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This article examines the experience of the "school journey", an educational fieldtrip of a fortnight's duration, as practised in London's interwar elementary schools. Established historical debates over perceptions of the countryside in interwar Britain have previously failed to discuss the messages promoted in schools. This article demonstrates that an idyllic notion of the rural countryside often influenced school practice, but that there was little attempt to link this explicitly to a wider ideological message around national identity or patriotism. Although exposure to the countryside was seen as undoubtedly beneficial, school journeys were not uncritical of rural life. They also encompassed a much wider range of purposes, being an opportunity to study different industries and local heritage, or foster contact with local people. Furthermore, they provided an unequalled opportunity for increased supervision by teachers, and thus a valuable chance to counter the perceived moral ill-effects of a child's usual working-class environment. (Contains 90 footnotes.)

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1468-0289.2007.00394_9.x Byline: hester barron (1) Author Affiliation: (1)Magdalen College, Oxford University