But the work of Fellenberg did not stop there. From the beginning he had felt that the wealthy should understand and be more in sympathy with the laboring classes, and learn how to direct their work more intelligently. Hence he began very early an agricultural course for landowners, and many young men of the wealthy classes came to show a striking interest in his deep-soil ploughing, draining, irrigation, and other means of educating the poor. But these wealthier youths remained at the institute so short a time that he could not extend his ideals very widely. To retain them longer at Hofwyl, in 1809 he opened a ‘literary institute,’ which, besides the usual academic studies, used Pestalozzi’s object lessons and strove to develop physical activities. Moreover, the pupils in the literary institute had to cultivate gardens, work on the farm, engage in carpentering, turning, and other mechanical occupations, and in many ways come into touch and mutual understanding with the poorer boys in the agricultural institute. The wealthy learned to dignify labor, and the poor, instead of envying those in the higher stations of life, became friendly and desirous of coöperating with them. Eventually there arose an independent community of youth, managing its own affairs outside of school, arranging its own occupations, games, and tours, choosing its own officers, and making its own laws. Within this little world was provided a training for society at large, with its various classes, associations, and corporations, which Fellenberg seems to have regarded as divinely ordained. Likewise, in 1823, a school for poor girls was opened by his wife, and four years later he started a ‘real,’ or practical, school for the middle classes, which was intermediate between the two ‘institutes.’ [Sidenote: Switzerland,] [Sidenote: Germany,] [Sidenote: France, and England.]