§ 63. Thus arose the most celebrated Institute of which we read in the history of education. For some years its success seemed prodigious. Teachers came from all quarters, many of them sent by the Governments of the countries to which they belonged, that they might get initiated into the Pestalozzian system. Children too were sent from great distances, some of them being intrusted to Pestalozzi, some of them living with their own tutor in Yverdun and only attending the Institute during the day. The wave of enthusiasm for the new ideas seemed to carry everything before it; but there is nothing stable in a wave, and when the enthusiasm has subsided disappointment follows. This was the case at Yverdun, and Pestalozzi outlived his Institute. But the principles on which he worked and the spirit in which he worked could not pass away; and, at least in Germany, all elementary schoolmasters acknowledge how much they are indebted to his teaching. § 64. Of the state of things in the early days of the Institute we have a very lively account written for his own children by Professor Vuillemin, who entered it in 1805 as a child of eight, and was in it for two years. From this I extract the following portrait of Pestalozzi: “Imagine, my children, a very ugly man with rough bristling hair, his face scarred with small-pox and covered with freckles, an untidy beard, no neck-tie, his breeches not properly buttoned and coming down to his stockings, which in their turn descended on to his great thick shoes; fancy him panting and jerking as he walked; then his eyes which at one time opened wide to send a flash of lightning, at another were half closed as if engaged on what was going on within; his features now expressing a profound sadness and now again the most peaceful happiness; his speech either slow or hurried, either soft and melodious or bursting forth like thunder; imagine the man and you have him whom we used to call our Father Pestalozzi. Such as I have sketched him for you we loved him; we all loved him, for he loved us all; we loved him so warmly that when some time passed without our seeing him, we were quite troubled about it, and when he again appeared we could not take our eyes off him” (Guimps, 315). § 65. At this time he was no less loved by his assistants, who put up with any quarters that could be found for them, and received no salary. We read that the money paid by the scholars was kept in the room of “the head of the family”; every master could get the key, and when they required clothes they took from these funds just the sum requisite. This system, or want of system, went on for some time without abuse. As Vuillemin says, it was like a return to the early days of the Christian Church.