Herr Vodoz, our French teacher, a cheery, vigorous Swiss, with a perfect 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 the pupil of an ordinary model grammar-school rarely inquires, yet which are of great importance to the world to which we belong.

Our material life was sensibly arranged.  During the rest at noon a cold lunch was served, and an abundant hot meal was not enjoyed until evening.

In the large cities we dined at good hotels at the table d’hote, and—­as in Dresden, Prague, and Coburg—­were taken to the theatre.