instance, the bean. By watching the clouds in the sky he directed the
childish intelligence to the rivers, seas, and circulation of moisture.
In the autumn the observation of the chrysalis state of insects was
connected with that of the various stages of their existence.

In this way the child can be guided in its play to a certain creative
activity, rendered familiar with the life of Nature, the claims of the
household, the toil of the peasants, mechanics, etc., and at the same
time increase its dexterity in using its fingers and the suppleness of
its body. It learns to play, to obey, and to submit to the rules of the
school, and is protected from the contradictory orders of unreasonable
mothers and nurses.

Women and girls, too, were benefitted by the kindergarten.

Mothers, whose time, inclination, or talents, forbade them to devote
sufficient time to the child, were relieved by the kindergarten. Girls
learned, as if in a preparatory school of future wife and motherhood,
how to give the little one what it needed, and, as Froebel expresses it,
to become the mediators between Nature and mind.

Yet even this enterprise, the outcome of pure love for the most innocent
and harmless creatures, was prohibited and persecuted as perilous to the
state under Frederick William IV, during the period of the reaction which
followed the insurrection of 1848.