LETTER XVI.

GEOGRAPHY.

MY DEAR FRIEND :

THE dictionary tells us that geography is a description of the earth; and in all our schools the pupils commence the study of this branch by committing the definition to memory. This is all well as far as it goes; but too often the words are repeated without having any definite idea connected with them. Hence it is true that children study geography for weeks and months without gaining any correct and practical views. In all your teaching, it should be your aim to impart or awaken ideas. Cause your pupils to feel that words are useless, except as symbols of ideas, and that they are but unmeaning sounds, unless they convey ideas. The definition of a peninsula, for example, may be repeated by a pupil for the hundredth time, and yet give no accurate impression of the thing defined. If possible, awaken thoughts in the minds of your pupils, and then lead them to use right words as expressive of those thoughts. It would greatly amaze you to know how much some pupils are able

Illustrative Anecdotes.

to recite from the Geography, while, for all available, practical purposes, they are as ignorant as untutored children. A gentleman once took an apple, for the purpose of illustrating to his niece, sixteen years of age, who had studied geography for several years, the shape and motion of the earth. She looked at him a few minutes, and said, with much earnestness: "Why, uncle, you don't really mean to say that the earth turns round, do you?" "Certainly," he replied; "did you not learn that several years ago?" "Why yes," said she, "I learned it, but I never knew it before." So it is with many pupils in our schools; they learn without knowing.

A late writer in an English paper gives the following, which admirably illustrates our point. "One little incident we must mention, as illustrating education by rote. Walking to church, one Sunday, in Skye, we were followed by a slip of a lad some ten or eleven years of age, who, on putting some questions to him, volunteered to name all the capitals in Europe, which he did with marvellous dexterity. From Europe he crossed to South America, and rattled out the names of the capitals with the accuracy of a calculating machine. From South America he started off to Asia, and finally brought up at Jeddo, in Japan. We were rather sceptical as to the value of such acquirements, and, indeed, as to the reality of any information having been conveyed to the lad's mind by the formidable muster-roll of words that had been stuffed into his mouth. We there

The Snuff-Box.

fore asked him, 'Can you tell us the name of the island on which you live?' But, notwithstanding his lore, he had not learned that he lived in the Isle of Skye. To make quite sure of the fact, we requested the captain of the steamer to repeat the question in Gaelic, but there was no "Skye" forthcoming. He knew the name of the parish, and of all the capitals in the world, but not of the island he lived in. There being a schoolmaster present, accidentally, we thought the occasion too good to be lost to show the worthlessness of word-stuffing, and ventured another question: Now, my lad, you have told us the names of nearly all the capitals in the world; is a capital a man or a beast? ' 'It's a beast,' said the boy, quite decisively. So much for words without understanding. In the next school inspection, that boy will probably pass for a prodigy, and will figure in statistical reports as an example of what good education can do."

From these derive a lesson, and be sure that your pupils know what they learn. True learning implies the possession of knowledge. True teaching implies the giving of information; and when this is attempted by means of illustrations, they should be made simple and expressive. An English teacher was once drilling his pupils preparatory to an anticipated visit from the committee. "Very likely," said the master, "you will be asked of what shape the earth is; and if you forget, look towards me, and I will show you my snuff-box to remind you of its shape." It so happened that the teacher had

Word Answers not enough.

two snuff-boxes,—a round one, which he used on Sundays, and a square one, that he used on other days. As was expected, the committee-man asked one of the lads, "What is the earth's shape ? " After a moment's embarrassment, he turned his eye towards the teacher, and, seeing the snuff-box, said: "It is round on Sundays, but square the rest of the week."

It will be my object in this letter to give you some hints on teaching geography. In many schools, it is the custom for pupils to commit to memory the answers in the book, and if these are repeated accurately, it is sufficient. If, in answer to the question, "What is an isthmus?" the pupil says, “A neck of land uniting a peninsula to the mainland," it is perfectly satisfactory, notwithstanding the pupil may have no well-defined idea either of " peninsula" or "mainland." Let me

advise you not to be satisfied with mere word answers, but, by asking questions, ascertain that definite and correct ideas accompany the utterance of those words.

Aim to bring every term and definition within the comprehension of your pupils. So far as possible, do this by using familiar illustrations,-the simpler, the better. For a child to say that the earth is round, conveys no true impression. A dollar is round; the trunk of a tree is round; a cup is round; but neither of them round like the earth. If you have a globe, you can readily explain the earth's rotundity; but if you have none, use an

Geographical Cards.

apple, an orange, or a ball. All our maps represent the earth as on a flat surface. Explain this, and cause your pupils to see that these maps simply represent the surface of the globe, spread out for our convenience; and that, if a globe of the right size should be prepared, these several maps could be made to cover it in proper form. See to it that all the geographical terms are perfectly understood. Question your pupils concerning island, peninsula, continent, isthmus, cape, promontory, mountain, valley, ocean, sea, lake, river, gulf, bay, &c., until you are satisfied they know precisely what is meant when either of these terms is used. In this connection, I would commend to your attention a series of geographical cards, published by Messrs. J. H. Colton & Co., New York. These cards convey through the eye a clear impression of the object defined. No. 1 represents a beautiful island, with trees and dwellings upon it, and boats and vessels around it. From a moment's glance at this picture a mere child will understand what an island is. All the other terms above alluded to are clearly illustrated in the same way. If you have not these cards at hand, take a little time, and, by use of maps or blackboard, make each term as plain as possible.

In commencing geography, it will be well to begin near home. The idea of boundary, location, relative position, and distance, may be given by some simple illustration. The school-house, or its yard,—if you are so fortunate as to have one,