Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1897-12-31

as whole is the beginning of geography
proper and is wholly dependent on the
successful pursuance of nature study. 1t
Is the first presentation to the imagina-
ton of the simple world wide views of
the Garth as the home of man. Each
child should be led to feel: "a that the
earth Is whole, a unit. having qualities
or powers as whole differing from the
qualities OF its parts; t2) that each part.
land. water atmosphere and life, has its
own qualities differing from the qualities
and powers of all the other parts; (3l
that the several parts are oil working to-
gether to make the earth a home for
man. and the means of his progress to
better. nobler. higher life.
The study of the continents should fol-
low the study of the earth as a whole;
then should come the study of the lead
ing nations. The study of the state
should not follow the study of nations.
but from the beginning. and at every
stage in the course Such facts as per-
tain to the state should be culled and
emphasized. The teaching or the geo
graphic conditions Of the territory of the
state, of the past and present usefulness
of .her citizens, and of the opportunities
to be grasped should arouse in every
child such love of country, such pride
In the state as will stir him to make her
more glorious even in the future than in
the past The current thought for the
study OF The city or town is as for the
study OF the state. Local geography and
local history are inseparable. The past
and present usefulness of the city or
town in any or all the relations of life
should be taught with the purpose of
making every child. an interested, intelli-
gent, active citizen.
SOURCES OF KNOWLEDGE.
The sources of knowledge are natural.
objects models, pictures maps, diagrams,
books. and papers. Every teacher should
make collection of raw material and
pEnat rNI rV1ty ,1e.
plants and animals and arrange them for
use not for show. Pupils are always
ready to supply useful material. =.
MODELS,
OF the means of expressing ideas of OBJ
jects the model is the most accurate and
the most complete. To model an object
necessitatas keen and full observation.
For these reasons mod hing il sand or
ton to each other ami to drainage.
Experience has sh6wn that the only
profitable method ofSEeaching geography
is TO associate physical and political
meaningless detaifs without !. either
cause or Correlation while, ITS study de
generates into meSe Fate work with
this fact in nina it will be seen that
physical wan maps are as indispensable
Great care mdss Sc. exercised. in the use
of maps or the pupils will see only the
medium thrdigAs which they are to see
the object of thought and not the object
itself
The ever open book of nature is the
first bo02S to be used in this work In
recent years especially through the scien-
tific study of physical geography the
laws governing the atmosphere. the hy-
drosphere, the earth and its productions
have become SO well known and the
methods of teaching so simple and dis
tinct that it is absolutely necessary for
us to take up. the study of the atmos-
pheric phenomena and the forms of wa
ter in the early years of the child's school
life.
Why can we not train our pupils to OBJ
serve the atmospheric phenomena about
them and from their own observations
have them derive the laws and principles
which govern the climate of the country
in which they live?
There is not a person employed as a
teacher-in the State OF Maine who does
not know that every chifd's mind is on
the alert for learning anything which
comes direct from the great book of ma
ture. vet many close their eyes u the
geographical objects and phenomena as
they occur in the vicinity of the school
and rest content with not only robbing
the young minds of those things which
are the strongest incentives and forces
which develop them in true citizenship.
but with torturing those who need the
most careful guidance with some text
book which has. been prepared for the
unframed teacher rather than for the
true needs of the logical development of
the human mind. Besides the invaluable
geogra phcal readers which have been
published recently there have been some
very valuable text books on elementary
geography and at least one complete
geography. One OF these new books is
fittingly called the natural geography
and it is worthy the name because it
treats the subject in a natural and logi-
cal order.
| first three years should hes the right
| training of the mind in observation and
| expression. with the acquisition of dis
tinct ideas of objects, The study Of
geography proper BEGINS in, the fourth
but f ssso ysar pos sfhS9 and
| the forms of wa5erskhddid be given in the
first three years as preparatory work.
| During ythessI1ext three years the aim
should be the further training of the
preventative power in the acquisition OF
new knowledge: the training aof memory
| and Imagination by the use of N
knoWiedges acquired by observation and
by the, acquisition of thought from writ
II -sldHG ud6Ss euu tlIee' SyAuudL duNdICt
4 IN the usesof the selaborative power
Anripg. these thfee years teach the kinds
/ q geoEraphieA objects IN the vicinity OF
the Sphool. TIVE Iand surface, the water
surface, the atmosphere, the days and
4 nights. the seasons, the appearallce and
iaovements Of the sun and .noon.s Teacl
gfpupils to observe the object. to describe
the object. to describe the position, to
\ represenT by maps. Then present the
earth as whole and teach it's form, size
and motions. using slated globes. and
I maps on the globe for representing thf
parts Of the surface. @4 5ts.
EduGation in its widest meaning in.
Il cludes all the influences which act supor
ffhe child to determine hisycharacter. AL
his SURROUNDINGS and all his relations Il
ls1atssfellow men. the climate. the natura
scenery, the air he breathes. the food hs
eats .Athe moral tone of the family life
i that of the community all have SHARE
i in making him either a healthy. intelli.
gent. moral and religious man. or an EN-
bodiment of weakness, stupidity, wick
| edness and misery. ~ ~ n
4 T Hence we sec the necessit9a sns8ale
~ VI most strenu044 endeav0 Re
=; hitting the .subjeek foKEAphys IN Bc
Gut1ess 50 import Al 9EH hi n 4duta
i ton Ola person, ma ~ aEAEx ~ wi
i enabt very chil6a ITO 6ur tut
ton % sssee and aPpH1 t6Sk s4&e relations
n - holds to his egvil TO his fei
~ men, andto hiS tsrSe =
k&A systematic stud of the plants an,
htnals OF his oWN localit must be tax.
fsei1 before the child can, reason coneerr
Ting those OF distant RESIGNS. He car