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this kind of teaching can afford to disregard the argument, ‘ Oh, but consider the 
training to be obtained by sound teaching in grammar, algebra, French or Latin.’ 
This is quite true, but there is also excellent training in a course of Nature-lessons, 
and there is the further advantage that the spirit of enquiry thus aroused is likely 
to grow. The interest evoked will not be left behind at the close of school-life, 
but will survive, as instances frequently prove, after other enthusiasms have been 
quenched by suffering or sorrow. 
“ For myself, 1 had always a sneaking fondness for those old-world school- 
masters who would sometimes say, ‘ Boys, if you work well this morning, you 
shall go to see the foxhounds throw off this afternoon,’ or 1 We will take some 
lunch and spend to-morrow in the woods.’ The former promise would now be 
precluded on humanitarian grounds, and both promises because their fulfdment 
would mean breaking the time-table. To be quite serious — those days are gone, 
and with them some of the free-and-easy doings, fortunately. But if we have pro- 
fited by the capitalised experience of the past, we have learnt that every reason- 
able extension of liberty has called forth an honest response from the teacher. 
One further concession I should like to see, viz., that at least one blank space 
should be left on the time-table to be filled up at the discretion of the class 
teacher, so that the man with a speciality might let his pupils receive the benefit. 
If anyone doubts the wisdom of such a privilege, let him turn again to Mr. Sadler’s 
Reports ( Schoolmaster , September 25, 1897). He will find that something of 
this spirit exists in many German schools. ‘ While in the school buildings they 
(the teachers) must adhere to the time-table; but if the lesson can be better given 
in the country, or in a museum, they give it there, and are not limited to time.’ 
Thus, we find that scholars make journeys through the streets of the town, with 
note-books, tape-measures, and measuring-chains. Sketches are made, lengths 
taken, plans drawn. In addition, country excursions of a few days’ duration are 
common. The children at first march in groups, singing national songs as they 
go. Occasionally, they disperse to make notes or drawings, or to gather specimens 
for examination. A district is ‘ chosen on account of its historical associa- 
tions, the geographical illustrations it furnishes, the richness and variety of plant 
and animal life to be studied, and the opportunities for constant pauses to 
examine places of interest.’ I now quote the opening words of an article written 
by Miss C. Dodd in the National Review for November, 1897— it was written 
after an actual excursion : ‘ The German schoolmaster believes Wordsworth’s 
sentiment — 
“ ‘ “ Come forth into the light of things, 
Let Nature be your teacher — ” 
and he takes his pupils with him into the woods, the meadows, and on to the 
mountains. Together they watch the early buds of spring and the yellowing 
leaves of autumn. They see the planting of the seeds and the gathering in of the 
harvest. They trace the winding of the river, and the formation of the valley. 
They visit the churches, and observe the style of the doors, windows, and towers. 
They see the sheep-shearing, and later they visit the factory and watch the 
wool spun into thread and woven into cloth.’ 
“ Mark the results. They may be summed up in two isolated statements made 
by Mr. George Wheeldon, of Boro’ Road College, as given in the Book of 
Reports. (1) ‘The number of facts taught to the German boy concerning the 
geography of the world compared with those taught to the English boy is between 
one-sixth and one-eighth.’ (2) ‘If a German and an English boy of the Sixth 
Standard were sent out together for an hour’s walk, it is no exaggeration to say 
that the German would know five times as much as the English boy, and would 
also be able to say what he knew much better than the English boy.’ ” 
Almost by the same post as Mr. Johnson’s address I received 
from Messrs. Macmillan an excellent little work,* which if it 
were not unfortunately written expressly for American schools, 
would be just the very thing to put into the hands of ever}" 
country school teacher. It comprises an outline course of 
lessons, extending from September to June inclusive, for the first 
* Nature Study in Elementary Schools: a Manual for Teachers. By Mrs. 
Wilson, Ph.D., New York. (The Macmillan Co., 1897, 8vo.) 
