersatCroydon.FoundsCroydonKindergarten,January1875,withMrs.Berry.Nov.—TheLondonSchoolBoardappointMissBishop(pupilofMissPrætorius)astheirfirstlecturerontheKindergartenSystemtotheirteachersofinfantschools.AboutthesametimeMissHeerwart(whohadleftManchestertofoundaKindergartenofherowninDublinin1866)isappointedprincipaloftheKindergartenTrainingCollegeestablishedatStockwellbytheBritishandForeignSchoolSociety.TheFroebelSocietyofLondonisformedbyMissDoreck,MissHeerwart,MissBishop,MadameMichaelis,ProfessorJosephPayne,andMissManning;MissDoreckbeingthefirstpresident.VerysoonthesewerejoinedbyMissShireff(presidentsince1877,whenMissDoreckdied),byhersisterMrs.WilliamGrey,byMissMaryGurney,andbymanyotherwell-knownfriendsofeducationalprogress.1879.Autumn.—TheLondonKindergartenTrainingCollegeisfoundedbytheFroebelSociety,butasaseparateassociation(dissolved1883).1880.May.—TheCroydonKindergartenCompany(Limited),isfoundedtoextendMadameMichaelis"sworkinteachingandtraining,MadameMichaelisbecomingtheCompany"sheadmistress.1882.Langethaldied.CelebrationoftheCentenaryofFroebel"sbirthbyaconcert,given atWillis"sRooms,London,onthepartoftheFroebelSociety,toraisefundsforamemorialKindergartenatBlankenburg,byafundraisedatCroydonforthesamepurpose,andbya soirée andconversazione,presidedoverbyMr.W.Woodall,M.P.,givenattheStockwellTrainingCollegebytheBritishandForeignSchoolSociety.1883.January.—TheBedfordKindergartenCompany(Limited)founded,mainlyuponthelinesoftheCroydonCompany.First(andpresent)headmistress,MissSim.MissHeerwartgoestoBlankenburgtofoundthememorialKindergartenthere.1884.InternationalExhibition,SouthKensington(HealthandEducation).AConferenceonEducationwasheldinJune,thesectiondevotedtoInfantEducationbeinglargelytakenupwithanimportantdiscussionofFroebel"sprinciples,inwhichspeakersofothernationsjoinedtheEnglishauthoritiesindebate.TheBritishandForeignSocietyorganisedacompleteexhibitionofKindergartenworkandmaterials,towhichallthechiefLondonKindergartenestablishments(includingCroydon)contributed;andmostestablishmentsgavelessonsinturn,weekly,toclassesofchildren,inordertoshowpubliclythepracticalapplicationofKindergartenmethods.TheselessonsweregivengratuitouslyintheroomsdevotedtotheKindergartensectionoftheexhibition.InOctoberthissectionwasclosedbyaconferenceofKindergartenteachersfromallEngland,heldintheLectureTheatreoftheAlbertHall.Autumn.—Dr.WichardLange,thebiographerofFroebel,andcollectorofFroebel"sworks(fromwhosecollectionthepresenttranslationhasbeenmade),andbyhisnumerousarticlesoneofthebestfriendstotheadvocacyofFroebel"seducationalprinciples,died,undersomewhatpainfulcircumstances.BIBLIOGRAPHYOFFROEBEL.WALTER,L.DieFroebel-Literatur.8vo,pp.198.Dresden.$1.00GESAMMELTEPAEDAGOGISCHE SCHRIFTEN,hrsg.W.Lange.8vo,3vols.[I.Autobiographie;II.Menschenerziehung;III.PädagogikdesKindergartens].Berlin,1862. PAEDAGOGISCHE SCHRIFTEN,hrsg.FriedrichSeidel.12mo,3vols.[I.Menschen-Erziehung,pp.330;II.Kindergarten-Wesen,pp.463;III.Mutter-undKose-Lieder,pp.228].Wien,1883.6.50MENSCHEN-ERZIEHUNG.Erziehungs-,Unterrichts-,undLehrkunst.12mo,pp.330.Wien,1883.2.00THE EDUCATIONOF MAN.TranslatedbyJosephineJarvis.12mo,pp.273.NewYork,1885.1.30——Thesame,translatedandannotatedbyW.N.Hailmann.12mo,pp.332.NewYork,1887.1.50L"EDUCATIONDEL"HOMME.Traduitdel"allemandparlabaronnedeCrombugghe.12mo,  pp.394.Paris,1881.MUTTER-UND KOSE-LIEDER.DichtungundBilderzuredlenPflegedesKindheitlebens.EinFamilien-buch.12mo,pp.228.Wien,1883.2.00MOTHER"S SONGS,GamesandStories.Froebel"s"Mutter-undKose-Lieder"renderedinEnglishbyFrancesandEmilyLord.Containingthewholeoftheoriginalillustrations,andthemusic,rearrangedforchildren"svoices,withpianofortheaccompaniment.8vo,pp.289.London,1885.3.00MOTHER-PLAY,andNurserySongs.IllustratedbyFiftyEngravings.WithNotestoMothers.ByFriedrichFroebel.TranslatedfromtheGerman.4to,pp.192.Boston,1878.2.00THE MOTHER"S BOOK ofSong.Two-partSongsforLittleSingers,ontheKindergartenSystem.ThemusiccomposedbyLadyBaker;editedbyG.A.Macfarran.16mo.NewYork. AUTOBIOGRAPHIE.Berlin,1862. THE AUTOBIOGRAPHYOF FRIEDRICH FROEBEL.TranslatedbyH.KeatleyMooreandEmilieMichaelis.12mo,pp.180.Syracuse,1889.1.50[Thiscontainsthe"LettertotheDukeofMeiningen,"nevercompleted,ashorteraccountofhislifeinalettertothephilosopherKrause,asketchofBarop"s,andachronologyextendedfromLange.]AUTOBIOGRAPHYOF FROEBEL.MaterialstoaidaComprehensionoftheWorkoftheFounderoftheKindergarten.16mo,pp.128.NewYork,1887..30[Thiscontainsthe"LettertotheDukeofMeiningen,"MissLucyWheelock"stranslation,takenfromBarnard"s JournalofEducation.]FROEBEL"S EXPLANATION oftheKindergartenSystem.London,1886..20HAUSCHMANN,A.B.Fr.Froebel:dieEntwicklungs.Erziehungs-ideeins.Leben.8vo,pp.480.Eisenach,1874.2.00KRIEGE,MatildaH.TheFounderoftheKindergarten.ASketch.12mo,pp.29.NewYork. [Seealso MARENHOLZ-BUELOW,innextlistbelow.]MARENHOLZ-BUELOW,BaronessB.von.ReminiscencesofFriedrichFroebel.TranslatedbyMrs.HoraceMann.WithasketchofthelifeofFriedrichFroebel,byEmilyShirreff.12mo,pp.359.Boston,1877.1.50[Seealso GOLDAMMER, MARENHOLZ-BUELOW.]PHELPS,Wm.F.Froebel(ChautauquaText-Book,No.15).32mo,pp.54..10SHIRREFF,Emily.Froebel:aSketchofhisLife,withLetterstohisWife.12mo.London,1877.1.00[Seealso MARENHOLZ-BUELOW,above,and SHIRREFF,below.]BAILEY"S KindergartenSystem.Boston..20BARNARD,Henry.PapersonFroebel"sKindergarten,withsuggestionsonprinciplesandmethodsofChildCultureindifferentcountries.8vo,pp.782.Hartford,1881.3.50BEESAU,Amable.TheSpiritofEducation.TranslatedbyMrs.E.M.McCarthy.16mo,1.25 pp.325.Syracuse,1881.BERRY,Ada,andEmilyMICHAELIS.KindergartenSongsandGames.12mo.London..75BUCKLAND,Anna.TheUseofStoriesintheKindergarten.12mo,pp.17.NewYork..20——TheHappinessofChildhood.12mo,pp.21,inonevolumewiththeabove.NewYork..50[Thetwoarereprintedin "EssaysontheKindergarten." below.]CARPENTER,Harvey.TheMother"sandKindergartner"sFriend.12mo.Boston,1884.1.00CHRISTIE,AliceM.See MARENHOLZ-BUELOW, PEREZ,below.DOUAI,Adolf.TheKindergarten.AmanualfortheintroductionofFroebel"sSystemofPrimaryEducationintoPublicSchools;andfortheuseofMothersandPrivateTeachers.With16plates.12mo,pp.136.NewYork,1871.1.00DUPANLOUP,Monseigneur.TheChild.Translated,withtheauthor"spermission,byKateAnderson.12mo,pp.267.Dublin,1875.1.50ECKHART,T.DieArbeitalsErziehungsmittel.8vo,pp.23.Wien,1875.ESSAYSONTHE KINDERGARTEN:beingaselectionofLecturesreadbeforetheLondonFroebelSociety.12mo,pp.149.Syracuse,1889.1.00[See Buckland, Heerwart, Hoggan, Shirreff.]FELLNER,A.DerVolkskindergartenunddieKrippe.12mo,pp.130.Wien,1884.FRYE,Alex.E.TheChildandNature,orGeographyTeachingwithSandModelling.12mo,pp.216.HydePark,1888.1.00GOLDAMMER,H.TheKindergarten.AHandbookofFroebel"sMethodofEducation,Gifts,andOccupations.WithIntroduction,etc.,byBaronessB.vonMarenholtz-Bülow.TranslatedbyWilliamWright.8vo.Berlin,1882.4.00——GymnastischeSpieleundBildungsmittelfürKindervon3-8Jahren.8vo,pp.195.Berlin,1875. GURNEY,Mary.See KOEHLER,below.HAILMANN,W.N.PrimaryHelps,orModesofmakingFroebel"sMethodsAvailableinPrimarySchools.2dEd.8vo,pp.58,with15full-pageillustrations.Syracuse,1889.1.00——FourLecturesonEarlyChildCulture.16mo,pp.74.Milwaukee..50——KindergartenCultureintheFamilyandKindergarten.ACompleteSketchofFroebel"sSystemofEarlyEducation,adaptedtoAmericanInstitutions.FortheuseofMothersandTeachers.12mo,pp.119,and12plates.Cincinnati,1873..75——TheKindergartenMessengerandTheNewEducation.Vols.V,VI,[completingtheseries].8vo,2vols.,pp.146,188.Syracuse,1882,83.4.00——PrimaryMethods.AcompleteandmethodicalpresentationoftheuseofKindergartenMaterialintheworkofthePrimarySchool,unfoldingasystematiccourseofManualTraininginconnectionwithArithmetic,Geometry,Drawing,andotherSchoolStudies.12mo,pp.166.NewYork,1888.1.00HAILMANN,E.L.Songs,Games,andRhymesfortheKindergarten.12mo.Springfield.1.75HEERWART,Eleonore.MusicfortheKindergarten.4to.London,1877.1.25——Froebel"sMutter-undKose-lieder.12mo,pp.18  [Thelastisreprintedin "EssaysontheKindergarten," above.]HOFFMANN,H.KindergartenToys,andHowtoUseThem.Toronto..20——KindergartenGifts.NewYork..15HOGGAN,FrancesE.OnthePhysicalEducationofGirls.12mo,pp.24. [Thisisreprintedin "EssaysontheKindergarten," above.]HOPKINS,LouisaP.HowShallMyChildbeTaught?PracticalPedagogy,ortheScienceofTeaching.Illustrated,12mo,pp.276.Boston,1887.1.50——EducationalPsychology.ATreatiseforParentsandEducators.24mo,pp.96.Boston,1886..50HUBBARD,Clara.MerrySongsandGames,fortheuseoftheKindergarten.4to,pp.104.St.Louis,1881.2.00HUGHES,James.TheKindergarten:itsPlaceandPurpose.NewYork..10JACOBS,J.F.ManuelpratiquedesJardinsd"Enfants.4to.Brussels,1880. JOHNSON,Anna.EducationbyDoing,orOccupationsandBusyWorkforPrimaryClasses.16mo,pp.109.NewYork,1884..75KINDERGARTEN andtheSchool,byFourActiveWorkers.12mo,pp.146.Springfield,1886.1.00KOEHLER,A.DiePraxisdesKindergartens.4to,3Vols.,withmorethan60Plates.Weimar,1878 ——TheSame,translatedbyMaryGurney.PartI[FirstGifts].12mo,Ill.London,1877.1.25KRAUS-BOELTE,Maria,andJOHN KRAUS.TheKindergartenGuide,illustrated.Vol.I[TheGifts].NewYork,1880.2.75——TheKindergartenandtheMissionofWomen.NewYork..10KRIEGE,A.L.RhymesandTalesfortheKindergartenandNursery.12mo,NewYork.1.00LAURIE"SKindergartenManual.NewYork..50——KindergartenActionSongsandExercises.London..15LYSCHINSKA,Mary.PrinciplesoftheKindergarten.Ill.,4to,London,1880.1.80MANN,Mrs.Horace.See MARENHOLZ-BUELOW,above,and PEABODY,below.MARENHOLZ-BUELOW,BaronessB.von.TheChildandChild-Nature.TranslatedbyAliceM.Christie.12mo,pp.186.Syracuse,1889.1.00——Thesame,translatedas"afreerenderingoftheGerman"byMatildaH.Kriege,underthetitle"TheChild,itsNatureandRelations;anelucidationofFroebel"sPrinciplesofEducation."12mo,pp.148.NewYork,1872.1.00——TheSchoolWork-Shop.TranslatedbyMissSusanE.Blow.16mo,pp.27.Syracuse,1882..15——Hand-workandHead-work:theirrelationtooneanother.TranslatedbyAliceM.Christie.12mo.London,1883.1.20MAUDSLEY,H.SexinMindandEducation.16mo,pp.42.Syracuse,1882..15MEIKLEJOHN,J.M.D.TheNewEducation.16mo,pp.35.Syracuse,1881..15MEYER,Bertha.VonderWiegehiszurSchule.12mo,pp.180.Berlin,1877.  ——AidstoFamilyGovernment,orFromtheCradletotheSchool,accordingtoFroebel.TranslatedfromthesecondGermanEdition.TowhichhasbeenaddedanessayonTheRightsofChildrenandTheTruePrinciplesofFamilyGovernment,byHerbertSpencer.16mo,pp.208.NewYork,18791.50MOORE,N.A.Kindergartner"sManualofDrawingExercisesforYoungChildrenuponFiguresofPlaneGeometry.4to,pp.16,and17Plates.Springfield.50MORGENSTEIN,Lina.DasParadiesderKindheit.EineausfuhrlicheAnleitungfurMütterundErzieherinnen.F.Froebel"sSpiel-BeschäftigungeninHausundKindergarten.2ded.8vo,pp.292.Leipzig,1878 MULLEY,Jane,andM.E.TABRAM.SongsandGamesforourLittleOnes.12mo.London,1881.40NOA,Henrietta.PlaysfortheKindergarten:musicbyC.J.Richter.18mo.NewYork.30PAYNE,Joseph.FroebelandtheKindergartenSystem.3ded.London,1876 [Nowrare,butprintedin"LecturesonEducation,"Syracuse,1884,$1.00.]——AVisittoGermanSchools.London,1876 PEABODY,ElizabethP.MoralCultureofInfancy,andKindergartenGuide,withMusicforthePlays.ByMrs.HoraceMann,andElizabethP.Peabody.12mo,pp.216.Boston,18632.00——TheEducationoftheKindergartner.Pittsburgh,1872. ——TheNursery:aLecture ——TheIdentificationoftheArtisanandArtisttheProperobjectofAmericanEducation ——Froebel"sKindergarten,withaletterfromHenryBarnard.12mo,pp.16 ——LecturesintheTrainingSchoolsforKindergartners.12mo,pp.226 [Includesthoseon"TheEducationoftheKindergartner"and"TheNursery,"namedabove.]——EducationintheHome,theKindergarten,andthePrimary School.WithanIntroductionbyE.AdelaideManning.12mo,pp.224.London,1887.1.50[Areprintofthe"LecturesintheTrainingSchools."]——andMaryMANN.AfterKindergarten,what?AprimerofReadingandWritingfortheIntermediateClass,andPrimarySchoolsgenerally.12mo.NewYork..45PEREZ,Bernard.TheFirstThreeYearsofChildhood.EditedandtranslatedbyAliceM.Christie,withanintroductionbyJamesSully.12mo,pp.294.Syracuse,1889.1.50PLAYSAND SONGS,forKindergartenandFamily.Springfield..50POLLOCK,Louisa.NationalKindergartenManual.12mo,pp.180.Boston,1889..75——NationalKindergartenSongsandPlays.12mo,pp.77.Boston..50——CheerfulEchoes:fromtheNationalKindergartenforchildrenfrom3to10yearsofage.16mo,pp.76.Boston,1888..50PREYER,W.TheMindoftheChild.12mo,2Vols.NewYork,1888.3.00RICHARDS,B.W.LearningandHealth.16mo,pp.39.Syracuse,1882..15RICHTER,K.KindergartenundSchule.Leipzig. RONGE,JohannandBertha.APracticalGuidetotheEnglishKindergarten(Children"sGarden),fortheuseofMothers,Governesses,andInfantTeachers:beingan2.10 expositionofFroebel"ssystemofInfantTraining:accompaniedbyavarietyofInstructiveandAmusingGames,IndustrialandGymnasticExercises,alsoNumerousSongssettoMusic,11thed.4to,pp.80,and71plates.London,1878.SHIRREFF,Emily.EssaysandLecturesontheKindergarten.PrinciplesofFroebel"sSystem,andtheirbearingontheHigherEducationofWomen,Schools,Family,andIndustrialLife.12mo,pp.112.Syracuse,1889.1.00——ProgressiveDevelopmentaccordingtoFroebel"sPrinciples.12mo,pp.14. ——WastedForces.12mo,pp.17. ——TheKindergarteninRelationtoSchools.12mo,pp.18.NewYork..30——TheKindergarteninRelationtoFamilyLife.12mo,pp.17.NewYork..20[Thelastfouraregivenin "EssaysontheKindergarten," above]——HomeEducationandtheKindergarten.12mo.London,1884..75——TheKindergartenatHome.12mo.London,1884.1.75——ClaimofFroebel"sSystemtobecalled"TheNewEducation."NewYork,1882..10——EssaysandLecturesintheKindergarten.NewYork..75SINGLETON,J.E.OccupationsandOccupationGames.12mo,London,1865.1.00STEELE"S KindergartenHandbook.NewYork..60STEIGER"S KindergartenTracts.24nos.NewYork..10STRAIGHT,H.H.AspectsofIndustrialEducation.8vo,pp.12.Syracuse,1883..15THOMPSON,Mrs.Elizabeth.KindergartenHomes,forOrphansandotherDestituteChildren;anewwaytoultimatelyDispensewithPrisonsandPoor-Houses.12mo,pp.128.NewYork,1882.1.00WEBER,A.DieviererstenSchuljahreinVorbindungmite.Kindergarten.8vo,pp.70.Gotha..50——DieGeschichtederVolksschulpädagogikundderKleinkindererziehung.12mo,pp.339.Dresden,1877. WIEBE,E.TheParadiseofChildhood.AManualforInstructioninF.Froebel"sEducationalPrinciples,andaPracticalGuidetoKindergartners.4to,pp.78and74plates.Springfield.2.00——TheParadiseofChildhood:amanualofinstructionandapracticalguidetoKindergartners.4to,74plates.London,1888.4.00——Songs,Music,andMovementPlays.Springfield.2.25WIGGINS"S KindergartenChimes.Springfield.1.50WILTSIE"S StoriesforKindergartensandPrimarySchools.Boston..30Allbooksofwhichpricesaregivenmaybehadofthepublisherofthisvolume.INDEX.Aaronto138 Froebel"sMosesActivityatYverdon78Actor,lifeofan26Adventists,doctrineof12Æstheticsense41Agriculturalist,lifeofan24, 140Aimofeducationalwork11Albums,sentimentsin49, 50AlexanderI.sendsforPestalozzi54Amrhyn,Herr135Ante-Darwiniantheories31"Aphorisms"141Arabic,studyof85Architectureasaprofession45, 46, 48, 50, 51, 108, 141Architecturalefforts41Arithmetic,teachingof20, 55, 59, 61, 99, 106——philosophyof100Arndt,ErnestMoritz45——"FragmentsofCulture"62Art,studyof34, 40Artof24 teachingAstronomy86, 105Attire,peculiaritiesof105AugsburgConfession50AustriainterestedinPestalozzi54 BachaCantor7Baireuth42, 140Bamberg,lifeat38, 47, 140Barop,JohannesArnold2, 16, 124, 138, 140, 141, 142——"CriticalMoments"127-137Batsch,A.J.G.31Bauer,Herr92, 93, 100Beliefinhimself126Berlin,lifeat89, 95, 100, 111, 121, 141, 142Bern93——Langethal"sschoolat137Berry,Mrs.143, 147Bestfriend,Froebel"s93, 94Biblebiographies53——inschools8"BibleofEducation"63Birthof3, 4, 140 FroebelBishop,Miss,appointedLondonlecturer143Bivouaclifeagreeable94Blankenburg137, 142, 144Boarding-schoollife18Book-keeping43Botany,loveof25, 27, 31, 56, 60Brandenburg,Markof92BritishandForeignSchoolSociety143, 144BrothersofFroebel.[See Froebel,below.]Burgdorf,Orphanageat93, 135, 136, 137, 142 Cantor7Carl,Herr124, 142Carus,Professor38Characteristicsinboyhood7Chemistry30, 87, 88——organic88Chevésystemofsinging56Child"sneedofconstruction77Crispine,Ernestine123Christianeducationessential120——family7 life——forms74"ChristmasatKeilhau"141Churchandschool8, 19——attendance10Classdivisionselastic54Classicaleducation84——teaching99"Comeletuslive with them"69Comenius103Cometof181186Commissionof181080Companionship44Comprehensivenessessential80Conditionsoftutorship66Confinementinboyhood6Confirmation22CongressofteachersatRudolstadt142——atGotha142——atSalzungen143Constructionessentialtoachild77"ContinuationoftheaccountofKeilhau"141 Contradiction,lifefreedfrom108Cosmicaldevelopment89CrisisatYverdon80CroydonKindergarten143Crystalsawitnessoflife112Crystallography89, 97Culture,Froebel"splanof107——hisowninsufficient109 DeathofFroebel93, 143——ofhisfather38——ofhisfirstwife142Development,analysistosynthesis118——ofbeing,lawsof112——vs.memorizing116Devoteshimselftostudyofeducation98Dewitz,Herrvon42, 43, 45, 140Diarybegun36Diesterweg139Divine7, 10 worshipathomeDoreck,Miss144Drawing,studyof28, 55, 61, 62Dresden91, 142, 143Durationoftheworld13 Earlierandlaterlifecompared16Earlyeducation3——mentalstruggles14, 16Education adhoc23——aimof11——asanobject58——atJena28——inrelationships70——purposeof69——reachesbeyondlife119"EducationofMan"1, 76, 117, 141, 145Educatorandteacher68Energyinplay21——inrocks97England,firstkindergartenin143Ephors21Escapefromcreditors128"Exchange54 classes"Expressionofthoughtdifficult73Eyes,deficientpowerof30 "FamilyJournalofEducation"117, 141, 142Familyties44, 83FatherofFroebel.[See Froebel,JohannJacob.]——andmother118Fatherlandvs.motherland90Fichte116, 123Financialdifficulties33, 47, 106, 127, 128Firstconsciousnessofself9——graspofthewordKINDERGARTEN137——ideaofaschoolofhisown68——workasateacher57FollowingNatureingeography61Foresightofvocationasateacher108Forestry-apprentice24Form-development98 Formfixedforlanguage98Forms,studyof75, 76Forster,JohannGeorg94——"RhineTravels"94, 121Francke"sPädagogium55Frankfurt,lifeat47, 50, 57, 141, 142——ModelSchool57French,studyof64Froebel,temporarychangeofname46——family—— JohannJacob,the Father3, 4, 6, 17, 19, 21, 26, 27, 28, 33, 34, 30, 37, 38, 43, 140   Brothers.——Augustus3, 32——Christoph3, 12, 13, 15, 23, 26, 27, 32, 36, 47, 49, 65, 68, 83, 87, 113, 122  ——HiswidowmisunderstandsFroebel122——JuliusKarlTheodor3, 4——ChristianLudwig4, 87, 113, 121, 124, 127, 128, 140, 141, 142——Traugott4, 23, 28, 32, 33——KarlPoppo4, 104  Nephews.—— Ferdinand113, 121, 131, 136, 137, 142 ——Wilhelm113, 121——Julius114, 122——Karl114, 122   Nieces.—— Albertine[Middendorf]124, 140——Emilie[Barop]124, 140, 143——Elise[Schaffner]124, 141, 142——Luise,Madame143FroebelSociety1, 144Froebel"sstyleasanauthor1, 117Fröhlich137 Games135——amentalbath82Gardening6, 71Geography,teachingof60Geology88, 97Geometry24, 25, 29, 35Germanbrotherhood90——landandpeople95——languageteaching56——literature35"Germaneducation"114Gifts,firstsuggestionof75Girard,Abbe134Girls"school8, 9 atOberweissbachGodlikenotaloneinthegreat97GodmotherofFroebel73Goethe35Gotha,congressofteachersat142Göttingen,lifeat84, 97, 103, 111, 141Göttling30Governmentoffices23, 38, 95Grammar,studyof64Grammariansatodds64Greek,studyof84, 85Grey,Mrs.William144Griesheim122, 124, 141Gross-Milchow42, 140Gruner,Herr51, 53, 58, 63, 66, 109, 141——bookonPestalozzianmethods52Gurney,Mary144, 147, 149GymnasticExercises135 Halie45Hamburg138, 142, 143Hardenburg,Prince54Harmoniousdevelopment55Harnisch118Havelberg92, 93, 121 Hazel-budstheclueofAriadne12Hebrew,studyof85Heerwart,Eleonore143, 144, 147Hegel116——hisformulaeadopted113Helba,NationalInstitutionat16, 102, 129, 141Hell,beliefin11, 133Hermes7Highermethodsofteaching98Hildburghausen37, 140History88Hoffmann,Herr17, 21, 43, 44, 140, 141Hoffman,Thedor142Hoffmeister,HenriettaWilhelmine123, 140Holzhausen,Herrvon110, 141——Madamevon110, 112HomeofFroebel6, 22, 27, 28——abandoned15, 35——life21, 22Hopf56, 69  Identitiesandanalogiessoughtout107Iffland"s"Huntsman"26Illusionshaveatrueside13ImpressionsofPestalozzi54Imprisonedfordebt33, 140Individuallifekeytotheuniversal16Innermeaningofthevowels99Innerlawandorder87Instrumentalmusicderivedfromvocal82Introspectionacharacteristic4, 11, 25, 46, 49, 56, 72, 103, 104, 109, 115"Isis"102, 117IsolationofFroebel4, 5, 91, 107 Jahn120Jena,lifeat28, 105, 138, 140JesusChrist,educationbasedon120"JournalofEducation"117, 141, 142"JournalforFroebel"sEducationalAims"142Joyof58 teachingJussieu"sBotany31 Kant116Keilhau,lifeat16, 102, 103, 117, 135, 141, 143Kindergartenoccupations129Knowledgeofselfthroughobjects97Körnerinthe"WildeSchaar"91Krause,CarlC.F.102, 103, 116——letterto2, 103-125, 141Krüsi55 Lange,Wichard102, 138, 144, 145——editorof"FamilyJournal"138——editorofFroebel"sWorks3, 32, 138Langethal,Heinrich91, 93, 100, 101, 120, 122, 123, 124, 137, 140, 141, 142, 144Language,philosophyof81, 99——teachingof59, 64, 81, 84, 85Latin,studyof20, 23, 34, 84Legacies86, 123Leipzig91Leonhardi103LessonsfromNature"straining72 LettertotheDukeofMeiningen2, 3-101, 141——toKrause102-125, 141, 146"Levana"70Liebenstein,lifeat142Lifeasaconnectedwhole104"Life,will,understanding"118Lilies,vainsearchfor96LondonKindergartenCollege144LoveofNature.[See Nature,loveof.]Luther,Martin50Lützow,Baronvon91, 141 ManchesterKindergartenAssociation143Mankindasonegreatunity84Mannerinteaching21Manning,Miss144ManualtrainingatHelba121Map-drawing39, 61"MappeduMondeLitteraire"36Marenholz-Bülow,Baronessvon73, 142, 143, 146, 149 Marienthal142, 143Marquart,Dr.143——Madame143Masterofthegirls"school7Mathematics27Matrimony11Mechanicalpowers,the30Mecklenburg42, 44Meiningen,Dukeof102, 129, 130——Letterto2, 3-101, 141, 142, 146Meissen92, 120Memorizingofrulesvs.development55, 109, 116"MenschenErziehung"1, 76, 117, 141, 145Mentalstruggles65Metaphysics40, 118MethodsofEducation99Michaelis,Mme.143, 146, 147Middendorf,Wilhelm92, 93, 94, 100, 101, 103, 120, 121, 122, 123, 124, 127, 128, 135, 136, 137, 138,139, 140, 141, 142, 143Mineralogy30, 87, 89——professorshipdeclined112MisapprehensionofFroebel"smotives16ModelSchoolatFrankfurt51"Moonstruck,"Froebelsoconsidered105Moral60, 83 influenceoftheteacher——pride5MotherofFroebel3, 44, 72"Mothers"Songs"76, 145Mugge,JohannaCaroline140"Mutter-andKoselieder"76, 145 Nägeli81——andPfeifer"s"MusicalCourse"81Nametemporarilychanged46Napoleonicwars91, 141——reactionfrom127Naturalhistory31, 32, 56, 87NaturalHistorySocietyatJena32Nature,communionwith19——loveof24, 31, 38, 43, 48, 71, 74, 82, 80, 94, 96, 104, 105, 107——asaneducator71Nature"sworkvs.man"s69Nature-Temple12NephewsofFroebel.[See Froebel,Ferdinand,etc.] Netherlands,Froebelinthe95Neuhof24, 140NiecesofFroebel.[See Froebel,Albertine,etc.]Niederer57Note-taking30Novalis"sWorks45Numberhorizontallyrelated99 Oberfalz42Oberweissbach3, 105Object-teaching69Oken,Lorenz102, 116——"Isis"102"OnGermanEducation"141"OntheUniversalGermanEducationatKeilhau"141Orientaltongues,studyof85OrphanageatBurgdorf93, 135, 136, 137, 142Orthodoxtheology10, 11, 13, 14Orthography62 "Pädagogik"76PädagogiumatHalle45Paper,prickingof,suggested75, 76Payne,Joseph144, 150Permutations106 ofnumbersPerrault,M.64Persianlanguage,studyof85PersonalcharacteristicsofFroebel13, 14, 15, 63, 67, 104, 111, 126——ofPestalozzi111Pestalozzi20, 51-54, 57, 59, 69, 70, 77-81, 83, 89, 141——aimscontrastedwithFroebel"s111, 116, 129, 136——"BuchderMatter"136——"Einertabelle"59——generaladdresses83——school.[See Yverdon.]Pfyffer,Eduard81, 134, 135Philology,studyof22, 85, 98, 111Philosophy,dangerof40Physicalbackwardness18——constitution91——education74——geography20, 55Physics29, 87, 88, 89Physiography60, 61Plamannschool89Plansfor23 life-workPlayasubjectofstudy82——forschoolboys60——influenceof76Politicaleconomy85Politics88Portugall,BaronessAdelevon143"Positiveinstruction"55Praetorious,Miss143Prickingpapersuggested75——philosophyof76"Principles,Aims,andInnerLife"141Privatetutorship59Professorshipdeclined112Pronunciation63, 64Propheticsentiments49Pröschke"s"Fragments"45Prussian,Froebelnota90Publicschool-examination134Purposeofeducation69  Quittelsdorf102 ReactionfromNapoleonicwars126Reading,teachingof7, 56Recognitionbyothers32Relationship,educationin70Religiousexperiences8, 9, 19, 21, 25, 35, 74——instruction74, 80, 119——persecution133Repulsiontomenialservice23"RhenischeBlätter"139Rhine,Froebelcrossesthe95Richter,JeanPaul70Rigidityinteaching62Rocksamirrorofmankind97Ronge,Madame143, 151Rousseau"ssystemofsinging56Rudolstadt117, 142——Princeof102, 138——PrincessRegentof78, 80, 141 "SamuelLawhill"22 Sanskrit,studyof85Schaffner,Siegfried124Schelling116——schoolof40Schiller35Schleiermacher123Schmidt,Carl143Schmidt,Josias55——quarrelswithNiederer57Schnyder130, 142Schopenhauer,Arthur117Schrader,Madame143Schwartzburg-Rudolstadt3Scientificextracts36Scribblingdistasteful36Self-consciousness5, 11Self-developmentbecomesobjective59Self-discipline21Seiler,GeorgeFrederick70Sensesexercised10Setformsinteaching62Sex-lifeinplants12Sexual11, 12 conditionsShirreff,Emily144, 146, 151, 152Singing56, 81Skeletonofmanastype31Soldier,Froebelasa91-96, 111, 144"Sonntags-Blatt,"articlesin76Soul-cultivation7——emergingfromchrysalis49Soundmethodfromfundamentalprinciple106Specialeducation23, 115Speech-tones98Spelling,teachingof20SpiritualendeavoratYverdon.[See Religiousexperiences.]——experiences19Stadt-Ilm18, 44Step-brotherofFroebel15Step-motherofFroebel4, 5, 27, 33StimulationatYverdon79StockwellKindergartenCollege143"Stone-language"10Sturm7Styleof1, 117 Froebel"swritingSubjectvs.object46"SundayJournal"142Surveying,studyof39, 40, 41Symbolstotheinnereye111 Takingsides13TeacherinthePlamannSchool89——requirementsofa65Teachers"institutesatBurgdorf136Teachingsuggested51"Teaching-plan"ofPestalozzi54"TheEducationoftheFuture"143"TheNewEducation"anantithesis116"TheNewYear1836demandsaRenewalofLife"142Theatricalperformances26, 33Theologicaldisputations13Thirdpersoninaddress5 "Thou,"theGerman5Thuringianforest,the3"TotheGermanPeople"141Tobler56, 69Translators,aimsofthe1TrusteeofFroebel"sproperty28, 33 Uckermark,the48UncleofFroebel.[See Hoffman,Herr.]Unconscioustuition9——wealthofyouth71Unity69, 70——fromclashingphenomena105——inNature98——lackingatYverdon79——ofnaturalobjects86——oftheuniverse89"UniversalGerman"education114, 141UniversitiesneglectFroebel117 Vivacityofearlyimpulses7 Voldersdorf,Herrvon42, 140VonDewitz42, 43, 45, 140——Holzhausen,Madame110, 112, 141——Lützow,Baron91, 141——Marenholz-Bülow73, 142, 143——Portugall,BaronessAdéle143——Voldersdorf42, 140Vowels,innermeaningof99——vs.consonants98 Walkswithpupils60, 82Wartburg,the50, 108Wartensee,the130, 131, 142WasChristCatholicorProtestant?134Weber"s"WildeJagd"91Weimar,GrandDukeof142, 143Weiss,Prof.89, 95Wichard"s"Froebel"78Wieland35Wife[first]ofFroebel123, 141Willisau,schoola93, 135-137, 142 Winckelmann"s"LettersonArt"34Wollweider,Dr.45WorkswrittenbyFroebel117, 141, 145, 146 Yverdon,Pestalozzi"sschoolat20, 53-57, 77-84, 141——lackofunity,etc83——waveringofgroundprinciples84 Zendavista35Zollikofer7EndoftheProjectGutenbergEBookofAutobiographyofFriedrichFroebelbyFriedrichFroebel***ENDOFTHISPROJECTGUTENBERGEBOOKAUTOBIOGRAPHYOFFRIEDRICHFROEBEL********Thisfileshouldbenamed16434-h.htmor16434-h.zip*****Thisandallassociatedfilesofvariousformatswillbefoundin:http://www.gutenberg.org/1/6/4/3/16434/ProducedbyRoseKoven,JulietSutherland,JoelSchlosbergandtheOnlineDistributedProofreadingTeamathttp://www.pgdp.netUpdatededitionswillreplacethepreviousone--theoldeditionswillberenamed.CreatingtheworksfrompublicdomainprinteditionsmeansthatnooneownsaUnitedStatescopyrightintheseworks,sotheFoundation 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