So in Keilhau, too, woman was to pave the way to greater refinement.

This had occurred long before our entrance into the institution.  Froebel did not allude to wax pears now when he saw the pupils well dressed and courteous in manner; nay, afterwards, in establishing the kindergarten, he praised and sought to utilize the comprehensive influence upon humanity of “woman,” the guardian of lofty morality.  Wives and mothers owe him as great a debt of gratitude as children, and should never forget the saying, “The mother’s heart alone is the true source of the welfare of the child, and the salvation of humanity.”  The fundamental necessity of the hour is to prepare this soil for the noble human blossom, and render it fit for its mission.

To meet the need mentioned in this sentence the whole labour of the evening of his life was devoted.  Amid many cares and in defiance of strong opposition he exerted his best powers for the realization of his ideal, finding courage to do so in the conviction uttered in the saying, “Only through the pure hands and full hearts of wives and mothers can the kingdom of God become a reality.”

Unfortunately, I cannot enter more comprehensively here into the details of the kindergarten system—­it is connected with Keilhau only in so far that both were founded by the same man.  Old Froebel was often visited there by female kindergarten teachers and pedagogues who wished to learn something of this new institute.  We called the former “Schakelinen”; the latter, according to a popular etymology, “Schakale.”  The odd name bestowed upon the female kindergarten teachers was derived, as I learned afterwards, from no beast of prey, but from a figure in Jean Paul’s “Levana,” endowed with beautiful gifts.  Her name is Madame Jacqueline, and she was used by the author to give expression to his own opinions of female education.  Froebel has adopted many suggestions of Jean Paul, but the idea of the kindergarten arose from his own unhappy childhood.  He wished to make the first five years of life, which to him had been a chain of sorrows, happy and fruitful to children—­especially to those who, like him, were motherless.

Sullen tempers, the rod, and the strictest, almost cruel, constraint had overshadowed his childhood, and now his effort was directed towards having the whole world of little people join joyously in his favourite cry, “Friede, Freude, Freiheit!” (Peace, Pleasure, Liberty), which corresponds with the motto of the Jahn gymnasium, “Frisch, fromm, frohlich, frei.”

He also desired to utilize for public instruction the educational talents which woman undoubtedly possesses.

As in his youth, shoulder to shoulder with Pestalozzi, he had striven to rear growing boys in a motherly fashion to be worthy men, he now wished to turn to account, for the benefit of the whole wide circle of younger children, the trait of maternal solicitude which exists in every woman.  Women were to be trained for teachers, and the places where children received their first instruction were to resemble nurseries as closely as possible.  He also desired to see the maternal tone prevail in this instruction.