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 believe they had spent the hour really in Africa or South America, as the case might be. "You'd know what clothes to take with you to India or Canada at any rate," said Miss Mitchell, "and what sort of a life you must be prepared to live there. Before the term is over I think you'll realise what British women are doing all over the globe. Climatic conditions have an immense effect upon people and ought to be properly understood. The knowledge of these is the foundation of the brotherhood of races."