thod. We perceived very
little of any form of government. The relation between us and our
teachers was so natural and affectionate that it seemed as if no other
was possible.

Yet, when I compared our life at Keilhau with the principles previously
mentioned, I found that Barop, Middendorf, and old Langethal, as well as
the sub-teachers Bagge, Budstedt, and Schaffner, had followed them in our
education, and succeeded in applying many of those which seemed the most
difficult to carry into execution. This filled me with sincere
admiration, though I soon perceived that it could have been done only by
men in whom Froebel had transplanted his ideal, men who were no less
enthusiastic concerning their profession than he, and whose personality
predestined them to solve successfully tasks which presented difficulties
almost unconquerable by others.

Every boy was to be educated according to his peculiar temperament, with
special regard to his disposition, talents, and character. Although there
were sixty of us, this was actually done in the case of each individual.

Thus the teachers perceived that the endowments of my brother, with whom
I had hitherto shared everything, required a totally different system of
education from mine. While I was set to studying Greek, he was released
from it and assigned to modern languages and the arts and sciences. They
considered me better suited for a life of study, him qualified for some
practical calling or a military career.

Even in the tasks allotted to each, and the opinions passed upon our
physical and mental achievements, there never was any fixed standard.
These teachers always kept in view the whole individual, and especially
his character. Thereby the parents of a Keilhau pupil were far better
informed in many respects than those of our gymnasiasts, who so often
yield to the temptation of estimating their sons' work by the greater or
less number of errors in their Latin exercises.

It afforded me genuine pleasure to look through the Keilhau reports. Each
contained a description of character, with a criticism of the work
accomplished, partly with reference to the pupil's capacity, partly to
the demands of the school. Some are little masterpieces of psychological
penetration.

Many of those who have followed these statements will ask how the German
nature and German character can be developed in the boys.

It was thoroughly done in Keilhau.

But the solution of the problem requi