!LB 637 
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 fri^iwi fwM 
 
 KRIEGE. 
 
Kommt, lasst uns den Kindern lebenl 
 
 Friedricli FroBbel. 
 
FRIEDRICH FRCEBEL. 
 
 BIOGRAPHICAL SKETCH 
 
 MATILDA H. KRIEGE, 
 
 WITH PORTRAIT. 
 
 NEW YORK: 
 
 E. Steigex* 
 
 1876. 
 
 r 
 
\\ 
 
 One copy of each of the following Kindergarten Tracts will 1 
 sent gratis on application: 
 
 What is the Purpose of Kindergarten Education ? 
 
 aBa§ ift ber S^td fcer Sinbergartensg^ie^uncj? 
 
 What is a Kindergarten ? or Froebel's System of Education briefly explained. 
 
 5Ba§ ij't cin lilinbergarten ? 5luvje ©arftcllung beS grcbet'fc^cn ©^ftemg. 
 
 FrcBbel and the Kindergarten System. (Extract from a Lecture by Prof. Jos. Payne 
 
 What I think of Kindergartens. (From the Herald of Health.) 
 
 Kindergarten. (From the N. Y. Weekly Tribune.) 
 
 A Day in the Kindergarten of Frdvlein Held, at Nashua, N. H. 
 
 The Kindergarten. (An Address by Miss S E. Blow.) 
 
 The Medical Profession recommend f7<e Kindergarten. 
 
 The Christmas Kindergarten. (A Letter by the Rev. J. S. Travelli.1 
 
 The Rose Window. 
 
 A few Words to Mothers on Froehel's First Gift for Babies. 
 
 Friedrich Frcebel's Developing System of Education. [A Lecture by Karl Frcebei 
 
 Frcebel's Kindergarten Education especially necessary in Orphan Asylums and simil 
 
 Institutions where there are no natural mothers. Account of a visit to the New Yo 
 
 Foundling Asylum by Elizabeth P. Peabody. 
 
 No. 1, 
 2. 
 3. 
 
 4, 
 5. 
 
 Copyright, 1876, by E. Steigkr. 
 
PREFACE. 
 
 In the absence of an English biography of Friedrich Froebel, this 
 httle sketch of his hfe may be acceptable. Frcebel is known in this 
 country aa the originator of the Kindergarten System of Education, 
 but, beyond this, the accounts of his exterior life and of the develop- 
 ment of his ideas are very meagre. This induced me, several years ago, 
 to prepare the present sketch, for the purpose of interesting the pupils 
 of our Training Classes in the man whose educational system they were 
 studying, and to them it will present familiar features. With the 
 spreading of Kindergartens, the interest in Froebel has also increased, 
 and the desire to know something more of this profound and most prac- 
 tical philosopher of the 19tli century has been evidenced. 
 
 As will be clear to the reader, no attempt has been made to give 
 here in detail all the subordinate and minute events of Froebels life. 
 The purpose and scope of this sketch did not require it; my idea being 
 simply to reproduce the salient features of that life, as bearing upon 
 his great creation, the Kindergarten. 
 
 My sources of information touching the earliest part of Froebels 
 life were his autobiography and other papers contained in his Works 
 (collected and edited by Wichard Lange, 3 vols.) 
 
 In addition to these, I have consulted other publications, e. g. A. B. 
 Hanschmann's excellent biography of Froebel, and have also given a few 
 extracts from the Baroness Marenholtzs Reminiscences of Friedrich 
 Frcebel. 
 
 In the hope that my attempt may contribute to increase the existhig 
 interest in Froebel and his educational ideas, and to induce many to 
 make themselves better acquainted with them, I offer this little publi- 
 cation to the American public. 
 
 MATILDA H. KRIEGE. 
 New York, June, 1870. 
 
Friedrtch Fr(EBEL was born in the Thuringian Forest, at Ober- 
 weissbach, a village in the principality of Schwarzburg-Rudolstadt, on 
 the 21st of' April, 1782. His father was a minister in that village 
 which, with the surrounding country, gave him a flock of about 3,000 
 souls. 
 
 Friedrich Froebel's youth was not a joyful one. He lost his mother 
 at the tender age of nine months, and was left to the care of servants ; 
 as his father, a very conscientious pastor, who had, beyond his ordinary 
 duties, to inspect the building and repairing of the church, could devote 
 very little time to household matters and his children. The servants took 
 advantage of this, and left to the older children a good deal of the care 
 of the younger ones. To this want of motherly affection, and partial 
 estrangement from liis father, Froebel traces the germs of that fraternal 
 affection which throughout his life-time bound him to the brothers, who 
 tried to replace Ms parents. Thus he grew up till he was four yeai*s old, 
 when his father married again. Froebel remembered well that he 
 showed his step-mother great affection in his simple, child-like way, and 
 she at first accepted kindly what was offered and even reciprocated it. 
 But this new happiness did not last long. As soon as she had a child 
 of her own, she concentrated her whole affection upon that ; and poor 
 Friedrich was treated with utter indifference, and like a stranger ; for she 
 even changed her mode of address from the endearing ''diC (thou) 
 to "er" (he), which in the German is only applied to servants, and in- 
 dicates contemptuous estrangement. Froebel speaks touchingly, but 
 without bitterness, of this period ; he describes how sadness crept over 
 his soul, how he longed for the love of mother and father ; and how the 
 want of it isolated him, and drove him in upon himself to reflection 
 and contemplation. There were unworthy people about him who 
 wished to influence him against his step-mother, and to draw him to 
 speak ill of her ; but his pure and honest soul revolted at such base- 
 ness, and he turned away from such persons with distrust. Hence that 
 sense of self-respect which was characteristic of him all his life. 
 
 His father's house was so located, that he had neither play-ground 
 nor distant view : it was hemmed in by other buildings, in front the 
 church, to the rear a high rock. He saw only the blue sky right above 
 1 
 
him, and was not allowed much freedom to ramble. He tells us that 
 when about this time workmen were repairing his father's church, the 
 desire to build a church also was awakened in him. He, therefore, 
 watched the workmen, and proceeded to collect sticks and stones as 
 heavy as he could carry and began his structure which ended in utter 
 failure ; he remembered very well that even at that early age he thought 
 that children ought to have suitable material and somebody to show 
 them how to go to work, so that they might attain better results. Who 
 can fail to see that in this incident, which made such a deep impression 
 on the boy's mind, lay the germ of his endeavor later in life to devise 
 the gifts and occupations of the kindergarten ? His father was of the 
 old orthodox school of theology, and christian devotion was kept alive 
 in the family by morning and evening prayers, at which the whole 
 household assembled. 
 
 Little Friedrich found learning to read very hard. His father tried 
 to teach him in vain, so he was sent to the girls' school, because his 
 father liked the girls' teacher better than the boys'. It was the custom 
 for all the children of the school to go to church every Sunday, and 
 each of the older children had to remember some passage from the Bible, 
 which they had to teach the little ones during the week. Froebel de- 
 scribes the impression of that first week's schooling. He entered on 
 Monday, and the verse of the Bible was " Seek ye first the kingdom of 
 Heaven and all else shall be added unto you." This made such a deep 
 and lasting impression on him, that it seemed to influence as well as 
 forecast his whole future career. 
 
 Very often, at this tender age, he used to hear the exhortations, 
 counsels, and rebukes of his father to some of his flock, who had dis- 
 putes and quarrels to settle. Often it was unhappy marriages which 
 were the subject of comment, and it made a very painful impression 
 on Froebel s young mind that the relations of men and women were 
 the source of such differences, wliich seemed to make people so unhap- 
 py, and he innocently wished that there was but one sex. Froebel 
 says, in an autobiographical letter to the Duke of Meiningen, from 
 which I have taken all these particulai-s, " At this period my oldest 
 brother came home, and when, full of delight, I showed him some red 
 brush-like threads, on a hazel-bush that I had discovered, and had at the 
 same time opened my heart to him on the distress I felt at these divi- 
 sions, contests, and strifes, between men and women, he showed me that 
 in all nature there was this great universal division into male and female, 
 and gave me an insight into the laws of harmony and mutual relation in 
 
— 3 — 
 
 nature's realm, so that I now had, besides the revelation of the Chris- 
 tian religion, a religion of nature ; and contrasting the disorders and 
 hatreds of human beings with the beautiful, peaceful, and harmonious 
 life of plants and trees and flowers, I often puzzled my brain with the 
 problem, whether human life could not be made as peaceful, joyful, and 
 harmonious as plant and flower life seems to be." Young as he was, he 
 even then thought that educdtion was at fault. 
 
 But it is plain, although he speaks of his relations with his parents 
 very discreetly, that they were more and more painful and injurious 
 to him. Nobody seemed to understand or care to understand him. 
 Motives for his actions were attributed to him which he never had, and 
 unfortunately all this distrust and want of harmony had finally the 
 effect of altering his naturally good disposition. He became what is 
 usually called a bad boy, and often, because he knew he wouM get 
 punished for things that were not wrong in themselves, concealed facts, 
 and even told untruths. His father thought him a very bad boy, and 
 the estrangement grew so great that it became Friedrich's greatest 
 longing to leave his father s house, as his brothers had done, who were 
 sent to distant schools. 
 
 Before his tenth year, however, three distinct questions were in his 
 mind, and had grown into convictions. One was, that, though some 
 people thought the end of the world was very near, he firmly believed 
 it would only come when every thing about the earth, its forces and 
 hidden laws, had become known to mankind, and this period he thought 
 far distant. The next point was, that, when his brother who had come 
 home from the university, where he had studied theology, had some dis- 
 pute with his father about theological doctrines in Friedrich's presence, 
 he became convinced that in striving after truth, and disputing about 
 it, no one man was wholly right, and no one wholly wrong ; and that a 
 wise man might learn the truth by comparing both. The third point 
 was, that, as in his father's instruction and sermons, the hearers were 
 often urged to " put on Christ," to " follow Christ," he thought it very- 
 necessary to imitate His life, but very difficult, almost impossible. This 
 made him very unhappy ; but finally he came to the conclusion that it 
 was not our human nature that made it impossible ; we had only to 
 find the right way to live a pure life ; and with this conviction he 
 gained peace. 
 
 "At this period of my life," Froebel says, " the discord between my 
 inner ideal and my outer life became so burdensome, that I more 
 and more envied my brothers, who were away from home. When my 
 
— 4 — 
 
 older brother returned, he appeared to me a saving angel; for he 
 recognized, notwithstanding my faults, what was good in me, and often 
 protected me in my rights. After a short time he left again ; but the 
 bond of sympathy was for all time established between us ; and, after 
 his death, this love became a master-influence in my life. But a new 
 life was about to begin for me. When I was nearly eleven, a maternal 
 uncle came to visit us. He, too, was a minister, a mild, affectionate 
 man, who made a very favorable impression on me. He was a man 
 of much experience, and probably saw the disadvantages of my position; 
 for soon after he left, he wrote to my father, and requested him to send 
 me to him ; and my father consented. In the year 1792, I went to my 
 uncle at Stadt-Ihn. His wife and child had died, and only his mother- 
 in-law lived with him. In my fathers house I had found severity, here 
 I found kindness and affection ; there, distrust of me, here, confidence; 
 there, restraint, here I had freedom. At my father's, I had no com- 
 panions ; here I had forty boys, for I was placed in the highest class of 
 the city school. My uncle s house was surrounded with gardens, but I 
 had, besides, permission to roam around in the country, if only I came 
 home punctually at stated times. All this had a wonderful influence 
 on me; I became stronger physically, and my mind felt at rest. But it 
 was very trying to me to be always left out of the boys' plays, because 
 I had not the physical development, strength, and skill of my com- 
 panions; and I could not cope in daring with their ease and con- 
 fidence." 
 
 The church and the school, as well as the general atmosphere of his 
 uncle's home, had a deep and lasting influence upon Froebel ; and he 
 lived there till his confirmation. Then came the question, what calling 
 in life he should choose. That he could not go to a university had been 
 determined upon by his step-mother, who thought the expense would 
 be too great, as two older brothers had already gone there; so his father 
 sent him to a forester to be taught woodcraft, as Avell as geometry and 
 sur\Tying. But, although the forester was a learned man himself, he 
 was self-taught, and had not the gift of imparting his knowledge; nor 
 did he devote the necessary time to it. But Froebel found good books 
 on surveying and geometry, and forming the acquaintance of a physi- 
 cian who was very much interested in botany, he studied that also, as 
 well as languages, and divided his time between his life in the forest, 
 and his studies at home. While at the foresters, he went for the first 
 time to a theater, and was so much affected, that he wrote to his father, 
 it did as much for him as a good sermon; at which the old man was not ' 
 
— 5 — 
 
 a little shocked. At this time, the so-called moral plays were popular in 
 Germany. On imaginative minds these had often a wonderful elfect. 
 
 His apprenticeship being over, his master, who felt he had not done 
 his duty by him, tried to induce liim to stay another year. Froebel 
 refused, and the forester wrote a letter to his father stating that Fried- 
 rich "s lack of knowledge was due to his lack of diligence; neither his 
 master nor his father knew what he had done secretly, and independent 
 of his master. In consequence of all this, his reception at home was 
 not a very genial one. 
 
 Soon after, his father sent him on an errand to his brother who was 
 at the university of Jena, where he staid a few weeks ; and the intel- 
 lectual life there was such an attraction to him that he and his brother 
 entreated their father to give him permission to study the natm-al sci- 
 ences at Jena, which he did. Froebel was at this time, 17^ years old. 
 He pursued the studies of mineralogy, chemistry, botanjr, algebra, and 
 geometry, and lived very retired and economically at Jena, only visiting 
 his brother, who studied medicine, and sometimes going to the theater, 
 for which he had retained his passion. After a while, he got into a very 
 bad plight ; his father had given him a draft to cover liis expenses for 
 the whole six months, and his brother prevailed upon him to lend him 
 the greater part of the money, as he did not need it immediately. But 
 when the time came to pay it back, he was unable to do so, and poor 
 Friedrich ran in debt. This ended in the creditors having him lodged in 
 the students' prison ; for his father was unwilling to help him, and ex- 
 pected his guardian to do it. His step-mother used her influence to keep 
 his father to this refusal, and only after Froebel had renounced his part 
 of the family patrimony, was he set free. But while he was incarcerated, 
 he continued his studies in Latin and geometry, and read Winkelmann's 
 letters, which first awakened his love for, and gave him an understand- 
 ing of, art. Having returned to his father s house, he compiled and 
 gathered, from scientific papers and periodicals, useful knowledge of 
 various kinds, and was finally sent to a farm, to learn practical farming, 
 to which his father desired he should devote himself. But he had very 
 little taste for it beyond his love of nature itself, which he preferred to 
 study scientifically. At this time, he became very much troubled about 
 the misunderstanding that still existed between himself and his father, 
 for whom he had genuine veneration and esteem, which the latter's 
 character, firm and bold in the cause of truth, evoked. And besides, 
 having warm filial affection, he now saw him an old man near his grave, 
 and it made liini feel very sad that such a father should entirely mis- 
 
— 6 — 
 
 judge him. He resolved to write to him and unfold his inner life ; but 
 while he was pondering, he was called home to assist his father in writ- 
 ing, who had become enfeebled and bed-ridden. Assisting and nursing 
 the old man, with the care of the household, took up all his time ; but 
 he could now do in person what he had contemplated doing in writing. 
 He had, before his father's death, the satisfaction of coming to a better 
 understanding with him, and his father's dying blessing rested on him. 
 
 After the death of his father, he took the situation of assistant for- 
 ester for a time. Then he went to Bamberg in Bavaria, where he oc- 
 cupied, successively, various positions. Later, he made the acquaintance 
 of a Dr. of philosophy who had heard Schelling, and who gave him some 
 of Schelling's books to read. They affected him greatly, but at the same 
 time his friend warned him not to give himself up to speculation, which 
 would only lead him to doubt and darkness ; he advised him rather to 
 devote himself to art. 
 
 While still without a permanent position, he was called to arrange 
 and bring into order the accounts of a large estate, as a kind of book- 
 keeper. Then he went to Mecklenburg in the same capacity, which was 
 very useful to him, as later in life he had to keep the accounts of his 
 own establishment. 
 
 At Mecklenburg he became acquainted with a good many men of 
 distinction and learning ; and, at last, he concluded that architecture 
 was his vocation, and thought to go to Frankfort-on-the-Main, where he 
 had a friend, and hoped to find a situation. But how to obtain the 
 money for his journey he did not know. His salary had gone to pro- 
 cure an outfit, and to pay some debts incurred at Bamberg. So he 
 resolved to write to his brother, who had always been the kindest friend 
 to him ; and when he got the reply, he did not dare to open the letter 
 for fear of being disappointed, and carried it for days in his pocket. 
 When finally he opened it, he found it to contain not only his brother's 
 approval of his project, but the news of the death of his kind uncle, 
 who had left some property to him arid his brothers. He, therefore, 
 went at once to Frankfort to meet his friend, and find, by his assistance, 
 a situation as architect. But the nearer he approached his aim, the 
 more oppressed he became ; and the doubt weighed on him, whether 
 he could, by architecture, work to ennoble and educate human beings, 
 which it was his constant desire to do. 
 
 And now began the turn of his destiny. His friend introduced 
 him to the teacher of a newly established model school ; he met young 
 men, full of energy, " of different callings," and when his own prospects 
 
came to be talked about, Mr. Gruner, the principal of the model school, 
 said, " Coine, give up architecture aad enter our school as teacher." 
 Froebel says : *' I began to waver, and my friend advised me to accept 
 the situation, and soon I entered the school as teacher." There " Pesta- 
 lozzi" was the watch-word. Both the other teachers had been pupils of 
 his, and he had to follow in their footsteps. " Naturally," he says, " all 
 that I heard and learned about Pestalozzi was of the highest interest to 
 me. Even as a boy, 1 remembered to have heard that in Switzerland 
 lived a n)an, who, when already grown up. had taught himself to read 
 and write and cipher, which was an encouragement to me, as I was so 
 slow to leani." Having been told that it was Pestalozzi's wish and aim 
 to found an orphan school in some corner of the earth, — his mind was 
 made up, and, three days after, he was on his way to Pestalozzi, to help 
 him in his work. 
 
 Pestalozzi was at Yverdun in Switzerland. The results of his mode 
 of teaching astonished Froebel, who stayed a fortnight ; but, notwith- 
 standing his enthusiasm, he saw, even then, some disadvantages and de- 
 fects in Pestalozzi's method. He thought there was too much of what 
 was mechanical in the instruction ; too nmch given to the pupil instead 
 of being elicited or developed out of him. He thought some essential 
 branches of education were not enough cultivated for a harmonious 
 development ; in short, he was not wholly satisfied. He went back to 
 Frankfort to report the result of his observations, and began, in good 
 earnest, teaching in the new school ; and soon found that this was his 
 true vocation. 'He had, for the first time in his Ufe, to teach forty boys, 
 and wrote to his brother thus : '-I feel I have found what I have blindly 
 longed for ; what I long wanted without knowing it — life, and I am as 
 happy as a fish ij). water, a bird in air."/ 
 
 But even this position was not of long duration; and, perhaps, 
 to the advantage of his own development. He gave, even in the first 
 year of liis school-teaching, universal satisfaction, and was himself 
 happy and satisfied ; but, he soon found that teaching in a prescribed 
 routine, under given conditions, was irksome ; and, wanting more free- 
 dom to experiment and carry out his own ideas, he felt in a manner 
 hindered and cramped by the regulations of the school. The principal 
 was his friend, and understood his individuality sufficiently to know 
 that a young reformer and revolutionist like him was not a fit person 
 for a school where every thing must be carried on in a given way. He 
 allowed him to retire before the term of his engagement was over, on 
 condition that he should find a substitute. Before this he had been 
 
— 8 — 
 
 introduced into a family where three sons were being educated by a 
 preceptor, and on becoming intimately acquainted, he had been con- 
 sulted as to the best course to pursue, and also requested to give them 
 private lessons, which he did. At the time of his release from the 
 model school, the preceptor of those boys left them, and Froebel was con- 
 sulted and requested to propose a teacher for them ; but they did not 
 dare to ask him to fill the position. But when, after vainly trying to find 
 a suitable person, he proposed to fill it himself, because he had become 
 attached to the boys and the family, the offer was gratefully accepted. 
 Froebel made two conditions : the first was that the boys were to be 
 given wholly into his hands, and they were to live in the country ; the 
 other was that as soon as they returned to the city, his relation, as their 
 teacher, should cease. To this he remained firm. AVhen the time 
 came that he was to enter the family, the rooms at the country seat 
 were not quite ready, and he was requested to live a short time with 
 them in the city ; but he insisted on the condition, which at the time 
 was considered a sort of oddity and obstinacy. Several years after- 
 , wards, the mother of the boys gave him high credit for his firmness, 
 and recognized the wisdom of it. •' Our first doings," he says, " were 
 not much in the way of direct learning. We took long walks, and I 
 conversed with my scholars. The next year their fatjier gave them a 
 strip of meadow to convert into a garden ; then a busy life began, and 
 their greatest delight was to see things grow, which they had taken out 
 of the wild state, and planted and cultivated. The boys thus had means 
 to make presents to their parents or teacher, of fruits and flowers they 
 had raised. Froebel thought it an excellent way to cultivate the affec- 
 tions, to let them have the care of something which could be a means 
 of expressing their gi-atitude. In winter time they sought other occu- 
 pations : drawing on paper and pasteboard, and forming objects of the 
 same, with other work analogous in kind and intention. 
 ^/ But Froebel felt all the time, that, owing to his interrupted studies, 
 
 he was deficient in some important branches ; and he thought of giving 
 ip his position, and going to a university himself. In this state of 
 doubt and despair he wrote, as before, to his brother. But before a 
 reply came, he had found the solution himself, and had concluded to stay 
 and become his own teacher in the art of education, since others could 
 not help him in that, but he must find out every thing for himself. He 
 had thought the first requisite and true mode of teaching was to live 
 with ones scholars and eater uiic) rdl tlieir feelings and pursuiti>,. He had 
 acted on this principle, but still he did not feel satisfied and in another 
 
— 9 - 
 
 of his despondent moods, he thought the 
 himself would be, to go to Pestalozzi. 
 soon teacher and pupils were Pestalozzis sc^. 
 enthusiasm, the kindness and benevolence of tL 
 dun were very inspiring ; but Froebel was not 
 things. The instruction in languages was very c 
 brandies seemed unsystematically taught. He says, i- 
 time spent at Yverdun was one of the most refreshing u 
 to him. The instruction in music was excellent, and he lean 
 derstand the plays of the boys in their moral bearing. The act^ 
 ance, too, of many young men, who were sent by their governmenic 
 learn the art of education from Pestalozzi, gave a charm to the lite 
 there. In the year 1810, he returned with his scholars to Frankfort, 
 and begged to be relieved from his responsible position, as he wished to 
 goto a university again, in order to gain more knowledge in the natural 
 sciences. In 1811 he entered the university of Gottingen, where he be- 
 gan to view humanity as a whole, and to study it as it first appeared 
 upon the earth, and its first manifestations in history. " Therefore," he 
 said, " I was necessarily led to the study of the languages — the Hebrew, 
 Arabic, Sanskrit, Persian and Hindustanee occupied me. To follow 
 the traces of the German in the Persian was very interesting to me ; 
 but soon the Greek absorbed me still more. I studied hard, and it was 
 a very happy time. In the evenings I took long walks. The comet of 
 
 . 1811 led me to astronomy, and my fii-st resolve to study natural science 
 
 ' in all its branches revived." 
 
 \ But his means did not promise a long sojourn at Gottingen, when, 
 by the death of an aunt oiji his mother s side, he was put in possession 
 of the requisite competency. " My studies were natural philosophy, 
 chemistry, mineralogy, botany; and later, history, politics and political 
 economy." He desired to hear the lectures of Professor Weiss of Ber- 
 lin on mineralogy, geognosy, and crystallography, and went to Berlin 
 for this purpose in 1812. He found these lectures, which he had longed 
 for, truly a food for his mind, and his musings on mankind, its destiny, 
 its education, were at the same time always revolving within him : for 
 the thought of becoming an educator had never left him ; and to fit 
 himself for it was his constant endeavor. 
 
 The eventful year 1813 came, and everybody took up arms. He 
 was no Prussian, and had no country to call upon him ; but he felt 
 himself a German, and called upon, in ^common with all his country- 
 men, to make a bold stand against Napoleonic usurpation. Now his 
 
10 — 
 
 3 vividly before his mind. He thought 
 
 jator of boys who had not with his own 
 
 lie country which they were at the time too 
 
 w could he ever call on them to perform a 
 
 X, if he himself had shrunk from his duty ? " The 
 
 s, " seemed to me to indicate a general distress of 
 
 country, and the century in which I lived ; and I 
 
 .amanly not to help to combat a general danger that 
 
 i -I all these. To these convictions all other considerations htxd 
 
 way; even my poor physical constitution, which was not strong 
 
 - ugh for the life of a soldier, could not deter me. I chose the 
 
 ^iitzow Volunteer Corps, and went to Dresden to be enrolled. I had 
 
 no acquaintance in the corps beforehand, but on the first day of our 
 
 march, the captain introduced me to a young volunteer from Thuringia, 
 
 — this was Langethal. Our first resting place was Meissen. It had 
 
 been a beautiful spring day ; the evening was mild, and the young 
 
 soldiers assembled in a garden near the Elbe, and sat at a long table, 
 
 drinking the fine country wine, and making acquaintances. Here 
 
 Langethal introduced Middendorff to me, a young student of theology, 
 
 and since that time we have always been united." 
 
 Frcebel now tried to enter into the spirit of military life, and his 
 patriotic feelings were strongly roused. We cannot here follow the 
 events of the war, nor the part Liitzow's corps took in it. They ad- 
 vanced toward the Ehine, but peace precluded their entering Paris. 
 
 In July, 1813, the corps was disbanded, and through influential 
 friends Froebel received the position of assistant inspector of the minera- 
 logical museum in Berlin. In August, he entered upon his new position, 
 and his life was spent in the silent halls of the nmseum, among the mute 
 evidences of ever creative Nature. He perceived, even in these dead 
 stones, torn from their surroundings, that a process of activity and for- 
 mation had been going on, and saw that the Deity is present not only in 
 the greatest, but even in the smallest forms of life. We cannot follow his 
 philosophical reasonings and development, nor how he came to his con- 
 clusions and extended them to humanity, its development and destiny ; 
 we will see the result of his silent musings later. Nature and man, in 
 their widely different stages of development, seemed to him to explain 
 each other. He became more and more stirred up in studying geog- 
 nosy and crystallography, and, finally, language came up again with new 
 gleams of light to his mind (to mention one thing : he regarded the 
 vowels as the spirit— the soul of language — and the consonants as the 
 
— 11 — 
 
 bodily material surrounding). He thought much of numbers and arith- 
 metic as a means of discipline for the mind — for his vocation as an edu- 
 cator was ever present to him. Several months had elapsed, and he had 
 lost sight of his friends ; at the disbandment of the corps they had sepa- 
 rated, and he could not ascertain where they had gone. Great was, 
 therefore, his joy when he found them at Berlin. But his study of 
 natural science and their study of theology did not bring them together 
 so much tis if they had been interested in the same studies. When the 
 call for volunteers came in 1815, they all presented themselves again, 
 though they were not called to active service. Middendorif, in the ex- 
 pectation of soon joining the army and leaving Berlin, did not want to 
 hire lodgings for so short a time, and he and Froebel roomed together. 
 At first it seemed as if they had not many convictions in common, al- 
 though friendship united them. Langethal and Middendorff had ac- 
 cepted positions as teachers in families, while, at the same time, they 
 were attending lectures at the university. But soon they found them- 
 selves in straits not only in regard to instructing their pupils, but also 
 as to educating them ; and as Froebel says, " thus remembering our for- 
 mer conversations on those topics, they came to me for advice and 
 instruction. So we agreed that I should give them two hours instruc- 
 tion every week. From this moment our relation was cemented and 
 lasting." 
 
 Here ceases the autobiography of Froebel*), from which I have 
 quoted and drawn my information ; but from other sources we may 
 gather at least the events of his exterior life, while he has left record of 
 his processes of thought in his life-work. In October, 1816, he left his 
 position in Berlin, his dear studies, and his prospect of honors and 
 fame, filled with the ardent desire to carry out his ideas on education 
 that he saw so clearly in principle. His oldest brother Christian, living 
 in the Harz Mountains, gave him his two sons, the one 8; the other 
 6 years old, to educate. With these he went to a village named Gries- 
 heim, where the orphaned children of his other most dearly beloved 
 brother resided with their mother. This brother (the pastor) had died of 
 camp fever, contracted in the discharge of his duty during the war, and 
 his three children also became Froebel's pupils. He wrote to Langethal 
 and Middendorf , and invited them to help him in his work ; but Mid- 
 dendorff could not join him till the following spring, and Langethal not 
 
 *) Frosbel wrote this autobiography in order to give an account of his life to 
 the Duke of Meiningen, whom he supposed to be friendly ; but it was never de- 
 livered to the Duke owing to subsequent misunderstandings. 
 
— 12 — 
 
 before fall. The latter, however, sent him his younger bro.ther, so that 
 they had six pupils upon whom to experiment. They stayed in Griesheim 
 but a short time, for his sister-in-law bought a little house and some land 
 in Keilhau, another village in Thuringia, and Froebel with his pupils 
 moved over there in 1817. Langethal came then and other scholars ; 
 among them three poor descendants of Martin Luther. They had to 
 struggle hard through all sorts of privations, but their idea and their 
 devotion to it bore them through all. Of tliis school at KeiUiau, Karl 
 Froebel, one of Froebel 's nephews, afterwards distinguished as an educator, 
 gives an account in a lecture on " Friedrich Froebel's Developing System 
 of Education," delivered at Manchester, England, at the opening of the 
 school for Kindergartners, from which we quote the following : 
 
 "The jBirst attempts at conducting primary schools on the developing '^ 
 system were private, isolated, most of them transitory, after enjoying 
 some partial success. My uncle began his private boarding-school in 
 1816 ; I was one of his first five pupils. In 1817, the school was con- 
 sidered open to the public. From that time till I left the school in 
 1827, the establishment was in a state of chronic bankruptcy. So much 
 for Frcebel's success in the ordinary sense of the word. Bankruptcy, i 
 however, was not enforced, out of consideration for m,y uncle's private 
 character, and of the benefits that were expected from the final success ^ 
 of his enterprise. But in this latter respect opinions were divided. * 
 Some of the wise and prudent of this world, when speaking of Froebel " 
 and his plans, smiled and shook their heads ; others called him a * 
 queer original, others a fool. Some of us boys looked on him as a 
 prophet. 
 
 "His trust in the final success of his cause, and his conviction of 
 its blissful consequences for the welfare of society, never faltered. He 
 appeared to me a thoroughly religious man, full of love toward his ^^ 
 fellow-men, and of confidence in God. He planned and erected the 
 wooden frame of his house without possessing any money. There had |, 
 been a famine in Germany, soon after the war, and Napoleon had before 
 drained the land of money and men. Money was scarcely to be got, 
 and provisions were still excessively dear. The wooden frame-work ^ 
 of the school-house was exposed for several years, before it could be '■ 
 covered with slate and filled in with stone. One fine day, in 1817, 
 we were surprised by a holiday. We were allowed to go into the '"' 
 woods for wild strawberries, each with a piece of bread and a littlejj^ 
 basket. We might eat as many as we liked, and stay out until we wereg^ 
 called. We liked our lessons as well as any holiday ; but on that day 
 we felt particularly happy. Evening drfew near, before we heard the 
 familiar caU. We had quite forgotten our dinner, though at last we 
 
— 13 — 
 
 were rather hungry. When we came home, we were treated to milk 
 and nice cake, warm from the oven. A new agreeable surprise. Long 
 afterward, I learned the reason of that holiday. There had been no 
 bread, and no money in the house ; nothing was to be had but milk. 
 So the wheat that had been dearly bought for the next year's crop, 
 had on that day been sent early to the mill, and consumed by us hun- 
 gry boys, as cake in the evening. "To eat one's wheat in the blade" is 
 nothing, to such dire necessity. For all that, and similar difficulties, 
 the boarding-school at Keilhau flourished more and more. To most 
 pupils the life was almost a life of paradise, in spite of hardships and 
 privations. Froebel, though often grave, seemed happy, and so were we. 
 The school went down, and rose again, and is now in the most flourish- 
 ing condition." 
 
 After going on to tell of all the branches Froebel taught and of the 
 results of such teaching, Karl Froebel concludes : 
 
 "Let children up to their tenth year have these lessons, and let them 
 be treated as beings in whom, from their very infancy, the Divine 
 Spirit is the self-developing power, and not only the kindergarten, but 
 the primary school will be converted into an earthly paradise. Eelig- 
 ious instruction belongs to instruction in poetry, that is, to the 
 sublime poetry which is contained in the Psalms, and throughout the 
 whole Bible. Religion is the philosophy of the heart; philosophy is the 
 religion of the head — the knowledge and enjoyment of Divine truth. 
 The heart can only be satisfied by the love or fear of a personal God, to 
 whom we can pray and speak. In this way children must be taught 
 Divine truth, and in this way Froebel taught it. Religious education 
 is more than religious instruction ; it cannot succeed without the 
 church and the family. The boarding-school of my uncle was a 
 religious Christian family in a wider sense. 
 
 ' 'Friedrich Froebel, as I have already said, did not confine his ideal 
 plan of personal culture to the kindergarten and the primary and 
 secondary schools. For him, human happiness depended on one con- 
 dition: on the full development of all the innate faculties of every 
 human individual. If from this it be argued that human happiness 
 cannot be acquired in this world, the argument can certainly be suppor- 
 ted by the fact that it has never been fully acquired in this life. But 
 real happiness can be approached, and is so, exactly in the degree in 
 which -every one is able to realize the Divine Spirit in him, by the 
 cultivation of all his mental or spiritual powers, or by true education. 
 In this promise, which can be seen partly realized in the happiness 
 which children evidently enjoy in the kindergarten, lies Friedrich 
 Froebel's claim to a prophetic mission. Some of my school-fellows and 
 I were the more inclined to believe in it, as we lived in Keilhau for 
 
— 14 — 
 
 years a life of so mucli happiness, that we could not wish for more ; 
 and this life was prepared for us entirely by Frcebel, and under cir- 
 cumstances the most difficult, indeed such as by many would have 
 been considered causes of misery. " 
 
 In September 1818 Frcebel married an accomplished lady from 
 Berlin, Henriette Wilhelmine Hoffmeister. He had seen her at the 
 Museum of Berlin, and conversed with her on educational matters. The 
 manner in which she had entered upon and discussed these, had deeply 
 impressed him. So when he thought of marrying and giving his pupils 
 a mother, he wrote to her and asked whether she would help him in his 
 work. She accepted his offer, left her circle of friends, and all the in- 
 tellectual enjoyments of Berlin (she had been a pupil of Schleiermacher 
 and Fichte) and came to that poor house, in the Thuringian village, to 
 take upon herself this arduous task. She proved a helpmeet to him, 
 and was dearly beloved and venerated by all his pupils and friends. 
 Their life was a continued struggle till 1820, when his brother from 
 the Harz, (.'hristian, with his whole family, joined them and added his 
 property to the common stock. They all hved, like the first Christians, 
 in brotherly love and community of goods. They had to build a new 
 house at Keilhau, but could not move into it till 1822. Then Lange- 
 thal married a foster-daughter of Froebel's wife, who had followed her ; 
 and Middendorff a daughter of Froebel's brother Christian. Barop, a 
 nephew of Middendorff, came on a visit, and was so attracted that he 
 joined the united families, and contributed his administrative and 
 financial talent to the community. This was much needed, as matters 
 were somewhat in confusion. He married the second daughter of 
 Christian Frcebel. 
 
 In 1880, the Duke of Meiningen was informed of Froebel's attempts, 
 and invited him to explain his ideas. He was so much struck with 
 what Froebel said, and with his open and frank manner, that he was 
 Avilling to give him extensive lands, and the sum of one thousand 
 florins a year, the better to carry out his ideas. The Duke even took his 
 advice in regard to the education of his own son. Froebel told him tliat 
 he ought to be educated in common with other children, and the Duke 
 followed his counsel. It is said that the young prince was once beaten 
 in a boyish quarrel, by one of inferior rank. His father was angry and 
 wanted to know the boy's name, but the son would never tell it, saying 
 that he deserved the beating, which showed the good effect of the public 
 school on his character. But the Duke afterwards lent his ear to persons 
 who calumniated Froebel because they feared his influence with him, 
 
-- 15 — 
 
 The Duke now receded from his first offers. Froebel felt hurt, 
 broke up all his relations, and went to Frankfort, to visit his former 
 friends. There he became acquainted with the composer Schnyder von 
 Wartensee, who, with the enthusiasm of an artist, became so much 
 interested, that he offered Froebel his ch ateau of AV jjlensee in Switzer- 
 land, to open a school there. Froebel and his nephew^^inand went, 
 the rest reyiained at Keilhau. After a while, Barop was sent to see 
 what they had accomphshed, and to help them. He learned that the 
 people in the surrounding country could say nothing against them, 
 except that they were "heretics," and that the clergy were trying to stir 
 up animosity against them, in proportion as they gained ground. They 
 found that the accommodations at Wartensee were insufficient, and al- 
 though the composer had generously allowed them the use of his library, 
 his linen, silver, etc., etc., he was opposed to making alterations or erect- 
 ing new buildings. AVhen discouraged by these obstacles, it happened 
 one evening that they were sitting at a hotel near Wartensee, convers- 
 ing with friends about their ideas and objects. Some strangers, who 
 were sitting at a table near them, became very much interested, and de- 
 clared that they would agitate the matter in their native town — Willisau. 
 This they did, and twenty families agreed to send their cliildren to 
 Froebels school. They, moreover, procured from the government of the 
 canton perinission to occupy a castle-like building, and 40 scholars were 
 on hand at the opening of the new school. But now the priests became 
 furious and preached destruction. On the solemn occasion of a church 
 festival, when a great many people were assemblecL including Froebel 
 and his friends, who were desirous of witnessing it^ Capuchin monk 
 began to preach and threaten the people with eternal punishment if 
 they suffered these '-heretics" to remain among them and ruin their 
 children. Though they did not dare to attack them with violence, the 
 position became a dangerous one, and Barop was sent to the govern- 
 ment, to seek redress and protection. On his road, he was recognized 
 as one of the " heretics " by the priests who thronged the hotel ; they 
 looked at him insultingly, and one of them was bold enough to reproach 
 him with all sorts of heresies. Barop rose, advanced towards him and 
 asked : "Can you tell me. Sir, who Jesus Christ was?" The priest stam- 
 mered out : "God the Son, and must be honored and worshipped." 
 "Very well, can you tell me whether he was a Eoman Catholic or a Prot- 
 estant ?" The priest was silenced, the assemblage manifested their appro- 
 bation ; and this question had done more than a long speech. Froebel 
 next found some enlightened men of the cantonal government, one of 
 
— 16 — 
 
 whom said : " You must win the people to your side ; give us an ex- 
 hibition of your school, and if you succeed, the papists dare not do you 
 any harm." This affair made quite a stir and was discussed in the 
 papers. "On the day of the examination," Froebel says, " the scholars 
 behaved admirably. At the close the most influential men made 
 speeches in oiu- favor, and it was decided that we should continue to 
 occupy our splendid mansion at a merely nominal rent ; and that the 
 Capuchins, who had preached disorder, should be banished from the 
 canton." 
 
 Soon after this, a deputation from the (Protestant) canton of Berne 
 came, and invited Froebel to establish a school for orphan children at 
 Burgdorf . Froebel proposed not to limit the school to orphan children ; 
 they acceded, and he went to the canton of Berne. Barop now con- 
 sidered his mission ended, and went back to Keilhau, where for the 
 first time he saw his little son, now one year old. The devoted 
 Middendorff took Barop 's place at Willisau together with Ferdinand 
 Froebel, and stayed there, separated from his family, four years. 
 
 In Keilhau matters had taken a better shape, and the number of 
 pupils increased. But at Willisau the agitation made by the clergy 
 continued secretly and was a great hindrance ; finally, when the gov- 
 ernment fell into the hands of the clerical party, the school had to be 
 closed. 
 
 Froebel went to Burgdorf, in 183.5, and was made by the can- 
 tonal government director of the Orphan Asylum. Here it was that 
 it became most apparent to him that school education could never be 
 successful if home education continued to be so deficient. To educate 
 mothers for their vocation became his aim, as he firmly believed that 
 the earliest impressions were the most important and lasting. He, 
 therefore, made up his mind to train them practically and not merely 
 by putting books on education into their hands. 
 
 Froebel did not limit the school to orphan children, but even ad- 
 mitted children from the city of from four to six years of age. He and 
 his wife felt very happy at Burgdorf, which is situated in one of the 
 richest and most fertile valleys of Switzerland. In this Protestant 
 canton he had no persecutions to endure, the government even sent him 
 young men to train as teachers. It was here that the idea of the kinder- 
 garten first occurred to him, and that he busied himself with the means 
 " of interesting and developing the youngest children." These means 
 or gifts had to form a systematic whole, so that the one should logically 
 proceed from the other. He had already thought out some of them 
 
— n - 
 
 and tried them with the children. While at a loss to determine which 
 one should begin the series, he happened to see some children in a 
 meadow playing ball, and this at once gave him his starting-point. 
 
 It was fortunate for the further development of his ideas, although 
 the cause was a sad one for him, that he had to leave Switzerland at 
 this time. His wife's impaired health made this necessarj', as the phy- 
 sicians attributed her illness to the climate As principal of the large 
 establishment at Burgdorf , he would not have found time for the fur- 
 ther development of his ideas. Still at Burgdorf. he wrote in January, 
 1836, a highly philosophical, poetical, and prophetical paper*, in which 
 the influence of the philosopher Krause can be tracedf, and in which he 
 foresees and foretells a higher and nobler development of mankind, for 
 which the united friends were to hve and work. He even says in 
 that paper, that if they could not live up to their ideal in the Old 
 A^^orld, it would be advisable to emigrate to the United States, 
 where they might live this ideal hfe unhampered and unfettered. On 
 the last day of the year 1835 he wrote to an intimate friend, Adolph 
 Frankenberg, in the same strain. The idea of emigrating was subse- 
 quently given up. About this time, Frcebel also became acquainted 
 with Hermann von Leonhardi^l, an enthusiastic pupil of the philosopher 
 Krause, who embraced Froebel's ideas warmly and advocated them all 
 through life. 
 
 Froebel left Langethal and Ferdinand Frcebel in charge of the 
 school at Burgdorf ; Middendorff went back to Keilhau, and Froebel 
 himself and his wife went to BerHn, on a visit, where he remained till 
 the fall. Here he worked out more completely his ideas of infant cul- 
 ture, and also visited the nurseries and infant schools which had been 
 established there under the patronage of Elizabeth, Crown- Princess of 
 Prussia, in 1830. He found, however, that they were not in the least 
 based on the nature and needs of httle children. This only stimulated 
 him the more to make known and to carry out his own ideas in practice. 
 He began to edit a weekly under the title Ein Sonntagshlatt {A Sun- 
 day Paper)— published in Leipzig— in which he developed his plans, 
 and spoke of his '' gifts " and occupation material. After Froebel had 
 thus worked out his ideas and prepared his diagrams, he returned for a 
 
 *) Erneuung des Lebem fordert das Jahr 1836. The year 1836 demands a renewal 
 of life.) 
 
 t) Karl Christian Friedrich Krause, Prof, of philosophy at Munich, died 1832. 
 
 IT) Freiherr Hermann von Leonhardi, Prof, at the University of Prague, died 
 1875. 
 
~ 18 ~ 
 
 short time to Keilhau to talk matters over with the friends there. Dur- 
 ing Middendorff's sojourn in Switzerland, Barop had undertaken the 
 management of the school, and succeeded in establishing it on a firmer 
 financial basis. He had not only kept it out of debt, but was also pre- 
 pared to help the branch establishments in case of need. Keilhau had 
 to furnish the funds, which, in addition to the inheritance that had 
 fallen to Froebel's wife, rendered the modest beginning of the first kin- 
 dergarten possible. 
 
 In the little town of Blankenburg in Thuringia, charmingly situated 
 near Eudolstadt, and not far distant from Keilhau, a house was rented 
 in order to test practically Froebel's new conceptions. Children came 
 in, whom Froebel taught, while he continued to edit the Sonntagsblait, 
 which bore his motto : " Kommt, lasst uns unsern Kindern leben !" 
 (Come, let us live for our children !) The " gifts "and occupations were 
 for the first time explained together with other important matter, and 
 the Somitagshlatt must, therefore, be considered " classical " in kinder- 
 garten literature. 
 
 During the summer vacation of 1838, Barop and Frankenberg, with 
 a party of pupils from Keilhau, made a journey Avhich they extended 
 as far as Dresden, for the purpose of making Froebel's ideas known. 
 Each one had a box of Froebel's first four gifts in his knapsack, which 
 they exhibited and explained to teachers and others interested. Dr. 
 Peters, professor of mathematics in Dresden, whom they visited and 
 to whom they showed the " gifts " practically, by making his two little 
 girls iise them, was so charmed, that he made Frankenberg promise to 
 come back to Dresden and establish a kindergarten. They also visited 
 Leipzig, where the Sonntagsblait was published, and gained adherents. 
 While at Blankenburg, many persons of distinction who had heard of 
 Froebel, came to visit him, but at this early stage it was difficult for 
 him to make his ideas understood. 
 
 In 1839, Froebel went again to Dresden with Middendorff and Fran- 
 kenberg, and gave a lecture in which he explained the principles on 
 which his educational system was based, and the means he employed to 
 attain his ends, 'i'he Queen of Saxony and other distinguished persons 
 were present and listened with great interest to his lecture, while some 
 of the first families combined to get the government to allow A. Fran- 
 kenberg to estabhsh such a " play-school " according to Froebel's idea, to 
 which they were ready to send their children. Froebel went from Dres- 
 den to I^ipzig, where he also gave several lectures and gained more 
 ground for his ideas. 
 
— 19 — 
 
 Scarcely had he returned from this journey, when a great misfortune 
 befell him. His gifted and devoted wife, Henriette Wilhelmine, whose 
 health had been failing for a long time, died May 13th, 1839. She had, 
 up to the last, tried to conceal from Froebel the gravity of her sickness, 
 in order not to interrupt his missionary journey, but when he returned, 
 it was evident that he must lose her. Although she had no children of 
 her own, she loved children dearly, had further always cherished and 
 nurtured tlie children of Frcebel's mind, and helped him faithfully to 
 carry out his ideas. Many lovely songs in his plays for children owe 
 their origin to her. After her death, the friends induced Froebel to 
 come to Keilhau for a while for rest and recreation. He would not 
 rest long, however, and in occupation and working for the good of hu- 
 manity he sought to live down his sorrow. He resumed his activity in 
 Blankenburg, where he also began to instruct young men and young 
 girls in connection with his " nursery for children," as his new creation 
 was called, which had as yet no true name. 
 
 One afternoon Froebel went with Barop and Middendorff from Keil- 
 hau to Blankenburg seemingly much absorbed in his OAvn thoughts. All 
 at once, while going over a hill he stopped, looked down into the lovely 
 valley, where the picturesque little town of Blankenburg lay at his feet, 
 a rapt expression shone in his eyes, and he called out, "Eureka — 'kinder- 
 garten ' shall be the name !" Often before he had said, " If I could but 
 give a name to my youngest child !'' 
 
 For the cliristening of his institution, however, Froebel had selected 
 June 28th, 1840, the day on which the four-hundredth anniversary of 
 the invention of the art of printing by Johann Guttenberg was cele- 
 brated throughout Geraiany. The institutions of Keilhau and Blan- 
 kenburg had a common festival, at which several of the kindergarten 
 games were played, speeches made, and a project formed to estabhsh a 
 "National German Kindergarten" at Blankenburg, the necessary fui^to 
 be raised on a joint-stock basis. A training school for mothers Wid 
 young girls was to be connected with it. As the name "kindergarten" 
 was first attached to Frcebel's nursery in 1840, this has often been 
 given as the date of the establishment of the first one, while in fact, it 
 had existed several years previously. The following years were de- 
 voted by the friends of the cause to the spreading of the new ideas by 
 publications and personal efforts. In the year 1843 Froebel published 
 his book for mothers, flutter- und Koselieder ( Mothers' Cosseting 
 Songs) , with etchings and music. He intended this book for use in fami- 
 lies and nurseries, because he despaired more and more of making himself 
 
— 20 — 
 
 and his ideas understood by men, and, therefore, turned to women, in 
 whose hands the earliest education of children rests from the nature of 
 the case, and who, he thought, would by their affections get at a better 
 understanding of his ideas and aims, than men by their intellect merely. 
 Frojbel and Middendorff traveled considerably in order to pave the 
 way for the establishment of kindergartens in various parts of (j!ermany, 
 to be conducted by the pupils he had trained. In one of those journeys, 
 he came to Darmstadt, where he became acquainted with Folsing, who 
 had been very active in establishing " Kleinkinderschulen" (little chil- 
 dren's schools), as he called them, somewhat differing from Froebel's, 
 yet having many points in common. The course of the training school 
 of the years 1846 — 1847 was very satisfactory to Froebel, as well as 
 that of the winter of 1847 — 1848, for many gifted and enthusiastic 
 young girls took part in it. In 1848, Froebel together with others, who 
 favored his cause, called a " Teachers' Convention" to meet at Eudol- 
 stadt, in order to present their claims that kindergartens should be made 
 the basis of popular education. This convention was well attended, not 
 merely by friends of the cause, but also by opponents, whose objections 
 Froebel answered Avith the greatest patience. In the fall of 1848, he 
 again went to Dresden, where the kindergartens of Frankenberg* and 
 Marquart had been established, and where he gave a course of lectures. 
 After his return from Dresden, Froebel sought to renew his relations 
 with the Duke of Meiningen and removed his training class to Lieben- 
 stein, a village in the duchy of Meiningen. 
 
 Liebenstein is picturesquely situated in the Thuringian Forest, 
 noted for its pure, salubrious air, as a summer resort and rural watering 
 place, and is every summer visited by many tourists from all parts of 
 Germany. It was here that he made the acquaintance of the Baroness 
 Yon Marenholtz-Btilow, as well as of Diesterweg, and many other dis- 
 tinguished persons. The first meeting of the Baroness with Froebel she 
 has described in her Erinnerungen an Friedrich Froebel {Reminis- 
 cences of Friedricli Froebel^), from which we quote : 
 
 "In the year 1849, at the end of May, I arrived at the baths ot 
 Liebenstein, and took up my abode in the same house as in tho 
 previous year. After the usual salutations, my landlady, in answer to 
 
 *; A sister of Adolph Frankenberg, Miss Louisa Frankenberg, who lived much 
 in Froebel's family and whom he trained as a kindergartner, is now living, an 
 estimable old lady, in Germautown, Pa. She formerly ,in 1862) conducted a small 
 kindergarten in Columbus, Ohio, and also trained a few kindergartners. She was 
 the first to introduce the genuine kindergarten system into this country. 
 
 t) Translated for the Kindergarten Messenger by Miss E. P. Peabody. 
 
— 21 — 
 
 my inquiry for what was going on, told me that, a few weeks before, 
 a man iiad settled down on a small farm near the Springs, who danced 
 and played with the village children, and therefore went by the name 
 of ater Narr (natural fool). Some days alter, I met, on my walk, 
 this so-called natural fool: a tall, spare man, with long, grt-j^ hnir, was 
 leadiug a troop of vill ige children, between the ages of three and 
 eight, most of them barefooted, and but scmtily clothed, who marched 
 two and two, up a hill, where, having marshaled them for a play, he 
 sang with them a song belonging to it. The loving putience and 
 aband )7i .^ith "which he did this, the whole beariug of the mau, whAe 
 the children played under his watchful care, were so affecting to be- 
 hold, that tears stood in my companion's eyes as well as in my own; 
 and I said to her, "This man is called a 'natural fool' by these peopb; 
 perhaps he is one of those rare beings, who, in their life-time, ar^' rid- 
 iculed and stoned by contemporaries, but to whom future generations 
 build monuments. " 
 
 " The play being ended, I approached the man with the words, "You 
 are interested, I see, in the education of the peojjle" "Yes", said he, 
 fixing kind, friendly eyes upon me, " it is that which is most needed 
 at this crisis. " I said, ' 'Unless the people are other than they are, all 
 the splendid ideals that we are building in the present for the future 
 are vain; they cannot be realized." "That is true," he replied; but the 
 oiher people will not come unless we raise them. Therefore we must 
 be busy with the children." "But where shall the right education 
 come from ?" I asked; "what is called education seems mostly sin and 
 folly, putting human nature into the straight jacket of conventional 
 prejudices and unnatural laws, cramming the mere brain with what 
 stifles all healthy germs." "Well, perhaps I have found something that 
 may prevent this, and make untrammeled development possible. Will 
 you," he continued, "come with me and visit my institution? We will 
 then speak more freely, and understand each other better." 
 
 "I was more than willing ; and he led the way to a country house, 
 which stood in the midst of a large yard, surrounded by outhouses. 
 He had rented this place to educate a class of girls (one was his niece, 
 Henriette Breymann) to become kindergartners. In a spacious room, 
 in the midst of which stood a large table, he introduced me to his 
 schf>lars, and told me the different duties assigned to each in the 
 house-keeping. He then opened a closet containing his gifts and 
 occupation materials, explaining the use of each, which, at the mo- 
 ment gave me very little light on his method. But I retained the 
 memory of one sentence, never to be forgotten: "Man is a creative 
 being." 
 
 "The man, his individuality, and his manner, made the most pro- 
 found impression upon me. I knew that I had found a true man, with 
 
— 22 — 
 
 an original, unequivocal nature. All this while I had not known his 
 name; but when one of his pupils called him Mr. Frcebel, I remem- 
 bered having once heard of a man of the name, who ' 'was attempting 
 to educate children hy playing," and how ridiculous it had seemed to 
 me then; for I had only thought of empty play, overlooking the "deep 
 meaning" that "often lies in childish play." 
 
 "As Froebel accompanied me part of the way back to my dwelling, 
 we spoke of the disappointment of the noble hopes that had sprung up 
 during the movements of 1848, the mistakes and faults of both parties, 
 and the general failure, neither party being able to bring about the 
 desired amelioration. "Nothing comes without a struggle," said 
 Frcfibel; "but storms create nothing; they only clear the air. New 
 seeds must be planted in the ground, to germinate and grow, if we 
 would have the tree of humanity blossom. We must, however, take 
 care not to cut away the roots, as the destructive element of to-day is 
 liable to do. We cannot tear the present from the past, or from the 
 future. Past, present, and future are the trinity of time. The future 
 demands the renewing of life, which must begin in the present. In 
 the children lies the seed-corn of the future !" 
 
 ' ' Thus Frcebel ever expressed himself concerning the movements 
 of 1848, always reiterating: "■the historical (traditional) must be 
 respected, and the new creation must ever come forth out of the 
 old. That which follows is always conditioned upon what goes before", 
 he would repeat. ' 'I make that apparent to the children through my 
 educational process. " (The Second Gift shows this in concrete things. ) 
 But though Froebel, with his clear, calm eye, contemplated the move- 
 ments of the time, neither joining with the precipitate party of 
 progress, nor with the party of reaction that would hinder all progress, 
 he was counted among the revolutionists by those in authority, and 
 condemned, unheard, with his kindergartens. He repeated again and 
 again: "The destiny of nations lies far more in the hands of women 
 — the mothers— than in those of rulers, or of these innovators, who 
 are not far-seeing. We must cultivate women as the educators of 
 the human race, without whom the new generation cannot fulfill its 
 destiny. " This was ever the drift and conclusion of his discourse. 
 
 " On the first day of our acquaintance, he invited me to be present, 
 while he was instructing his classes, whenever I wished to be, and I 
 availed myself of the opportunity. The fire with which Froebel 
 uttered and illustrated his views, gave to them a peculiar stamp; and 
 the deep conviction with which he demonstrated their truth was some- 
 times overpowering and sublime. He became another person when 
 his genius came upon him ; the stream of his words then poured forth 
 in a fervid torrent. It often came quite unexpectedly, and on slight 
 occasions; as when, in our walks, the contemplation of a stone or 
 
— 23 — 
 
 plant in our path led to great outbursts upon the universal. The 
 ground-work of all his discourses was always his theory of develop- 
 ment — the law common to all material nature, applied to the nature 
 of man (contrasts and their connection). 
 
 "One needed to see Frcebel with his class, in order to know his 
 genius for demonstration; no one could avoid receiving the deepest 
 impression, who saw him in that circle of young maidens, teaching 
 with that enthusiasm which only an overwhelming conviction lends to 
 the truth announced; with that love for his subject which communi- 
 cated his enthusiasm to his hearers, and that patience which could 
 not be wearied down. 
 
 ' 'A gi-eat part of his scholars nuiy not have fully comprehended his 
 words; for that which he was teaching often far transcended their 
 accustomed sphere of thought; and his strange mode of speech made it 
 difl&cult for them to understand; but the spirit of the matter penetra- 
 trated their hearts, and, in the course of his teaching, gave them at 
 least a partial understanding of it. And truly, in those who could 
 understand with the heart, and loved the subject, the mind was 
 thoroughly awakened. Yet it cannot be denied that some of the 
 scholars of Frcebel carried into their own subsequent activity nothing 
 but the practice of the occupations of the kindergarten, and too often, 
 alas ! that assumption and affectation of knowing everything, which 
 is the farthest thing from real knowledge. 
 
 "But the learning of the practical occupations and plays, in their 
 logical connection, and with their {spiritual contents, acted upon the 
 least gifted of these young maidens, whose comprehension of the 
 scope of the thing was circumscribed. The full measure of it, indeed, 
 was hardly appreciated, then, by the most highly gifted and most com- 
 pletely developed. 
 
 " The understanding of his dark discourse was also facilitated by the 
 accompanying demonstrations. Tears would overiiow from the eyes 
 of his scholars, when, with his outstreaming love of humanity, he 
 would speak of the helplessness of little children, exposed to all harms 
 by the arbitrary way in which they are managed, but whom God had en- 
 trusted to the female sex, to be educated into the full measure of human- 
 ity — children of God to be led back, with consciousness, to Him, 
 from whom they had unconsciously come forth —and when he further 
 emphasized "the great responsibility which was imposed upon women, 
 as educators of the human race— a responsibility which was doubled 
 in our day, whose problems are so great and difficult to solve, that the 
 male sex alone is found unable to solve them." 
 
 From that time forward the Baroness" intercourse with Frcebel, either 
 personally or by correspondence, never ceased. Of all his friends none 
 
^ 24 — 
 
 has penetrated more deeply into his thoughts; she made them her own. 
 reproduced them as it were in perfected form, and expressed them iu 
 language clearer than Frvebel had at command. Thivugh her genius. 
 her social positiou. her enthusiasm, her devotion, and her pei-^verance, 
 she has done more th;m any other to interpret Frcebel. As a true 
 apostie. her humanitiirian and cosmopolitan spirit h;is induced her to 
 •dsit foreign lands, for the purpose of disseminating Frvebel s ideas, as 
 she fully recognized their imiversal character. She went to France. 
 Belgium. Holland. Switzerland. Ejigland. and Italy, and succeeded every- 
 where in awakening an interest and seeing kindergartens established. 
 
 But to come back to our narrative. In the fall of 1S49. Mrs. I>oris 
 Lutkens, who had become acquainteil with Fi\>?bel and his life work, 
 proposed to the • Frauenverein" (^ Women s Union ; of Hambui-gh. to 
 send an invitation to Frcebel to lecture to them and exj.lain his 
 system. He accepted the invitation, and proceeded to Hambuivh, 
 where he and ^liddendorff succeeded in winning a great many ad- 
 herents, in consequence of which several kindergartens were established, 
 one of the fii^ being that of Doris Liitkens. in conjunction with Mid- 
 dendorffs lovely daughter Alwina. 
 
 In IS.^0 Frcebel returned to Liebenstein, and the Duke of 
 SdiwarzbuTg-Rudolstadt. at the solicitation of the Baroness Maren- 
 hokz, gave him the chateau Marienthal near Liebenstein. to use for his 
 kindergarten and training class. In the same year Frcebel also ar- 
 ranged a great f^tival. in which all the kiodergartens of the surround- 
 ing villages t*>3k part and which was c-elebrated on a pleasant plateau 
 "•The Altenstein." The parents of the children, simple peasants, were 
 invited, as well as the guests of the watering place liebenstein. and also 
 the princes and princesses residing in the neighborhood. There were 
 about 3(X> children and 20 or 2.3 kindeigartners. The games and plays 
 of the kindergarten and the joyous spirit that pervaded all. made a deep ' 
 impression on those present. Frcebel was supremely happy, this festival 
 havin2 for him a svmbolical meaning, showing as it did harmony and 
 tmity proceeding from diversity. 
 
 In the fell of the same year. Frcebels faithful brother Christian diel 
 and Frcebel began to feel more and more, on the approach of old age 
 the need of a true home and of family ties. So he resolved to marry 
 again, after having been a widower for eleven yv^ars. He chose for his 
 secOTHi wife a very worthy lady. Louise Levin, who had come with 
 Cluistian Froebels family, as a friend of the daughters, to share their 
 life and pursuits, and who had become deeply interested in all Froebd 8 
 
— :i5 — 
 
 peace and quiet hspptaea perradei the wiaole hoasAuiL ci viika sae 
 was the motheiij cemie, anNmd wtieb the jomag pA ilwiii il m 
 lo^andtrart, 
 
 ■xn to be iBAmUel hf a decree of the 
 OB a total miiiiiiaihiiiiM vhkh imber- 
 dktedt e cBtabtidupegt of jnklEe ki ihigjiHj» a«daBg|tPW»to aociety. 
 It vas evident dot Fiiedrieh FroAel kii faea 
 Kari FToefael, who had, a diort time liefioR^ vnttcB a 1 
 to contain demoeratie and aociafirtic ideas. Alihon^Ae 
 aoon erphinfd and the hannh wni ■ cf Fnebers 
 evident, the Hiniiter of Pidfie iaatraetifm and the : 
 to annol the deoee, and onlf 
 notwithatanding girenimua cBoKta ai. Ife 
 other friends. 
 
 TUb was a great fhock to FndKl, vho fidt as if Us whole] 
 were onshed at one blow, not mluJj ob Mummi ai the adnBon of 
 kindexj^rtcDB from the Fi iiwi in kingiliwM hat a» ' 
 opprobrimn on his whole ^stem. The 
 friends tned to eondiast hBii,aajmghis 
 more noiorie^, and people who 
 
 fT^inh»t>^ into de subject. So it pored m. the end. Yet Fmdad. 
 passed die last jeaxs of his life mdcr a chmd^aasd did not lire to see 
 this nnlast decree rereked-whidk eremt odk todk place m. 18tt 
 the most strenoooB efiotts of tie 
 
 Tct, 
 peaeefol home. The frieads aeemed to 
 andoi^ttf tie most tom^mg bmalf feitivab was Ae ffMaa i i i m of 
 Fnriid'sTOthbiitk&j. April 21st. 1852. FwArfsyMig poffr ^oriied 
 
 by die devoted friend lliddendodL It was like a laj of i 
 the domfe. But this hapfineaB was not to fast 
 Fraefaei wrote reij kng r^Ges to attacks on hm ^ralem, canaed b^- 4is 
 PrasEian prohibitiaB. which eqpalf fatigned bodf and mindlandani- 
 o«idl5 undenniiKd his hesith. Heoonld not be pmwided by the phr- 
 SKian to take more rei^ and not wvri: a» knd. Abont dv thne. he 
 afao ntxepted an inTitaotaan to be pRaeai at a Teadfaos' Contrentian as 
 Gotha. and ^en he entered, the whole asBEidilr rase to do hms honor, 
 which cheered him aoasewhit After his wtasn. fag iAiu a glh ^ p n h i ili 
 frikd. and from Jnne eth he was cnrifaKd to his bed and hesM in fed 
 
— 26 — 
 
 aat his end was drawing near. On June 17th, Middendorff arrived 
 
 :om Hamburgh, as he was told to hasten, if he wanteti to see his friend 
 nee moi-e. Fra?bers last days wei-e peaceful and happy in i-eligious con- 
 Muplations. Middendorff said of him : " It is evident that Christianity 
 ; the root from which his Hfe proceedeth.'" June 21st. Frcebel quietly 
 i-eathed liis last, falling asleep Uke an infant. His wife. Middendorff, 
 ad Mi"S. Marquait stood at the bedside. His remains were buried at 
 chweiua. near Marienthal. June 2-4th. His tombstone, designed by 
 liddendorft', consists of his " second gift," cube, cyhnder. and sphere ; 
 Q the cube forming the pedestal, his motto : Komnii, lasst u?is unsern 
 Ziiidei-n kben ! is graven. 
 
 After Frojbels death. Middendorff and Froebel's widow continued 
 le training course begun by Frcebel. but had subsequently to leave 
 larienthal and go back to Keilhau. as a more central point. 
 
 The year following, the Teachers" Convention assembled at Salzun- 
 en. Middendorff went there and spoke enthusiastically and with tell- 
 ig effect of Frcebel's life-work : and resolutions, commending his sj-s- 
 ?m in the highest terms, were adopted. 
 
 In the fall of 1853. Middendoi-ff made a jom-ney to Dannstadt and 
 outhern Germany, and on his return began to teach with his usual 
 igor. when in the night of November 27th he died suddenly. 
 
 Frcebel's widow now lives in Hamburgh, where she is conducting a 
 ery successful kindei-garten and training class, honored and beloved 
 y all who know her. 
 
 Of Friedi'ich Frcebel, the Baroness Marenholtz says : " He had 
 reat simplicity of heart, of morals, of character ; he was humble as a 
 hild. and the expi-ession of his face was so pm-e. innocent, and child- 
 ke. even with hair white as snow, as I have never seen again in any 
 ther human being. At the same time he possessed the courage and 
 irmness of a hero and mart}T, under all obstacles and privations, 
 lostly misunderstood, as every true genius is apt to be, he still tri- 
 mphed through his unwavering faith in Divine Providence. Devoted 
 his mission, he abandoned for it not only renown, but his most be- 
 3ved study of natm^al science, of which nobody saw perhaps the mys- 
 eries and secrets so weU as he. but which he only would make service- 
 ble to the perfection and sanctitication of tl>e immortal human soul, 
 n one word, he was a man of truly primitive originaUty. capable of 
 istening to and understanding the language wliich the Creator speaks 
 his creatures by his works, always intent upon interpreting this lan- 
 iiage to others — this wa^ Frcebel." 
 
— 27 — 
 
 llie devotion of hia {nartfh waa truly wonderful, Middoidorff, 
 Barop, Froibels brother were hia faithful cornpanionB throa^ a life- 
 time, and sharerl all his privations and »truggle^ : thrirs waa truly a fiith 
 that removed mountairiH. I cannot forbear in conclu«ion to quote what 
 the Barone«« Marenholtz saya of Middendorff in " Brinn^ruru^en an 
 Friedrich Fr(jihd': 
 
 " With great impatience I looked for MirlileudorffH arrival, knowing 
 him already from FrfAljel's coramunication.s ; and also that he considered 
 him the truest friend and companion he had on earth, who had shared 
 labor and f»ain with him for more than thirty years of his life. "He 
 is a child-like man," said Fr-^Vjel, "who understands me with hLs 
 heart" Both had been soldiers in Liitzows WoltLntear Corpis, and al- 
 ready, in the beginning of the campaign of 1813, had cemented their 
 friendship — one of those rare friendships which endure for a life-time, 
 and, therefore, will last beyond it 
 
 "One afternoon in September FroErbel came to my house and intro- 
 duced his friend with the words : " S^ I here Ls Middendorff" Who 
 that once saw that simple, sympiathetic. overflowing nature, could ever 
 forget it I With the first glance of the eyes and clasp of the hands we 
 were friends. 
 
 "Like FrceVjel, Middendorff belonged to that class of men who are, in 
 our time, rare types ; who appear in the modem world as fonmi of the 
 past, which we always idealize as a better time than the present Thia 
 type expresses the good, honor-bright steadfast, genuine, old German, 
 with an innocent child-like good nature, that knowing no guile and 
 incai>able of deception, has no distrust of others ; forming the strong- 
 est contrast to the worldly cunning, and critical cleverness of the men 
 of our day. A beautiful simplicity, the inheritance of a by-gone gener- 
 ation, characterized Middendorff Great tenderness of nature i^ve 
 him almcst the feminine stamp. To conquer all opposition with love; 
 to harmonize discords; to cloak faults when they could not be avoided; 
 to see the better side, even in the darkest days: with piotis devotion to 
 trust that the all-powerftd Providence would bring all things right: all 
 this, with a child-like warmth of feeling, indic-ated the ideal spiritual 
 guide that in past times, was often fotind in the tillage pastor. 
 
 •Therefore was iliddendorff truly Froebels good ajogA dnring his 
 earthly pilgrimage ; he shared with him his saddest and his most jayoaa 
 days; was the centre of that wide fieimily circle; he was always ^iiere 
 needed most But though ^liddendorff's gentle di^Kiation sav< r^-d 
 of a remote past yet was he so thoroughly penetrated with the kinging 
 after renovation of life, that better spirit of the present time wMeh is 
 striving for higher development that hardly any fiery young soul coald 
 
— 28 — 
 
 follow his enthusiastic feelings and the ideal elevation of his mind. 
 Froebel's watch-word, the "renovation of life," had taken complete 
 possession of Middendorff's soul; and the disappointments so soon fol- 
 lowing all generous attempts at renovation could never entirely rob 
 him of his beautiful hopes. They might have to cross a wilderness, but 
 the promised land of a renovated humanity would at last be reached. 
 His hopes rested on the " children worthily educated in truth," who 
 were to struggle against all kinds of savagery, to withstand rudeness, 
 vice, and cowardice, and thus be enabled to gain freedom through 
 moral purity, and to behold the dawn of more beautiful days. All 
 this was to him a sacred certainty, of which he was often able to con- 
 vince doubters by his inspiring words. He could not doubt the sub- 
 limity of human nature, for it mirrored itself uj)on the deeps of his 
 own soul. 
 
 "How would this fresh, j'outhful old man have rejoiced, had he lived 
 to see the victories of Germany to-da}' ! But happily in his own day 
 was given to him the presentiment of it, for he saw every thing in the 
 shimmer of beauty, every- where, in the greatest and in the bast of 
 manifestations, the holy creation and providence of a present God. 
 His communion with nature, like Froebel's, was always adoration of 
 God, and waked in him the poetical disposition of soul, that in our 
 wallis often took the form of verse, which I would lind the next mor- 
 ning upon my table. Without being master-pieces of form, such a 
 truly poetical nature was expressed in these artless poems that they 
 warmed the atmosphere and lighted up the little incidents and impres- 
 sions of our Liebenstein life with an ideal charm. In this little circle, 
 where from all sides streamed upon him honor, love, and trust in full 
 measiu'e, he was always well and happy. 
 
 "And Froebel, al so, was always truly happy in Middendorff's presence. 
 He exchanged with him every feeling of the heart, every thought upon 
 all the little circumstances of their life. Nothing could destroy that in- 
 timate friendship, not even occasional misapprehension or imperfect 
 grasp, sometimes even the entire want of comprehension of Froebel's 
 ideas, in their consequences, on the part of Middendorff, Froebel used 
 to say, " Middendorff seizes everything with his heart, even ideas. He 
 is all devotion. Without him I could not have attained what I have 
 reached," and the like. From the mouth of Froebel these words had 
 a deep meaning. Yes: without Middendorff, Froebel, perhaps, would 
 not have come out safe and unbroken from the storms and disappoint- 
 ments of his life. 
 
 "Middendorff, in this union of s-ouls, was the feminine half which, 
 comforting and softening, stood by the side of the manly strength 
 that learnt to breast the storms and bow to the inevitable, without be- 
 
— 29 — 
 
 ing broken. Middendorff was hardly capable of a severe judgment of 
 things or a keen criticism of men, which often failed him on account 
 of the overflow of his kind nature and goodness. He set over against 
 the evil he found in others every possible palliating circumstance. In 
 judging Froebel's young kindergartners, both Froebel and Middendorff 
 were not seldom deceived, expecting great things from those who at 
 first showed devotion and good-will, but who were not capable of be- 
 coming good kindergartners, from want of talent and culture. 
 
 "But certainly not one of the pupils of the Liebenstein and Marienthal 
 normal schools can forget how Middendorff's visits always brought an 
 innocent, poetical delight, one might almost say a devotional inspira- 
 tion ; and how well he knew the way to enliven and elevate them at 
 once ! When, in our customary walks, we saw the sun go down, Mid- 
 dendorff would take out his little song-book and burst out into a song, 
 in which the young girls would all join, or at least sing the refrain. 
 If plants and flowers were woven into wreaths and crowns, he made 
 use of the occasion to deepen their thought and wonder \ipon the 
 wisdom impressed on the creation, and to bring out its laws for the 
 unfolding of the life of men. 
 
 "The picturesque in things was always attractive to Middendorff, and 
 his explanations and comparisons were always picturesque. It was his 
 deep— and, for a man, so rare— heartfuln ess, that gave him power to 
 influence the female mind so deeply, and made him the best inter- 
 preter to women of Froebel's genius. What Froebel created, Midden- 
 dorff would accept with the deepest devotion, work it out, and put it 
 in comprehensible form ; and with what perseverance, with what un- 
 flinching courage and never doubting fidelity did he fight for Froebel's 
 idea from the very beginning, even in the narrowest circles, v/here he 
 found only a glimpse of understanding ; and against the often mock- 
 ing, or entirely condemning criticism of teachers, and pedagogical 
 authorities, who had never given themselves the trouble of trying to 
 learn what the theory and process of Froebel's method was ! If ever any 
 one understood how to bring out the ideal of the peculiar nature hid- 
 den in every man, then Middendorff knew how to draw Froebel's into 
 the light, and to separate the human weaknesses from the genius. 
 Every utterance of this genius he accepted as an oracle; and if there 
 was many a thing that was not clear to him, he took great care to say: 
 "There must be something in that; I will work it out by and by ; 
 meanwhile we will pass to something else," or the like. 
 
Opinions on the Kindergarten System. 
 
 The Kindergarten system with its instructive plays, games, and amuse- 
 ments, will uttar-h children to schools, engender a love for books and studies, 
 for regularity and order, and for freedom and justice. This pLxn of teach- 
 ing is in harmony with nature ; it takes up the work where the mother leaves 
 off, and therefore prevents that sudden transition which so frequently shocks 
 the child. ^ 
 
 Human happiness and self-government are the basis of Froebel's System. 
 (Thomas Huntek, Prea. Normal Collg",, iV. Y.) 
 
 The new Method of Education not only ensures healthy physical devel- 
 opment, but trains the artistic imagination, the scientific mind, and the 
 skillful hand of labor ; and this— without taking the child out of the inno- 
 cence of the childish sphere of imagination and affection. 
 
 (Elizabeth P. Peabody. ) 
 
 Child-gardens, directed as Fecebel demands, furnish to schools their 
 best prepared pupils, those who submit most readily to discipline, provided 
 these pupils have attended with regularity and for a sufficient length of time. 
 Experience proves this. {Baroness Marenholtz-Buelow.) 
 
 The Kindei-garten idea has already obtained a firm foothold in our 
 country, as a sj'^stem of education for children presenting many new and 
 important features. It is based upon a sound philosophy of child nature, and 
 promises to work a great reform in youthful instruction and development. 
 The Christian public are becoming more and more interested in it. 
 
 (The Sunday ScJiool Times.) 
 
 The system of Fkoebel makes the mother the earliest and the intel- 
 ligent teacher, engaging the earliest activities of children and giving them 
 a life-long direction toward the highest culture. Morality is to go hand in 
 hand with education, and good habits give solidity and security to technical 
 learning such as is needed for a life avocation. ( Central Advocate. ) 
 
 The quiet, gentle, philosophic mind of FB(EBEii has discerned a way 
 outside of our old school misery, where little feet can dance and play, and 
 yet in every motion come nearer and nearer to some fact or truth which is 
 of lifetime value and beauty. (Boston Courier.) 
 
 More than a column, on most days, we give up to the announcements 
 of Kindergartens, which, since their introduction into this country under 
 the auspices of Miss Peabody, have taken root and flourished vigorously as 
 every practical, sensible idea does root itself and flourish. At first the ex- 
 periment proved a costly one, the teachers of successful schools being either 
 Germans who had been induced to import Fecebel's system, or Americans 
 «ho had gone to Germany to learn it. The little pupils were, therefore, 
 usually of the wealthier classes. This autumn, however, the terms are more 
 reasonable, and a modification of the plan of object-teaching has been in- 
 troduced into the primary departments of the majority of the best schools. 
 
 (xV. Y. Daily TrUmne, Sept 28, 1875.) 
 
Opinions of practical Kindergartners on the 
 
 Effect of the Kindergarten System, 
 
 from replies to inquiries by the U. S. Bureau of Education, 
 
 Washington. 
 (From the Report of the Commissioner of Education for the year 1874.) 
 
 * 'Physical development, manual skill, habits of clear think- 
 ing, order, precision, and attention." — 
 
 "Freedom and grace of movement, command of language, 
 and superior preparation for public schools." — 
 
 ''Development of the powers of application, perception, 
 and reasoning." — 
 
 "Harmonious development; the mind is made active and 
 the body is strengthened." — 
 
 "Excellent; minds clearer and quicker in acting." — 
 
 "Mental and physical development, and ability for self- 
 occupation." — 
 
 "Beneficial to mind and body; all organs and powers are 
 developed harmoniously." — 
 
 "It promotes a healthy and harmonious growth, a habit of 
 attention, and a clear perception." — 
 
 "Mental and physical development and quickened obser- 
 vation." — 
 
 "Excellent progress without overtaxing the pupil^;." — 
 
 "Harmonious and natural development of every faculty, 
 and strength, agility, and healthfulness of body and mind." — 
 
 "The best preparation for the common schools." — 
 
 "Habits of observation, correctness, and application." — 
 
 "Habits of attention, concentration, and obedience, and 
 progress in studies." — 
 
 "The child becomes graceful, polite, self-dependent, skillful, 
 thoughtful, constructive, and eager for knowledge." — 
 
Mmj, 1876. 
 
 AND 
 
 Occupation JVIaterial. 
 
 Note. This Revised Price-List cancels previous Catalogues. 
 
 She Jirst 6i|it, 
 
 For the youngest children: 
 Six soft Balls of various colors. 
 
 Aim: to teach color (primary — red, blue, yel- 
 low — and secondary or mixed — green, violet, 
 orange) and direction (forward and backward, 
 right and left, up and down); to train the eye; 
 to exercise the hands, arms, and feet in various 
 plays. 
 
 A Set, in Wooden Box, with Directions 
 
 {Fra>Ms F.rst Gift for Babies), $1.00 
 
 Extra Sets, of 6 Balls, $0.60 
 
 Directions for the use of the First Gift may 
 
 also be found in 
 Hoffmann, Kindergarten Toys and how to use 
 
 them. A Practical Explanation of the first six 
 
 Gifts of Fi'obel's Kindt rgarien, " $0.20 
 
 and in many other publications. 
 
 ©he Second (Sift. 
 
 Sphere, Cube, and Cylinder. 
 
 — j-j l- ^ — _^ Aim: to teach form, to direct the attention 
 
 of the child to similarity and dissimilarity 
 between objects. This is done by pointing 
 out, explaining, and counting the sides, corn- 
 ers and edges of the cube; by showing that 
 the properties of the sphere, cylinder, and cube 
 are different on account of their difference of 
 shape; by pointing out that the apparent form 
 of the sphere is unchanged, from wherever 
 viewed, but that the apparent forms of the 
 cube and cylinder differ according to the point 
 from which they are viewed. 
 
 The forms are of wood, machine-made for 
 
 his special purpose; are neat and provided with the necessary staples and 
 
 loles for hanging. ; 
 
 In Wooden Box, with cross-beam for hanging the forms, $0.7() 
 
 For Directions see Hoffmann, Kindergarten Toys, and other publications^ 
 
 E. SteUffer, S3 Sc 24> Kranliibrt St.» Pf ew York. 
 
^indgrgartcn ^ifta and Occupation Matmal. 
 
 FraWs First BuiWing Baje. 
 
 Large Cube, divided into eight small cubes of equal 
 size. Aim: to illustrate form and number; also to give 
 the first idea of fractions. 
 In Wooden Box, $0.30 
 
 Diagrams and Directions for using the Third Gill. 
 In Wrapper, $0.30 
 
 See also Hoffmann, Kindergarten Toys, 
 
 and other publications. 
 
 ihe Jourth (Sift 
 Frill's Inmi JBuUdittg; IBax. 
 
 Large Cube, divided into eight oblong blocks. — The points of 
 similarity and difference between this and the Third Gift should be indicated. 
 In Wooden Box, $0.30 
 
 Diagrams and Directions for using the 
 Fourth Gift. In Wrapper, $0.30 
 
 See also Hoitmann, Kindergarten Toys, etc. 
 
Hindcrgartcn 6ift8 and Occupation JftatcriaL 
 
 ihe ^ifih mft 
 
 idUV^ Wivi Bttildittg Bax. 
 
 This is a continuation of, and complement to, the Third Gift. It con- 
 sts of twenty-one whole, six half-, and twelve quarter-cubes, forming alto- 
 ther one large Cube. 
 
 X 
 
 X 
 
 X 
 
 y 
 
 / 
 
 X 
 
 
 
 
 ^ 
 
 Mil n 
 
 r 
 
 
 "^ 
 
 III III 
 
 ^B 
 
 
 W 
 
 
 
 
 
 II 
 
 p' 
 
 
 
 III 
 
 ^= 
 
 
 "^ 
 
 
 
 111 
 
 
 nil 
 
 
 
 ^ 
 
 
 
 ill 
 
 ■=^ 
 
 
 J 
 
 nil 
 
 ==^ 
 
 
 
 
 /^ 
 
 III 
 
 -^ 
 
 nil 
 
 Ik 
 
 
 
 ii II 1 
 
 
 : Wooden Box, $0.75 
 
 iagrams and Directions for usin^ the Fifth Gift. In Wrapper, $0.60 
 See also Hoffmann, Kindergarten Toys, etc. 
 
 She Jiflh (Sift B. 
 
 lie Fifth BuiUlinif Box. (a combination of the Fifth and Second 
 
 Gifts). In Wooden *Box, $1.00 
 
 iagrams and Directions for using the Fifth Gift B. In Wrapper, $0.50 
 
 ihe ^idh (Sift, 
 v$UV^ fmvih l^uildiiig fiax. 
 
 This is a continuation of, and complement 
 to, the Fourth Gift. It consists of eighteen 
 whde oblong blocks, three similar blocks 
 divided lengthwise, and six divided breadth- 
 wise, forming altogether one large Cube. 
 
 In Wooden Box, $0.75 
 
 Diagrams and Directions for using the 
 Sixth Gift. In Wrapper, $0.60 
 
 See also Hoffmann, Klndergarien Toys, etc. 
 
 he Fifth Gift (Fkcebel's Third Building Box), extra -large size, 
 
 1 5 cubic feet. In strong Wooden Box, $7- 20 
 
 lie Sixth Gift (Fbcebel's Fourth Building Box), extra-large size, 
 
 Ik cubic feet. In strong Wooden Box, $9.00 
 
 JE:. Steisrer, QQ Sc- 
 
 S4r ITratxkfort St^ Pf©^W ITorJc. 
 
kindergarten ©ifts and ®ceupation Material. 
 
 aihe peuentb 6ifL 
 
 Quadrangular and triangular Tablets 
 
 of polished wood. These tablets, as well as the previous Gifts, ai 
 designed for instruction in reversing the position of forms and con 
 bining them. In the six previous Gilts the child had to do with solid. 
 by the tablets the plane surfaces are represented; these are followed In 
 the straight line in the Eighth Gift, and the curve in the Ninth Gift. 
 
 A. Four large right-angled Triangles. 
 In Wooden Box, $0.25 
 
 B, Eight squares. In Wooden Box, $030 
 Diagrams to same. In Wrapper, $0.40 
 
 C. Nine large equilateral Triangles. In 
 
 Wooden Box, $0.30 
 
 Diagrams to same. In Wrapper, 
 
 Ik $0.40 
 
 D. Sixteen isosceles Triangles. In Wooden 
 Box, $0.30 
 
 Diagrams to same. In Wrapper, $0.40 
 
 JE. Thirty -two isosceles Triangles. In Wooden Box, 
 
 $0.40 
 Diagrams to same. In Wrapper, $0.40 
 
 F. Fifty -four equilateral Triangles. In 
 
 Wooden Box, $0 50 
 
 Diagrams to same. In Wrapper, $0.40 
 
 G". Fifty-four isosceles Triangles. In Wooden Box, 
 
 $0.50 
 Diagram.s to same. In Wrapper, $0.40 
 
 lilllli^ scalene Tri- 
 angles. In Wooden 
 Box, $0.60 
 
 Diagrams to same. 
 In Wrapper, $0.40 
 
 E. Stcieor, Jj;j Cc JJ-i I^^rauli:ibrt Ut., JVe-w 'iforli. 
 
liindcrgartcn ©ifts and Occupation Matcriaf. 
 
 Sixty-four obtuse-angled Triangles. 
 
 In Wooden Box, i GO 
 
 Diagrams to same. In Wrapper, $0.40 
 
 ?ox containing, in five divisions, Squares and the 
 lour different kinds of Triangles (of binder's board), 
 with Diagrams, $160 
 
 Jox Avith glass cover, containing, in five divisions. 
 Squares and the four different kinds of Triangles, 
 in finely colored and polished wood, $6.00 
 
 mt fiijlitlr (Sift. 
 
 sticks for Stick -laying. This 
 Gilt consists of thin wooden Sticks, 
 about 13 inches long, to be cut into 
 various lengths by the teacher or 
 pupil, as occasion may require. 
 These Sticks, like most of the pre- 
 vious Gifts, are designed to teach 
 numerical proportions and forms. 
 Stick-laying is an excellent prepara- 
 tion for drawing. The Multiplica- 
 tion Table is pradically taught by 
 means of this Gilt. Reading, ac- 
 cording to the phonetic method, is 
 taught by imitating with these 
 Sticks the letters of the Alphabet. 
 In the same way the Roman and 
 Arabic numerals are taught previous 
 to instruction in writing. 
 
 Package of 1000 Sticks, 1 inch 
 long, $0.30 
 
 Package of 1000 Sticks, 2 inches 
 long, $0.30 
 
 Package of 1000 Sticks, 3 inches 
 long, $0 30 
 
 Package of 1 000 Sticks, 4 inches 
 long, $0.30 
 
 Package of 1000 Sticks, 5 inches 
 long, $0.30 
 
 Package of 500 Sticks, 13 inches 
 
 long, $0.50 
 
 Uagrams, in Wrapper, $0.30 
 
 box with Sticks 1, 2, 3, 4, and 5 
 inches long, $0.35 
 
 ydbeVs Kindergaiien Occupations for the Family. No. 1. Stick-laying, $0.75 
 
 Steiser, 23 Sc S4 IT'raixliibrt St., jN'e'W York. 
 
Aindcrflarten €lift8 and Sccnpation iftatcriaf. 
 
 ®h« ftnth €i|t. 
 
 Bings for Bing -laying. This 
 
 Gilt consists of whole and half Rings 
 
 of various sizes, in wire, for forming 
 
 figures. These Rings, like the Sticks 
 
 in the Eighth Gift, are intended to 
 
 teach the first elements of form as 
 
 an introduction to drawing. 
 
 Box of whole and hall' Rings of 
 
 various sizes, $0.75 
 
 Diagrams, in Wrapper, $0.60 
 
 ihe ienth mft 
 
 Drawing on Slates 
 and Paper, The 
 
 material used is, first. 
 
 Slates grooved in 
 
 squares, next. Paper 
 
 ruled in squares. This 
 
 method of beginning 
 
 drawing is the most 
 
 systematic and per- 
 fect ever invented for 
 
 young children. It is 
 
 interesting to note 
 
 how rapidly, by it, 
 
 even the yoimgest pu- 
 pils advance. 
 Slates, 13^ by 10 inches 
 
 (No. 12). grooved in 
 
 squares, 4 inch wide, on 
 
 one side, each $0.50 
 Slates, 12 by 9 inches 
 
 (No. 9), grooved in 
 
 squares, each $0.40 
 
 Slates, 10 by 7| inches 
 
 (No. 6), grooved in 
 
 squares, each $0.30 
 
 Slates, 9^ by 6| inches 
 
 (No. 4), grooved in 
 
 squares on one side, with 
 
 narrow frame, rounded 
 
 corners, each $0.30 
 
 Slate pencils (fine), per 
 
 doz., $0.15, per gross, 
 $1.50 
 Diagrams, in Wrap- 
 per, $0.30 
 
 :E3. fStelarer, 32 Sc S4 Krankfort St., ISe^w Yorli. 
 
kindergarten drifts and f^ccupation Matcriaf. 
 
 7 
 
 Drawing-Books, ruled in squares, i inch wide, on both sides, each book 
 ontaining 12 leaves, per doz., SO. 70 
 
 Drawing-Books, ruled in squares, one-sixth inch wide, on both sides, 
 er doz., $0.70 
 
 Paper ruled in squares, 4 inch wide, on both sides, per quire (24 sheets), 
 ach 14 by 17 inches, $0 40 
 
 Paper ruled in squares, one-sixth inch wide, on both sides, per quire, $0. 40 
 
 Pencils, per doz., $0.75 
 
 Pencils' (line), per doz., $0.90 
 
 K. Frcebel's E.emerds of Designing, on the Developing System, for Elenien- 
 iry Schoo' C asses, and for Families, 4 Parts, each containing 24 pages ruled 
 Q squares, with designs and space tor copying, each part $0.35 
 
 Part I. Straight Lines, and their Combinations. 
 
 Part II. Straight Lines, and their Combinations. 
 
 Part III. Straight Lines, and their Combinations. 
 
 Part IV. Circles and Curved Lines, and their Combinations. 
 
 Each page of the given examples is followed by a blank page for the Composi- 
 ions, Combinations, or Inventions of the pupil. 
 
 ^oebeVs Kindergarten Occupations for the Fainily. No. 2. Drawing. $0.75 
 
 ®he (fUu^nth (iifi 
 
 ?erforating {Pricking) Pajjer, 
 
 L Package of 50 leaves of paper, 11 bv 8^ in- 
 ches, ruled in squares on one side only. SO. 50 
 'ackage of same, 25 leaves, ?0 30 
 
 'erforating-Needlps with long handles, 
 
 per doz., $0.60 
 
 Perforating-Needles with short handles. 
 
 per doz., $0.60 
 
 i*erforating-Needles with long black handles, 
 per doz., $0.25 
 
 Perforating-Cushions, 
 
 Diagrams, in Wrapper 
 
 each SO. 25, per dozen, $2.40 
 $0.30 
 
 FroeheVs Kindergarten Occupations far the Family. No. 3. Perforating. $0.7c 
 JK. Wtelfirer, 533 ^ >i4f Kraiikfort feJt., 3Vew Yorlc 
 
8 Itindcrgartcn ^ifts and Occupation MatcriaL 
 
 She Sirclftli 6ift. 
 
 Emhroiderinff , The Perforating Material is also used in this Gift: 
 after the pattern is perforated, it is embroidered with colored silk or 
 worsted on card-board. 
 
 X 
 
 
 X 
 
 
 X 
 
 
 X 
 
 
 X 
 
 
 X 
 
 
 
 " 
 
 
 
 
 
 
 
 
 
 
 
 [X 
 
 
 X 
 
 L_ 
 
 X 
 
 
 y. 
 
 
 X 
 
 
 X 
 
 
 \^ ^^-^y^ s^ ^-y 
 
 \\/ / \\,^/_ 
 
 //\"\~ //\\ 
 
 ^^^^ 
 
 NjnJ/ / \\/ / 
 
 //\\ /^^l\ 
 
 /<^ >V^'I'^^^ 
 
 Material for iierforating and em- 
 broidering, in Wrapper, Nos. 1, 2, 
 3, 4, each SO 50 
 
 Card-board ruled in squares on 
 
 one ,'iide, Package of 25 leaves, 
 
 $0.25 
 
 Blotting Pad, Package of 25, 
 $0.15 
 
 Card -board (fine), Package 
 of 25, $0 20 
 
 Twelve Designs, 8 by 6 inches, 
 
 for perforating and emlDroidering. 
 
 in Wrappar, Nos. 1 to 12, each 
 
 $0 50 
 
 Card-board (fine), 8 by 6 inches, 
 to be nsed with these Disigns, 
 Package of 12, $0.20 
 
 Twelve Designs, 51 by 4 inche-;, 
 for perforating and embroidering, 
 in Wrapper, Nos. 1 to 6, <'ach 
 : $035 
 
 Card-board (fine), 55 by 4 in- 
 ches, to be used with these De- 
 signs. Package of 12, $0 10 
 
 Card-board in sheets. 22 by 27 
 inches, in various colors, per 
 sheet $0.10 or $0 12 
 
 Baskets for Cards or Needle- 
 work, embossed, for perforating 
 and embroidering in worsted or 
 silk, and otherwise ornamenting 
 and making up, 3 sizes. 7, 8. and 
 9 inches wide respectively. Pack- 
 age of 6, assorted, $0.50 
 
 Worsted Needles, per doz., in 
 Wrapper, $0.15 
 
 Worsted, 1 2 assorted colors, with 
 3 Worsted Needles, in Wrapper. 
 $0.25 
 Embroidering Silk, 12 assorted colors, with 3 Needles, lu Wrapper, 
 
 E. Steij^er, Q3 Sc S4r FraiiUfbrt St., TS:g^v Yorlr. 
 
Hindcrflarten ©ifts and ©ccupation IRatcriaf. 
 
 S^he thirteenth ©ift. 
 
 itthiff'Phpcr, Squares 
 )X Tiiciuglcs of Paper are 
 bided, cut according to 
 ;ert (in rules, aud formed 
 nto figures. The child's 
 nclination for using the 
 ;cissors is here so inge- 
 liously turned to account 
 ls to produce very grati- 
 ying results. 
 
 Package of 100 squares, 
 vhite, $0.20 
 
 Package of 100 squares 
 colored, $0.20 
 
 Package of 100 squares, white and colored, mixed, $0.20 
 
 agrams to same, $0 75 
 
 scibiiorri, for Paper-Cutting, with rounded blades, per pair £0.40 
 
 per doz. $4.(0 
 
 Package of 30 leaves, 9 inches square, of stout, ultramarine japer, lor 
 mounting the cut figures, $0.50 
 
 Package of 30 leaves, 9 inches square, of Manilla paper, $0.30 
 
 ®hc JourtcMlh (B\\l 
 
 eai tnq JPaper, Strips of col- 
 )red pipei are, by means of a steel, 
 )rass, or wooden needle of peculiar 
 ionstruction, woven into another 
 differently colored) leaf of paper, 
 vhich is cut into strips throughout 
 ts entire surface, except that a mar- 
 gin is left at each end to keep the 
 trips in their places. A very great 
 variety of designs is thus produced, 
 ind the inventive powers of teacher 
 md pupil are constantly stimulated. 
 
 E. Steii-ci', SS &c 34 Frankfort St., IVew York. 
 
10 
 
 ^indcggadm Sifts and Occupation MatctiaC 
 
 Mats, 7 by 6 inches, with 
 slits and corresponding 
 strips for weaving, slits 
 i inch wide (No. 1), 
 . Package of 1 doz., of 
 various colors, $0.20 
 
 Mats, 7 inches square, slits 
 i inch wide (No. II), 
 Package of 1 doz. $0.20 
 
 Mats, 7 by 6 inches, slits 
 4 inch wide (No. 2), 
 Package of 1 doz., $0.20 
 
 Mats, 7 inches square, slits 
 4 inch M'ide (No. 12), 
 Package of 1 doz., $0.20 
 
 Mats, 7 by 6 inches, slits 
 1-3 inch wide (No. 3\ 
 Package of 1 doz. , $0. 20 
 
 Mats, 7 inches square, slits 
 1-3 inch wide (No. 13), 
 Package of 1 doz. $0. 20 
 
 Mats, 7 by 6 inches, slits 
 1-6 inch wide (No. 4), 
 Package of 1 doz., $0.20 
 
 Mats, 7 inches square, slits 1-6 inch wide 
 
 (No. 14), Package of 1 doz , $0.20 
 Mats, 7 by 6 inches, slits 1 -8 inch wide 
 
 (No. 5), Package of 1 doz., $0.20 
 Mats, 7 inches square, slits 1-8 inch wi^e 
 
 (No. 15), Package of 1 doz., $0.20 
 Mats, 7 by 6 inches, slits 1-12 inch wide 
 
 (No. 6), Package of 1 doz., $020 
 
 EJ, Stelgrer, S3 & 34 J^raiiltfort St., jVe-w Yorfe. 
 
iiindcrgarfm l^ifts and Occupation JUatcriai. 
 
 11 
 
 'ats, 7 inches square, with alternate "wide and nar- 
 row slits and corresponding strips (No. 16), Package 
 of 1 doz., $0.20 
 
 [ats, like the foregoing — No. 16— blue and white 
 paper only (No. 17), Package of 1 doz., $0.20 
 
 [ats, 7 by 6 inches, with alternate wide and nar- 
 row slits and corresponding strips (No. 21 ), Package 
 of 1 doz.,, $0.20 
 
 [ats, 7 by 6 inches, in which one wide slit alternates 
 with two narrow ones, with corresponding strips 
 (No. 22), Package of 1 doz., $0.20 
 
 [ats, 7 by 6 inches, in which one wide slit alternates 
 with three narrow ones, with corresponding strips 
 
 (No. 26), Package of 1 doz., $0.20 
 
 OTE. Mats will be cut to order in quantities not less 
 
 than 12 doz. of a particular kind.) 
 •iagrams, in Wrapper, $0.30 
 
 ''rappers to protect the mats from creasing when 
 left unfinished in the Kindergarten or at home, 
 per doz., $0.60 
 
 ^eaving-Needles of wood, long, per dozen, $0.50 
 ^eaving-Needles of wood, short, per doz., $0.30 
 
 '^eaving-Needles of steel, per doz., $1.20 
 
 ^eaving-Needles of brass, per doz., $1.20 
 
 [aterial for book-marks, strips 1-8 inch wide, per 
 
 Package, $0.20 
 
 [aterial for book-marks, strips 1-4 inch wide, per 
 
 Package, $0.10 
 
 [aterial for book-marks, strips 3-8 inch wide, per Package 
 
 rceheVs Kindergarten Occupaiions for the RimUy. No. 4. Weaving. 
 
 Wh Jift^^nlh (Bijt 
 
 laiting. Fifty Slats, lO inches long and J inch 
 
 wide, for interlacing, to form geometrical and 
 
 fancy figiu'es, $0.35 
 
 Diag^rams to same, $0.75 
 
 Mi ^^kUmih (Sift 
 
 A Set of Jointed Slats with 9 links. 
 TSet, ^0.20 
 
 Diagrams to same, $0.30 
 
 E. !St«Ie©i% Sa Sc 24. FraxiUrort St., IV cw Yorlc. 
 
12 
 
 Itindcrgartcn ®ifts and Occupation MatcriaL 
 
 ihe ieijchtcrt (Sift 
 
 ^ 
 
 lucei'ttviiiifig 
 I*aper, 
 
 Paper Strips of various 
 colors, lengths, and 
 widths, folded length- 
 wise, are used to re- 
 present a variety of geo- 
 metrical as well as fancy forms, by plaiting them according to certain rules 
 Packages of Paper Strips of different length and width, containing 
 100 each, $0.2( 
 
 Diagrams to same, $0.11 
 
 SfhB ffiflWcenth €ift. 
 
 Foldhlfjf Paper, The material for Paper- 
 Folding consists of square, rectangular, and 
 triangular pieces, with which variously 
 shaped objects are formed, and the elements 
 of geometry are taught in a practical man- 
 ner. The variety is endless and prepares 
 the pupil for many useful similar manual 
 performances in practical life.. 
 
 100 leaves, white, 4 inches square, $6 20 
 
 100 leaves, colored, Si inches square, $0. 20 
 
 100 leaves, colored, 4 by 2 inches, $0.15 
 
 100 equilateial Triangles, white, sides 
 
 6 inches long, $"0.30 
 
 100 equilater^il Triangles, colored, sides 
 
 4 inches long, $0.25 
 
 Diagrams to same, .... $0.75 
 
 a ghe fiivetccnth <ii|t. 
 
 Pkas or Corli Worli, Peas are soaked in water 
 'for six or eight hours, and pieces of wire, of various 
 lengths, pointed at the. ends, are stuck into them 
 for the purpose of imitati-ng real objects and the 
 
 «5: various' geometrical figures. Skeletons are thus pro- 
 
 ilduced, which develop'fhe eye for perspective draw- 
 
 |\ring most successfully v'\ Sticks belonging to the 
 
 I Eighth Gift are al^ib lisect'.for this purpose. 
 
 I \ In place of Peas many yi.ersons prefer to use small Cork Cubes. 
 
 .ji: ■ vWires of different lengths. f>er Package, 
 
 >'^ Cork Cubes, per Package gt 100, 
 
 Diagrams to same, 
 
 m. Steiger, G2 &; S-i Tfi'aiilsfort St., ISeyv York. 
 
_^ Hmdcrgdrtcn Sifts and ©ccupalion Matcriaf. 13 
 
 ih^ iuj^nticth (Sift, 
 
 odeling. Bees-wax, Clay, Putty or other material, worked with & 
 small wooden knife, on a light smooth board, is used for the purpose. 
 These materials can be bought almost everywhere. 
 
 ^^^^^^^^^^^^^^^^^^^^^ Modeling-Knives, of wood, each 
 
 ^^^^^^^^■■^^^ $0.10 
 
 Modeling-Knives, of wood^ larger and better kind, each $0.20 
 
 Modeling-Boards of wood, each ." $0.12 
 
 agrams to same, $0.75 
 
 jG^^ Customers will please bear in mind that the method of describing Kinder- 
 ten Gifts, &c., in this Catalogue, is that adopted in America, which differs uonsider- 
 Y from the one used in Germany and England. It is very important to remember 
 } when ordering the Gifts &c. Only the first six Gifts are used in a strictly serial 
 er, the Planes, Sticks, Weaving, and Embroidering materials being introduced at 
 
 same time as the Third. Gift, so that the work of no two or three consecutive days 
 d be alike. — The designation by numbers (No.) of various articles is entirely 
 itrary, and is done solely for the purpose of enabling customers lo order the exact 
 ds they desire to receive. — Requests to take back or exchange goods sent in con- 
 □ttity with orders must be d.eclined. 
 
 ifldergartefl Tables^ 22 inches high, with cover of bass-wood (white- 
 wood), marked off in squares one inch wide, nicely finished and 
 Tarnished, 
 
 Tables, 30 inches wide, 6 feet long, $7-50 
 
 Tables, 30 inches wide, 9 feet long, $10.00 
 
 Tables for one child, each, 20 inches wide, 30 inches long, $3. 00 
 
 l-cloth Covering, with light colored ground, one yard wide, marked 
 off in squares one inch wide, supplied to order at $0. 50 per running foot. 
 (This kind of covering may be used to fit ordinary tables tempora- 
 rily for Kindergarten purposes. ) 
 indergarten Chairs^ per dozen from $13.50 to $18.00 
 
 [Boxing and Shipping Expenses will be charged extra. ] 
 
 list of Friedrich FrcBbel, 8 inches high, with Console, $4.00 
 
 liotograph of Friedrich Froebel, after a relief by O. Meyee, 8 by 9 
 inches, $3.00 
 
 The List on the foregoing pages comprises only part of my Stock 
 Kindergarten Gifts, Occupation Material, etc, 
 
 A very large assortment of kindred articles is on hand, and additions 
 } incessantly made, both by importation from Europe and by domestic 
 mufacture, so as to render mine the most complete and most ex- 
 Qsive Repository of the kind in Am6rica. 
 
 To meet the growing demand, I offer, at a concession from regular 
 ices, Selections — more or less complete— of Kindergarten G-ifts 
 
 E. (SteJsrer, S3 Sc S-4r Kraiikfort St., New Yorte. 
 
14 kindergarten Sifts and (Occupation JMateriat. 
 
 and Occupation Materit 
 
 As such I offer the following: 
 
 STEIGER'S 
 lilirKierg-ax^teiiL Cliest IXo. 1. 
 
 A Selection of Kindergarten Gifts and Occupation Material, suitable f( 
 use in Families. In Wooden Box. Price $12.00. 
 Contents: 
 
 FiEST Gift. 
 
 Second Gift. 
 
 Thikd Gift with Diagrams. 
 
 Fourth Gift with Diagram, 
 
 Fifth Gift with Diagrams. 
 
 Sixth Gift with Diagrams. 
 
 Seventh Gift: 3 boxes of triangular tablets (G.H.I.) with Diagrams to eacl 
 
 Eighth Gift with Diagrams. 
 
 Ninth Gift with Diagrams. 
 
 1 Slate (No. 9) and 6 Pencils, with Diagrams. 
 
 2 Dozen Designs (large and small) for Perforating and Embroiderin{ 
 
 2 Packages of Card-board and 2 Perforating-Needles. 
 
 1 Package of Paper for Cutting and Folding. 
 
 2 Packages of Weaving-Mats and Strips, and 6 Weaving-Needles (of wooc 
 
 and Diagrams. 
 1 Package of Slats for Interlacing, with Diagrams. 
 Corks and Wires, 1 Package of each, with Diagrams. 
 1 Modeling-Knife. 
 
 1 A. Douai. The Kindergarten. With 16 Plates and Songs. Cloth. 
 1 Hofiuianii. Kindergarten Toys and hoic to use them. A Practical Explanj 
 
 tion of the first six Gifts, 
 
 STEIGER'S 
 IsCixidlei*g-firtexi Client IVo. S. 
 
 A smaller Selection of Kindergarten Gifts and Occupation Materia 
 suitable for use in Families. In Wooden Box. Price $8.00 
 
 Contents: 
 
 Fifth Gift B (a combination of the Second and Fifth Gifts), with Diagram. 
 Eighth Gift with Diagrams. 
 Ninth Gift with Diagrams. 
 
 1 Slate (No. 9), 6 Pencils, and Diagrams. 
 
 2 Dozen Designs (large and small) for Perforating and Embroidering 
 
 2 Packages Card-board, and 2 Perforating-Needles. 
 1 Package of Paper for Cutting and Folding. 
 6 Packages of Weaving-Mats and Strips, with 6 Weaving-Needles (of wood 
 
 and Diagrams. 
 1 Package of Cork Cubes, and 1 Package of Wires, with Diagrams. 
 1 A. Douai. Ihe Kindergarten. With 16 Plates and Songs. Cloth. 
 
 Note. No request for a departure from these selections c»n be entertainod. when tl 
 reduced price for the whole is claimed. 
 
 E. Stcifger, Q3 Sc f24: ITranlifbrt St., Tf4»y>r York. 
 
Jlmdctgartffl ftiftg and fccupation Matcriaf. 
 
 15 
 
 
 Ao. 1. 
 
 Stick-Laying, 
 
 500 assorted Sticks, 1, 
 3, 4, and 5 inches 
 ng, and 265 Designs 
 1 12 plates, in a strong 
 iper Box, with chromo- 
 thographed Cover, 
 
 $0.75 
 
 >o. 2. 
 
 Dratving, 
 
 1 Slate, 64 by 8 i inches, 
 •ooved in squares (4 inch 
 ide) on one side, with 
 irrow frame, rounded 
 •ruers; 3 slate pencils, 
 id 94 Designs on 12 
 ates, in a strong Paper 
 )x, with chromo-litho- 
 aphed Cover, $0.75 
 
 ^, mt0iy:ort s^ ^ ^^ Frswkfort St., rj«^ Yorii; 
 
16 
 
 Hindgrf^artcn ®ift8 and 6^ccupation Ulatcdat. 
 
 No. 8. 
 
 Perforating 
 {Pricking). 
 
 2 Perforating-Needles, 
 1 Perforating - Cushion, 
 1 Package of 20 leaves oi 
 paper, ruled in squares 
 on one side, and 93 
 Designs on 12 plates, 
 in a strong Paper Box, 
 with chromo-lithograph- 
 ed Cover, $0.75 
 
 No. 4. 
 
 Weaving. 
 
 1 Steel Weaving-Nee- 
 dle, 20 Mats of assorted 
 colors and widths, with 
 corresponding strips, 
 and 60 Designs on 12 
 plates, in a strong Paper 
 Box, with chromo-litho- 
 graphed Cover, $0.75 
 
 These Kindergarten Occupations are a proper substitute for toj's, dolls, and 
 the like. They combiue pleasure with instruction, engaging the attention of children 
 when at home — during vacation, inclement weather, sickness, etc. While in an 
 enchanting way keeping children to themselves, busy, contented, and quiet, these 
 Occupations are invaluable as a first means of acquiring manual skill, artistic taste, 
 and a love of study. 
 
 .3E5..!S.tei8:er, SS 6& 84 Frankfort St., IVewYprlc 
 
Hindcrgarim ©ifts and Bcciifaiipn Makvlal 
 
 17 
 
 Nos. 5, 6, 7, 8, 9, 10,-to be published iu September, 1876. 
 
 No. 5. 
 
 Etribroiderinff. 
 
 Worsted, Worsted- 
 t^eedles, Card-board, 
 [•iiled and plain, etc. 
 Designs on 1 2 plates, 
 md Instructions. In 
 I strong Paper Box, 
 with chrome - litho- 
 graphed Cover, 
 
 SO. 75 
 
 No. 6. 
 
 CorU (or Peas) 
 
 Work, 
 
 Cork cubes, pieces 
 of Wire, 1, 2, 3, and 4 
 inches long, respect- 
 ively ; 1 Piercing-Pin. 
 Designs on 12 plates, 
 md Instructions, In 
 a, strong Paper Box, 
 with chromo - litho- 
 graphed Cover, 
 
 $0.75 
 
 E. Steleer, 23 &c 34- F-raiilrfoit St., TS^yv, Yovlr. 
 
18 
 
 ^indccgoctm <5ift» and ©ccupotion Sotcriaf. 
 
 No. 7. 
 
 Plaiting (In" 
 
 terlacing Slats), 
 
 Wooden Interlac- 
 ing-Slats of two sizes: 
 9 inches long and f 
 inch wide, and 6 
 Inches long and 4 
 inch wide, respective- 
 ly. Designs on 12 
 plates, and Instruc- 
 tions. In a strong 
 Paper Box, with 
 chromo-lithographed 
 Cover, $0.75 
 
 No. 8. 
 
 Ring'laying, 
 
 Whole and half 
 Kings of 2 inches, 
 I4 inch and | inch 
 diameter, respective- 
 ly. Designs on 12 
 plates and instruc- 
 tions. In a strong 
 Paper Box, with 
 chromo-lithographed 
 Cover, $0.75 
 
 No. 9. Intertwining Paper. Paper strips ot various colors and 
 widths. Designs and Instructions. In Paper Box, $0.75 
 
 No. 10. Cutting Paper, 1 Pair of Scissors with rounded blades, 
 square leaves of Paper, white and colored, etc. Designs and Instruc- 
 tions. In Paper Box, $0.7 
 
 E. Stolg-or, SQ 4c S-ilt-Vaiikfort St.. IX ©w Yorlt. 
 
Kindergarten Literature, 
 
 including some publications on 
 
 Primary and Home Education, etc. 
 
 All books here enumerated are in paper cover, and in 8vo or 12mo size, unless 
 otherwise stated.— Prices are liable to changes, without previous notice. 
 
 erd. Altmiiller. Bluthen aus dem Garten 
 der Kindheit. Ueber die Entwicklung der 
 Seele des Kindes. Mit einem Titelbilde. 
 
 Boards, 1.70 
 :iedr. Ascher. Die Erziehung der Jugend. 
 Ein Handbuch fiir Eltern und Erzieher. 
 
 Boards, 1.60 
 3rnh. Baehring. Die Grundbedingungen der 
 Mensclienerziehung. Vortrag. 0.25 
 
 'nst Barth. Bilder aus dem Kindergarten 
 fiir Mutter und Erzieherinnen. Mit Holz- 
 schnitten. 1.50 
 
 Ider-Lust fiir Kinder. Zum Selbstanfertigen 
 eines Bilderbuches. 2.50 
 
 Bircher. Jugend-, Turn- und Gesellschafts- 
 >piele fiir Kindergarten, Turnanstalten und 
 Gesellschaften. Boards, 0.45 
 
 iolf von Bissing-Beerberg. Die christliche 
 Kleinkindcrschule, ihre Entstehung und Be- 
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 BoR.MANN. Revidirt von Albertine Hall 
 
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 Die Wunderwelt aus Papier. Eine fesselnde u. 
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 PERIODICALS. 
 
 Die Erziehung der Gegemvari. Beitrage zur 
 Lo.sung ihrer Aufgabe mit Beriicksichtigung 
 von Frdr. Frcebel's Grundsatzen. Neue 
 Folge. Herausgegeben vom Allgemeinen 
 Erziehungsverein als Organ desselben und 
 aller mit ihm in Verbindung stehenden Ver- 
 eine. Unter Mitwirkung von E. Bcehme, 
 B. Hanschmann, E. Borne.mann, revidirt 
 von W. ScHRCETER 4. Jahrgang. 1876. 12 
 Nummern. 4to (Dresden) 1.25 
 
 The Journal 0/ Education (formerly Brooklyn 
 Journal of Education). [With a Kinder- 
 garten Department, edited by Mrs. M. 
 Kkaus-Boelte.] 1876. 12 Monthly Numbers. 
 (New York.) 2.50 
 
 The New England Journal of Education. 
 [With a Kindergarten Department, edited 
 
 by Miss Elizabeth P. Peabody.J 1876. 52 
 Weekly Numbers. Folio. (Boston.) 3.00 
 
 Of the 
 Kindergarten Messenger, edited by Elizabeth 
 P. Peabodv (discontinued December 1875), 
 the following numbers may be had, at the 
 prices affixed, as long as the supply lasts: 
 
 Year 1874, January to December, 12 num- 
 bers, for $1.00 
 
 Year 1875, January to December, 12 num- 
 bers, for Si.oo 
 (Year 1873 is entirely out of print.) 
 
 4®" AH Orders for the i^/^.y.y,?«^^r should 
 be accompanied with the necessary amount 
 and sent direct to Miss Elizabeth P. Pea- 
 body, 19 Follen St., Cambridge, Mass. 
 
 Note. In addition to the publications enumerated above, E. Steiger has on hand a 
 large assortment of Books and Charts for Object Teaching, Wall Charts, and other helps 
 of Elementary Instruction, Home Education, etc. 
 
 Attention is also invited to Steigeb's €atnlogtieof Gerivnn Vivtiire Hooks and 
 Juveniles. — Steigeb's I*edafjogical Library. Part I. A Systematized Catalogue of 
 G'err/mn Publications on the Theory of Education and Instruction. — Part II. Library 
 of Edtication. A Catalogue of Ameincan and Foreign Publications on the Theory of 
 Education, etc., and to the other Catalogues and Lists issued by E. Steigeb. 
 
 EJ. Steijser, SS & S4: ITraixkfort St., Pifeiv Yorlc. 
 
f^av tiK? Family. 
 
 They came this morning and at dinner-time papa had to look at some 
 )erforating. Even the sick boy in the comer had to have his hand in it. 
 Fennie stopped her play in the yard to play at weaving in the house, and 
 )ur nine-year-old, though invited by playmates to a game on the campus, had 
 mportant duties in the parlor. Two sets of weaving, and one or two pricked 
 sards have been submitted for inspection already, and more will be, doubt- 
 ess, forthcoming to-morrow. Santa Claus with a whole basketful of toys 
 iould scarcely have given more pleasure. His gifts are complete; these 
 'gifts" are perfected by the children themselves. "See, mamma, J did this." 
 'Won't papa be pleased with this?" 
 
 There is one man in America who ought to grow rich, and we hope 
 le will. Mr. E. Steiger, 22 & 24 Frankfort St., New York, Las published, 
 it what seems to us a 
 
 freat expense, and with 
 ionscientious study, a 
 uU set of Kindergarten 
 jifts. Through his kind- 
 less we are enabled to 
 jive the accompanying 
 llustrations. The first 
 picture illustrates the 
 irt of puncturing paper 
 ,0 represent certain ob- 
 ects. Here we have a 
 ittle girl making a pic- 
 ture of pussy. Who 
 ays that is not better 
 han pulling the original ^ 
 ibout the house by the 
 ail? Which teaches the 
 shild the more of mercy, 
 gentleness, taste, sweet- 
 less of temper, religion? 
 
Froebel's Kindergarten Occupations for the Family. 
 
 But what is the other little boy doing ? 
 a diagrammed slate. Notice that all are doing something. 
 
 Our second cut ilhis- fj 
 trates stick - laying. ''' 
 "Mamma, what can I 
 do?' ' is the oft repeated 
 cry. *'0, anything, my 
 child." But the child 
 has enough of Any- 
 thing. He now wants 
 Something. Take Mr. 
 Steiger's Eighth Gift 
 and ask him to make 
 outline representations 
 of some common ob- 
 jects about him. See 
 how interested he is. 
 He is occupied. His 
 mind is interested. This 
 kind of stick-laying is 
 better than the old-fash- 
 ioned method of lay- 
 ing it over the shoul- 
 ders. 
 He is drawing simple forms on 
 Activity is the 
 
 great law of childhood, 
 knows that a child's busi- 
 ness is to learn how to 
 sjjell. He should be given 
 a lesson in Webster's 
 Blue Speller and be made 
 to stjady it. Words are 
 made to be spelled, and 
 children are made to 
 spell them. What can 
 the world be coming to 
 when Christian people 
 pay teachers to teach 
 mere children to draw? 
 This boy seems to like 
 it, too; he is amused. 
 Now give him ten woi ds 
 to learn to spell, woulJ he 
 be amused? No, indeed. 
 Therefore Spelling, not 
 Drawing is best for chil- 
 dren". Mr. Antiquus 
 
 'How absurd," says Mr. Antiquus. "Everybody 
 
Froebel's Kindergarten Occupations for the Family. 3 
 
 J 
 
 -M^ 
 
 s- 
 
 lives in Out-of-the-way 
 county, where they have 
 no railroads nor tele- 
 graphs, nor anything else 
 except chills and fever 
 and Webster's Speller. 
 
 But the best thing of 
 all is our little weaver, 
 weaving a mat to show 
 papa. The colors are 
 white and red, just those 
 dear papa likes. She is 
 as absorbed as if she 
 were playing with her 
 dolls. 
 
 But do these games 
 itach children anything ? 
 That depends on what 
 you mean by teaching. 
 K you mean, Do they 
 teach children to spell 
 [ to hate teachers and schools? No. If you mean. Do they cultivate the 
 :e, fancy, invention, imagination, the eye, the judgment, the hand, the 
 rt, and ultimately the conscience and soul ? Yes. This is the best kind 
 teaching. It may not be practical,- but it is better. It is culture; it is 
 wth. We must defer till a later day a history of the Kindergarten, its 
 dor, its rise, its growth, its prospects. We content ourselves for the pres- 
 with these brief outlines of what it is and what it aims to do. . . 
 
 T/ie Carolina Teacher, Columbia.) 
 
 We have tried it, and we know that the "Kindergart-en Gifts for the 
 nily" are a nice thing to have in the house. Indeed, we do not know of 
 thing that affords so much and so profitable entertainment to the little 
 lS as these. The children want "something to do", and will have it 
 bey are not otherwise occupied, they will, almost of necessity, get into 
 ichief. The secret of "managing" them is occupaiion. Give them some- 
 ig to do which wiU require their attention, and even tax their ingenuity, 
 ides entertaining them, this will also discipline them, and a double 
 nee is thus rendered them. When wiU parents learn that their little 
 s are made actually miserable by the everiasting ' 'you must'nt do this", 
 i "don't do that", and provide for them something that they may do? 
 
 If tired mothers who are almost distracted daily by the appeals of their 
 Idren for a variety of amusement, and who "don't know tchat to do" to 
 sfy them, would look into the Kindergarten system a little, and get an 
 I of what it aims and claims to be, they would greatly help themselves, 
 I benefit their little ones. "Come, let us live for our children", said 
 
4 Froebel'a Kindergarten Occupations for tlie Family. 
 
 Frederick Frcebel, the founder of that system. "Live for my children!" 
 says the mother, "and don't I live for them, and don't I almost daily die for 
 them?" Yes, dear devoted soul, you do; but you haven't learned the secretA 
 how to live most and best for them, and so you waste your strength andf 
 spend yourself in vain. You "have tried everything", perhaps, excepting 
 the best thing. Now try that. Verily it is the Kindergaiien. And what is 
 that ? do you ask. Well, we haven't time nor space to tell you here, but we 
 will tell you how you can find out all about it; what it is, what it costs, etc., 
 etc. Send a letter to Mr. E. Steiger, 22 & 24 Frankfort Street, New York, 
 and ask him to send you some of his tracts and pamphlets. He will send 
 them to you free, and they will tell you something worth knowing. Unti 
 within a few weeks we knew next to nothing about the Kindergarten, bu 
 finding it so helpful to our little folks, and to ourselves also, as a relief, we 
 are prompted to thus urgently recommend others to get acquainted with it. 
 
 (The Watckfnan, Boston.) 
 
 i 
 
 ^ 
 
 ^i\l 
 
 We have been much interested in examining a package of toys, pre 
 pared by Mr. E. Steiger, of 22 & 24 Frankfort Street, N. Y., to be used i 
 pursuance of the famous Kindergarten system. It came to us, rather com 
 ically, that this was an illustration of John Stuakt Mill's indignant and 
 pathetic complaint that men for ages past have reaped the credit and profit 
 of woman's inventions. Is it not an edifying spectacle to behold the mild 
 German philosopher Froebel reducing to a science the chaotic mother-love 
 that has been accumulating for six thousand years ? ■ 
 
 Many of us remember with delight Miss Edgeworth's description of al 
 rational toy-shop iu TJte Good French Governess; and how we enjoyed Master 
 Herbert's own radishes, and dreamed night and day of a small spade and 
 hoe and rake just like his ! Unfortunately, all children can't be turned out 
 to dig and plant, and to those who must be kept up, Mr. Steiger's toys will 
 furnish welcome employment. What pleased our fancy most, perhaps, was 
 Box No. 3, marked "perforating paper", an amusement that will occupy 
 and interest a child for a long while, and develop accuracy of touch and 
 ideas of beauty and form, which are so much more difficult to communicate 
 than a taste for color. A common home adaptation of the same idea is some- 
 times the easiest way of teaching the alphabet. Many a little one we have 
 seen armed with a big pin (we are sure one of Mr. Steiger's pretty punchers, 
 with rose-wood handle, would have been acceptable) industriously punching 
 all the A's and then all the B's on a page. 
 
 As we understand the system, Froebel emphasizes the importance of 
 combining knowinrj and doing, by providing for the constant, restless 
 activity which all healthy children display, a succession of employments. 
 There is nothing that taxes the ingenuity and patience of a mother like the 
 effort to provide suitable occupation. If she has sufficient strength of body 
 and mind (it requires both in no common degree) to let them share in her 
 work, and herself take part in their play, the home is the happiest and 
 healthiest of Kindargartens. How often, in the homes of the more intel- 
 
Froebers Kindergarten Occupations for the Family. 
 
 ^ent of our poorer classes, do we see each child taking her part of the 
 Dusehold work, one minding the baby while another sweeps the room ! It 
 pleasant to believe that necessity, always an efficient teacher, is not always 
 hard one, and that the combination of work and play may exist even 
 here Mr. Steiger's attractive toys have not penetrated. 
 
 We believe that in its proper place the Kindergarten system is destined 
 work a grand result in the early education of children, and Mr. Steiger's 
 ys seem admirably adapted to facilitate the imparting of knowledge to the 
 lung by means of that object-teaching whose usefulness and efficiency 
 ire first demonstrated by the gifted Pestalozzi. 
 
 [Christian at Work, New York.) 
 
 Cowper's familiar line about instruction and amusement going hand in 
 nd has seldom been more thoroughly exemplified than in the ingenious 
 d very valuable invention now under notice. There has never been any 
 lestion but that the education of children should commence with their 
 rliest years, and by education must be understood not the mere acquire- 
 3nt of alphabetical knowledge, but the complete exercise and training of 
 '. the faculties. Precisely how this education was to be imparted remained 
 r very long an unsolved problem. People have generally been content 
 at their children should amuse themselves harmlessly, without venturing 
 
 hope that they might be amused profitably at the same time. To the 
 jrman philosopher Froebel belongs the honor of having first combined 
 any adequate degree the two desideratums by the invention of the Kinder- 
 rten occupations now under notice. These are of such a character that 
 lile the child is intensely interested by them, his eye is insensibly trained 
 
 their use, his imagination awakened, his inventive capacity quickened, 
 d his taste for beauty and arrangement developed. Any special aptitude 
 liking for particular intellectual pursuits is, through the medium of the 
 iidergarten occupations, speedily discovered and stimulated into activity. 
 
 is scarcely possible in words to convey an adequate idea of Frcebel's 
 stem. The boxes of educational amusements, published by Mr, Steiger, 
 d now before us, must be seen and examined before the German 
 icher's idea can be understood and appreciated. We must be content to 
 ^ that parents cannot do better in the way of providing rational recreation 
 r their children than to obtain for them a set of ' 'Kindergarten Occupa- 
 •ns". These are progressive, so as to suit different ages, while their 
 aracter is varied, so as to meet the requirements of the difierent sexes, 
 leir value in the family as educators and playthings is scarcely to be over- 
 
 ;imated. ( ^^'^ Philadelphia Inquirer.) 
 
 These might well be named "Helps for Mothers". Specimens sent 
 
 by the publisher, E. Steiger, New York, furnish materials for months of 
 lusement for the little ones, whose frequent cry, 'What shall I do?" taxes 
 3 ingenuity of the most thoughtful parents. Nor are these mere play- 
 ngs. They are the result of careful study by Froebel, the great author of 
 3 Kindergarten system of education, whose genius has found, in attractive 
 
6 Proebel's Kindetgarten Occupations for the Family. 
 
 plays for children, the means of natural and successful education. This 
 system is rapidly extending in this country, and the valuable publications of 
 Mr. Steiger, which embrace the fullest information and appliances, bring 
 its methods within reach of all who desire the rational education of the 
 
 little ones. {Saturday EveniJtg Post, Piiiladelphia.) 
 
 . . . .These Occupations are particularly adapted to family use, and ars 
 invaluable in directing the early training of the young mind. According to 
 the system of Froebel, the mother is the earliest and most natural teacher 
 of the child; it is she who gives its mind its life-long direction, either toward 
 a high culture or a grade of medium attainment. The price of these Occu- 
 pations is moderate, but whatever their cost, they will be foimd to afford 
 a pleasure and instruction to the child which money cannot buy. 
 
 {Christian Statesman, Milwaukee.) 
 
 In regard to this special collection of "Occupations", we hardly see , 
 
 how anything could be more attractive, though the price is surprisingly low. \ 
 Kegarded only as toys, they can hardly fail to render most effective assistance 
 in engaging the attention of the little ones, and keeping them busy, con- 
 tented, and quiet. But they add to that the far higher service of incul- 
 cating manual skill, artistic taste, and the love of study and application, 
 -without tears for the pupil or wearisomeness to the instructor 
 
 {^The Cultivator afid Country Gentleman, Albany.) 
 
 We have received from Mr. E. Steiger, 22 & 24 Frankfort Street, New 
 York, four Kindergarten boxes, for what the little folks call ' 'occupations", that 
 will be a source of ever-recurring delight and instruction to any household 
 of children. There is one with designs for drawing; one for perforating; 
 one for weaving; and one for stick-laying. Each box has a variety of 
 patterns, and materials for the work, and constitudes in itself a complete 
 equipment for practice and exercise. Would w^e were a child again that we 
 might start out for our education under these happier auspices. Instruc-r 
 tion is combined wdth the most fascinating play, the mind is developed in 
 natural, unstrained ways, and natural aptitudes and gifts, whether for in- 
 tellectual or artistic or manual skill, are developed unconsciously and most 
 delightfully. We shall have occasion in the future to speak at length of 
 Kindergarten education. We content ourselves now with mention of the 
 service Mr. Steiger is rendering the cause by supplying the tools in such 
 cheap and convenient form. He publishes, also, a long list of Kindergarten 
 literature in the form of addresses, tracts, manual of instruction, etc. For 
 all which the children wall thank him in proportion as parents avail them- 
 selves of these helps. - We will all be younger and happier w^hen, following 
 Froebel's counsel, we "live for our children". [The Interior, Cliicago.) 
 
 We know of nothing ever gotten up so simple, and yet so useful, 
 
 to occupy the attention of little children and keep them amused and out of 
 miscllief, as these beautiful boxes [The Gospel Banner, XMgusX.^..) 
 
 \ 
 
Frcebel's Kindergarten Occupations for the Family. 
 
 . .... They are beautiful, and furnish admirable instruments for primary 
 ucation. The Kindergarten system is becoming very popular in this 
 untrj', and is destined to revolutionize the "old barbarisms' of the 
 tnmon-school sy.stem. We advise all parents who wish to furnish elegant 
 d instructive toys for their children to send to E. Steiger 
 
 (Tfu Sunday Sctiool Magazine, Nashville.) 
 
 .... We are sure we are doing teachers and parents a special favor by 
 ling their attention to this new, novel, and effective way of teaching and 
 ining the children. Surely we are coming speedily to some better methods 
 educating the children, and it is worth while to give Mr. Steiger's series 
 "Kindergarten Occupations" a trial. . . . 
 
 [American Journal of Education, St. Louis.) 
 
 W€ are indebted to Mr. E. Steiger of New York, for several samples of 
 aebel's Kindergarten Occupations for the use of families. This system 
 kes the mother the earliest and the intelligent teacher, engaging the 
 iiest activities of children and giWng them a direction which wUl lead to 
 ; highest culture. The philosophic mind of Froebel discovered a way 
 tside of our oil school misery, uhera liltls feet can dance anl play and in 
 ;ry motion come nearer to some fact or truth which is of life-time value 
 i beauty. . . . 
 
 Our children are delighted with these gifts and find in them an infinite 
 tree of amusement, to say nothing of the valuable in.struction which 
 iy are receiving, with scarcely any effort on their part We advise heads 
 families who are troubled to devise amusements for their children, to send 
 samples of these Occupations and give them a trial. The happiest results 
 
 i sure to follow. (Maine Fanner, Augusta.) 
 
 And so perfectly fascinating do these "Occupations" look to our older 
 
 iS that it is only by heroic exercise of self-denial that we have forborne to 
 tore the printer's call for "copy" and set ourselves down for a good round 
 iir of stick-laying and picture-making. The beautj^ of this system is thi\t, 
 ile thus happily amusing themselves, the children are at the same time 
 [uiring manual skill, artistic taste, and a love of study; they are un- 
 isciously prompted to invention, and trained ia the art of con.struction. 
 ere is no doubt that Frcebel's idea, that of converting the acti\-ities, ener- 
 ■s, amusements, and occupations of children into the instrument for their 
 ication, is the only true one, and w^e wish the time would speedily come 
 en this idea should so prevail that every primary school in the land 
 )uld be a Kindergarten. But until that happy time comes, we should 
 nk a set of these toys would be a boon in every hou.se where there are 
 ildren from four to eight years old, whose greatest need is always ".some- 
 ng to do". We have never seen anything in the way of work and play, 
 usement, and instruction that was so thoroughly satisfactory as are 
 )ge^ . _ • {jrtie Advance, Q.\\\c^Z'^) 
 
E, Steiger^ Importer and Bookseller, Publisher and Printer, 
 
 22 ife 24 Frankfort St., NEW YOKK, 
 keeps the Fullest and Best Selected Stock of German Books in all Depart- 
 ments. — German Periodicals. — Globes, Maps, Tellurians, &c. — Kinder- 
 garten Literature, in German, English, and French. — Kindergarten Gifts 
 and Material. — Kegular importations from Germany, England, France, an( 
 other parts of Europe. Arrivals by Steamer two or three times every weel 
 — Information promptly given by letter. 
 
 E. Steiger has issued a large number of Catalogues enumerating 
 part of his stock of German publications. The following are some of the 
 more important ones, which will be mailed upon receipt of the prices 
 annexed: 
 
 Steiger's Festival Catalogue. A List of German Books and Fine Illustrated Works 
 more especially adapted for presents. 240 pages. 15 Cents.) — Festival Catcdogue. 
 First Part. 72 pages. (5 Cts.) — Cc.talogue of German Picture-Books and JuvenilesJ 
 (4 Cts.)— Theological Library. (5 Cts.) — Philosophical Library. (4 Cts.) —Pedagogical 
 Library. Part I. (4 Cts.) — Catalogues of Kindergarten Literature in English, Ger- 
 man, and French, and of Kindergarten Gifts and Occupation Material. (Gratis.) 
 —Medical Library. Part I. (6 Cts.) — Library of Chemistry and Pharmacy. Part L 
 (3 Cts.)— Technological Library. (4Cts.)— Library of Architecture. PartL Withlndexof 
 Subiect-Matter of all Publications enumerated, German-English and English-German. 
 (6 Cts.) — Catalogue of Periodicals. (5 Cts.) — Guide through E. Steiger's Stock of 
 German Books. An alphabetical Index of about 700 Departments and Specialties of 
 which works are on hand. German and Enghsh. (Gratis.)— Illustrated Descriptive 
 Catalogue of Globes, Atlases and Maps, Kindergarten Gifts and Occupation Material, and 
 Educational Publications. (Gratis.) — Steiger's Classified Catalogue of American, 
 British, German, and French Periodicals, in the Departments of Medicine, Chemistry, 
 Pharmacy — Natural Sciences — Architecture, Engineering, Mathematics, etc. — Technology, 
 Commerce, Finance, etc. — Agriculture, Domestic Economy, Arts, Sports, Fashions, etc. 
 [This is a List of about 1200 of the best Periodicals in the above-named Special 
 Departments.] (Gratis.) 
 
 It is an interesting fact, not perhaps generally known, that the largest retail stock 
 of German books in the world is to be found in the establishment of Mr. E. Steiger, 
 in Frankfort Street, New York City. In making this remark, we do not even except 
 the greatest bookselling establishments in Germany {The Albany Evening Times.) 
 
 It is only fair to say that Mr. E. Steiger's system of trade catalogues is the most 
 remarkable in the country, and we wish to point out to home publishers and booksell- 
 ers that a great part of the remarkable success of his German importing business has 
 come from his careful attention to bibliography {The Publishers' Weekly.) 
 
 We have received from E. Steiger, of this city, a series of twenty-seven catalogues 
 with one complete index of subjects for the whole, bound together in a neat and strong 
 cover. Mr. Steiger is probably the most enterprising and persevering bibliographer 
 in the trade. Though including books in other languages, the lists are mostly Ger- 
 man, and comprise the principal works in the various departments of literature in 
 that language, including Juveniles, Fiction. Theology, Kindergarten books, etc. He 
 keeps his catalogues revised up to date, and to dealers in German books they must be 
 of great assistance. It is a pity that we have not some dealer in English books who 
 would show as much zeal in cataloguing. (The American Booksellers' Guide.) 
 
22 & 24 Frankfort St., Xew York. 
 
 1876. 
 
LIBRARY OF CONGRESS 
 
 022 159 845 3