=Chapter XVII.—Friedrich Froebel. (1783-1852.)= 384-413 Difficulty in understanding Froebel 385 A lad’s quest of unity 386 Froebel wandering without rest 387 Finds his vocation. With Pestalozzi 388 Froebel at the Universities 389 Through the Freiheits-krieg. Mineralogy 390 The “New Education” started 391 At Keilhau. “Education of Man” published 392 Froebel fails in Switzerland 393 The first Kindergarten 394 Froebel’s last years. Prussian edict against him. His end 395 Author’s attitude towards Reformers 396 Difficulties with Froebel 397 “Cui omnia unum sunt” 398 Froebel’s ideal 399 Theory of development 400 Development through self-activity 401 True idea found in Nature 402 God acts and man acts 403 The formative and creative instinct 404 Rendering the inner outer 405 Care for “young plants.” Kindergarten 406 Child’s restlessness: how to use it 407 Employments in Kindergarten 408 No schoolwork in Kindergarten 409 Without the idea the “gifts” fail 410 The New Education and the old 411 The old still vigorous 412 Science the thought of God. Some Froebelians 413 =Chapter XVIII.—Jacotot, a Methodizer. (1770-1840.)= 414-438 Self-teaching 415 1. All can learn 416 2. Everyone can teach 417 Can he teach facts he does not know? 418 Languages? Sciences? 419 Arts such as drawing and music? 420 True teacher within the learner 421 Training rather than teaching 422