to resist the invasion of Napoleon, and who had rejoiced with such
enthusiasm in the prospect of a free and united Fatherland, should write
in 1851:

"Wherefore I have made a firm resolve that if the conditions of German
life will not allow room for the development of honest efforts for the
good of humanity; if this indifference to all higher things
continues--then it is my purpose next spring to seek in the land of
union and independence a soil where my idea of education may strike deep
root."

And to America he might have gone had he lived, but he died three months
later, his end hastened by grief at the edict which closed the
Kindergartens. The Prussian Minister announced, in this edict, that "it
is evident that Kindergartens form a part of the Froebelian socialistic
system, the aim of which is to teach the children atheism," and the
suggestion that he was anti-Christian cut the old man to the heart.
There had been some confusion between Froebel and one of his nephews,
who had democratic leanings, and no doubt anything at all democratic did
mean atheism to "stony Berlin" and its intolerant autocracy.

For a time, at least in Bavaria, a curious compromise was allowed. If
the teacher were a member of the Orthodox Church, she might have her
Kindergarten, but if she belonged to one of the Free Churches, it was
permissible to open an Infant School, but she must not use the term
Kindergarten.

Froebel was by no means of the opinion that, if only the teacher had the
right spirit, the name did not matter. Rather did he hold with
Confucius, whose answer to the question of a disciple, "How shall I