frigid dominie who will hear of nothing but a rigid attention to the
tasks of the day. In the one case the lessons are presented in their
most repellent form, in the other they are made part and parcel of
each day's pleasant round of interesting study.

The genuine success of the Kindergarten system in captivating the
little ones lies in its association of play with work. The same
principle holds good even to a much later age. The more pleasant the
task can be made, the more ready will be the obedience with which the
task will be performed. The openings for the judicious and helpful
admixture of study and entertainment are so few, that one wonders that
such a helpful form of play as stamp collecting has not become more
popular than it has in our colleges.

Take, for example, the study of geography, so important to the boys of
a great commercial nation. The boy who collects stamps will readily
separate the great colonising powers, and group and locate their
separate colonies. How many other boys, even after they have passed
through the last stage of their school life, could do this?
Little-known countries and states are too often a puzzle to the
ordinary schoolboy, which are familiar places to the stamp collecting
youth. Ask the ordinary schoolboy in which continents are such places
as Angola, Annam, Curaçao, Funchal, Holkar, Ivory Coast, Liberia,
Nepaul, Reunion, St. Lucia, San Marino, Sarawak, Seychelles, Sirmoor,
Somali Coast, Surinam, Tahiti, Tobago, or Tonga, and how many of all
these places, so familiar to the young stamp collector, will he
properly place? Not many; and the same question might probably be
asked of many an adult with even less satisfaction.

The average series of used stamps are now so cheap that a lad may get