her private diary: "I am reading Leonard and Gertrude, and I delight in being transported into the Swiss village. If I could do as I liked I should take a carriage and start for Switzerland to see Pestalozzi; I should warmly shake him by the hand, and, my eyes filled with tears, would speak my gratitude. With what goodness, with what zeal, he labours for the welfare of his fellowcreatures! Yes, in the name of humanity, I thank him with all my heart."

Dr. Biber thus describes the inner life of the institute during the earlier years at Yverdon: "Persons of the most different gifts and abilities, and of the most opposite characters, were united together by the unaffected love which Pestalozzi, in years a man verging on the grave, but in heart and mind a genuine child, seemed to breathe out continually, and to impart to all that came within his circle. His children forgot that they had any other home, his teachers that there was any world beside the institution. Even the eldest members of this great family, men who had attained all the maturity of manhood, venerated Pestalozzi with all the reverence of true filial affection, and cherished towards each other a genuine brotherly feeling. . . .

"Teachers and children were entirely amalgamated : they not only slept in the same rooms, and shared together all the enjoyments and labours of the day; but they were on a footing of perfect ease and familiarity. There was no pedantic superiority, no foppery of condescension, on the part of the teacher; nor was there in the pupils the slavish humility of fear, or the arrogant presumption of an equality which does not exist in the nature of things. The same man that read a lecture on history one hour, would, perhaps, in the next sit on

the same form with his pupils in a lesson of arithmetic or geometry; nay he would, without compromising his dignity, request their assistance, and receive their help. Such facts were of daily occurrence in a house to which every one was a teacher of what he knew, and every one, even the head himself, a learner of what he knew not. [Froebel used thus to sit as a pupil amongst the boys.]

“Pestalozzi's example operated like a spell; and his teachers submitted in his house to arrangements which the same men, perhaps, would nowhere else have been able to endure. They had the immediate inspection of the different apartments, nay of the beds and clothes, as well as of the books of the children. In the morning every teacher assisted those that were especially committed to his care, as far as their age might require it, in washing and dressing themselves; which being done, he conducted them to the great hall, where the whole family was assembled for morning service. During the day he lost sight of them only while they were engaged in lessons with other teachers; but at meals, and in the hours of recreation, he joined them again; he participated in their plays, accompanied them in their walks, and at the close of the day, followed them again to evening prayers, and thence to bed. Yet in all this, there was on the part of the pupils perfect freedom; they were not forced to be with their teacher: but their teacher was always ready to be with them; and as his presence imposed upon them no artificial restraint, they delighted in his company."

The actual order of the day for the pupils was: "In the morning, half an hour before six the signal was given for getting up. Six o'clock found the pupils ready for

their first lesson, after which they were assembled for morning prayer. Between this and breakfast the children had time left them for preparing themselves for the day; and at eight o'clock they were again called to their lessons, which continued, with the interruption of from five to seven minutes' recreation between every two hours, till twelve o'clock. Half an hour later dinner was served up, and afterwards the children allowed to take moderate exercise till half-past two; when the afternoon lessons began, and were continued till half-past four. From half-past four till five there was another interval of recreation, during which the children had fruit and bread distributed to them. At five the lessons were resumed till the time of supper, at eight o'clock, after which, the evening prayer having been held, they were conducted to bed about nine.

"The hours of recreation were mostly spent in innocent games on a fine common, situated between the castle and the lake, and crossed in different directions by beautiful avenues of chestnut and poplar trees. On Wednesday and Sunday afternoons, if the weather permitted it, excursions of several miles were made through the beautiful scenery of the surrounding country. In summer the children went frequently to bathe in the lake, the borders of which offered, in winter, fine opportunities for skating.

"In bad weather they resorted to gymnastic exercises in a large hall expressly fitted up for that purpose. This constant attention to regular bodily exercise, together with the excellent climate of Yverdon, and the simplicity of their mode of living, proved so effectual in preserving the health of the children, that illness of

any kind made its appearance but very rarely, notwithstanding the number of pupils amounted at one time to upwards of a hundred and eighty."

Professor Vulliemin, in his recollections of the time he spent as a pupil under Pestalozzi at Yverdon, says: "It [the castle] was built in the shape of a huge square, and its great rooms and courts were admirably adapted for the games as well as the studies of a large school. Within its walls were assembled from a hundred and fifty to two hundred children of all nations, who divided their time between lessons and happy play. It often happened that a game of prisoner's base, begun in the castle court, would be finished on the grass near the lake. In winter we used to make a mighty snowfortress, which was attacked and defended with equal heroism.

"Early every morning we went in turns and had a shower of cold water thrown over us. We were generally bare-headed, but once, when a bitterly cold wind was blowing, my father took pity on me, and gave me a hat. My companions no sooner saw it than they raised the shout, 'A hat, a hat!' It was quickly knocked off my head, and a hundred hands sent it flying about the playground and corridors, till at last it went spinning through a window and fell into the river that flows by the walls of the castle. It was carried away to the lake and I never saw it again.

"Our masters were for the most part young men, and nearly all sons of the revolution,' who had grown up around Pestalozzi, their father and ours. There were, indeed, a few educated men and scholars who had come to share his task; but, taken altogether,

there was not much learning. I myself heard Pestalozzi boast, when an old man, of not having read anything for forty years. Nor did our masters, his first pupils, read much more than Pestalozzi himself. Their teaching was addressed to the understanding rather than the memory, and had for its aim the harmonious cultivation of the germs implanted in us by Providence. 'Make it your aim to develop the child,' Pestalozzi was never tired of repeating, and do not merely train him as you would train a dog, and as so many children in our schools are often trained.'

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'Our studies were almost entirely based on number, form and language. Language was taught us by the help of sense-impression; we were taught to see correctly, and in that way to form for ourselves a just idea of the relations of things. What we had thoroughly understood we had no trouble to express clearly.

We had to discover the truths of geometry for ourselves. After being once put in the way of it, the end to be reached was pointed out to us, and we were left to work alone. It was the same with arithmetic, which we did aloud, without paper. Some of us became wonderfully quick at this, and as charlatanism penetrates everywhere, these only were brought before the numerous strangers that the name of Pestalozzi daily attracted to Yverdon. We were told over and over again that a great work was going on in our midst, that the eyes of the world were upon us, and we readily believed it."

De Guimps gives this account of the daily routine, etc., for the boys: "At seven o'clock, after the first lesson, the pupils washed themselves in the courtyard,