[Memorandum.--All this lay dark within me, its value unrecognised even by myself. But my intellectual position tended to become more settled by passing 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 classes 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 institution 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 classes. In a letter to my brother I spoke of the impression made upon me by my first lesson to a class 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.