SOME SUGGESTIONS CONCERNING THE TEACHING OF

GEOGRAPHY.

N some schools the geography lesson is the most dry and uninteresting of any of the studies. The time allotted for that recitation drags wearily by, and the teacher wishes that the lesson was through, or that he did not have to teach it at all. The scholars are amusing themselves in the variety of ways known only to pupils, and especially familiar to wide-awake pupils whose interest in study has never been aroused or has been allowed to wane.

It is an undisputed fact that an instructor teaches best that branch in which he himself is most interested. He, therefore, who would teach geography successfully must himself be interested in the study. If he has not this interest, he must acquire it. He will be interested most in what he knows best. It is possible that while he may know the location and names of cities and towns, straits and capes, and the direction in which each river flows, etc., he may not have any real knowledge of the cities and towns the names and location and population of which he can so glibly rattle off. If he should be set down in some city in which he had never been before, would he have sufficient knowledge of the place to be able to direct his movements intelligently, or even to know where he was? Is one city different from another to him, except as it is differently situated and as the population varies? Can he describe the country so that the pupil will feel that it is a reality? If the teacher has not sufficient knowledge of the country to enable him to make it a reality to the scholar, it is time he acquired this knowledge. The pupil should be so taught that when he hears one talking of a place he has studied about, he will instantly feel interested in the speaker because of his own interest in the place under consideration. If a person discusses the subject of base-ball, is not the boy on the alert at once? He is interested in that subject: make him interested in the other.

In the history class, geography has, or ought to have, a large place. When the name of a city is mentioned in the lesson, that city is at once mentally located. Why not bring the history into

the geography recitation? The scholar will be much more interested in Chicago if he knows how and when it was first settled, and that a little more than half a century ago it was a small fort garrisoned by a single company of infantry. Let the pupil learn of the struggle with fever and cholera, and the remedy which came from artificial elevation of the streets and houses. Give some idea of the extent of the great fire, and suggest the reading of such a book as E. P. Roe's "Barriers Burned Away." Tell the scholars something of the life of the missionary who did so much for Chicago when it was but a little settlement, with no frame dwellings, and the wigwams of the Indians in sight of the town. The fact that he is still living will give them some idea of the rapid growth of the place. If it is desired that the pupil should learn the population of the city, show him how the city has increased. In 1832, within the present limits of Chicago, there were about 800 people. In 1880 there were more than six hundred times as many, or about half a million inhabitants. This is not too much for the school children to learn about a large city. Incite them to vie with each other in finding the most interesting facts about each place. The teacher should be entirely familiar with the subject of the lesson, in order that he may supply any information that the pupil has omitted, as well as skillfully to correct any mistakes made by the class.

In the study of some of the rivers, history will prove an important help. It is not enough to know where a river rises and that it flows in a southerly and then southeasterly direction, continues in a southwesterly course and so on until it empties into such and such a body of water. In studying about the Mississippi River, for instance, much would be gained by the scholars learning of the fearful suffering caused by the river's overflowing its banks. Explain the cause of the delta and the meaning of the word. Let the class learn something of the battles that have taken place on or near the banks of the river. If the cities and towns along the river have already been studied, review them and fix them in the pupil's mind in connection with the river. We have, in America, a grand field for this work. Very many of our rivers have interesting facts connected with the coming of the early settlers, or the founding of towns, or the battles fought in their vicinity, or other interesting historical facts.

In the study of a State or a country as a whole, this subject of history in connection with geography will add immensely to the pupil's interest in his lessons. As much can be done in the Western as in the Eastern States. Some idea of the part the Indians have played in the history of this section of the country will interest the pupil. Let the scholars learn the history of the "Louisiana purchase," and of the other accessions of territory.

In the study of foreign countries as much can be done in connecting history with the geography recitation, since the countries are older and their history more varied. The teacher's own thought and research will be his best guide as to the use of history in connection with the study of geography. If the teacher is determined to make each lesson interesting he will succeed. "Where there's a will, there's a way." But it will not take care of itself. It requires a genuine interest, much careful study, and more tact.

R. E. M.

W

SELECTIONS FROM IVAN PANIN.

HAT if the horse were to say, "I am pulled by the rein, now to the right, now to the left; but I will go in neither of these, but in a way of my own"? Foolish beast! the harness is on thee, and thou canst not get away from me; and I will whip thee, and thou shalt submit. But thou, O man! the harness is on thy back too; and the rein guides thee now hither, now thither, and thou refusest to go! Wherefore wonder that the whip is cracked? Verily, thy lot is in the hands of One mightier than thou.

THERE are few that are not aware, at one time of their life or another, that they know a better way of living, of doing. Goodness consists in living thus better, in doing thus better. What is needed, then, is a school for learning, not so much what is to be done, as to do what we know ought to be done.

THERE is one furnace that melts all hearts, love; there's one balm that soothes all pain, — patience; there's one medicine that cures all ills, time; there's one peace that ends all strife, death; there's one light that illumines all darkness, hope.

WHO can shed judiciously his ink for mankind, benefits it more than he that sheds his blood for it.

LANGUAGE LESSON.

HE following exercise was arranged by that veteran educator, Prof. James Johonnot, as a device for teaching words and language. The words in full-face type are for special study as to their meaning, use, and scope. Words in italics are alike in pronunciation, but unlike in spelling.

How the exercise may be used :

1. It is a valuable lesson in spelling.

All words in italics

should be spelled by writing them in original sentences.

2. New combinations for the words in full-face type should be made, to illustrate more fully their meaning.

3. For older pupils the quotations may be looked up, and reading lessons made of the selections from which the extracts are taken.

4. On the same model the teacher can prepare similar lessons, according to the age and ability of the class.

I.

Scottish clans often engaged in bloody frays.

The phrase is a grammatical part of the sentence.
The hardy voyagers were clad throughout in furs.
"Beside yon straggling fence that skirts the way,
With blossomed furze unprofitably gay!"

Among knights, a glove was a gage of battle.

"Lands he could measure, terms and tides presage, And e'en the story ran that he could gauge!"

II.

The messenger came up the avenue at a rapid gait. ""T is thine, O Glenullen! whose bride shall await, Like a love-lighted watch-fire, all night at the gate.”

"But true expression, like the unchanging sun,

Clears and improves whate'er it shines upon;

It gilds all objects, but it alters none.

Trade-guilds were formed for mutual protection.

"You might see the coffins in sable state,

By a pale light through a gloomy grate."

"Great wit to madness oft is near allied."

III.

The theatre glittered with gilt and tinsel.
"On kingdoms built in blood and guilt

The worshipers of vulgar triumph dwell."
Serviceable drinking-cups are made of gourd-shells.

66

Your ox has been gored by an unruly bull of mine." Nutmegs are reduced to powder upon a grater.

The bishop was great in knowledge, but greater in goodness. A combination of potash and grease makes soap.

"Bozzaris! with the storied brave,

Greece nurtured in her glory's time, rest thee!"

IV.

Grays are made by mixing black and white.

Vast herds of buffalo graze upon the prairies.

"Meanwhile, the poor Neddy, in torture and fear,

Lay under his panniers, scarce able to groan."

The minister has steadily grown in public esteem.

"The long-remembered beggar was his guest.”

"Do you think that Katy guessed

Half the wisdom she expressed?"

Our grocer keeps prunes, dates, and figs.

The drunken wretch became grosser every day.