The times. (Owosso, Mich.) 1882-1897, 1889-10-25
GEOGRAPHY, AND HOW TO TEACH 1T.

1t requires but little thought in the drec-
ton of educational principles to show the
absurdity of the old method of teaching
geography. Pupils of tender age were
required to commit to memory and repeat
in class all the abstract definitions of math-
ematical and physical geOgraphy-a process
of verbal cram-fOr no thought was awak
ened In the mind, the subject not being
properly presented for the stage Of the pu-
pills development.
The tears and utter WEAKNESS of pupils,
and the chidings of teachers over lessons
unlearned, all attest that knowledge of this
kind, like Jordan, sis hard road to travel"
Then, when the pupil had emerged from
this land of nOthingness, he was introduced
to topics entirely foreign to his experience,
and by method entirely strange to his
thought The topics were the earth as
whole, its divisions and subdivisions and
the method was analysis.
1t finally began to dawn upon thoughtful
teachers. however, that the results of
geographical study were not commensurate
with the force expended, and experiments
were made in methods, that have proved of
great value. This practical work was
helped forward by the general advance
made in educational principles.
From this combination of intelligent the
Ory and practice, system of teaching geog-
raphy has grown up in our best schools that
has not only superseded the old method, but
has rescued an important field of education
from the domain OF cram, Uerbtdge, and
imbecitity.
Under this newer system the pupil is
taught to open his eyes AMI see the things
that are around him. From mere observation
he gradually acquires the habit of seeing re-
latioas; reason dawns, and facts are brought
into definite erder.
The place Of the school house, the direc-
ton OF sunrise, the distance from home to
school, the Row of the brook, the slope of
the hills, the growth of plant and tree, and
the structure and motion of animals, all be-
come familiar tOiiEm, because he is taught
| to open his eyes and observe things not con-
tanned In books. His school life is thus con-
nected with all that is most vital Ina his every
day life-his werk, his play, and his home
experience.
With differentiation thus laid upon per-
| Sonal 'ObservatiOn and investigation, tho
study goes on by means of books. Aud
here books become not only valuable but
Indispensable. They supply the knowledge
that lies beyond the range of experience. If
they are worth the paper they are printed
on, however, the knowledge that they im-
, part will he in the direction pointed out by
| experience
From his little personal center of home,
where he is anchored to the real, the gen
'ume, the true. he is led out into the world
by easy steps and i'm overwhelming cireles,
until his vision takes in the world
The steps of this process are exactly com
mensurate with the growth of his mind. In
tender years he Secs, and, while his observ-
ing powers are most active at this age. the
process of seeing accurately arouses these
powers to greater activity. AS mental ac-
Tion increases, ana the pereaptive age grad
ually merges into the reflective, the topics
presented have been those demanded for
each step of progress, and az the same time
have afforded the best possible preparation
for the next.
Our thoughtful teachers have learned that
teaching means something; that a system
should bear fruit; that period of hard
study should have its increment of mental
growth; and they have become impatient of
the Old methods, that began with abstrac-
tons, went Oh by meaningless words, and
ended in emptiness. May the day speedily
come when the uewer and better method
shall be universally acknowledged and ap-
plied2--Educats0ndJ Notes.