CHAP. XX.

ON GEOGRAPHY.

From sea to sea, from realm to realm I rove.

TICKELL.

THOSE who, though they have no great knowledge of GEOGRAPHY, have all their lives had some acquaintance with it, can hardly form a correct estimate of the inconvenience and mortification, to which they are exposed, who are quite ignorant of any place beyond their own town or hamlet. From the time that the children in the Sessional School began to consider reading, whether in school or at home, no longer as a task, but as a source of interest and information, the inconvenience of course was more apparent, and we naturally became desirous in some degree to alleviate it. We resolved, therefore, if the proposal should meet with the approbation of the managers of the institution, to endeavour to communicate to the pupils some informa

tion in this department of knowledge. This branch of study, if introduced at all, was not intended in the slightest degree to interfere with the previous employments of the pupils, nor to be obligatory upon any of them, nor even to be regarded as such an inherent branch of education in the establishment, that every or any pupil or his parent might demand it as a matter of right. It was to be considered in the light of a boon, bestowed at extra hours, when we ourselves should find it convenient to attend, upon such pupils as should volunteer their exertions for this purpose, and, at the same time, show themselves worthy of this additional indulgence, by the propriety of their general conduct, and their attention to their other studies. The proposal was no sooner mentioned than it was warmly seconded by the Secretary, and received the cordial concurrence of the Directors. As soon as it was communicated to the scholars, a considerable number of volunteers immediately came forward, which has more and more increased, as the advantages of the study began to be known and appreciated.

K

In carrying this plan into execution, we put no books into the hands of the children, nor prescribed to them any tasks to be learned at home. We set maps before them, and pointed out to them, and afterwards required them to point out to us, the

*At first we used nothing better than the maps contained in an ordinary school atlas, until we were presented by Lady Ruth. ven, with the very handsome donation of Arrowsmith's Large Maps of the Four Quarters.

various places on these maps, describing at the same time any thing remarkable connected with these places. As soon as they were able to do this sufficiently well upon the map, they were next transferred to a mere blank board, and required in the same manner to point out upon it the position of the same places, with their relative situations to each other. We have found this method remarkably successful in imprinting the map on the memories of the scholars. We by no means say, that the use of books ought to be proscribed in the study of geography, but much more use ought undoubtedly to be made of maps. With regard to ourselves, at the time of entering upon the study of geography, we may mention what we presume must also have occurred to many others, that we learned the names almost entirely from the book, as if they had been a mere vocabulary, and could much more easily have pointed out the word in the book, than the place on the map. The use of the blank board too, has, in our opinion, considerable advantages, which do not belong to the em→ ployment even of outline maps, though without names. The outline too often directly suggests at once both the existence and position of a country, which, where the board is used, are brought to recollection merely by the map engraved on the memory. Thus, for example, the boot in the skeleton map of Europe reminds the pupil at once of Italy, and of its position; whereas, in employing the board, he must recollect, first, that there is a boot, and, secondly, where it is.

So high an opinion have the public entertained

of the extensive and minute knowledge of geography displayed by our pupils, that several of them are at this moment employed in the most respectable private families, in teaching this department of knowledge. On this subject, it only remains for us to notice the debt of gratitude which the institution owes to Mr. THOMAS SMITH GOLDIE, at present assistant to one of the Ministers of Edinburgh, who, for a very considerable time, has relieved us of the active superintendance of its geographical department, as well as in other respects made the most zealous exertions for its general welfare.

CHAP. XXI.

CONCLUSION.

Thou hast most traitorously corrupted the youth of this realm by erecting a grammar school; and whereas, before, our fathers had no other books but the score and the tally, thou hast caused printing to be used, contrary to the king, his crown, and dignity: it will be proved to thy face, that thou hast men about thee, that usually talk of a noun and a verb, and such abominable words as no Christian ear can endure to hear.

SHAKSPEARE.

In closing our account of the Edinburgh Parochial Institutions, we are aware, it may be asked, what has been the result? Have they fulfilled the important objects for which they were originally instituted? Have profligacy and crime been diminished? Are our gaols no longer crowded with delinquents, or, at least, with youthful delinquents? Is the age in which we live, distinguished as it is both for general and religious education, alike distinguished for virtue, for order, and for social happiness?Would God we could answer these questions in the