GEOGRAPHY 235 



at different times in the day. That is, his attention is called 

 to the directions that are within his experiences. 



The children tell what some of the people whom they 

 know are doing, thus beginning to study occupations. 

 They talk about the public buildings of the 

 Industries c ^' l catm g them by the cardinal direction 



from certain well known points, and men- 

 tioning in terms intelligible to the child some of their uses ; 

 it is a foundation for later studies in government. The 

 ways of going around the city are discussed, in order to 

 understand the needs and the kinds of transportation. The 

 most noted industries or manufactures of the city are men- 

 tioned and located if possible. Some of the most common 

 fruits and vegetables are talked about, the children finding 

 out where they come from and if any are shipped away. 



Stories of children in other lands begin the pupil's ac- 

 quaintance with foreign countries, they are the first steps 



in the geography of the world. This 

 Stories of 

 Child Life knowledge may be only of names, correctly 



pronounced and spelled; of simple facts 

 about countries, as that Switzerland is a land of lakes and 

 mountains, as shown in " William Tell " ; or that Holland 

 has dykes to keep out the sea, as the islands below Stockton 

 have levees to keep out the San Joaquin river. Whatever 

 the facts, if they are learned correctly and are well fixed in 

 the memory, they are supplementary geographical knowl- 

 edge. In the second grade, the globe and the wall maps 

 are used freely with the stories, thus familiarizing the chil- 

 dren with the representation of the world as a whole, with 

 the shapes of the continents and oceans, and leading many 

 of the brighter minds to locate the places talked about. 



