| Aaron to Froebel's Moses | 138 |
| Activity at Yverdon | 78 |
| Actor, life of an | 26 |
| Adventists, doctrine of | 12 |
| Æsthetic sense | 41 |
| Agriculturalist, life of an | 24, 140 |
| Aim of educational work | 11 |
| Albums, sentiments in | 49, 50 |
| Alexander I. sends for Pestalozzi | 54 |
| Amrhyn, Herr | 135 |
| Ante-Darwinian theories | 31 |
| "Aphorisms" | 141 |
| Arabic, study of | 85 |
| Architecture as a profession | 45, 46, 48, 50, 51, 108, 141 |
| Architectural efforts | 41 |
| Arithmetic, teaching of | 20, 55, 59, 61, 99, 106 |
| —— philosophy of | 100 |
| Arndt, Ernest Moritz | 45 |
| —— "Fragments of Culture" | 62 |
| Art, study of | 34, 40 |
| Art of teaching | 24 |
| Astronomy | 86, 105 |
| Attire, peculiarities of | 105 |
| Augsburg Confession | 50 |
| Austria interested in Pestalozzi | 54 |
| Bach a Cantor | 7 |
| Baireuth | 42, 140 |
| Bamberg, life at | 38, 47, 140 |
| Barop, Johannes Arnold | 2, 16, 124, 138, 140, 141, 142 |
| —— "Critical Moments" | 127-137 |
| Batsch, A.J.G. | 31 |
| Bauer, Herr | 92, 93, 100 |
| Belief in himself | 126 |
| Berlin, life at | 89, 95, 100, 111, 121, 141, 142 |
| Bern | 93 |
| —— Langethal's school at | 137 |
| Berry, Mrs. | 143, 147 |
| Best friend, Froebel's | 93, 94 |
| Bible biographies | 53 |
| —— in schools | 8 |
| "Bible of Education" | 63 |
| Birth of Froebel | 3, 4, 140 |
| Bishop, Miss, appointed London lecturer | 143 |
| Bivouac life agreeable | 94 |
| Blankenburg | 137, 142, 144 |
| Boarding-school life | 18 |
| Book-keeping | 43 |
| Botany, love of | 25, 27, 31, 56, 60 |
| Brandenburg, Mark of | 92 |
| British and Foreign School Society | 143, 144 |
| Brothers of Froebel. [See Froebel, below.] | |
| Burgdorf, Orphanage at | 93, 135, 136, 137, 142 |
| Cantor | 7 |
| Carl, Herr | 124, 142 |
| Carus, Professor | 38 |
| Characteristics in boyhood | 7 |
| Chemistry | 30, 87, 88 |
| —— organic | 88 |
| Chevé system of singing | 56 |
| Child's need of construction | 77 |
| Crispine, Ernestine | 123 |
| Christian education essential | 120 |
| —— family life | 7 |
| —— forms | 74 |
| "Christmas at Keilhau" | 141 |
| Church and school | 8, 19 |
| —— attendance | 10 |
| Class divisions elastic | 54 |
| Classical education | 84 |
| —— teaching | 99 |
| "Come let us live with them" | 69 |
| Comenius | 103 |
| Comet of 1811 | 86 |
| Commission of 1810 | 80 |
| Companionship | 44 |
| Comprehensiveness essential | 80 |
| Conditions of tutorship | 66 |
| Confinement in boyhood | 6 |
| Confirmation | 22 |
| Congress of teachers at Rudolstadt | 142 |
| —— at Gotha | 142 |
| —— at Salzungen | 143 |
| Construction essential to a child | 77 |
| "Continuation of the account of Keilhau" | 141 |
| Contradiction, life freed from | 108 |
| Cosmical development | 89 |
| Crisis at Yverdon | 80 |
| Croydon Kindergarten | 143 |
| Crystals a witness of life | 112 |
| Crystallography | 89, 97 |
| Culture, Froebel's plan of | 107 |
| —— his own insufficient | 109 |
| Death of Froebel | 93, 143 |
| —— of his father | 38 |
| —— of his first wife | 142 |
| Development, analysis to synthesis | 118 |
| —— of being, laws of | 112 |
| —— vs. memorizing | 116 |
| Devotes himself to study of education | 98 |
| Dewitz, Herr von | 42, 43, 45, 140 |
| Diary begun | 36 |
| Diesterweg | 139 |
| Divine worship at home | 7, 10 |
| Doreck, Miss | 144 |
| Drawing, study of | 28, 55, 61, 62 |
| Dresden | 91, 142, 143 |
| Duration of the world | 13 |
| Earlier and later life compared | 16 |
| Early education | 3 |
| —— mental struggles | 14, 16 |
| Education ad hoc | 23 |
| —— aim of | 11 |
| —— as an object | 58 |
| —— at Jena | 28 |
| —— in relationships | 70 |
| —— purpose of | 69 |
| —— reaches beyond life | 119 |
| "Education of Man" | 1, 76, 117, 141, 145 |
| Educator and teacher | 68 |
| Energy in play | 21 |
| —— in rocks | 97 |
| England, first kindergarten in | 143 |
| Ephors | 21 |
| Escape from creditors | 128 |
| "Exchange classes" | 54 |
| Expression of thought difficult | 73 |
| Eyes, deficient power of | 30 |
| "Family Journal of Education" | 117, 141, 142 |
| Family ties | 44, 83 |
| Father of Froebel. [See Froebel, Johann Jacob.] | |
| —— and mother | 118 |
| Fatherland vs. motherland | 90 |
| Fichte | 116, 123 |
| Financial difficulties | 33, 47, 106, 127, 128 |
| First consciousness of self | 9 |
| —— grasp of the word KINDERGARTEN | 137 |
| —— idea of a school of his own | 68 |
| —— work as a teacher | 57 |
| Following Nature in geography | 61 |
| Foresight of vocation as a teacher | 108 |
| Forestry-apprentice | 24 |
| Form-development | 98 |
| Form fixed for language | 98 |
| Forms, study of | 75, 76 |
| Forster, Johann Georg | 94 |
| —— "Rhine Travels" | 94, 121 |
| Francke's Pädagogium | 55 |
| Frankfurt, life at | 47, 50, 57, 141, 142 |
| —— Model School | 57 |
| French, study of | 64 |
| Froebel, temporary change of name | 46 |
| —— family | |
| —— Johann Jacob, the Father | 3, 4, 6, 17, 19, 21, 26, 27, 28, 33, 34, 30, 37, 38, 43, 140 |
| Brothers. | |
| —— Augustus | 3, 32 |
| —— Christoph | 3, 12, 13, 15, 23, 26, 27, 32, 36, 47, 49, 65, 68, 83, 87, 113, 122 |
| —— His widow misunderstands Froebel | 122 |
| —— Julius Karl Theodor | 3, 4 |
| —— Christian Ludwig | 4, 87, 113, 121, 124, 127, 128, 140, 141, 142 |
| —— Traugott | 4, 23, 28, 32, 33 |
| —— Karl Poppo | 4, 104 |
| Nephews. | |
| —— Ferdinand | 113, 121, 131, 136, 137, 142 |
| —— Wilhelm | 113, 121 |
| —— Julius | 114, 122 |
| —— Karl | 114, 122 |
| Nieces. | |
| —— Albertine [Middendorf] | 124, 140 |
| —— Emilie [Barop] | 124, 140, 143 |
| —— Elise [Schaffner] | 124, 141, 142 |
| —— Luise, Madame | 143 |
| Froebel Society | 1, 144 |
| Froebel's style as an author | 1, 117 |
| Fröhlich | 137 |
| Games | 135 |
| —— a mental bath | 82 |
| Gardening | 6, 71 |
| Geography, teaching of | 60 |
| Geology | 88, 97 |
| Geometry | 24, 25, 29, 35 |
| German brotherhood | 90 |
| —— land and people | 95 |
| —— language teaching | 56 |
| —— literature | 35 |
| "German education" | 114 |
| Gifts, first suggestion of | 75 |
| Girard, Abbe | 134 |
| Girls' school at Oberweissbach | 8, 9 |
| Godlike not alone in the great | 97 |
| Godmother of Froebel | 73 |
| Goethe | 35 |
| Gotha, congress of teachers at | 142 |
| Göttingen, life at | 84, 97, 103, 111, 141 |
| Göttling | 30 |
| Government offices | 23, 38, 95 |
| Grammar, study of | 64 |
| Grammarians at odds | 64 |
| Greek, study of | 84, 85 |
| Grey, Mrs. William | 144 |
| Griesheim | 122, 124, 141 |
| Gross-Milchow | 42, 140 |
| Gruner, Herr | 51, 53, 58, 63, 66, 109, 141 |
| —— book on Pestalozzian methods | 52 |
| Gurney, Mary | 144, 147, 149 |
| Gymnastic Exercises | 135 |
| Halie | 45 |
| Hamburg | 138, 142, 143 |
| Hardenburg, Prince | 54 |
| Harmonious development | 55 |
| Harnisch | 118 |
| Havelberg | 92, 93, 121 |
| Hazel-buds the clue of Ariadne | 12 |
| Hebrew, study of | 85 |
| Heerwart, Eleonore | 143, 144, 147 |
| Hegel | 116 |
| —— his formulae adopted | 113 |
| Helba, National Institution at | 16, 102, 129, 141 |
| Hell, belief in | 11, 133 |
| Hermes | 7 |
| Higher methods of teaching | 98 |
| Hildburghausen | 37, 140 |
| History | 88 |
| Hoffmann, Herr | 17, 21, 43, 44, 140, 141 |
| Hoffman, Thedor | 142 |
| Hoffmeister, Henrietta Wilhelmine | 123, 140 |
| Holzhausen, Herr von | 110, 141 |
| —— Madame von | 110, 112 |
| Home of Froebel | 6, 22, 27, 28 |
| —— abandoned | 15, 35 |
| —— life | 21, 22 |
| Hopf | 56, 69 |
| Identities and analogies sought out | 107 |
| Iffland's "Huntsman" | 26 |
| Illusions have a true side | 13 |
| Impressions of Pestalozzi | 54 |
| Imprisoned for debt | 33, 140 |
| Individual life key to the universal | 16 |
| Inner meaning of the vowels | 99 |
| Inner law and order | 87 |
| Instrumental music derived from vocal | 82 |
| Introspection a characteristic | 4, 11, 25, 46, 49, 56, 72, 103, 104, 109, 115 |
| "Isis" | 102, 117 |
| Isolation of Froebel | 4, 5, 91, 107 |
| Jahn | 120 |
| Jena, life at | 28, 105, 138, 140 |
| Jesus Christ, education based on | 120 |
| "Journal of Education" | 117, 141, 142 |
| "Journal for Froebel's Educational Aims" | 142 |
| Joy of teaching | 58 |
| Jussieu's Botany | 31 |
| Kant | 116 |
| Keilhau, life at | 16, 102, 103, 117, 135, 141, 143 |
| Kindergarten occupations | 129 |
| Knowledge of self through objects | 97 |
| Körner in the "Wilde Schaar" | 91 |
| Krause, Carl C.F. | 102, 103, 116 |
| —— letter to | 2, 103-125, 141 |
| Krüsi | 55 |
| Lange, Wichard | 102, 138, 144, 145 |
| —— editor of "Family Journal" | 138 |
| —— editor of Froebel's Works | 3, 32, 138 |
| Langethal, Heinrich | 91, 93, 100, 101, 120, 122, 123, 124, 137, 140, 141, 142, 144 |
| Language, philosophy of | 81, 99 |
| —— teaching of | 59, 64, 81, 84, 85 |
| Latin, study of | 20, 23, 34, 84 |
| Legacies | 86, 123 |
| Leipzig | 91 |
| Leonhardi | 103 |
| Lessons from Nature's training | 72 |
| Letter to the Duke of Meiningen | 2, 3-101, 141 |
| —— to Krause | 102-125, 141, 146 |
| "Levana" | 70 |
| Liebenstein, life at | 142 |
| Life as a connected whole | 104 |
| "Life, will, understanding" | 118 |
| Lilies, vain search for | 96 |
| London Kindergarten College | 144 |
| Love of Nature. [See Nature, love of.] | |
| Luther, Martin | 50 |
| Lützow, Baron von | 91, 141 |
| Manchester Kindergarten Association | 143 |
| Mankind as one great unity | 84 |
| Manner in teaching | 21 |
| Manning, Miss | 144 |
| Manual training at Helba | 121 |
| Map-drawing | 39, 61 |
| "Mappe du Monde Litteraire" | 36 |
| Marenholz-Bülow, Baroness von | 73, 142, 143, 146, 149 |
| Marienthal | 142, 143 |
| Marquart, Dr. | 143 |
| —— Madame | 143 |
| Master of the girls' school | 7 |
| Mathematics | 27 |
| Matrimony | 11 |
| Mechanical powers, the | 30 |
| Mecklenburg | 42, 44 |
| Meiningen, Duke of | 102, 129, 130 |
| —— Letter to | 2, 3-101, 141, 142, 146 |
| Meissen | 92, 120 |
| Memorizing of rules vs. development | 55, 109, 116 |
| "Menschen Erziehung" | 1, 76, 117, 141, 145 |
| Mental struggles | 65 |
| Metaphysics | 40, 118 |
| Methods of Education | 99 |
| Michaelis, Mme. | 143, 146, 147 |
| Middendorf, Wilhelm | 92, 93, 94, 100, 101, 103, 120, 121, 122, 123, 124, 127, 128, 135, 136, 137, 138, 139, 140, 141, 142, 143 |
| Mineralogy | 30, 87, 89 |
| —— professorship declined | 112 |
| Misapprehension of Froebel's motives | 16 |
| Model School at Frankfurt | 51 |
| "Moonstruck," Froebel so considered | 105 |
| Moral influence of the teacher | 60, 83 |
| —— pride | 5 |
| Mother of Froebel | 3, 44, 72 |
| "Mothers' Songs" | 76, 145 |
| Mugge, Johanna Caroline | 140 |
| "Mutter- and Koselieder" | 76, 145 |
| Nägeli | 81 |
| —— and Pfeifer's "Musical Course" | 81 |
| Name temporarily changed | 46 |
| Napoleonic wars | 91, 141 |
| —— reaction from | 127 |
| Natural history | 31, 32, 56, 87 |
| Natural History Society at Jena | 32 |
| Nature, communion with | 19 |
| —— love of | 24, 31, 38, 43, 48, 71, 74, 82, 80, 94, 96, 104, 105, 107 |
| —— as an educator | 71 |
| Nature's work vs. man's | 69 |
| Nature-Temple | 12 |
| Nephews of Froebel. [See Froebel, Ferdinand, etc.] | |
| Netherlands, Froebel in the | 95 |
| Neuhof | 24, 140 |
| Nieces of Froebel. [See Froebel, Albertine, etc.] | |
| Niederer | 57 |
| Note-taking | 30 |
| Novalis's Works | 45 |
| Number horizontally related | 99 |
| Oberfalz | 42 |
| Oberweissbach | 3, 105 |
| Object-teaching | 69 |
| Oken, Lorenz | 102, 116 |
| —— "Isis" | 102 |
| "On German Education" | 141 |
| "On the Universal German Education at Keilhau" | 141 |
| Oriental tongues, study of | 85 |
| Orphanage at Burgdorf | 93, 135, 136, 137, 142 |
| Orthodox theology | 10, 11, 13, 14 |
| Orthography | 62 |
| "Pädagogik" | 76 |
| Pädagogium at Halle | 45 |
| Paper, pricking of, suggested | 75, 76 |
| Payne, Joseph | 144, 150 |
| Permutations of numbers | 106 |
| Perrault, M. | 64 |
| Persian language, study of | 85 |
| Personal characteristics of Froebel | 13, 14, 15, 63, 67, 104, 111, 126 |
| —— of Pestalozzi | 111 |
| Pestalozzi | 20, 51-54, 57, 59, 69, 70, 77-81, 83, 89, 141 |
| —— aims contrasted with Froebel's | 111, 116, 129, 136 |
| —— "Buch der Matter" | 136 |
| —— "Einertabelle" | 59 |
| —— general addresses | 83 |
| —— school. [See Yverdon.] | |
| Pfyffer, Eduard | 81, 134, 135 |
| Philology, study of | 22, 85, 98, 111 |
| Philosophy, danger of | 40 |
| Physical backwardness | 18 |
| —— constitution | 91 |
| —— education | 74 |
| —— geography | 20, 55 |
| Physics | 29, 87, 88, 89 |
| Physiography | 60, 61 |
| Plamann school | 89 |
| Plans for life-work | 23 |
| Play a subject of study | 82 |
| —— for school boys | 60 |
| —— influence of | 76 |
| Political economy | 85 |
| Politics | 88 |
| Portugall, Baroness Adele von | 143 |
| "Positive instruction" | 55 |
| Praetorious, Miss | 143 |
| Pricking paper suggested | 75 |
| —— philosophy of | 76 |
| "Principles, Aims, and Inner Life" | 141 |
| Private tutorship | 59 |
| Professorship declined | 112 |
| Pronunciation | 63, 64 |
| Prophetic sentiments | 49 |
| Pröschke's "Fragments" | 45 |
| Prussian, Froebel not a | 90 |
| Public school-examination | 134 |
| Purpose of education | 69 |
| Quittelsdorf | 102 |
| Reaction from Napoleonic wars | 126 |
| Reading, teaching of | 7, 56 |
| Recognition by others | 32 |
| Relationship, education in | 70 |
| Religious experiences | 8, 9, 19, 21, 25, 35, 74 |
| —— instruction | 74, 80, 119 |
| —— persecution | 133 |
| Repulsion to menial service | 23 |
| "Rhenische Blätter" | 139 |
| Rhine, Froebel crosses the | 95 |
| Richter, Jean Paul | 70 |
| Rigidity in teaching | 62 |
| Rocks a mirror of mankind | 97 |
| Ronge, Madame | 143, 151 |
| Rousseau's system of singing | 56 |
| Rudolstadt | 117, 142 |
| —— Prince of | 102, 138 |
| —— Princess Regent of | 78, 80, 141 |
| "Samuel Lawhill" | 22 |
| Sanskrit, study of | 85 |
| Schaffner, Siegfried | 124 |
| Schelling | 116 |
| —— school of | 40 |
| Schiller | 35 |
| Schleiermacher | 123 |
| Schmidt, Carl | 143 |
| Schmidt, Josias | 55 |
| —— quarrels with Niederer | 57 |
| Schnyder | 130, 142 |
| Schopenhauer, Arthur | 117 |
| Schrader, Madame | 143 |
| Schwartzburg-Rudolstadt | 3 |
| Scientific extracts | 36 |
| Scribbling distasteful | 36 |
| Self-consciousness | 5, 11 |
| Self-development becomes objective | 59 |
| Self-discipline | 21 |
| Seiler, George Frederick | 70 |
| Senses exercised | 10 |
| Set forms in teaching | 62 |
| Sex-life in plants | 12 |
| Sexual conditions | 11, 12 |
| Shirreff, Emily | 144, 146, 151, 152 |
| Singing | 56, 81 |
| Skeleton of man as type | 31 |
| Soldier, Froebel as a | 91-96, 111, 144 |
| "Sonntags-Blatt," articles in | 76 |
| Soul-cultivation | 7 |
| —— emerging from chrysalis | 49 |
| Sound method from fundamental principle | 106 |
| Special education | 23, 115 |
| Speech-tones | 98 |
| Spelling, teaching of | 20 |
| Spiritual endeavor at Yverdon. [See Religious experiences.] | |
| —— experiences | 19 |
| Stadt-Ilm | 18, 44 |
| Step-brother of Froebel | 15 |
| Step-mother of Froebel | 4, 5, 27, 33 |
| Stimulation at Yverdon | 79 |
| Stockwell Kindergarten College | 143 |
| "Stone-language" | 10 |
| Sturm | 7 |
| Style of Froebel's writing | 1, 117 |
| Subject vs. object | 46 |
| "Sunday Journal" | 142 |
| Surveying, study of | 39, 40, 41 |
| Symbols to the inner eye | 111 |
| Taking sides | 13 |
| Teacher in the Plamann School | 89 |
| —— requirements of a | 65 |
| Teachers' institutes at Burgdorf | 136 |
| Teaching suggested | 51 |
| "Teaching-plan" of Pestalozzi | 54 |
| "The Education of the Future" | 143 |
| "The New Education" an antithesis | 116 |
| "The New Year 1836 demands a Renewal of Life" | 142 |
| Theatrical performances | 26, 33 |
| Theological disputations | 13 |
| Third person in address | 5 |
| "Thou," the German | 5 |
| Thuringian forest, the | 3 |
| "To the German People" | 141 |
| Tobler | 56, 69 |
| Translators, aims of the | 1 |
| Trustee of Froebel's property | 28, 33 |
| Uckermark, the | 48 |
| Uncle of Froebel. [See Hoffman, Herr.] | |
| Unconscious tuition | 9 |
| —— wealth of youth | 71 |
| Unity | 69, 70 |
| —— from clashing phenomena | 105 |
| —— in Nature | 98 |
| —— lacking at Yverdon | 79 |
| —— of natural objects | 86 |
| —— of the universe | 89 |
| "Universal German" education | 114, 141 |
| Universities neglect Froebel | 117 |
| Vivacity of early impulses | 7 |
| Voldersdorf, Herr von | 42, 140 |
| Von Dewitz | 42, 43, 45, 140 |
| —— Holzhausen, Madame | 110, 112, 141 |
| —— Lützow, Baron | 91, 141 |
| —— Marenholz-Bülow | 73, 142, 143 |
| —— Portugall, Baroness Adéle | 143 |
| —— Voldersdorf | 42, 140 |
| Vowels, inner meaning of | 99 |
| —— vs. consonants | 98 |
| Walks with pupils | 60, 82 |
| Wartburg, the | 50, 108 |
| Wartensee, the | 130, 131, 142 |
| Was Christ Catholic or Protestant? | 134 |
| Weber's "Wilde Jagd" | 91 |
| Weimar, Grand Duke of | 142, 143 |
| Weiss, Prof. | 89, 95 |
| Wichard's "Froebel" | 78 |
| Wieland | 35 |
| Wife [first] of Froebel | 123, 141 |
| Willisau, school a | 93, 135-137, 142 |
| Winckelmann's "Letters on Art" | 34 |
| Wollweider, Dr. | 45 |
| Works written by Froebel | 117, 141, 145, 146 |
| Yverdon, Pestalozzi's school at | 20, 53-57, 77-84, 141 |
| —— lack of unity, etc | 83 |
| —— wavering of ground principles | 84 |
| Zendavista | 35 |
| Zollikofer | 7 |
Autobiography of Friedrich Froebel $c translated and annotated by Emilie Michaelis ... and H. Keatley Moore.
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About This Book
The author presents two long autobiographical letters interwoven with supplementary material that traces his upbringing, personal struggles, and intellectual formation. He recounts formative experiences of isolation and influence by other educational thinkers, describing how those experiences shaped his pedagogical convictions and practices. Reflections emphasize a spiritual foundation for education, the formative value of play and nature, and practical methods for early childhood learning. The volume includes critical moments, a chronological abstract, a bibliography, and editorial notes that contextualize episodes and clarify ideas for teachers and readers.