The Washington times., 1895-06-19

seeds which have been planted in the
schoolroom, such as peas, beans, corn, and
oats. Then plants are studied, first as
WholeS, then IN detail from their leaves,
flowers and fruit. The ability TO see
and think is thus enlarged so that the nat
ural causes developing the plant, produc-
ing the flower and ripening the seed, the
Work ui san anu ram, OF cold ana heat,
are comprChended. The more difficult
subject uf animal life follows in the same
year, beginning with the observation of
grasshoppers, butter flies, and the like,
and including the cat, dog, rabbit, mouse,
and other available species. During the sue
ceeding year, the course thus inaugurated
is developed, increasing the depth of re-
search as wen as the extent of the field,
enlarging the vocabulary, developing the
inductiye power and preparing the pupil
for the more difficult work 10 follow.
The third year introduces the child to
the study OF such meteorological phenomena
as clouds, rain, dew, hail; lie is thus made
familiar with natures tools so that the
river system VIII not be too difficult
conception. Here the idea of relative
position is given; first, from objects in
the room, then by means of the neighboring
parks. That this idea of position may be
clear and practical, the sandboard is in
troduoed and the child is aided TO repre-
sent by map what he has seen.
So far litto technical geography has
been taught, but the child has absorbed
terms and their meanings and has gained
many facts OF a nature which viii be TO
him what the welllearned multiplication
table is 10 one who would concentrate his
strength upon the understanding OF prob
lem. II the fundamental teaching has been
rightly done be has now acquired desire
TO know l.lore, and has gained the strength
to achieve that knowledge which he de-
sires. knowledge Of men and nations, their
industries methods OF communication and
interesting facts from their history is
now taught, largely from our own city
10y means Uf its buildings, its home life and
the occupations OF its inhabitants. Teach
ers are found at intervals through the
year taking classes through the Museum,
the Capitol, and other public buildings,
from whose off icials they recei We a
courtesy inspired by that appreciation of
right methods which hi gh culture in
sIres. ii is only upon a basis of observa-
tiun thus laid that the commercial geogra-
ply teacher can build a structure of per
maneut value.
Tua boy who has never entered factory,
the announcement that England is manu-
featuring country is as sounding brass
and tinklinS cymbals, arousing in his
mind uu more definite notion than OF
finished products ready for sale. A walk
through the chronological department at
the Museum is worth a thousand memoritor
recitations like that Of the pupil who au-
nuunced "a kingdom is a collection Of
houses and people flowing through the
land"
Mr. Bailey Willis says: Geography
should deal with the evolution OF the
eartlTs features. which have undergone,
and while the atmosphere lasts, will
continue to undergo changes" This
is at least, the scope Of physical geogra-
ply. which is next pursued. Children go
tu the field and observe the decay OF
rocks, soil making. washing of hillsides,
valley making. deuuding of hill tops. and
kindred dynamic process; water divides,
drainage areas, DETECTED courses OF
streams, denuded land surfaces, and
other static phenomena. Hand in hand
with observation must go the examina-
tion by the child Of rock specimens,
pebbles, sandstones, etc; he must construct
on the sandboard. valleys and plains,
hills and drainage basins; reproducing thus
to the eye natures story, as later he re-
produces to the ear the masterpieces OF
man.