e over again, but in a happier way, for it
now lay clear and intelligible before me in its special as well as its
general characteristics.

All my thoughts and work were now directed to the subject of the culture
and education of man. This period of my life became full of zeal, of
active development, of advancing culture, and, in consequence, of
happiness. And my life in the Model School also, with my boys and with
my excellent colleagues, unusually clever men, was very elevating and
encouraging.

Owing to the position and surroundings of the school buildings, which,
though not apparently extensive as seen from the street, contained a
considerable courtyard and a spacious garden, the scholars enjoyed
perfect freedom of exercise, and could play just as they liked in
courtyard or garden; with the result, moreover, of thereby affording a
most important opportunity to the various teachers of becoming really
intimate with the characters of the boys they taught. And there grew up
out of all this a voluntary resolution on the part of the teachers that
every teacher should take his boys for a walk once a week. Each adopted
the method he liked best; some preferred to occupy the time of the walk
over a permanent subject; others preferred leaving the subject to
chance. I usually occupied my class with botanising; and also as
geographical master, I turned these occasions to profit by leading on my
boys to think for themselves and to apprehend the relations of various
parts of the earth's surface: on these and other perceptions gained in
this way I based my instruction in physiography, making them my point of
departure.

The town was at once my starting-place and my centre. From it I
extended our observations to the right and to the left, on this side and
on that. I took the river Main as a base line, just as it lay; or I used
the line of hills or the distant mountains. I settled firmly the
direction of the four quarters of the compass. In everything I followed
the leading of Nature herself, and with the data so obtained I worked
out a representation of the place from direct observation, and on a
reduced scale, in some level spot of ground or sandy tract carefully
chosen for the purpose. When my representation (or map) was thoroughly
understood and well impressed on every one's mind, then we reconstructed
it in school on a black board placed horizontally. The map was first
sketched by teachers and pupils between them, and then ea