In arithmetic, by using the "Tables of Units"[52] in Pestalozzi's pamphlet, I arrived at the same results which I had seen in Switzerland. Very often my pupils had the answer ready when the last word of the question had scarcely been spoken. Yet I presently found out some defects in this method of teaching, of which I shall speak later on.[53]
When we were out walking together, I endeavoured to my utmost to penetrate into the lives of the children, and so to influence them for good. I lived my own early life over again, but in a happier way, for it now lay clear and intelligible before me in its special as well as its general characteristics.
All my thoughts and work were now directed to the subject of the culture and education of man. This period of my life became full of zeal, of active development, of advancing culture, and, in consequence, of happiness. And my life in the Model School also, with my boys and with my excellent colleagues, unusually clever men, was very elevating and encouraging.
Owing to the position and surroundings of the school buildings, which, though not apparently extensive as seen from the street, contained a considerable courtyard and a spacious garden, the scholars enjoyed perfect freedom of exercise, and could play just as they liked in courtyard or garden; with the result, moreover, of thereby affording a most important opportunity to the various teachers of becoming really intimate with the characters of the boys they taught. And there grew up out of all this a voluntary resolution on the part of the teachers that every teacher should take his boys for a walk once a week. Each adopted the method he liked best; some preferred to occupy the time of the walk over a permanent subject; others preferred leaving the subject to chance. I usually occupied my class with botanising; and also as geographical master, I turned these occasions to profit by leading on my boys to think for themselves and to apprehend the relations of various parts of the earth's surface: on these and other perceptions gained in this way I based my instruction in physiography, making them my point of departure.
The town was at once my starting-place and my centre. From it I extended our observations to the right and to the left, on this side and on that. I took the river Main as a base line, just as it lay; or I used the line of hills or the distant mountains. I settled firmly the direction of the four quarters of the compass. In everything I followed the leading of Nature herself, and with the data so obtained I worked out a representation of the place from direct observation, and on a reduced scale, in some level spot of ground or sandy tract carefully chosen for the purpose. When my representation (or map) was thoroughly understood and well impressed on every one's mind, then we reconstructed it in school on a black board placed horizontally. The map was first sketched by teachers and pupils between them, and then each pupil had to do it by himself as an exercise. These representations of the earth's surface of ours had a round contour, resembling the circular outline of the visible horizon.
At the next public examination of the school, I was fortunate enough, although this first attempt was full of imperfections, to win the unanimous approval of the parents present; and not only that, but the especial commendation of my superiors. Every one said, "That is how physiography[54] should be taught. A boy must first learn all about his home before he goes further afield." My boys were as well acquainted with the surroundings of the town as with their own rooms at home; and gave rapid and striking answers as to all the natural peculiarities of the neighbourhood. This course was the fountain-head of the teaching method which I afterwards thoroughly worked out, and which has now been in use for many years.
In arithmetic I did not take the lower, but the middle classes; and here also my teaching received cheering encomiums.
In drawing I also taught the middle classes. My method in this subject was to work at the thorough comprehension and the representation of planes and solids in outline, rising from the simplest forms to complex combinations. I not only had the gratification of obtaining good results, which thoroughly satisfied those who tested them, but also of seeing my pupils work with pleasure, with ardour, and with individuality. In the girls' school I had to teach orthography[55] in one of the elementary classes. This lesson, ordinarily standing by itself, disconnected with anything, I based upon correct pronunciation.[56] The teaching was imperfect, certainly; but it nevertheless gained an unmistakable charm for both teacher and pupils; and, finally, its results were very satisfactory.
In one of the other classes of the girls' school I taught preparatory drawing. I took this by combinations of single lines; but the method was wanting in a logically necessary connection, so that it did not satisfy me. I cannot remember whether the results of this teaching were brought to the test or not.
Such was the outcome of my first attempts as a teacher. The kind indulgence and approval granted to me, more because of my good intentions and the fire of my zeal than for my actual performance, spurred me on to plunge deeper into the inquiry as to the nature of true teaching. But the whole system of a large school must have its settled form, with its previously-appointed teaching-course arranged as to times and subjects; and everything must fit in like a piece of clockwork. My system, on the other hand, called only for ready senses and awakened intellect. Set forms could only tolerate this view of education so far as it served to enliven and quicken them. But I have unfortunately again and again observed during my career, that even the most active life, if its activity and its vitality be not properly understood and urged ever onward, easily stiffens into bony rigidity. Enough, my mind, now fully awakened, could not suffer these set forms, necessary though they were; and I felt that I must seek out some position in which my nature could unfold itself freely according to the needs of the development of my life and of my mind.