Everyday pedagogy by Lincoln Lillian Isabel 1862-

Author:Lincoln, Lillian Isabel, 1862- [from old catalog]
Language: eng
Format: epub
Tags: Teaching
Publisher: Boston, New York [etc.] Ginn and company
Published: 1915-03-25T05:00:00+00:00

GEOGRAPHY

times before in the same or other connections. The play idea is a help, and many games should be introduced. These may vary from lists of printed questions which are to be answered, to those like shiploading with proper products at certain places or *' I am thinking of a river beginning with A^

Use of different books. With older classes usually more than one book should be used for studying the lesson — more than one geography, and, if possible, geographical reading books and the scrapbook of clippings. It is a good idea to follow a book, but not to limit the work to one book alone.

Emphasis of causal idea. As the children grow older, there should be more and more thinking, more tracing to sources and causes. No child should finish the subject of geography without knowing South America, Europe, Asia, and the other continents, in comparison with North America. They should be able to locate various corresponding regions in the different countries, corresponding causes producing like results. They should have such a careful causal study of North America that they may be almost able to work out the geography of the other continents from the map and what it shows of physical conditions.

Reviews with older classes. The higher grammar-school classes, instead of reviewing the single big book over and over again, should study largely by subjects. They should get acquainted in the broad with the United States and with a few of the more important countries in South America, and in Europe, Asia, and Africa. Aside from the general study, little attention need be paid to the less important countries. Much study of types may be done in

EVERYDAY PEDAGOGY

the advanced classes. Fishing, lumbering, agriculture, commerce, different forms of manufacture, may serve as subjects, the work starting with the raw material and tracing it to its various destinations. I once saw a most interesting and profitable lesson on coal —the localities, mining, varieties, transportation, being discussed at length. The class grew brilliant and excited as they talked of the various great coaling stations of the world. The amount of reading that must have been done was astonishing. In the same way, iron, wool, cotton, wheat, and many others might be taken as general subjects. They would be equally sure to create enthusiasm and produce much research. In these general lessons many places indicate lacks which call for reviews of various things already taken once, and the review comes with a will because it fits to something seen by the pupil to be needed. Travel may also come in as a way of reviewing. If a teacher takes her class to journey through England or France or Russia or even through Europe generally, they get at the main things in a picturesque way, and the final year of geography might well be introduced to the children under the head of A Year of Travel. In this way conditions of climate might be reached, the reason for the development of particular industries and growth of particular sections, all the main geographical facts, in short.

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