BOOK RE VIE WS 1 2 I 



observation of far greater intelligence, a keener desire to learn, and a greater 

 refinement of heart, than if their earlier years had been spent in acquiring 

 mechanical perfection in the arts of reading, writing and arithmetic before 

 any real experience has been accumulated as a basis for those more formal 

 branches ot instruction. 



**Teachers who have had longer experience in actual school w^ork need 

 surely have no anxiety, therefore, in giving full play to nature-teaching in 

 their schools. The way should be easier, and the results richer and greater. 

 The suggestions from the Board of Education offer facilities hitherto unknown 

 to elementary teachers. Let us not rest, therefore, until every kindergarten 

 and school becomes, indeed as well as in name, a place where our children 

 may have opportunities for enjoying as fully as possible communion with some 

 of the beautiful things of Nature, and where we, as educators and teachers, 

 may come to find a new and deeper interest in life, since in wandering forth 

 with our children into the realms of Nature we may be helping to hasten a 

 new order of things which shall conduce to the welfare of humanity as a 

 whole." 



We learn directly from Miss Latter that Germany is her '^second home," 

 and this explains in a measure how she has been able to bring so large a con- 

 tribution to English, and, we may hope, to American education. It should 

 also be stated that Miss Latter has come to the work after about fifteen years 

 of experience as Assistant Superintendent of Methods in Infant Schools of 

 London; of which a testimonial says: **Quietly and steadily, but none the 

 less effectively, you have successfully established Frobelian principles in our 

 schools, and indirectly into Voluntary Schools also." 



While the book abounds with artistic touches of great delicacy and beauty, 

 it never fails in accurate detail which make it at every step helpful to the 

 practical teacher, and the theory in the reasons for each phase of the work is 

 clearly and convincingly stated. The picture on the title page gives us the 

 key-note of the whole book. It shows a litde girl watering a bed of flowers, 

 looking down into their faces as she pours, and is entitled: **Like a mirror 

 one giveth back to the other." This instant reaction of the lesson upon the 

 life and character of the child stands out everywhere as central and dominant. 

 Nowhere have I seen this thought more skilfully expressed than in this book. 

 Miss Latter has wrought under difficulties and against odds that to most 'vould 

 have seemed ample excuse for not attempting anything; and. as usual, success 

 has been accorded in proportion to the intelligence and sincerity of the effort. 

 We need have no fear for garden work anywhere in this country, since it 

 can prove itself so valuable in London. 



Professor Geddes writes a perfect introduction. The school official is 



