To throw myself completely into the midst, into the very heart, of Pestalozzi's work, I wished to live in the main buildings of the institution, that is to say, in the castle itself.[68] We would have cheerfully shared the lot of the ordinary scholars, but our wish could not be granted, some outside jealousies standing in the way. However, I soon found a lodging, in immediate proximity to the institution, so that we were able to join the pupils at their dinner, their evening meal, and their supper, and to take part in the whole courses of their instruction, so far as the subjects chosen by us were concerned; indeed, to share in their whole life. I soon saw much that was imperfect; but, notwithstanding, the activity which pressed forth on all sides, the vigorous effort, the spiritual endeavour of the life around me, which carried me away with it as it did all other men who came within its influence, convinced me that here I should presently be able to resolve all my difficulties. As far as regarded myself personally, I had nothing more earnest to do for the time than to watch that my pupils gained the fullest possible profit from this life which was so rich in vigour for both body and soul. Accordingly we shared all lessons together; and I made it my special business to reason out with Pestalozzi each branch of instruction from its first point of connection with the rest, and thus to study it from its very root. The forcible, comprehensive, stimulating life stimulated me too, and seized upon me with all its comprehensiveness and all its force. It is true it could not blind me to many imperfections and deficiencies, but these were retrieved by the general tendency and endeavour of the whole system; for this, though containing several absolute contradictions, manifest even at that time, yet vindicated on a general view its inner connection and hidden unity. The powerful, indefinable, stirring, and uplifting effect produced by Pestalozzi when he spoke, set one's soul on fire for a higher, nobler life, although he had not made clear or sure the exact way towards it, nor indicated the means whereby to attain it. Thus did the power and manysidedness of the educational effort make up for deficiency in unity and comprehensiveness; and the love, the warmth, the stir of the whole, the human kindness and benevolence of it replaced the want of clearness, depth, thoroughness, extent, perseverance, and steadiness. In this way each separate branch of education was in such a condition as to powerfully interest, but never wholly to content the observer, since it prepared only further division and separation and did not tend towards unity.