242 METHODS IN TEACHING 



ing the acquisition of a great deal of accurate geographical 

 knowledge. Much assistance is given by locating on the 

 globe the world belt in which our home is found ; this may 

 be transferred to the wall map most frequently in use, thus 

 furnishing the pupils with a quick and sure means of locat- 

 ing places north and south of the home zone, and establish- 

 ing a means of comparison with places that are not in the 

 same latitude. Pictures are used freely, and all illustrative 

 material, such as articles of dress, utensils, products, all of 

 which help to picture life in foreign countries. 



Maps are drawn of the home city and county. The land 

 and water forms are studied; sometimes illustrated by the 



puddles in the school yard after a rain 

 Representation 



storm, sometimes seen in objective form by 



trips to the harbor and river. Plans are drawn to scale, 

 showing a surface as a bird would see it from above. Ideas 

 of area and scale are developed. This work is closely con- 

 nected with arithmetic and drawing. 



The following extracts are from a teacher's account of 

 her work: 1 



One of the first duties of the teacher is to lead the child 

 to observe everything in nature around him, the air, the 

 water, the sky, the temperature, the clouds ; 

 animals, planets, rocks, hills, valleys, soil, 

 streams, the habitations and the occupations of men. He 

 should also learn the necessary terms with which to express 

 the ideas gained by his observations. This is important 

 preparatory work in geography, from which, in addition to 

 knowledge, the child gains the power of accurate observa- 

 tion, inference, and expression; also the ability to make 



1 Miss Maud Soutfiworth. 



