The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1879-08-28
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LOCAL GEOGRAPHY.


Map-drawing cannot be too highl,
recommended as All important aid il
the study of local geography. The
effort that the pupil expends in striv
ing to reproduce the map, helps to fix
it firmly in his memory, because in or
der to transfer it to paper he is Obliged
to look carefully and examine closely
This is most important. The map
should be photographed, rs it were, III
the mind. If you succeed III doing
this, your pupils will be independent
of map or book Create in your pupils
desire to have their maps drawn Els
neatly and correctly as possible by
correctness I do not mean that every
indentation and little curve should be
reproduced, but good, firm outline,
so that any one looking at it will know
what it is intended to represent. In
beginning the study Of a continent,
for instance Asia, for the first lesson
require map of ASIA DO not expect
too correct an outline the first effort.
Be satisfied when the general outline
is good. Ii q pupil has tried and failed,
do not censure, but encourage and aid
him, and keep him at it, until he brings
to you a pretty fair representation.
AS the class take up each individual
country of Asia, require map of each,
as part OF the daily lesson. In this
way the shape and outline are much
better remembered, and when they
bound orally they feel that they know
that of which they are talking. The
map is their own. They see it It is
in the minds eye, and they are not de-
pending on the book. Have your pu-
pills draw from memory. If your class
is small, you can send them to the
blackboard; If large, the class can use
states.
Suppose the lesson is OH Hindostan.
Have the children draw on the black
board or States an outline Of Hindo-
stan, the teacher meanwhile watching
their work Then ask questions, as ::
What is the shape Of this country?"
"What waters surround the peninsular
part?" "What body Of water east ?"
South 2" "West?' What island
directly south?' What natural divi-
sion of land forms the northern boun-
Diary ?"' What are these mountains
called?" From what country do
they separate it?" "What is the prin-
cipal river in Hindostan?" DRAW it
ON the map, on your slate, and locate
Bombay, Calcutta" Or the teacher
can call on one member of the class to
60 to the board and draw, the remain
der of the class watching his work and
correcting mistakes. The teacher,
chalk in hand, may locate the different
cities, and as he does SO ask the name,
and whether it be island or seaport,
and why, and, according to the loca-
ton, what branches of industry the
people would probably follow. think
that as much useful, practical, business
knowledge should be learned in geog-
raphy as possible. Ifyour pupils study
geography in this way, it will certainly
make them more intelligent and
thoughtful. lfyuu wish to review your
pupils III the countries Of Asia, after
having finished it, require Il map OF
Asia. The drawing OF the map will
freshen their knowledge better than
studying it, because they will draw it
intelllgently. 1t does not take much
time. Your pupils can draw all maps
at home, save those you ask them to
draw from memory in class. A few
minutes will suffice for you to crlticise
and point out the worst mistakes, and
to offer such suggestions as you think
they need.
1t is an utter waste Of time, and
worse than useless to keep pupils try
ing to repeat boundaries and locations
from memory. Let them remember
the map, just ;ss they remember II pjct-
ure, and they will remember the bound
aries, because, when the country is
mentioned, they will Immediately try
to think how it looks and where it is
and the map is Immediately before
them in the mind, and they see the
country and It's surroundings. In
learning the elemS ntary part of math-
ematical geography, drawing VIII be
found useful. Children may repeat
the definitions for parallels, meridians
zones, and circles forever. but they will
not remember any Longer than while
repeating. But il you have them draw
circles, meridiAns, zones, parallels, Ill
ameters, etc, and make them for them
selves, they will know and feel con
sCious Of knowing the difference be
tween n parallel and meridian, u di
ameter and circumference.
Silence never shows itself to ST. grea