fect
forest of curls on his head, was also one of the most popular guides;
and so was Dr. Budstedt, who gave instruction in the classics. He was
not a handsome man, but he deserved the name of "anima candida." He used
to storm at the slightest occasion, but he was quickly appeased again.
As a teacher I think he did his full duty, but I no longer remember
anything about his methods.

The travelling party which Barop accompanied were very proud of the
honour. Middendorf's age permitted him to go only with the youngest
pupils, who made the shortest trips.

These excursions led the little boys into the Thuringian Forest, the
Hartz Mountains, Saxony and Bohemia, Nuremberg and Wurzburg, and the
older ones by way of Baireuth and Regensburg to Ulm. The large boys in
the first travelling party, which was usually headed by Barop himself,
extended their journey as far as Switzerland.

I visited in after-years nearly all the places to which we went at that
time, and some, with which important events in my life were associated,
I shall mention later. It would not be easy to reproduce from memory the
first impressions received without mingling with them more recent ones.

Thus, I well remember how Nuremberg affected me and how much it pleased
me. I express this in my description of the journey; but in the author
of Gred, who often sought this delightful city, and made himself
familiar with life there in the days of its mediaval prosperity, these
childish impressions became something wholly new. And yet they are
inseparable from the conception and contents of the Nuremberg novel.

My mother kept the old books containing the accounts of these
excursions, which occupied from two to three weeks, and they possessed
a certain interest for me, principally because they proved how skilfully
our teachers understood how to carry out Froebel's principles on these
occasions. Our records of travel also explain in detail what this
educator meant by the words "unity with life"; for our attention was
directed not only to beautiful views or magnificent works of art
and architecture, but to noteworthy public institutions or great
manufactories. Our teachers took the utmost care that we should
understand what we saw.

The cultivation of the fields, the building of the peasants' huts, the
national costumes, were all brought under our notice, thus making us
familiar with life outside of the school, and opening our eyes to things
concerning which th