76 THE CULTIVATOR. March. 
As soon, and as much as possible, the leader of all work 
will be chosen from the pupils by their own number. 
2. Employment in house, yard, stall, barn, granary, 
dairy, and cellar. Each pupil will have for a certain 
period, a particular charge allotted to him. 
3. In similar manner the work of the forest culture 
will be arranged. 
4. Constant communication from the teacher, based 
upon what is daily seen and done, will constitute 
the chief instruction to the pupils, and furnish occasion 
for introducing the theory and auxiliary sciences. 
5. A complete system of book-keeping, including 
single and double entry is required from every pupil. 
For this purpose, they, under the direction of a teacher, 
will keep a day-book, journal, and ledger, accompanied 
throughout with calculation. 
The theory of Agriculture, and most of the auxiliary 
sciences will be systematically taught in the winter. 
Exercises in devotion, partly entrusted to the clergy¬ 
men of the different confessions at Hofwyl, will be sus¬ 
tained throughout the entire year. 
The auxiliary sciences which will be taught, are 
1. Natural Sciences. 
a. Economical mineralogy, botany, and zoology, 
farriery and horse-shoeing will connect themselves 
with the latter. 
b. Physics (natural philosophy,) and chemistry, uni¬ 
ted as chemical philosophy, with particular reference 
to meteorology, agronomy, and technical chemistry. 
2. Mathematics. 
a. Calculation connected with agriculture. 
b - Surveying and levelling. 
3. Machine drawing—plan and perspective. 
4. Agricultural architecture. 
c. Mechanics applied to agriculture. 
5. Economical commercial arts—(the art rightly to 
speculute.) 
6. Instruction in singing. In music, to such as are 
especially qualified. 
7. Aid in reading, writing, &c. 
For the development of the body, in every relation 
care will be given. 
It will consist theoretically in instruction in what 
a. Health consists, and in its preservation. 
Practically, 
b. Agricultural and and economical manufacture work 
of every kind. 
c. Exercise with foils. 
The aid which the Institution offer, beside the culti¬ 
vable grounds, in woodlands, peat-bogs, work-shops, 
(particularly wagon and smith shops,) brick-kilns, the 
nearness of Hofwyl, and of larger and lesser peasant 
farms, furnishing great facilities for observation; the 
chemical laboratory, the apparatus in physics, the col¬ 
lections in natural history, the rich Flora of the vici¬ 
nity, the nursery, the fields for experiment, the techni¬ 
cal manufactory, &c., are well adapted to afford to the 
instruction strong support. 
The instruction is so divided that in winter more at¬ 
tention will be given to theory, and in summer, more 
to practice. Still an entire separation of the one from 
the other is impossible. 
In summer those auxiliary sciences will be pursued 
which permit excursions— e. g., botany, surveying and 
levelling. 
B. 
The uniform suit, consisting of a kittel , (blue frock 
and belt,) and cap, will be furnished. 
C. 
The pupils should be confirmed, and be sixteen years 
of age. He must have the usual knowledge of reading, 
writing, and arithmetic, be of good moral character, with¬ 
out organic defect, and in the possession of souud health. 
D. 
The period for the complete course in agriculture 
and the auxiliary sciences, is fixed at three years. 
(This will not prevent pupils being taken for a less 
period.) Admission will be best in spring, because 
the practical employment of the summer will be the 
best introduction to the study of the theory in win¬ 
ter. Pupils will not withstanding be received in autumn. 
Charge for Swiss. For Germans. For all other foreigners. 
First year, $212__ $240 . $336 
Second “ 106 .. 160 . 224 
For the third year nothing will be taken in return. 
But on the coutrary, from the second forward, the labor 
according to the current price, will be paid. 
Beside this, in the first year, pupils will receive pre¬ 
miums for industry, with which, also, neatness and 
bearing will be especially taken into consideration. 
Each year a thorough and complete examination in 
relation to both theory and practice, will taken place, 
which will be made known through the public papers. 
Brothers von Fellenberg. 
Oct. 1.—At ten o’clock I found M. Fellenberg in his 
office, ready to further my wishes. The apartment, 
like all the others of the edifice, is high. Surmounting 
the earthen stove and a few other indifferent pedestals, 
were busts of great men. Among them, gifted with 
the insignia of genius and philanthropy, in a degree 
altogether superior, was the bust of the father Fellen¬ 
berg. Around the wall were portraits of varied cha¬ 
racter—landscapes, scenes illustrative of Swiss domestic 
life, &c. Upon tables and shelves were vast numbers 
of pamphlets, books, plans of different kinds, and gene¬ 
ral office paraphernalia. At the end of a sofa was the 
correspondence of the last day or two. No sooner was 
I seated, than my host, true to a knowledge of my wish 
and object, resumed the explanation of the peculiari¬ 
ties of these schools. 
Least in rank among them is the school for training 
day-laborers, in the field. The pupils are from the 
poor families in the vicinity, and I think from those of 
day-laborers. Their parents are not land-owners—they 
rent from a peasant a house and garden, and work for 
the landlord in payment. The children in many instan¬ 
ces seem born to poverty. This debt to the state M. F. 
would prevent, by qualifying the sons to earn more 
than their fathers earned before them, and fitting them 
to be more or less useful citizens. Pestalozzi’s grand 
conception was, that labor which seems ordinarily only 
for the development of the body, and its mainiainancein 
health, may be made the medium of mental and moral 
training. This idea lies at the foundation of thirty 
schools for the poor, now sustained by benevolent asso¬ 
ciations in different parts of Switzerland. They are edu¬ 
cated free of cost not only, but supplied with every¬ 
thing except clothes, and I think even these, are in part 
the gift of their noble father. 
After listening to M. F.’s account of their arrange¬ 
ment, we walked out to look through the several estab- 
lishments at Hofwyl. First we passed a carpenter’s 
shop, where some work was going forward apparently 
connected with the school edifices. Then we came to 
the school and boarding-house for the poor boys. In 
one room, two were preparing potatoes for themselves 
and their fellows. In another, six or seven really 
wretched-looking children were assorting peas, while 
another, older, had a book, which I fancied he had 
been reading to his companions. It was exceedingly 
grateful to observe the friendly address of M. F. to these 
little fellows, some of whom seem scarcely worth the 
time and effort necessary to a tolerable education. But 
there is “not a sparrow falleth,” &c. The study-room 
was large, supplied with benches, tables, and a black 
board. The sleeping-room had for each a little bed. 
The lads are employed during the day with hoeing, 
digging, gathering, assorting, and other farm-labor, 
under the constant supervision of a teacher. The cab¬ 
bages, potatoes, beets, turneps, and the products of the 
boys’ labor, are sold, and bread is purchased with the 
proceeds. How much time they devote daily to study 
I did not learn. Just uow the gathering of the fall 
crops must necessarily consume nearly the whole time, 
but in winter, I presume, five or six hours. They are 
taught to make mats, baskets, and a variety of other ar¬ 
ticles in household use. 
In carrying out this plan for educating poor children 
gratis, the conservative world about, regarded M. F. 
as enthusiastic almost to insanity, and thus for a long 
time withheld their co-operation. It was something 
their fathers had not done! Switzerland is not peculiar 
