bays of Africa or the population of Canada, but you want to give it some
conception of the different countries on the face of God's earth. Instead
of making it learn the exports of Italy, show it pictures of the orange
groves and of gathering the olives, and it will name you the exports for
itself. Geography ought to be as interesting as a game."

And so indeed she contrived to make it. She had brought a magic lantern
to school with her, and used it for most of her lessons, arranging thick
curtains to darken the windows. She had a selection of good slides
showing many different countries, and when her pupils were somewhat
accustomed to these she would test their knowledge by exhibiting one and
asking them where it was, whether in a hot or cold country, what kind of
people lived in such a place, what fruits, flowers, and animals would be
found there, and for what reasons British traders went to it. If the
girls made mistakes she would show them again the particular slides
relating to the place, explaining where they had been wrong, and taking
them, by means of the eye, on a short foreign tour.

"Imagine you're there and you'll feel quite travellers!" she would say.
"Now on this slide you notice a little pathway up the hill among some
trees. If you could walk up that path what would you be likely to find?
What language would the people, whom you met, speak? And how would they
be dressed?"

Geography on these lines became very attractive, and, as in the case of
the history lessons, the girls eagerly looked out all kinds of points in
books of reference so as to come to class armed with information about
the birds, flowers, or native customs of some particular country. By
visualising the place, imagining themselves to be there, and relating all
they saw, they created such vivid mental pictures that they could almost