With great difficulty he got leave to join his elder brother at the university of Jena; and there for a year he went from lecture-room to lecture-room hoping to grasp that connexion of the sciences which had for him far more attraction than any particular science in itself. But Froebel’s allowance of money was very small, and his skill in the management of money was never great; so his university career ended in an imprisonment of nine weeks for a debt of thirty shillings. He then returned home with very poor prospects, but much more intent on what he calls the course of “self-completion” (_Vervollkommnung meines selbst_) than on “getting on” in a worldly point of view. He was soon sent to learn farming, but was recalled in consequence of the failing health of his father. In 1802 the father died, and Froebel, now twenty years old, had to shift for himself. It was some time before he found his true vocation, and for the next three-and-a half years we find him at work now in one part of Germany now in another,—sometimes land-surveying, sometimes acting as accountant, sometimes as private secretary. § 3. But in all this his “outer life was far removed from his inner life.” “I carried my own world within me,” he tells us, “and this it was for which I cared and which I cherished.” In spite of his outward circumstances he became more and more conscious that a great task lay before him for the good of humanity; and this consciousness proved fatal to his “settling down.” “To thee may Fate soon give a settled hearth and a loving wife” (thus he wrote in a friend’s album in 1805); “me let it keep wandering without rest, and allow only time to learn aright my true relation to the world and to my own inner being. Do thou give bread to men; be it my effort to give men to themselves” (K. Schmidt’s _Gesch. d. Päd._, 3rd ed. by Lange, vol. iv, p. 277). § 4. As yet the nature of the task was not clear to him, and it seemed determined by accident. While studying architecture in Frankfort-on-the-Main, he became acquainted with the director of a model school who had caught some of the enthusiasm of Pestalozzi. This friend saw that Froebel’s true field was education, and he persuaded him to give up architecture and take a post in the model school. “The very first time,” he says, “that I found myself before thirty or forty boys, I felt thoroughly at home. In fact, I perceived that I had at last found my long-missed life-element; and I wrote to my brother that I was as well pleased as the fish in the water: I was inexpressibly happy.”