The citizen. [volume] (Berea, Ky.) 1899-1958, 1912-10-10
OUR TEACHERS DEPARTMENT
Edited by Prof. Charles d. Lewis
Some Hints for Geography Class

Two weeks ago l wrote In regard TO
some things that the teacher might
do to make the Primary History class
more interesting and valuable. This
week | wish to devote my time TO
the subject Of Geography, and make
a few criticisms and suggestions.
No subject taught in our schools
should be OF greater interest to the
boys and girls than Geography, and
yet + dare say that there are few
that are of less value or interest be-
cause OF poor teaching. ''Bookishness'
ia the great sin here as in many
other places.
Many things need to be done TO
change the conditions existing, but
| wish to dwell upon only one at this
time. That one is foundational, as the
future work of the child largely de-
ponds upon II. l refer to the map.
A map may be a thing of the great
est value, and 1t again may be utter
" worthless. Unfortunately It is more
often the latter than the former ow-
ing TO one failure. The map is a sym
Dol. and very often neither teacher
nor pupil has clear idea as to what
IL symbolizes.
To correct this evil we must let
the child learn the meaning of maps
from the things with which he is
familiar. That does not mean the coun-
ty or the state, either. for they are
as unknown worlds to the beginner
as the deserts OF central Asia. He
must be allowed to deal with some
thing which he has felt, seen and
handled.
The First and Second and Third
/. grade children will be largely EN-
, ployed with learning directions, with
simple weather observations, and with
: getting acquainted with hill, valley
and streams in the immediate neigh
, borhood of the school. The Fourth
, year he is ready to begin in earnest
, TO get an idea of the world in its
; larger features.
+ What shall he begin with? II
seems to me that the answer to the
question is simple one-with the
simplest land areas the features and
, the boundaries of which he knows by
: first hand methods. That will be the
school grounds or the home. To be-
8 gin with, OF course, all members OF
y this grade know the different direc-
!, tiops, and something Of measurements
!. II by any chance they do not, you
!, will have to remedy the matter a:
soon as possible and then go on witt
!. the work that needs doing.
> The next pretty day after reading
r these suggestions, take the oral class
h to which you should be giving thii
o foundation work, into the school yar'
. and make some measurements ant
!. observations in regard to direction
|, IL the grounds are not fenced, a
will often be the. case, precede thi
. work by a few days work, in cas-
that much time is needed, in estab
s. fishing corners and boundary line
o to the grounds. This may help in dis
q cipline, too. The grounds will likel.
= front on a road. This may well max
= your base line. With a rod pole o
!, some other measure find its length
a and determine its direction as nearl
It as possible. Then, after establishin
" tween these and the base line, re
" cording their direction and length.
y With this information you may &c
~ at the work of preparing the maps
2 Let each one have a heavy piec
ia of brown or yellow wrapping papel
Il about foot square. and on this stai
t, a Map OF the School Grounds. BE-
B. fore the children make line. howe,
he er, work out the outline of the GROUND
80 upon the board with them in elias
a First say that you are going
a. make a map OF the school yard, an
" that the top of the board will /
ut ncrth and the right side east. 7
q keep this before them put an AFRO
We pointing 10 the letter N near Il
top where II can remain. Now as
u where you shall put the road. If
= runs in one OF the cardinal dire
q tons they will likely be able to plat
m II. II 1t runs. say. N.N.E., they wi
ID likely not. In that case help then
or With the direction Of this line fixe,
its length must be determined. TIL
u will be a point TO settle with Il
is
"a