Bedford inquirer. [volume] (Bedford, Pa.) 1857-1884, 1865-12-08
school Reform No. 5.
A TALK About OUTLINE Mars.


The Directors bought one hundred and for
ty three sets, last winter, at a cost Of about
two thousand fve hundred dollars War
times are full Of anxiety and uncertainty, and
such large outlay was hardly to be expected
at such time. But it was a step in the right
direction, and first step. Before this we
had few maps and little apparatus Of any
kind. Modern appliance for importing
knowledge were almost unknown amongst us.
Some schools were even without blackboards
others had them, but never used them. We
remember three or four of the latter sort
There hangs the blackbcards just where they
have been for two years, as bright and new as
the day they were made, uncratched by cray
ON and unsullied by chalk dust. We need not
say the teachers of these schools were the
worst kind of ounces
But to come back to the maps. We think
their purchase turns over a new leaf The
maps are bought. This is a living fact, worth
all the prospects and promises in theuniverse.
1t proves something. Itproyes that directors
are in favor Of reform; that, therefore, other
apparatus viii be likely to follow as soon as
we feel ourselves rich enough, and that the
schools and their claims were not forgotten
even amid the great peril Of the nation.
Wherever the maps were properly used,
more Geography was learned, last winter,
than in the whole ofthe FIVE years preceding.
A short exercise was given once or twice a
day, and the lohoIe school joined in it. In
some schools nearly all the pupils, big and
little, were soon able to point out and name
most Of the countries, islands, capes, seas,
gulfs, bays, rivers, &C., Of the whole world
Every body noticed this progress, the grum-
bling, which is sure to come when directors
spend money in any unusual way, gradually
ceased. The tempest in teapot subsidized
Close listed tax payers who, at first, could not
see the use of spending SO much money. be
gan to think the maps good thing to have
after all and some were so unkind as to won
der how those stupid directors happened to
think of doing anything so useful The maps
became popular, and nearly all agreed that
the directors had acted wisely and we'll Such
were the result where the maps were proper
ly used.
But they werenot tproperlyused everywhere.
About eighty sets were put into the schools.
The rest came late in the term, and it was
not thought worthwhile to put them up, a
bout thirty teachers made good use of them
and about fifty did not Of course where the
maps were not used the grumbling became
ouder the tempestin the teapot grew fercer.
''The maps were useless The money was
thrown away" Few took the trouble to re-
feet that no one vas to blame except the
teacher We blush as we write it down,
nifty teachers who did not use their outline
maps. Their pupils didn't seem to take any
interest, or they hadn't time, 'orthey did
MT know how" or other excuses equally tri-
fling, were given. Pupils always take deep
interest if the exercise is we'll conducted.
The teacher should take time. Ten min utes
a day can not be better spent. If he does not
know how he should learn how. Ability to
teach Geography from outline maps is no spe-
cial gift born with the few and denied to the
many. Any one can acquire it. There are
the maps and the key to them. Nothing more
is needed. If the teacher is industrious and
has common sense he canlearn to teach them,
in week, as well as anybody. Shall it be
said that directors buy apparatus; but that
teachers will not use it and shall directors be
censured for the best thing they ever did, be
cause teachers neglect their duty? We shall
see what we shall see
j. w. DICKERsoN,
Co. Sup't.