Western Kansas world. [volume] (WaKeeney, Kan.) 1885-current, 1891-12-26
The Relation of History and Geof


raphy.
The next thing after knowing that an
event happened is to know where it
happened. An atlas should always be
near at hand so that the location OF
places may be determined at the time
the subject is under consideration. This
is true outside of the school-room as we'll
as in it.
The most certain way to fix point in
geography is to tell something interest
ing about it. If the location of a town is
the thing to be remembered, have the
pupils find it on the map, and then you
may tell bit of interesting history
about it. Tell them of Peter the Greats
founding st. Petersburgh; of Rome's
former grandeur. When Spain is under
consideration, talk of Columbus and
what Queen Isabella did to assist him in
his great discoveries.
China is as interesting as fairy tale:
the customs, the Great Wall built to
keep back the northern foes, the antiq-
uity of the nation may form several in
teresting talks. BraziPs late revolution
and Chil's late troubles will give an
added interest to those countries.
The whole list of countries might be
enumerated and there would be some
distinctive bit of history about each.
The main reason why children find
geography uninteresting and difficult to
remember is because there is so little of
history and literature brought into the
lessons. They are fed, 6guratively speak
ing, upon the dry bones of the subject.
The attractive and useful portion being
omitted. Each state and country should
be studied from an outline and there
should be place in that outline for bits
of history about the state.
Ruth E. Landor, of Boston, says: 81
have found no better way to interest
children in the lower grades of our
schools in the study of geography than
by telling them bits of history of the
countries to be studied before the study
is begun.
In teaching the New England and
Middle Atlantic States, use as
foundation of my stories, the facts found
in Clake's Stories of American history
and Hawthorne's Grand-fathers Chair.
Interest in the Southern section of the
United States can be instantly aroused
by saying: To-day, children, We will
study about that part of our country
where the great battle of Gettysburg
was fought. Paint word picture of
the great army wagons drawn up ready
to start, of the fathers and brothers
waiting in line for marching orders ere
they start for the seat Of war.
Schoolrooms in which, instead OF
pleasant talk on geography, teachers and
pupils busily picked the lint from the
linen which was destined, sooner or
later, to stay the flow of blood from
wounds received in battle.
There will be no need of speaking to
the most idle boy now. Every child is
eager to know more about the story and
the region in which the battles were
fought.
When history is taken mp the matter
is only reversed. The maps are used
as diligently as before. The explorations
of the New World should be studied
from q globe or from maps of the hemi-
spheres. Have the routes traced upon
the maps by the pupils. Have a map Of
the continent prepared and the explorers
names printed on the region explored.
Use black ink for the English, red for
she French, and violet for the Spanish.
Any different designation will do very
we'll.
The settlements will require another
map. Acquisitions of territory can be
learned much more easily by making
maps of the tracts acquired.
The study of the wars require maps
for tracing the campaigns. After a
pupil has made q map showing Wash
ingtons course as well as that of the
enemy, representing the various engage
ments, retreats, and advances, it becomes
part of his permanent stock Of know
ledge. He gets the relation of the diff |
ferent movements to each other. Instead
of a confused idea of the appearance OF a
page in the book. he has clear mental
picture of the whole campaign.
Something over a year ago, when
visiting schools, I entered room where
the grade we're reciting on the French
and Indian War. About half OF the
GLASS we're at the board and were finish
ing skstched maps Of the scene Of the
vsr. The i've objective points were in.
aicatsd. When the class we're seated
Is recitation went on. As each pupil
lec;fsd topic be passed to sketchsd
mn and showed The route Of the srmieA /
I'd nd u map 10 illustrate his !