here 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.

He, through whose whole life had run the echo of the Saviour's words,
"Suffer little children to come unto me," understood the child's nature,
and knew that its impulse to play must be used, in order to afford it
suitable future nourishment for the mind and soul.

The instruction, the activity, and the movements of the child should
be associated with the things which most interest him, and meanwhile it
should be constantly employed in some creative occupation adapted to its
intelligence.

If, for instance, butter was spoken of, by the help of suitable motions
the cow was milked, the milk was poured into a pan and skimmed, the
cream was churned, the b