t, and before whom it still stretches in a long vista, than by
the old, for whom its charms are already beginning to fade, and who are
near its end.

I shall never forget the afternoon when, supplied with ropes and
poles, we went to the Owl Mountain, which originally owed its name to
Middendorf, because when he came to Keilhau he noticed that its rocky
slope served as a home for several pairs of horned owls. Since then
their numbers had increased, and for some time larger night birds had
been flying in and out of a certain crevice.

It was still the laying season, and their nests must be there. Climbing
the steep precipice was no easy task, but we succeeded, and were then
lowered from above into the crevice. At that time we set to work with
the delight of discoverers, but now I frown when I consider that those
who let first the daring Albrecht von Calm, of Brunswick, and then me
into the chasm by ropes were boys of thirteen or fourteen at the utmost.
Marbod, my companion's brother, was one of the strongest of our number,
and we were obliged to force our way like chimney sweeps by pressing our
hands and feet against the walls of the narrow rough crevice. Yet it now
seems a miracle that the adventure resulted in no injury. Unfortunately,
we found the young birds already hatched, and were compelled to return
with our errand unperformed. But we afterward obtained such eggs, and
their form is more nearly ball-shape than that seen in those of most
other birds. We knew how the eggs of all the feathered guests of Germany
were coloured and marked, and the chest of drawers containing our
collection stood for years in my mother's attic. When I inquired about
it a few years ago, it could not be found, and Ludo, who had helped in
gathering it, lamented its loss with me.

CHAPTER XII. FRIEDRICH FROEBEL'S IDEAL OF EDUCATION.

Dangerous enterprises were of course forbidden, but the teachers of
the institute neglected no means of training our bodies to endure
every exertion and peril; for Froebel was still alive, and the ideal of
education, for whose realization he had established the Keilhau school,
had become to his assistants and followers strong and healthy realities.
But Froebel's purpose did not require the culture of physical strength.
His most marked postulates were the preservation and development of the
individuality of the boys entrusted to his care, and their training in
German character and German nature; for he be