1889.] Methods and Models in Geographic Teaching. 581 
class a map of some actual region of the same kind as that typi- 
fied in the model; ask them to notice how far the features that 
they have drawn from the model are features on the actual map ; 
let them search for additional features, generally small ones that 
may appear on the map, but which are not shown on the model. 
Next produce the second model, and go through the same 
process, but without any suggestion that the first and second 
models are related. Finally, ask if any one perceives a connec- 
tion or relation between the two regions thus considered. Few 
can fail to see it, and when perceived it should be described by 
every member of the class for himself. I have great faith in the 
scholar's own careful expression, both in drawing and in writing, 
of what he has himself seen or thought. Note here that the 
scholar need not discover how the change from one form to the 
next has been produced, he need only recognize it ; then the 
teacher may supplement the recognition as far as he wishes with 
simple geological explanation of processes. This need not go 
far, and merely opens the way to further study of geology. The 
word geology need not be mentioned. 
If the class be somewhat mature, the teacher may, before 
bringing out the third model, ask for predictions of the form of 
the future stages of the region ; or, if this seem venturesome, the 
simpler inductive method may be still followed. At last the 
models showing complications and interruptions in a single cycle 
of change may be introduced, all the examples being illustrated 
by maps of actual relations, as well as by models, views, descrip- 
tions, and in every other way that the ingenuity of the teacher 
When thus familiarized with the general conception of geo- 
graphic change, let the scholars attempt to make full statement of 
all they have learned from the work so far concerning geographical 
relationships. The brighter ones will here manifest some per- 
ception of the generalizations that may be based on the facts thus 
far presented, and from this time on geographic form has a new 
and a fuller meaning to them. Additional examples of the vari- 
ous stages of development may be introduced at the discretion of 
the teacher ; and if time allow they can be best taken from books 
