study of, and insight into, human nature. It is the modern educator who is often not up-to-date.

Rousseau, Pestalozzi, and Dr. Montessori, though having definite ideals about the perfection of man as such, are predominatingly engaged in developing already in the child those industrial requirements, that skill, which belong to manhood's stage; with Fröbel this side of the work was of secondary consideration; first came the development of the child as a human being. We plead, therefore, to concentrate on the best means of giving the child a good general, all-round education -considering him as a growing person full of possibilities, unknown to us as well as himself, leaving his industrial training out of direct consideration until he has reached his fourteenth or fifteenth year. Then, if he has received the right kind of education by the right kind of people, the child will be ready not only to choose his own vocation, but to satisfy such requirements as his life's work demands, and thus only will he reach true joy and happiness.

Then let the training of our parents and teachers receive full and all-round consideration; this is the important matter.

One solution to the above ideal is to be found in the establishment of free kindergartens, not nursery schools, as in the South of England, but free kindergartens, developing the work by private enterprise, progressively in different centres of towns and counties; each one with its own financial centre and responsibility, but all amalgamated with one central organization, with one central training college, as has been done so very successfully during the last thirty years in Sydney, Australia. The pioneer-worker, who commenced the work there, is anxious to form a Kindergarten Union of Yorkshire and TeesSide, if helpers will come forward in assisting to arrange for drawing-room and public meetings. The headmistress of the Sydney Training College of the Kindergarten Union of N.S.W. would, no doubt, be willing to answer inquiries about her work if requested to do so.

CO-OPERATIONISM IN SCHOOLS

If children were taught to co-operate instead of competing in the acquisition of knowledge during their school-days, they would insist upon co-operating instead of competing in the acquisition of wealth in after-life, and so end competition on the battlefield.

Teachers are invited to join the Society for Substituting Co-operation for Competition in Schools (no subscription), primary teachers if possible as honorary secretaries of branches co-terminous with branches of the National Union of Teachers. Secondary teachers will find it more difficult to substitute co-operation for competition in their schools, since secondary schools have for long been identified with the anti-social principle of competition; but difficulty is not impossibility, and I do not despair of enrolling some of them as members of my Society. The recruiting of primary school teachers from the secondary schools has resulted in the formation of competition groups in the primary schools competing in the matters of attendance and attention. Had this Society been started before this development originated, much harm to the primary schools might have been prevented. However, what can no longer be prevented can and must be cured, and in the vast majority of primary schools it can happily still be prevented.

The true line of political cleavage to-day is exclusively economic, with the Competitionists (Conservatives and Liberals) on the one side and the Co-operationists (Socialists and Communists) on the other.

The child is parent to the adult, and what it becomes at school it will be in-after-life. Teachers can train a generation of competitionists for war, or a generation of co-operationists for peace. Which is it to be?

S. CLAUDE TICKELL,

Vicar of Latton, Swindon, Wilts, and Hon. Sec., Society for Substituting Co-operation for Competition in Schools.

"The little more,

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Work and Play Out of School

XI.-CAMPING

BY ERNEST MAJOR, Superintendent of Physical Training, Manchester Education Committee.

Ο

UT of school hours the Officers' Training Corps, Boy Scout Troop, or Girl Guide Company, supplement the splendid work done within the school walls in the training and formation of character. For many years membership of the O.T.C. has been an important part of the life of the public schoolboy. Apart from the fact that many of these boys enter the Army and therefore receive, whilst still at school, an excellent preliminary military training, the disciplinary and character-forming values of the O.T.C. are unquestionably great.

During recent years the growth of the Boy Scout Movement has been most remarkable, and in a large number of public and secondary schools scouting has been taken up with enthusiasm. Similarly in girls schools, Guide Companies have been formed and are providing healthy training and useful occupations for the leisure hour.

Whilst the training given in the O.T.C. and the Scout Troop is very different in method, both have a marked effect on the physique and character of the boy. In the past the O.T.C. was the only organization of its kind in the public schools, but now many schools have a Scout Troop in addition to the O.T.C. There is much to be said for this arrangement, for scouting provides healthy activities, games and practices which appeal to a boy, and which at the same time develop in him character, skill, and handicraft. Scouting utilizes his love of adventure, trains his observation, develops his body, and impresses upon him the importance of cleanliness, not only of body, but of mind. It inculcates obedience, loyalty to God, and helpfulness to others. Through the team spirit he is taught to subordinate himself for the good of others, to be self-reliant, loyal, and honourable, " to play up and play the game." Together with this valuable character training, he learns many occupations which provide him with useful and interesting hobbies.