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THE

Connecticut Common School Journal,

AND

ANNALS OF EDUCATION.

VOL. XI. NEW BRITAIN, OCTOBER, 1864.

No. 10.

TEACHING GEOGRAPHY, ILLUSTRATED.

THE mind is naturally inquisitive. We see the evidence of this in the questions asked by children respecting any subject that engages their attention. This natural disposition of the mind to inquire into the reason of things, when properly cultivated and strengthened, stimulates the mind to a greater exertion of its powers, and leads to a thorough investigation and comprehensive understanding of the various subjects presented for its consideration; but when pupils are required by those to whose care they are committed for instruction, to accept words without ideas, and facts without principles, this inquisitiveness of mind loses its natural force, and becomes feeble and inactive; and thus the main avenue to the development of the mental powers, and to true knowledge, is closed.

These remarks, while true in their general application, have a special application to the methods of instructing youth in the various branches of study pursued at school. As an illustration, we may take the methods of teaching GeograVOL. XI.

17

258

•V. 19, no.10

1864.

Teaching Geography, Illustrated.

phy. The common method is to assign a lesson in the book, and require the pupils to commit to memory the answers to the several questions contained in it. If the answers are correctly repeated the pupils receive the approbation of their teacher for having a "good lesson," and the next lesson is assigned, and so on. Pupils thus taught, if asked: "What is the earth?" will answer (with satisfaction to themselves and the teacher too), "The planet on which we live." To show the unprofitableness of such teaching, let me ask: Of what real benefit is it to a pupil to repeat the answer above, if it is unintelligibl to him, as it must be, if he has no distinct idea of a planet, and no explanation has been given ? He might repeat, with equal profit, the answer given in an old geography: "An oblate spheroid." In like manner, the simple answer that the axis of the earth is "an imaginary line passing through the centre of the earth," profits little; for the pupil will be at a loss to understand why a line should be imagined to pass through the earth's centre in one direction, rather than another, or why any line should be imagined at all; or if the answer be: "The line on which the earth turns," the pupil will conceive of a ball revolving on a rod, or a wheel on an axle, and then wonder what kind of a line the earth turns on.

To be able simply to repeat from the book the answers to the questions: What is the earth, its shape, axis, poles? etc., is really of but little value. The pupils should be familiar with the ideas contained in those answers. To aid them in acquiring that familiarity, many explanations and illustrations are required from the teacher. Instead, however, of being confined to the questions and answers of the book, let the teacher take up the subject apart from the book, and, in a few familiar lectures, let him convey to the minds of the pupils the fundamental ideas of the subject; bearing in mind at the outset, and as he proceeds, that the ideas and conceptions of the subject, so familiar and distinct to his own mind, are almost wholly wanting in the minds of his pupils. Thus, since Geography is, as the word itself signifies, a description of the earth, the first question that arises, is: What is the earth?

Teaching Geography, Illustrated.

259

But instead of asking the pupils this question at the outset, let the teacher rather, by a course of plain, simple (not silly) questions, prepare their minds for the full import of such a question. Proceeding from the known to the unknown (inductive reasoning,) let the pupils first be questioned respecting the portion of country in which they live, and with which they are more or less familiar. This will lead to inquiries respecting the portions of country or bodies of water lying beyond, and these inquiries (answers to which may be supplied by the teacher) will lead to still others in the same direction, and so on, till the general inquiry is raised in the minds of the pupils: Where and what is the limit to this vast plain (apparently) of lands and seas, in the midst of which we are living? In like manner, the inquiry may be raised respecting the depth of the earth beneath us. Following the track of discovery, the views of the ancients respecting the extent and foundations of the earth, may here be given, then the views of Columbus, directing special attention to the object of the expedition (based on his views) which led to the discovery of America. And thus the pupils may be led along, step by step, till they are enabled to realize, in some good degree, the important facts respecting the form and extent of the earth, as developed by modern science.

The question will now arise in the minds of the pupils: What is the foundation of the earth-on what does it rest? As this question is suggested by the idea that an unsupported body will fall, the teacher must proceed at once to acquaint his pupils with the principles of inertia and gravitation; and here, as elsewhere, let him bear in mind that in the natural order, ideas precede names; therefore, distinct ideas of these principles shoul dfirst be conveyed to the minds of the pupils,. after which, the names by which they are designated may be given. A knowledge of these fundamental principles of matter, and their application, will qualify the pupils for an intelligent understanding of the facts, which may now be stated, respecting the earth's isolated position. With distinct ideas of the size, form, isolated position of the earth, the attention of the pupils may now be directed to the relation of

260

Teaching Geography, Illustrated

the earth to the heavenly bodies. In pointing out this relation, let it first be impressed upon the minds of the pupils, that the heavenly bodies-sun, moon, and stars-are in reality immense bodies of matter, like the earth. The idea of a Planetary System may then be unfolded-a Sun as the centre, giving forth light and heat to other smaller bodies (planets) revolving around it, while around these smaller bodies. revolve one or more still smaller bodies (satellites or moons), the planets and satellites reflecting, each to the other, the light emanating from the sun. Next, may follow the statement, that, though the Universe, according to the revelations of Astronomy, is probably composed of many such systems, or a combination of them, we have definite knowledge of but one such system-our own-of which the Sun is the centre, the Earth, and a few, comparatively, of the stars, (in appearance), are the planets revolving around it, and the Moon is the satellite revolving around the Earth. In this connection, it might be well for the teacher to state a few facts respecting our planetary system-the comparative size of the bodies composing it, their relative distances from each other, etc.-also to explain the cause of the similarity in appearance, to us, of the planets and fixed stars (suns). The motion of the planets and satellites in their orbits, will be readily understood by the pupils if briefly explained by the teacher, the principles (inertia and gravitation), which combined, produce planetary motion, having been already explained. A knowledge of the principle of gravitation, will also enable the pupils to account for the spherical form of the earth and heavenly bodies.

Having obtained a definite knowledge of the earth as an immense sphere, revolving, in common with other similar bodies, around the sun, the pupils are now prepared for the next step in order-the revolution of the earth on its axis. After stating the fact that the earth revolves (turns over) at the same time that it moves around the sun, let the teacher proceed to convey to the minds of his pupils, by means of suitable illustrations, an exact idea of what is meant by the axis and poles of the earth-their only idea of an axis, hith

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