Travelogues must be seen in the context of their time. They show the author/traveller as a „scholar, a rational explorer" and a person sensitive to the „malleability of the world", reflecting on objects and the meaning of all that exists. They are a journey „to knowledge, to discovery", a kind of fateful geography of the subject, of humanity, its desires and dreams.52 This is also true of Kuzmány's travelogue, which documents the attractiveness of Italy, the beauty of its nature and its cities. The author's vision is religious; nature and the city are sacred spaces with many references to the spiritual world. Venice is where the divine meets the human, a holy text to be received and „contemplated".53 Kuzmány chooses details (e.g. shapes and colours on buildings, colour, emotional experience/impression, etc.) and thoughtfully „conceives" them into his image of the landscape when depicting a particular section of reality or image. His ability to discover and present peculiarities through various motifs, including spiritual-religious ones, enhances the educational value of his travelogue. He provides information on the monuments of the cities he visits (Graz, Ljubljana, Trieste, Venice), mainly historical and artistic. He enthusiastically describes the Slovak character of diligence, which he also reveals when he meets his compatriots, who, thanks to their perseverance, are among the leading personalities of Italian life. Also noteworthy are the comments on scientific and technical progress, which, together with education, may be the opportunity to bring about the expected social change and improvement of the Slovak conditions.54 Although the perspective we have outlined is fragmentary, the examples given tend to highlight not only the image of Italy as a country with an admirable Mediterranean nature, a country of spiritual values and sights but also the genre of travel writing, which, thanks to its interdisciplinary nature, proves to be functional and allows the student to be educated in different directions. As it follows from our analysis, it creates space for its inclusion in teaching because of its interdisciplinary dimension and the possibility of combining knowledge and expertise from different fields of education and learning -- artistic and non-artistic, humanities and natural sciences, social and cultural -- for confrontation with the culture, art and geography of other countries/cultures, for learning about and identifying with one's own culture and its art, for strengthening the relationship with the culture of one's nation, country, etc., i.e. it can emphasize identity for developing a positive relationship and empathy with other cultures regarding culture and intercultural communication. [ABSTRACT FROM AUTHOR]