At Stanz: P.'s own account.

these poor creatures by whom I was surrounded at Stanz, marked natural abilities soon began to show themselves. I knew how useful the cominon needs of life are in teaching men the relations of things, in bringing out their natural intelligence, in forming their judgment, and in arousing faculties which, buried, as it were, beneath the coaiser elements of their nature, cannot become active and useful till they are set free. It was my object then to set free these faculties, and bring them to bear on the pure and simple circumstances of domestic life, for I was convinced this was all that was wanting, and these natural faculties would shew themselves capable of raising the hearts and minds of my pupils to all that I could desire.

"I saw then how my wishes might be carried out; and I was persuaded that my affection would change the state of my children just as quickly as the spring sun would awake to new life the earth that winter had benumbed. I was not deceiving myself: before the spring sun melted the snow of our mountains my children were hardly to be recognised.

"But I must not anticipate. Just as in the evening I often mark the quick growth of the gourd by the side of the house, so I want you to mark the growth of my plant; and, my friend, I will not hide from you the worm which sometimes fastens on the leaves, sometimes even on the heart.

"I opened the establishment with no other helper but a womanservant. I had not only to teach the children, but to look after their physical needs. I preferred being alone, and, unfortunately, it was the only way to reach my end. No one in the world would have cared to enter into my views for the education of children, and at that time I knew scarcely any one even capable of it.

"In proportion as the men whom I might have called to my aid were highly educated just so far they failed to understand me, and were incapable of confining themselves even in theory to the simple startingpoints which I sought to come back to. All their views about the organisation and requirements of the enterprise differed entirely from mine. What they specially objected to was the notion that the enterprise might be carried out without the aid of any artificial means, and simply by the influence of nature in the environment of the children, and by the activity aroused in them by the needs of their daily life.

"And yet it was precisely upon this idea that I based all my hope of success; it was, as it were, a basis for innumerable other points of view.

At Stanz: P.'s own account.

“Experienced teachers, then, could not help me; still less boorish, ignorant men. I had nothing to put into the hands of assistants to guide them, nor any results or apparatus by which I could make my ideas clearer to them. Thus, whether I would or no, I had first to make my experiment alone, and collect facts to illustrate the essential features of my system before I could venture to look for outside help. Indeed in my then position, nobody could help me. I knew that I must help myself and shaped my plans accordingly.

"I wanted to prove by my experiment that if public education is to have any real value for humanity, it must imitate the means which make the merit of domestic education; for it is my opinion that if school teaching does not take into consideration the circumstances of family life, and everything else that bears on a man's general education, it can only lead to an artificial and methodical dwarfing of humanity.

"In any good education, the mother must be able to judge daily, nay hourly, from the child's eyes, lips, and face, of the slightest change in his soul. The power of the educator, too, must be that of a father, quickened by the general circumstances of domestic life.

"Such was the foundation upon which I built. I determined that there should not be a minute in the day when my children should not be aware from my face and my lips that my heart was theirs, that their happiness was my happiness, and their pleasures my pleasures.

"Man readily accepts what is good, and the child readily listens to it; but it is not for you that he wants it, master and educator, but for himself. The good to which you would lead him must not depend on your capricious humour or passion; it must be a good which is good in itself and by the nature of things, and which the child can recognize as good. He must feel the necessity of your will in things which concern his comfort before he can be expected to obey it.

"Whatever he does gladly, whatever gains him credit, whatever tends to accomplish his great hopes, whatever awakens his powers and enables him truly to say I can, all this he wills.

"But this will is not aroused by words; it is aroused only by a kind cf complete culture which gives feelings and powers. Words do not give the thing itself, but only an expression, a clear picture, of the thing which we already have in our minds.

"Before all things I was bound to gain the confidence and the love of the children. I was sure that if I succeeded in this all the rest

At Stanz: P.'s own account.

would come of itself. Friend, only think how I was placed, and how great were the prejudices of the people and of the children themselves, and you will comprehend what difficulties I had to overcome.

After narrating what we already know he goes on:

“Think, my friend, of this temper of the people, of my weakness, of my poor appearance, of the ill-will to which I was almost publicly exposed, and then judge how much I had to endure for the sake of carrying on my work.

"And yet, however painful this want of help and support was to me, it was favourable to the success of my undertaking, for it compelled me to be always everything for my children. I was alone with them from morning till night. It was from me that they received all that could do them good, soul and body. All needful help, consolation, and instruction they received direct from me. Their hands were in mine, my eyes were fixed on theirs.

“We wept and smiled together. They forgot the world and Stanz ; they only knew that they were with me and I with them. We shared our food and drink. I had about me neither family, friends, nor servants; nothing but them. I was with them in sickness, and in health, and when they slept. I was the last to go to bed, and the first to get up. In the bedroom I prayed with them, and, at their own request, taught them till they fell asleep. Their clothes and bodies were intolerably filthy, but I looked after both myself, and was thus constantly exposed to the risk of contagion.

"This is how it was that these children gradually became so attached to me, some indeed so deeply that they contradicted their parents and friends when they heard evil things said about me. They felt that I was being treated unfairly, and loved me, I think, the more for it. But of what avail is it for the young nestlings to love their mother when the bird of prey that is bent on destroying them is constantly hovering near?

However, the first results of these principles and of this line of action were not always satisfactory, nor, indeed, could they be so, The children did not always understand my love. Accustomed to illeness, unbounded liberty, and the fortuitous and lawless pleasures of an almost wild life, they had come to the convent in the expectation of being well fed, and of having nothing to do. Some of them soon discovered that they had been there long enough, and wanted to gc away again; they talked of the school fever that attacks children when

At Stanz: P.'s own account.

they are kept employed all day long. This dissatisfaction, which showed itself during the first months, resulted principally from the fact that many of them were ill, the consequence either of the sudden change of diet and habits, or of the severity of the weather and the lampness of the building in which we lived. We all coughed a great deal, and several children were seized with a peculiar sort of fever. This fever, which always began with sickness, was very general in the district. Cases of sickness, however, not followed by fever, were not at all rare, and were an almost natural consequence of the change of food. Many people attributed the fever to bad food, but the facts soon showed them to be wrong, for not a single child succumbed.

"On the return of spring it was evident to everybody that the children were all doing well, growing rapidly, and gaining colour. Certain magistrates and ecclesiastics, who saw them some time afterwards, stated that they had improved almost beyond recognition. . .

...

"Months passed before I had the satisfaction of having my hand grasped by a single grateful parent. But the children were won over much sooner. They even wept sometimes when their parents met me or left me without a word of salutation. Many of them were perfectly happy, and used to say to their mothers: 'I am better here than at home.' At home, indeed, as they readily told me when we talked alone, they had been ill-used and beaten, and had often had neither bread to eat nor bed to lie down upon. And yet these same children would sometimes go off with their mothers the very next morning.

"A good many others, however, soon saw that by staying with me they might both learn something and become something, and these never failed in their zeal and attachment. Before very long their conduct was imitated by others who had not altogether the same feelings.

"Those who ran away were the worst in character and the least capable. But they were not incited to go till they were free of their vermin and their rags. Several were sent to me with no other purpose than that of being taken away again as soon as they were clean and well clothed.

"But after a time their better judgment overcame the defiant hostility with which they arrived. In 1799* I had nearly eighty children. Most of them were bright and intelligent, some even remarkably so.

* Pestalozzi was with the children at Stanz only during the first half f 1799.

At Stanz: P.'s own account.

"For most of them study was something entirely new. As soon as they found that they could learn, their zeal was indefatigable, and in a few weeks children who had never before opened a book, and could hardly repeat a Pater Noster or an Ave, would study the whole day long with the keenest interest. Even after supper, when I used to say to them, 'Children, will you go to bed, or learn something?' they would generally answer, especially in the first month or two, 'Learn something.' It is true that afterwards, when they had to get up very early, it was not quite the same.

"But this first eagerness did much towards starting the establishment on the right lines, and making the studies the success they ultimately were, a success. indeed, which far surpassed my expectations. And yet great beyond expression were my difficulties. I did not as yet find it possible to organise the studies properly.

"Neither my trust nor my zeal had been able to overcome either the intractability of individuals or the want of coherence in the whole experiment. The general order of the establishment, I felt, must be based upon order of a higher character. As this higher order did not yet exist, I had to attempt to create it; for without this foundation I could not hope to organise properly either the teaching or the general management of the place, nor should I have wished to do so. I wanted everything to result not from a preconceived plan, but from my relations with the children. The high principles and educating forces I was seeking, I looked for from the harmonious common life of my children, from their common attention, activity, and needs. It was not, then, from any external organisation that I looked for the regeneration of which they stood so much in need. If I had employed constraint, regulations, and lectures, I should, instead of winning and ennobling my children's hearts, have repelled them and made them bitter, and thus been farther than ever from my aim. First of all, I had to arouse in them pure, moral, and noble feelings, so that afterwards, in external things, I might be sure of their ready attention, activity, and obedience. I had, in short, to follow the high precept of Jesus Christ, 'Cleanse first that which is within, that the outside may be clean also '; and if ever the truth of this precept was made manifest, it was made manifest then. My one aim was to make their new life in common, and their new powers, awaken a feeling of brotherhood amongst the children, and make them affectionate, just, and considerate.