The publication of Noah & Eckstein's "Toward a Science of Comparative Education" (1969, Macmillan, NY) marked the beginning of an increasingly narrow research trajectory in comparative education, claiming a universality for Western knowledge and privileging scientific rationality in research. Juxtaposing the 'science' to Lewis Carroll's 'Alice in Wonderland', such comparative education relegated more-than-human worlds and spiritual domains of learning -- and being -- to our collective pasts, personal childhood memories, or imaginations. How can we reorient and attune ourselves toward a Wonder(land), rather than a Science of comparative education exclusively, opening spaces for multiple ways of making sense of the world, and multiple ways of being? How can we reanimate our capacity to engage with a more-than-human world? Based on the analysis of children's literature and textbooks published during various historical periods in Latvia, this article follows the white rabbit to reexamine taken-for-granted dichotomies -- nature and culture, time and space, self and other -- by bringing the 'pagan' worldviews or nature-centred spiritualities more clearly into focus, while reimagining education and childhood beyond the Western horizon.