The Washington times., 1895-06-19

Vrf HEN two years ago the services of
IAI General Greeley eywereengaged tofin
W the chair of geography in the grad
II uate school of Columbian UniYer-
sity, he signalized the occasion by
the delivery OF an address upon the scope
and aims OF the subject, which demoraliZed
the other members OF the faculty, who
claimed with some show of justice that
nothing had been left them to teach, since
the geographic prospectus was, in fact, an
epitome OF the curriculum OF which their
respective departments formed features.
This wa a humorous expression OF genu-
inc fact Geography is not that branch of
science - as the text bOoKs have il, but is,
IN fact, a girdle, unifying the various
branches OF knowledge, using their results,
showing their inteT-clations, and yivify-
ing all with d common purpose and a COM
mon source.
On the one hand il uses drawing for the
making OF its maps; on the other, mathc-
matical astronomy to explain its climatic
zones; physics aids il in preparing the earth's
crust, chemistry ln feedlug lis progeny;
Eoology and botany. geology and minerology,
meteorology and physiology martial their
IurCesdIits leSt,dutilropulOsy ,etnnOioEy,
sociology and theology contribute to its re-
Sources; until Mrs Gradgrind's list Of ''olo,
EltS htAl4e 10 BG tlk dl1t-4 bA AAlt NidlAlie Dl
this omniver0us science of sciences. Just
where To draw the boundary TO its aggres
sive claims is hard 10 decide; but, however
rigid they be. the Importance Of tins study
can hardly be overestinlated.
There has been OF late years revolution
in pedagugic methods no less prodigious and
far-reaching in its effects for good or evil
in the history of the worlds development,
than was the Renaissance OF learning, the
reformation in religion, or the American
revolution in political economy. In no
branch OF instruction have the new methods
effected greater revolutions than IL the
study Of geography.
The pseudo-science. phrenology, has left
upon our language an ineradicable trace in
the word bump Indeed the really
scientific truth OF transmitted tendencies is
popularity discussed in no other phraseology.
AN species AZ intellectual and moral e2Cres-
cences ur delinquences are attributed To the
presence or absence Of these phrenologic
'bumps," " the counter principle OF variation
through environment being altogether ig
nored. Among these protuberances OF vicar
ious utility. none is SO frequently conspicu-
Gus by absence as the bump OF locality, and
the owner OF the local hiatus never com
pnehends that geographic instruction might
have bridged the Chasn. Nor did nor could
the geographic instruction of the past.
Ihave myself known a lady so wen verSed
in geography. as taught fifty years ago, that
she could locate promptly any known spot on
the habitable globe Vet who was quite
capable OF becoming hopelessly lost in Frank
lin Park. and another friend well enough in
formed 10 teach" geography, cannot find
the way to Anacostia!
II is easy 10 see how this has come about.
These people lacking original geographical
concepts We're forced to nemorize the dis
tant and unfamiliar. whence they have been
unable 10 evolve the near and familiar
That is 10 say. the pedagogic axiom, that
81 is best 10 proceed from the known to the
unknown, was ignored in their Instruction
But this is not the only charge which can
be made against the geographical teaching
OF our ancestors The old fashioned idea Of
filling a chld's mind with geographic facts
regardless OF The causes producing them has
happily given place to an effort 10 open the
eye to see. and TO awaken the mind 10 in
quire into the reason OF what has been thus
observed
The modern teacher OF geography. like his
predecessor. stores the mind of the pupil with
useful facts, but endcavors meanwhile TO in
spire a love for the beauties of nature and
an interest in the causes OF its phenomena
The fourth grade boy OF girl of to-day who
has by actual observation himself discov-
cred the origin and history of a miniature
drainage system upon an exposed terrace is
incapable OF responding as did an eighth
grade pupil OF years ago, who, when askedby
ber teacher the cause of rivers, first looked
increduluus and then ans wered. ''Thereisno
cause: they are just naturally there"
Watch the face and listen 10 the COM
ments OF the child TO whom the enchant-
ing story OF the ages is just made plain.