The weekly Union times. [volume] (Union C.H., South Carolina) 1871-1894, 1893-02-17
How to MAX. a.egraphy Attractive.

ers' Association at the November meeting,
and is published this week By special
request.
will give very briefly some of the meth
DDS which l employ TO make the study of
Geography abrasive to the children, believ-
ing that any method that is interesting is q
& rod one: If tho method used does not
interest the teacher, it is safe TO infer it will
not interest the puril
must confess that there never was any
thing very attractive t. me in the columns
of Questions and answers with which
most Biographies ore filled, varied princi-
pally by lists Of map questions. Rcmem.
bering the unuttractivcness of Ihi, study, l
have been led to adop, plan, in following
which the pupil is interested as we'll as
instructed.
l first endcav,r to show the pupils the
difference between Physical and Political
Geography, go that in the desc, iptions they
are afcrnard reqnirel to give they may
have clear ilc,s Of the subject before them.
then take up one continent at time
requiring of each pupil written descrip-
ton of it, C nsidcred as a whole. This
description includes It's position, its relative
ant features that will fix it on the pupils
minis. At the same time each pupil brings
me q map of the continent, which shall, rs
nearly as possible, correspond with tho
description given. This outline is referred
10 in the lessons that follow.
The next lessons are dcv oted TO learning
the divisions cf the cont incnt and their
9 tuaions. Then, taking up each division,
1 require Of each pupil written descrip-
tim of it, as far rs possible, in her own
words though small amount of copying is
not obi cctci to, since ii has been found that
the mere act copying serves to impre,s
the facts OH the memory. Then the e,crip-
tons and maps CT these divisions arc brought
togo her. aud it is shown how they make up
the map Of the Continent as whole. Thus
the subject is both analyzcd and unified, and
fixed upon the mind.
The extent of this subdivision is limited
by The country under cons 'deralion In our
own continent it may come down to States
and coun'ic'; in o'ler conligents les, iu-
formation is nee led and there are few divi-,
sions.
In order to make the subject vivid, after
good general knowledge has been obtains
| ed, we have whit VIC call "0ur days OF
| travel" on which VIC "visit" the cities of
note in the countries which we have been
studying. The children write as full q
description as possible from any inforne-
| ton they can get from books 10 which they
may have access; frequently The teacher
| is able TO n Id something of interest con-
corning the place which has escaped the
pupils notice, or Of which they have never
| known,
Finally, before leaving the continent, We
have what is called, "0ur Topic Party"
and in this the children take the greatest
interest imaginable. The day before we
are to have the "party" interesting ques-
tions concerning the lands about which we
have been studying, are selected aud writ
ten on slips of paper. which are numbered.
These slips are distributed to the pupils,
| two being given to each of a class Of eight.
These arg as MANY as can be discussed in
the allotted time. A list Of The questions,
numbered in the same way as the slips, is
kept and the next days lesson number
is called out by the teacher and the pupil with
the corresponding number responds, by
reading the question, aud the answer, il
she has succeeded in finding it. If she has
TO answer, 1t is submitted to the class, and
| il it still remains pnanswered IL gives the
teacher IN opportunity to talk on the sub
jsc', and TO give such explanations as may
be necessary. As an aid in SELECTING topics,
use 'Hathaway's 1901 Questions aud
Answers on Geography" although do not
confne myself TO any book in mixing these
| selections.
These are q few Of the ways in which /
sndeavor to make this on interesting aud
instruciiys study. or course the exercises
are varied frequently, but that must be left
10 each teacher. After all, think II de-
pends largely on the teacher. Even poor
method in the hands Of a good teacher may
become the source of much beueft TO the
pupils.
To Martin Luther mere than any other
man we owe the public school rsystsm Of to-
day,
The Reformation e,u'd not proceed with
out education among the masses. The per-
sonal religion preached by the Rsformers
required intelligence in the converts there
fore the Reformed Church at once estab-
lished schools. and il also required and
enforced the attendance Of the children Of
its membership. Luther lsbored and wrote
much in behalf Of free public edncation.
His address TO the German towns of 1924
contains among other things an unanswer.
able argument for compulsory education.
He says: HIf State in time Of war can
oblige its citizens 10 taka up the sword an
the musket, has il not still more the power,
aud is 1t not its duty TO compel them 10 in
struct their childreni SINCE We are engaged
In more serious warfare, wagsd with the
Spirit Of Evil which RACES in our midst,
seeking TO depopulate the State Of its virtu-
IL e. III