IN MEMORIAM FLOR1AN CAJORI HERMANN KRUSI One thousand copies of this book have been printed from type, and the type then distributed R elections of My Life BY SON OF HERMANN Ate Professor of Philc>. at the 0& KRUSI V3SOC1ATK) and Modern Languages ig School SUP PEB EC< KY WITH SE OH Nl - ARIU - THE GRA V PRESS Recollections of My Life BY HERMANN KRUSI SON OF HERMANN KJRttei (PESTALOZZI'S ASSOCIATE) Late Professor of Philosophy of Education, Geometry, and Modern Languages at the Oswego State Normal and Training School Author of " The Life and Work of Pestalozzi " and " Krusi's Drawing Course " AN AUTOBIOGRAPHICAL SKETCH SUPPLEMENTED BY EXTRACTS FROM HIS PERSONAL RECORDS AND A REVIEW OF HIS LITERARY PRODUCTIONS TOGETHER WITH SELECTED ESSAYS ARRANGED AND EDITED BY ELIZABETH SHELDON ALLING THE GRAFTON PRESS PUBLISHERS NEW YORK Copyright, 1907, BY THE GRAFTON PRESS TO THE MEMORY OF THE MOST LOVABLE OF MEN PROFESSOR HERMANN KRUSI CONTENTS RECOLLECTIONS OF MY LIFE, 1817-1887 PAGE I Earliest Years, Yverdon, 1817-1822 7 II Stay at Trogen, 1822-1833 9 III Life and Sojourn in Gais, 1833-1837. A Pleasant Home Life and Good Work at the Normal School 26 IV A Visit to Yverdon 31 V Return to Gais : Attractions of the Place and its Surroundings 35 VI An Excursion to Dresden and Stay at Dr. Blochmann's Insti- tute, 1838-1840 40 VII Impressions Received During My Visit at the Bunzlau Normal School (Prussia), 1840-1841 46 VIII Return to Switzerland, 1841 52 IX Last Years in Gais, 1841-1846. Departure for England . 61 X My Experiences at Cheam, England, 1846 76 XI My Work and Experiences in Connection with the Home and Colonial Schools in London, 1847-1852 84 XII Friendships Formed in London 89 XIII Journeys in England 95 XIV A Visit Home 97 XV Some Historical Events of the Period, 1846-1852 .... 101 XVI Farewell to England, 1852 107 XVII An Off-Year in Switzerland, 1852-1853 112 XVIII Emigration to America 121 XIX Idyllic Days of School Life at Lancaster, Mass., 1853-1855 . 124 XX My Experiences as a Lecturer at the Massachusetts and New Hampshire Institutes, 1854-1860 . 131 XXI A Winter Spent at Providence, 1855-1856 138 XXII Betrothal and Marriage, 1856: Experiences in this New Stage of Life 146 XXIII A Two Years' Stay at Trenton, N. J., 1857-1859 .... 152 XXIV An Off-Winter at Salem, 1859-1860 158 XXV Idyllic Days of Domestic Life at Our Lancaster Home, 1860- 1862 162 XXVI An Excursion to the West, 1861 .... i .... 166 vii Vlll CONTENTS PAGE XXVII My Last Year in Lancaster, 1861-1862. Invitation to Oswego, N. Y 171 XXVIII My First Work and Experiences in Oswego, 1862-1865 . . 182 XXIX My First Journey to Europe and Switzerland, 1865-1866 . .194 XXX Our Journey Completed 214 XXXI My Work in the Oswego State Normal School, March, 1866, to June, 1887: A Survey of the School, Its Teachers and Its Methods 216 XXXII Personal Experiences in Oswego, 1866-1875 226 XXXIII Some Further Experiences During My Sojourn in Oswego, 1866-1875 240 XXXIV The Centennial Year, 1876 245 XXXV Uneventful Years, 1876-1878 248 XXXVI My Second Trip to Europe, 1878 254 XXXVII Again Farewell to Switzerland 265 XXXVIII Period 1878-1881. Death of Gertie 269 XXXIX Some Reflections 285 XL Period 1881-1883 289 XLI Events and Reflections, 1883-1885 295 XLII Annals of the Heart, 1885-1886. Dedicated to Gertie . . 303 XLIII The Quarter-Centennial Celebration of the Oswego Normal School and Our First Journey to San Francisco, 1886 . . 313 XLIV Interlude 317 XLV My Farewell Year at the Oswego Normal School, 1886-1887 320 Postscript 325 THE CLOSING YEARS, 1887-1903 I Views from Mount Pisgah, 1886-1887 329 II Summary of the Period, 1887-1903 332 III Selections from the Record, 1888-1895 335 IV Memorable Days, 1896-1897 345 V Farewell to Minot, 1898 351 VI "Reflections" and the Close of the "Record" 355 VII A Tribute to the Memory of My Dear Wife (deceased Oct. 31, 1902) 358 VIII Last Days and Departure, Jan. 28, 1903. Memorials . 363 KRUSI'S INTELLECTUAL LIFE ILLUSTRATED BY His MISCELLANEOUS ESSAYS I Illustrating Kriisi's Religious Tendencies 369 II Kriisi's Political Standpoint 381 III Linguistic, Historical and Literary Studies 384 CONTENTS IX SELECTED ESSAYS PAGE I Luther the Educator 391 II My Contribution Concerning the Origin and Character of the Rhseto-Romanic or Ladin Dialect Spoken in Switzerland . 408 III A Visit to the Klonthal in the Canton of Glarus, near the Birth- place of My Mother 417 IV A River Idyl 421 V Apostrophe to a Boulder on the Alps 428 APPENDIX List of Krusi's Works not Included or Heretofore Referred to in this Book 433 ILLUSTRATIONS Professor Hermann Kriisi FACING PAGE View of Gais, Switzerland 24 Gasthaus zur Sonne, Gais, Switzerland 26 Hermann Kriisi, 1st 70 Fac-simile of Letter from Longfellow 212 Letter from Louis Agassiz to Professor Kriisi 238 The Kriisi Homestead, Oswego 332 Hermann Kriisi, 3d 336 Le Roy Kriisi 342 Caroline Dunham Kriisi 358 EDITOR'S NOTE WHILE Professor Kriisi, in writing his autobiography, " Recol- lections of My Life," aimed to make a concise sketch of his edu- cational career, avoiding all but necessary details, his "Record" books, to which he did not have access while writing the auto- biography, contain many passages that serve to fill out and enliven the sketch in a way that does not interfere with its directness, and will make it acceptable to a wider range of readers. More- over, the incidents of his life following the close of the educational period will be of great interest not only to his friends, but, for ethical reasons, to the general reader also. These incidents are abundantly supplied by the Record. Therefore, it has been thought that Professor Kriisi's aim will not be defeated by combining passages from the Record with the "Recollections," following a plan which needs no explana- tion; and by supplementing the account of his educational experi- ences with further extracts completing the picture of his life. Longer passages have also been selected as deserving of publica- tion, and have been assigned to a separate part of this volume, under the head of "Essays." All these productions, except cer- tain lectures, were originally written either in the " Record " books, or in his "Miscellany," as intellectual studies or pastimes by Professor Kriisi, solely for his own personal profit or enjoyment. But so many hours of his life were occupied with the above writ- ings, that his friends felt it would be neglecting a duty, did they not take steps to make them available to others. Although, as Mr. Kriisi insists many times, he was content with their services to himself, a perusal of them convinced us all that they had not xiv HERMANN Kntisi reached their full usefulness they were so full of charm and of manifold interest. Hence, out of the nearly two thousand pages of the Record, and the sixteen hundred of the Miscellany, the small proportion here combined with the autobiography, has been chosen as giv- ing a glimpse into Mr. Krlisi's intellectual life; and above all, to illustrate his own character, so well worth knowing. Thus we are able to present not merely the exterior facts of his career, but, following his own notion, to reflect his inner life, showing how outward events aroused his thought and feeling, and how strongly he was influenced by a spiritual interpretation of things. The interest of the book seems to lie quite as much in its revelation of a human heart as in its historical bearing. These remarks must not be taken as detracting from the im- portance of Professor Kriisi's work in the educational field. His own modesty, indeed, caused this to be unobserved by educators in general. But those with whom he intimately worked realized the more, in proportion as they had breadth of vision and keen- ness of insight, that Krusi's views, his utterances, his practical work, were more absolutely to be depended upon than is often the case with an educational reformer. His influence upon the more thoughtful among his pupils and colleagues was most in- spiring, as well as practically helpful. Unimpeachable testimony to these statements will be found in the following pages. More- over, the guidance given by his philosophical mind, his cool judgment, and his special knowledge of the subject, to the Pestaloz- zian movement in America, came just at the critical time when it was needed, to avert errors in practice which would have been otherwise unavoidable. The full credit due to him on this score has been realized by but few but those few were the highest authorities. Although it has been publicly acknowledged on more than one occasion, it deserves a wider and more empha- sized recognition. This memorial book has been devised throughout especially EDITOR'S NOTE xv for the pleasure of Professor Kriisi's personal friends, for those people who loved him; and where a choice of matter or method had to be made, it has been made chiefly with a view to what they would enjoy. Still, where not conflicting with this aim, the course has also been pursued of omitting things that have not an inherent interest to the general reader. In fact, such is the character of Kriisi's narrative, that it has largely that inherent interest, greatly enhanced by his style. The editor can say, on her part, that with each revision of the matter in hand she has found an increased enjoyment of it, from the delicate revelations of the character of its writer, the subtle reflectiveness of the style, and the richness of allusion. She does not fear to offer the book to any reader who loves Nature, especially human nature, without having the particular interest in education that would attract many readers. Thus she confidently hopes that the number of Mr. Kriisi's lov- ing friends will be increased by the utterances of his book. He depended for inspiration and happiness so much upon the love of friends, that it seems most fitting to attune his memorial to the vibration of those chords that are strung in the heart of Love. Guided by this motive, a certain personal quaintness in ex- pression, not always conforming strictly to English idiom, has been allowed to remain untouched, as seeming to Professor Kriisi's old friends more natural and more vividly suggestive of the man himself. In fact, the book is intended to give a complete reflec- tion of his life, his mind, his character. In one of the extracts quoted he suggests that the best "memorial" we can erect to a departed friend is a good painting, representing that friend at the best period of his life, a memorial that we can have always with us, to bring our friend constantly back to us; and so, far better than a costly monument in a cemetery. It seems to me that this book may be, to Professsr Kriisi's friends, like such a picture, revealing not only his features, but his whole personality. E. S. A RECOLLECTIONS OF MY LIFE PREFACE Is it vanity, or presumption, to write a biography, which may be valuable only to a few surviving friends, while the majority think only of their present concerns, and have neither time nor sufficient interest for what others have experienced in the far-off Past ? However that may be, this account is chiefly written for my own gratification. It is but natural that, to a man who has passed through seventy-seven years of age, the Past is as sacred as the Present. In living, as it were, his life over again, he trav- erses the stages of youth, manhood, and old age, and views the transitory scenes with a calm mind, unmoved by passion and free of that partiality which at one time exaggerated the importance of contemporary events; while now he retains only those impres- sions which have taken a firm hold on his soul, and which have some bearing on his subsequent life. But with all the good intention to make a biography as con- cise as possible, it is clear that it cannot be altogether confined to oneself and to one's nearest surroundings, considering that we are also much affected and influenced by historical, geographi- cal, and social factors, meeting us at every stage of our life. For instance, a man who can distinctly remember facts happening sixty or sixty-five years ago, and who has lived in a foreign coun- try and in a different state of civilization, may well be permitted to dwell on these with greater interest and with more details than on those nearer to our time, which are more generally known. There is one more duty incumbent on the writer, who has laboured for half a century in the cause of education, and who is the descendant of a man honourably mentioned in connection with 3 4 PREFACE the celebrated school-reformer, Henry Pestalozzi : it is this, to give some space to the subject of education, in so far as it came under his own observation and engaged his mind and energies. HERMANN KRUSI. Minot, Me., 1894. INTRODUCTORY REMARKS I BELIEVE that but few people (except, perhaps, those who may have obtained a temporary celebrity by their writings, speeches, or brilliant performances) are induced to write a history of their experiences, in the expectation that it will be read after they are gone. Yet if they do (and this is my case), it is caused by the solitude or isolation to which many of us are reduced by old age or infirmity. This voluntary and rather pleasant task allows them to pass in review some bright periods of their existence, and to look even with interest on the sadder ones, which have now lost their sting, after a long lapse of time. The present manuscript was written about eight years ago (1894-95), in the solitude of Minot, a small village in Maine, during a long winter, without outside society, which limited my operations chiefly to one or two rooms in a small farmhouse. In reading over the manuscript after eight years, I found that most of its material is contained in my so-called " Record " books kept in a box at the home of our son Hermann, in California in which, however, the narrative of events is often interrupted by long descriptions, and by essays and reflections on various sub- jects, which interruptions I wanted to avoid in the present manu- script. All these are omitted here, and in order still more to reduce the bulk of the manuscript, / have eliminated all the facts not pertaining to the period of my educational career which closed in 1887 leaving the description of my later experiences in Switzerland and in California to the Record books. HERMANN KRUSI. Alameda, CaL, 1902. 5 RECOLLECTIONS OF MY LIFE CHAPTER I EARLIEST YEARS, YVERDON, 1817-1822 MY father, Hermann Kriisi, although a citizen of Gais, in the Canton Appenzell, situated in the German part of Switzer- land, had lived since the year 1805 at Yverdon, in the Canton de Vaud, among a French-speaking population. He was one of the head-teachers at the Institute of Pestalozzi, with whom he had been associated almost from the beginning of his educational labours, having joined him as his earliest assistant; and from 1800 to 1816 including the most brilliant epoch of Pestalozzi's career he enjoyed his love and confidence. At last, however, there arose serious differences among the teachers, caused by the arrogant demeanour of Pestalozzi's mana- ger, Joseph Schmid, which led Kriisi to resign his situation, and to found a private school in a building situated near the river Orbe, where I was born, June 24, 1817. As a proof that my father's separation from Pestalozzi had not severed all the friendly relations between them, I cite the fact that Pestalozzi acted as one of my godfathers, while Niederer supplied the other of which fact my full name given at the baptism, viz., Johann Heinrich Hermann Kriisi, bears testimony. I am afraid that the above act constitutes the only relation I had with the celebrated school-reformer, although it is possible that during the five years of my existence at Yverdon, his kind eyes may have occasionally smiled upon the half-unconscious child. The recollection of these early years must necessarily be almost 7 8 HERMANN KRUSI a blank, unless I except a dim vision of my having once or twice fallen into the river, to the great terror of my mother. Record. I have a faint remembrance of my having once or twice fallen into the river, and, after escaping the danger of drown- ing, being placed on the large brick stove in the parlour. This river at that time may have looked to my childish eyes like a big stream, but on my revisiting these scenes seventy years afterwards, I found but a babbling brook of small dimensions. On looking at the venerable castle with its round towers (formerly occupied by Pestalozzi and his school) it seemed as if spirit-voices and forms of noble departed men and women were still hovering around this former nucleus of educational activity, whose influence became felt in all portions of the civilized world. At the time of my visit in 1887, the venerable De Guimps (known in America by a translation of his " Life of Pestalozzi ") was alone left of the former pupils of the Institute, to tell in a trembling voice some interesting facts occurring during the most glorious era in the history of Yverdon. Of my father's private school I can only say that it was from day to day growing in popularity, and that many parents who looked with suspicion on the condition of the Pestalozzian Institute under Schmid's direction bestowed their full confidence on the Appenzell schoolmaster, who rejoiced in receiving his first pupils from his native Canton. This appreciation of Kriisi's services led (in 1822) to an invitation from some of the foremost men of his Canton to take charge of the newly founded Cantonal school (Kantons-Schule) at Trogen. After a considerable struggle between affection and duty, Krusi at last accepted the invitation and moved to the eastern part of Switzerland with his wife, two daughters, and a son (myself) slowly journeying in our " char-a-banc " until Trogen l was reached, where I was to receive the first rudiments of instruction. 1 One hundred fifty miles distant, near the Rhine River, where it forms the boundary between Switzerland and Austria. CHAPTER II STAY AT TROGEN, 1822-1833 ALTHOUGH the school to which my father was called stood nominally under the control of the Cantonal authorities, it yet owed its foundation to the liberality of some wealthy, public- minded citizens, more especially to Conrad Zellweger, a retired merchant and manufacturer, who contributed the building formerly used as a spinning establishment. Neither the premises nor their situation could be called very select, the school being situated on the northern slope of Mount Gaebris, enjoying but little sunshine in winter, while the view was equally limited. Otherwise the sanitary conditions were favourable, and were contributed to by simplicity of diet, ample exercise, and absence of temptations. As in Pestalozzi's Institute, no effeminacy was tolerated among the boys. Even during winter the dormitories were not warmed, and as for their ablutions, they had to go to the fountain (Brunnen) outside. It is true that with the thermometer at zero these ablu- tions may have been rather more hastily than thoroughly per- formed, but complaints were hardly heard, nor was there any shirking from plays in all weather, even in deep snow. In spite of such exposures, the good health of the boys was but seldom interrupted; although caps and hats were never worn during the milder season, I am inclined to believe that the number of colds was rather diminished than increased thereby. But the main question that has got to be answered is this: was the instruction given at the school of a high order, or at least such as to give indication of the source from which Kriisi received 10 HERMANN KRUSI his inspiration ? The answer can be given only partially in the affirmative. Making allowance for my being but a child when I received the instruction, and hence incapable of forming any adequate judgment, I yet see by retrospection, and applying my present standard of criticism, that the assistant teachers who were neither recommended nor selected by Kriisi followed either the old mechanical routine of learning by rote, or, if they discarded books, were too fond of their "hobbies." I will not say that either of these methods did not produce interest, or even emulation, but the results could hardly be anything else but super- ficial and fragmentary. In regard to order or discipline there were no distinct rules, but each teacher acted according to his judgment. I am glad to say that the marking system, which I found afterwards in Ameri- can schools, was not known; for if the interest in a lesson, or a good disposition, does not induce the pupil to pay intelligent atten- tion, neither will the "high-pressure" marking system do so. I do not know whether the rules in regard to whispering and talk- ing could be dispensed with in this country, but I know that the docility of pupils of German descent and the respect felt toward their superiors make such rules unnecessary with them, and that thereby self-government becomes a possibility. From my present standpoint I cannot quite approve the liberty granted to us boys in our free hours (more especially on Saturday afternoon) to roam about the woods and along hills, for the sake of collecting minerals, plants, insects, etc. This we did without giving formal notice to the teachers, but with the understanding that we should be back at meal-time. On Sundays attendance on church-ser- vice was expected, and, so far as I know, was never shirked. Referring again to the matter of instruction, there was no cramming for examinations, no artificial stimulus applied. Every one tried to do his duty according to his talents or disposition; hence, as there was no marked distinction awarded to a successful scholar, there was no reason for envious comparison, and he had RECOLLECTIONS OF MY LIFE 11 to be satisfied with the reward given him by his conscience, or by the progress made in his studies. The pupils were rather a motley crowd, consisting partly of day-scholars, and partly of boarders (pensionnaires) sent from different parts of Switzerland or even from Italy. The absence of distinctions made on account of standing, of nationality, or confession, caused a spirit of harmony but seldom disturbed. Although not much time or effort was given in regard to genteel training, the pupils' morals were well attended to, and they re- turned home unspoiled, with their intellect expanded and directed to higher aims. The positive knowledge they received was of course limited according to the scientific standard existing sixty years ago. Some sciences, like Chemistry, Natural Philosophy, etc., were then in their infancy; others, like Algebra or Physiology, were considered either not important, or else not fitted to popular schools of learning. Religion, as a moral agency, was taught rather by practice and example than by the application of dogmas or by a formal system of moralizing. At the same time, in my father's school, as well as in most other Swiss or German schools with which I became acquainted, the reading of Bible history formed one of the regular lessons of the day. Of course, I speak of the abridged Bible, towards which those that believe in plenary inspiration seem to have had hitherto an unconquerable aversion. This aversion once overcome, as it soon will be, I can see nothing but an advantage in giving pupils a connected course of history, in- stead of mere fragmentary portions, while imparting besides all the sound moral teaching contained therein. As singing has undoubtedly a salutary effect on the feelings and moral nature of man, it received its proper attention. It was fortunate that at the time of our tuition we had the privilege of using the songs composed by Nageli (a friend and former teacher of Pestalozzi), which, by their pleasing and inspiring harmony 9 12 HERMANN KRUSI were calculated to produce noble and tender emotions, and hence to remove the distinction formerly existing between sacred and secular music. It is obvious that very little effect could be pro- duced, even on children's susceptible hearts, by hearing the "Lobwassers Psalms," sung in all the churches; for, without depreciating the exalted sentiments contained in many of them, there were others tinged with the coarse, cruel, and revengeful notions of a people not far removed from heathenism. The Appenzellers are a singing people. Their " Jodlers " and "Kuhreihens" are heard everywhere, especially during the time of haying, which operation is performed by all the members of the household, and is considered rather a pleasant pastime. There is also no lack of patriotic songs, and it gives evidence of the musical talent of the Appenzell people to hear many of those who never received any musical education adapt correctly the second or bass voice to the leading melody. The most in- spiring songs, because participated in by hundreds and perhaps thousands of men's voices, are heard at the annual reunions of the people, called " Landsgemeinden," which are alternately held at Trogen (the seat of our school) and at Hundwyl, a small village farther west, which received the honour of this selection on account of being the first to introduce the Reformation. Trogen was considered the capital of Appenzell Ausserrhoden. 1 It contained, at the time of which I speak, a court-house (Rath- haus) that may have witnessed the sittings and deliberations of the legislative bodies ("grosse" and "kleine" Rath) for more than two hundred years. The council-chamber, where we trepidating youngsters were examined in the presence of some of these high dignitaries, was hung all around with pictures of all the " Landammanner " from the Reformation until now, whose stern countenances, rendered 1 "Outer district," lying next the Austrian border. "Innerrhoden" (Inner district) lies within the dividing line made by the Sitter River flowing through the Canton. RECOLLECTIONS OF MY LIFE 13 still more solemn by the stiff costume worn in those days, and by the dim light passing through the painted windows, could not fail to deepen the impression. On account of the old age and the blackened appearance of this wooden edifice, the Rathhaus made but an humble show between the other aristocratic-looking stone buildings surrounding the church square (Platz). This "Platz" was the chosen locality for the Landsgemeinde, which is held on the last Sunday of April. On that day all the male citizens of the Canton inhabiting its twenty villages are seen approaching from mountain and hill and up and down ravines, all respectably dressed in their Sunday attire, and wearing side-arms according to old Allemannic custom while the youngsters are occupied in the morning with firing pistols, guns, etc., in order to express their joy at this civic festival, while expect- ing some present in cookies (Leckerli) from the fathers or brothers on their return in the evening. The object of this annual reunion of ten or twelve thousand citizens of the Canton is to elect anew their Cantonal (State) officers, and to adopt or reject by an open hand-vote the laws or regulations framed by the legislative assembly. The importance of the occasion, the appearance of the dignitaries on a raised platform, the ringing of the church-bells, the sound of martial music and patriotic songs, invest such a gathering with unusual solemnity. At a given time (11 A.M.) the din proceeding from such a vast multitude is suddenly hushed by the appearance of the Landam- man (the chief magistrate) and by the Landweibel (his assistant), both wearing mantles with the national colors, i.e., black and white. The proceedings begin with a silent prayer, during which the hats of these ten thousand men are suddenly removed, reveal- ing a striking contrast of colour by the appearance of the bared heads. The patriotic address of the Landamman is now listened to with breathless attention, and as orderly is the next following act, 14 HERMANN KRUSI i.e., the election of State officers, and the decision made by the presiding officer in regard to the acceptance or rejection of some law or ordinance by an open hand-vote, which is never counted. To one versed in the politics of the United States, the citizens of which are always divided into two or more contending parties each jealous and suspicious of the other it might appear that a decision based upon a mere "measuring" of a sea of up- lifted hands by the eye might lead to bitter contentions and un- seemly confusion. But the good tact of the people trained by practice of several hundreds of years combined with its innate peaceful disposition, have provided for such a contingency. One of the means for preserving order and quiet is the arrangement that no discussion is allowed during the transactions of the Landsgemeinde, such a discussion having previously taken place in preliminary meetings of the different communes. Another very effective regulation, by which a vast amount of time and trouble is spared, is this: to throw out from the list of candidates for election those who have a decided minority of votes, with per- mission to vote again, which after a time reduces their number to two. But as for the peaceful submission to the last decision in regard to two often nearly equal " shows of hands," I can suggest no other reason than the absolute confidence of the peeple in the honesty and fairness of their magistrates, who were chosen on account of their merits and virtues, and to doubt whose veracity would be to stultify themselves. By these "common sense" tactics of a simple, liberty-loving people, the will of the majority is always satisfied ; whilst in the United States a small but obstinate third party often gains the victory or at least forces the majority to truckle and barter with it with a partial abandonment of solemnly declared principles or purposes. I need hardly say that at a Landsgemeinde, where the people shows such admirable self-government, the presence or assistance of armed police or military would be almost ridiculous. After the business of the assembly is completed, in the course RECOLLECTIONS OF MY LIFE 15 of two or three hours, an old-fashioned oath is administered, during which the people hold up three fingers for some minutes, amidst an almost painful silence. Then the vast assembly breaks up, dispersing in black masses up hills and down ravines, many of the voters disappearing in the numerous wayside inns, to take a much needed recreation after a tramp of from one to a dozen miles, and protracted standing on the " Landsgemeind-platz. ' ' Such a grave political act, with the features above described, can perhaps only be realized with a limited population of the same race and creed, whose character has not been vitiated by merce- nary motives. The fact that the magistrates of the Canton receive no pay, but must be satisfied with the honour conferred by the gift of the office, precludes the necessity of the wire-pulling and intrigues seen in countries where many who boast to be republi- can and free are slavishly bound by the dictates of their party, while their so-called patriotism is tantamount to greed for office and spoils. The recollection of a purer state of politics, in which I at one time participated, may explain to some of my wondering friends why, later in life, I have taken so little interest in active politics, or in voting a ticket with the names of candidates suggested by a caucus, which men were previously unknown to me, not to speak of their honesty and integrity. My recollections of judicial proceedings and their accom- panying punishments are of a less pleasant character, and at the present time these would both be considered arbitrary and bar- barous. The total absence of lawyers in our Canton against whom the people seemed to have an unconquerable aversion is to be explained by the suspicion that these men would defend the cause of their clients, whether innocent or not; while the chosen legislators (in their capacity of judges), with less legal knowledge, would at least honestly try to get at the truth, and would be sup- ported by unbiassed witnesses, who had not been previously 16 HERMANN KRUSI instructed when to lie and when to hold their tongue. Hence, in the ordinary catalogue of crimes, such as theft, murder, disorderly or immoral conduct, the judgments of these legislators were generally correct, but the punishments, according to our views, far too severe. At the time of which I speak, public punishments were yet in order, and their sight was disgusting enough to affect the spec- tators with awe and terror. It was probably for this reason that the boys of the " Kantons-schule " were allowed a half-holiday on such occasions. To those whose curiosity was stronger than pity, it was exciting to see a poor wretch, with his arms pinioned behind by a cord one end of which was in the executioner's hand receive at every third step a cruel blow from a many-pronged whip, on his naked back. For this dismal procession a passage had to be opened through the serried ranks of the people, of whom many were women and children. The length of this pas- sage varied, according to the guilt of the criminal, as designated by the expressions: "langer und kurzer Gang" (long and short course). It is true that women were not punished thus, but rather, like the woman in Hawthorne's "Scarlet Letter," were obliged to stand on an elevated platform, with an iron ring round the neck, stared at by a gaping and not always pitying multitude. A somewhat more aggravated punishment consisted in the culprit being placed in a vertical cage or cylinder, which could be rapidly turned round its axis, producing effects which can rather be imagined than described. We will add that people thus punished (although their defalcations may not have amounted to more than a couple of dollars) were disgraced for life, deprived of their house, and even their innocent children or nearest rela- tives were partially shunned as were those of suicides, whose bodies were denied a burial in the consecrated earth of the ceme- tery. It looks almost impossible when we are told that less than RECOLLECTIONS OF MY LIFE 17 sixty years ago men were decapitated for stealing sums that in the aggregate might not have amounted to more than one hundred dollars, while now we see criminals absconding with hundred- thousands, and occasionally, by some trick of the law, enjoying them without further molestation. The above punishment was actually inflicted on one of my school comrades at Trogen, the son of respectable parents and himself not without means, who was evidently possessed with kleptomania. Though lamenting the exaggerated severity of by-gone times, we cannot but respect the sense of honesty and abhorrence of crime which animated our forefathers; and the very fact that what was termed " ein leichtsinniger Bankerott " (a failure caused by frivolous living or speculation) was punished by prison and attachment of all the property was considered an unpardonable crime shows with what earnestness our forefathers watched over the strict restitution of every loan or money held in trust. I will add some further remarks about my educational expe- riences at Trogen during a period of twelve years. Although at this early period of life my observation was limited, I could yet see that the district schools were ungraded, and the teachers poorly paid, and perhaps as poorly qualified for their task. Yet in spite of these drawbacks there were hardly any parents who suffered their children to stand aloof from the school so as not to have some knowledge of reading, writing, and arithmetic. The exaggerated value placed on proficiency in writing is attested by the fact that before Easter copies from all schools were handed to the school committee, numbered, but without the names of the writers. These were carefully examined by the above impartial tribunal, numbered again according to their apparent merits, and then returned to the respective schools. The great ambition was to see the greatest number of good copies fall to one school. The happy possessors of the best copies (or all who wished to do so) had the privilege, on Easter Monday, to visit the houses of their friends and relatives, and receive in return some present in 18 HERMANN KRUSI money as a reward of their skill and diligence. It was a grand day for the successful children, but rather a humiliating one for the others. My father, who in his " Erinnerungen " (Reminis- cences) mentions that at one time the copies of six of his school children were favoured with the best marks, was afterwards (when his advice on the making of a new school programme was appealed to) one of the first to abolish this foolish practice. A far more pleasant custom was the gift of coloured Ostereier (Easter eggs) to the children, who tested the hardness of the shells by knocking with the end of one of their eggs on the corresponding end of that held by another child, and then, according to the result, either obtained or lost the prize. Such customs are probably older than we imagine, and some which I shall cite later on are probably derived from our heathen ancestors. Record. There were four or five grand festival days in the year, which broke the monotony of the school routine, and brought joy to our juvenile hearts. These days were: New Year's day, Easter Monday, the day of the Landsgemeinde (National Assem- bly), the Village Fair. It was customary in our house to kindle the Christmas tree on New Year's eve, to please the little children of our family and the school, whilst the elder scholars received presents from their parents or relatives, which were opened on this occasion. This always caused a great jubilee; on these days heaps of confectionery and of so-called " Birnen-brod " * vanished with great rapidity. Well do I remember my first watch, a common silver one, which I drew forth every five minutes, to see whether it kept pace with the parlour or church clock, which it never did as little as those which I had the pleasure to own afterwards, a good old repeater (a relic of my father's) and a gold hunter; which seems to teach that each watch, like the mind of man, has its own walk, and is continually at variance with others; hence both have to be regulated by an appeal to eternal laws. I must not forget to mention that I like other little children believed staunchly, at least up to my sixth or seventh year, that " Christ-Kindli " brought us the presents of the Christmas tree, 1 Cake containing dried pears. RECOLLECTIONS OF MY LIFE 19 which were therefore always received with due reverence, with- out making envious comparisons, as young America is but too liable to do on his receiving presents given in a more matter-of- fact manner. [The diary proceeds with a full description of other holidays, which are, however, also described in the Autobiography. ED.] Amid scenes such as I have described my early youth was spent. Our family circle received an addition of three boys and one girl during our residence in Trogen. Of Father Kriisi and his work I shall say but little here, since I have spoken about his character and educational services in my " Life of Pestalozzi." Record. Besides his labours in the school and family, my father spent much time in his garden, and superintended also the farm, whose produce (mostly grass) served to feed three cows and a horse. There was very good society at Trogen, so that we had much intercourse with the intelligent and wealthy families of Zellweger (the founder of the first agricultural school), Graf, Deacon Frei, Honverlag, etc. My mother, who was considerably younger than my father, was of delicate, nervous constitution, a tender mother and wife, a good, careful housekeeper, to whom her husband and children owed a great deal for the care she took of the financial affairs of the household a matter which Pestalozzi and his oldest asso- ciates were very apt to neglect. In the absence of any likeness preserved of her, she stands before my imagination as a spare woman of medium size, with black eyes and hair and finely chis- elled features. Descended from poor but honest parents in the Canton of Glarus, she was like many hundred children forced to leave her home and parents during the storm of the French Revolution. She was received and adopted by some benevolent people in the city of Zurich, who took care of the child as one of their own. At Yverdon, in Madame Niederer's school for young ladies, she became acquainted with Kriisi, to whom she was married in 1812, receiving the benediction of father Pestalozzi. To the same school my two older sisters were sent after Pestalozzi 20 HERMANN KRUSI had departed from Yverdon, as well as from the troubles and cares of this life. Record. My mother's original name was Catharina Egger; her family dates from Notstall, a village in the Canton of Glarus, buried between high mountains, and containing a poor class of inhabitants. Her farthest recollections go to the famous retreat of the Russians under Suwaroff l over the Panix mountains, pursued by the French. You may imagine the terror of the inhabitants when they heard the mountain-walls resound from the thunder of the cannon, and when they had to feed so many thousands of hungry and brutal warriors with their scanty means. As a natural consequence, a famine broke out; and benevolent persons from the western part of Switzerland advised the poor parents to send their children away from home to some of the wealthier cities, where they would be taken care of in such situations as fate would assign them. My mother was one of the poor emigrant children, who, under the direction of a trust- worthy man, were brought to Zurich and exhibited on the market place to any who might choose to adopt them. My mother relates, that when she saw a kind-hearted lady cast a smiling glance at her, she exclaimed in a fit of lucky inspiration : " Girl, I want to go with you!" an invitation which was accepted, and which brought her into the bosom of a most respectable family, Schulthess, who were on terms of intimacy with the celebrated Lavater. When she had passed the years of her childhood, she was sent to the Pestalozzian institution for her education, and there became acquainted with my father, who, although by fifteen years her senior, was attracted by her simplicity of manners and goodness of heart, and paid for her further instruction in the establishment of his sister (at Miilhausen), after which he led her to the altar in 1812 at Lenzburg. For my part, I continued my studies at Trogen under the tuition of my father, and of other more or less capable teachers. Although the programme of the school was not extended, it in eluded, besides the common branches, instruction in French, Latin, Greek, and even in English, after the arrival of Mr. Sieg- 1 See Essays, "Visit to the Klonthal," p. 417. ED. RECOLLECTIONS OF MY LIFE 21 fried, who had spent some time in England, and whose method was a great improvement upon that of some other teachers. Of these branches, English has undoubtedly rendered me the greatest service, and was possibly the cause of my visiting England and the United States. As no marks of merit were given at our school, I have no idea about my comparative standing in this and other branches. From the fact that I learned the formal part of the English Grammar (i.e., its declensions and conjugations) in five or six lessons, and began at once to translate some English author; from the fact also that the first page of the Iliad, which I com- mitted to memory, has remained there for sixty or more years I conclude that there was no difficulty in my acquiring a foreign tongue, as far as memory was concerned. At the same time, the mathematical branches, especially Geometry, as taught by my father without a book, on a thoroughly Pestalozzian principle of development, were equally congenial to me, as was also the sub- ject of History. Record. Of all the branches I studied, I liked always those best which were best taught, although I will not deny that my natural talent would have led me in preference to the modern languages and History. Yet there were times when I was deeply interested in the study of ancient Classics, or in Geography, or Mathematics although in the latter I did not excel. I state this for your benefit, my son, 1 that you may not throw away any occasion for learning, from an ill-conceived prejudice against a particular branch, as so many do by saying : " I have no taste for Drawing, or Singing," etc. Try first, and see whether you are able to master its elements, and if your teacher succeeds in mak- ing it interesting, and in opening new spheres of knowledge to your inquiring mind, then you have accomplished more by its study than by following a branch which your natural talents seem to render easy and pleasant, but which is badly taught, without cultivating any of the powers of your mind. I have in this way learned, after leaving the school, to like Arithmetic and Drawing, which have become occasionally the 1 This Record is inscribed to his son. See p. 153. ED. 22 HERMANN KRUSI chief branches entrusted to my care. As long as I drew only from copies, the latter branch never presented any very attractive feature, but when I became acquainted with inventive drawing and perspective, then I saw the bearing upon Art and original conception, and succeeded in making it interesting also to others. I never was accomplished in calligraphy, as this journal will testify, partly as a consequence of unsystematic teaching, partly owing to my own impatience in giving to the paper rapidly succeed- ing thoughts which would, no doubt, come out in greater ele- gance of style, if I gave myself so much time as would be necessary to write them in fine characters. I have no wonderful adventures to relate, no hair-breadth escapes, no fights, etc., as I was never of an adventurous or quarrel- some disposition. My greatest failing was untidiness in dress, and a neglect of the more formal part of instruction, whilst I had imagination, memory, and discrimination enough to lay hold of its mental portion. The effect produced by historical facts and legends was mani- fested in some of our games. Thus the pupils of our school were at one time divided into Greeks and Trojans, according to the predilection we had for either of the two contending parties, or perhaps rather for some of their prominent leaders, as, for instance, Achilles and Hector. I remember that I sided with the Trojans, and would perhaps do so still, while admiring at the same time the impartiality of the Greek narrator (Homer, if he had a real existence) in allowing to the enemies of his nation the same martial and moral virtues as to his own. Amongst the heroes of the Swiss Confederation, the dramatic exploits of William Tell took most hold on our imaginations. At that time we believed in the truth of the story as in Gospel, and felt perhaps happier in that belief than in the present sceptical doubts about the very existence of our quondam hero. But aside from the venerable traditions of history, we were even in our limited world not left entirely ignorant about what was going on in the countries around us. Thus, for instance, the struggle of the oppressed Greek with the Ottoman power excited RECOLLECTIONS OF MY LIFE our deepest sympathy, which was of course strengthened by the interest we felt in that nation and its language through our classi- cal studies. At that time subscriptions were raised from private individuals and public institutions all over the civilized world, and I remember giving also my mite for this purpose. Nor was this the only struggle of an oppressed people of which we obtained cognizance; for soon afterwards we heard of the death struggle of the Poles, and of the heroic but useless attacks of the peasantry armed with their scythes against the Rus- sian Colossus, who strangled them in his deadly grasp. I can even now hear the voice of my sister singing a tune at the piano beginning with these words: "Noch ist Polen nicht verloren," etc. (Poland is not yet lost), and the sorrowful remark of my father: "Alas, it is lost forever!" But the throbbings of liberty could not be stopped, least of all in France, which in 1830 witnessed the downfall of Charles X, during the celebrated July days. The valour of the Swiss guard availed nothing against the universal rising of the people. Some days after the desperate conflict I remember seeing some wounded Swiss soldiers hobbling along the dusty road. They told the sad story more impressively than any printed page could have done. Neither death nor any serious sickness during all these years cast any gloom over our household. I remember, however, the news of one death from the impression it made on my mother. After opening a letter with a black seal, she burst out crying, for it told her that Pestalozzi was no more. He died in 1827. I can imagine the feelings of both my parents at receiving this news; for although any outward communion or intercourse with Pestalozzi had ceased, owing to the Mephistophelian influence of Schmid, yet their beautiful love and attachment towards their old friend and teacher had never been on the wane. In whatever situation my father was placed, Pestalozzi's better self, as well as the spirit of his method, were always his staff and support, and his ardent wish was to be able to show the application of his 24 HERMANN KRUSI principles of education in a position untrammelled by circum- stances over which he had no control. This wish was to be grati- fied. After France had issued victoriously from a successful revolu- tion, it had also encouraged other nations to assert their popular rights for the advancement of a liberal, progressive civilization. Kriisi rejoiced to find also in his native country a stimulus given for needed improvements in public instruction. While private schools may have done some good, the public schools had received but little attention, and the lack of trained teachers was everywhere felt to be the chief cause of the prevailing ignorance. Hence the idea of Normal schools, which Pestalozzi in his prophetic visions had already anticipated fifty years ago in his immortal work of " Leonard and Gertrude." The plan of a small Normal school seemed feasible, even to the legislature of the small Canton of Appenzell, and the more so, as the man was already found who could do ample justice to this task, and whose patriotic heart swelled at the thought of serving his native country in a way con- genial to his inmost convictions. After being elected principal of the new Normal School, located at Gais, his native village, my father took leave of the Kantons-schule at Trogen, and with his family moved to our new home. Record. About the year 1830, the subject of education took a decided start in Switzerland at least in the Protestant Cantons and the Governments were made to see that Normal Schools were at the bottom of all real progress. Even the authorities of the small Canton of Appenzell, with barely forty thousand inhabi- tants, granted a fund for that purpose, and elected my father as the Principal of the new school, without, however, providing for a building. This matter, however, my father arranged by buy- ing a fine house in his native village of Gais, delightfully situated in the face of a high range of mountains, and so spacious that it was able to accommodate a school of young ladies, under the tuition of my sisters. . . . I consider the days spent at this place the most delightful of my life. Many circumstances contributed to make it thus. Q < o I fe Q- o -^ ^ o w -a RECOLLECTIONS OF MY LIFE 25 In the first place it was pleasant to see my father, now verging toward old age, but still hale and vigorous, engaged in a kind of occupation for which all his previous experiences at the side of Pestalozzi seemed to have fitted him, namely, the training of teachers; moreover, he had the gratification of seeing his two eldest daughters and myself prepared to give him assistance; besides this, it filled his heart with joy and thanks to Providence to be permitted to pass the evening of his life in his native village, embellished by so many youthful recollections, and still beautiful by its high Alpine situation, its verdant meadows, its placid cottages scattered over the valley, and especially its pleasant prospect on the mountain range, from which proceeded, even in the hottest of summer, a healthy bracing air a place eagerly resorted to by many patients from the adjacent countries, who found ample accommodations in the three large hotels. Our house was reached from the village by a long avenue of horse- chestnut trees, continued by a pleasant path which passed by to the garden, where my father spent many an hour in inspecting his pet flowers and trees; it was flanked on one side^by high poplar- trees, and backed by a high, sunny hill, which formed a part of the slope towards Mount Gaebris. CHAPTER III LIFE AND SOJOURN IN GAIS, 1833-1837 A PLEASANT HOME LIFE AND GOOD WORK AT THE NORMAL SCHOOL WHEN I apply the term "home" to this rural village, I do it because it was such in more than one sense. In the first place, it was the birthplace of my father and his ancestors, who all were born and buried there. Secondly, its beautiful situation on an elevated plateau, in sight of the rugged Appenzell mountains, its green meadows, its rustic houses picturesquely scattered over hill and dale, not to speak of the friendly spirit of many of its inhabi- tants, produced a home-like impression such as I never felt else- where. Even when returning there on a visit after nearly fifty years' absence, almost a stranger to most people except my nearest relatives and some faithful pupils, I felt as if the mountains and hills, with their everlasting freshness and vigour, were greeting me as an old acquaintance. What made our house still more home-like was the fact that, besides the limited number of Normal pupils, there was in it also a day-school for boys, and later on a school for young ladies conducted by my two sisters. As some of these members of both sexes boarded in the house, we formed an ensemble in which age and youth were represented, and which enabled us to dis- pense with outside society. The united schools were presided over by a fatherly teacher, who was looked up to by us all with becoming love and respect. For assistants we had, besides my two sisters Mina and Gertrude, a young man for the boys' school, while the resident minister, Pfarrer Weishaupt, gave occasionally gl 5 i K 3 w .2 K