Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1905-07-14

RUNNERS talk consisted OF testimony
furnished by the mothers of Kindergar-
ten children and various stories about
the children themselves. She also pre-
scented the experience of other Kinder
garten workers.
Miss Mabel c. Bragg of the State
Normal School of Lowell. Mass, fur
Eished an hours story telling, the stO-
ries being those which have been found
most attractive to the children just
commencing school work. She prefaced
her talk with brief introductory re-
marks about the educational value of
these stories in the school room.
The department of High and Gram
mar schools had three speakers.
Charles F. King, master of the Dear
born district, Boston, i'm the depart
ment of high ana grammar schools
read a paper on How We Teach
Geography" He spoke in part as fol-
lows:
There has been vast improvement in
The teaching of geogra ply in gram
mar schools during the last 10 years,
Evidences Of this are:
l. BETTER courses of study. Com
pare the courses recently adopted in
New York and Chicago. and the sug-
gested course for Boston with the
courses arranged 10 or Is years ago.
2. A more general recognition on
the part Of school superintendent and
other educators that geography is d
useful and valuable study, and should
receive its proper amount of time and
attention
3. Methods of teaching which are bet
ter adapted to the child mind. A diff
ferenN and better arrangement of sub
Jects Is followed. In the best schools,
observation and reading precede sys-
tematic study. Much reliance is placed
upon supplementary reading.
4. The use of field and obverva-
tional work In teaching type forms and
other geogra phical facts instead of
definitions. textbooks and even pic
lures and moulding boards. Glasses
are taken into the field and shown a
real hill. VALLEY. brook. island, etc.
5. Concrete teaching of geography
instead of abstract The what" Is
studied first and the why" afterwards.
Facts and results are learned before
CONGRATULATIONS are made. The deduc-
tive method is largely employed.
8. The stimulation of the magma
ton Of children by their description of
journeys and scenes in foreign lands.
Z. The prominence given to huma.
geography; that is, study of the people.
s. The attention given to what the
people do. and how they get a living:
that is, to Commercial Geography.
Of fEl IN, lit
geography today and less reliance
upon memor;zing. Globes. maps and
other useful apparatus, pictures with
stereopticon and stereoscope are con-
stantly employed.
10. Topical study Of the subject in
stead Of close following of text
books
IL. Careful consideration and expla-
nation of causal relations.
IL. Consideration of the natural ac-
tivity of the child. He is given plen-
ty of work, in making sensible maps,
writing imaginative letters from other
countries; studying subjects or conn
tries especially assigned to him; in
making scrap books and compiling
home made geography.
10. The fact that best teachers Of
geography today make the erd and
aim Of their teaching to form five hab-
its or to develop five powers:
a. Fhe observational power or hab-
it.
b. The reading power or habit.
C. The studying power or habit.
d. The reciting power or habit.
e. The reproducing power or habit,
shown in writing or drawing.
All this may be summed up In the
term development of geogra phical ex-
preston"
The best and most scientific teach
ing Of geography today is undoubtedly
found in the Normal schools Of the