The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1890-11-27
History and Geography.

History and geography should be
taught together, as soon as the map can
be understood not before tits use.
less to put the finger on the map of New
England, at Plymouth bay, and say,
"Here the pilgrims landed" They didn't
land on map What foolishness, and
yet how many teachers are guilty Of just
such folly. 1t is detriment of after
work to attempt to teach the map unless
it can be understood. This is an axiom
as easy as that the "whole is made up of
the sum of all its part"
AS soon as the map can be interpreted
as reproductive picture of portion of
the earth's surface, then proceed in the
following manner:
1. Tell story Of, for example, the
Landing of the Pilgrims" the "Sette-
ment of Jamestown" "The Battle of
Bunker Hill," or "The Battle of Gettys-
burg" Let it be reproduced both orally
and in writing. Now open the map and
let the pupils point out where the events
occurred. Show its relation to other
places. If the story is the battle Of
Gettsburg," it should be shown where
Lee started, where he crossed the Poto-
mac, up what valley he marched, and for
what purpose. Show the relation of this
valley to Harrisburg, Philadelphia, Bal
timore and Washington. What were
Lees intentions2 Why did the battle of
Gettysburg take place where it did Now
show the relation of Seminary Ridge to
Cemetry Ridge, Culp's Hill, and Little
and Big Round Top. Show how much
advantage the Union forces had over the
Confederate, and show why Lee made a
mistake in arranging battle at that place.
Then ask, DO you think Lee intended
to fight the battle where he did !? and ask
Why?
We use this battle as typical example.
Any other would do as we'll, if properly
taught, but one event must be made as vivid
as possible. Talk about it, read about it,
do all that can be done to create an iDdel-
ible impression of it upon the mind. The
careful molding of a map would be al
excellent thing; in fact, anything that
the pupils can do to ix minute and accu.
rate information in their minds is essen
tial 10 their highest success Far more
history would be taught; and far more
geography also, if the two were carefully
united. The following topics are excel.
lent, provided each one receives sufficient
attention TO fix lis facts clearly and dis.
tinctly in the minds of learners in the
way mentioned:
The Battle Of Marathon.
The taking of Jerusalem by Titus.
The Battle of Waterloo.
The Surrender of CORVALLIS at York
town.
The Surrender of Lee to Grant.
Around each of these events cluster
most important effects. Ask such ques.
tions as these concerning Marathan:
Where is Marathan
What is the geographical relation Of
Greece to Syria and Egypt? How was
this relation of immense Importance be-
fore deep sea navigation was perfected !?
Where was Xerxes' home, and what
did be want? Who WIS Cyrus the
Great, and what did he do?
Describe the battle of Thermopyle,
and shows its effects.
What effect did the defeat of Xerxes
have upon Greece? What effect would
his success have had?
The answers to these questions assume
knowledge, and all successful teaching not
only assumes, but requires knowledge.
The recitation of the words OF the book
is not history. The times, places, events
all must pass in review before the learner
as though upon stage. We must see the
men, the boats, the plains, the mountains,
and the passes throughIthem. They must
be seen. So it comes without geography.
history is meaningless, and without the
history of life of man and his actions,
geography is meaningless. Everything
in both geography and history revolVes
around what man has done He is the
central figure in all We do that concerns
the earth aud its notifications Teacher
Institute