/ WHITE'S CLA.SS-BOOK GEOGR AP H Y. ANY SEMES OF fiBA5HIES. INNATI: LSON & HINKLE, 137 "WALNUT STREET. LIBRARY OF THE UNIVERSITY OF CALIFORNIA OF" Mrs. SARAH P. WALS WORTH. Received October, 1894. Accessions No . iS-tf . Class No. CLASS-BOOK OF GEOGRAPHY, CONTAINING A COMPLETE SYLLABUS OF ORAL INSTRUCTION ON THE .METHOD OF OBJECT TEACHING; ALSO, 31 A P ^EX EXCISES, SYSTEMATICALLY ARRANGED FOR CLASS DRILL. Adapted to any Series of Greographles. BY E. E. WHITE, A.M., EDITOR OF THE OHIO EDUCATIONAL MONTHLY. CINCINNATI: SARGENT, WILSON & HINKLE, No. 137 WALNUT STREET. ENTEKED according to Act of Cong-re.^, m the /ear 1863, by W. B. SMITH & CO., in the Clerk's Office of the District Court of the United States for the Southern District of Ohio. Stereotyped at the Franklin Type Foundry, Cincinnati. PREFACE. THIS little work is an attempt to present, in a prac- tical form, a natural, and hence rational, method of teaching Geography to children. It is believed to em- body the views of the most eminent writers on this sub- ject on both sides of the Atlantic. It begins where nature begins, with the child's little world of home. It leads the pupil, with open senses, out from himself and his school-room, to the surrounding village or city, the adjacent fields and woods, and, by a series of familiar OBJECT LESSONS on the elements of natural scenery there found, it seeks to develop those primary ideas essential to an intelligent study of maps and text-books, and to furnish the mind with those liv- ing units of geographical knowledge, by means of which alone a just conception of other lands and climes can be realized. Proceeding from the pupil's observations of his own neighborhood its hills and dales, its rills or river, its pond or lake, its vegetable and mineral productions, its trees and forests, its animals and people, its climate and seas.ons U acquaints him first with his own village, city, or township, next with his county, and then with his State. To this point, the instruction is entirely oral. The character of these oral lessons is indicated in a Syllabus which is based on the cardinal principle that oral teach- ing should seek to open the eye of the mind to discover truth, rather than the ear of memory to receive it. The (iii) ir PBEFACE. ground thus covered is sufficient for one to two years of a graded course of primary instruction. PART SECOND extends the child's knowledge to the States adjacent to his own, to the Mississippi Valley, to the United States, belting the continent, and embracing the varied productions of two zones, to North America and the surrounding oceans out through other grand divisions and oceans, until it has compassed the earth. It ends where most geographies begin. This portion of the work is a thorough revision of the author's " Class-Book of Local Geography," exten- sively used in many of the best schools of the country. Its characteristic feature is to make the pupil familiar with the outline and important features of the earth's surface by the study of maps, instead of by committing answers to pages of particular questions. The maps are transferred, as it were, to the pupil's mind. In this work, map-drawing has its appropriate place. The "Oral Descriptions" are a new and valuable feature. They will vitalize the map exercises, and pre- pare the way for the study of Physical Geography. In their preparation, nothing scientific or complete has been attempted. They are designed to be simply suggestive. The statistics given and the pronunciation of names are in accordance with the latest and best authorities. The population of the cities of the United States is taken from the census returns of 1860. COLUMBUS, 0., Jan. 1, 1863. PART FIRST. A SYLLABUS OP ORAL LESSONS IN GEOGRAPHY. To THE TEACHER : The following lessons are based on the cardinal truth in primary teaching, that a little child acqxiires a real knowledge of things mainly through its own observations. In oral instruction, therefore, do not tell the child any fact which you can lead it to find out. Put your inquiries in such a form as to send the pupil to his own senses for the answer. Keep in mind that these lessons are on real objects, instead of words. When- ever practicable, bring the objects, or their pictures, before the class. Give your pupils as much to do as possible during the lesson. The child's hands and feet are important aids to the mind. Be brief. Ten to fifteen minutes with eyes open is better than an hour with eyes half closed. Do riot attempt to go over a whole lesson in one day. Many of the lessons will profitably occupy several days. Special daily preparation on yonr part is indispensable. Without this, no really valuable results can be obtained. The mere going over the heads of the syllabiis will not answer. The teacher must be able to enter into the lesson "with the spirit and with the understanding." PRIMARY IDEAS. .. THE IDEA OF TIME. JLesson 1. The light called day and the darkness night. Days long in summer and short in winter ; nights the reverse. Winter and summer evenings. Day and night together constitute one day (called a natural day). When the day begins j Babylonians began the day at sunrise; the Jews at sunsef; our day (civil) begins and ends at midnight. Number of hours in a day. Number of hours school is in session each half day. How often the clock strikes. How long since school commenced. Length of recess: how many recesses would make an hour. Let the school be silent just one minute. Let pupils guess how many minutes 6 WHITE'S CLASS BOOK. since the class was called out; since the time of silence; how long it takes each pupil to walk home. The number of hours in a day ; minutes in an hour; seconds in a minute. Lesson 2. The use of clocks and watches. Explain the move- ments of the hour hand and minute hand ; how to tell the time by them. Sun-dials used before clocks; how made. Noon-marks useless on a cloudy day. King Alfred's method of measuring hours by notched candles. Hour-glass. Lesson 3. Number and names of the days of the week. Sun- day the first day, Monday the second, etc. Number of weeks in a month; since the school-term commenced; before it closes. From New Year's to- New Year's, a year; from one birth-day to another. Number of months in a year; number of weeks; number of days. Time table repeated. THE IDEA OF POSITION, OR PLACE. Lesson 4. Explain the terms right, left, front, back. Pupils point to their right; to their left; to their front; to their back. They name objects in the school-room at their right, left, front, and back; also objects in the immediate vicinity. They change position and name objects as before. The teacher names objects, and the pupils locate them separately and in concert. Lesson. 5. A pupil takes his place in front of the class and names objects located by the teacher; then locates objects named by the class. Several objects (bell, book, inkstand, knife, globe, etc.,) are placed upon the table ; the pupils locate them with respect to each other, the different edges of the table being regarded succes- sively as the front. Objects in the school-room are located in a similar manner. THE IDEA OF DIRECTION. Lesson 6. Pupils face the sun when rising; when setting; at noon are told that the sun rises in the east and sets in the west. They face the east ; the west. Tell the direction their shadow falls in the morning; in the evening. They face the direction their shadow falls at noon ; are told that their faces are now toward the north, and their backs toward the south. Pupils face east ; south ; west point to the south ; west ; north ; east. They face successively north, south, east, and west, and tell, in each instance, the direction of their right hand, left hand, back. Lesson 7- The class point to the north side of the school-room ; the south side; the east end; the west end. Tell in wnat part of ORAL LESSONS. 7 the room is the clock, map, door, stove, teacher's desk, etc. A pupil steps in front of the class and walks from south to north; from north to south : from east to west ; from west to east. The class give the direction of the cracks in the floor; the backs of seats ; sides and ends of the school-room, etc. They name the principal objects north of the school-room, east, west, south. Each pupil gives the direction he walks in coming to school; going home. Lesson 8. The direction between north and east is north-east. What direction between north and west? South and east? South and west ? Class face the north-west ; south-west ; north-east ; south-east. Name an object in the north-west corner of the room ; south-west; north-east; south-east. A pupil takes his place in front of the class and walks three steps toward the north-west ; south-west. Class give the direction from the teacher to different objects in the room ; from the school- house to the churches, hotels, dwellings, hills, woods, ponds, etc., in the vicinity ; between these objects taken two and two. Two pupils take a long string, and standing in different positions in the school-room, each gives the direction to the other. In what direction does a north wind blow ? From what direction ? An east wind ? A south wind ? A north-east wind ? SUGGESTION. If the direction between objects is not accurately described, let the class say "nearly," as "nearly north-east." Whenever the observations of the pupils are at fault, give them an opportunity to look again. Postpone the answer to another day. THE IDEA OF DISTANCE. Lesson 9. Compare objects of nearly equal length, and let pupils guess which is longer. Supply each pupil with a six-inch rule.* Draw a straight line upon the blackboard and divide it into inches; test accuracy by measurement. Hold up pencils, pen-holders, etc., for pupils to guess the length ; apply the rule to test results. Pupils guess the length and width of books, slates, window-panes, desks, etc. Pupils draw lines upon blackboard three inches long; four inches ; nine inches, etc., and apply the rule. Lesson 10. Exhibit a foot-rule and a yardstick. Draw a line one foot in length upon the blackboard ; let a pupil determine how many inches there are in it by actual measurement. Pupils guess and then measure the length of lines ; the length and width of the blackboard ; of the floor ; of the window frames ; * A narrow slip of strong paper acciirately divided into inphes, will answer. 8 WHITE'S CLASS-BOOK. of the school-yard ; the hight of the ceiling ; the width of the street, etc. Explain the terms thickness, depth, hiyht. Let two pupils stand in various positions, guess the distance between them, and then measure with the yardstick. Let them guess the distance between objects placed for the purpose. Lesson 11. Secure a line at least one rod in length. Let pupils guess distances (at first under five rods, then under ten, next under twenty, and so on,) and then measure them. Select a well known object one mile (or half a mile) from the school-house; compare the distance to prominent objects in the vicinity with the distance to this. Estimate the distance pupils come to school; from the school- house to the church ; to the hill, etc. Lead the pupils, if possible, to a true conception of a mile; of five miles. Lesson 12. Combine direction, distance, and time. Let the pupils give the direction and distance to prominent objects in the neighborhood, and the number of minutes it will take to walk to each. Model. MT. ADAMS is nearly east of the school-house, and about half a mile distant. It will take about ten minutes to walk to it. Pupils give direction and distance between objects in the school- room. Review previous lessons. AN IDEA OF A MAP. SUGGESTION. The teacher should practice upon drawing a map of the school- room ere attempting it before the school. The teacher's map is to be the model for the pupils to copy. Practice upon the blackboard. Lesson 13. Consider the upper part of the blackboard north, the bottom south, the right hand east, and the left hand west. Draw a map of the school-room on a definite scale, as one inch to the foot or yard. Draw the line representing the north side or end first. Lo- cate accurately the doors, windows, stoves, aisles, etc. Let the pupils locate these objects on the map with a pointer, and give the direction between them, taken two and two. Appeal from the map to the real objects. Show what is meant by the boundaries of the room ; of a farm. Pupils bound the school- yard. Have each draw the map upon his slate. Lesson 14. Enlarge the map of the school-room by adding the play -ground, adjacent streets, lots, etc. Review thoroughly on the map the preceding exercises on direc- tion and distance. Appeal from the map to the real objects. Have pupils draw the map upon their slates. OKAL LESSONS. Lesson 15. To familiarize the idea of direc- tion on a map, place a figure at the center of the map of the school-room, at the middle of each side and end, and at each corner, as repre- sented in the diagram. Ask the direction from 1 to 2 ; 1 to 3 ; 1 to 4 ; 1 to 6 ; 9 to 7 ; 9 to 6 ; 9 to 5 -, 9 to 4, etc. Lesson 16. Draw now on a definite scale a map of the township, village, or city, representing thereon the principal streets or roads, woods, streams, hills, valleys, buildings, etc. Review all the preceding lessons 011 direction, distance, bounda- ries, etc. Continue until the pupils can locate each object on the map, and draw the map tolerably well on their slates. HOME GEOGEAPHY. REMARK. In the following lessons many facts are stated to aid those teachers who may not have much acquaintance with Natural History. It is hoped that the pleasure derived from the preparation of these lessons will more than repay the teacher for the extra labor they impose. Lesson 17. Take the pupils on imaginary walks in different directions from the school-house. Let them describe the surface of the country, stating, for example, how far it is comparatively level (a plane) j the nature of the stream (if any) crossed whether crooked or straight, its width, direction in which it flows, etc. Pupils describe the shape of the hills, whether single or in ridges, covered with forests or cultivated, their probable hight, their slope, etc. ; the features of the valleys (dales) between the ridges of hills, their width, general direction, etc. Lesson 18. Review the observations of the last lesson, locating tbs prominent objects on the Township Map. Pupils describe the surface and general features of the northern part of the township ; the eastern ; the western ; the southern j the central. Lesson 19. Renew the walks, observing the nature of the soil, as stony, sandy, clayey, loamy, etc. Speak of the Sahara j the western prairies. Pupils name the kinds of grain and grass raised. Speak of the productions of China, Cuba, Greenland. Pupils name kinds of grain they have seen, not raised in their vicinity. Lesson 20. Visit the woods. Pupils name the different kinds 10 WHITE'S CLASS-BOOK. of trees found there; the most common. Show specimens of theii leaves, and teach pupils to recognize each tree by its leaf. Pupils give the diameter and hight of the larger trees ; distance to the limbs. Show the difference between a shrub and a sapling. Speak of the appearance of a pine forest in winter. Describe a Brazilian forest. . . Lesson 21. Hold up before the class a shrub. Pupils name the different parts and give (guess) the use of the roots ; leaves. Explain how trees grow from seeds ; what their food is, and how received the "mouths" of the tree. Boots take some from the ground; leaves and sprouts, from the air. When burned, the part received from the air disappears ; ashes the part received mostly from the ground. Charcoal, how made, etc. Show how animals feed plants ; how to tell the age of a tree. De- scribe the process of making maple sugar. Trees do not grow in winter. Why ? Lesson 22. Visit the gardens and orchards. Pupils name the different kinds of fruit trees ; learn to recognize each by its leaf. Call attention to shape of the " top " of each tree. Speak of pruning and grafting. All trees have seed the fruit contains the seed. Pupils name fruits they have eaten, but have never seen growing. Teacher shows a picture of the more common tropical fruit trees. Lesson 23. Pupils name the domestic animals found in their vicinity. The use of each. Which eat both animal and vegetable food ? Wool an animal product ; cotton and flax, vegetable. Pupils name the wild animals found in the woods; that infest houses, barns, ships, etc. The clearing of the forests has caused some wild animals' to disappear. What? How the squirrel lives in winter. What animals burrow in the ground? Are killed for their fur? Pupils name the different kinds of furred animals they have seen. Lesson 24. Five races of men white race, black race, red race (copper-colored), yellow race, brown race. Pupils tell how many they have seen. Speak of the Indians ; of the Japanese (yellow race) who visited this country in 1860. Color the chief natural dif- ference between the races. Pupils give the principal occupations of the people in their town- ship, or city. The names by which persons engaged in these different pursuits are called. What each one produces or does. The chief occupation. Why Cincinnati is called a commercial and manufac* taring city. OEAL LESSONS. 11 Lesson 25. Pupils name the different kinds of birds (wild) found in the vicinity ; those called birds of prey. Describe the eyes of the owl, and speak of its habits. Birds spend the winter where? Kob- ins first come back ; snow-birds stay with us. Pupils name the domestic fowls (poultry). All birds are fowls. Who is a fowler ? Birds have two lep^s, are covered with feathers, and have wings are hatched from eggs. Show a picture of the condor and ostrich. Speak of each. Pupils name four reptiles they have seen. Define beef, pork, veal, mutton, venison. Lesson 26. The four seasons. Spring vegetation springs from the ground. Nature clothes herself with leaves and flowers. Days grow longer and nights shorter ; the sun at noon is more nearly overhead. Names of the Spring months. Summer the sun season ; sun nearly overhead at noon ; long days and short nights. Haying and harvesting. Grain formerly cut with a sickle; now with a cradle, or a reaper. Grass cut with a scythe; also with a mower. Names of the Summej months. Lesson 27. Autumn, also called Fall; leaves, fruit, etc., fall to the ground. The days grow shorter and the nights longer; the sun nearer the horizon at noon. (Explain what is meant by horizon.) The farmer gathers his corn, potatoes, apples, etc. Squirrels gather nuts for Winter's use. Frost comes ; change in color of leaves. Speak of hues of foliage of the more common forest trees. Winter the wind season, Short days and long nights; sun not as nearly overhead at noon as in summer. Snow keeps the earth warm; falls very deep in Canada; sometimes buries cattle, sheep, etc. ; fences covered ; houses almost covered. Sleigh-riding on the snow crust. Snow houses of the Esquimaux. No snow in many countries ; a great many people never saw ice. Lesson 28. Call attention to the fact that the shorter the shadows of objects, the more the sun heats the earth. Change in the length of a person's shadow during the day ; shortest at noon. The shadow of persons shorter at noon in Summer than in Winter. Warmer in Summer than in Winter, for the same reason that it is warmer at noon than at nine o'clock in the morning. The nearer the sun to the zenith (explain the term) the shorter the shadow of objects, and the warmer the sun's rays. Lesson 29. Suspend before the class, or draw upon the board, B County Map. Show how long it would take to walk across the county (3 miles an hour) from north to south ; east to west. Locate upon the map the important streams, hills, etc. Point ojut and name the different townships; the county- seat. If *uiy part 01 ' 12 WHITE'S CLASS-BOOK. the county differs from your township in surface, soil, productions, inhabitants, etc., speak of the difference. Pupils point toward the county-seat (not on the map); to the different townships named by the. teacher. GEOGRAPHY OF OHIO. REMARK. Although this work is designed for general use, it has been thought best to arrange this Syllabus for a particular State. It is believed that such a Syllabus can be more readily adapted to the peculiar features of other States than a general one. It will serve as a model for the teacher to follow in making out special topics for his own State. Most of the information necessary to teach these lessons successfully, may be gathered from a good Gazetteer, or, what is better, from some one who has visited the different sections of the State under consideration. Lesson 30. Suspend before the class a map of the State of Ohio. Point out your township, village, or city ; your county. Counties made up of townships ; the State of counties. Draw an outline map of your county upon the blackboard, on the scale of the State map. Ohio as many times larger than your county, as the map of Ohio is times larger than the county map. Estimate the number of days it would take to cross the State, at the rate of thirty miles a day, from north to south (200 miles) ; from east to west (195 miles). Point out upon the map the Capital of ihe State. Explain why Coluinjms is called the Capital. Speak of the Governor. Pupils point toward Columbus. Lesson 31. Describe a journey to Columbus the surface and crops; the streams crossed; the cities passed, etc. Speak of the Capitol built of " Ohio marble." Blind Asylum ; Deaf and Dumb Asylum; Lunatic Asylum ; Idiotic Asylum ; State Prison; Arsenal. Compare the population of Columbus with the village or city with which the class is familiar. Lesson 32. Start from Columbus and make a journey through the State, pointing out your course on the map. Take stage coach or canal packet, and go down Scioto valley. Speak of lie stage coach ; Ohio canal ; steam packet. Valley at Columbus a wide plain; no hills in sight. Fine farms wheat, corn, oats, potatoes, cattle, hogs, etc. Circleville; surrounded by " Indian Works." Valley grows narrower and more fertile ; fine cattle. 9 Chillicothe; once the Capital of the State. Valley here about two * ames wide ; narrow all the way to Portsmouth ; fine corn corn ORAL LESSONS. 13 cribs. Can take cars at Chill icothe and leave th valley. Country hilly; hills contain beds of coal and iron. Great piles of iron ore and "pig iron" at the stations. Pass through a tunnel; speak of it ; also of iron furnaces. * Lesson 33. Portsmouth ; iron mills ; piles of " pig iron " at the depot piled like cord-wood. Mouth of Scioto ; Ohio canal. Iron- ton a few miles up the Ohio extensive iron mills there. Take steamboat to Cincinnati. Valley narrow j hills at Ports- mouth from 100 to 400 feet high ; beautiful scenery. Pass a few small islands. Hogs, whisky, and flour taken aboard at some of the towns ; fine peaches ; hills grow lower covered with vineyards. Arrive at Cincinnati ; many steamboats at the landing. Lesson 34. The " Queen City of the West " in population, com- merce, and manufactures; about nine times as large as Columbus; greatest pork market in the world. How the city is situated ; valley about three miles in diameter ; surrounded by a circular range' of hills (from 300 to 500 feet high). Speak of Mt. Adams its observatory ; Mt. Auburn ; Fortifica- tions ; Public buildings ; School buildings, etc. Large quantities of grapes raised in the vicinity; much wine manufactured. Numerous railroads terminate here; Miami canal; Whitewater canal. Lesson 35. Take cars for Dayton ; cross Miami river at Hamil- ton. Fine water power here ; extensive manufactures. Dayton ; a little larger than Columbus; has extensive water power; railroad cars, paper, stoves, etc., extensively manufactured. Valley of the Miami a wide, fertile plain ; fine corn, wheat, cattle, etc. Take cars for Toledo; make a detour to see Springfield. The western part of the State mainly level ; soil fertile ; portions of it covered with dense forests ; some prairie land ; " oak-openings." Lesson 36. Toledo ; on Maumee river, four miles from its mouth. Six railroads intersect here ; depot on an artificial island in the river. Terminus of the Wabash and Erie canal ; also of the Miami and Erie canal. Greatest wheat market in the State ; grain warehouses ; vessels loading with wheat. Maumee valley low and fertile. Take cars to Sandusky; Black Swamp an extensive low plain; very fertile'; mostly covered with forests. Sandusky; on Sandusky Bay, five miles from Lake Erie ; on a bed of limestone ; wheat and wool shipped. Lesson 37- Take steamer to Cleveland. Describe Lake .Erie., Speak of steamers, propellers, schooners, brigs, etc. Johnson's Island; its rebel prison. Kelley's Island; its limestone quarries and grapes. 14 WHITE'S CLASS-BOOK. Cleveland; Harbor; Light-house; Marine Hospital; Depot over the Lake, built on piles. The " Forest City ;" trees ; park ; Perry's Monument, etc. About one-fourth as large as Cincinnati. Great quantities of wool, butter, cheese, and fruit shipped. Lesson 38. Describe journey to Steubenville. Western Keservo surface rolling; soil adapted to grazing; dairies butter and cheese ; sheep ; neat farm-houses. Enter coal region again ; " oil wells ;" soil fertile. Steubenville ; beautiful country around it ; inexhaustible coal beds near. Take steamer down the river to Marietta; high hills on either side ; eastern part of the State hilly, and filled with coal beds ; bridge over the river at Wheeling. Marietta ; oldest town in Ohio ; ancient mounds. Lesson 39. Take steamer and pass up Muskingum river to Zanesville. " Slack-water " navigation ; steamer passes through locks. Numerous salt-works on the bank ; oil wells ; coal beds in the hills. Zanesville ; once the Capital of the State for two years. Iron rail- road bridge over the river; water power and coal mines. Take cars for Columbus. Face of the country grows more level. Near Newark strike the great central plain of the State; no beds of coal. Lesson 40. Sum up (i. e., assist the class) the observations of your journey in the following general description: 1. Boundaries and extent. Compare extent with your county. 2. Surface. Water-shed (ridge) separating the rivers flowing N. into Lake Erie, from those running S. into the Ohio river. No mountains ; central, S. W., W., and N. W. portions a level, fertile plain Black Swamp in N. W. ; E. and S. E. portions hilly ; N. rolling. 3. Soil and productions. Soil generally tillable and fertile ; valleys very rich. Give the staple agricultural products of each section. 4. Climate. Southern part mild in winter little snow ; summers warm. Northern part rigorous in winter often weeks of good sleighing; pleasant in summer Lake breezes. 5. Minerals. Coal found in twenty counties, mostly in the E. and S. E. portions of the State ; iron found in seven counties in S. E. iron region 100 miles long by 12 wide ; salt springs frequent in S. E. ; limestone and marble abound. 6. Manufactures and commerce. Iron, leather, etc. ; lake and river trade. 7. Internal Improvements. Railroads and canals. 8. Education. Schools and colleges. 9. Cities. Location ; size ; important characteristics. OliAL LESSONS. 15 CITIES IN OHIO COMPARED WITH CINCINNATI. Population of Cincinnati in 1860 was 161,132. Pop. in 1860. Cincinnati is about 4 times as large as Cleveland, 43,418. Cincinnati is about 8 times as large as Dayton, 20,082. Cincinnati is about 9 times as large as Columbus, 18,555. Columbus is about 1% times as large as Toledo, 13,768. Columbus is about 2 times as large as Zanesville, 9,232. Columbus is about 2^ times as large as Sandusky, 8,408. Columbus is about 2% times as large as Chillicothe, 7,655. Columbus is about 2^ times as large as Hamilton, 7,007. Columbus is about 3 times as large as Pomeroy, 6,480. Columbus is about 3 times as large as Portsmouth, 6,273. AN IDEA OF THE NATURAL DIVISIONS OF LAND AND WATER. Lesson 41. Show the class a picture of a mountain a very high hill. Select a hill in the neighborhood (if any); show what is its foot or base, sides, top or summit, slope, (gradual, steep); give an idea of a precipice. Point out the base, sides, and summit of the picture mountain. Draw a profile view of the mountain upon the blackboard; show what is meant by its hight. Have pupils point out its top, base, side, steeper slope, etc. Lesson 42. Strive to impart a true conception of a mountain. Call attention to a village from ten to twenty miles distant. Now imagine the village, with the surrounding country, to be lifted up until the village is above the clouds, and the school-house at the foot of a very high mountain a day's walk up to the village; mountain only two miles high. Imagine the village removed and the top covered with snow (a white cap); no trees ; down lower, small bushes; still lower, thick forests; from the base part way up, farms, etc. Speak of the view from the summit (how far); clouds beneath skirting the mountain; lightning; no rain on the top. Lesson 43. Mountains rarely single. Hills usually found in ridges. A ridge of mountains called a chain or range not a row of separate mountains. A chain of mountains usually rise from a wide table land. Speak of travelers crossing the Andes on the backs of mules the 16 WHITE'S CLASS-BOOK. journey takes several weeks. Eoads cross mountain ranges through passes ; also called gaps. Describe a railroad tunnel. Rivers have their source in moun- tains ; winds blow the clouds against them ; rain falls. Tops of mountains often several miles across. Pupils define mountain; mountain chain ; table land ; gap. Lesson 44. Show a picture of a volcano. Does not burn like a pile of wood ; ashes, melted earth and stones (lava) thrown out from the inside. Describe the mouth of the volcano or crater j an erup- tion cities sometimes buried ; lava flows down the sides. Give a vivid description of some great eruption. Speak of an active volcano ; an extinct. Pupils define volcano ; lava ; crater. Lesson 45. Starting with the little plains and dales which the pupils have seen, lead them to a true conception of a large plain and valley. All plains not level ; a gradually rolling country a plain. Speak of the prairies ; give an idea of some of the valleys in this State. Pupils define a plain ; valley ; prairie ; desert. NOTE. A heavy rain will furnish miniature islands, peninsulas, capes, etc., by means of which an idea of these natural divisions of land may be conveyed. Lesson 46. Most school-houses are in the vicinity of a stream of water, large or small. Speak of its source in the springs among the hills or mountains ; of the little rivulets and brooks that unite to form it ; of its direction, mouth, banks (right and left), channel, bed, branches, rapids, falls, etc. ; of freshets and inundations. Bring the picture of a river as vividly before the mind as possible, by making the stream as wide as from the school-house to some object a mile distant ; so deep that the water would flow over the top of a tree if it stood in the middle of it ; and so swift that no boy in school could keep up with a floating log. Talk about steamboats, the head of navigation, commerce, etc. Teach the definition of a spring; rivulet; brook; river. Lesson 47. If the pupils have never seen a lake, start with a well known pond. Speak of its banks or shore (low or steep) ; its outlet and inlet ; the little wavelets caused by the wind. Imagine the pond to be as wide as from the church to the mill ; and as long as from Oak Hill to the North Woods now it is a small lake. Enlarge it until too wide to see the opposite shore. Speak of storms ; ships tossed by the waves, etc. Define a pond ; a lake. NOTE. An idea of a bay, gulf, strait, etc., may be obtained from the small coves in the edges of the pond. PART SECOND. LOCAL GEOGRAPHY. SUGGESTIONS TO TEACHERS. A good rule in teaching definitions is to be sure that the pupil has ideas before words. A correct idea of a cape or an island should precede the committing of a definition of these objects. Inasmuch as mathematical definitions are to the young learner words without ideas, they are placed in the latter part of the work. The names of the lines or circles used on maps, the names of the zones, their seasons, etc., should be early taught. In teaching Local Geography, a good set of OUTLINE MAPS is almost indispensable. The maps, when used, should be suspended, if possi- ble, on the north side of the room) and in a position to be seen by tho class both in study and recitation. A good pointer, with end covered with rubber to protect the maps from injury, should be provided. In connection with the pupil's pointing, as described below, the teacher should throw in some interesting fact, or give a brief oral de- Ascription of most of the places located. This will make the recitation something more than an exercise on " a piece of paper." A few examples in description are given at the bottom of each page as illustrations. All necessary information may be obtained from any good Gazetteer. The following methods of conducting recitations have been suc- cessfully used : FOR BEGINNERS Advance Lesson. A pupil steps to the map and locates with a pointer from three to five objects named by the teacher, distinctly repeating the names in connection with the pointing. Difficult names are repeated by the class after the teacher, and are again repeated by the pupil pointing. The second time the lesson is passed over, the pupil is required to name and locate (with the pointer only) the objects in their exact order, without assistance from class or teacher. The class should be encouraged to criticise closely. The words "not right/' or "omitted," should arrest the pupil recit* ing at every error. 2 (17) 18 WHITE'S CLASS-BOOK. Revieiv Lesson. The pupil is required to give the location of objects in words, in connection with the pointing. Models for describing the location of countries, rivers, capes, cities, etc., are given below. The teacher should insist upon the pupil's following a definite model. It will save much time. A very good plan for a general review of a map, is to separate the class into two divisions, for trial. A pupil in one division gives a topic (rivers, lakes, etc.) and names a pupil in the opposite division to pass to the map and recite. A pupil in the second division in like manner selects a topic and gives it to a pupil in the first. A record of the failures in each division is kept, and the result given at the close of the exercise. In this manner the thoroughness of the class is severely tested. Written Test. Before leaving the map, the class should be subjected to a thorough written examination. The teacher carefully prepares from twenty-five to fifty test questions, and determines the lowest average per cent, of correct answers the class must give as a condition for advancement. The maps are taken down ; the pupils provided with slates or paper, and go seated and restricted as to avoid all communication between them. The questions are then read by the teacher, and the. answers written by the pupils. FOR MORE ADVANCED CLASSES. The last method given above is modified for advanced classes by requiring the pupil to state some fact of interest to him in regard to each object located. He should be encouraged to hunt up new facts as well as to repeat those previously given by the teacher. Insist upon the use of good language. The final review of the map is conducted by States or Coun- tries. One pupil gives the boundaries of a country ; a second names and locates its mountains, rivers, capes, etc. (those already learned) ; a third locates and describes its cities; a fourth gives a brief description of its surface, productions, climate, etc. Instead of reciting from the outline map, the class may be required to draw an outline map of the country on the black- board, and recite from this. It is very important that the location of places on the map with the pointer be accurately made, and that the verbal LOCAL GEOGRAPHY. 1 descriptions show critical study. To secure this result, the teacher must ply the pupil with searching questions whenever the least uncertainty is manifest. Map drawing should go hand in hand with map study. It should form an essential part of the preparation of each day's lesson. There is no method of impressing the outlines and general features of a country upon the mind so thorough and effectual as to trace the same with pen or pencil. MODELS. Political Divisions. The United States are bounded on the north by British America, on the east by the Atlantic ocean, on the south by the Gulf of Mexico and Mexico, and on the west by the Pacific ocean. The capital is Washington. Peninsulas. Florida is in the south-eastern part of the United States. It extends between the Gulf of Mexico and the Atlantic ocean. Capes. Cape Farewell is the southern point of Greenland, and extends into the Atlantic ocean. Mountains. The Alleghany mountains are in the eastern part of the United States. They extend from north-east to south-west, parallel with the Atlantic coast. Mount Blanc is the highest peak of the Alps, and is situated in the north-western part of Sardinia. Islands. Sicily is in the Mediterranean sea, south of Italy. Seas, Gulfs, Bays, Sounds, and Inlets. The White sea is a portion of the Arctic ocean, and extends into the northern part of Russia. Straits and Channels. The Strait of Bellisle separates Lab- rador and Newfoundland, and connects the Gulf of St. Law- rence with the Atlantic ocean. Lakes. Lake Charnplain is between the northern part of New York and Vermont. Its outlet is the Sorel river, which flows into the River St. Lawrence. Rivers. The Potomac river rises in the northern part of Virginia, and flows south-east, between Maryland and Virginia, into the Chesapeake Bay. Cities. Cincinnati is situated in the south-western part . >t Ohio, on the rigH bank of the Ohio river. 20 WHITE'S CLASS-BOOK. GEOGRAPHICAL DEFINITIONS. To THE TEACHER : Give the class an idea of each of these objects before attempting to teach its definition. See pages 15 and 16. The names in large type are for beginners. Hill ?* Mountain ? Chain or Range of Moun- tains ? Mountain Gap or Pass? Group of Mountains ? Table Land ? Volcano ? Dale? Vale or Valley ? Plain ? Desert ? Oasis? Prairie ? Forest? Swamp ? Spring ? Rivulet or Rill? Brook? River ? Course of a River ? Source of a River ? Mouth of a River? Bank of a River ? Right Bank ? Left Bank ?; Bed of a River ? Channel of a River? River Basin or Valley? Rapids? Cataract ? 0-ascade ? wim * What is a hill ? Delta ? Pond? Lake? Lake Shore? Harbor ? Strait ? Channel ? Sound? Gulf or Bay ? Sea? Sea Coast ? Archipelago? Ocean ? Island ? Peninsula? Isthmus ? Cape ? Promontory? Turnpike ? Railroad ? Canal? Village? City? Town ? Capital ? Metropolis ? Seaport ? Political Division ? Empire ? Kingdom ? Republic ? Races of Men ?f States of Society? Map ? | Name them. LOCAL GEOGRAPHY. 21 THE UNITED STATES. ORAL DESCRIPTION. Three grand sections: Mississippi vat ley, Atlantic slope, and Pacific slope. Two small sections: Lake basin and Texas slope. Make a journey through each, describing important features. Mississippi Valley. Northern part a vast plain, similar in climate and productions to Ohio. Speak of tKe prairies ; buffa- loes; western settlements; Indians; sterile plateau (200 to 400 miles wide) next to Rocky mountains ; rivers rise in Alleghany and Rocky mountains. Central part, narrower, more mountainous and broken ; banks of Mississippi low ; cities on bluffs ; climate similar to that of southern Ohio; productions the same, with an increase of tobacco, hemp, and flax. Southern portion low and marshy ; climate hot and unhealthy yellow fever; river bottoms very fertile; sugar, rice, and cotton plantations ; some tropical fruits. Wheat, Indian corn, rye, oats, etc., raised in all parts of the valley; potato best in northern part'. Atlantic Slope. North-eastern section hilly and mountain- ous ; beautiful rivers and lakes ; soil less fertile than in Ohio ; less wheat and corn raised; winters colder; more snow; pine forests. Central portion narrow; low, sandy plain (30 to 150 miles wide) next to the ocean ; farther south, swamps ; uplands be- tween plain and mountains; tobacco, rice, wheat, and corn; pine forests tar and turpentine. Southern portion low and swampy alligators, frogs, and lizards; rice, cotton, and tropical fruits; uplands a beautiful country wheat, corn, and cotton. Pacific Slope. Separated from Mississippi valley by a wide belt of mountains and table lands (700 to 1300 miles wide), mountain passes ; west of Rocky mountains a barren table land little rain; Indians; next to Pacific very fertile; gold mines; Chinese; grizzly bear; Salt Lake basin Mormons. WHITE'S CLASS-BOOK. Lake Basin. Well-wooded, fertile plain, similar to northern Ohio. Texas Slope. Similar to southern part of Mississippi valley. NOTE. The above description may be omitted until the review. Advanced classes should be examined upon the same. STATES AND CAPITALS. EASTERN STATES. Maine, Aa. New Hamp'-shire, Cd. Ver-mont/, Mr. Mas-sa-chu'-setts, Bn. In-di-an'-a, Is. Il-li-nois', Sd. (noi) Mich'-i-gan, Lg. Wis-con'-sin, Mn. Min-ne-so'-ta, St. PI. F-o-wa, D. Ms. Rhode Is'-land, Pe. $ Nt. Mis-sou'-ri, J. Cy. Con-nect'-i-cut, Hd. 'N. Kan'-sas, Ln. S. MIDDLE STATES. New York,"2ly. New Jer'-sey, Tn. Penn-syl-va'-ni-a, Hg. Del'-a-ware, Dr. SOUTHERN STATES. Ma'-ry-land, As. Vir-gin'-i-a, Rd. North Car-o-li'-na, Rh. South Car-o-li'-na, Ca. Geor'-gi-a, Me. Flor'-i-da, Te. Al-a-6a'-ma, My. (ah) Mis-sis-sip'-pi, Jn. Lou-i-si-an'-a, Bn. Re. Tex'-as, An. WESTERN STATES. Ar-kan'-sas, L. Rk. Ten-nes-see r , Ne. Ken-tuck'-y, Ft. 0-hi ; -o ? Cs. Cal-i-for'-ni-a, 8. Cy. Or'-e-gon, Sm. TERRITORIES. Da-ko'-ta, Tn. Ne-bras'-ka ? 0. Cy. Col-o-ra'-do, Co. (ah) In'-di-an. Ar-i-zo'-na, Ma. (e) New Mex'-i-co, S. Fe. U'-tah, S. L. Cy. Ne-va'-da, C. Cy. (ah) Wash'-ing-ton, Oa. Dis'-trict of Co-lum'-bi-a, Wn. PENINSULAS. Flor'-i-da, Mich'-i-gan. OCEANS, GULFS, AND BAYS* At-lan'-tic O'-cean, Pa-cif-ic ; -cean, Gulf of Mex'-i-co, Pas'-sam-a-quod'-dy Bay, LOCAL GEOGKAPHY. 23 Pe-noV-scot Bay, Cas'-co Bay, Mas-sa-chu'-setts Bay, Cape Cod Bay, Nar-ra-gan'-sett Bay, Del'-a-ware Bay, Ches'-a-peake Bay, Tarn' -pa Bay, Ap-a-lach'-ee Bay, Pen-sa-co'-la Bay, Mo-bile' Bay, (e) Gal'-ves-ton Bay, San Frari-cis'-co Bay, Green Bay. SOUNDS AND STRAITS. Long Is'-land Sound, Al-be-marle' Sound, Pam'-li-co Sound, Flor'-i-da Strait, Strait of Ju-an' de Fu'-ca, Strait of Mack'-i-naw. LAKES. Moose'-head, Win-ni-pi-seog'-ee, ( Win-ne-pe-saw' -he,) Mem-phra-ma'-gog, Cham-plain', O-nei'-da, (i) On-ta'-ri-o E'-rie, St. Clair', Hu'-ron, Mich'-i-gan, 1 Su-pe'-ri-or, Lake of the Woods, Pe'-pin, I-tas'-ca, (Source of Miss.) 2 Great Salt, Tt*'-le, (oo) Ponch-ar-train', Borgne, (Borne,) O-kee-cho'-bee. MOUNTAINS. Mt. Ka-tah'-din, White, 3 Mt. Wash'-ing-ton, Green, Wa-chu'-sett Mt., A-di-ron'-dack, Cats'-kill, Blue Ridge, Al-le-gha'-ny, Cum'-ber-land, I'-ron Mt., 0-zark', Rock'-y, Gua-da-lupe', ( Gwa-dak-loop' ,) Pike's Peak, Fre'-mont's Peak, Si-er'-ra Ne-va'-dah, (aK) Coast Range, 4 Cas-eade' Range, Mt. St. Hel'-ens, Mt. Hood. 1 Largest expanse of fresh water on the globe % as large as Ohio ; water very clear; excellent fish; violent gales; copper mines of great richness on the southern shore ; also iron. 2 Situated in Fremont Basin ; has no outlet; several small streams flow into it ; water evaporated ; contains common salt ; the Mormons live here ; practice polygamy. 3 The highest peak ; "about one mile high ; its summit most of the time among the clouds; sides steep; winding path for horses; a hotel on the summit; grand prospect. 4 So called from the cascades or rapids in the Columbia Elver which rushes through gorges in the mountains. 24 WHITE'S CLASS-BOOK. EIVEKS. LAKE SYSTEM. St. Ma'-ry, St. Clair', De-troit', Mau-mee', 1 Ni-ag'-a-ra, St. Law'-rence. ATLANTIC SYSTEM. St. John, Pe-nob'-seot, Ken-ne-bec', An-dros-cogr'-gin, (g as in bog,) 2 Mer'-ri-mack, Con-nect'-i-cut, How-sa-ton'-ic, (oo) 3 Hud'-son, Mo' -hawk, Del'-a-ware, Sus-que-han'-nah, Po-to'-mac, Shen-an-do'-ah, Rap-pa-han'-nock, James, Ro'-a-noke, Neuse, (Nuse,) Cape Fear, Great Pe-dee', San-tee', Sa-van'-nah, Al-ta-ma-ha/ (au) St. John. GULP SYSTEM. Ap-pa-lach-i-cc/-la, Chat-ta-hoo'-che, Mo-b^le', (ee) Al-a-ba'-ma, (ah) Tom-big' -by, Pearl, Mis-sis-sip'-pi, Sa-bine% (ee) Trin'-i-ty, Bra'-zos ; (ah) Col-o-ra'-do, (ah) Ri v -o Grande, (e) MISSISSIPPI SYSTEM. 4 Mis-sis-sip'-pi, Ya'-zoo, (ah) O-hi'-o, Ten-nes-see', Cum'-ber-land, Green, Ken-tuck'-y, Lick'-ing, Big Sand'-y, Ka-naw'-Aa, (wa) Mo-non-ga-he'-la, Al-le-gha'-ny, Mus-king'-um, Sci-o'-to, Mi-am'-i, Wa'-bash, (au) Il-li-nois', (noi) Rock, Wis-con'-sin, Min-ne-so'-ta, 1 Contains the most stupendous cataract on the globe ; the waters fall 57 feet in half a mile, and then plunge over a precipice 160 feet high ; magnificent suspension bridge two miles below the falls. 2 Runs more cotton spindles than any other river on the globe. 3 Is noted for its picturesque scenery; " Palisades " 500 feet high, and extend about 20 miles. The first steamboat run on the Hudson, in 1808, by Robert Fulton. * "Great Water ;" length from the source of the Missouri, 43,500 miles. It and its branches afford 25,000 miles of navigable water. Falls of St. Anthony ; levees near its mouth ; delta, how formed. LOCAL GEOGKAPHY. I'-o-wa, Des Moines, (De-moin',) Mis-sou'-ri, Y el' -low-stone, Big Horn, Platte, (or Ne-bras'-ka,) Kan'-sas, Ar-kan'-sas, Ca-na'-di-an, Red, Wash-i-ta'. (au) PACIFIC SYSTEM. Col-o-ra'-do, (aK) Gi'-la, (He'-lah,) Sac-ra-men'-to, Co-lum'-bi-a, Lew'-is', Clarke's. ISLANDS. Nan-tuck'-et, Mar'-tha's Vme'-yard, (inn) Long Is'-land, Flor'-i-da Keys, (or Reefs,) Gal'-ves-ton, Isle Roy'-ale. CAPES. Ann, Mal'-a-bar, Mon-tauk' Pt., Sand'-y Hook, May, Hen-lo'-pen, Charles, Hen'-ry, Hat'-ter-as, Look'-out, Fear, Can-nav'-er-al, Sa'-ble, San Bias, Men-do-ci'-no, (e) Flat'-te-ry, 2 Ke-wee-naw r Pt. PRINCIPAL CITIES. Wash'-ing-ton, D. C., 61,000 MAINE. Port'-land, 26 ? 000 Ban'-gor, Au-gus'-ta, Bath, 16,000 5,000 8,000 NEW HAMPSHIRE. Man'-ches-ter, 20,000 Con'-cord, 11,000 Ports' -mouth, 11,000 Do'-ver, 8,000 VERMONT. Bur' -liner- ton, 8,000 Mont-peF-ier, 2,000 Ben'-ning-ton. MASSACHUSETTS. Bos'-ton, 177,000 Low'-ell, (o long,) 87,000 Cam'-bridge, 26,000 Rox'-bu-ry, 25,000 Charles' -town, 25,000 Worces-ter, (Tfoos') 25,000 New Bed'-ford, 22,000 Sa'-lem, 22,000 Lynn, 19,000 Spring'-field, 15,000 1 Is about 68 miles long; is in the shape of a man's arm, bent at the elbow and wrist; at north end is a light-house, with revolving light. 2 Extends into Lake Superior ; contains the richest veins of pure copper in the world ; winters very cold ; much snow. 26 WHITE'S CLASS-BOOK. CONNECTICUT. VIRGINIA. New Ha'-ven, 39,000 Rich'-mond, 38,000 Hart'-ford, 29,000 Pe'-ters-burg, 18,000 Nor'-wich, (Nor'-ridg} ]4,000 Nor'-folk, 16,000 Bridge'-port, 13,000 Wheel'-ing, 14,000 New Lon'-don, 10,000 A1 _ ex _ an ,_ dr ^ ^ m Fred'-er-icks-burg, 5,000 RHODE ISLAND. Har'-per's Fer'-ry, Prov'-i-dence, 51,000 NORTH CAROLINA. New'-port, 10,000 Wil ,_ ming _ ton? 10?000 NEW YORK. RaF-eigh, 5,000 New York, 806,000 New '- be > 5 > 000 Brook'-lyn, 267,000 SOUTH CAROLINA. Buf-fa-lo, 81,000 Charles'-ton, 41,000 Al'-ba-ny, 62,000 Co-lum'-bi-a, 8,000 Roch'-es-ter, 48,000 Beau' -fort, () Troy, 39,000 Syr'-a-cuse, 28,000 GEORGIA. U'--ca, 23,000 Sa-van'-nah, 22,000 Os-we'-go, 17,000 A . . -i o AAA Au-gus'-ta, 12,000 NEW JERSEY. MiF-ledge-vllle, 2,000 New r -ark, 72,000 Ke ^ West > Jer'-sey Cit'-y, 29,000 FLORIDA, Pat'-er-son, 20,000 p en . S a-co'-la, 3,000 Iren'-ton, 17,000 Tal . ]a . has /. se? 2 ,000 PENNSYLVANIA, St. Au-gUS'-tuie, (ee) 1,000 Phil-a-deF-phia, 563,000 ALABAMA. Pitts'-burg, 49,000 Mo-bile', (ee) 29,000 Ai-ie-gha'-ny Cit'-y, 29,000 Mont-gom'-e-ry, 10,000 DELAWARE. MISSISSIPPI. iir-w n-t AAA Natcli'-ez. 7,000 WiV-mmg-ton, 21,000 vicks'-burg,' 5,000 Do'-ver, 1,000 Jack'-son, 3,000 MARYLAND. LOUISIANA. Bal'-ti-more, 212,000 New Or'-leans, 168,000 Fred'-er-ick, 8 ; 000 Bat'-on Rouge, An-nap'-o-lis, 5,000 (RoozTi) 5,000 LOCAL GEOGKAPHY. 27 TEXAS. Ga-le'-na, 8,000 AH ton ( aul\ 7,000 Gal'-ves-ton, 7,000 Aus'-tin, 2,000 MICHIGAN. ARKANSAS. De-troit', 46,000 Kal-a-ma-zoo', 6,000 Lit'-tle Rock, 4,000 Mon-roe', 4,000 Ann Ar'-bor, 4,000 TENNESSEE. Lan'-sing, 3,000 Mem'-phis, Nash'-ville, 23,000 17 > 00() WISCONSIN. 7 Knox'-ville, (est.) 5,000 Mil-wau'-kee, 45,000 Ka-cme', (ee) 8,000 KENTUCKY. Mad'-i-son, 7,000 Lou'-is-ville, 70,000 Ke-no'-sha, 3,000 Cov'-ing-ton, 16 > 000 MINNESOTA. New'-port, 10,000 Lex' -ing- ton, 9,000 St. Paul, 10,000 OHIO. IOWA, Cin-cin-nat'-i, 161 000 13 000 Cleve'-land, Day'-ton, Co-lum'-bus, 9o' Da'-ven-port, ^U,Ul U Bur'-ling-ton, 19,000 Des Moines, n,'ooo 7,000 4,000 To-le'-do, 14,000 Zanes'-ville, 9,000 MISSOURI. San-dus'-ky, Chil-li-coth'-e, 5'{JJJ! St. Lou'-is, 161,000 Spring' -field, y'oQO Han'-ni-bal, 8,000 St. Jo'-seph, 8,000 INDIANA. Lex' -ing-ton, (est.) 5,000 In-di-an-ap'-o-lis, 19,000 Jef - fer " son Cit '-y , 3,000 New Al'-ba-ny 13,000 KANSAS. Ev'-ans-ville, 11,000 Leav' -en- worth, 7,000 Fort Wayne, La-fay-ette', 10,000 Le-comp'-ton, 9,000 1,000 Mad'-i-son, 1000 CALIFORNIA. ILLINOIS. San Fran-cis'-co, 57,000 Chi-ca'-go, 109,000 Sac-ra-men'-to, 14,000 Pe-o'-ri-a, 14,000 Quin'-cy, 14,000 Spring'-field, 9,000 Sa'-lem, 2,000 NOTE. Pupils should not be required to commit the population of the above cities. The figures are given for comparison and reference WHITE'S CLASS-BOOK. PRINCIPAL CITIES COMPARED WITH NEW YORK. New York City is 1^ times as large as Philadelphia. New York City is 3 times as large as Brooklyn. New York City is 3^ times as large as Baltimore. New York City is 4 times as large as Boston. New York City is 4 times as large as New Orleans. New York City is 5 times as large as Cincinnati. New York City is 5% times as large as St. Louis. New York City is 7% times as large as Chicago. New York City is 10 times as large as Buffalo. New York City is 11% times as large as Newark. New York City is 11 3^ times as large as Louisville. New York City is 13 times as large as Albany. New York City is 13% times as large as Washington. NOETH AMERICA. ORAL DESCRIPTION. Three distinct sections : Atlantic slope, central plain, and Pacific slope. Three mountain systems : Alleghany, Rocky, and California. Central Plain. A northern and a southern slope, divided by a low water-shed. St. Lawrence basin well wooded and fertile. Farther north, a dreary region, filled with swamps and lakes; treeless and barren prairies. Climate severe; much snow; rivers frozen to the depth of fifteen feet. Esqui- maux huts; fur traders. Arctic ocean; surface covered with large fields of ice ; shores with eternal snow. Dr. Kane's Ex- pedition. Open Polar sea. Mexico and Central America. The coasts are low and fer- tile; interior a vast table land. Climate and productions of all the zones ; on the lowlands, cotton, sugar, tropical fruits, spices, logwood, mahogany, etc. ; on the uplands, the vegeta- tion of the northern part of the Mississippi valley. The moun- tainous regions are cold and desolate. Speak of the gold and silver mines, birds, wild animals, etc. NOTE. A description of the central part of North America has previously been given, and is omitted above. LOCAL GEOGKAPIIY. POLITICAL DIVISIONS. GULFS AND BAYS. Rus'-sian A-mer'-i-ca, Sa. Cor-o-na'-tion Gulf, Brit'-ish A-mer'-i-ca, flu s New Brit'-ain, Lab-ra-dor', Can'-a-da, Oa. Can'-a-da West, Can'-a-da East, 29 New Bruns'-wick, Fn. Gulf of Boo'-thi-a, Hud'-son's Bay, James' Bay, Gulf of St. Law'-rence, 2 Bay of Fun'-dy, No'-va ~Sco'-fo'-a, Hx. (she) T>el'-*,-ware Bay, (wur) New'-found-iand', St. Jn. Ches'-a-peake Bay, U-nit'-ed States, Wn. Gulf of Mexico, Mex'-i-co, Mo. Cam-pe'-che Bay, Cen'-tral A-mer'-i-ca, Hon-dw'-ras Bay, (doo) St. Sr. Gua-ti-ma'-la Bay, 1 Ba-lize', Be. (Bah-hez' .} PENINSULAS. Lab-ra-rZo/, (dore) No'-va Sco'-ti-a, Flor'-i-da, Yu-ca-tan', Cal-i-for'-ni-a, A-las'-ka. OCEANS AND SEAS. Arc'-tic O'-cean, Po'-lar Sea, At-lan'-tic O'-cean, Car-ib-be'-an Sea, Pa^cif'-ic O'-cean, Sea of Kam-tschat'-ka. (chat) ( Gaw- te-mah'-la,) Gulf of Cal-i-for'-ni-a, 3 San Fran-cis'-co Bay, Gulf of Geor'-gi-a, Bris'-tol Bay. STRAITS, SOUNDS, AND INLETS. Bath'-urst In'-let, Lanc'-as-ter Sound, Da'-vis' Strait, Ches'-ter-field In'-let, Hud'-son's Strait, Strait of Bell-isle', (Bell-ile',) Strait of Ju-an' de Fu'-ca, Cook's In'-let, Nor' -ton Sound, Be/i'-ring's Strait, (thirty-six miles wide v < 1 A British colony ; possession yielded by the Spaniards, in 1783. Exports mahogany, cedar, logwood, and other dyewoods. 2 Noted for its high tides, which rise to the hight of 70 feet; hogs feeding on shell-fish are often unable to escape. Speak of the tides their ebb and flow. 3 A spacious, land-locked harbor, where immense navies might float in safety j its entrance is called the " Golden Gate." Why ? 30 WHITE'S CLASS-BOOK. MOUNTAIN'S. Mis-sis-sip'-pi, 1 Mt. Hec'-la, ( 4 > 850 miles Arc'-tic High' -lands, O-hl -0, Al-le-gha'-ny, Ten-nes-see', Rock'-y, (4,000 in. long,) Cum'-ber-land, Mt. Hook'-er, Mis-SOu'-ri, Mt. Brown, (3 miles high,) ' Mt. St. E-li'-as, (3J m. h.,) Mt. Fair-weath'-er, Cas-cade' Range, Ri'-o Grande, (e) 2 Si-er'-ra Ne-va'-da, San Juan, (Se-er>-rah Ne-vah'-dah,) ^\''f'^ ^ fl -TT 1 f T-* / 1 CM '**> (" "*<*>) 8 Vol. of Po-po-cat ; -e-petl, Sac-ra-men'-to, (3J miles high,) Oo-lum'-bi-a, Wa'-ter Vol-ca'-no. Clarke's, Lewis', BIVEES. Fra'-zer's. Mac-ken'-zie's, LAKES. K Great Bear. Atn-a-bas'-ca, Back, (or Great Fish,) Great blave, Nel'-son, Ath-a-bas'-ca, Sas-katch'-a-wan, Win'-ni-peg, " St. Law'-rence, Ot'-ta-wa, U ":" > Sag-ue-nay', Mich'-l-gan, St. John, Hu 7 -ron, Hud'-son, ^-? i - an Bay> -P. ,. St. Glair, Del r -a-ware, E r -rie, Sus-que-han'-na, On-ta'-ri-o, Po-to'-mac, Nic-ar-a'-gua, Sa-van'-nah, (Nic-ar-ah'-gwah,) Mo-bller, Cha-pa'-la, (Shah-pah 1 -lah,} 1 A famous volcano ; has three peaks, and numerous craters aloriG; its sides; 43 eruptions have occurred since the year 900. Its last eruption was in 1845; it poured forth a torrent of lava, which, 2 miles from the crater, was 1 mile wide, and 40 to 50 feet thick. 2 " Snow-Hnd mountain ridge;" so called because its summits are always covered with snow. 3 " Smoking mountain ; " an active volcano ; crater 3 miles in cir- cumference, and one-fifth of a mile deep j snow-capped. LOCAL GEOGKAPHY. 31 Tu'-le, (or Tu-la'-re,) Great Salt. CAPES. North Cape, Fare-well', St. Lew'-is, Sa'-ble, Cod, Hat'-ter-as, Sa'-ble, St. An-to'-ni-o, St. Lu'-cas, Men-do-ci'-no, (se) Flat'-ter-y, Prince of Wales, Pt. Bar'-row, Bath'-urst. ISLANDS. Ice'-land, Green'-land, Bis' -co, Grin-nell' Land, North Geor'-gi-an, Bar'-ing, (or Bank's,) Long, Ber-mu'-da, West In'-dies, Ba-ha'-ma, Great'-er An-fo'ZZes', (teet) 2 Car-ib-bee', Les'-ser An-tilles', Cuba, (area 42,000 sq. m.) Ja-mai'-ca, Hay'-ft', (ej Por'-to Rz'-co, (e) 3 Trin-i-dad', 4 Mar-tin-i r -co, (e) or Mar-tin-ique', (eek) Van-cow'-ver's, (oo) Queen Char'-lotte's, (or Washington,) Sit'-ka, Ko'-di-ak, 5 A-leu'-ti-an, (A-lu'-she-an,) Nun'-ni-vack. DESERTS, ETC. - _. ,. - T Great A-mer'-i-can Des'- 1 Prince Wil -ham's Land, r er ^. South-amp'-ton, Sand'-y Des'-ert, Grand Bank, 6 Gulf Stream, New'-found-land 7 , An-ti-cos'-ti, Prince Ed'-ward's, Cape Bret'-on, (Brit f -unj) Isth'-mus of Pan-a-ma', (or Da'-ri-en.) 1 Includes Cockburn and Cumberland Islands. 2 Classed with the lesser Antilles by some authors 3 Has several mud volcanoes upon'it; also an oil volcano, and a pitch lake 1^ miles in circumference; in the center the pitch is constantly boiling. 4 A beautiful volcanic island; the birth-place of the Empress Josephine; produces sugar, coffee, cocoa, and cotton. 5 Inhabited by degraded savages, who live in filthy abodes under- ground ; burn oil and the fat of animals for fuel; no chimney; from 50 to 100 persons dwell in the same cavern. 6 Flows out of the Gulf of Mexico with great velocity; waters warmer, more salt, and of a deeper blue than those through which De'scribe its course. 32 WHITE'S CLASS-BOOK. CITIES. CENTRAL AMERICA. BRITISH AMERICA. New Gua'-ti-ma'-la, Mont-re-aZ', (aul) Le'-on, (or La-one'.) Q-bec', WEST INDIES. lo-ron-to, TT , Hal 7 i-fk* Ha-van'-a, ot T I \J -D Puer'-to Prin'-ci-pe, bt. John, JN. 5., (Pwer'-to Preen' -se-pa, St. John, Nd., Mafc-an'-zas, ^ Ham'-il-ton, " ort au Prince, Kings'-ton, Kings'-ton, ^;ta-w% St. John. Fred'-er-ic-ton. PRINCIPAL CITIES. MEXIca Mexico, 200,000 Mex'-z-co, (e) Havana, 134,000 *^- d >->^ 102,000 San LOU' -is Po-to'-si, (e) Guanaxato, 63,000 La Pueb'-la, Quebec, 62,000 ' " Gua-na-xwa'-to, (whah) C nn "Trmia Prtfnci ^0 OOrt Oa-xa',ca,(TFaA-AaA'-L,) ban L.OU1S ^OtOSl, 5U,Ul Ac-a-pwi'-co, (oo) La Jruebla, 50,000 Ve'-ra Cruz, (a) New Guatemala, 50,000 SOUTH AMERICA. ORAL DESCRIPTION. Andes consist of parallel ranges ; high valleys between ; whole chain from 30 to 400 miles wide ; vol- canoes numerous ; earthquakes ; cities destroyed. Pacific Slope. Narrow ; north of Chili little rain. Atlantic Slope. A wide, fertile plain; in rainy seasons riv- ers spread out into large inland seas. Plains of the Orinoco called "Llanos" covered with grass in wet season; in dry season a desolate plain. The "Selvas" of the Amazon cov. ered with forests ; Pampas, or " treeless plains " of the La Plata. Describe the Amazon; the forests of Brazil. Speak of the climate; the productions; the immense herds of wild horses and cattle; the jaguar, or tiger: the llama; vampire bat; LOCAL GEOGRAPHY. 33 condor; the huge alligators and water-snakes in the rivers and marshes ; the boa-constrictor, monkeys, and beautiful birds in the forests; the precious minerals gold, silver, dia- monds, etc. * POLITICAL DIVISIONS. New Gmy-da, (ah) Ba. Ven-ez-we'-la, (we) Os. Gui-an'-a, (Ghe-an'-ah,) Bay of All Saints, WW French Gui-an'-a, Ce. Bra-zil', R. Jo. (ah) Par-a-guay', (gwi) An. U-ru-guay', (Oo-roo-gwi f ,) Mo. 1 Ar'-gen-tine Re-pub'-lic, Pat-a-go'-ni-a, Chil'-i So. Bo-livM-al Ca. (or Su'-cre,} Pe-ro', (oo) La. 2 Eq-ua-dor r , (dore 9 ) Qo. OCEANS, GULFS, AND BAYS, At-lan'-tic O'-cean, Pa-cif -ic O'-cean, Car-ib-be'-an Sea, Gulf of Da'-ri-en, Gulf of Ven-ez-ue'-la, O f Guay-a-quil', (Gwi-ah-keeV ,) Bay of Pan-a-ma', (ah) \ Strait of Ma-gel'-lan. MOUNTAINS. East'-ern An'-des, Par'-i-me, (e) Ac-a-ra?/', (ri) Ge'-ral, (Zha'-ral,) Bra-zil'-ian An'-des, ( Coast Range,) An'-des, (An'-diz,) Vol. of A-con-a'-gua, (ah) So-r r -to, (ah) ^fe^fe, (ee) Desert of At-a-ca'-ma. BIVERS. Mag-da-le'-na, Cau'-ca, 4 O-ri-no'-co, (ee) 1 Also called "La Plata" and "Argentine Confederation." The inhabitants of the Pampas live on horseback ; even beggars ride ; climate delightful; Buenos Ayres means "good air." 2 " Equator ;" so called because it lies under the Equator. Quito is situated on the East side of the volcano of Pichinca, nearly two miles above the level of the sea. It has perpetual spring. Why? Eleven snow-capped mountains are in view. > A beautiful cone j covered with snow of resplendent brightness j noted for its terrific eruptions. 4 "Coiled Serpent;" so called because it is very crooked; subject to great inundations during the wet season j connected with the Amazon in a singular manner. 34 WHITE'S CLASS-BOOK. 1 Am'-a-zon, Horn, Ne'-gro, Blan'-co, Ca-?Me'-ta, (&a) Isth-mus of Pan-a-ma'. Pu'-rus, Ma-d^'-ra, (a) Ta-pa'-jos, (Tah-pah 1 -zhoce,) .SLANDS. Xin-gu', (Shin-goo',) Trin-i-dad' Pa-ra' , (ah) Jo-an'-nes, To-can-tins', (e) 17 n / i Ar-a-guay', $ alk'-land, Par-na-i'-ba, (ee) South Geor'-gi-a, St. Fran-cis'-CO. South Ork'-ney, 2T?v J 1 TXI / 4. South Shet' -land, Kl'-O de la Pla'-ta, Stat'-en Land, (Ree f -o da lah PlaH-tah^) 6 Ter'-ra del Fu-e'-go, Par-a-na', (ah) Wel'-ling-ton, U-ra-guay 7 , Chil-o-e', (Cheel-o-a',) Par-a-guay', Ju'-an Fer-nan'-dez, Pil-co-may-o, (i) St - Fe'-lix. Col-o-ra'-do, (ah) Ei'-o Ne'-gro. (e) CITIES LAKES. NEW GRANADA. Mar-a-ca/-bo, (i) Bo-go-ta', (ah) 3 Rey'-es, (a) Po-pa^-an', (i) 4 Ti-ti-Ca'-Ca, (Te-te-kah' - Car-tha-ge'-na. kah.) VENEZUELA. CAPES AND ISTHMUS. Car-ac'-cas, Gal-U 7 -naS, (e) Mar-a-coy-bo, (i) St. Roque, (Eoke,) La G-uay'-ra, (iaA Fn'-o, (ee) rah.) 1 " Boat Destroyer ;" so called from the bore which destroys the Indians' boats ; the largest river on the globe; 4,000 miles long, and 180 miles wide, at its mouth. It flows into the ocean with such vio- lence as to carry its waters unmixed for 240 miles. During the wet season it overflows the country for several hundred miles. 2 " River of silver;" silver mines in the mountains; grains of sil- ver found in the sand of its bed. 3 Source of the Amazon. * Probably the most elevated lake on the globe ; situated in a val- ley of the Andes, about 2% miles above the level of the sea; one of the islands in it is regarded as sacred by the Peruvians. 6 " Land of Fire ;" so called from the fires seen on its coast by MAGELLAN, supposed to have been volcanic ; wretched climate of mist, snow, rain, continuous storms, and violent winds. LOCAL GEOGKAPHY. 35 GUIANA. PERU. George'-town. Li 7 -ma, (e) Par-a-mar'-i-bo, Cuz'-co, (Koos'-ko^) CflV-enne'. (i) A-ra-qui'-pa, (A-ra-kef-pah,) Cal -la'-o. BRAZIL. EQUADOR. Ri'-o Ja-wei'-ro, (ne) Qui'-to, (Ke f -toj) Ba-hi'-a (ee) or St. Sal'-va- Guay-a-quil'. [dor, Per-nam-bu'-co, . PRINCIPAL CITIES. Rio Janeiro, 280,000 BUENOS AYRES. Bahia, 120,000 Bue'-nos Ay'-res, Buenos Ayres, 101,000 Cor'-do-va. Lima, 100,000 CHILL Santiago, 80,000 Q . . , x ,, La Paz, 70,000 San-tiV-go, (ah) Pernambuco, 65,00.0 Val-pa-rHJ. c\ . . i i -j-ji n , TTT, jScot'-land, Eh. (jrer-ma-ny. Jit. T , , , V> Aus'-tri-a/ Va. *^ d > Dn ' !$"-feV'S Bel'-gi-um, s. key ^ Le - Hol'-land, He. (ireece, As. T> / \ n It'-a-ly, Tn. Den'-mark, On. Ka'-'pfe Ns. States of the Church, Re. Tus'-ca-ny, Fe. Prus'-si-a, Bn. (part of.) Bar-din' -i-a, Tn. Aus'-tri-a Bn. ^x>art of.) 38 WHITE'S CLASS-BOOK. Sax'-o-ny. D;i. Wir'-teni-berg, Sd. Ba'-den, Ce. (ah) Hes'-ses, Han'-o-ver, Hr. Den' -mark, Cn. (part of.) PENINSULAS. Crim-e'-a, Mo-re'-a, It'-a-ly, Spain and Por'-tu-gal, Den'-mark, Nor'-way and Swe'-den. OCEANS AND SEAS. At-lan'-tic O'-cean, Arc'-tic O'-cean, White Sea, 1 Cas'-pi-an Sea, Az'-ov Sea, Black Sea, Sea of Mar'-rno-ra, Gre'-cian Ar-v'Ai-pel'-a-go, (H) Med-i-ter-ra'-ne-an Sea, Ad-ri-at'-ic Sea, I'-rish Sea, North Sea, BaZ'-tic Sea. (auT) GULFS AND BAY. Gulf of Ta-ran'-to, Gulf of Gen'-o-a, Gjilf of Ly ; -ons, Bay of Bis'-cay, Zwy'-der Zee, (i) Gulf of Dant'-zic, Gulf of R^'-ga, (ee) Gulf of Fin'-land, Gulf of Both'-ni-a. STRAITS AND CHANNELS. Strait of En-i-kale', Strait of Bos'-pho-rus, Strait of Dar-dan-elles', Strait of O-tran'-to, Strait of Mes-si'-na, (ee) Strait of Bo-ni-fa'-cio, (sho) Strait of Gib-ral'-tar, (au) Strait of Do'-ver, En'-glish Chan'-nel, St. George's Chan'-nel, Bris'-tol Chan'-nel, North Chan'-nel, Skag'-er Rack, Cat'-te-gat. MOUNTAINS. 2 Do-vre-^-eld', (ee) 2 Ki-o'-len, U'-ral, Cau'-ca-sus, Car-pa'-thi-an, Bal-kan', (all) Alps, 3 Mont Blanc, Ap'-pe-nines, Ve-su'-vius, (Vol.) 1 The largest inland body of water on the globe ; receives the water of several large rivers, but has no outlet. Why does it not "get full?" Illustrate by a pan of water placed in the sun. 2 Both chains form the Scandinavian, according to some authors. 3 White Mountain ; " the upper half is covered with eternal snow; 34 glaciers around its sides and base; highest mountain in Europe 3 miles high. LOCAL GEOGRAPHY. 39 Et'-na, (Vol.) Seine, (Sane,) 1 Strom'-bo-li, (Vol.) 4 Rhine, Si-er'-ra Ne-W-da, (e) (ah) We'-ser, Si-er'-ra Mo-re'-na, (a) Elbe, Cas-tzle', (ee) Can-ta/-bri-an, Pyr'-en-ees, O'-der, Vis'-tu-la, IsTie'-men, (Nee' -men,) Au-vergne', (0-vairn',) Du'-na, Ce-vennes', (Sa-ven',) Ne'-va, Gram'-pi-an Hills, Dahl, Mt. Hec'-la, (Vol.) Thames, (Temz,) Sev'-ern, Shan'-non. RIVERS. Dwi'-na, LAKES. Pet-cho'-ra, U'-ral, 2 Vol'-ga, Ka'-ma, (ah) O-ne'-ga, La-do'-ga, Wen'-ner, Don, Wet'-ter, Dnei'-per, (Nee'-perj) Con'-stance, Bog, Dneis'-ter, (Nees'-ter,) Ge-ne'-va. Dan'-ube, CAPES. Theiss. (Tice,) Po, Ti' V (a) Country. Sen-e-gal'. (an) WESTERN AFRICA. LAKES. Low'-er Guin'-ea, Tchad, (chad) IT' Y\OT rj-nin' oo Dem'-be-a, Up -per brum-ea, 2 Vic . to ,. r ;. a Ny _ an .. za> Li-be'-ri-a, Ma. Tan-gan'-yi-ka, Si-er r -ra Le-o'-ne, F. Tn. Ny-as'-si, (or Ma-ra'-vi.) (ee) Sen-e-gam'-bi-a, To. ISLANDS. Soc-o'-tra, OCEANS, SEAS, AND GULFS. Com'-o-ro, Med-i-ter-ra'-ne-an Sea, . Gulf of Si'-dra, Bour'-bon, (Boor'-bon,) Red Sea ? St. Hel-e'-na, ? Ul / v A '"^ n> As-cen'-sion, In'-dian O -cean, St. Thom'-as, At-lan'-tic O'-cean, Cape Verd, Gulf of Guin'-ea. Ca-na'-ry, Ma-^ez'-ra, (dee) STRAITS AND CHANNELS. Az'-ore, (or Az-oref.) Straits of Gib-ral'-ter, Str. of Bab'-el-man'deb, CAPES AND ISTHMUS. Channel of Mo-zam-bique'. Cape Bon, Isthmus of Su'-ez, MOUNTAINS. Cape Guar . da . fui ,; "% (Gwar-da-fwe',) The Moon, Cape St. Ma'-ry, 1 Red,' Cape A-gul'-has, (Ah-gooV -yas,) ^ now ^ Cape of Good Hope, Crys'-tal, c y erd Cam-e-roons ; , Cape Blan'-co. 1 On Madagascar Island. 2 Recently discovered. 48 WHITE'S CLASS-BOOK. CITIES. WESTERN AND SOUTHERN AFRICA. BARBARY STATES. Ab-be-o-keu'-ta, Tu'-nis, Cape Town, Mo-roc'-co, San Sal'-va-dor, Al-giers', Ben-m', (ee) Fez, Free'-town, ' Con-stan-U''-na, (e) Trip'-O-li. PRINCIPAL CITIES OF EGYPT. AFRICA. Cai'-ro, (Ki'-ro.) Cairo > ( est O 300,000 Al-ex-an'-dri-a, Tunis, 130,000 Da-mi-et'-ta, Morocco, 100,000 go-set' -ta, Algiers, 97,000 Thebes, (rums.) SOUDAN. Alexandria, 60,000 Soc-ka-too', Sockatoo, 60,000 Tim-buc'-too. Mequinez, 60,000 OCEANICA. ORAL DESCRIPTION. "Ocean Isles;" composed of islands. Three divisions: Malaysia ("Land of Malays"), Australasia ("South of Asia"), and Polynesia ("Many Islands"). Malaysia. The " East Indies " ; islands mountainous ; nu- merous volcanoes. Java has 43 volcanoes; earthquakes fre- quent. Climate hot, but tempered by sea breezes ; perpetual spring on the mountains. Vegetation luxuriant; rice, coffee, bananas, palms, yams, sago, etc. ; most of our spices raised here. Gold, diamonds, and tin. Wild animals large and fierce; beautiful birds. Inhabitants Malays rule; great opium-eaters; negroes on some of its islands cannibals. Australasia. Australia; interior supposed to be a low, bar- ren plain; mountain ranges near the coast; climate in N. part tropical; S. temperate; S. E. portion, near the coast, set- tled by Europeans; gold; native trees evergreens. Speak of the kangaroo. Natives of all the islands a low, degraded LOCAL GEOGRAPHY. 4* Polynesia, Volcanic and coral islands former mountain- ous ; latter low. Climate, a perpetual spring; 'tropical pro- ductions grow luxuriantly. Natives once savages ; passing away like the Indian; missionaries. DIVISIONS. Mal-ay'-si-a, Aus-tral-a'-si-a, Pol-y-ne'-si-a. ISLANDS OF MALAYSIA. Su-ma'-tra, (ah) 1 Ban'-ca, Ja'-va, Ba. (ah) 2 Sum-ba'-wa, (ah) Spice, (group,) Cel'-e-bes, Bor'-ne-o, PhiF-ip-pine, (group,) Lu-zon', (Loo- zone 1 ,) Min-da-na'-o. (ah) ISLANDS OF AUSTRALASIA. Aus-tra'-li-a, Sy. North Aus-tra'-li-a, New South Wales, Vie-to' -ri-a, South Aus-tra'-li-a, West Aus-tra'-li-a, Tas-ma'-ni-a, (or Van Die'-man's Land,) New Zea'-land, Nor' -folk, . New Cal-e-do'-ni-a, New Heb'-ri-des, (group,) Lou-i-si-ade', (Loo-ee-ze-ahd 1 ,) New Guin'-ea. ISLANDS OF POLYNESIA. Sand'-wich, 3 Ha-wai'-i, (Hah-wi 1 -e,) Mar-^we'-sas, (ka) 4 Pit' -cairn's, 6 Ta-hi'-ti, (e) So-ci'-e-ty, Cooke's or Her f -vey% Friend'-ly, Fee'-jee, Ton'-ga, Mul'-grave, Car'-o-line, Lad-rone'. ABCHIPELAGOS. Ma-gel'-lan's, An'-son*s, Sol'-o-mon's, Cen'-tral, Men-da'-na's. STRAITS, GULFS, ETC, Strait of Ma-lac'-ca, Strait of Sun' -da, 1 Noted for its tin ; yielded in 1844 over 4,000 tons. 2 Speak of the terrible volcanic eruption which took place in 1815. 3 The largest of the Sandwich Islands. It contains a remarkable volcano, the crater of which is a huge pit in the plain. At night, the whole expanse is illuminated by immense pools of boiling red- hot lava. * A small mountain island ; summit covered with luxuriant vege- tation. Give an account of the " mutineer" colony on it. 5 " The Gem of the Pacific " j the natives have been converted to Christianity by missionaries. 50 WHITE'S CLASS-BOOK. Gulf of Car-pen-ta'-ri-a, Blue Mount'-ains, Spen'-eer'sGiiif, Lake Tor'-rens. Tor'-res Strait, ^ Bass Strait, CITIES. Cooke's Strait, Ma-nil'-la, 140,000 Bay of Plen'-ty. Sjd'-ney, 120,000 Ba-ta'-vi-a, 118,000 RIVEKS, MOUNTAIN, ETC. Mel'-b^rne, (u) 100,000 Mur'-ray Riv'-er, Ho'-bart Town, 25,000 Dar'-ling Riv'-er, Hon-o-lw'-l^, (oo) 7,000 MATHEMATICAL GEOGRAPHY. To THE TEACHER : In teaching this difficult subject, great pain-s must be taken to assist the imagination in forming true and living conceptions. The form and size of the earth, its revolution on its inclined axis, its majestic sweep round the sun, the plane of its orbit, etc., must be seen by the mind's eye, or the problem of the seasons, and the vari- ation in the relative length of day and night must remain unsolved. Such instruction requires a skillful use of the globe, and advanced pupils. It is not a child's task. There are, however, certain im- portant facts in regard to the manner in which the sun's rays strike the earth at different seasons of the year, with which pupils should be made familiar. Begin with those facts which lie within their observation. In what month is the sun nearest overhead at noon ? Why is the weather warm? When is the sun farthest from the zenith at noon? Why is the weather cold? During what season is the sun coming toward the zenith? When is it going from it? What, then, is the relative position of the sun at noon during each season of the year ? Which way would you go to get directly under the sun at noon ? How far must you- go ? Suppose you should reach the Tropic of Cancer on the 21st of June, which way would your shadow fall at noon? Where would the sun be? MATHEMATICAL GEOGRAPHY. 51 Suppose now you were to travel so that the sun may be directly overhead each day at noon, which way would you go? When would you reach the equator? When the Tropic of Capricorn? Which way would you now go? When would you again cross the equator? When would you reach the Tropic of Cancer? How long since you left it? How many times have you crossed the equator during the year ? In what months ? What is true of the relative length of day and night at these periods? Can you now tell why this line (pointing to it) is called the equator? Which way would your shadow fall at noon if you lived in Quito in August? In April? Now, if the rainy season follows the sun, (as it does,) how many rainy seasons would there be near the Tropic of Cancer ? At the equator ? In a similar manner, the apparent position of the sun at noon to a dweller in the South Temperate and the Frigid Zones, and the connection between the sun's rays and the Tropic and Polar Circles, may be familiarized. The connec- tion between climate and latitude may also be pointed out. DEFINITION'S OF TERMS, ETC. What is the Earth ? Tropic of Cancer ? Form of the Earth ? Tropic of Capricorn ? Surface ? Tropics ? Diameter? Polar Circles? Circumference? Parallel Lines? Axis of the Earth? Meridian Lines? Motions of the Earth ? Latitude ? Poles? Longitude? Equator ? Zones ? Give the Latitude and Longitude of Cincinnati, Odessa, Boston, Canton, Washington City, Calcutta, , New Orleans, Pekin, Columbus, Cairo, Chicago, Cape of Good Hope, Quebec, . Santiago, Paris, Quito, Borne, San Francisco, St. Petersburg, Cleveland. 52 WHITE'S CLASS-BOOK. THE SIZE OF THE EARTH. Diameter, 8,000 miles. Circumference, 25,000 " Area or Surface, ..... 200,000,000 sq. m. Land Surface, ...... 50,000,000 " Water Surface, 150,000,000 " EXTENT AND POPULATION. AREA IN SQ. MILES. TOTAL POPULATION. POP. TO SQ. M. North America, . . South America, . Europe, 8,000,000 7,000,000 3,700,000 47,000,000 17,000,000 278,000,000 7 2J 75 Asia, ..... 16 000 000 558 000 000 35 Africa, 11,000,000 80,000,000 7 Oceanica, .... 4,300,000 24,000,000 5* Total, .... 50,000,000 1,000,000,000 20 EXTENT OF THE OCEANS. MILKS LONG. MILES WIDE. ARK A IN SQUARE MILES. Atlantic, . . . . Pacific, . . . . Indian, . . Arctic, or Northern, 8,000 11,000 5,900 2,000 to 7,000 7,000 4,000 35,000,000 80,000,000 20,000,000 3,000,000 Antartic, or South- ern, . 10,000,000 Other bodies of wa- ter. . 2,000,000 Total, . . . . 150 000,000 NOTE. The above statistics are given in round numbers, and are sufficiently accurate for practical purposes. GENERAL REVIEW. 53 GENERAL REVIEW. GIVE THE BOUNDARIES OF THE FOLLOWING COUNTRIES ! The United States, England, Central America, China, Venezuela, Birmah, Chili, Hindoostan, Peru, Persia, Sweden, Turkey, Austria, Tripoli, Spain, Egypt, France, Soudan, Prussia, Cape Colony. . LOCATE THE FOLLOWING SEAS : Caribbean, Yellow, Polar, China, Black, Okhotsk, Marmora, Aral, Baltic, Red, North, White. LOCATE THE FOLLOWING PENINSULAS: Alaska, Scandinavia, Yucatan, Corea, Patagonia, Kamtschatka, Crimea, Asia Minor. LOCATE THE FOLLOWING GULFS AND BAYS : James' Bay, Casco Bay, Bay of Honduras, Narragansett Bay, Bay of Fundy, Delaware Bay, Gulf of Georgia, San Francisco Bay, 54 WHITE'S CLASS-BOOK. Gulf of Darien, Gulf of Tonquin, Bay of All Saints, Bay of Bengal, Gulf of Lyons, Persian Gulf, Bay of Biscay, Gulf of Guinea, Gulf of Finland, Gulf of Carpentaria. WHERE ARE THE FOLLOWING STRAITS? Bellisle ? Otranto ? Mackinaw ? Bosphorus ? Florida ? Malacca ? Magellan ? Babelmandeb ? Dover ? Bass ? WHERE ARE THE FOLLOWING CHANNELS AND SOUNDS ? Long Island Sound? The Cattegat? Pamlico Sound? Ch. of Tartary ? North Channel ? Ch. of Mozambique ? LOCATE THE FOLLOWING MOUNTAINS : Alleghany, Pyrenees, Mt. Hecla, Vol. of Etna, Vol. of Popocatepetl, Altai, Cascade Range, The Ghauts, Andes, Caucasus, Ural, Atlas, Balkan, Snow. GlVE THE SITUATION OF THE FOLLOWING ISLANDS: Iceland, Ionian, St. Helena, Southampton, Hebrides, Azores, Cape Breton, Zealand, Sandwich, Jamaica, Loffoden, Society, Vancouver's, Formosa, Java, Jonnnes, Ceylon, Tasmania, Wellington, Jesso, Papua, Corsica, Nova Zembla, Trinidad. GENEKAL KEYIEW. 55 LOCATE THE FOLLOWING CAPES: Farewell, Frio, Cambodia, Prince of Wales, Cod, Comorin, St. Lucas, Matapan, North East, St. Antonio, Finisterre, Bon, Horn, Land's. End, Verd. LOCATE THE FOLLOWING LAKES : Great Slave, Maracaybo, Onega, Great Salt, Titicaca, Tchad, St. Clair, Wenner, Baikal, Champlain, Geneva, Balcash. LOCATE THE FOLLOWING RIVERS: Ottawa, Colorado, Hudson, Wabftsh, Red, Orinoco, Parana, Danube, Dneiper, Po, Tagus, Seine, Indus, Obi, Euphrates, Niger, Nile, Orange. NAME AND LOCATE ALL THE RIVERS OF THE FIRST CLASS (2,000 miles long and upward,) FOUND IN North America, Europe, Africa. South America, Asia, NAME AND LOCATE ALL THE RIVERS OF THE SECOND CLASS (from 1,500 to 2,000 miles long,} FOUND IN North America, Europe, * Africa. South America, Asia, NAME AND LOCATE ALL THE RIVERS OF THE THIRD CLASS (from 1,000 to 1,500 miles long,) FOUND IN North America, Europe, Africa. South America, A s ^ a ? 56 WHITE'S CLASS-BOOK. GIVE THE SITUATION OP THE FOLLOWING CITIES : Montreal, Valparaiso, Lyons, Liverpool, Odessa, Smyrna, Bombay, Fez, Vera Cruz, Columbus, Cincinnati, Glasgow, Cologne, Bremen, Jerusalem, Ispahan, Cairo, Toronto, Cleveland, Havana, Quito, St. Petersburg, Bordeaux, Cork, Canton, Jedo, Manilla, Louisville, Vienna, Chicago, Belfast, Mobile, Leeds, Columbus, VOYAGES. Warsaw, Detroit, Nankin, Havre, Albany, Sevastopol, Oporto, Pittsburg, Baltimore, St. Louis, Naples, Palermo, Moscow, Paris, Rome, Mecca, Washington. KEMARK. The Teacher will find the following an interesting way of testing the pupil's knowledge of Local Geography. Other voy- ages can be proposed. The Teacher should insist on accuracy and method. What course would you take, on what waters would you sail, and ivliat cities, capes, and islands would you pass, in a voyage from Cleveland to Chicago? Pittsburg to Washington? Detroit to St. John (Nd.) ? St. Paul (Min.) to Fond du Lac (Lake Sup.) ? New York to San Francisco ? Milwaukee to New York (by Erie Canal) ? Philadelphia to Baltimore ? Albany to Bangor? Philadelphia to Cincinnati ? Pittsburg to Dubuque (Iowa) ? GENERAL KEVIEW. Providence to Quebec ? Cincinnati to Liverpool ? Liverpool to Paris ? Paris to St. Petersburg ? St. Petersburg to Sevastopol? Sevastopol to Trieste ? Trieste to Lyons ? Lyons to Bremen ? Bremen to Dublin ? Dublin to Cologne ? Cologne to Calcutta? Calcutta to Nankin ? Nankin to Muscat? Muscat to Sydney? Sydney to San Francisco ? San Francisco (by the Isthmus) to Cincinnati? ROUTES OF TRAVEL. REMARK. The following are designed for advanced pupils. Other routes, extending from the home of the class to different parts of the country, can be added at the pleasure of the Teacher. Over ivhat railroads, canals, rivers, and other bodies of water would you pass in a DIRECT route from Cleveland (via Buffalo) to New York ? New York to Columbus ? Columbus to St. Louis ? St. Louis to Washington ? Washington to Pittsburg ? Pittsburg to Cincinnati? Cincinnati to Philadelphia? Philadelphia to Detroit? Detroit to Chicago ? Chicago to Louisville ? Louisville to Toledo ? Toledo (via New York) to Boston? Boston (via Albany and Phila.^ to Washington ? From Washington home ? 58 WHITE'S CLASS-BOOK. PROMISCUOUS TEST QUESTIONS. REMARK. The following questions indicate the character of the written tests to which classes should be subjected in advancing from one map to another. The questions should admit of a definite answer. IN what direction is Iceland from the North Pole? Aus- tralia from the South Pole ? Which is the longer, the axis of the earth or its equatorial diameter? Is the Tropic of Cancer a great or small circle? Why? What two circles limit the North Temperate Zone ? How many degrees in width is the Torrid Zone ? If the earth's axis was inclined 30, instead of 23J, how wide would the Torrid Zone be? The Frigid Zones? The Temperate Zones ? In how many and what zones is Africa situated? What was the time of day in China, when you came to school this morning? Which has the longer day in summer, Quebec or Cincinnati ? Which pole of the earth is now in continual darkness ? What will be the position of the sun at noon to-day to an inhabitant of Quito? Of Havana? Of llio Janeiro? In what direction does the shadow of objects in the South Tem- perate Zone fall at noon ? How many times in each year is the sun directly over the Tropic of Cancer ? The equator ? When ? What is true of the relative length of day and night when the sun is over the equator ? If the earth's axis was not inclined, over what line would the sun be through- out the entire year? Would there then be any change of seasons ? - Have all parts of the Temperate Zones the same average temperature ? Explain. Name two circumstances which affect climate. Why has Lima a more temperate climate than Callao, its seaport? Which has the milder winter, Que- bec or Paris ? How many square miles of area has Asia? N. America? How many inhabitants on the globe ? Which Grand Division TEST QUESTIONS. 59 is most densely populated ? How many inhabitants has it tc a square mile? Which hemisphere has the greater water surface ? On which side of the Equator is the greater land surface ? What is meant by the latitude of a place? What is the latitude of Washington? Of Rome? Of New Orleans? How many degrees of latitude iiiiy a place have? How many degrees of longitude? In what zone is an island situated 70 N. latitude? In which hemisphere is an island situated 65 W. longitude ? What is the difference between an island and a peninsula? Wliat is a table-land? W T hat is the difference between a mountain group and a mountain chain ? When is a strait called a sound ? What is the difference, if any, between the channel of a river and its valley ? May a river have a nar- row channel and a wide valley ? Explain. In what portion of the United States does the Irish potato grow best (northern, central, or southern)? The sweet po- tato? Tobacco? Name the three principal cotton growing states. From what countries do we import coffee ? In which grand division is the ostrich found? The condor? The lion ? The monkey ? What kind of g\ain forms most of the food of the Chinese ? What minerals are found in abund- ance in the United States? What body of water separates Long Island from Connecti- cut? What river flows between New Jersey and Pennsyl- vania? W T hat river forms the outlet of Lake Huron? W r hich territory is situated on both sides of the Rocky mountains? Which state is on both sides of the Mississippi river ? Name six rivers that flow into the Ohio river from the south and soufch-east? What city in Maine on Casco Bay ? Draw an outline map of Ohio. Write the boundaries of Pennsylvania? Where is Buffalo? W T hat strait separates Labrador from Newfoundland? Name two islands in the southern part of the Gulf of St. Lawrence. What peninsulas on the coast of North America? Which extends in a northerly direction? Which coast of North America has the wanner climate, the east or the west? Where is Southampton Island? Name two cities in Canada 60 WHITE'S CLASS-BOOK. on Lake Ontario. Describe the surface of Mexico. Locate a table-land in North America. Where is Vera Cruz ? Lake Chapala? Lake Nicaragua? Js the greater part of South America north or south of the equator? What country in South America has no sea-coast? What country, if any, separates Peru from Chili? What island is situated at the mouth of the Amazon river ? What strait is at the southern extremity of Patagonia? Where are the plains called Pampas situated? What do you know of the pampas? Name the principal branches of the Am- azon. What wild animals are found in South America? Draw an, outline map of that portion of South America situated north of the equator. What peninsula in Europe extends north? Name three peninsulas in Europe washed by the Mediterranean Sea. What four seas border on European Turkey? What three gulfs are connected with the Baltic Sea? What countries of Europe border on the Baltic Sea? Name four, of the princi- pal rivers of France? Into what body of water does the river Rhine flow ? What countries of Europe are crossed by the Arctic Circle? Name two mountain chains in Europe which extend from north to south (nearly). Draw an outline map of Italy. What is the general direction of the mountain chains of Asia? Name three peninsulas on the eastern coast of Asia. Where is Lake Baikal? Name four large rivers that flow into the Indian Ocean. What country of Asia is mainly a vast plain? Name two seas that border on Arabia. What countries in Asia are crossed by the Arctic Circle ? What island at the southern extremity of Hindoostan ? Where is the city of Madras ? Draw an outline map of the Japan Islands. Where are the Atlas mountains? Name the most south- ern country of Africa; the most north-western. Name the principal rivers of Africa. Locate the river Nile (according to model). What do you know of this river? What wild animals are found in Africa ? What lake in Soudan ? On which side of the equator is the greater part of Africa ? What countries are crossed by the Tropic of Cancer ? Fn TEST QUESTIONS. 61 what zone is Cape Colony? Draw an outline of the western coast of Africa. In what zone is the greater part of Oceanica? What race of people inhabits Malaysia ? In which division of Oceanica is New Guinea? In what ocean is Polynesia, and of what does it consist? What is meant by a coral island? Is the surface of coral islands level or mountainous ? Which is the most important group of islands in Polynesia? What can you say of Pitcairn's Island. To which of the islands of Oceanica has Great Britain banished convicts? For what is Australia noted? Which of the grand divisions has the most irregular out- line (or coast) ? Which two are similar in shape ? Which contains the highest range of mountains ? Which the larg- est lake? Which the largest inland sea? Which are situ- ated in two zones ? Which in three zones ? Name the largest river in each grand division. Which ocean has the greatest commerce ? Which contains the greatest number of islands? What is meant by downward and upward? Does the sun always rise directly in the east ? At what season of the year does it rise farthest north ? During what season of the year is the earth nearest the sun? In what direction does the earth revolve on its axis ? If it turned in an opposite direc- tion, where would the sun rise? What evidence have we of the rotundity of the earth? What is the general direction of the mountain chains of the Western continent? Name three mountain ranges on the Eastern continent which extend nearly from north to south. What large rivers flow into the Pacific Ocean from the West- ern continent? From the Eastern? Write the boundaries of Indiana. Which of the United States borders on eight different states ? What two territories form the eastern boundary of California? What three terri- tories border on Kansas? What river crosses the northern part of Alabama? What bay in the southern part of Alabama? What five lakes border on Michigan ? What minerals are found in tho northern part of Michigan ? Name the four largest cities in 62 WHITE'S CLASS-BOOK. the United States in the order of their size. Name the four largest cities in the Mississippi valley in the order of their size. Which of the British provinces in North America is a peninsula? What peninsulas and island partly inclose the Gulf of Mexico? What do you know of the Gulf Stream? What influence has it on the climate of Western Europe ? Why is not the northern part of North America well adapted to agriculture? Name three large cities of South America situated on the western slope of the Andes. Why are these cities not situ- ated on the coast instead of on the mountains ? Do you see any thing to prevent the existence of large cities on the banks of the Amazon? Why has Patagonia no capital? What three countries does the island of Great Britain com- prise ? What bodies of water separate Ireland from Great Britain? England from France? What country in Europe has the greater part of its surface below the level of the sea ? Why is it not inundated? What country of Europe has no sea-coast ? What is the principal occupation of the inhabitants of Siberia? Why is not the northern part covered with forests? What separates China from the Chinese Empire on the north? For what is Mt. Ararat noted? Mt. Sinai? What wild animals are found in Hindoostan? What valuable animal lives among the mountains of Thibet? By what means do travelers cross the Great Desert ? Why is the camel better adapted for such a journey than the horse? From what country in Africa do we import leather? Ivory? What country of Africa is settled largely by freed slaves from the United States? In what zone or zones is Australia situated? In which part are the gold mines situated? From what island in Malaysfa do we get. coffee ? Tin ? What large islands of Oceanica are crossed by the equator? Sketch a map showing the relative situation of the zones, equator, tropics, polar circle and poles, and mark the latitude of each. What is the mouth of a river? What strait sepa- rates Asia from North America? Name the metropolis of TEST QUESTIONS. (13 Ohio; of Illinois. Name all the countries bordering on the Red Sea. What river separates Texas from Mexico ? What is an archipelago? What mountains between France and Spain? What lakes in Switzerland ? Mention a country which is made fertile by the annual overflow of a river. What are some of the principal fruits of the Torrid Zone ? In what direction is Washington from St. Louis ? Name and locate the largest city in each of the Western States. Name and locate the four principal capes of South America. Why is the central part of Asia colder than the central part of Europe ? What two rivers of Prussia flow into the Baltic Sea? Name the two chief islands of the Japan group. Locate the city of Calcutta. Where are the Ghauts mountains? Name two groups of islands near Scotland. What two countries are separated by the strait of Gibral- tar ? What gulfs indent Southern Europe ? Locate Rich- mond. Where is Memphis ? Vicksburg ? What three capes on the coast of North Carolina? What group of small islands north of Sicily? On what rivers would you travel in going from Nashville to New Orleans ? How many inhabitants are there in New York? On what river is Columbus ? Near the mouth of what river is Toledo ? Where is St. Paul situated? What river forms part of the boundary between Indiana and Illinois ? What is the capital of Iowa, and where situated? Write the boundaries of Ala- bama. What two rivers flow into San Francisco Bay ? What territory north and east of Oregon? What territories west of Texas? What is the capital of Canada? What is the capital of Cuba? In what direction from Hayti is Porto Rico? What countries in South America lie on the Pacific Ocean? What islands off the coast of Chili? Does Ohio lie further north than France? Where does the river Seine empty? What river separates France from Baden ? What mountains separate France from Sardinia ? On what river is Lyons? What is the latitude of St. Peters- burg? (Name the degrees.) On what river is Vienna? On what river is Rome ? 64 WHITE'S CLASS-BOOK. Where does the Thames empty ? Mention the two large manufacturing towns east of Liverpool. Mention the one on the railway between Liverpool and London Which way is Dublin from Belfast? What mountains in South Africa? Name three rivers in Africa. Where does the Niger river empty ? Through what countries would you pass in going by land from Constantinople to Calcutta? What large river in the western part of Hindoostan ? What two in the eastern part ? On what Water would you sail in going from Bombay to Cal- cutta? Where is Smyrna? What is the general course of the Amoor river, and into what does it flow? What city on the Yang-tse-kiang river? What group of islands north-east of Borneo ? Where are the Spice Islands ? Draw a map of England. What sea south-east of Russia? What mountain ranges in California? What river enters the Mozambique channel? Name the most northern province of Farther India. What bay in the north-eastern part of Wisconsin? What islands on the western coast of Greece ? Name five sounds of the United States. What river is the outlet of Winnebago Lake ? What lake near the center of New York? Name the most northern point of Michigan. Name the five largest islands of the Mediterranean Sea. How many states of the size of Rhode Island would Ohio make? What single states of the Union are as large as all New England? What is the area of New England? Of Missouri? Of California? Of Texas? How many times larger than Europe is S. America? N. America? Africa? Asia? What is the population of the United States ? THE END. UNIVERSITY OF CALIFORNIA LIBRARY THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW 2FebS2CF JUL 7 2001 30m-l,'15 YA 01092 UNIVERSITY OF CALIFORNIA LIBRARY APPROVED SCHOOL BOOKS, SPELLING BEADING. McGUFFEY'S NEW PRIMARY SCHOOL CHARTS 6 NOB. McGUFFEY'S NEWLY REVISED ECLECTIC SPELLING BOOK . . 16 Mo. cGUFFEY'S NEW FIRST ECLECTIC READER . . . . 16 Mo. McGUFFEY'S NEW SECOND ECLECTIC READER ... 16 Mo. MeGUFFEY'S NEW THIRD ECLECTIC READER . . . . 16 Mo. McGUFFEY'S NEW FOURTH ECLECTIC READER .... 12 Mo. McGUF^EY'S NEW FIFTH ECLECTIC READER . . . .12 Mo. McGUFFEY'S NEW SIXTH ECLECTIC READER . . . . 12 Mo. McGUFFEY'S NEW HIGH SCHOOL READER . , . . . , 12 Mo. McGUFFEY'S NEW JUVENILE SPEAKER . . . . . . 12 Mo McGUFFEY'S NEW ECLECTIC SPEAKER 12 Mo. ARITHMETIC ALGEBRA. RAY'S ARITHMETIC, FIRST BOOK (PRIMARY) . . . . 16 Mo. RAY'S ARITHMETIC, SECOND BOOK (INTELLECTUAL) . . ' 16 Mo. RAY'S ARITHMETIC, THIRD BOOK (PRACTICAL) ... 16 Mo. KEY TO RAY'S PRACTICAL ARITHMETIC . . . . . . 16 Mo. 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