198 Third Conference 



forth, and all these lessons can lead up and be 

 applied to arithmetic. The difficulty we find with 

 boys is that they divide sharply the arithmetic they 

 have learned at school from the arithmetic of life; 

 and give them a problem about a field, or a haystack, 

 they have no conception that what they learnt at 

 school has anything to do with it. 



One other point I have to insist upon, and that 

 is the importance of training observation. We have 

 got somehow or other to make people see things with 

 their own eyes. Most men and women don't see 

 things at all; they see the world dimly — men like 

 trees walking, — and we do want to make them see 

 things for themselves accurately. How can we begin? 

 Begin with the very simplest thing of all, if it is to 

 be a lesson in school. An object may be placed 

 on the desk, and the children asked to describe it. 

 You will get some most extraordinary results. Or 

 some object out-of-doors may be chosen — say a chalk- 

 pit. The children may be told to look at it as they 

 pass to and from school, and then, as a lesson, they 

 should write down what they have seen. By merely 

 getting them into the habit of seeing things, and 

 putting on paper what they have seen, you will have 

 given them one of the most valuable faculties for 

 their future life and training. So I would impress 

 upon you the all- importance of making Nature 

 teaching of any kind a lesson in seeing and ob- 

 serving. 



I am often asked by teachers: "Can you suggest a 

 subject.?" "What shall we take up.?" "Will you 

 suggest a few books.?" No, I won't. You must find 

 out your subject for yourself. I want to see this 



