I must mention one circ.u.mstance before I part for ever in this account of my life from my gentle, loving second-father. On my journey to Mecklenburg, when I saw my uncle (at Stadt-Ilm) for the last time, I had the deep joy of a talk with him, such as a trusting father might hold with his grown-up son, bound to him by every tie of affection. He freely pointed out the faults which had shown themselves in my boyhood, and told me of the anxiety they had at one time caused him, and in this way he went back to the time when I was taken into his family, and to the causes of that. "I loved your mother very dearly," said he; "indeed, she was my favourite out of all my brothers and sisters. In you I seemed to see my sister once more, and for her love I took charge of you and bestowed on you that affection which hitherto had been hers alone." And dear as my own mother had become to me already through the many kind things I had heard said of her, so that I had even formed a distinct conception of what she was like, and seemed actually to remember her, she became even dearer to me after these reminiscences of my uncle than before, for did I not owe to her this n.o.ble and high-minded second-father? My conversation with my uncle first made clear to me what in later life I have found repeatedly confirmed--that the sources, springs or motives of one's present actions often lie far away beyond the present time, outside the present circ.u.mstances, and altogether disconnected with the persons with whom one is concerned at the moment then pa.s.sing. I have also repeatedly observed in the course of my life that ties are the faster, the more enduring and the truer the more they spring from higher, universal, and impersonal sources.

The person who in Mecklenburg stood next above me in position in the house and in the family was the private tutor, whom I found already there--a young doctor of philosophy of Gottingen University. We did not come much into contact on the whole since he as a university graduate took a far higher stand than I; but through I came into some connection with the clergymen of the district, and this was of benefit to me. As for the farmers the bailiffs, etc., their hospitable nature was quite sufficient of itself to afford me a hearty welcome. Thus I lived in a way I had for a long time felt I much needed, amidst many-sided companionable good-fellowship, cheerful and free. Healthy as I was in body and soul, in head and heart, my thoughts full of brightness and cheerfulness, it was not long before my mind again felt an eager desire for higher culture. The young tutor went away, and after his departure my craving for culture grew keener and keener, for I missed the intellectual converse I had been able to hold with him. But I was soon again to receive succour.

The President,[29] besides the family at home, had two sons at the Padagogium in Halle.[30] They came to visit their parents, accompanied by their special tutor, a gentleman destined to become famous later on as the renowned scholar, Dr. Wollweide.

Dr. Wollweide was a mathematician and a physicist, and I found him freely communicative. He was so kind as to mention and explain to me the many various problems he had set before himself to work out. This caused my long slumbering and suppressed love for mathematics as a science, and for physics, to spring up again, fully awake. For some time past my tendency had leaned more and more towards architecture, and, indeed, I had now firmly determined to choose that as my profession, and to study it henceforth with all earnestness. My intellectual cravings and the choice of a profession seemed at last to run together, and I felt continually bright and happy at the thought. I seized the opportunity of the presence of the scholar whom I have named to learn from him what were the best books on those subjects which promised to be useful to me, and my first care was to become possessed of them. Architecture was now vigorously studied, and other books, too, were not suffered to lie idle.

The following books took great hold upon me: Proschke's "Fragments on Anthropology" (a small unpretending book), Novalis' Works, and Arndt's "Germany" and "Europe."[31] The first of these at one stroke drew together, so that I could recognise in them myself as a connected whole, my outer existence, my inner character, my disposition, and the course of my life. I for the first time realised myself and my life as a single ent.i.ty in contrast to the whole world outside of me.[32] The second book lay before me the most secret emotions, perceptions, and intentions of my inmost soul, clear, open, and vivid. If I parted with that book it seemed as if I had parted with myself; if anything happened to the book I felt as though it had happened to me, only more deeply and with greater pain. The third book taught me of man in his broad historical relations, set before me the general life of my kind as one great whole, and showed me how I was bound to my own nation, both to my ancestors and my contemporaries. Yet the service this last book had done me was hardly recognised at this time; for my thoughts were bent on a definite outward aim, that of becoming an architect. But I could at all events recognise the new eager life which had seized me, and to mark this change to myself, I now began to use as a Christian name the last instead of the first of my baptismal names.[33] Other circ.u.mstances also impelled me to make this change; and, further, it freed me from the memory of the many disagreeable impressions of my boyhood which cl.u.s.tered round the name I was then called.

The time had come when I could no longer remain satisfied with my present occupation; and I therefore sent in my resignation. The immediate outward circ.u.mstance which decided me was this. I had kept up a correspondence with the young man whom I had known as a private tutor when I held a Government clerkship in Bamberg, and who left his situation to go to Frankfurt, and then on into France.[34] He had afterwards lived some time in Frankfurt, occupying himself with teaching, and now was again a private tutor in a merchant's house in the Netherlands. I imparted to him my desire to leave my present post, and to seek a situation with an architect; and asked his opinion whether I should not be most likely to effect my object at Frankfurt, where so many streams of diverse life and of men intermingle. And as my friend was accurately acquainted with the ins and outs of Frankfurt life, I asked him to give me such indications as he could of the best road to take towards the fulfilment of my designs. My friend entered heartily into my project, and wrote to me that he intended himself to spend some time in Frankfurt again in the early summer; and he suggested that if I could manage to be there at the same time, a mutual consideration of the whole matter on the spot would be the best way of going to work. In consequence of this I at once firmly decided to leave my situation in the following spring, and to join my friend at Frankfurt. But where was I to find the money necessary for such a journey? I had required the whole of my salary up till now to cover my personal expenses and the settlement of some debts I had run up at Bamberg.

In this perplexity I wrote again to my eldest brother, who had up till now understood me so well, and I asked him for a.s.sistance. I was at this time in a peculiar dilemma. On the one hand, I felt very keenly that I must get out of my present position, while on the other, by my unchanging changeableness I feared to wear out the indulgence and patience of my worthy brother. In this strait I just gave him what seemed to me as I wrote it an exact account of my real state of mind; telling him that I could only find my life-aim in a continual striving towards inward perfection.

My brother's answer arrived. With a joyful tremor and agitation I held it in my hands. For hours together I carried it about me before I unsealed it, for days together before I read it; it seemed so improbable that my brother would feel himself able to help me towards the accomplishment of the desire of my soul, and I feared to find in that letter the frustration of my life's endeavour. When, after some days of vacillation between hope and doubt, I could bear the situation no longer, and opened the letter, I was not a little astonished that it began by addressing me at once in terms of the most moving sympathy. As I read on the contents agitated me deeply. The letter gave me the news of my beloved uncle's death, and informed me of legacies left by him to me and my brothers. Thus fate itself, though in a manner so deeply affecting, provided me with the means for working out my next plan.

The die was now cast. From this moment onwards my inner life received a quite new signification and a fresh character, and yet I was unconscious of all this. I was like a tree which flowers and knows it not. My inward and outward vocation and endeavour, my true life-destiny and my apparent life-aim were still, however, in a state of separation, and indeed of conflict, of which I had not the remotest conception. My resolve held firm to make architecture my profession; it was purely as a future architect that I took leave of all my companions.

At the end of April 1805, with peace in my heart, cheerfulness in my soul, an eager disposition, and a mind full of energy, I quitted my old surroundings. The first days of an unusually lovely May (and I might here again recall what I pointed out above, that my inner and personal life invariably went familiarly hand in hand with external Nature) I spent with a friend, as a holiday, in the best sense of the word. This was a dear friend of mine, who lived on an exceedingly finely-situated farm in the Uckermark.[35] Art had improved the beauty of the somewhat simple natural features of the place, in the most cunningly-devised fashion. In this beautiful, retired, and even solitary spot, I flitted, as it were, from one flower to another like a very b.u.t.terfly. I had always pa.s.sionately loved Nature in her adornments of colour and of dewy pearls, and clung to her closely with the gladsomeness of youth. Here I made the discovery that a landscape which we look upon in sympathetic mood shines with enhanced brilliancy; or as I put the truth into words at the time, "The more intimately we attach ourselves to Nature, the more she glows with beauty and returns us all our affection." This was the first time my mind had ventured to give expression to a sentiment which thrilled my soul. Often in later life has this phrase proved itself a very truth to me. My friend one day begged me to write something in his alb.u.m: I did so unwillingly. To write anything borrowed went against me, for it jarred with the relations existing between me and the book's owner; and to think of anything original was a task I felt to be almost beyond my powers. However, after long thinking it over in the open air, comparing my friend's life and my own in all their aspects, I decided upon the following phrase:--"To thee may destiny soon grant a settled home and a loving wife! To me, while she drives me restless abroad, may she leave but just so much time as to allow me fairly to discern my relations with my inmost self and with the world."

Then my thoughts grew clear, and I continued, "Thou givest man bread; let my aim be to give man himself."

I did not even then fully apprehend the meaning of what I had said and written, or I could not of course have held so firmly to my architecture scheme. I knew as yet neither myself nor my real life, neither my goal nor my life's path thither. And long afterwards, when I had for some time been engaged upon my true vocation, I was not a little astonished over the prophetic nature of this alb.u.m-phrase of mine.

In later life I have often observed that a man's spirit, when it first begins to stir within him, utters many a far-away prophetic thought, which yet, in riper age, attains its realisation, its consummation.

I have especially noticed this recently in bright-minded and active children; in fact, I have often been quite astounded at the really deep truths expressed by them in their b.u.t.terfly life. I seemed to catch glimpses of a symbolic truth in this; as if indeed the human soul were even already beginning to shake itself free from its chrysalis-wrapping, or were bursting off the last fragments of the eggsh.e.l.l.

In May 1805, while on my journey, I visited my eldest brother, of whom I have so often spoken, and shall have yet so often to speak, and found him in another district, to which he had been appointed minister. He was as kind and full of affection as ever; and instead of blaming me, spoke with especial approval of my new plans. He told me of projects which had allured him in his youth, and still allured, but which he had lacked the strength of mind to speak of. His father's advice and authority had overawed him in youth, and now the chain of a settled position in life held him fast. To follow the inward voice faithfully and without swerving was the advice he offered me, and he wrote this memorandum in my alb.u.m when I left him, as a life motto:--"The task of man is a struggle towards an end. Do your duty as a man, dear brother, with firmness and resolution, fight against the difficulties which will thrust themselves in your path, and be a.s.sured you will attain the end."

Thus cheered by sympathy and approval, I went my way from my brother's, strengthened and confirmed in my determination. My road lay over the Wartburg.[36] Luther's life and fame were then not nearly so well appreciated and so generally understood as now, after the Tercentenary festival of the Reformation.[37] My early education had not been of the kind to give me a complete survey of Luther's life and its struggle; I was hardly thoroughly acquainted indeed with the separate events of it.

Yet I had learnt in some sort to appreciate this fighter for the truth, by having in my last years at school to read aloud the Augsburg Confession to the a.s.sembled congregation during the afternoon service on certain specified Sundays, according to an old-fashioned Church custom.[38] I was filled with a deep sense of reverence as I climbed "Luther's path," thinking at the same time that Luther had left much behind still to be done, to be rooted out, or to be built up.

Shortly before Midsummer Day, as I had arranged with my friend, I reached Frankfurt. During my many weeks' journey in the lovely springtime, my thoughts had had time to grow calm and collected. My friend, too, was true to his word; and we at once set to work together to prepare a prosperous future for me. The plan of seeking a situation with an architect was still firmly held to, and circ.u.mstances seemed favourable for its realisation; but my friend at last advised me to secure a livelihood by giving lessons for a time, until we should find something more definite than had yet appeared. Every prospect of a speedy fulfilment of my wishes seemed to offer, and yet in proportion as my hopes grew more clear, a certain feeling of oppression manifested itself more and more within me. I soon began seriously to ask myself, therefore:--

"How is this? Canst thou do work in architecture worthy of a man's life?

Canst thou use it to the culture and the enn.o.blement of mankind?"

I answered my own question to my satisfaction. Yet I could not conceal from myself that it would be difficult to follow this profession conformably with the ideal I had now set before me. Notwithstanding this, I still remained faithful to my original scheme, and soon began to study under an architect with a view to fitting myself for my new profession.

My friend, unceasingly working towards the accomplishment of my views, introduced me to a friend of his, Herr Gruner, the headmaster at that time of the Frankfurt Model School,[39] which had not long been established. Here I found open-minded young people who met me readily and ingenuously, and our conversation soon ranged freely over life and its many-sided aspects. My own life and its object were also brought forward and talked over. I spoke openly, manifesting myself just as I was, saying what I knew and what I did not know about myself.

"Oh," said Gruner, turning to me, "give up architecture; it is not your vocation at all. Become a teacher. We want a teacher in our own school.

Say you agree, and the place shall be yours."

My friend was for accepting Gruner's proposal, and I began to hesitate.

Added to this, an external circ.u.mstance now came to my knowledge which hastened my decision. I received the news namely, that the whole of my testimonials, and particularly those that I had received in Jena, which were amongst them, had been lost. They had been sent to a gentleman who took a lively interest in my affairs, and I never found out through what mischance they were lost. I now read this to mean that Providence itself had thus broken up the bridge behind me, and cut off all return. I deliberated no longer, but eagerly and joyfully seized the hand held out to me, and quickly became a teacher in the Model School of Frankfurt-on-the-Main.[40]

The watchword of teaching and of education was at this time the name of PESTALOZZI. It soon became evident to me that Pestalozzi was to be the watchword of my life also; for not only Gruner, but also a second teacher at the school, were pupils of Pestalozzi, and the first-named had even written a book on his method of teaching. The name had a magnetic effect upon me, the more so as during my self-development and self-education it had seemed to me an aspiration--a something perhaps never to be familiarly known, yet distinct enough, and at all events inspiriting. And now I recalled how in my early boyhood, in my father's house, I had got a certain piece of news out of some newspaper or another, or at least that is how the matter stood in my memory. I gathered that in Switzerland a man of forty, who lived retired from the world,--Pestalozzi by name,--had taught himself, alone and unaided, reading, writing, and arithmetic. Just at that time I was feeling the slowness and insufficiency of my own development, and this news quieted me, and filled me with the hope and trust that I, too, might, through my own endeavour, repair the deficiencies of my bringing-up. As I have grown older I have also found it consolatory to remark how the culture of vigorous, capable men has not seldom been acquired remarkably late in life. And in general I must acknowledge it as part of the groundwork underlying my life and the evolution of my character, that the contemplation of the actual existences of real men always wrought upon my soul, as it were, by a fruitful rain and the genial warmth of sunshine; while the isolated truths these lives enshrined, the principles those who lived them had thought out and embodied in some phrase or another, fell as precious seed-corn, as it were, or as solvent salt crystals upon my thirsty spirit. And while on this head I cannot help especially calling to mind how deep and lasting was the impression made upon me in my last year at school by the accounts in the Holy Scriptures of the lives of earnestly striving youths and men. I mention it here, but I shall have to return to the subject later on.[41]

Now to return to the new life which I had begun. It was only to be expected that each thing and all things I heard of Pestalozzi seized powerfully upon me; and this more especially applies to a sketchy narrative of his life, his aims, and his struggles, which I found in a literary newspaper, where also was stated Pestalozzi's well-known desire and endeavour--namely, in some nook or corner of the world, no matter where, to build up an inst.i.tution for the education of the poor, after his own heart. This narrative, especially the last point of it, was to my heart like oil poured on fire. There and then the resolution was taken to go and look upon this man who could so think and so endeavour to act, and to study his life and its work.

Three days afterwards (it was towards the end of August 1805) I was already on the road to Yverdon,[42] where Pestalozzi had not long before established himself. Once arrived there, and having met with the friendliest reception by Pestalozzi and his teachers, because of my introductions from Gruner and his colleagues, I was taken, like every other visitor, to the cla.s.s-rooms, and there left more or less to my own devices. I was still very inexperienced, both in the theory and practice of teaching, relying chiefly in such things upon my memory of my own school-time, and I was therefore very little fitted for a rigorous examination into details of method and into the way they were connected to form a whole system. The latter point, indeed, was neither clearly thought out, nor was it worked out in practice. What I saw was to me at once elevating and depressing, arousing and also bewildering. My visit lasted only a fortnight. I worked away and tried to take in as much as I could; especially as, to help me in the duties I had undertaken, I felt impelled to give a faithful account in writing of my views on the whole system, and the effect it had produced upon me. With this idea I tried to hold fast in my memory all I heard. Nevertheless I soon felt that heart and mind would alike come to grief in a man of my disposition if I were to stay longer with Pestalozzi, much as I desired to do so. At that time the life there was especially vigorous; internally and externally it was a living, moving, stirring existence, for Prince Hardenberg, commissioned by the Austrian Government, had come to examine thoroughly into Pestalozzi's work.[43]

The fruits of my short stay with Pestalozzi were as follows:--

In the first place, I saw the whole training of a great educational inst.i.tution, worked upon a clear and firmly-settled plan of teaching. I still possess the "teaching-plan" of Pestalozzi's inst.i.tution in use at that time. This teaching-plan contains, in my opinion, much that is excellent, somewhat also that is prejudicial. Excellent, I thought, was the contrivance of the so-called "exchange cla.s.ses."[44] In each subject the instruction was always given through the entire establishment at the same time. Thus the subjects for teaching were settled for every cla.s.s, but the pupils were distributed amongst the various cla.s.ses according to their proficiency in the subject in hand, so that the whole body of pupils was redistributed in quite a distinct division for each subject.

The advantage of this contrivance struck me as so undeniable and so forcible that I have never since relinquished it in my educational work, nor could I now bring myself to do so. The prejudicial side of the teaching-plan, against which I intuitively rebelled, although my own tendencies on the subject were as yet so vague and dim, lay, in my opinion, in its incompleteness and its onesidedness. Several subjects of teaching and education highly important to the all-round harmonious development of a man seemed to me thrust far too much into the background, treated in step-motherly fashion, and superficially worked out.

The results of the arithmetical teaching astounded me, yet I could not follow it into its larger applications and wider extent. The mechanical rules of this branch of instruction seemed to whirl me round and round as in a whirlpool. The teacher was Krusi. The teaching, in spite of the brilliant results within its own circle, and in spite of the sharpness of the quickened powers of perception and comprehension in the children by which it attained those results, yet, to my personal taste, had something too positive in its setting forth, too mechanical in its reception. And Josias Schmid[45] had already, even at that time, felt the imperfection of this branch of instruction. He imparted to me the first ground-principles of his later work on the subject, and his ideas at once commanded my approval, for I saw they possessed two important properties, manysidedness and an exhaustive scientific basis.

The teaching of drawing was also very incomplete, especially in its first commencement; but drawing from right-angled prisms with equal sides, in various lengths, which was one of the exercises required at a later stage, and drawing other mathematical figures by means of which the comprehension of the forms of actual objects of every-day life might be facilitated were much more to my mind. Schmid's method of drawing had not yet appeared.

In physical geography, the usual school course, with its many-coloured maps, had been left far behind. Tobler, an active young man, was the princ.i.p.al teacher in this section. Still, even this branch had far too much positive instruction[46] for me. Particularly unpleasant to me was the commencement of the course, which began with an account of the bottom of the sea, although the pupils could have no conception of their own as to its nature or dimensions. Nevertheless the teaching aroused astonishment, and carried one involuntarily along with it through the impression made by the lightning-quickness of the answers of the children.

In natural history I heard only the botany. The princ.i.p.al teacher, who had also prepared the plan of instruction in this subject for all the school, was Hopf, like the rest an active young man. The school course arranged and carried out by him had much that was excellent. In each separate instance--for example, the shape and position of leaves, flowers, etc.--he would first obtain all the possible varieties of form by question and answer between the cla.s.s and himself, and then he would select from the results the form which was before them in nature. These lessons, which were in this way made so attractive, and whose merits spoke for themselves, showed, however, when it came to practical application, an unpractical, I had almost said, a self-contradictory aspect.

(When, afterwards, in 1808, I visited Yverdon for the second time, I found to my regret neither Tobler nor Hopf there.)

With the method used for the German language I could not at all bring myself into sympathy, although it has been introduced into later school books elsewhere. Here also the arbitrary and non-productive style of teaching ran strongly counter to me at every step.

Singing was taught from figures.[47] Reading was taught from Pestalozzi's well-known "A.B.C."

[Memorandum.--All this lay dark within me, its value unrecognised even by myself. But my intellectual position tended to become more settled by pa.s.sing through these experiences. As to my state at the time, I have, as accurately as may be, described it above, as at once exalted and depressed, animated and dull. That Pestalozzi himself was carried away and bewildered by this great intellectual machine of his appears from the fact that he could never give any definite account of his idea, his plan, his intention. He always said, "Go and see for yourself" (very good for him who knew _how_ to look, how to hear, how to perceive); "it works splendidly!"[48] It was at that time, indeed, surprising and inexplicable to me that Pestalozzi's loving character did not win every one's heart as it won mine, and compel the staff of teachers to draw together into a connected whole, penetrated with life and intellectual strength in every part. His morning and evening addresses were deeply touching in their simplicity; and yet I remarked in them even already at that time some slight traces of the unhappy dissensions afterwards to arise.[49]]

I left Yverdon in mid-October (1805) with a settled resolution to return thither as soon as possible for a longer stay. As soon as I got back to Frankfurt, I received my definite appointment from the Consistorium.[50]

The work that awaited me upon my arrival from Switzerland at the Model School (which was, in fact, properly two schools, one for boys and one for girls) was a share in the arrangement of an entirely new educational course and teaching-plan for the whole establishment. The school contained four or five cla.s.ses of boys and two or three of girls; altogether about two hundred children. The staff consisted of four permanent masters and nine visiting masters.

As I threw myself heartily into the consideration of the necessities and the present position of the school, and of the instruction given there, the working out of this plan was left almost wholly in my hands, under the conditions imposed upon us. The scheme I produced not only succeeded in winning the approbation of the authorities, but proved itself during a long period of service beneficial in the highest degree, both to the inst.i.tution itself and to its efficiency; notwithstanding that it put the teachers to some considerable personal inconvenience, as well as making larger claims upon their time than was usual.

The subjects of instruction which fell to my share were arithmetic, drawing, physical geography, and German. I generally taught in the middle cla.s.ses. In a letter to my brother I spoke of the impression made upon me by my first lesson to a cla.s.s of thirty or forty boys ranging from nine to eleven; it seemed as if I had found something I had never known, but always longed for, always missed, as if my life had at last discovered its native element. I felt as happy as the fish in the water, the bird in the air.

But before I pursue this side of the development of my life I must touch upon another which was far more important to the evolution of my character as man, as teacher, and as educationist, and which, indeed, soon absorbed the first within itself.

Not long after my old friend, to meet with whom I had come to Frankfurt, had introduced me to Gruner, he went back himself to his work as private tutor. Afterwards he heard of a family (in Frankfurt) desiring a private tutor for the sons. Since he could not introduce me personally to this family he did so by letter, and several weeks before my journey to Yverdon he had, in fact, written to them about me in very kindly terms.

It was for three sons princ.i.p.ally that instruction and education were required. They came to see me, and after they had gone their personal peculiarities and their previous teaching and training, with the results, were fully described to me, and I was then consulted as to their future education. Now to education as an object[51] I had in truth never yet given a thought, and the question threw me into great perplexity. Nevertheless it required an answer, and moreover a precise answer.

In the life and circ.u.mstances of these lads I discovered frequent similarities with my own boyhood, which sprang to my memory as I listened. I could therefore answer the questions which were put to me out of the development and educational experiences of my own life; and my reply, torn as it was from actual life, keenly felt and vigorously expressed, bore upon it the stamp of truth. It was satisfactory to the parents; and education--development, which hitherto had been subjective alone for me--that is, as self-development--now took an objective form, a change which was distinctly painful to me. Long, long it was before I could bring this business of education into a form expressible by words.

I only knew education, and I could only educate, through direct personal a.s.sociation. This, then, I cultivated to the best of my power, following the path whither my vocation and my life now called me.

To say truth, I had a silent inward reluctance towards private tutorship. I felt the constant interruptions and the piece-meal nature of the work inseparable from the conditions of the case, and hence I suspected that it might want vitality; but the trusting indulgence with which I was met, and especially the clear, bright, friendly glance which greeted me from the two younger lads, decided me to undertake to give the boys lessons for two hours a day, and to share their walks. The actual teaching was to be in arithmetic and German. The first was soon arranged. I simply followed Pestalozzi's course. But as to the language I encountered great difficulties. I began by teaching it from the regular school-books then used, and indeed still in use. I prepared myself to the best of my ability for each lesson, and worked up whatever I felt myself ignorant of in the most careful and diligent way. But the mode of teaching employed in these books frustrated my efforts. I could neither get on myself nor get my pupils on with it. So I began to take for my method Pestalozzi's "Mothers' Book." In this way we went on much better, but still I was not satisfied; and, indeed, I may say that for a very long time no system of instruction in German did satisfy me.

In arithmetic, by using the "Tables of Units"[52] in Pestalozzi's pamphlet, I arrived at the same results which I had seen in Switzerland. Very often my pupils had the answer ready when the last word of the question had scarcely been spoken. Yet I presently found out some defects in this method of teaching, of which I shall speak later on.[53]

When we were out walking together, I endeavoured to my utmost to penetrate into the lives of the children, and so to influence them for good. I lived my own early life over again, but in a happier way, for it now lay clear and intelligible before me in its special as well as its general characteristics.

All my thoughts and work were now directed to the subject of the culture and education of man. This period of my life became full of zeal, of active development, of advancing culture, and, in consequence, of happiness. And my life in the Model School also, with my boys and with my excellent colleagues, unusually clever men, was very elevating and encouraging.

Owing to the position and surroundings of the school buildings, which, though not apparently extensive as seen from the street, contained a considerable courtyard and a s.p.a.cious garden, the scholars enjoyed perfect freedom of exercise, and could play just as they liked in courtyard or garden; with the result, moreover, of thereby affording a most important opportunity to the various teachers of becoming really intimate with the characters of the boys they taught. And there grew up out of all this a voluntary resolution on the part of the teachers that every teacher should take his boys for a walk once a week. Each adopted the method he liked best; some preferred to occupy the time of the walk over a permanent subject; others preferred leaving the subject to chance. I usually occupied my cla.s.s with botanising; and also as geographical master, I turned these occasions to profit by leading on my boys to think for themselves and to apprehend the relations of various parts of the earth's surface: on these and other perceptions gained in this way I based my instruction in physiography, making them my point of departure.

The town was at once my starting-place and my centre. From it I extended our observations to the right and to the left, on this side and on that. I took the river Main as a base line, just as it lay; or I used the line of hills or the distant mountains. I settled firmly the direction of the four quarters of the compa.s.s. In everything I followed the leading of Nature herself, and with the data so obtained I worked out a representation of the place from direct observation, and on a reduced scale, in some level spot of ground or sandy tract carefully chosen for the purpose. When my representation (or map) was thoroughly understood and well impressed on every one's mind, then we reconstructed it in school on a black board placed horizontally. The map was first sketched by teachers and pupils between them, and then each pupil had to do it by himself as an exercise. These representations of the earth's surface of ours had a round contour, resembling the circular outline of the visible horizon.