I got up my scanty Nature Study from Grant Allen's little shilling book on plants. It was a delightful book full of an almost Yankee imagination. It theorised all the way ... grass developed a long narrow blade so that it might edge its way to the sun; wild tobacco has a broad blade because it doesn't need to care tuppence for the competition of other plants, it can grow on wet clay of railway bankings. I think now that Grant Allen was a romancer not a scientist. I do not see the point in asking bairns to count the stamens of a buttercup (Dr. Johnson hated the poets who "count the streaks of the tulip"). But I do want to make them Grant Allens; I want them to make a theory. Nature Study has but little result unless bairns get a lead. No boy will guess that the lines on a petal are intended to lead bees to the honey; at least, I know I would never have guessed it. I should never have guessed that flowers are beautiful or perfumed in order to attract insects. But I am really no criterion. I could not tell at this moment the colour of my bedroom wallpaper; I can't tell whether my father wears a moustache or side-whiskers. Until I began to teach Woodwork I never observed a mortise, or if I did, I never wondered how it was made. I never noticed that the tops of houses sloped downward until I took up Perspective. Anyway, observation is a poor attainment unless it is combined with genius as in Darwin's case. Sherlock Holmes is a nobody. Observation should follow fancy. The average youth has successive hobbies. He takes up photography, and is led (sometimes) to enquire into the action of silver salts; he takes up wood-carving, and begins to find untold discoveries in the easy-chair. I would advocate the keeping of animals at school. I would have a rabbit run, a pigeon loft, one or two dogs, and a few cats for the girls. Let a boy keep homers and fly them, and he will observe much. Apart from the observation side of the question I would advocate a live stock school-farm on humanitarian grounds; every child would acquire a sense of duty to animals. I am sure all my bairns would turn out on a Sunday to feed their pets. And what a delightful reward for kindness ... make a boy or girl "Feeder-in-Chief" for the week! Incidentally, the study of pigeons and rabbits would conduce to a frank realisation of sex. * * * I have just bought the new shilling edition of H. G. Wells's _New Worlds for Old_, and I have come upon this passage ... " ... Socialists turn to the most creative profession of all, to that great calling which, with each generation, renews the world's 'circle of ideas,' the Teachers!" But why he puts the mark of exclamation at the end I do not know. On the same page he says: "The constructive Socialist logically declares the teacher master of the situation."