thence to the sea. They measure its force and note its effects; they
make a water-color sketch of some curve of it; they notice what birds
and insects are about; what flowers grow there; what indications there
may be of burrowing animals. When they get back to school they model,
perhaps, some bird that they have noticed; or in the geographical
laboratory, with streams of water try to reproduce in miniature the
action of the brook upon the soil through which it flows.

For their arithmetic lesson they estimate the number of years the
brook must have been flowing to have cut its valley to its present
depth. They make a full report and description of their day's work
for their reading and writing lesson. They have thus gained an immense
amount of information, and have done a great deal of hard work; but
instead of being nervously exhausted, they are bright and exhilarated.
Such fatigue as they know is wholesome and fits them for a sound
night's sleep.

[Sidenote: Home Expedients]

When it is impossible to send the child to such a school as this,
something may be done by supplementing the ordinary school by some
of these procedures. The clay jar, the crayons, and the paints have
already been suggested, and with the parents' interest in the child's
studies, helping him to model and paint things which he studies at
school, he will instantly show the good effect of the home training
and encouragement. As for field trips, the regular Sunday walk, or
evening stroll, may be made to take its place. If you think that you
do not know enough to teach your child on these walks, give him then
the privilege of teaching you. He will work the harder in order to
rise to the occasion.