no very favorable report touching the courtly manners of Hofwyl.

It was small marvel that an institution of practice so democratically
heterodox should awaken the jealousy of European legitimacy. And it was
probably with feelings more of sorrow than surprise, that Fellenberg,
about the year 1822, received from the Austrian authorities a formal
intimation that no Austrian subject would thereafter be allowed to enter
the college, and an order that those who were then studying there should
instantly return home. Than this tyrannical edict of the Austrian
autocrat,[B] the same who did not blush to declare "that he desired to
have loyal subjects, not learned men, in his dominions," no greater
compliment could have been paid to Fellenberg or his institutions.

The course of instruction pursued at Hofwyl included the study of the
Greek, Latin, French, and German languages, the last of which was the
language of our college,--history, geography, chemistry,
mechanics,--mathematics, in a thorough course, embracing the highest
branches,--drawing, and music, vocal and instrumental,--and, finally,
riding, fencing, and gymnastics. The recitations (_Stunden_, that is,
_hours_, we called them, for each lasted a single hour only) were
essentially conversational. The lessons in drawing, however, extended to
two consecutive hours, and included copying from the antique. There was
a riding-school and a considerable stud attached to the college; and the
highest class were in the habit of riding out once a week with M. de
Fellenberg, many of whose practical life-lessons, given as I rode by his
side during these pleasant excursions, I well remember yet.

The number of professors was large, compared to that of the taught,
being from twenty-five to thirty, though the college seldom contained
more than one hundred students. The number in each class was small,
usually from ten to fifteen.

Latin and Greek, though thoroughly taught, did not engross the same
proportion of time which in many other colleges is devoted to them. Not
more time was given to each than to ancient and modern history, and less
than to mathematics. This last was a special object of study. It was
taught, as was history, by extempore lectures, while the students took
notes in short-hand; and we seldom employed any printed work to aid us,
in the evening, in making out from recollection, aided by these notes, a
written statement of the propositions and their solution, to be hand