The natural system of teaching geography

Front matter

Q

Chap. Copyright No.

Shelf.

Preface

This book is intended as a supplement to the regular text-book in geographj', and not in any sense as a substitute for it.

The system of teaching geography here presented is not a theory merely, but a practical method, every detail of which has been carefully worked out and tested in the school room. The idea was first suggested to the authors by the generally unsatisfactory results secured from teaching the subject in the usual way, and which were only partially remedied by the many improved texts that were issued. The time and energy expended by both teacher and pupil seemed to them to be out of reasonable proportion to the results secured. Of the great mass of matter studied but little was retained, and there was always more or less confusion in the mind of the pupil in regard to those prime essentials of geographical knowledge, — form, comparative size, drainage, relative position, climate, products, etc.

In the words of that experienced and able critic, Sanford Niles, * who fully investigated the system in the school room: —

"It [the system], is based upon the truth of the following propositions:

" 1 . The foundation essentials of geographical knowledge, as form, position, comparative size, relation, are best acquired from a map, and, however learned, are always remembered by means of a mental map-picture.

"2. This mental picture is rendered more definite and permanent by use of the hand in forming it.

" 3. Bj^ copying a picture until it can be reproduced readily in absence of the original, a mass of details as to form, size, and relation of parts is mechanically acquired that would be absolutely beyond the power of the memory to retain, or even gra.sp from description alone. The memory is thus actually reUeved of burden.

"4. Correct notions of the parts in relation to themselves and the whole can only be obtained from a view of the whole. The picture should be drawn as a whole, to give correct notions of relations of parts.

"The fact that the first primary child, soon after entering school, writes sentences in script without knowing a letter, suggested that drawing simple outHne maps is not beyond the capability of children of the lower grades. The chief object of the method is to get a picture of the world, as shozvn by the hemisphere maps, indelibly impressed on the mind of the pupil. This is accomplished by requiring him to draw outline maps of the hemispheres, adding details gradually and in order of importance. Care is taken to draw all maps of separate countries on the same projection, so they will fit in the hemisphere, and on the same scale where two or more maps are drawn at the same time. Thus, correct notions of form, size, etc., are always kept before the mind of the pupil.

" All this is done according to a natural order of sequence. Each step is fully developed and made clear to the pupil as taken up. The simple outline maps gradually grow in excellence -and completeness under his hand, while his imagination, guided by definite knowledge, builds them into a great and beautiful world, teeming with animal and vegetable life — all contributing to the welfare of man.

" Some of the points which especially commend it are:

"1. The definite mental picture it gives of the world as a whole, and its parfs in their true relations — an end we strive in vain to reach by usual methods.

"2. The saving to the. memory which this picture gives, and the opportunity it furnishes for exercising the powers of reason and imagination. The world-picture springs into the mind without efifort. The child sees the picture, and thinks the relatio?is. It enables him to journey about the world with ease and delight.

' ' 3. The superior results, both in quality and quantity, as may be inferred from the preceding.

<*In N. Y. School Juurnal of June 11, IS9S.)

Contents

Instruction to Teachers and Outline of Work

Story of the Earth ' .

Some Things to Learn and Remember

I

In olden times people believed that the earth was flat, and, if one traveled far enough in any direction, he would finally come to its end or edge; but, as time went on and men made longer and longer journeys from home without seeming to come any nearer to the end, some began to think that the earth could not be flat after all, but round like a globe or ball.

Among those who held this view was a sailor named Columbus. He felt so sure about it that he was quite willing to sail out on the great ocean far away from land, and by going wcsi^ try to reach the Indies — a country so rich in precious stones, spices and fine fabrics that the chief nations of Europe at that time sought its trade.

The journey to that country was a very long one, requiring many months. It was made partly by water and partly by land. The land part of the journey was by caravans, and, as all goods had to be carried on the backs of animals, it was very slow, tedious and costly; besides, the people along the way finally became very hostile and gave much trouble.

All believed it would be much better if the whole journey could be made by water, and articles of trade carried in ships, even if the distance were much greater. So, many efforts were made to find a water route to the Indies.

The Indies lay far to the east^ and no one thought of reaching that country by going in the opposite direction, or laest^ as Columbus proposed to do.

Columbus reasoned that, if the earth was round, any place on its surface which could be reached in one direction could also be reached by going in the opposite direction. Take an apple, or ball or a globe and see if this is true.

In those days many people believed the ocean was full of frightful monsters that would devour men and ships if they ventured too far, and no one dared sail much out sight of land.

It seemed to them that Columbus was foolish to attempt such things, and they called him crazy. They said if the earth was really round, as he claimed, he could not get back up the great hill of water when he had once sailed over it, and so he would never be seen again.

Columbus persisted in his undertaking, however, as you all know, and made a famous voyage. He sailed farther from home than any one had ever done before, and came to a country which he thought was the Indies, and, as he had gone west to find it, called it the West Indies.

It was afterward found that he had not reached the Indies, but had discovered an entirely new country, and it was called the NEW or WESTERN WORLD.

After this, most people believed that the earth was round, and one brave navigator, Magellan, thought he would sail around it, and started out to do so. He died on the way, but his crew and ships made the great journey after sailing in the same general direction for three long years.