I have often said to myself, if I were a teacher, knowing the power of the imagination over children, I would take my school on a trip to Europe, and when they grew weary with the recitations and of the monotonous tasks or other routine of school life, I would say: “Now let us have a bit of fun, let us go to Europe.” I have thought of how much geography, history and architecture I could bring out on a trip to Europe! What demand there would be all the while for the knowledge of arithmetic! How many things I could teach a lot of youngsters in the average school room in the way of an imaginary trip to Europe that should last several weeks or months! And what an opportunity we have, what facilities we have for the furtherance of a scheme like this, in the photographs, the engravings and books of travel, and all sorts of things that abound everywhere, by which little people might go with you, and be glad all the while they went, and learn all the more because they were glad. And then how much more intelligent the traveler would be in his maturer years! Men and women who imagine themselves going to Europe become much more intelligent observers on a trip to Europe. It pays double value to them. Imaginary trips beyond the sea may teach two very important things: How to travel and how to observe. It is impossible for a novice to make a European trip with the ease with which one would journey about the United States. One must encounter strange customs, trying climates, new languages, endless interesting sights. He will be on the verge of losing his baggage, dire calamity! he will have his trunk ransacked, he will be charged extra for over-weight, he will have to wait and fight and worry his way unless fortified by a knowledge of what he must go through with, and of how to act under all circumstances. He will miss much that he wants to see, and see much in which he is not particularly interested, unless his trip is thoroughly planned and he knows accurately what he is going to see and where to go to see it.