The relation between us and our teachers was so natural and affectionate that it seemed as if no other was possible.
Yet, when I compared our life at Keilhau with the principles previously mentioned, I found that Barop, Middendorf, and old Langethal, as well as the sub-teachers Bagge, Budstedt, and Schaffner, had followed them in our education, and succeeded in applying many of those which seemed the most difficult to carry into execution.

This filled me with sincere admiration, though I soon perceived that it could have been done only by men in whom Froebel had transplanted his ideal, men who were no less enthusiastic concerning their profession than he, and whose personality predestined them to solve successfully tasks which presented difficulties almost unconquerable by others.
Every boy was to be educated according to his peculiar temperament, with special regard to his disposition, talents, and character.

Although there were sixty of us, this was actually done in the case of each individual.
Thus the teachers perceived that the endowments of my brother, with whom I had hitherto shared everything, required a totally different system of education from mine.

While I was set to studying Greek, he was released from it and assigned to modern languages and the arts and sciences.

They considered me better suited for a life of study, him qualified for some practical calling or a military career.
Even in the tasks allotted to each, and the opinions passed upon our physical and mental achievements, there never was any fixed standard.
These teachers always kept in view the whole individual, and especially his character.