^^^ V ^ ,^ IMAGE EVALUATION TEST TARGET (MT-S) fe .^/ .^ 5^ /. <. "^^ .^ ^ C 2l 1.0 I.I ■ 50 1^ 1^ Z lii 1.8 1-25 U III 1.6 ■« 6" ► V / ■'T, ^ Photographic Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 873-4503 '-M « J CIHM/ICMH Microfiche Series. CIHIVI/ICMH Collection de microfiches. Canadian Institute for Historical IVIicroreproductions / Institut Canadian de microreproductions historiques Technical and Bibliographic Notaa/Notaa tachniquas at bibliographiquaa Tha lR4tituta has attamptad to obtain tha baat original copy availabia for filming. 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T t( T P o fl O b tf si oi fii si OI T si T w di ar b( "I re This item is filmed at the reduction ratio checked below/ Ce document est filmt au taux da rMuction indiqui ci-dessous. 10X 14X 18X 22X 28X 30X y 12X 16X 20X 24X 28X 32X 1^ The copy filmed here hae been reproduced thanke to the generosity of: Nationol Library of Canada L'exemplaire film* f ut reproduit grice A la gAnArositA de: BibliothAque nationale du Canada The images appearing here are the best quality possible considering the condition and legibiiity of the original copy and in keeping with the filming contract specifications. Original co^^ies in printed peper covers are filmed beginning with the front cover and ending on the last page with a printed or illustrated impree- sion, or the back cover when appropriate. All other original copies are filmed beginning on the first page with a printed or illustrated impres- sion, and ending on the last page with a printed or illustrated impression. 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Un des symboles suivants apparaltra sur la derniAre image de cheque microfiche, selon le cas: le symbols — *> signifie "A SUIVRE", le symbols V signifie "FIN". iVIeps, plates, charts, etc., may be filmed at different reduction ratios. Those too large to be entirely included in one exposure are filmed beginning in the upper left hand corner, left to right and top to bottom, as many frames as required. The following diagrams illustrate the method: Les cartes, planches, tableaux, etc., peuvent Atre filmAs A des taux de rMuction diff^rents. Lorsque le document est trop grand pour dtre reproduit en un seul clich4, il est film* A partir de I'angle supArieur gauche, de gauche A droite, et de haut en bas, en prenant le nombre d'iniafjes n6cessaire. Les diagrammes suivants illustrent la m6thode. 1 2 3 1 2 3 4 5 6 V (( f \ I . THE , PUBLIC SCHOOL GEOGRAPHY AUTHORIZED FOR USE IN THE PUBLIC SCHOOLS, HIGH SCHOOLS. AND COLLEGIATE INSTITUTES OF ONTARIO, BY THE DEPARTMENT OF_£jailCATION Entered accok-ding to Act of Parliament, in the Office of the Minister of Agriculture, in the year 1887, by the Canada Publuiiino Company (Limited) •^^'tDL CATION 4 51 ^ TORONTO CANADA PUBLISHING COMPANY (LIMITED) GlQl ^ b^ 'k\ w y 7 FMt rXWOO leooo lOOM eooo BOOO N.W. N. N.E. W. c.. E. s.w. s. S.E. PACIFIC OCEAIT " ^ -iiiiniik^i iiM u ;n p i ii^ n. Bili in III n il :^«~ »^'ii TO THK; TKACHKR. •*••/■ The study of Geography, often the driest and most wearisome the pupil has to deal with, will always be so unless the Teacher " to his knowledge adds understanding," and presents the subject so that, wlille he satisfies the child's eager curiosity by offering to It well arranged facts, he also enkindles the child's imagination, and thus makes possible the mental assimilation of these facts. In other words, it is from the Teacher's own lips, from his own vivid portraiture and apt Illustration (as well as orderly grouping) of tiie infinite number of details which make up the great moss of geographical knowledge, that the pupil must catch that necessary enlivening of the imagination which shall grive to hia conceptions of these details the vividness of comprehension without which they will be for- gotten in £. day or two, or, if remembered for a longer time, will be utterly valueless. For example, suppose a child learns from his Oeography, or other- wise, that " the commonest timber trees of Ontario are the pine, the spruce, the hsmlock, the oak, the elm, the ash, the maple, and the beech": what chance has he of ^membering this fact (or of what value is his knowledge to him if he does mechanically remember it?) unless at the same time he acquires some definite and apprehensible (apprehensible, because interesting and useful) ideas in regard to these trees, their appearances, their manners of growth, their relative plentifulness or rarity, their qualities (whether hard in the grain or soft, whether ecisy to be worked or difficult, whether durable or quick to decay), their respective utilities, and so on ? Yet even in his method of developing these ideas the Teacher may make serious error; he may think that by perfectly describing these matters in correct phraseology and obtaining his descriptions from the pupils in return, ha has done his whole duty, when in reality he has failed almost altogether. These ideas should not be implarUed in the minds of the pupils,— they should be begotten there— by the development of simpler related ideas which tho pupils already have: that is to say, the Teacher, by a series of apt questions, and apt illustrations, and apt appeals to their own experiences, should develop in the pupils' minds the concepts which he wishes them to retain. Take another example. Suppose the statement whicL the pupil is desired to remember is that " the forest vegetation of Brazil is dense and luxuriant." The phraseology is simple ; not a word is used that the pupil does not understand ; and yet if nothing be done to illumin- ate that statement with the light of the pupil's previously acquired knowledge, it will remain a dead fact, or disappear from his mind altogether. But if the nature of a forest, the effects of heat upon vegetation (as manifested in summer growths and In hot-house growths), the effects of dammcss upon vegetation (as manifested in swamps and in rainy seasons),- if these and other related notions are elicited or developed from the pupil's own experience, they will give such reality to the statement in question, and so illustrate it, that its impression on the mind will be indelible. Again, every geographical fact is naturally connected with some other geographical fact ; and this, again, with some other ; so that the fact most foreign to the pupil's experience may be brought in close relation to it, if