presentative side of his nature; wherefore none, not even the simplest gifts from a child, should ever be suffered to be neglected. To sketch my first attempt as an educator in one phrase, I sought with all my powers to give my pupils the best possible instruction, and the best possible training and culture, but I was unable to fulfil my intentions, to attain my end, in the position I then occupied, and with the degree of culture to which I had myself attained. As soon as this had become fully evident to me, it occurred to my mind that nothing else could be so serviceable to me as a sojourn for a time with Pestalozzi. I expressed my views on this head very decidedly, and accordingly, in the summer of 1808, it was agreed that I should take my three pupils with me to Yverdon. So it soon afterwards came about I was teacher and scholar, educator and pupil, all at the same time. If I were to attempt to put into one sentence all I expected to find at Yverdon, I should say it was a vigorous inner life amongst the boys and youths, quickening, manifesting itself in all kinds of creative activity, satisfying the manysidedness of man, meeting all his necessities, and occupying all his powers both mental and bodily. Pestalozzi, so I imagined, must be the heart, the life-source, the spiritual guide of this life and work; from his central point he must watch over the boy's life in all its bearings, see it in all its stages of development, or at all events sympathise with it and feel with it, whether as the life of the individual, of the family, of the community, of the nation, of mankind at large. With such expectations I arrived at Yverdon. There was no educational problem whose resolution I did not firmly expect to find there. That my soul soon faithfully mirrored the life which there flowed around me, my report for 1809 sufficiently shows.[67]