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 each pupil had to
do it by himself as an exercise. These representations of the earth's
surface of ours had a round contour, resembling the circular outline of
the visible horizon.

At the next public examination of the school, I was fortunate enough,
although this first attempt was full of imperfections, to win the
unanimous approval of the parents present; and not only that, but the
especial commendation of my superiors. Every one said, "That is how
physiography[54] should be taught. A boy must first learn all about his
home before he goes further afield." My boys were as well acquainted
with the surroundings of the town as with their own rooms at home; and
gave rapid and striking answers as to all the natural peculiarities of
the neighbourhood. This course was the fountain-head of the teaching
method which I afterwards thoroughly worked out, and which has now been