ughts, the product of this education must come forth--a man, or, as it
is elsewhere stated, a thorough German. At Keilhau he is to be perfected,
converted into a finished production without a flaw. If the institute has
fulfilled its duty to the individual, he will be:

To his native land, a brave son in the hour of peril, in the spirit of
self-sacrifice and sturdy strength.

To the family, a faithful child and a father who will secure prosperity.

To the state, an upright, honest, industrious citizen.

To the army, a clear-sighted, strong, healthy, brave soldier and leader.

To the trades, arts, and sciences, a skilled helper, an active promoter,
a worker accustomed to thorough investigation, who has grown to maturity
in close intercourse with Nature.

To Jesus Christ, a faithful disciple and brother; a loving, obedient
child of God.

To mankind, a human being according to the image of God, and not
according to that of a fashion journal.

No one is reared for the drawing-room; but where there is a drawing-room
in which mental gifts are fostered and truth finds an abode, a true
graduate of Keilhau will be an ornament. "No instruction in bowing and
tying cravats is necessary; people learn that only too quickly," said
Froebel.

The right education must be a harmonious one, and must be thoroughly in
unison with the necessary phenomena and demands of human life.

Thus the Keilhau system of education must claim the whole man, his inner
as well as his outer existence. Its purpose is to watch the nature of
each individual boy, his peculiarities, traits, talents, above all, his
character, and afford to all the necessary development and culture. It
follows step by step the development of the human being, from the almost
instinctive impulse to feeling, consciousness, and will. At each one of
these steps each child is permitted to have only what he can bear,
understand, and assimilate, while at the same time it serves as a ladder
to the next higher step of development and culture. In this way Froebel,
whose own notes, collected from different sources, we are here following,
hopes to guard against a defective or misdirected education; for what the
pupil knows and can do has sprung, as it were, from his own brain.
Nothing has been learned, but developed from within. Therefore the boy
who is sent into the world will understand how to use it, and possess the
means for his own further development and perfection from step to st