their object. Yet the children seldom agreed; the young man had not sufficient authority; and, after frequently repeated vexations, there were only angry partings. It is not surprising, therefore, that other arrangements were thought of which should be more permanent as well as more advantageous.
The thought of establishing boarding-schools (Pensionen) had arisen from the necessity, which every one felt, of having the French language taught and communicated orally. My father had brought up a young person, who had been his footman, valet, secretary, and in short successively all in all. This man, whose name was Pfeil, spoke French well. After he had married, and his patrons had to think of a situation for him, they hit upon the plan of making him establish a boarding-school, which extended gradually into a small academy, in which everything necessary, and at last even Greek and Latin, were taught. The extensive connections of Frankfort caused young French and English men to be brought to this establishment, that they might learn German and acquire other accomplishments. Pfeil, who was a man in the prime of life, and of the most wonderful energy and activity, superintended the whole very laudably; and as he could never be employed enough, and was obliged to keep music-teachers for his scholars, he set about music on the occasion, and practised the harpsichord with such zeal, that, without having previously touched a note, he very soon played with perfect readiness and spirit. He seemed to have adopted my father's maxim, that nothing can more cheer and excite young people, than when at mature years one declares one's self again a learner; and at an age when new accomplishments are acquired with difficulty, one endeavours, nevertheless, by zeal and perseverance, to excel the younger, who are more favoured by nature.
By this love of playing the harpsichord, Pfeil was
