hem some
aim in going there, such as collecting leaves or fruits, or recording
different shapes of bare trees, or collecting things that grow in the
grass. These are examples of what a town park might yield. Within one
group of children there might be many with different aims. During the
days following the excursion time should be spent in using these
experiences, either by means of painting and modelling, or making
classified collections of things found, or compiling records, oral or
written. Otherwise the excursion degenerates into a school treat without
its natural enjoyment.

With regard to the inevitable gaps in the children's minds in connection
with the world of living things, such pictures as the following should
be in every town school: a pine wood, a rabbit warren, a natural pond, a
ditch and hedge, a hayfield in June, a wild daffodil patch, a sheet of
bluebells, a cornfield at different stages, an orchard in spring and in
autumn, and many others. These must be constantly used when they are
needed, and not misused in the artificial method known as "picture
talks."

There is another side to nature work. Froebel says: "The things of
nature form a more beautiful ladder between heaven and earth than that
seen by Jacob; not a one-sided ladder leading in one direction, but an
all-sided one leading in all directions. Not in dreams is it seen; it is
permanent, it surrounds us on all sides."

Froebel believed that contact with nature helps a child's realisation of
God, and any one who believes in early religious experience must agree;
a child's early questions and difficulties, as well as his early awe and
fear show it--he is probably nearer to God in his nature work than in
many of the _daily_ Scripture lessons. All his education should be
permeated by spiritual feeling, but there are some aspects in which the
realisation is clearer, and possibly his contact with nature stands out
as the highest in this respect. There is no conscious method or art in
bringing this about; the teacher must feel it and be convinced of it.

Thus we come to the conclusion that the Nursery School nature work can
be safely left to look after itself, provided the surroundings are
satisfying and the children are free.

In the transition and the junior school there should be no nature
lessons of the object lesson type, but plenty of nature work, leading to
talks, handwork, and poetry. The aim is not economic or informational at
this stage