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.