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.

But before I pursue this side of the development of my life I must touch
upon another which was far more important to the evolution of my
character as man, as teacher, and as educationist, and which, indeed,
soon absorbed the first within itself.

Not long after my old friend, to meet with whom I had come to Frankfurt,
had introduced me to Gruner, he went back himself to his work as private
tutor. Afterwards he heard of a family (in Frankfurt) desiring a private
tutor for the sons. Since he could not introduce me personally to this
family he did so by letter, and several weeks before my journey to
Yverdon he had, in fact, written to them about me in very kindly terms.
It was for three sons principally that instruction and education were
required. They came to see me, and after they had gone their personal
peculiarities and their previous teaching and training, with the
results, were fully described to me, and I was then consulted as to
their future education. Now to education as an object[51] I had in truth
never yet given a thought, and the question threw me into great
perplexity. Nevertheless it required an answer, and moreover a precise
answer.

In the life and circumstances of these lads I discovered frequent
similarities with my own boyhood, which sprang to my memory as I
listened. I could therefore answer the questions which were put to me
out of the developm