The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1907-12-27

by the school text book commission in
speaking of the value of geography in
the school curriculum said:
Its value depends largely upon the
way in which it is taught. If the con-
ception of geography and the teaching
of it fit the nature Of the children then
it is one of the most valuable of our
studies.
In order to know how to teach
geography successfully teachers must
study the child mind. In the growth
of the childs brain there are three
steps which follow one another in reg
ular order. First, there is the sensory
development by which the child be-
comes acquainted with the outer world.
The senses are alert from morning I'M
til night without cessation or weari-
ness. Secondly, the motor tracks are
developed in and through motion. If a
child sees a bird he naturally wishes to
chase 1t. This development is very ac-
tive up to twelve years of age. Third
ly, the development of the senses and
motor tracks stimulates slowly the de-
velcpment of the connection f1bers in
the brain. This growth begins last and
the child to think. AS this part of the
brain is imperfectly developed in the
first years Of a grammar school course
the children cannot reason very well
and are not fond of definitions, abstrac-
lions and processes.
enables the author and the teacher to
fit their system of geography and the
teaching of it to the child's nature and
to obtain satisfactory results by so
doing. Applying this knowledge of
children to methods of teaching geo.
graphy, two stages in the work are
at once discovered. The first stage,
through the first year or two of the
study, is the observational and reading
period and its great purpose is to
Int in he cub for
without interest all efforts are in vain.
This is readily accomplished:
"First-By observational work. This
may commence in the school room by
the use of pictures and specimens and
continue in field lessons. The first
field lessons are to teach type forms
and the meaning of certain simple
geographical terms. A teacher and
the principal can easily manage a
class of fifty pupils in the field the
first year. There is little trouble about
discipline. One half day in the field
teaches more real geography than a
month in the school room. The high
er the grade, the more scientific be-
comes the observation and the smaller
the classes. Children who have been
out in the field can make their. own
definitions because they have a. vivid
of the object. Observational
work can be carried farther by noting
the weather, the direction of the suns
path in the sky and the daily appar-
emf movement of the sum-
'Second-The lover of activity is
provided for in observational work by
map drawing and map reading, max
ing collections, picture books, scrap
books. writing descriptions of obser-
imaginary letters from other
countries and correspondence with
other schools
"Third-This is the term to create
a love for reading and for good books.
Journey geography is now of greater
value and far more interesting than
place geography and definitions
1.-THE results of this treatment of the
subject are the development of won
derful interest in and love for the
study and the gaining and retaining
of a hundred times more healthy in
formation than has ever been secured
by any other method. The amount of
place geography indirectly acquired is
very great
''The second stage, the last two
thirds Of the course. makes systemat-
ic study the principal feature; obser-
works and reading being
most valuable aids. Geographical
facts are now considered more in their
is studied as a means and not an end
Mathematical geography receives
consideration, the people. how they
live. their industries and products are
important lOplCS ana It's Ell
feet. upon civilization are carefully
studied. Place geography has now it's
value and memory its use The text
book is the main source of information
for the pupils but the teacher finds in
formation in other special books, in
and books of travel. The
text book is not to be followed too
closely nor consecutively. Interest is
by concrete work on live
on home industries and condi-
TOPICS nrfo
mining, cotton and wheat
raising, and domestic commerce Great
nations and grand divisions are studied
by q list Of topics Research is encour-