work in his elementary school, and are even extended so as to include speech and the language-arts. Similarly, Dewey’s occupational work and industrial activities, which were used through the entire course of his ‘experimental school’ in Chicago, although not copied directly from Froebel, closely approached the modified practice of the kindergarten (see pp. 430 f.). [Sidenote: Baroness von Bülow visited all countries.] [Sidenote: Foundation of Froebel Union.] [Sidenote: Results in Western Europe.] =The Spread of Froebelianism through Europe.=--Directly after the death of Froebel, the kindergarten began to be spread through his devoted followers, especially Baroness von Bülow. By means of her social position and knowledge of modern languages, she was enabled to become his great apostle throughout Europe. Having failed to obtain a revocation of the edict against the kindergarten (see p. 355) in Prussia, the baroness turned to foreign lands. She visited France, Belgium, Holland, Italy, Russia, and nearly every other section of Europe, and in 1867 was invited to speak before the ‘Congress of Philosophers’ at Frankfort. This distinguished gathering had been called to inquire into contemporary educational movements, and after her elucidation of Froebelianism, a standing committee of the Congress, known as the ‘Froebel Union,’ was formed to study the system. The propaganda was soon everywhere eagerly embraced. Kindergartens, training schools, and journals devoted to the movement rapidly sprang up. While the kindergarten was not generally adopted by the governments, it was widely established by voluntary means throughout Western Europe, and has since met with a noteworthy growth. Instruction in Froebelian principles is now generally required in most normal and teacher training institutions there. Sometimes, as in France and England, it has been combined with the infant school movement, and has lost some of its most vital characteristics, but even in these cases the cross-fertilization has afforded abundant educational fruitage. Only in Germany, the native land of the kindergarten, has serious hostility to the idea remained. Kindergartens have, with few exceptions, never been recognized there as genuine schools or part of the regular state system. Even to-day the German kindergarten is regarded as little more than a day nursery or convenient place to deposit small children and have them amused. [Sidenote: Voluntary basis through Elizabeth P. Peabody,] [Sidenote: Maria Bölte,] [Sidenote: Susan E. Blow,] [Sidenote: Emma Marwedel, and others.]