194 APPEIKJEFTION IX GEOGRAPHY 



mal life to these conditions. In one year's changes the climate of 

 the different zones is fairl}'- represented. 



The preparation of i»hiiit and animal life for the seasons, the rela- 

 tion of animal to plant, and of man to each is further treated in the 

 nature lesson, such observations being made as will form the basis of 

 the reading lesson that shall follow. 



The study of drainage follows the observation of rain. The knowl- 

 edge of the work of the streams is based U})on the observations made 

 during the rain-storm. These ideas may be gained from a field les- 

 son on a railroad cut or excavation in the neighboring hill country. 

 These field lessons are suj)plemented by careful study of tyi)es of 

 rivers and mountains from maps and pictures. 



The life in each section visited on the excursions is comj)ared with 

 the conditions of home. In these lessons the land forms are taught, 

 and man's need of clothing, food, and shelter suggests occupations of 

 people. From this study of the organization of human endeavor 

 arises the understanding of the growth of town and city and of the 

 need of government. At this point the story of " Robinson Crusoe " 

 is a valuable and interesting aid as a reading lesson. 



During the two years in which nature-work is the basis for the read- 

 ing lesson ideas are developed which are to be utilized by the true 

 geograph}' teaching that belongs to the course of study in the third 

 year. The main difficulty is to arrange the stud3'^ to meet the capa- 

 bility' of the ))upil. Our own adult notions in geogra])hy are largely 

 gained from ma})S, which we enlarge by means of acquired concepts. 

 Why not teach geography by this method? Experience has taught 

 that the study of a lesson from the text is mechanical and void of the 

 desired efi'ect to the majoritj' of the pupils. Now, the search for facts 

 from the map creates interest, and the recording of such facts stimu- 

 lates thought and furnishes material for ths recitation that follows. 

 The reading of the text book in a later recitation illuminates the ideas 

 that have been gained by the individual efforts of pupils. 



In the end the written lesson will be the compilation of such facts 

 as have been gained through individual investigation. The answers 

 to carefully pre])ared questions will appear in the note books of the 

 class as an original geography text bo(jk that has grown out of the 

 actual observation and reasoning of the pupils. 



The Excursion. — As the neighborhood furnishes the fundamental 

 concepts upon which we build, it follows that the first lessons must 

 establish the connnon body of facts by simultaneous observation. 



