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 CHICO STATE NORMAL SCHOOL 
 
 BULLETIN No. V 
 
 PART I 
 
 MAP GEOGRAPHY 
 
 PART II 
 
 JOURNEY GEOGRAPHY FOR 
 BEGINNERS 
 
 STUDLEY 
 
 ^1&Sl&S«&Sg^SliS^ 
 
Copyright, 1912 
 C. K. Studley 
 
CHICO STATE NORMAL SCHOOL 
 
 BULLETIN No. 5 
 
 PART I 
 
 MAP GEOGRAPHY 
 
 A COURSE OF STUDY AND 
 TEACHERS' MANUAL 
 
 BY 
 
 C. K. STUDLEY 
 
 Supervisor of Geography, Chico State Normal School 
 
 SACRAMENTO 
 FRIEND WM. RICHARDSON -------- Superintendent State Printing 
 
 1912 
 
(3lS63 
 
PRLFACL. 
 
 This is the first of a series of bulletins on the subject of Geography to be 
 gotten out by the Chico State Normal School. This series has been prepared 
 for distribution after numerous and urgent requests have been received 
 asking for such a work. These requests have come directly from the teachers 
 of the State and indicate a want that has not been supplied. 
 
 Part I consists of methods and devices for the systematic teaching of Map 
 Geography. Its main purposes are, (1) to save the time and energy of the 
 teacher; (2) to put the material into such shape that it can be readily 
 grasped, retained, and reproduced at will by the pupils. While it may be 
 used independently, it is designed to accompany others that are to follow 
 and forms an integral part of the Course of Study in Geography as set 
 forth in the entire series. 
 
 Part II, Journey Geography for Beginners, is based primarily upon 
 eighty-five tersely stated topics intimately interwoven with Map Geography 
 as presented in Part I, so that together they will leave a vivid impression of 
 the region studied, together with some of the most important facts about 
 it. References to supplementary books have been so arranged that the 
 teacher will be able to give the course from them. At the same time she will 
 have material left to assign as -seat work following each portion of the 
 journey covering the parts of the earth that are best known by people in 
 the world at large. Such localities as we see mentioned in the newspapers ; 
 such localities as we hear spoken of in friendly intercourse among people 
 who are not specialists in this particular subject. These people have inter- 
 ests in the world because it is the "Enduring home of man" and is worthy 
 therefore of such interest. 
 
 The future plans for this series are as follows : ( 1 ) A Course of Study in 
 Geography for the Fifth and Sixth Grades which is based upon the State 
 Series Introductory Geography. It consists, first of all, of a quite complete 
 exposition of the method of presenting the Home Geography so that it will 
 be more easily handled by the teacher and will also be more profitable to the 
 pupil. The remainder will be primarily a suggestion as to the topics to be 
 considered, together with their time value, supplementary references and 
 points to be emphasized. Where it is deemed best, the method of handling 
 the topic will be indicated. 
 
 (2) A Course of Study in Geography for the Seventh and Eighth Grades 
 based upon the State Advanced Geography and following practically the 
 same lines as the one for the Fifth and Sixth Grades. 
 
 These have all been used, tested, and revised as occasion demanded, and 
 are the outgrowth of the work in the Elementary Department of the Chico 
 State Normal School. They are designed as a guide to the content of a 
 complete course in Geography and as a labor-saving device for the teachers, 
 Avho ordinarily has more than she can do Avithout overtaxing her nervous 
 supply. It is hoped, therefore, that the teachers into whose hands they may 
 fall will not be at all backward in cooperating in such a way as to make 
 
 (3) 
 
 251761 
 
this work hidre' arid' more' rreipfirl' to the teachers, and thus a real aid in 
 obtaining practical results. 
 
 The methods and devices contained in this Bulletin have been tested in the 
 Elementary Department of the Chico Normal School. Part I has also been 
 tested in the San Francisco Normal School and in the schools of the State 
 at large. 
 
 Any comments or questions concerning any portion of this Bulletin will 
 be gladly received so that it may be known wherein lies the trouble, if any 
 should arise in the use of the Bulletin. 
 
 Part I of this Bulletin has as its foundation Bulletin No. 4 (New Series) 
 of the San Francisco State Normal School, but has been changed in various 
 places, and had portions added so as to make it, if possible, more helpful 
 and nearer the ideal of such Geography work. In Part II it has been care- 
 fully correlated with certain interesting facts about each locality, thus 
 broadening its scope, increasing its usefulness, and insuring its permanency. 
 By means of the map drill and the descriptive lesson, the locality becomes a 
 real, clear visualization. 
 
 (4) 
 
CONTENTS. 
 
 Page. 
 
 Introduction : 6 
 
 Plan for the Work 8 
 
 Course in Map Geography 12 
 
 Meaning oe Map Symbols 12 
 
 The Earth as a Whole (first time over) 14 
 
 North America (first time over) * '. IS 
 
 Outline Map Sketching 18 
 
 Pronunciation of Names 19 
 
 Visualizing Locations 19 
 
 Drill in Visualizing of Locations 19 
 
 The Test 21 
 
 The Review 22 
 
 Exercises for Seat Work , 22 
 
 South America (first time over) 25 
 
 Africa (first time over) 26 
 
 Australia and Pacific Islands (first time over) 27 
 
 Asia (first time over) 28 
 
 Europe (first time over) 29 
 
 United States (first time over) 31 
 
 California (first time over) l 33 
 
 The Earth as a Whole (second time over) 34 
 
 North America (second time over) 36 
 
 South America (second time over) 37 
 
 Africa (second time over) 38 
 
 Australia and Pacific Islands (second time over) 39 
 
 Asia (second time over) 39 
 
 Europe (second time over) 40 
 
 United States (second time over) 41 
 
 California (second time over) 43 
 
 Review Work for Sixth, Seventh, and Eighth Grades 45 
 
 (•'») 
 
INTRODUCTION. 
 
 Two sorts of results should flow from a well-taught course in geography : 
 First, the pupil should gain clear visual images of the location, relative 
 position, and shape of a considerable number of geographical features; 
 second, he should be given certain broad and intelligent appreciations of 
 certain regions of the earth, aspects of nature, and affairs of men. Under 
 the first subdivision would fall the map visualization, common to us all, 
 of the Sahara Desert in its proper location in northern Africa. Under the 
 second classification would fall that general idea of the Sahara which we 
 all have when the name is left to the freedom of our mental fancy ;' a vast 
 waste, parched, sandy, sometimes rugged, of tener a plain ; visited by sand 
 storms; here and there relieved b}' oases; the wide home of swarthy and 
 warlike nomad tribes; overpassed with difficulty by caravans of camels; a 
 region of. mystery and strange adventure and thrilling story. To ask which 
 of the conceptions of the Sahara, — the visual picture of it in its geographical 
 locations, or the more broadly cultural conception of it with all its typical 
 associations, — is the more important, is a vain inquiry. Both of them are 
 fundamental to common intelligence on the subject. And the fact that the 
 cultural conception is the one more pleasing to the fancy, more filled with 
 thought-starting and picturesque details, and more stimulating to our 
 emotions does not prove by any means that it is the more commonly 
 employed by us in meeting the knowledge standards of ordinary intelligent 
 intercourse. The staid and drab-toned visualization that we have of the 
 Sahara, as a somewhat definite area located just so in its relations to Africa 
 and the w r orld at large, may prove our most useful conception of the region. 
 
 Since both are necessary to sound educational adjustment to the demands 
 
 of intelligent living, there is little to be gained by asking whether the 
 
 knowledge of commonly known locations or the cultural grasp of such areas 
 
 and conditions, as stand amid rich associations in the minds of educated 
 
 people, is the more important end of geography teaching. One must know 
 
 definitely where the city of New York is located in order to pass the world 's 
 
 examination in elementary geography; and the same examination demands 
 
 that we should know that city as a great seaport metropolis, with its miles 
 
 of ship-lined docks, its hundreds of great vessels in the stream, its roaring 
 
 j streets, cliff -like buildings, and enormous urban and suburban traffic. That 
 
 J teaching is defective which fails to give the pupil a clear mental picture of 
 
 /> its location, or a rich, real conception of the city in its commonly knoivn 
 
 "" aspects. 
 
 We no longer question the value of Map Geography as applied not only 
 to the teaching of Geography but also to the teaching of History, and, to 
 the world at large. The query that reaches us and demands attention is, 
 ' ' How can it best be presented ? " In what ways can we give to the pupils 
 that clear, accurate and everlasting image of the earth and places upon its 
 surface that comes at will, and shows us a true picture of any or all parts 
 of the earth's surface with their relation to other parts. 
 
 (6) 
 
Many of us have sat down in the past and faithfully memorized line after 
 line of some beautiful poem, or paragraph after paragraph of prose, that 
 was deemed good for us by our elders and teachers. "We have repeated the 
 words over and over in the attempt to fix them in our mentality. But in 
 the majority of cases we little knew or cared what the words we were 
 repeating really meant. We have drilled many weary hours over a word 
 location in Geography with about the same result. We could rattle off the 
 sentences by the yard and they meant to us just so many words. We could 
 tell that ''the Amazon River rises in the Andes Mountains, flows east 
 through the central part of South America and empties into the Atlantic 
 Ocean, ' ' but if sent to a map of the world we were about as apt to point out 
 the Orinoco or the Rio de la Plata as we were to point out the Amazon. 
 Had we been sent to the map to trace out the Amazon, or seen others trace 
 it out, till we could shut our eyes and see on the map of South America the 
 long sinuous line growing wider and wider as it found its way toward the 
 point where it was merged with the faint blue of the map, that we well knew 
 represented the Atlantic Ocean, our image would have been so indelible that 
 years after we could not but see that same picture whenever the name 
 ■ ' Amazon River ' ' was mentioned. We all agree that what is desired in this 
 day and age is accuracy, and as a matter of fact it is not only desired but 
 absolutely demanded. We know that accuracy involving the multiplication 
 table depends upon the accuracy with which the person has learned this 
 table. We also agree that he can learn it only by drill ; long continued. In 
 other words, there is no "royal road to learning." The secret is drill, 
 drill, test, review, drill, drill, not once but many times repeated. This is 
 just as true in Map Geography as in any other subject and no one can escape 
 it. Drill till the location is learned and then review often enough to retain 
 it easily and accurately. 
 
 The combining of this drill with such active life interests as will appeal 
 to the children will tend to make the image more vivid and consequently 
 more permanent. (See Part II of this Bulletin.) 
 
 (7) 
 
A PLAN FOR THE WORK. 
 
 The regular work of the course in map geography as planned in the 
 following pages requires two periods per week throughout two years. In 
 city schools each period should be from thirty to forty minutes in length so 
 as to provide for silent section seat work and class recitation work, each of 
 fifteen or twenty minutes' duration. Opportunity for the division of large 
 classes into two sections is thus given, one section to be busy with seat work 
 while the other is engaged in class exercises. A plan for such division is pro- 
 posed on page 14, and seat work for the silent section is suggested through- 
 out the course and on pages 22-24. In ungraded schools, where periods 
 for recitation are necessarily much shorter than in city schools, class recita- 
 tion work in map geography may be well done during two fifteen-minute 
 periods per week. Not less than two fifteen-minute periods of seat work in 
 map geography should supplement this recitation work.* (See pages 22-24 
 for suggestions as to seat work.) The descriptive geography work will 
 make its own progress along its own lines as laid down in the other Bulle- 
 tins of this series, and can be cared for in the remaining. time allotted to 
 the work in geography. At the completion of the regular course in map 
 work (usually at the end of the fifth year) a system of cumulative reviews 
 is arranged to continue throughout the remaining years of the grammar 
 school course. (See Part II, Journey Geography for Beginners.) 
 
 The two-year map geography course is planned to begin with the lowest 
 grade in which geography is taught. This means that in most of our schools 
 it should be commenced with the fourth grade. It is planned that it shall 
 be taken up in connection with certain interesting material as laid down in 
 Part II of this Bulletin, so that these bits of information about the real 
 activities connected with the features located will tend to make the visuali- 
 zation more real and consequently more lasting. If the classes acquire clear 
 impressions of locations during the first years of their geography work, 
 the teacher will in the long run more than save the time spent in develop- 
 ing them because of the increased grasp and intelligence that they give 
 the pupils in the descriptive and physical geography to follow. Moreover, 
 children as young as those of our fourth and fifth grades quickly acquire 
 the visual images of map relations which are the object of the course, and 
 the game element so prominent in the drill exercises of this work makes a 
 strong appeal to them. 
 
 The first step in the work should be a clear interpretation to the class of 
 the meaning of maps and map symbols. The pupils must be brought to 
 see behind the printed buff and green, the black lines and dots, and to realize 
 that mountains and valleys, rivers and cities are the realities involved in 
 their work. A slight modification of Chapter XI of the State Series Intro- 
 
 *The ingenious teacher in a rural school will And no difficulty in arranging so that 
 several classes may be combined in this map geography work. This will require that the 
 order of the topics be recast to suit conditions. Care must be taken in such a combination 
 of classes lest some pupils miss or unduly repeat certain parts of the work. 
 
 (8) 
 
ductory Geography will be found adequate for this purpose. It should be 
 remembered that anything like a full realization of the meaning of map 
 characters is not to be expected until the descriptive work is done. Even 
 then experience and travel and mature associations are necessary to round 
 out the conceptions. The purpose of the course in map geography is to 
 give a series of strong, correct and lasting mental map pictures of certain 
 features in their principal relations, with a background of ideas whereby 
 the map symbols may be interpreted. But a full knowledge of the realities 
 symbolized in the map images must be largely a growth from further school 
 work and life experiences. 
 
 Ease in passing from the Mercator to the polyconic projection is to be 
 specially dealt with in the first map work where the earth as a whole is 
 taken up. Here the pupil passes from the globe to the peeled surface of 
 the globe as shown on the maps of the two hemispheres, and then to the 
 Mercator map of the world. The outline maps of the various continents 
 taken up in the course should all be based on the polyconic projection. 
 This is the standard projection for ordinary reference maps, and we are. 
 therefore, more familiar with the shape and position of areas as shown 
 upon it. The text maps of the continents, referred to in the following pages, 
 as well as the Chico State Xormal School Outline Maps are of this type. 
 
 The outline map sketching prescribed when each new unit is taken up 
 is of the first value and deserves more than a passing mention. Its principal 
 result is that it gives the pupil a clear-cut mental picture of the outlines 
 of the various continents, by forcing him to depend upon his memory of 
 what each outline is like rather than upon its representation on the text map. 
 or on the map hanging against the wall. In order to sketch a fair outline 
 of North America without recourse to any model the pupil must have 
 acquired a mental model. Besides, this sketching practice adds to the 
 visual image a motor image which is of substantial value in deepening and 
 making permanent the impressions received through the eyes. In this 
 work mechanical devices and outline frameworks are undesirable aids. It 
 is not a perfect map that is to be sought, but rather a clear mental impres- 
 sion of the general configuration of the outline. Such an impression to 
 be worth while must consist in a clear visualization of the area itself and 
 not in the remembrance of certain drawing rules and construction lines. 
 Such rules and lines render unnecessary the clear visualization of the outlim 
 and in part usurp its place. A point later mentioned, but of such import- 
 ance as to merit emphasis here, is that the model outlines and the outlines 
 sketched by the pupils should not be crowded with a perplexing host of 
 minor sinuosities. The characteristic features alone are to be included. 
 On the other hand, the lines should never be stiff and rigid (save where 
 properly following some parallel or meridian), but should have the yielding 
 irregularity of any coast line or river. 
 
 All the drill and testing should be done on maps void of the names of 
 the features. Otherwise, in making locations the pupil will find it impossi- 
 ble to keep his eye from searching for the name printed on the map, whereas 
 he should be searching his mental picture of the map for the exact position 
 desired. It will be hard to get a pupil to depend on his mental vision of 
 St. Louis in its proper place on the map of the United States while locating 
 
 (0) 
 
that city on a lettered map. Of course, when first learning the location of a 
 place the pupil may very properly have recourse to a map with names upon 
 it. This is provided for in the following first location exercises in which the 
 text-book maps are to be used. But after the first visual impression is 
 gained, the work proceeds to deepen and fix that impression by requiring 
 him to make correct location of the feature upon a map without names. In 
 no case should exercises systematically involving the use of oral statements 
 of location and unaccompanied by actual location drill on maps be permitted 
 to occupy the class. Such oral statements are not of value in sharpening the 
 visualizations, and if persisted in will result in a gradual indifference to and 
 a final fading out of the picture image. The word image will take its place, 
 as it so often does in our map work at the present time, and the whole pur- 
 pose of the course will have been defeated. It should be remembered that 
 any one with a clear visual memory of the location of any feature, — say of 
 the Nile River, — will have no difficulty in describing that location in words. 
 But ability to describe a location in words does not mean the ability to 
 visualize it. 
 
 A natural question is, "How will children in the fourth and fifth grades 
 stand the constant formal drill involved in systematic work in map 
 geography ? Will they not become tired of its monotony ? ' ' The answer is, 
 There is no reason for it to be monotonous ; and with an ordinary degree 
 of skill and care on the teacher's part the pupils will maintain a keen inter- 
 est in it. Every teacher knows that children like to do what they can 
 do well. They have a zest for the piece of work that they can perform 
 smoothly and with credit to themselves, and all the work in map geography 
 is of this sort. If the course is faithfully taught, any child not positively 
 defective will soon be in possession of a considerable number of accurate 
 visual memories of many different features,— so many that he will be 
 pleased and surprised at the extent and sureness of his knowledge. To go 
 smoothly and in a few seconds over an unlettered map, pointing out and 
 naming a score of known features, becomes a pleasant reaction to the sense 
 of confidence and pride that the pupil has in his abilities. Besides, the 
 drills are not of a single sort. Many forms of map exercises are suggested 
 in the following course and others quite as good will doubtless suggest 
 themselves to many teachers. Each of these exercises has some of the 
 characteristics of a game, calling as it does for skill, readiness, certain 
 knowledge, and alert wits. Each, moreover, has as its central incentive the 
 spur of emulation, of competition in well-doing, the standard being perfec- 
 tion. The match may be introduced between sections as a stimulus to 
 interest, as often as it is needed. Joint matches betAveen classes and try-outs 
 for school exhibitions may be introduced. 
 
 The old objections to emulation, namely, that such an incentive stimulates 
 those who do not need it, depresses still further those who are already 
 behind, and arouses harmful emotions in all, has little force when applied 
 to the method of these locative drills. The emulation is not so much between 
 pupils as between each pupil and perfection. Besides, there is no occasion 
 for poor pupils in this work. Any fourth or fifth grade child not abnor- 
 mally below standard can easily be perfect. Test has shown that where the 
 work has been well done, a whole class will review the locations of the 
 
 (10) 
 
features involved in a unit without a single error. If the test made at the 
 close of the work of each unit shows over one per cent of error, the faulty 
 work should be done over by those who need it. 
 
 When it is apparent to the teacher that some of the pupils can go faster 
 than the remainder, she should divide the class into A and B groups. Each 
 group can then make progress according to its ability. 
 
 In classes of over twenty-five pupils division into sections should be made, 
 even if there is no material difference in the abilities of the children. This 
 will make it possible for the teacher to sustain a close interest and constant 
 activity on the part of every pupil in the work in hand. In classes so 
 divided, each section will spend half of the time devoted to each period of 
 map geography at some sort of seat exercise and half the time in class reci- 
 tation work. Thus, during the first twenty minutes the A section will be 
 engaged in class recitation while the B section has seat work, and during 
 the last twenty minutes B section will be reciting while A section is silent 
 at seat exercises. 
 
 The two days on which map geography is taught should fall together and 
 should not separate the three remaining days on which the descriptive 
 geography is taken up. Thus Monday and Tuesday, or Thursday and Fri- 
 day should be given to this course. 
 
 After the completion of the regular two-year course in map geography, 
 (normally at the end of the fifth year) , the work is not to be dropped. Once 
 dropped it will be forgotten. All of us are aware of masses of facts which 
 once seemed well within the possession of our memories, but which are now 
 dead to all recall. If such should be the result of the work in map geography 
 the course will have been a failure. It is not the purpose of the work to give 
 merely temporary visualizations, but, rather, to equip the pupil with a 
 permanent stock of mental map pictures. To this end orderly, systematic 
 reviews must be kept up, not depending on chance or inspiration, but follow- 
 ing a regular scheme. It is a good plan to review each section within two 
 weeks after completing it as the first visual image is apt to begin to fade if 
 left beyond this time. One forty-minute period every two weeks through- 
 out the remaining years of the pupil's school work should be devoted to 
 review exercises in map geography. In rural or ungraded schools this may 
 be made one fifteen-minute period each week. This systematic review work 
 will provide for a complete recall of each of the locative visualizations not 
 less often than twice each school year. In no other way can their per- 
 manency in the minds of the pupils be assured. 
 
 (11) 
 
COURSE IN MAP GEOGRAPHY. 
 
 THE MEANING OF MAPS AND MAP SYMBOLS. 
 
 The first work should be to explain the meaning of maps and map symbols. 
 Show a large wall map of California or the United States to the class. Point 
 out rivers, cities, mountains, lakes, and seas. Show that all rivers are repre- 
 sented in one way, oceans or other large bodies of water in another, moun- 
 tains by certain symbols and so on. If the map used is a political map, 
 explain why the different political divisions have various colorings. If a 
 physical map, explain the uniform use of one color for highlands and an- 
 other for lowlands. From this preliminary work the class will get some 
 inkling of what maps are, and what they are about to learn will apply itself 
 to the further interpretation of the map that they have examined. 
 
 Next, take up the text explanations (State Series Introductory Geography, 
 pages 109-114)* and develop the chapter as follows: What are maps for? 
 For what are they used ? Could you draw a map of the top of your desk ? 
 Of the school j^ard ? Of the whole valley ? Could each of these be drawn on 
 a small piece of paper? How? (Omit that part of the chapter relating to 
 the use of a fixed scale till they have taken the subject in Arithmetic.) 
 AVhat is a compass? (Show one to the class, if one is at hand. In case no 
 compass is available, the teacher can easily make one. Stroke a common 
 needle on a horseshoe magnet. Thrust the needle .through a bit of cork or 
 wood so that it will float horizontally when placed in a dish of water. Care- 
 fully placing it on the surface of the water in a dish five or six inches in 
 diameter, watch it turn and come to rest in a North and South direction. 
 Then proceed with the lesson as indicated below. In case the magnet is not 
 obtainable, make a drawing of the compass on a piece of cardboard or stiff 
 paper. Take as your model the pieture on page 112 of the State Introduc- 
 tory Geography, using only the E and W, N and S lines and the«two circles 
 nearest the center of the figure. The other features will only serve to con- 
 fuse. The needle can be made of a piece of wood or paper fastened to a pin 
 or needle sticking from the center of the drawing.) For what is it used? In 
 what direction does it point? (Show that it does so.) "What is the north 
 star? (Tell just how it may be located.) Where does the sun rise? Where 
 does it set? (Continue with the questions as given in the text.) 
 
 (Paragraph, page 113, beginning ''You see that the north," etc.) Which, 
 is the north side of your map ? Which is east? West? South? (Follow 
 the directions as given in the fine print at the bottom of page 113.) What 
 is a map? What do maps show? Does your map show the school house as 
 it is ? Why ? Does it show the yard as it is ? Why ? What is not shown ? 
 Does any flat map show the region as it really is? What other kind of maps 
 
 * Where reference is made to the State Series Geographies it should be remembered that 
 these page references are to the latest edition. If an earlier edition is to be used, the 
 reference will be found a few pages nearer the front of the book (e. g., 102-107 instead 
 of 109-114). 
 
 (12) 
 
are there? How do they differ from our maps? What is a relief map? 
 What does it show? Omit the exercises involving the use of accurate and 
 stated scales. The main object is to develop the general notion that on a 
 small map the actual object is represented by a very small figure; and that 
 the larger the area represented, the smaller relatively the representation 
 becomes. This may be shown by discussion of the fact and by map-drawing 
 exercises based on home surroundings where the reduction in scale is mani- 
 fest, even if inaccurate. The use of scales involving an accurate ratio of 
 reduction may be postponed until later. It is too complex an operation to 
 be profitably performed in the fourth grade. 
 
 Maps of the desk top, school room, school yard, home neighborhood, and 
 other familiar areas should be drawn by the pupil. The relative size and 
 position of the map symbols used in these exercises should be discussed and 
 carefully checked by comparison with the real objects. Discuss and com- 
 pare Figs. 86 and 87 (State Int. Geog., pages 109-110), and Pigs. 88 and 89 
 (Ibid, page 111). 
 
 Have the class stand and face the north. Behind them is what direction ? 
 To their right hand? To their left hand? Have individuals point to the 
 north; the south; the east, (where the sun rises) ; the west, (where the sun 
 sets). Have members of the class point to the north end of the room; the 
 south end ; the east side ; the west side. Have them do the same for the school 
 yard and town. Then ask such questions pertaining to well-known local 
 objects, as, "In which direction is Phillips' farm?" "The bridge?" "The 
 depot?" etc. This done, let the class mark the four cardinal directions on 
 the maps which they have made of desk top, school and neighborhood. Here 
 bring out the idea that the north side of a map is always the farthest from 
 the reader. Show that "up" and "down" on a wall map mean simply 
 north and south, and that the actual surface represented in the map is not 
 "up and down" (in the sense of being vertical), but is practically level; 
 that maps represent such flat surfaces, but that they are sometimes hung up 
 so that people can see them better. 
 
 A careful discussion of Fig. 91, page 114, should occupy a full period. 
 Have the class turn to the figure in their texts. Then discuss with them the 
 various features shown in the pictures and compare each with its represen- 
 tation on the map to the right. Next, let them turn to Fig. 123, (opposite 
 page 152,) and find the peninsula of Nova Scotia on the large map. Com- 
 pare its appearance there with its appearance on the small map, Fig. 91. 
 Likewise have them locate New York City and its neighborhood on the map 
 marked Fig. 132, (opposite page 161), and compare its representation there 
 with its appearance on the small map in Fig. 91. 
 
 Finally, return to the wall map with which the work began and have the 
 pupils answer, "Ocean"; "Land"; "City"; "River"; "Lake"; "Moun- 
 tains"; etc., as you point out one sort of feature after another. 
 
 (13) 
 
THE EARTH AS A WHOLE. (First time over.) 
 The Globe. 
 
 Object: To give pupils a visualization of the shape of the earth; and of the shape and 
 relative positions of the continental and ocean masses. 
 
 1. Divide the class, if it contains more than twenty-five pupils, into two 
 sections. This will insure close attention and more constant activity on the 
 part of all members of the reciting section. As half the time devoted by 
 each pupil to map geography will be spent in silent seat work, this division 
 will not reduce the amount of recitation work done by each, but will mean 
 that one section is to have silent seat work while the other is engaged in 
 class recitation. On the other hand, many positive advantages will be 
 found to come from the reduced size of the sections. Give the silent section 
 for its first seat work the task of drawing maps of their home yards or farms. 
 Or, let them make four columns on a piece of paper, heading them with the 
 names north, south, east and west and write down beneath the proper head- 
 ings the names of places or objects that are north, south, east or west of 
 their position, e. g., 
 
 North. South. East. West. 
 
 Pump. Woodshed. Grainfield. Stable. 
 
 Oak tree. Swing. Road. Farmhouse. 
 
 2. Then take up the work with the section that is to be engaged in class 
 recitation. A word should be said concerning the shape of the earth, but 
 a full discussion of its sphericity should be left to the descriptive work. 
 Hold a globe in your hand and have the pupils supplied with small globes. 
 A dozen such small globes (cost, $4.50), will supply a section of twenty- 
 four pupils by seating two in a seat for this exercise. Be sure that the 
 pupils hold their globes north pole end up. Then have individuals point 
 out to the rest of the class bodies of land and water, rivers, mountains, etc. 
 
 Note. — If necessary, one globe in the hands of the teacher will be sufficient for this 
 exercise. 
 
 3. Locations. Point to North America on your globe and run your 
 finger along its outline. Call its name and write it on the blackboard. 
 Have the children find it on their globes and run their fingers around its 
 outline. Have the section call the name, softly in chorus, as you point to 
 North America. Have them point to North America on their globes as you 
 give the name. Treat South America, Africa, Europe, Asia, Australia, and 
 the oceans, — the Arctic, Pacific, Atlantic, Indian, and Antarctic, — in the 
 same way. 
 
 4. Drill, (a) Have individuals stand in turn and point out on their 
 globes the various continents and oceans as you speak their names. 
 
 ( b ) Have individuals call the correct names as you point to the different 
 continents and oceans. In case of error made by any pupil, the one who 
 detects it is entitled to continue the recitation. Each pupil should be called 
 upon in this work, and each should have the whole list of locations to make 
 or names to answer while he is on his feet. It is a waste of time to call 
 
 (14) 
 
upon a pupil to arise and utter a single word or point to a single location 
 and then sit down. 
 
 5. Test. Same as Section 4. 
 
 6. Globe Directions. In order to get a starting point for determining 
 direction, mark the spot where we live on your globe with a piece of chalk, 
 and have the pupils do the same on theirs. Then ask, "In what continent 
 do we live?" "Draw your finger eastward on your globe." Do so on your 
 own globe and see that the children follow the action on theirs. In like 
 manner, — 
 
 ' ' Draw your finger westward. ' ' 
 
 ' ' Draw your finger northward and locate the North Pole. ' ' 
 
 "Draw your finger southward and locate the South Pole." 
 
 "What ocean is east of North America?" "What ocean west?" 
 
 "What ocean east of South America?" "What ocean west?" 
 
 "What ocean north of North America?" 
 
 ' ' What ocean south of South America ? ' ' 
 
 "What ocean is north of Europe?" "What ocean is west of Europe?" 
 
 "What continent is south of Europe?" 
 
 1 ' What ocean is west of Africa ? " " South ? " " East ? ' ' 
 
 "What continent is east of Europe?" 
 
 ■ ' What ocean is north of Asia ? " " East ? " " South ? ' ' 
 
 7. Drill in Globe Directions. Repeat Section 6, reversing each ques- 
 tion, thus: "What continents are west of the Atlantic Ocean?" "What 
 continents are east of the Pacific Ocean?" And so on for the rest of the 
 questions. 
 
 Drill on the exercises contained in Sections 6 and 7 until the members of 
 the class can answer all the questions without looking at their globes. 
 
 8. Test. After sufficient drill, have the pupils during their next period 
 for map geography seat work, (while the other section is reciting), copy 
 the following from the board, filling in the missing words : 
 
 1. and are west of the Atlantic Ocean. 
 
 2. and are east of the Atlantic Ocean. 
 
 3. and are east of the Pacific Ocean. 
 
 4. and are west of the Pacific Ocean. 
 
 5. The continents of , and are south of the Arctic Ocean. 
 
 6. The continents of , and are north of the Antarctic 
 
 Ocean. 
 
 7. The and oceans are south of the Arctic Ocean. 
 
 8. The , and oceans are north of the Antarctic Ocean. 
 
 9. is west of the Indian Ocean. 
 
 10. is north of the Indian Ocean. 
 
 11. Australia is between the and the oceans. 
 
 12. is east of the Indian Ocean. 
 
 In order that the names of the continents and oceans may be correctly 
 spelled it is necessary for the teacher to have them plainly written on the 
 
 (15) 
 
blackboard or on a black paper chart, and the class should be earnestly 
 cautioned to look 'up the spelling of each name before writing it. It will 
 be well to have the names arranged alphabetically so as to aid the pupils 
 in finding, without loss of time, the correct spelling of each word. Thus : 
 
 1. Africa. 7. Europe. 
 
 2. Antarctic Ocean. 8. Indian Ocean. 
 
 3. Arctic Ocean. 9. North America. 
 
 4. Asia. 10. Pacific Ocean. 
 
 5. Atlantic Ocean. 11. South America. 
 
 6. Australia. 
 
 If care is taken to see that the pupils do actually consult the correct 
 spelling thus displayed before them while they are writing, the habit will 
 soon be fixed and it will be easy to prevent mistakes. 
 
 The Hemisphere Maps. 
 
 Object: To secure visualization by the pupils of the flat hemisphere maps, and of the 
 continental masses and oceans in their general shape, relative positions, and direction 
 from one another. 
 
 9. Locations. Have the section turn to the maps of the hemispheres, 
 Fig. 119 in the State Introductory Geography. Ask the following questions. 
 <-alling on individuals to answer: — 
 
 1. "What continents are in the Western Hemisphere?" 
 
 2. "What continents are in the Eastern Hemisphere?" 
 
 3. "What ocean is entirely in the Eastern Hemisphere?" 
 
 4. ' ' What oceans are partly in both hemispheres ? ' ' 
 
 5. "Point out the North Pole on the Eastern Hemisphere." 
 
 6. "On the Western Hemisphere." 
 
 7. "Point out the South Pole on the Eastern Hemisphere." 
 
 8. ' ' On the Western Hemisphere. ' ' 
 
 10. Drills. Hang against the board an outline map of the hemispheres 
 drawn with chalk on black paper,* blackboard clothf or on the blackboard 
 itself. Use as a model the Hemisphere Map of the set of Outline Maps 
 accompanying this Bulletin. Enlarge it to the size desired for the pupils 
 to draw later on. The advantage of this outline map over an ordinary 
 political map is that there are no colors, printed names or anything of that 
 sort to detract from what you are trying to get the pupil to see, i. e., the true 
 
 •The black paper referred to is tailor's pattern paper. If possible, the teacher should 
 get the school to supply her with about ten yards of it. This amount will be sufficient for 
 the nine outline maps which the course in map geography requires. But in the event of the 
 failure of the school to supply the paper it will pay the teacher to get it herself, as it costs 
 only 1J cents a yard and its use will save her much duplication of work. If handled, care- 
 fully to prevent smudging, these chalk outlines may be used for all necessary review work 
 and for successive classes as well. When not in use, they should be kept rolled on sticks, 
 or, better still, should be tacked on regular map sticks. If the outline is put on in white 
 or cream water color it will last indefinitely, and will prove a very useful part of the 
 teacher's outfit all of the time. 
 
 ■f Blackboard cloth may be used instead of the paper. This will cost 60 to 75 cents per 
 single yard, but is preferable to the paper, as it lasts longer and can be folded away more 
 easily. It has the additional advantage that it may be erased and used for other purposes 
 as well. 
 
 (16) 
 
appearance of the outlines of the continents and their space relation to 
 each other. 
 
 (a) Then point out the continents and oceans in rapid succession and have 
 the class answer softly in chorus the name of each as it is pointed out. 
 
 (&) Call a pupil to the map. Have him point to each feature as you 
 briskly run over the names of the continents and oceans. In case of error, 
 the pupil detecting it takes up the recitation. Here, as in all other exercises 
 where pupils pass to the map, the most scrupulous care must be taken to 
 keep them out of the line of vision of the rest of the class. A few days of 
 system and insistence will give the members of the class sound habits as 
 to their posture and position when standing at the map, and will pay a big 
 dividend in all the work that follows. 
 
 (c) Call up two pupils and repeat (&). 
 
 (d) Call on a pupil to stand and name all the features in turn as you 
 point them out. In case of error, the pupil noting it gets the recitation. 
 
 (e) Repeat (d), letting a pupil take your place to do the pointing out. 
 Insist on rapidity and snap in the pupil-teacher's work. 
 
 (/") Have the alphabetical list of the features written beside the map. 
 Then call on pupils to pass to the map, point to and pronounce the name 
 of each feature, and locate each in turn. This exercise is especially useful 
 in that it combines the pronunciation of the name and the location of the 
 feature. 
 
 (g) Line up the section along the blackboard. Then point on the outline 
 map to each continent, ocean and map direction, and let the pupils in 
 rotation give the name as each feature is pointed out. When a pupil makes 
 a correct answer, he turns and makes a score mark in his favor on the 
 board at his back. If he misses, do not send him to his seat; simply pass 
 the question on. At the end of the exercise, those with perfect scores win. 
 
 If the previous reviews have been well done, all should win. 
 
 11. Test. Same as exercise (b), in Section 10 above. 
 The Mercator Map of the World. 
 
 Object: To give a visualization of the Mercator projection of the world and an under- 
 standing of the relation of positions and sizes of masses upon it to their positions and 
 sizes on the hemisphere maps and the globe. 
 
 12. Characteristics of the Mercator Projection. Have the pupils 
 turn to the Mercator map, Fig. 120, opposite page 149 in the Introductory 
 State Text. Explain that this is a sailor map. It was first made by a man 
 who called himself Mercator, and was to help sea-captains find their positions 
 and trace their voyages. In it the northern lands are too large. Compare 
 Greenland with South America as shown on the Mercator and on the hemi- 
 sphere maps. Compare the Arctic lands as shown on the Mercator map with 
 the same areas shown in their true proportion on the globe. Bring out the 
 fact, by reference to the globe, that the places shown at the eastern and 
 western edges of the Mercator map of the world are really side by side ; that 
 the map represents the earth's surface peeled off and then stretched out at 
 the north and south until it is flat and square cornered, just as if a piece of 
 rubber were stretched over the globe, the map painted on it and then the 
 
 2— nut. 5 (17) 
 
rubber, after being cut down one side from pole to pole, stretched so as to 
 form a map shaped like Fig. 120. 
 
 13. Location. Have the class find and point to each continent and 
 ocean as it is called out. 
 
 14. Drill in Directions. With the Mercator map (Fig. 120) of the 
 text-book before them, ask the class the questions found in Sections 6 and 7. 
 Then have them close their books and answer the same questions, depending 
 on their mental pictures of the map. 
 
 15. Test. Apply Section 8. 
 
 NORTH AMERICA. (First time over.) 
 
 16. Outline Map Sketching. The class is first stationed at the black- 
 board in easy sight of a model outline map of the continent of North 
 America. This outline should be in chalk on black paper, blackboard cloth 
 or on the blackboard. (See footnote, page 16.) It should be drawn to the 
 scale that the class is to use. The outline should be heavily drawn and should 
 not attempt to include more than the general contour of the coast line. The 
 Outline Maps accompanying this Bulletin will indicate the amount of detail 
 to be shown. Minor irregularities will serve to confuse and to take the atten- 
 tion from the more important and more characteristic features. 
 
 The teacher should call the attention of the class to the various features 
 that are brought out and to the heavy white stroke used. It will be well for 
 them to use a firm, heavy stroke also. Then the following points should be 
 offered the pupils as suggestive hints to aid them in their sketching : — 
 
 1. That Hudson Bay is due north of the Gulf of Mexico. 
 
 2. That the mouth of the St. Lawrence. River is due east of Puget Sound. 
 
 3. That Alaska has four prominent peninsulas jutting out toward the 
 northwest ; and that a line passed through the extremities of these peninsulas 
 is almost straight and takes a northeasterly and southwesterly direction. 
 
 4. That Chesapeake Bay is approximately east of San Francisco Bay. 
 
 5. That Lower California extends north and south of the latitude of 
 Florida. 
 
 6. That the general . trend of the north coast is in a northwesterly and 
 southeasterly direction. 
 
 These outline points will be very much clearer when explained in simple 
 terms with the map in the presence of the children. The object is not to fill 
 their minds with word wisdom concerning the outline, but to call attention 
 to some of the most significant characteristics of the outline in such a w r ay 
 as to emphasize and deepen the visual impression received by the class. 
 
 After the pupils have had a good look at the model, have them face the 
 board and draw in one minute as good an outline of the continent as they 
 can. During this part of the exercise they should not be permitted to look 
 at the outline, as such a practice will tend to place their dependence upon 
 the model rather than upon their mental image of it. The safest thing to 
 
 (18) 
 
do is to cover or remove the model. During the minute in which the pupils 
 are busy drawing, pass from one to another, giving such hints as may be 
 needed. When the prescribed time is up, send the class to their seat's and 
 go briskly from map to map, pointing out the best features of the work done 
 and indicating the most serious errors. 
 
 This exercise should precede each map geography lesson until every 
 member of the class can sketch a fairly good outline within the minute. 
 
 17. Pronunciation. The following list of names, alphabetically 
 arranged so that the same list may be used in drilling and testing as to 
 
 locations in the later work, should be in view of the class : 
 
 1. Alaska. 11. Hudson Bay. 
 
 2. Appalachian Mountains. 12. Mexico. 
 
 3. Arctic Ocean. 13. Mississippi River. 
 
 4. Atlantic Ocean. 14. New York City. 
 
 5. Boston. 15. Pacific Ocean. 
 
 6. Canada. 16. Rocky Mountains. 
 
 7. Central America. 17. St. Lawrence River. 
 
 8. Chicago. 18. United States. ■ 
 
 9. Great Lakes. 19. Washington City. 
 10. Gulf of Mexico. 
 
 Point out each name, pronouncing it, and have the class pronounce each 
 in turn softly in chorus. Then call on individual pupils to pronounce each 
 name as it is pointed out, until every member of the class is able to go 
 through the whole list with ease. The names should be written in syllables 
 so as to aid the class in pronouncing them. 
 
 18. Location. Have an unlettered wall map of North America hanging 
 before the class. Then direct the pupils to turn to their text map of North 
 America opposite page 140 in the Introductory Geography. The teacher 
 then reads the names in the above list, and as each name is read the pupils 
 hunt for it on the text maps before them. The one whose hand is first raised 
 should be permitted to pass to the wall map and locate the feature there. 
 He should pronounce its name clearly and correctly as he points to it. In 
 case the class consumes too much time in the effort to make the initial loca- 
 tion upon their book maps, the teacher should offer suggestions that will 
 help in the prompt location. 
 
 As the exercise progresses and more and more of the features in the list 
 have been successfully located, each pupil, stepping to the wall map, should 
 be required to locate not only the feature that he has just found in his book, 
 but also all the other features previously pointed out. This will save much 
 time, increase the scope and thoroughness of the drill, and serve as a stimulus 
 to close attention. 
 
 19. Drill, (a) Call up the pupils one by one and let each locate upon 
 the wall map the various features as their names are called out. Whenever 
 a pupil makes an error in this and similar drill exercises, the pupil first 
 
 (19) 
 
detecting it is entitled to continue the recitation. Insist that they be sure 
 
 of an error before they raise a hand to indicate it. 
 
 Note. — While the alphabetical arrangement of the names is very useful in certain 
 exercises, the features should not be considered in that order in these oral location drills. 
 It will be better for the teacher to bring out map relations of the various fatures by 
 drilling on them in the order best adapted to emphasize those relations. Thus, Canada, 
 the United States, Mexico, and Central America should be treated in order. So the large 
 bodies of water should be grouped as related parts of the boundaries of the continent. The 
 rivers, lakes, mountains, and cities should be brought out in the sequence adapted to show 
 their relative positions. 
 
 (b) With the list of names beside the map, call on pupils one by one to 
 step to the map, point out the names, pronounce them correctly, and then 
 locate the features for which they stand. 
 
 (c) Here the teacher points to each feature in turn, and as each is pointed 
 out the class repeats its name in chorus. This may be varied by having the 
 pupils write the names on slips of paper as the features are pointed out. 
 In this event the alphabetical list of names should be in plain sight and the 
 class should be cautioned from time to time to make sure of the spelling of 
 all words by looking them up on the list. The features should not, of course, 
 be pointed out in the order in which their names are listed. If the teacher 
 desires, she may keep a record of the order in which she points out the 
 features, and then after having the pupils exchange papers may have the 
 work corrected after the manner of correcting spelling papers. A simple way 
 to do this is to make a list, beforehand, of the features to be pointed out. 
 In this way the teacher has a check list. 
 
 (d)This exercise is a variation of the preceding one; it is especially 
 adapted to save time. Have the wall map and list of names as before, but 
 have each name on the list preceded by a number. Then, as each feature is 
 pointed out on the map the "pupils look up its name in the list, note the 
 number before it, and write the number on their slips of paper. Suppose 
 we take the list as given in Section 17 and point out Boston, Chicago, Mexico, 
 Great Lakes, etc., the pupil should record in a vertical column the numbers: 
 5, 8, 12, 9, etc. Correction may be made as in the last exercise, only instead 
 of reading out the names, the numbers are read out in the order in which 
 the pupils should have written them upon their slips. In case this form of 
 drill is frequently used, the numbers before the names should be changed 
 from time to time. Mexico, for instance, should not be numbered 12 con- 
 stantly, just because it appears in the twelfth place on the list; nor should 
 it or any other name have the same number, whatever it may be, for three 
 consecutive drills. Otherwise the pupils will learn to think of the number 
 instead of the name when the feature is pointed out. 
 
 (e) Line up the class along the blackboard. Then point out each feature 
 on the map and let the pupils in rotation give the name of each feature as 
 it is located. When a pupil makes a correct answer he is entitled to make 
 a score mark in his favor on the board at his back. In case of error, do not 
 send the pupil who makes it to his seat; pass the question on to the next 
 in line and then, after it has been correctly answered, have the one who 
 made the error repeat the correct answer. At the end of the exercise, those 
 with perfect scores win. If the previous reviews have been well dene, all 
 should win. 
 
 (20) 
 
(/) In this, the teacher calls upon a pupil to stand and to name a number 
 of features as she points to their locations in turn. This device is especially 
 adapted to save time, for it gets the maximum of work for the minimum of 
 time spent in calling on pupils to arise. It is good, also, because it will 
 result in a rapid-fire review of the whole list of features by each pupil in 
 the section. 
 
 (g) The "match" idea may be applied in a multitude of ways. Leaders 
 may choose their followers by alternating selections, a very interesting but 
 somewhat time-wasting way of dividing the class ; or the A section may be 
 matched against the B section, the right side of the room against the left, 
 or the boys against the girls. Except for formal occasions, when something 
 of especial interest is desired, the pupils should not be ranged against the 
 board, as the time lost in this is considerable, nor should the choice of 
 followers by leaders be permitted save on such special occasions. No one 
 should be dropped from the match work because of failure, for those who 
 fail are just the ones who need the work most. Score should be kept by the 
 teacher or the side leaders by making a mark on the blackboard each time 
 a location is correctly named by one of that side. When holding matches, 
 point to the features on the map and call on the pupils in rotation, alternat- 
 ing from one side to the other. 
 
 An excellent detail to the formal match work may be found in the follow- 
 ing : "When a pupil has failed to make the correct answer to a match question, 
 he is to go over to the opposite side until he does make a correct answer. 
 Then he vanj return to his own side. This is a special incentive for interest 
 and effort on the part of those who most need the drill. 
 
 (h) Send one child to the wall map to locate all the political features 
 involved in the unit 's work ; another, to locate all the rivers ; another, all 
 the lakes ; another, all bodies of water ; another, all land features, etc. 
 
 20. Test, (a) Have each pupil make an outline tracing of North 
 America, using any cheap, unruled paper* and the outline map of North 
 America which accompanies this Bulletin. t This work should be done as a 
 seat work exercise for the silent section in classes divided into sections.! 
 
 The alphabetical list of names of the features whose locations are to be 
 tested is then placed before the class as a guide to the correct spelling. 
 Next the teacher points to and pronounces the names one by one, and as 
 each is indicated the pupils write the name in the proper place on their 
 traced outlines. This may be varied by having numbers written before the 
 names as in exercise (d) of Section 19, and by requiring the pupils to place 
 the numbers corresponding to the names in the proper locations on their 
 outlines. In case numbers are thus used for locating countries, mountains, 
 
 *A chemical manila paper, going sixteen pounds to the ream, can be purchased in one 
 or two ream lots in San Francisco for a little over a dollar per ream. This cuts con- 
 veniently into the common letter size (8J by 11) which is the size desired for this work. 
 This means that it will cost about one cent for twenty sheets. The addresses where such 
 paper can be procured will be furnished by the Normal School. 
 
 In case circumstances compel the teacher to do without such paper, the exercises sug- 
 gested in Section 19 («), 19 (b), 19 (d), and 19 (f) may be used as substitutes for it. 
 
 f See Exercises for Seat Work given below. 
 
 JThis use of outline maps for seat work, both in drill and in test, is strongly urged 
 because it tends toward an accurate visualization of the outlines of the continent and gives 
 a clearer idea of the relations existing between these outlines and the features to be added 
 later. 
 
 (21) 
 
rivers and large masses of land or water, each number should be written 
 three times at short intervals on the map, so as to give the general trend or 
 extent of the feature for which it stands. It is advisable that the numbers 
 should be substituted for the names when more than twenty features are 
 to be located on a single outline. Otherwise the written names will become 
 crowded and confused. A high standard of neatness and accuracy should 
 be set in this outline map test. 
 
 Mimeographed or printed outline maps may be used by the class in this 
 test, instead of maps traced for the purpose. If such maps are available in 
 sufficient quantities, or if sufficient time is found during the silent section 
 seat work to have the class make a number of traced maps, this method of 
 the location test may be effectively used as an exercise in location drills. 
 
 (b) Another form of test may be used by applying drill exercise (d), 
 Section 19. 
 
 After the test results have been checked up, those pupils who show an 
 imperfect knowledge and weak visualization of the features should be placed 
 in a section by themselves, the class being divided along the line separating 
 the good from the poor pupils, and should be given location drill (Section 
 19) until the proper results are obtained. The rest of the class, of course, 
 pass on to the next unit. 
 
 21. Review. Drill and test the class in the location of the continents, 
 oceans, and poles by reviewing the work of Sections 10-11. 
 
 The purpose of this and subequent review work is to refresh and make 
 more permanent the visualizations already established in the minds of the 
 pupils. It is an essential part of the work. Without it the original impres- 
 sions, however correct and vivid they may have been at the time the original 
 work was done, will fade out and finally disappear; and thus the whole 
 value of the course will be lost. 
 
 In the case of all review work the drilling should be continued and varied 
 by the different devices outlined in Section 19 until the teacher is sure that 
 .every pupil has clear visualizations of the location of the features involved. 
 Then a test should be made. For the review tests the plan outlined in 
 Section 19. subdivision (d), is especially recommended. It saves time and 
 does not require the preparation of outline maps. After the class and 
 teacher have become familiar with this method of conducting review tests, 
 it will be possible for the class to locate as many as forty features in ten 
 minutes. 
 
 EXERCISES FOR SEAT WORK. 
 
 The following exercises are useful forms of seat work for the employment 
 of the silent section : 
 
 1. Tracing Outline Maps. Supply each pupil in the section engaged in 
 seat work with a sheet of paper and set the section to tracing the outline of 
 the continent whose features they are considering, by use of one of a set 
 of Outline Maps like the set accompanying this Bulletin. These Outline 
 Maps were designed especially to be used in connection with the work of 
 
 (22) 
 
teaching locations.* They represent the following areas: United States, 
 California, North America, South America, Africa, Asia, Australia, Europe, 
 and the Hemispheres. 
 
 As a basis for useful seat work in geography, these maps have proved of 
 the first value. They are so heavily outlined and are so free from confusing 
 minor features that the children can trace them in less than two minutes. 
 Then, upon the traced outlines, the pupils may make such location of 
 features as the current work in locational or descriptive geography sug- 
 gests. Ordinary manila paper, such as is cheapest and best for common 
 school use is thin enough to permit accurate tracing. (See note, page 21.) 
 
 The values of this form of seat work will appeal to the teacher at once : 
 
 (1) Frequent tracing of the outlines insures correct and lasting mental 
 pictures of the principal areas of the earth. 
 
 (2) The traced outlines may be used, — (a) for the study of new locations, 
 in which work the pupils first find the location of the features in their text- 
 book maps and then indicate their location on the outlines; (&) for drill on 
 map locations already temporarily learned, in which the pupils locate the 
 features upon the outline without reference to any other map; and (c), for 
 the purpose of testing the map knowledge of the class. (See pages 19-22.) 
 Besides, in descriptive geography and in history, the tracings may be 
 filled in by the pupils to show the products, population, cities, physical 
 characteristics, railroads, territorial growth or any other important aspect 
 of the current work. 
 
 (3) Seat work, based upon the use of these outlines, has proved a most 
 useful aid in teaching map geography. Thus, it solves in part the problem 
 of the teacher of the ungraded school, — "What can I do to keep my many 
 sections usefully busy at seat work during the long intervals when they are 
 not reciting ? " (See Section 20.) 
 
 2. Locating Neiv Features. This exercise is to be used when the section 
 is about to take up or has just commenced the location of a group of new 
 features. Place the list of the features on the board and then direct the 
 members of the section to hunt up each on their text-book maps. After 
 each is located, its name is to be written on a slip of paper. 
 
 3. Locating New Features. This work, also, is to be done when a new 
 group of features is being taken up. Have the pupils hunt up the location 
 of each feature as directed in (6), and then write the name in its proper 
 place on an outline map. 
 
 4. Location Drills. In this the pupils should write the names found in 
 the list on the blackboard in their proper places on outline maps. Reference 
 to books should not be allowed. 
 
 5. Location Drill. The teacher draws an outline of the continent under 
 consideration on the blackboard and places numbers upon the various 
 
 ♦The outlines printed by the Chico State Normal School are on heavy paper ; the paper 
 which the children will use in making the tracings needs to be only letter size, 81 by 11 
 inches. ■ In ordering, enough copies of each map should be secured to provide for the largest 
 section in the school. All outlines should be mounted on heavy cardboard before being put 
 to use. This will preserve them indefinitely. . A light coat of varnish or shellac will give' 
 them a surface which may be cleaned from time to time with a damp cloth. 
 
 « 
 
 (23) 
 
features in the location of which the section is to be drilled. The pupils 
 then arrange the numbers found on the outline in regular order down the 
 side of slips of paper, and write after each number the name of the feature 
 to which it refers. A list of the names of the features should be in sight 
 so that the spelling may be correctly written by the class. 
 
 6. Answers to Map Questions. Certain kinds of map questions may be 
 used to sharpen the visual images formed in the minds of the children. 
 Care must be taken, however, to see that such questions as are used really 
 call up and depend upon the visualizations held by the class. Otherwise 
 the word location will tend to displace the mental picture of the location, 
 and more harm than good will result. The following questions are sug- 
 gested as types of the sort to be used : 
 
 (1) Name the countries of South America bordering on the Pacific Ocean. 
 
 (2) Name the countries of South America bordering on the Atlantic 
 Ocean. 
 
 (3) Name all the states in the Union, beginning with Maine and passing 
 from one to another in the order of contiguity. Thus, Maine ; New Hamp- 
 shire; Vermont; Massachusetts; Rhode Island; Connecticut; New York; 
 New Jersey, etc. (The boundaries of each state must touch the one preced- 
 ing and following it in the list.) 
 
 (4) Apply (3) to the countries of Europe. 
 
 (5) Is the Mississippi River nearer the Atlantic or the Pacific coast line? 
 
 (6) Name in order, beginning with South America and going eastward, 
 the oceans and continents crossed by the equator. 
 
 (7) Apply (6) to the zones and zone boundary circles. 
 
 (8) Name the land and water features over which you would pass in 
 making a journey around the world. 
 
 Note. — The following are merely suggestive of what may be done. It is to be under- 
 stood that a feature is not to be used in the way indicated in 9 and 10 until it has been 
 taken up in regular drill. 
 
 (9) Name the land and water features over which you would pass in 
 going from here to London; Switzerland; Cairo; St. Petersburg; etc. 
 
 (10) In what direction is the Baltic Sea from the Adriatic Sea"? England 
 from Holland ? Africa from Europe f etc. (Be sure to limit these questions 
 to such directions as are due north, south, east, or west.) 
 
 Each of the above stimulates a mental picture of the map locations 
 involved in its answer, and is, therefore, a useful form of seat work. But 
 in no case should any question be so framed and used as to require repeat- 
 edly the same verbal answer. If this should be allowed, the pupil would 
 fall into an habitual word answer that would soon drive out the visual 
 image, and thus do more harm than good. 
 
 (24) 
 
SOUTH AMERICA. (First time over.) 
 
 22. Outline Map Sketching. Apply the method set forth in Section 
 16. The following suggestive hints should be considered : 
 
 1. That the general shape of the continent is triangular. 
 
 2. That the mouth of the Amazon River is almost due east of the Gulf of 
 Guayaquil. 
 
 3. That the Isthmus of Panama is south of the northwestern extremity of 
 the continent. 
 
 4. That the easternmost and westernmost points of the continent are in 
 about the same latitude. 
 
 5. That the mouth of the Plata River is midway between Cape Frio and 
 the Strait of Magellan. 
 
 It is not expected that the class will memorize these or similar hints in 
 other outline map work. Their function is merely to make strong the 
 mental image of certain characteristic and critical portions of the outline. 
 
 23. Pronunciation. Apply the method set forth in Section 17. The 
 following features are included in the work of this unit : 
 
 1. Amazon River. 7. Buenos Aires. 
 
 2. Andes Mountains. 8. Caribbean Sea. 
 
 3. Antarctic Ocean. 9. Chile. 
 
 4. Argentina. 10. Pacific Ocean. 
 
 5. Atlantic Ocean. 11. Rio de Janeiro. 
 
 6. Brazil. 12. Valparaiso. 
 
 24. Location. The above features should be located by applying the 
 method used in Section 18. 
 
 25. Drill. Apply the exercises suggested in Section 19 to the above 
 features. 
 
 26. Test. Apply Section 20. 
 
 27. Review. Drill and test the class in the location of the following 
 features : 
 
 North America : 
 
 19. Alaska. . 9. Hudson Bay. 
 
 18. Appalachian Mountains. 8. Mexico. 
 
 17. Arctic Ocean. 7. Mississippi River. 
 
 16. Atlantic Ocean. 6. New York City. 
 
 15. Boston. 5. Pacific Ocean. 
 
 14. Canada. 4. Rocky Mountains. 
 
 13. Central America. -3. St. Lawrence River. 
 
 12. Chicago. 2. United States. 
 
 11. Great Lakes. 1. Washington City. 
 
 10. Gulf of Mexico. 
 
 (25) 
 
The list of features considered in the treatment of North America, first 
 time over, is here printed with a different arrangement of marginal numbers 
 than it has in Section 17. This is to emphasize the fact that in using the 
 numbers in location drills or tests the features should be variously numbered 
 from time to time. Otherwise the number will soon take the place of the 
 name in the pupil's mind. See Section 19, subdivision (d) for a discussion 
 of this point. See, also, Section 21, for suggestions as to method and pur- 
 pose of review work. 
 
 AFRICA. (First time over.) 
 
 28. Outline Map Sketching. Apply the method set forth in Section 16. 
 The following suggestive hints should be used : 
 
 1. That Africa is nearly as wide as it is long. 
 
 2. That there is a marked break in the contour of the northern coast line 
 at Tunis, about the center of the northern boundary. 
 
 . 3. That the bend in the coast line at the head of the Gulf of Guinea is 
 almost due south of the break in the northern boundary along the coast 
 of Tunis. 
 
 4. That the eastern and western extremities of the continent are in about 
 the same latitude. 
 
 5. That there are three indentations similar in form but decreasing in size 
 in the coast line from the Gulf of Aden to Cape Colony. 
 
 6. That it is about as far from the Strait of Gibraltar to the Isthmus of 
 Suez, as from the isthmus to the easternmost point of the continent. 
 
 29. Pronunciation. Apply the exercise set forth in Section 17. The 
 following features comprise the work of this unit : 
 
 1. Alexandria. 9. Egypt. 
 
 2. Antarctic Ocean. 10. Indian Ocean. 
 
 3. Atlantic Ocean. 11. Isthmus of Suez. 
 
 4. Barbary States (as a whole). 12. Kongo River. 
 
 5. Cairo. 13. Mediterranean Sea. 
 
 6. Cape Colony. . 14. Nile River. 
 
 7. Cape of Good Hope. 15. Red Sea. 
 
 8. Cape Town. 16. Strait of Gibraltar. 
 
 30. Location. The above features should be located by applying the 
 methods used in Section 18. 
 
 31. Drill. Apply exercises suggested in Section 19 for drill in locating 
 the above features. 
 
 o 
 
 2. . Test. Apply Section 20. 
 
 (20) 
 
33. Review. Drill and test the class in the location of the following 
 features : 
 
 (a) The Earth as a Whole, first time over : 
 
 11. Africa. 5. Europe. 
 
 10. Antarctic Ocean 4. Indian Ocean. 
 9. Arctic Oeean. 3. North America. 
 
 8. Asia. 2. Pacific Ocean. 
 
 7. Atlantic Ocean. 1. South America. 
 
 6. Australia. 
 
 (&) South America, first time over: 
 
 12. Amazon River. 6. Buenos Aires. 
 
 11. Andes Mountains, 5. Caribbean Sea. 
 10. Antarctic Ocean. 4. Chile. 
 
 9. Argentina. 3. Pacific Ocean. 
 
 8. Atlantic Ocean. 2. Rio de Janeiro. 
 
 7. Brazil. 1. Valparaiso. 
 See Section 21 for suggestions concerning review work. 
 
 AUSTRALIA AND PACIFIC ISLANDS. (First time over.) 
 
 34. Outline Map Sketching. Australia is the only feature to be included 
 in this exercise. Apply the method set forth in Section 16. The following 
 suggestive hints should be used : 
 
 1. The western coast line is about one half as long as the eastern coast line. 
 
 2. The Great Australian Bight is the main feature of the southern coast 
 line, and is almost centrally located in it. 
 
 3. Melbourne Bay is due south of Cape York. 
 
 4. The easternmost and westernmost points are in about the same latitude. 
 
 5. The northernmost and southernmost points are in about the same longi- 
 tude. 
 
 35. Pronunciation. Apply the exercises set forth in Section 17. The 
 following features are included in this unit : 
 
 1. Australia. 7. Manila. 
 
 2. East Indies. 8. New Zealand. 
 
 3. Hawaiian Islands. 9. Pacific Ocean. 
 
 4. Honolulu. 10. Philippine Islands. 
 
 5. Indian Ocean. 11. Sydney. 
 
 6. International Date Line. 
 
 36. Locations. Locate the above features by applying methods set forth 
 in Section 18. Honolulu is not named on the map opposite page 249 in the 
 Introductory Geography. The teacher should therefore show the pupils 
 approximately where it is, and thus save them a profitless search. In the 
 same way point out the fact that the International Date Line is the 180th 
 
 (27) 
 
meridian. It should be explained briefly that this is the line where each new 
 date first begins. 
 
 37. Drill. Apply exercises suggested in Section 19. 
 
 38. Test. Apply Section 20. 
 
 39. Review. 
 
 In this, and all the following reviews, the names of the features involved are arranged 
 alphabetically, but are not set forth in list form. The teacher should understand that they 
 are to be listed by her when used in class, as shown in Sections 27 and 33. 
 
 Drill and test the class in the location of the following features : 
 
 (a) North America (first time over) : Alaska, Appalachian Mountains, 
 Arctic Ocean, Atlantic Ocean, Boston, Canada, Central America, Chicago, 
 Great Lakes, Gulf of Mexico, Hudson Bay, Mexico, Mississippi River, New 
 York City, Pacific Ocean, Rocky Mountains, St. Lawrence River, United 
 States, Washington City. 
 
 (6) Africa (first time over) : Alexandria, Antarctic Ocean, Atlantic Ocean, 
 Barbary States (as a whole), Cairo, Cape Colony, Cape of Good Hope, Cape 
 Town, Egypt, Indian Ocean, Isthmus of Suez, Kongo River, Mediterranean 
 Sea, Nile River, Strait of Gibraltar. 
 
 In using number symbols for testing and drilling the class in the location 
 of the above, the teacher should employ a varying assortment of numbers 
 as suggested in Section 19, subdivision (d). See Section 21 for directions 
 concerning reviews. 
 
 ASIA. (First time over.) 
 
 40. Outline Map Sketching. The outline of Asia will be harder for 
 the class to sketch than that of any continent thus far treated. Nevertheless 
 it is important that this work should not be neglected. During the first two 
 or three days allow two minutes instead of one for the blackboard work. 
 Re-read Section 16 carefully and apply its methods. The following hints 
 may be used: 
 
 1. That East Cape is nearer the top of the map than any other point. 
 
 2. That India is due south of the Gulf of Ob. 
 
 3. That a line passing through the southernmost points of Arabia, India, 
 and the Malay Peninsula is nearly straight, and runs a little north of west 
 by a little south of east. 
 
 4. That the Malay Peninsula is the southernmost point of the continent. 
 
 5. That there are six prominent projections on the eastern coast. 
 
 6. That a line almost straight can be drawn northeast by southwest 
 through five of these points, namely, — Kamchatka, Korea, China, Indo- 
 China, and the Malay Peninsula. 
 
 (28) 
 
41. PsONUNClA'hON. Apply the exercise set forth in Section 17. The 
 following features are to be taken up in this unit : — 
 
 1. Arabia. 34. Japan. 
 
 2. Arctic Ocean. 15. Jerusalem. 
 
 3. Black Sea. 16. Jordan River. 
 
 4. Calcutta. 17. Mecca. 
 
 5. Caspian Sea. 18. Pacific Ocean. 
 
 6. Chinese Empire. 19. Peking. 
 
 7. Desert of Gobi. 20. Persia. 
 
 8. Euphrates River. 21. Red Sea. 
 
 9. Ganges River. 22. Siberia. 
 
 10. Himalaya Mountains. 23. Steppes. 
 
 11. India. 24. Tibet. 
 
 12. Indian Ocean. 25. Tokyo. 
 
 13. Indus River. 26. Turkey (Asiatic). 
 
 42. Locations. Apply exercises set forth in Section 18 in locating the 
 above features. 
 
 43. Drill. Apply the drill exercises suggested in Section 19. 
 '44. Test. Apply Section 20. 
 
 45. Review. 
 
 (a) The Earth as a Whole (first time over) : Africa, Antarctic Ocean. 
 Arctic Ocean, Asia, Atlantic Ocean, Australia. Europe. Indian Ocean, 
 North America, Pacific Ocean, South America. 
 
 (b) South America (first time over) : Amazon River, Andes Mountains, 
 Antarctic Ocean, Argentina. Atlantic Ocean, Brazil. Buenos Aires, Carib- 
 bean Sea. Chile, Pacific Ocean. Rio de Janeiro. Valparaiso. 
 
 (c) Australia and Pacific Islands (first time over) : Australia. East In- 
 dies, Hawaiian Islands, Honolulu, Indian Ocean, International Date Line, 
 Manila. New Zealand, Pacific Ocean. Philippines, Sydney. 
 
 See Section 21 for suggestions concerning reviews. 
 
 EUROPE. (First time over.) 
 
 46. Outline Map Sketching. Europe is the hardest continent of all 
 to sketch, for its coast line is the most irregular, and many of the relatively 
 minor irregularities are significant and must be included. As in the case 
 of Asia, it will be well to give the class two minutes for board drawing 
 during the first two days. Carefully apply the methods set forth in Sec- 
 tion 16. The following hints will be found useful : 
 
 1. That the coast line of Norway is very irregular. 
 
 2. That Denmark projects into the cleft in the southern end of Norway 
 and Sweden. 
 
 3. That the west coast of Prance is characterized by the peninsula that 
 projects into the Atlantic just south of England. 
 
 (20) 
 
4. That the west coast of Spain and Portugal is roughly rectangular. 
 
 5. That Italy and Greece slant toward the southeast. 
 
 6. That Italy has the shape of a boot. 
 
 7. That Greece roughly resembles a hand cut almost in half. . 
 
 8. That the Adriatic Sea is in approximately the same latitude as the 
 Black Sea. 
 
 9. That the Black Sea has the shape of a slipper, and is due south of 
 the White Sea. 
 
 47. Pronunciation. Apply the exercises set forth in Section 17. The 
 following features are to be taken up in this unit : 
 
 1. Alps Mountains. 20. Holland. 
 
 2. Arctic Ocean. 21. Iceland. 
 
 3. Atlantic Ocean. 22. Ireland. 
 
 4. Austria-Hungary. 23. Italy. 
 
 5. Belgium. 24. London. 
 
 6. Berlin. 25. Mediterranean Sea. 
 
 7. Black Sea. 26. Norway. 
 
 8. Bosporus. 27. Paris. 
 
 9. Bulgaria. 28. Portugal. 
 
 10. Caspian Sea. 29. Rome. 
 
 11. Constantinople. 30. Roumania. 
 
 12. Danube River. 31. Russia. 
 
 13. Dardanelles. 32. Scotland. 
 
 14. Denmark. 33. Sicily. 
 
 15. England. 34. Spain. 
 
 16. France. 35. St. Petersburg. 
 
 17. Germany. 36. Sweden. 
 
 18. Great Britain. 37. Switzerland. 
 
 19. Greece. 38. Turkey (European). 
 
 48. Locations. In dealing with so many new locations it will be neces- 
 sary to take up half of them first and drill on them for a time before intro- 
 ducing the class to the remainder. In this way mental congestion will be 
 avoided and clear visualizations secured. No part of the work is more 
 important than the clear visualization of these European features in their 
 proper map relations. Everyday experiences are constantly demanding that 
 we have vivid mental images of them. 
 
 Carefully apply exercises set forth in Section 18 in locating the above 
 features. 
 
 Point out the location of Holland so as to show the class its map position. 
 On the text map, Fig. 183, opposite page 225, Holland is called Netherlands. 
 
 49. Drill. Apply the drill exercises suggested in Section 19. In drill- 
 ing on the content of this unit, the exercises, involving the use of numbers in 
 marking locations on maps and m writing lists of answers to features 
 
 (30) 
 
pointed out by the teacher on the wall map, will be of especial value because 
 of the saving of time thus gained and because the numbers take up much 
 less space than the names. 
 
 50. Test. Apply Section 20. . 
 
 51. Review. Drill and test the class in the location of the following : 
 (a) North America (first time over) : Alaska, Appalachian Mountains, 
 
 Arctic Ocean, Atlantic Ocean, Boston, Canada, Central America, Chicago, 
 Great Lakes, Gulf of Mexico, Hudson Bay, Mexico, Mississippi River, New 
 York City, Pacific Ocean, Rocky Mountains, St. Lawrence River, United 
 States, Washington City. 
 
 (&) Africa (first time over) : Alexandria, Antarctic Ocean, Atlantic 
 Ocean, Barbary States (as a whole), Cairo, Cape Colony. Cape of Good 
 Hope, Cape Town, Egypt, Indian Ocean, Isthmus of Suez, Kongo River, 
 Mediterranean Sea, Nile River. Red Sea, Strait of Gibraltar. 
 
 (c) Asia (first time over) : Arabia, Arctic Ocean, Black Sea, Calcutta, 
 Caspian Sea, Chinese Empire, Desert of Gobi, Euphrates River, Ganges 
 River, Himalaya Mountains, India, Indian Ocean, Indus River. Japan, 
 Jerusalem, Jordan River, Mecca, Pacific Ocean, Peking, Persia, Red Sea, 
 Siberia, Steppes, Tibet, Tokyo, Turkey (Asiatic). 
 
 See Section 21 for suggestions concerning review work. 
 
 UNITED STATES. (First time over.) 
 
 52. Outline Map Sketching. Re-read and carefully apply Section 16. 
 The following hints will help to emphasize certain characteristics in the 
 visualization of the outline : 
 
 1. That Lake Ontario is due north of Florida, and Lake Superior is 
 north of the delta of the Mississippi River. 
 
 2. That Chesapeake Bay is due east of San Francisco Bay. 
 
 3. That the southernmost point of Florida and the southern tip of Texas 
 are in a line almost parallel with the bottom of the map. 
 
 4. That the southern point of Lake Michigan is in the same latitude as 
 the southern border of Lake Erie. 
 
 5. That Cape Hatteras lies midway between the southern point of Florida 
 and the northeastern point of Maine. 
 
 6. That Cape Hatteras and Point Concepcion are in nearly the same 
 latitude. 
 
 (31) 
 
53. Pronunciation. Apply the exercises set forth in Section 17. 
 following features are to be taken up in this unit : 
 Physical Features, — Water: 
 
 The 
 
 1. Atlantic Ocean. 
 
 2. Chesapeake Bay. 
 
 3. Colorado River. 
 
 4. Columbia River. 
 
 5. Connecticut River. 
 
 6. Great Lakes. 
 
 7. Great Salt Lake. 
 
 8. Gulf of Mexico. 
 
 9. Hudson River. 
 
 10. Lake Champlain. 
 
 11. Lake Erie. 
 
 12. Lake Huron. 
 
 13. Lake Michigan. 
 Physical Features, — Land: 
 
 1. Adirondack Mountains. 
 
 2. Appalachian Mountains. 
 
 3. Cape Cod. 
 
 4. Cape Hatteras. 
 
 5. Cascade Mountains. 
 
 14. Lake Ontario. 
 
 15. Lake Superior. 
 
 16. Massachusetts Bay. 
 
 17. Mississippi River. 
 
 18. Missouri River. 
 
 19. Niagara Falls. 
 
 20. Ohio River. 
 
 21. Pacific Ocean. 
 
 22. Potomac River. 
 
 23. Puget Sound. 
 
 24. Rio Grande. 
 
 25. San Francisco Bay. 
 
 26. St. Lawrence River. 
 
 7. Long Island. 
 
 8. Mississippi Valley. 
 
 9. Rocky Mountains. . 
 
 10. Sierra Nevada Mountains. 
 
 11. Yellowstone Park. 
 
 6. Coast Range. 
 
 54. Locations. In fixing the locations of the above features the first 
 list should be taught and drilled thoroughly before the second is taken up. 
 This will avoid the difficulty of attempting to develop too many new visual- 
 izations at the same time. 
 
 Carefully apply the method suggested in Section 18. 
 
 55. Drill. Apply the exercises suggested in Section 19. See suggestion 
 in Section 49. 
 
 56. Test. Apply Section 20. 
 
 57. Review. Drill and test the class in the location of the following 
 features : 
 
 (a) South America (first time over) : Amazon River, Andes Mountains, 
 Antarctic Ocean, Argentina, Atlantic Ocean, Brazil, Buenos Aires, Carib- 
 bean Sea, Chile, Pacific Ocean, Rio de Janeiro, Valparaiso. 
 
 (b) Australia and Pacific Islands (first time over) : Australia, East Indies, 
 Hawaiian Islands, Honolulu, Indian Ocean, International Date Line, Manila, 
 New Zealand, Pacific Ocean, Philippines, Sydney. 
 
 (c) Europe (first time over) : Alps Mountains, Arctic Ocean, Atlantic 
 Ocean, Austria-Hungary, Belgium, Berlin, Black Sea, Bosporus, Bulgaria, 
 Caspian Sea, Constantinople, Danube River, Dardanelles, Denmark, Eng- 
 land, France, Germany, Great Britain, Greece, Holland, Iceland, Ireland, 
 Italy, London, Mediterranean Sea, Norway, Paris, Portugal, Rome, Rou- 
 
 (32) 
 
mania, Russia, Scotland, Sicily, Spain, St. Petersburg, Sweden, Switzerland, 
 Turkey (European). 
 
 See Section 21 for suggestions concerning reviews. 
 
 CALIFORNIA. (First time over.) 
 
 58. Outline Map Sketching. Apply with care the suggestions con- 
 tained in Section 16. The following points will help in giving correct visual- 
 izations of the outline : — 
 
 1. That the northern boundary of California is a parallel of latitude. 
 
 2. That the northeastern boundary runs along a meridian. 
 
 3. That the northern boundary is practically the same in length as the 
 northeastern boundary. 
 
 4. That Cape Mendocino is the most westerly point. 
 
 5. That San Francisco Bay is somewhat south of the latitude of Lake 
 Tahoe. 
 
 6. That California is narrowest between San Francisco Bay and Lake 
 Tahoe, save at the extreme southern end. 
 
 7. That the greatest width of California is found between Point Concep- 
 cion and the Colorado River. 
 
 8. That the southern boundary slants upward somewhat north of due east, 
 and is about two thirds the length of the northern boundary. 
 
 9. That the straight line' forming the eastern boundary from Lake Tahoe 
 to the Colorado River is in line with the northwestern corner of the State, 
 and about twice as long as the northern boundary. 
 
 It should be remembered that when these map hints are being used in 
 class no terms not understood by the class, such as latitude or meridian or 
 Lake Tahoe. are to be used. The teacher will have no difficulty in making 
 the points in the above clear by loose and simple expressions when inter- 
 preted by constant reference to her model outline. 
 
 59. Pronunciation. Apply exercises set forth in Section 17. The fol- 
 lowing features are to be taken up in this unit : — 
 
 1. Arizona. 12. Sacramento River. 
 
 2. Cape Mendocino. 13. San Francisco Bay. 
 
 3. Coast Range. 14. San Joaquin River. 
 
 4. Colorado River. 15. Santa Catalina Island. 
 
 5. Golden Gate. 16. Mt. Shasta. 
 
 6. Mexico. 17. Sierra Nevada Mountains. 
 
 7. Mohave Desert. 18. Tahoe Lake. 
 
 8. Monterey Bay. 19. Tehachapi Pass. 
 
 9. Nevada. 20. Tulare Lake. 
 
 10. Oregon. 21. Yosemite Valley. 
 
 11. Pacific Ocean. 
 
 3— bul. 5 (33) 
 
60. Locations. Apply the exercises described in Section 18. 
 
 61. Drill. Apply the exercises described in Section 19. See suggestion 
 in Section 49. 
 
 62. Test. Apply Section 20. 
 
 63. Review. Drill and test the class in the location of the following 
 features : 
 
 (a) North America (first time over) : Alaska, Appalachian Mountains, 
 Arctic Ocean, Atlantic Ocean, Boston, Canada, Central America, Chicago, 
 Great Lakes, Gulf of Mexico, Hudson Bay, Mexico, Mississippi River, New 
 York City, Pacific Ocean, Rocky Mountains, St. Lawrence, United States, 
 Washington City. 
 
 (&) Africa (first time over) : Alexandria, Antarctic Ocean, Atlantic 
 Ocean, Barbary States, Cairo, Cape Colony, Cape of Good Hope, Cape 
 Town, Egypt, Indian Ocean, Isthmus of Suez. Kongo River, Mediterranean 
 Sea, Nile River, Red Sea, Strait of Gibraltar. 
 
 (c) Asia (first time over) : Arabia, Arctic Ocean, Black Sea, Calcutta. 
 Caspian Sea, Chinese Empire, Desert of Gobi, Euphrates River, Ganges 
 River, Himalaya Mountains, India, Indian Ocean, Indus River, Japan, 
 Jerusalem, Jordan River, Mecca, Pacific Ocean, Peking, Persia, Red Sea, 
 Siberia, Steppes, Tibet, Tokyo, Turkey (Asiatic). 
 
 (d) United States (first time over) : — 
 
 Physical Features, Land: Adirondack Mountains, Appalachian Moun- 
 tains, Cape Cod, Cape Hatteras, Cascade Mountains, Coast Range, Long 
 Island, Mississippi Valley, Rocky Mountains, Sierra Nevada Mountains, 
 Yellowstone Park. 
 
 Physical Features, Water: Atlantic Ocean, Chesapeake Bay, Colorado 
 River, Columbia River, Connecticut River, Great Lakes, Great Salt Lake, 
 Gulf of Mexico, Hudson River, Lake Champlain, Lake Erie, Lake Huron. 
 Lake Michigan, Lake Ontario, Lake Superior, Massachusetts Bay, Missis- 
 sippi River, Missouri River, Niagara Falls, Ohio River, Pacific Ocean, 
 Potomac River, Puget Sound, Rio Grande, San Francisco Bay, St. Lawrence 
 River. 
 
 See Section 21 for suggestions concerning reviews. 
 
 THE EARTH AS A WHOLE. (Second time over.) 
 
 64. Class Work With Globes. Pass out the small globes used in the 
 work of Sections 2-6. Point out, describe briefly, and have each member of 
 the class rise and locate on his globe the following: Arctic Circle, Tropic 
 of Cancer, Equator, Tropic of Capricorn, Antarctic Circle, North Frigid 
 Zone, North Temperate Zone, Torrid Zone, South Temperate Zone, South 
 Frigid Zone. Explain in a few words that the Frigid Zones are cold and 
 bleak; that they are lands of ice and snow. The Temperate Zones are mild 
 and pleasant regions. The Torrid Zone is very hot. 
 
 65. Locations on the Hemisphere Maps. Use the same outline map 
 of .the hemispheres as was used in the work of Section 10. Draw on it the 
 Arctic and Antarctic Circles, the Tropics of Cancer and Capricorn, and 
 
 (34) 
 
the Equator. Then apply the methods suggested in Section 10. Review in 
 connection with the new locations the location of the features taken up in 
 treating the Earth as a Whole, first time over. (See Section 3.) 
 
 66. Locations on the Mercator Map op the World. Have the pupils 
 turn to the Mercator map, Fig. 120, opposite page 137 in the Introductory 
 Geography. Have different members find and point to the location of the 
 various zones and circles on this map. Also review the location of the 
 different continents and oceans. 
 
 67. Test, (a) Have each pupil stand, point to, and name the zones and 
 zone boundary circles as they appear upon his globe. 
 
 •(&) Send each pupil in turn to the outline map of the hemispheres and 
 have him point out each zone and circle. 
 
 68. Written Work. At its first occasion for seat work in map 
 geography have the section that has just completed the above exercises copy 
 the following from the blackboard, filling in the missing words : — 
 
 1. The Equator runs through the middle of the • Zone. 
 
 2. The Tropic of is the northern boundary of the Torrid Zone. 
 
 3. The Tropic of — — ■ is the southern boundary of the Torrid Zone. 
 
 4. The — — Circle is the northern boundary of the North Temperate Zone. 
 
 5. The North Temperate Zone is north of the Zone. 
 
 6. The North Temperate Zone is south of the Zone. 
 
 7. The Arctic Circle is south of the Zone. ) 
 
 8. The Tropic of is north of the South Temperate Zone. 
 
 9. The Zone is south of the Torrid Zone. 
 
 10. The Zone is south of the South Temperate Zone. 
 
 69. Review. Drill and test the pupils in the location of the following 
 features : 
 
 (a) The Earth as a Whole (first time over) : Africa. Antarctic Ocean, 
 Arctic Ocean, Asia, Atlantic Ocean. Australia, Europe. Indian Ocean, 
 North America. Pacific Ocean. South America. 
 
 (b) Asia (first time over) : Arabia, Arctic Ocean. Black Sea, Calcutta. 
 Caspian Sea. Chinese Empire, Desert of Gobi. Euphrates River. Ganges 
 River, Himalaya Mountains, India, Indian Ocean, Indus River, Japan, Jeru- 
 salem, Jordan River, Mecca. Pacific Ocean. Peking, Persia. Red Sea. Siberia, 
 Steppes, Tibet, Tokyo, Turkey (Asiatic). 
 
 (c) United States (first time over) : 
 
 Physical Features, Water: Atlantic Ocean. Chesapeake Bay. Colorado 
 River, Columbia River, Connecticut River, Great Lakes, Great Salt Lake. 
 Gulf of Mexico, Hudson River, Lake Champlain. Lake Erie. Lake Huron, 
 Lake Michigan, Lake Ontario, Lake Superior. Massachusetts Bay. Missis- 
 sippi River, Missouri River, Niagara Falls, Ohio River. Pacific Ocean. 
 Potomac River. Puget Sound. Rio Grande. San Francisco Bay. St. Lawrence 
 River. 
 
 Physical Features, Land: Adirondack Mountains. Appalachian Mountains. 
 Cape Cod, Cape Hatteras, Cascade Mountains. Coast Range. Long Island. 
 
 (35) 
 
Mississippi Valley, Rocky Mountains, Sierra Nevada Mountains, Yellowstone 
 Park. 
 
 See Section 21 for suggestions concerning review. 
 
 NORTH AMERICA. (Second time over.) 
 
 70. Outline Map Sketching. Drill the class in sketching the outline 
 of North America in the manner suggested in Section 16. By this time the 
 pupils should have a clear visualization of the main features of this conti- 
 nent and a few days' work should be sufficient to secure good outlines. In 
 any event, continue the drill until satisfactory results are attained. 
 
 71. Pronunciation. Apply the method set forth in Section 17. The 
 following features are to be considered in this unit : 
 
 1. Bering Sea. 12. Mexico. 
 
 2. Bering Strait. 13. Montreal. 
 
 3. Caribbean Sea. 14. Newfoundland. 
 
 4. Cuba. 15. New Orleans. 
 
 5. Greenland. 16. Panama Canal. 
 
 6. Gulf of California. 17. Porto Rico. 
 
 7. Gulf of St. Lawrence. 18. Rio Grande. 
 
 8. Havana. 19. San Francisco. 
 
 9. Hawaiian Islands. 20. Vancouver Island. 
 
 10. Isthmus of Panama. 21. West Indies. 
 
 11. Lower California. 22. Yukon River. 
 
 72. Location. Locate the above features by applying the methods sug- 
 gested in Section 18. 
 
 73. Drill. Apply the drill exercises suggested in Section 19. 
 
 74. Test. Apply the tests suggested in Section 20. 
 
 75. Review. Drill and test the class in the location of the following 
 features : 
 
 (a) North America (first time over) : Alaska, Appalachian Mountains. 
 Arctic Ocean, Atlantic Ocean, Boston, Canada, Central America, Chicago, 
 Great Lakes, Gulf of Mexico, Hudson Bay, Mexico, Mississippi River, New 
 York City, Pacific Ocean, Rocky Mountains, St. Lawrence River, United 
 States, Washington City. 
 
 (&) Europe (first time over) : Alps Mountains, Arctic Ocean, Atlantic 
 Ocean, Austria-Hungary, Belgium, Black Sea, Bosporus, Bulgaria, Caspian 
 Sea, Constantinople, Danube River, Dardanelles, Denmark, England, France, 
 Germany, Great Britain, Greece, Holland, Iceland, Ireland, Italy, London, 
 Mediterranean Sea, Norway, Paris, Portugal, Rome, Roumania, Russia, Scot- 
 land, Sicily, Spain, St. Petersburg, Sweden, Switzerland, Turkey (European). 
 
 (c) California (first time over) : Arizona, Cape Mendocino, Coast Range, 
 Colorado River, Golden Gate, Mexico, Mohave Desert, Monterey Bay, Nevada, 
 
 (3G) 
 
Oregon, Pacific Ocean, Sacramento Kiver, San Francisco Bay, San Joaquin 
 River, Santa Catalina Island, Mount Shasta, Sierra Nevada Mountains. 
 Tahoe Lake, Tehachapi Pass, Tulare Lake, Yosemite Valley. 
 See Section 21 for suggestions concerning review. 
 
 SOUTH AMERICA. (Second time over.) 
 
 76. Outline Map Sketching. Apply the method suggested in Sec- 
 tion 16. See Section 22 for hints in sketching the outline of South America. 
 
 77. Pronunciation. Apply the method set forth in Section 17. The 
 following features are to be taken up in this unit : 
 
 1. Bolivia. 6. Paraguay. 
 
 2. Cape Horn. 7. Peru. 
 
 3. Colombia. 8. Strait of Magellan. 
 
 4. Ecuador. 9. Uruguay. 
 
 5. Guiana. ' 10. Venezuela. 
 
 78. Locations. Locate the above features by the method set forth in 
 Section 18. 
 
 79. Drill. Use the drills suggested in Section 19. 
 
 80. Test. Apply the test methods suggested in Section 20. 
 
 81. Review. Drill and test the class in the location of the following 
 features : 
 
 (a) South America (first time over) : Amazon River, Andes Mountains. 
 Antarctic Ocean, Argentina, Atlantic Ocean, Brazil, Buenos Aires, Carib- 
 bean Sea, Chile, Pacific Ocean, Rio de Janeiro, Valparaiso. 
 
 (6) United States (first time over) : 
 
 Physical Features, Water: Atlantic Ocean, Chesapeake Bay, Colorado 
 River, Columbia River, Connecticut River, Great Lakes, Great Salt Lake. 
 Gulf of Mexico, Hudson Bay, Lake Champlain, Lake Erie, Lake Huron. Lake 
 Michigan, Lake Ontario, Lake Superior, Massachusetts Bay, Mississippi 
 River, Missouri River, Niagara Falls, Ohio River, Pacific Ocean, Potomac 
 River, Puget Sound, Rio Grande, San Francisco Bay, St. Lawrence River. 
 
 Physical Features, Land: Adirondack Mountains, Appalachian Mountains, 
 Cape Cod, Cape Hatteras, Cascade Mountains, Coast Range, Long Island, 
 Mississippi Valley, Rocky Mountains, Sierra Nevada Mountains, Yellowstone 
 Park. 
 
 (c) The Earth as a Whole (second time over) : Antarctic Circle, Arctic 
 Circle, Equator, North Frigid Zone, North Temperate Zone, South Frigid 
 Zone, South Temperate Zone, Torrid Zone, Tropic of Cancer, Tropic of 
 Capricorn. 
 
 See Section 21 for suggestions concerning review. 
 
 1 37 1 
 
AFRICA. (Second time over.) 
 
 82. Outline Map Sketching. Apply the method described in Sec- 
 tion 16. See Section 28 for suggestive hints to aid in sketching the outline 
 of Africa. 
 
 83. Pronunciation. Apply Section 17. The following features are to 
 be taken up in this unit : 
 
 1. Abyssinia. 9. Madagascar. 
 
 2. Algeria. 10. Morocco. 
 
 3. Atlas Mountains. 11. Sahara Desert. 
 
 4. Azores Islands. 12. St. Helena Island. 
 
 5. Canary Islands. 13. Suez Q&nal. 
 
 6. Darkest Africa. 14. Tripoli. 
 
 7. Gulf of Guinea. 15. Tunis. 
 
 8. Kongo Free States. 
 
 84. Locations. Teach the location of the above features by the method 
 set forth in Section 18. 
 
 85. Drill. Use the drills suggested in Section 19. 
 
 86. Test. Apply the test methods suggested in Section 20. 
 
 87. Review. Drill and test the class in the location of the following 
 features : 
 
 (a) Africa (first time over) : Alexandria, Antarctic Ocean, Atlantic Ocean, 
 Barbary States, Cairo, Cape Colony, Cape of Good Hope, Cape Town, Egypt, 
 Indian Ocean, Isthmus of Suez, Kongo River, Mediterranean Sea, Nile 
 River, Red Sea, Strait of Gibraltar. 
 
 (b) California (first time over) : Arizona, Cape Mendocino, Coast Range, 
 Colorado River, Golden Gate, Mexico, Mohave Desert, Monterey Bay, Nevada. 
 Oregon, Pacific Ocean, Sacramento River, San Francisco Bay, San Joaquin 
 River, Santa Catalina Island, Mount Shasta, Sierra Nevada Mountains, 
 Tahoe Lake, Tehachapi Pass, Tulare Lake, Yosemite Valley. 
 
 (c) North America (second time over) : Bering Sea, Bering Strait, 
 Caribbean Sea, Cuba, Greenland, Gulf of California, Gulf of St. Lawrence, 
 Havana, Hawaiian Islands, Isthmus of Panama, Lower California, Mexico, 
 Montreal, Newfoundland, New Orleans, Porto Rico, Rio Grande, San Fran- 
 cisco, Vancouver Island, West Indies, Yukon River. 
 
 See Section 21 for suggestions concerning review. 
 
 (38) 
 
AUSTRALIA AND PACIFIC ISLANDS. (Second time over.) 
 
 88. Outline Map Sketching. Apply the method described in Section 
 16. See Section 34 for suggestive hints. 
 
 89. Pronunciation. Apply the method set forth in Section 17. The 
 following features are to be taken up in this unit : 
 
 1. Borneo. 6. New Guinea. 
 
 2. Guam. 7 - Samoan Islands. 
 3 Java 8. Sumatra. 
 
 4. Luzon Island. 9- Tasmania. 
 
 5. Melbourne. 
 
 90. Locations. Teach the location of the above features by applying 
 the method set forth in Section 18. 
 
 91. Drill. Apply the drills suggested in Section 19. 
 
 92. Test. Apply Section 20. 
 
 93. Review. Drill and test the class in the location of the following 
 
 (a) Australia and Pacific Islands (first time over) : Australia, East 
 Indies, Hawaiian Islands, Honolulu, Indian Ocean, International Date Line, 
 Manila. New Zealand, Pacific Ocean, Philippines, Sydney. 
 
 (b) The Earth as a Whole (second time over) : Antarctic Circle, Arctic 
 Circle, Equator, North Frigid Zone, North Temperate Zone, South Frigid 
 Zone, South Temperate Zone, Torrid Zone, Tropic of Cancer, Tropic of 
 Capricorn. 
 
 (c) South America (second time over) : Bolivia, Cape Horn, Colombia, 
 Ecuador, Guiana, Paraguay, Peru, Strait of Magellan, Uruguay, Venezuela. 
 
 See Section 21 for suggestions concerning review. 
 
 ASIA. (Second time over.) 
 
 94. Outline Map Sketching. Apply the method set forth in Section 
 16. See Section 40 for suggestive hints. 
 
 95. Pronunciation. Apply Section 17. The following features are to 
 be taken up in this unit : — 
 
 1. Afghanistan. 11. Manchuria. 
 
 2. Arabian Sea. 12. Mount Everest. 
 
 3. Bay of Bengal. 13. Persian Gulf. 
 
 4. Ceylon. 14. Siam. 
 
 5. China Sea. 15. Ural Mountains. 
 
 6. Dead Sea. 16. Ural River. 
 
 7. Hoang-ho. 17. Vladivostok. 
 
 8. Hongkong. 18. Yangtse-kiang. 
 
 9. Japan Sea. 19. Yokohama. 
 
 10. Kamchatka. 
 
 (39) 
 
96. Locations. Teach the location of the above features by applying 
 the suggestions in Section 18. 
 
 97. Drill. Apply the drills outlined in Section 19. 
 
 98. Test. Apply Section 20. 
 
 99. Review. Drill and test the class in the location of the following 
 features : 
 
 (a) Asia (first time over) : Arabia, Arctic Ocean, Black Sea, Calcutta, 
 Caspian Sea, Chinese Empire, Desert of Gobi, Euphrates River, Ganges 
 River, Himalaya Mountains, India, Indian Ocean, Indus River, Japan, Jeru- 
 salem, Jordan River, Mecca, Pacific Ocean, Peking, Persia, Red Sea, Siberia, 
 Steppes, Tibet, Tokyo, Turkey (Asiatic). 
 
 (&) North America (second time over) : Bering Sea, Bering Strait, Carib- 
 bean Sea, Cuba, Greenland, Gulf of California, Gulf of St. Lawrence, Ha- 
 vana, Hawaiian Islands. Isthmus of Panama, Lower California, Mexico, 
 Montreal, Newfoundland, New Orleans, Panama Canal, Porto Rico, Rio 
 Grande, San Francisco, Vancouver Island, West Indies, Yukon River. 
 
 (c) Africa (second time over) : Abyssinia, Algeria, Atlas Mountains, 
 Azores Islands, Canary Islands, Darkest Africa, Gulf of Guinea, Kongo 
 Free State, Madagascar, Morocco, Sahara Desert, St. Helena Island, Suez 
 Canal, Tripoli, Tunis. 
 
 See Section 21 for suggestions concerning review. 
 
 EUROPE. (Second time over.) 
 
 100. Outline Map Sketching. Apply the method described in Section 
 16. See Section 46 for hints. 
 
 101. Pronunciation. Apply Section 17. The following features are to 
 be taken up in the treatment of this unit : — 
 
 1. Adriatic Sea. 14. Naples. 
 
 2. Apennines. 15. North Sea. 
 
 3. Athens. 16. Pyrenees Mountains. 
 
 4. Baltic Sea. 17. Rhine River. 
 
 5. Bay of Biscay. 18. Seine River. 
 
 6. Brussels. 19. Strait of Dover. 
 
 7. Caucasus Mountains. 20. Strait of Gibraltar. 
 
 8. Edinburgh. 21. Thames River. 
 
 9. English Channel. 22. The Hague. 
 
 10. Gibraltar. 23. Tiber River. 
 
 11. Lake Geneva. 24. Venice. 
 
 12. Liverpool. 25. Vesuvius. 
 
 13. Madrid. 
 
 102. Locations. Teach the location of the above features by applying 
 the methods set forth in Section 18. 
 
 (40) 
 
103. Drill. Use the drills suggested in Section 19. 
 
 104. Test. Apply Section 20. 
 
 105. Review. Drill and test the class in the location of the following 
 features : 
 
 (a) Europe (first time over) : Alps Mountains, Arctic Ocean, Atlantic 
 Ocean. Austria-Hungary, Belgium, Berlin, Black Sea, Bosporus, Bulgaria, 
 Caspian Sea, Constantinople, Danube River, Dardanelles, Denmark, Eng- 
 land, France, Germany, Great Britain, Greece, Holland, Iceland, Ireland, 
 Italy, London, Mediterranean Sea, Norway, Paris, Portugal, Rome, Rou- 
 mania, Russia. Scotland, Sicily, Spain, St. Petersburg, Sweden, Switzerland, 
 Turkey (European). 
 
 (b) The Earth as a Whole (second time over) : Antarctic Circle, Arctic 
 Circle, Equator, North Frigid Zone, North Temperate Zone, South Frigid 
 Zone, South 'Temperate Zone, Torrid Zone, Tropic of Cancer, Tropic of 
 Capricorn. 
 
 (c) South America (second time over) : Bolivia, Cape Horn, Colombia, 
 Ecuador, Guiana, Paraguay, Peru, Strait of Magellan, Uruguay, Venezuela. 
 
 (d) Australia and Pacific Islands (second time over): Borneo, Guam, 
 Java, Luzon Island, Melbourne, New Guinea, Samoan Islands, Sumatra, 
 Tasmania. 
 
 See Section 21 for suggestions, concerning the method of the review. 
 
 UNITED STATES. (Second time over.) 
 
 106. Outline Map Sketching. Apply the method set forth in Section 
 16. See Section 52 for hints. 
 
 107. Pronunciation. Apply Section 17. The following features are to 
 be taken up in the treatment of this unit : — 
 
 (a) States: 
 
 1. Alabama. 17. Louisiana. 
 
 2. Arizona. 18. Maine. 
 
 3. Arkansas. 19. Maryland. 
 
 4. California. 20. Massachusetts. 
 
 5. Colorado. 21. Michigan. 
 
 6. Connecticut. 22. Minnesota. 
 
 7. Delaware. 23. Mississippi. 
 
 8. District of Columbia. 24. Missouri. 
 
 9. Florida. 25. Montana. 
 
 10. Georgia. 26. Nebraska. 
 
 11. Idaho. 27. Nevada. 
 
 12. Illinois. 28. New Hampshire. 
 
 13. Indiana. 29. New Jersey. 
 
 14. Iowa. 30. New Mexico. 
 
 15. Kansas. 31. New York. * 
 
 16. Kentucky. 32. North Carolina. 
 
 (41) 
 
33. North Dakota. 42. Texas. 
 
 34. Ohio. 43. Utah. 
 
 35. Oklahoma. 44. Vermont. 
 
 36. Oregon. 45. Virginia. 
 
 37. Pennsylvania. 46. Washington. 
 
 38. Rhode Island. 47. West Virginia. 
 
 39. South Carolina. 48. Wisconsin. 
 
 40. South Dakota. 49. Wyoming. 
 
 41. Tennessee. 
 (b) Cities: 
 
 1. Boston. 7. Salt Lake City. 
 
 2. Chicago. 8. San Francisco. 
 
 3. Denver. 9. Seattle. 
 
 4. New Orleans. 10. St. Louis. 
 
 5. New York. 11. Washington. 
 
 6. Omaha. 
 
 108. Locations. Teach the location of the above features by applying 
 the method set forth in Section 18. In this unit there are so many new 
 locations to teach that the work must be done in installments. Take up the 
 states in the groups in which they have been treated in the Introductory 
 Geography text-book : New England States ; Middle Atlantic States ; South- 
 ern States ; Central States, and Western States. Drill and test the class in 
 the location of the states of each group before passing on to the next. In 
 this way confusion will be avoided. 
 
 When the states have been thoroughly treated, take up the location of the 
 cities. 
 
 109. Drill. Use the drills set forth in Section 19. 
 
 110. Test. Each group should be tested when it has been sufficiently 
 drilled upon. The final test should involve the whole list of states and cities. 
 For this exercise have at hand outline maps of the United States showing 
 the outlines of all the states and territories. Then apply the method sug- 
 gested in Section 20, subdivision (a). Have the pupils write the numbers 
 instead of the names. Test, also, with the method described in Section 19, 
 subdivision (d). 
 
 111. Review. Drill and test the class in the location of the following 
 features : 
 
 (a) United States (first time over) : 
 
 Physical Features, Water: Atlantic Ocean, Chesapeake Bay, Colorado 
 River, Columbia River, Connecticut River, Great Lakes, Great Salt Lake. 
 Gulf of Mexico, Hudson River, Lake Champlain, Lake Erie, Lake Huron, 
 Lake Michigan, Lake Ontario, Lake Superior, Massachusetts Bay, Missis- 
 sippi River, Missouri River, Niagara Falls, Ohio River, Pacific Ocean, 
 Potomac River, Puget Sound, Rio Grande, San Francisco Bay, St. Lawrence 
 River. 
 'Physical Features, Land: Adirondack Mountains, Appalachian Mount- 
 
 (42) 
 
ains, Cape Cod, Cape Hatteras, Cascade Mountains, Coast Range, Long 
 Island, Mississippi Valley, Roeky Mountains, Sierra Nevada Mountains. 
 Yellowstone Park. 
 
 (&) North America (second time over) : Bering Sea, Bering Strait, Car- 
 ibbean Sea, Cuba, Gulf of California, Gulf of St. Lawrence, Havana, 
 Hawaiian Islands. Isthmus of Panama, Lower California, Mexico, Montreal, 
 Newfoundland, New Orleans, Panama Canal, Porto Rico, Rio Grande, San 
 Francisco, Vancouver Island, West Indies, Yukon River.. 
 
 (c) Africa (second time over) : Abyssinia, Algeria, Atlas Mountains. 
 Azores Islands, Canary Islands, Darkest Africa, Gulf of Guinea, Kongo 
 Free State, Madagascar, Morocco, Sahara Desert, St. Helena Island, Suez 
 Canal. Tripoli, Tunis. 
 
 (d) Asia (second time over) : Afghanistan, Arabian Sea. Bay of Bengal, 
 Ceylon, China, Dead Sea, Hoang-ho, Hongkong, Japan Sea, Kamchatka, 
 Manchuria, Mount Everest, Persian Gulf, Siam, Ural Mountains. Ural 
 River, Vladivostok, Yangtse-kiang. Yokohama. 
 
 See Section 21 for suggestions concerning the method of the review. 
 
 CALIFORNIA. (Second time over.) 
 
 112. Outline Map Sketching. 
 16. See Section 58 for hints. 
 
 113. Pronunciation. Apply Section 
 features are to be taken up in this unit : — 
 
 1. Alameda County. 
 
 2. Berkeley. 
 
 3. Contra Costa County. 
 
 4. Eureka. 
 
 5. Fresno. 
 
 6. Fresno County. 
 
 7. Kern County. 
 
 8. Los Angeles. 
 
 9. Los Angeles County. 
 
 10. Mare Island Navy Yard. 
 
 11. Marin County. 
 
 12. Monterey County. 
 
 13. Napa County. 
 
 Apply the method set forth in Section 
 
 17. The following political 
 
 14. Oakland. 
 
 15. Sacramento. 
 
 16. Sacramento County. 
 
 17. San Diego. 
 
 18. San Diego County. 
 
 19. San Francisco. 
 
 20. San Jose. 
 
 21. San Mateo County. 
 
 22. Santa Barbara. 
 
 23. Santa Barbara County. 
 
 24. Santa Clara County. 
 
 25. Solano County. 
 
 26. Sonoma County. 
 
 Note. — A clear idea of the location of each of the above would seem to be of value to 
 any well-informed Californian. But in addition there should be added to this list such 
 local features as it may be necessary for the pupils to hold in visual memory. Thus, in the 
 schools of Kings County there should be added to the list the following : Kings River, Han- 
 ford. Kings County, Tulare County, and San Luis Obispo County. And in like manner 
 in Sonoma County it would be well to include Petaluma. Santa Rosa, Healdsburg, Sonoma, 
 Lake County, and Mendocino County in the list. Each teacher should add such local 
 features as may be of sufficient importance. 
 
 (43) 
 
114. Locations. Apply the methods set forth in Section 18 in teaching 
 the location of the above features. 
 
 It will be well to keep the counties in a group during the exercises in 
 locating, location drills, and testing, so that the class may see clearly their 
 relative size and position on the map. 
 
 115. Drill. Apply the drills described in Section 19. 
 
 116. Test. Apply Section 20. 
 
 117. Review. Drill and test the class in the location of the following 
 features: (See Section 21 for suggestions concerning review work.) 
 
 (a) California (first time over) : Arizona, Cape Mendocino, Coast Range, 
 Colorado River, Golden Gate, Mexico, Mohave Desert, Monterey Bay, 
 Nevada, Oregon, Pacific Ocean, Sacramento River, San Francisco Bay, San 
 Joaquin River, Santa Catalina Island, Mount Shasta, Sierra Nevada 
 Mountains, Tahoe Lake, Tehachapi Pass, Tulare Lake. Yosemite Valley. 
 
 (b) South America (second time over) : Bolivia, Cape Horn, Colombia, 
 Ecuador, Guiana, Paraguay, Peru, Strait of Magellan, Uruguay, Venezuela. 
 
 (c) Australia and Pacific Islands (second time over) : Borneo, Guam, 
 Java, Luzon Island, Melbourne, New Guinea, Samoan Islands,' Sumatra. 
 Tasmania. 
 
 (d) Europe (second time over) : Adriatic Sea, Apennines, Athens, 
 Baltic Sea, Bay of Biscay, Brussels, Caucasus Mountains, Edinburgh,. 
 English Channel, Gibraltar, Lake Geneva, Liverpool, Madrid, Naples, North 
 Sea, Pyrenees Mountains, Rhine River, Seine River, Strait of Dover, Strait 
 of Gibraltar, Thames River, The Hague, Tiber River, Venice, Vesuvius. 
 
 (e) Asia (second time over) : Afghanistan, Arabian Sea, Bay of Bengal, 
 Ceylon, China Sea, Dead Sea, HoangJio, Hongkong, Japan Sea, Kamchatka. 
 Manchuria, Mount Everest, Persian Gulf, Siam, Ural Mountains, Ural 
 River, Vladivostok, Yangtse-kiang, Yokohama. 
 
 (/) United States (second time over) : 
 
 States: Alabama, Arizona, Arkansas, California, Colorado, Connecticut, 
 Delaware, District of Columbia, Florida, Georgia, Idaho, Illinois, Indiana, 
 Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts. Mich- 
 igan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New 
 Hampshire, New Jersey, New Mexico, New York, North .Carolina. North 
 Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Caro- 
 lina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, 
 West Virginia, Wisconsin, Wyoming. 
 
 Cities: Boston, Chicago, Denver, New Orleans, New York, Omaha, Salt 
 Lake City, San Francisco, Seattle, St. Louis, Washington. 
 
 (g) California (second time .over) : Alameda County, Berkeley, Contra 
 Costa County, Eureka, Fresno, Fresno County, Kern County,. Los Angeles. 
 Los Angeles County, Mare Island Navy Yard, Marin County, Monterey 
 County, Napa County, Oakland, Sacramento, Sacramento County. San 
 Diego, San Diego County, San Francisco, San Jose, San Mateo County. 
 Santa Barbara, Santa Barbara County, Santa Clara County, Solano County, 
 Sonoma County. 
 
 See Section 21 for suggestions concerning review work. 
 
 (44) 
 
REVIEW WORK EOR THE SIXTH, SEVENTH, AND 
 
 EIGHTH GRADES. 
 
 The foregoing course under ordinary conditions should be completed at 
 the end of the fifth grade. If, however, due to special circumstances, the 
 teacher is unable to cover the work in these two years of the fourth and 
 fifth grades, she should continue it on its accustomed schedule of two periods 
 per week until it has been completed. It may be possible, on the other hand, 
 under most favorable conditions to finish the course before the close of the 
 fifth year, and if this can be done (thorough work being the standard at all 
 times), so much the better. The point is that every part of the course should 
 be taught and each review dwelt upon until satisfactory results have been 
 attained. 
 
 This done, whether it be at the end of the fifth year or before or after that 
 time, the regular final review schedule should be taken up. This work 
 requires one forty-minute period every second week, or one fifteen-minute 
 period every week, and should be continued throughout the sixth, seventh, 
 and eighth grades. The class should follow the review course outlined below, 
 and in each review period should cover as many features as possible, clear 
 visualizations of map locations being the standard. In case weakness is 
 shown in recalling any of the mental map pictures, enough drill work (see 
 Section 19) should be given to remove the difficulty. 
 
 This work should be systematic. If a review period is missed through 
 holiday or other interference, it should be made up. Unless order and 
 sequence mark review exercises the map visualizations that have been secured 
 will fade out and the results of the course will be largely lost. Upon faith- 
 ful review work depends the permanence of the impressions gained in the 
 first two years' work. 
 
 Besides these regular bi-weekly or weekly review exercises, the class should 
 go over the map geography of the different areas as each area comes up for 
 treatment in the descriptive geography course, and also when the area has 
 just been completed. Thus, when Europe is taken up for descriptive work 
 that work should be prefaced by a brisk review of the map geography of 
 Europe, both first and second times over. Give another review of the 
 same feature as soon as the descriptive material on Europe has been com- 
 pleted. Such occasional review exercises should not be considered a part 
 of the systematic review work referred to above, but should be given when 
 occasion for them arises in time taken from the descriptive geography course. 
 
 The drill methods outlined in Section 19, subdivisions (d) and (/), are 
 especially recommended for this review work. They are thorough and 
 time-saving. Each day's work should include as many features as may be 
 thoroughly treated, and the class should proceed systematically from the 
 beginning to the end of the course as outlined below. In this way it will 
 be found possible to complete the review of the map geography of the world 
 at least once each school year. In smaller classes the proposed schedule will 
 make it possible to cover the whole ground two times each year. 
 
 (45) 
 
1. The Earth as a Whole, first time over: 
 
 Africa. 
 
 Antarctic Ocean. 
 
 Arctic Ocean. 
 
 Asia. 
 
 Atlantic Ocean. 
 
 Australia. 
 
 2. The Earth as a Whole, second time over. 
 
 Antarctic Circle. 
 
 Arctic Circle. 
 
 Equator. 
 
 North Frigid Zone. 
 
 North Temperate Zone. 
 
 3. North America, first time over: 
 
 Alaska. 
 
 Appalachian Mountains. 
 
 Arctic Ocean. 
 
 Atlantic Ocean. 
 
 Boston. 
 
 Canada. 
 
 Central America. 
 
 Chicago. 
 
 Great Lakes. 
 
 Gulf of Mexico. 
 
 4. North America, second time over: 
 
 Bering Sea. 
 
 Bering Strait. 
 
 Caribbean Sea. 
 
 Cuba. 
 
 Greenland. 
 
 Gulf of California. 
 
 Gulf of St. Lawrence. 
 
 Havana. 
 
 Hawaiian Islands. 
 
 Isthmus of Panama. 
 
 Lower California. 
 
 5. South America, first time over: 
 
 Amazon River. 
 Andes Mountains.* 
 Antarctic Ocean. 
 Argentina. 
 Atlantic Ocean. 
 Brazil. 
 
 Europe. 
 Indian Ocean. 
 North America. 
 Pacific Ocean. 
 South America. 
 
 South Frigid Zone. 
 South Temperate Zone. 
 Torrid Zone. 
 Tropic of Cancer. 
 Tropic of Capricorn. 
 
 Hudson Bay. 
 Mexico. 
 
 Mississippi River. 
 New York City. 
 Pacific Ocean. 
 Rocky Mountains. 
 St. Lawrence River. 
 United States. 
 Washington City. 
 
 Mexico. 
 Montreal. 
 Newfoundland. 
 New Orleans. 
 Panama Canal. 
 Porto Rico. 
 Rio Grande. 
 San Francisco. 
 Vancouver Island. 
 West Indies. 
 Yukon River. 
 
 Buenos Aires. 
 Caribbean Sea. 
 Chile. 
 
 Pacific Ocean. 
 Rio de Janeiro. 
 Valparaiso. 
 
 (46) 
 
.'«»A»,, 
 
 South America, second time over: 
 Bolivia. 
 Cape Horn. 
 Colombia. 
 Ecuador. 
 Guiana. 
 
 Africa, first time over: 
 Alexandria. 
 Antarctic Ocean. 
 Atlantic Ocean. 
 Barbary States. 
 Cairo. 
 
 Cape Colony. 
 Cape of Good Hope. 
 Cape Town. 
 
 Africa, second time over: 
 Abyssinia. 
 Algeria. 
 
 Atlas Mountains. 
 Azores Islands. 
 Canary Islands. 
 Darkest Africa. 
 Gulf of Guinea. 
 Kongo Free State. 
 
 Australia and Pacific Islands, first 
 Australia. 
 East Indies. 
 Hawaiian Islands. 
 Honolulu. 
 Indian Ocean. 
 International Date Line. 
 
 Paraguay. 
 
 Peru. 
 
 Strait of Magellan. 
 
 Uruguay. 
 
 Venezuela. 
 
 Egypt. 
 
 Indian Ocean. 
 Isthmus of Suez. 
 Kongo River. 
 Mediterranean Sea. 
 Nile River. 
 Red Sea. 
 Strait of Gibraltar. 
 
 Madagascar. 
 
 Morocco. 
 
 Sahara Desert. 
 
 St. Helena Island. 
 
 Suez Canal. 
 
 Tripoli. 
 
 Tunis. 
 
 time over: 
 Manila. 
 New Zealand. 
 Pacific Ocean. 
 Philippines. 
 Sydney. 
 
 10. Australia and Pacific Islands, second time over: 
 Borneo. New Guinea. 
 
 Guam. Samoan Islands. 
 
 Java. Sumatra. 
 
 Luzon Island. Tasmania. 
 
 Melbourne. 
 
 (47) 
 
11. Asia, first time over: 
 Arabia. 
 
 Arctic Ocean. 
 Black Sea. 
 Calcutta. 
 Caspian Sea. 
 Chinese Empire. 
 Desert of Gobi. 
 Euphrates River. 
 Ganges River. 
 Himalaya Mountains. 
 India. 
 
 Indian Ocean. 
 Indus River. 
 
 12. Asia, second time over: 
 Afghanistan. 
 Arabian Sea. 
 
 Bay of Bengal. 
 Ceylon. 
 China Sea. 
 Dead Sea. 
 Hoang-ho. 
 Hongkong. 
 Japan Sea. 
 Kamchatka. 
 
 13. Europe, first time over: 
 Alps Mountains. 
 Arctic Ocean. 
 Atlantic Ocean. 
 Austria-Hungary. 
 Belgium. 
 
 Berlin. 
 
 Black Sea. 
 
 Bosporus. 
 
 Bulgaria. 
 
 Caspian Sea. 
 
 Constantinople. 
 
 Danube River. 
 
 Dardanelles. 
 
 Denmark. 
 
 England. 
 
 France. 
 
 Germany. 
 
 Great Britain. 
 
 Greece. 
 
 Japan. 
 
 Jerusalem. 
 
 Jordan River. 
 
 Mecca. 
 
 Pacific Ocean. 
 
 Peking. 
 
 Persia. 
 
 Red Sea. 
 
 Siberia. 
 
 Steppes. 
 
 Tibet. 
 
 Tokyo. 
 
 Turkey (Asiatic), 
 
 Manchuria. 
 
 Mount Everest. 
 
 Persian Gulf. 
 
 Siam. 
 
 Ural Mountains. 
 
 Ural River. 
 
 Vladivostok. 
 
 Yangtse-kiang. 
 
 Yokohama. 
 
 Holland. 
 
 Iceland. 
 
 Ireland. 
 
 Italy. 
 
 London. 
 
 Mediterranean Sea. 
 
 Norway. 
 
 Paris. 
 
 Portugal. 
 
 Rome. 
 
 Roumania. 
 
 Russia. 
 
 Scotland. 
 
 Sicily. 
 
 Spain. 
 
 St.. Petersburg. 
 
 Sweden. 
 
 Switzerland. 
 
 Turkey ( European ) 
 
 (48) 
 
14. Europe, second time over: 
 
 Adriatic Sea. 
 
 Apennines. 
 
 Athens. 
 
 Baltic Sea. 
 
 Bay of Biscay. 
 
 Brussels. 
 
 Caucasus Mountains. 
 
 Edinburgh. 
 
 English Channel. 
 
 Gibraltar. 
 
 Lake Geneva. 
 
 Liverpool. 
 
 Madrid. 
 
 15. United States, first time over: 
 Physical Features, Water: 
 
 Atlantic Ocean. 
 Chesapeake Bay. 
 Colorado River. 
 Columbia River. 
 Connecticut River. 
 Great Lakes. 
 Great Salt Lake. 
 Gulf of Mexico. 
 Hudson River. 
 Lake Champlain. 
 Lake Erie. 
 Lake Huron. 
 Lake Michigan. 
 Physical Features, Land : 
 Adirondack Mountains. 
 Appalachian Mountains. 
 Cape Cod. 
 Cape Hatteras. 
 Cascade Mountains. 
 Coast Range. 
 
 Naples. 
 North Sea. 
 Pyrenees Mountains. 
 Rhine River. 
 Seine River. 
 Strait of Dover. 
 Strait of Gibraltar. 
 Thames River. 
 The Hague. 
 Tiber River. 
 Venice. 
 Vesuvius. 
 
 Lake Ontario. 
 Lake Superior. 
 Massachusetts Bay. 
 Mississippi River. 
 Missouri River. 
 Niagara Falls. 
 Ohio River. 
 Pacific Ocean. 
 Potomac River. 
 Puget Sound. 
 Rio Grande. 
 San Francisco Bay. 
 St. Lawrence River. 
 
 Long Island. 
 Mississippi Valley. 
 Rocky Mountains. 
 Sierra Nevada Mountains. 
 Yellowstone Park. 
 
 4 — BUL. u 
 
 (49) 
 
16. United States, second time over: 
 States : 
 
 Alabama. 
 Arizona. 
 Arkansas. 
 California. 
 Colorado. 
 Idaho. 
 Illinois. 
 Indiana. 
 Iowa. 
 Kansas. 
 Kentucky. 
 Louisiana. 
 Maine. 
 Maryland. 
 Massachusetts. 
 Michigan. 
 Minnesota. 
 Mississippi. 
 Missouri. 
 Montana. 
 Nebraska. 
 Nevada. 
 
 New Hampshire. 
 New Jersey. 
 New Mexico. 
 Cities : 
 Boston. 
 Chicago. 
 Denver. 
 New Orleans. 
 New York. 
 Omaha. 
 
 17. California, first time over: 
 Arizona. 
 
 Cape Mendocino. 
 Coast Range. 
 Colorado River. 
 Golden Gate. 
 Mexico. 
 
 Mohave Desert. 
 Monterey Bay. 
 Nevada. 
 Oregon. 
 Pacific Ocean. 
 
 Connecticut. 
 
 Delaware. 
 
 District of Columbia. 
 
 Florida. 
 
 Georgia. 
 
 New York. 
 
 North Carolina. 
 
 North Dakota. 
 
 Ohio. 
 
 Oklahoma. 
 
 Oregon. 
 
 Pennsylvania. 
 
 Rhode Island. 
 
 South. Carolina. 
 
 South Dakota. 
 
 Tennessee. 
 
 Texas. 
 
 Utah. 
 
 Vermont. 
 
 Virginia. 
 
 Washington. 
 
 West Virginia. 
 
 Wisconsin. 
 
 Wyoming. 
 
 Salt Lake City. 
 San Francisco. 
 Seattle. 
 St. Louis. 
 Washington. 
 
 Sacramento River. 
 
 San Francisco Bay. 
 
 San Joaquin River. 
 
 Santa Catalina Island. 
 
 Mount Shasta. 
 
 Sierra Nevada Mountains. 
 
 Tahoe Lake. 
 
 Tehachapi Pass. 
 
 Tulare Lake. 
 
 Yosemite Valley. 
 
 (50) 
 
38. California, second time over: 
 
 Alameda County. Oakland. 
 
 Berkeley. Sacramento. 
 
 Contra Costa County. Sacramento County. 
 
 Eureka. San Diego. 
 
 Fresno. San Diego County. 
 
 Fresno County. San Francisco. 
 
 Kern County. San Jose. 
 
 Los Angeles. San Mateo County. 
 
 Los Angeles County. Santa Barbara. 
 
 Mare Island Navy Yard. Santa Barbara County. 
 
 Marin County. Santa Clara County. 
 
 Monterey County. , Solano County. 
 
 Napa County. Sonoma County 
 
 (51) 
 
PART II. 
 
 JOURNLY GLOGRAPHY 
 
 FOR BLGINNLR5. 
 
PREFACE. 
 
 This portion of the Bulletin is in no way intended as a substitute for 
 any portion of the State Series Geographies. It is designed more as a 
 preparation for the intelligent use of the texts, by the pupils, later in their 
 course. 
 
 The topics are so chosen as to represent a complete journey around the 
 world. Part I and Part II of this Bulletin are to be given together. The 
 Topics in Part II should be so connected with the Map Geography, as given 
 in Part I, as to leave a clear idea as to the locations upon the earth and 
 also a vivid impression of the habits and customs of various peoples of the 
 earth. These topics have been carefully prepared and repeatedly revised 
 so as to include only those features that are of the greatest importance. 
 They will be of use not only to the child in the Fourth Grade but in later 
 life as well. By using them he will have three complete surveys of the 
 earth in a descriptive way, (1) in Journey Geography, (2) in the State 
 Introductory Geography and (3) in the State Advanced Geography. 
 
 The methods suggested here have been tested and are such as will give 
 the maximum results with a reasonable expenditure of energy on the part 
 of both pupils and teacher. Thus it is hoped that the teacher may be able 
 to do more effective work with the same amount of energy she usually has 
 to expend upon the subject. Any questions in regard to any part of the 
 Bulletin will be gladly received. In this way it will become more useful 
 and consequently more valuable to the teaching force in general. 
 
TABLL OF CONTLNTS. 
 
 Page. 
 INTRODUCTION 5 
 
 "From the Near to the Remote" 1 5 
 
 The Question of Sequence 5 
 
 The Child is Interested in Activities 6 
 
 "Culture Epoch Theory" 6 
 
 Primitive Interest of the Child 7 
 
 The Elimination of Waste in Geography 8 
 
 Desirability of Such a Course in the Fourth Grade 8 
 
 Method of Handling the Work 9 
 
 LOCAL GEOGRAPHY 10 
 
 JOURNEY GEOGRAPHY 13 
 
 Methods and Book List 13 
 
 Summary of the Course of Study in Geography 14 
 
 Minimum Book List 15 
 
 Complete Book List 16 
 
 North America 17 
 
 Reviews 1 18 
 
 South America 25 
 
 Africa 27 
 
 Europe 28 
 
 Asia 35 
 
 Australia and the Islands 37 
 
 SCHEME FOR SYSTEMATIC REVIEW 39 
 
INTRODUCTION. 
 
 "From the Near to the Remote." 
 
 The pedagogical doctrine of "From the near to the remote" or "from 
 the .known to the unknown" is one of great value and its application in 
 the work of general instruction in the grades is of extreme importance. 
 It is only by and through this principle that we are able to make rapid 
 strides in educational work. This is especially true of instruction in geog- 
 raphy where we wish to lay a good solid foundation for all future work 
 and build upon that foundation through appealing to what the child knows. 
 
 But in its application we must not forget to take into consideration the 
 fact that it does not necessarily apply to what is near or remote as measured 
 in feet or miles. For example, osmosis is nearer to our very being than 
 most anything else except perhaps protoplasm, yet how few of us really 
 understand the former and none of us understand what the latter is or 
 how it is produced. To most of us, New York city is nearer than Cheyenne, 
 or the Alps Mountains are nearer than the Henry Mountains. Yet if meas- 
 ured in miles we will find the reverse true several times over. We know 
 more of the Philippines than we do of Vancouver Island and consequently 
 the former is the nearer educationally, but measured in miles the latter 
 is but a stone's throw as compared to the Philippines. To the average child 
 in California the moon is nearer than Mount Shasta or Mount Whitney. 
 
 Granted that we wish to follow that good old doctrine, where shall we 
 begin and where shall we end in order that we may have those things that 
 are near to the child, and where shall we begin that we may classify the 
 others as remote? To be sure the region near to one child in one locality 
 will differ from that of a child in another place, so that the only safe basis 
 upon which to judge as to what is near or remote will resolve itself into 
 this : Judge those things near that are within reach of him so they can be 
 observed or investigated by him and classify all other things as remote. 
 But it must be taken into consideration that some things are more remote 
 than others and it is not the distance in miles that counts most. This then 
 limits the near objects to his own neighborhood, to his own district, where 
 he may investigate for himself. To this may be' added those humanistic 
 tendencies which so influence and make up the life of the child. Under 
 this heading let us place the play instinct in which the child so resembles 
 a young animal, and also the interest in young life of all descriptions, 
 whether it be human, semi-human as exhibited by the savage and barbarous 
 inhabitants of the different parts of the little known portions of the earth, 
 or animal as shown by the habits and play of young animals. 
 
 The Question of Sequence. 
 
 Outside of the interest exhibited along these lines the child is seemingly 
 as much interested in South America, Africa or Australia as he is in British 
 Columbia, Saskatchewan, Montana, Nevada or even parts of our own state 
 of California. Such being the case it makes little difference as to the 
 
 (5) 
 
sequence of geographical material- after the immediate neighborhood has 
 been studied and, in fact, there are many things connected with the home 
 region that are best left out till the child mind is more mature so that it 
 may be the better able to grasp them. 
 
 Many people think that as the child of the fourth grade spends the 
 greater part of his time in the home he is interested in his own home and 
 consequently in all other homes. As a matter of fact this is, in the majority 
 of cases, only a minor interest. He is more interested in doing something ; 
 in working with his hands. He wants to whittle, to make kites, to dig in 
 the dirt and do a thousand and one things that call for action on his part. 
 For this reason as much as for any other the Map Geography work can 
 best be introduced at this time. This gives the child occupation, coordinates 
 the muscular movements and at the same time teaches him the location of 
 places on the earth's surface. It is not a waste of time, as some may argue, 
 for he must know these locations sooner or later. If given now he will 
 have the time that would have been spent on map drill later to put on those 
 parts that call for reasoning, and reasoning is not one of the chief charac- 
 teristics of the child in the fourth grade. It is a well known fact that this 
 is what might be termed the memory age. At this age the child learns 
 abstractions most easily and retains them better than at any later time: 
 We must be careful not to overdo the matter and get the child disgusted 
 with the work but strive to keep up a healthy interest in the doing part of 
 it. He will show a great deal more interest for fifteen or twenty minutes 
 a day in map work than he will in sitting and grinding out bricks and 
 boards by a mental process, these boards to be used in building the homes 
 of all sorts of people. 
 
 The Child is Interested in Activities. 
 
 Nothing appeals so strongly to a fourth grade boy especially, and to a 
 girl as well, as stories of activities connected with hunting, fishing or 
 trapping expeditions. The child at this age is more or less of a little 
 animal and is consequently interested in animals. So to vary the monotony 
 a little let us study some of the activities, plants, animals and the like con- 
 nected with various parts of the earth in hopes that they may serve to keep 
 those places fixed in the memory for all time. It seems reasonable to 
 expect each to help the other, i. e., the activity, animal or plant will help 
 him to remember the locality, and the location helps to fix certain activities 
 carried on by certain animals, people, etc. 
 
 The Culture Epoch Theory. 
 
 It will be almost self-evident to the reader that little or no attention has 
 been given to the "Culture Epoch Theory" and its application to the 
 teaching of geography in this course of study. While there may be a great 
 deal to be said in favor of such a scheme as having the children study of 
 the wandering tribes and the like when they are in that particular period 
 of the "Culture Epoch" that corresponds to it, there is enough weight on 
 the other side to more than counteract it and render its utter neglect more 
 or less mandatory. One of the chief arguments against it is that it has 
 been "short cut" so many times in the development of the individual that 
 it is impossible to get a complete whole in any one individual and no two 
 
 (6) 
 
have dropped out just the same part of it. It is also quite evident that 
 the child has passed through a portion if not the greater part of the 
 "Culture Epoch," as outlined by the various exponents of the theory, 
 before he comes to school and certainly has done so long before he is suffi- 
 ciently advanced to profit by the study of the parts of the geography that 
 correspond to them. Taking the three divisions "Hunting, Pastoral, and 
 Agricultural" as the basis, it seems that about all we have left by the time 
 the child is ready for any formal work in geography will be a portion of 
 the "Agricultural." He has passed through the others and is beyond the 
 period at which he is supposed to be in the best condition to study those 
 parts of the subject. Then, too, it is a well known fact that children vary 
 greatly in their maturity at a given age so what would suit one would be 
 too late for others of the class, and yet too early for the remainder. Only 
 where the child is to have individual instruction will it be possible to 
 follow a course based on the "Culture Epoch Theory," and such condi- 
 tions are seldom if ever met with in the country schools and never in the 
 city schools. The conclusion is that any attempt to follow the above named 
 theory will be at best but a hit or miss proposition and not worth the effort 
 it will require to formulate and endeavor to operate a course based upon it. 
 
 Assuming that the course based upon the "Culture Epoch Theory" is 
 not feasible there remains but one course to follow, and that is, the interest 
 of the children which may in some cases fit the aforesaid theory, but more 
 often will depend upon local conditions or stimuli received from various 
 sources. This has been the idea that has guided the formulation of this 
 course wherever possible. 
 
 It is to be understood, however, that this work is not given because of the 
 child's interest but to educate him. His interest, therefore, is a means to 
 an end. By appealing to it we make the work more realistic and conse- 
 quently the mental impression becomes stronger and more lasting. Every- 
 thing in the course is selected for its educational value and is introduced in 
 such a way as to make it interesting. 
 
 Primitive Interests of the Child. 
 
 The first thing that attracts the attention of the child is a bright object 
 or something in motion. His attention seldom rests on an inert object as 
 it reposes peacefully, but let it be moved or jostled about, and it at once 
 becomes the center of an active interest. So it has been with the whole 
 human race. It has been from the very beginning interested in activities 
 of. all sorts. It is, therefore, not at all strange that children who have 
 inherited all of these instincts from countless generations, should be inter- 
 ested most of all in the doings of people rather than in some lifeless philo- 
 sophical treatment of the whys and wherefores of the life of the earth. 
 The child is more interested in the hunt, the chase, or the games of primi- 
 tive peoples than he is in their other life conditions. 
 
 The interest of the child in the real active side of life undoubtedly points 
 back to the time when his ancestors lived in trees, or in caves, hunted and 
 fished like the savages of to-day, and protected themselves from the animals 
 wilder than themselves by tricks or methods more or less ingenious. Then 
 all was activity, motion. It is not at all strange, then, that the child at 
 
 (7) 
 
the ages of from eight to eleven or twelve years is more interested in those 
 things which call upon his primitive instincts than in those calling for 
 functions of a later development. 
 
 The Elimination of Waste in Geography. 
 
 Since this is the condition of the average child in the fourth grade of 
 our schools, it seems advisable to endeavor to put these primitive instincts 
 to work, in order that the geography teaching may follow the lines of the 
 least resistance and at the same time reach the desired goal at the same 
 period of the child's development, that it is reached by the less enjoyable 
 method which has to do with certain lessons arranged in a certain order 
 because of their relation to the general law of procedure, "From the near 
 to the remote," without any reference to any doctrine of interest. The 
 arrangement in this bulletin is in accordance with that law and at the same 
 time it is in accordance with the doctrine of interest. The child is first 
 of all interested in the activity side of geography instruction, and it is to 
 this end that the work outlined, in what follows, is given. Wherever pos- 
 sible the effort has been to teach the important points by approaching them 
 through some activity that will secure and retain the interest of the child 
 for some time to come. Each topic is introduced in a way that is designed 
 to create interest in a certain part of the inhabitants of the earth, and 
 through them to center this interest upon the points that are to be 
 emphasized. 
 
 "One of the watchwords of modern civilization is the 'elimination of 
 waste.' Modern education is slowly recognizing that it is economy to 
 develop acquired interests, that the primitive interests may be replaced with 
 higher needs to the great saving of time and energy. * # * Education, 
 consequently, does not neglect the instincts, the primitive interests. On 
 the contrary, it seizes upon them and turns them to its own ends, seeking 
 slowly to transform them into acquired interests representing ever higher 
 and higher needs."* 
 
 Desirability of Such a Course in the Fourth Grade. 
 
 There are several reasons why it is desirable to introduce this course into 
 the Fourth Grade: 
 
 (1) Map Geography furnishes a basis upon which all future map or 
 locational work can be based. 
 
 (2) The travel idea lends interest to the subject itself, and furthermore, 
 the points gained in this part of the course are important as bits of knowl- 
 edge. When considered together they form a general fund of information 
 about the earth and its inhabitants. 
 
 (3) The fourth grader is not ready to do the reasoning necessary to 
 carry on successfully the work as given in the State Series Introductory 
 Geography. 
 
 (4) He is interested in the activities studied about in this course. 
 
 (5) Perhaps the most important point in favor of this course is that it 
 gives the child occupation whereby he is preparing the foundation for work 
 which is postponed till the Fifth Grade. 
 
 •Bagley, The Educative Process. 
 
 (8) 
 
By this time his reasoning faculties begin to be more in evidence and he 
 can therefore take up the text-book in the order given and study it vvilh 
 gain to himself and pleasure to his teacher. 
 
 Method of Handling the Work. 
 
 The pupils will have the Introductory book for use in the map exercises 
 where needed, and can also make good use of the pictures whenever occasion 
 presents itself. Now and then there may be parts that they can read to 
 advantage, but for the most part it should be left till the next grade. 
 
 The work outlined for this grade is not intended as a lesson to be studied 
 directly from the book because the reading is too difficult for pupils of 
 this age. Most of the references are suitable reading for about seventh or 
 eighth grade pupils. Unfortunately, the material in a form simple enough 
 for Fourth Grade reading books is not published, hence is unavailable 
 except as the teacher reconstructs it to suit the needs of the pupils of her 
 class. Some of the references may be read by the teacher to her class, pro- 
 vided she takes pains to explain all difficult parts, and asks numerous 
 questions, as she reads^ in order that she may ascertain whether or not her 
 class is getting a clear mental picture of what she is reading. This mental 
 picture will be aided and strengthened by the proper use of pictures which 
 are usually obtainable from books, magazines, real estate advertisements, 
 and railroad and steamboat folders. Many of the latter are distributed 
 gratuitously by the various companies. A more satisfactory method of 
 presenting it is for the teacher to read the reference, reconstruct it and 
 present it in her own words which should, where possible, be supplemented 
 by pictures, objects, and the like. 
 
 (9) 
 
CHAPTER I. 
 
 LOCAL GEOGRAPHY. 
 
 The first five weeks will be given to Map Geography, as given in Part I 
 as far as page 24, and Local or Regional Geography. The map work to be 
 given in the form of drills, seat work and the like. The time allotted for 
 each should be, two periods to Map Geography and three periods to Local 
 Geography. 
 
 Enough should be given in the Local Geography work so that the pupils 
 will be able to understand and appreciate the journeys that are to be taken 
 later. Perhaps it will be well to continue the study of local topics till 
 there have been at least two lessons on North America to serve as a basis 
 for the work to follow. 
 
 Method of Handling- Local Geography. • 
 
 In the work of this section it is impossible to give references that will 
 apply to the region in question in more than a small portion of the topics. 
 Even then it will be necessary for the teacher to read and adapt them to 
 local conditions. It will, perhaps, be easier and infinitely better if the 
 teacher will get the knowledge, first hand, from the neighborhood and 
 teach what is found there without reference to any text. The best a text 
 can do will be to suggest what may be taken up. 
 
 If a topic suggests something that is not found in your region substitute 
 something of a like nature for it, or if nothing can be found to take its place 
 drop the topic entirely and put the time on other parts of the work. The 
 main idea should be to study what is in the school district or within easy 
 reach of it and those things only. 
 
 Materials to illustrate the lessons may be obtained from the Chamber of 
 Commerce, from farmers, from the homes of the children, from manufac- 
 turers and many other sources, for the asking. These should be kept as 
 part of the school's equipment. 
 
 The outline given below will serve as a basis upon which the teacher can 
 build in shaping her own home region to the needs of the pupils. Most of 
 these topics will be represented in each region, but in case one is not near 
 at hand, something else will do much better. 
 
 I. Foods and Food-producing Occupations. 
 
 1. Bread. (Two days.) 
 
 Teacher's References: Chamberlain, How "We Are Fed, pp. 7-17. 
 Carpenter, Foods, pp. 12-43. 
 Suggestions. — Take up the study of wheat under (a) planting, (&) har- 
 vesting, (c) grinding into flour. Discuss the size of the farms, how the 
 plowing is done now, and how it was done formerly. Something of the 
 process of harvesting it and grinding it into flour may be taken up. Study 
 
 (10) 
 
briefly the process o± bread making. Apply all of this to your home 
 environment. 
 
 2. Meat. (One day.) 
 
 Teacher's References: Chamberlain, How We Are Fed, pp. 18-31. 
 Carpenter, Foods, pp. 73-106 ; 126-138. 
 Suggestions. — Study the cattle ranch if there is one in the vicinity. If 
 not study the slaughterhouse and the butcher shop. Find out and teach 
 something about chickens and their use as food. 
 
 3. Fruits. (Two days.) 
 
 Teacher's References: Chamberlain, How "We Are Fed, pp. 165-183. 
 Carpenter, Foods, pp. 225-274. 
 Suggestions. — Go out to a fruit ranch with the children (on an imaginary 
 excursion) and see how the fruit is grown, how it is harvested, and how it 
 is made ready for use as fresh, canned or' dried fruit. 
 
 4. Milk and Milk Products. (One day.) 
 
 Teacher's References: Chamberlain, How We Are Fed, pp. 41-53. 
 Carpenter, Foods, pp. 107-118. 
 Suggestions. — Make an imaginary visit to a dairy and notice how the 
 cows are kept, how the milk is cared for, i. e., cooling, bottling, and deliv- 
 ering in the wagons to the people in town. How the cans and bottles are 
 cared for in order that we may have good fresh milk. 
 
 II. Local Commerce. (One day.) 
 
 Suggestions. — Discuss the things brought into your community and those 
 sent out. How this is carried on by means of wagons, railroads, etc. 
 
 III. Clothing. (One day.) 
 
 Teacher's References: Chamberlain, How We Are Clothed, pp. 3-11. 
 
 Carpenter, How the World Is Clothed, pp. 10-14. 
 
 Suggestions. — Take up a general discussion of clothing. Bring out the 
 
 need for clothing, state briefly the history of clothing and some idea as to 
 
 what is worn now as compared to what used to be worn, *'. e., talk of the 
 
 clothing used by the Indians and what we use now. 
 
 IV. Buildings. (Two days.) 
 
 Teacher's Reference: Chamberlain, How We Are Sheltered, pp. 1-11. 
 Suggestions. — Study houses, stores and public buildings with reference 
 to the materials used, shapes, manner of construction, relative sizes, work- 
 men employed in building them and the uses of the various buildings. 
 
 (ID 
 
V. Surface Features. 
 
 1. Creeks or Rivers. (Two days.) 
 
 Suggestions. — Discuss the source, course, banks, channels and vegetation 
 along the stream. Call attention to its appearance at high and low water. 
 Notice the rocks and gravel and how they are rounded. The uses of the 
 stream should also be brought out here. 
 
 2. Hills and Mountains. (One day.) 
 
 Suggestions. — Hills or mountains are higher than the land around them 
 and are usually on the edge of the level plain. Streams run down their 
 sides and few homes are found on them. They are usually covered to some 
 extent with trees, grass and brush. 
 
 3. Valleys. (Two days.) 
 
 Suggestions. — Notice that a valley usually contains a stream and has hills 
 or mountains on all or nearly all sides of it. The valley slopes from the 
 hills down to the river. The homes are mostly along the river or creek. 
 Note the vegetation in the different parts of the valley. 
 
 VI. Government. (One day.) 
 
 Suggestions. — Why is it necessary to have any government at home? 
 Who rules ? How ? What happens where no one rules ? Why do we need 
 government at school? Who rules? Who gives the authority? Why do 
 we need government in town ? Who rules ? Bring out the fact that police- 
 men like good boys and will keep them from harm. Policemen are much 
 like their papas only dressed in blue clothes. 
 
 (12) 
 
CHAPTER II. 
 
 JOURNEY GEOGRAPHY. 
 
 METHODS AND BOOK LISTS. 
 
 When the preliminary work of the first five weeks has been completed as 
 indicated above, the class will be ready to take up the Journey Geography. 
 The map work is to precede and accompany it so as to make the location 
 help the pupil to remember the fact and the fact help him to remember the 
 locality. For example, take the first topic where we are to go on a whaling 
 voyage to Bering Sea. Before we study this topic, we have taken the pre- 
 liminary map work as given in the. Bulletin mentioned above to page 24, 
 which includes North America first time over, then begin with the review 
 of some of these topics to be followed by the location of Bering Sea and 
 Bering Strait. Be sure that each one knows definitely just where each 
 locality is, then follow with the description of an imaginary whaling voyage. 
 Next day review the Map Geography of the previous day, also review the 
 story briefly, together with the location of Bering Sea and Bering Strait. 
 Then treat the second topic in the same way the first was treated the 
 previous day. Continue in this way to add new material and review what 
 has been given, until it is well known by the pupils, then the review of a 
 particular part is only to be given as often as is necessary to keep it fixed 
 in the minds of the pupils. 
 
 Of course there are some localities about which we will find no material 
 to offer, but they will be remembered by their location and connection with 
 the parts already well known. For example, the oceans will be located as 
 such and reviewed with each continent. North America will be learned 
 in the same way as will also the other continents. 
 
 The locations pertaining to each continent or large division should be 
 reviewed thoroughly, as soon as finished, preparatory to taking another 
 large division. 
 
 There are at least eight large divisions to be taken, viz., North America, 
 South America, Europe, Asia, Africa, Australia and the Islands, The Earth 
 as a Whole, and the United States. Take one at a time for Map Geog- 
 raphy work and at the same time take the same one for the tour of that 
 portion of the work. Begin with North America by taking a journey into 
 the Bering Sea, up the Yukon River to the gold mining region, through 
 Alaska, down by Hudson Bay, through Eastern Canada to Newfoundland 
 and so on in such a way that it will not be found necessary to travel over 
 the same region twice. After North America is finished go down into South 
 America, then to the Old World, returning by way of the Islands of the 
 Pacific to California. 
 
 It is desirable to complete the Map Geography first and second time over 
 in this grade if possible or at any rate early in the next grade, so that all 
 there will be left to do later will be to review on an average of about once 
 
 (13) 
 
 5 — BUL. 5 
 
a week or once in two weeks and when the study of a continent or large 
 division is begun or completed. 
 
 Summary of the Course of Study in Geography. 
 
 The following is a suggestion as to the amount of time to allow for the 
 different parts of the Course of Study in Geography including both Map 
 Geography and Formal Geography as given in the State Series Geographies. 
 It is a brief outline of the whole course as it will ultimately be : 
 Low Fourth Grade. 
 
 Map Geography two periods per week throughout the year. 
 Descriptive Geography as follows : 
 
 First five weeks three periods per week will be given to Local Geog- 
 raphy. 
 The remainder of the term to Journey Geography. (See later.) 
 
 High Fourth Grade. 
 
 Map Geography two periods per week. 
 Journey Geography three periods per week. 
 
 Low Fifth Grade. 
 
 Map Geography one period per week. 
 
 State Introductory Geography four periods per week taking pages 1 to 
 161 (to Middle Atlantic States). 
 High Fifth Grade. 
 
 Map Geography one period per week. 
 
 State Introductory Geography four periods per week taking pages 161 to 
 211 (to Countries South of the United States). 
 
 Low Sixth Grade. 
 
 Map Geography one period per week till finished, then one period in two 
 weeks as review. 
 
 State Introductory Geography four periods per week taking pages 211 to 
 250 (to Asia) . 
 High Sixth Grade. 
 
 Map Geography one period per week till finished, and then one period 
 in two weeks as review. 
 
 State Introductory Geography four or five periods per week completing 
 the book. 
 Low Seventh Grade. 
 
 Map Geography one period in two weeks as review. 
 
 State Advanced Geography four or five periods per week taking pages 1 
 to 119 (to the Central States). 
 High Seventh Grade. 
 
 Map Geography one period in two weeks. 
 
 State Advanced Geography four or five times a week taking pages 119 to 
 317 (to Part IV, Europe). 
 
 (14) 
 
Low Eighth Grade. 
 
 Map Geography one period in two weeks or just often enough to retain 
 what they have had. 
 
 State Advanced Geography, pages 317 to 431 (to Part V, Asia). 
 High Eighth Grade. 
 
 Map Geography as in the Low Eighth. 
 
 State Advanced Geography completed. 
 
 It is to be understood that the above allotment of time and the amount 
 of material to be covered during one grade or portion of that grade is not 
 absolute and may be shifted one way or the other as the case demands. It 
 is designed to serve merely as a basis or sort of an objective point toward 
 which the teacher may strive. As no two classes are alike, the teacher 
 perhaps is the one best qualified to make the finer adjustment of time and 
 material. Any course of study must be elastic enough to permit of such 
 adjustment without interfering with the work of the teacher or hampering 
 the progress of the class in any way. 
 
 MINIMUM BOOK LIST. 
 
 The course as outlined later can be successfully carried on by the use of 
 the following books. If the books in the other list are in your library do 
 not fail to use them, as they are valuable in all cases, and in some instances 
 are more valuable than the ones included here. This list has been made out 
 with the idea of having as few books as possible and still include all of the 
 topics given later. 
 
 Price. 
 
 Carpenter. Africa American Book Co. $0 60 
 
 Carpenter. Asia American Book Co. 60 
 
 Carpenter. Australia American Book Co. 60 
 
 Carpenter. North America American Book Co. 60 
 
 Carpenter. South America American Book Co. 60 
 
 Carroll. Book Five Silver, Burdett & Co. 60 
 
 George. Little Journeys to England and Wales A. Flanagan & Co. 50 
 
 King. Book II Lee & Shepard 72 
 
 King. Book III Lee & Shepard 56 
 
 King. Book V Lee & Shepard 56 
 
 Pratt. Stories of England Educational Publishing Co. 60 
 
 Rupert. Geographical Reader Sibley 65 
 
 Sexton. Stories of California Macmillan Co. 60 
 
 Smith. Our Own Country Silver, Burdett & Co. 50 
 
 Discounts are allowed on a number of these books so that the cost of the 
 books for the Journey Geography will be less than the amounts indicated 
 above. 
 
 (15) 
 
COMPLETE BOOK LIST. 
 
 The following is a complete list of all books referred to in this Bulletin. 
 All are excellent books and should be used if available. One feature of this 
 list is that every single book listed here will be useful for the children to 
 
 read for themselves in later grades. The teacher will also find them 
 valuable for later work. 
 
 Price. 
 
 Badlam. Views in Africa. Silver, Burdett & Co $0 72 
 
 By Land and Sea. Perry Mason Co 50 
 
 Campbell. Little Jan the Dutch Boy. Educational Publishing Co 25 
 
 Campbell. Little Metzu the Japanese Boy. Educational Publishing Co 25 
 
 Campbell. Story of Little Konrad. Educational Publishing Co 25 
 
 Campbell. Wah Sing. Educational Publishing Co 25 
 
 "'Carpenter. Africa. American Book Co 60 
 
 ^Carpenter. Asia. American Book Co GO 
 
 ♦Carpenter. Australia. American Book Co 60 
 
 ♦Carpenter. Europe. American Book Co 60 
 
 Carpenter. Foods. American Book Co 60 
 
 Carpenter. How the World Is Clothed. American Book Co 60 
 
 ♦Carpenter. North America. American Book Co 60 
 
 ♦Carpenter. South America. American Book Co 60 
 
 Carroll. Book Three. Silver, Burdett & Co 48 
 
 Carroll. Book Four. Silver, Burdett & Co 54 
 
 ♦Carroll. Book Five. Silver, Burdett & Co 60 
 
 Chamberlain. How We Are Clothed. The Macmillan Co 40 
 
 Chamberlain. How We Are Fed. The Macmillan Co 40 
 
 Chamberlain. How We Are Sheltered. The Macmillan Co 40 
 
 Coe. Modern Europe. Silver, Burdett & Co 60 
 
 Coe. Our American Neighbors. Silver, Burdett & Co 60 
 
 Dodge. A Reader in Physical Geography. Longmans, Green & Co 70 
 
 Fairbanks. Home Geography. Educational Publishing Co 60 
 
 Fairbanks. Stories of Our Mother Earth. Whitaker & Ray Co 50 
 
 George. Little Journeys to Cuba. A. Flanagan & Co 50 
 
 ♦George. Little Journeys to England and Wales. A. Flanagan & Co 50 
 
 George. Little Journeys to Hawaii. A. Flanagan & Co ' 50 
 
 Headland. Our Little Chinese Cousin. Page & Co 60 
 
 Herbertson. North America. Black 60 
 
 Hield. Glimpses of South America. Cassell 75 
 
 ♦King. Book II. Lee & Shepard 72 
 
 ♦King. Book III. Lee & Shepard 56 
 
 King. Book IV. Lee & Shepard 56 
 
 ♦King. Book V. Lee & Shepard 56 
 
 Kirby. The World by the Fireside. Nelson & Son 1 75 
 
 Mabie. Heroes Every Child Should Know. Doubleday, Page & Co 90 
 
 MacClintock. The Philippines. American Book Co 40 
 
 MacDonald. Our Little Mexican Cousin. Page & Co.__- 60 
 
 McManus. Our Little Egyptian Cousin. Page & Co 60 
 
 McManus. Our Little English Cousin. Page & Co 60 
 
 Markwick and Smith. South American Republics. Silver, Burdett & Co . 60 
 
 Muller. Story of Akimakoo. A. Flanagan & Co _ 35 
 
 Nixon-Roulet. Our Little German Cousin. Page & Co 60 
 
 Nixon-Roulet. Our Little Greek Cousin. Page & Co 60 
 
 Northern Europe. Ginn & Co 25 
 
 Our Country East. Perry Mason Co : 50 
 
 Our Country West. Perry Mason Co 50 
 
 Pratt. India. Educational Publishing Co 60 
 
 *Pratt. Stories of England. Educational Publishing Co 60 
 
 Pratt. Stories of Massachusetts. Educational Publishing Co 60 
 
 Pike. Our Little Panama Cousin. Page & Co 60 
 
 '"Rupert. Geographical Reader. Sibley 65 
 
 (16) 
 
Price. 
 
 Schwatka. Children of the Cold. Educational Publishing Co $1 25 
 
 Seabury. Porto Rico. Silver, Burdett & Co 60 
 
 ♦Sexton. Stories of California. Macmillan Co 60 
 
 Smith. Life in Asia. Silver, Burdett & Co 60 
 
 *Smith. Our Own Country. Silver, Burdett & Co 50 
 
 Starr. Strange Peoples. D. C. Heath & Co 40 
 
 Stockton. Tales Out of School. Scribner & Son 1 50 
 
 Strange Lands Near Home. Ginn & Co 25 
 
 Tarr & McMurry. North America. The Macmillan Co 75 
 
 Under Sunny Skies. Ginn & Co 25 
 
 Wade. Our Little African Cousin. Page & Co 60 
 
 Wade. Our Little Cuban Cousin. Page & Co 60 
 
 Wade. Our Little Eskimo Cousin. Page & Co 60 
 
 Wade. Our Little Hawaiian Cousin. Page & Co 60 
 
 Wade. Our Little Irish Cousin. Page & Co 60 
 
 Wade. Our Little Japanese Cousin. Page & Co 60 
 
 Wade. Our Little Jewish Cousin. Page & Co 60 
 
 Wade. Our Little Norwegian Cousin. Page & Co '. 60 
 
 Wade. Our Little Philippine Cousin. Page & Co 60 
 
 Wade. Our Little Porto Rican Cousin. Page & Co 60 
 
 Wade. Our Little Russian Cousin. Page & Co 60 
 
 Wade. Our Little Siamese Cousin. Page & Co * 60 
 
 Wade. Our Little Swiss Cousin. Page & Co __ 60 
 
 Wade. Our Little Turkish Cousin. Page & Co 60 
 
 Note. — The books marked with an asterisk (*) are the ones Included in the Minimum 
 Book List. 
 
 NORTH AMERICA. 
 
 I. Alaska. 
 
 1. A whaling voyage to Bering Sea. (One day.) 
 
 Teacher's References: King, Book II, pp. 14-20. . 
 Suggestions. — Board the ship at San Francisco, or your nearest seaport, 
 with the children. Relate the experiences you would have in taking a trip 
 on a whaling vessel, such as, where they would sleep, where and what they 
 would eat, and how and where they would spend their time between meals. 
 When they arrive at the whaling waters, go out in a small boat, harpoon 
 the whale and go bounding over the waters as he tries to escape. Finally 
 bring him to shore or to the side of the ship and striphim of blubber and 
 whalebone. 
 
 Children's References: Fairbanks, Home Geography, pp. 123-124. 
 Features to be noticed, Bering Strait, Arctic Ocean. 
 
 2. In the mad rush up the Yukon with the gold hunters. (One day.) 
 
 Teacher's References: Carpenter, North America, pp. 307-309. 
 Our Country West, pp. 37-39. 
 Suggestions. — Fit out an expedition by getting together food, clothing, 
 and prospector's tools, such as picks, shovels, etc. When all is ready, make 
 
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a wild dash up the Yukon River to the gold region. Show pictures of the 
 miners and their outfits as well as the camps and life along the Yukon. 
 
 Children's References: Fairbanks, Home Geography, pp. 116-119. 
 •Carroll, Book Four, pp. 122-131. 
 
 Reviews. — Before taking a new topic the previous one should be reviewed. 
 Review, also, the map location connected with it. Then take up the location 
 of the new topic preparatory to giving the descriptive material on it. These 
 reviews should be oral and should be based upon the points given under the 
 head of "suggestions" as well as any indicated in the topic itself. Such a 
 review will serve at least two purposes, (1) it will recall what was given 
 previously, thus making the impression more lasting, and (2) it will give 
 the teacher an opportunity to correct any wrong impressions or wrong ideas 
 that the children may have gotten from the previous lessons. 
 
 After a few days the amount of material passed over will have accumu- 
 lated so it will be impossible to review it all every day. When this becomes 
 the case the teacher should spend a certain amount of time each day on 
 review, starting, we will say, with the first topic and covering as much as 
 possible in the time allotted. Next day begin where you left off the day 
 before. Continue in this way till all is reviewed up to the point where the 
 class happens to be at the time. Then return to the first and repeat as 
 before. It is to be understood that in addition to this review it will be 
 advisable to review the topic of the day before, as already stated, so as to 
 connect the work as much as possible. Keep the map in sight of the chil- 
 dren during the time the descriptive lesson is given. (See page 39.) 
 
 3. Sleeping and waking in the land of the midnight sun. 
 
 Teacher's References: Carpenter, North America, pp. 303-306. 
 
 Carpenter, Europe, pp. 163-164; 173-175. 
 
 Coe, Modern Europe, pp. 109-110. 
 
 Schwatka, Children of the Cold, pp. 9-43 ; 154- 
 
 170. 
 Wade, Our Little Eskimo Cousin, pp. 63-73; 
 
 81-90; 98-99. 
 King, Book II, pp. 185-186. 
 King, Book V (parts). 
 Suggestions. — Pitch camp in an Eskimo village and build a house such 
 as he has. Go hunting for seals and reindeer to obtain materials from 
 which to make clothing. The Eskimos will show you how to spear fish 
 through holes in the ice. 
 
 Children's References: Wade, Our Little Eskimo Cousin (parts). 
 Schwatka, Children of the Cold (parts). 
 Feature to be noticed, Alaska. 
 
 ♦Formerly called Third Book. 
 
 (18) 
 
II. Canada. 
 
 1. Among the trappers in the wilds of Hudson Bay. (One day.) 
 
 Teacher's References: Carpenter, North America, pp. 310-314. 
 King, Book II, pp. 170-177. 
 Chamberlain, How We Are Clothed, pp. 129- 
 
 146. 
 Kupert, Geographical Reader, pp. 93-99. 
 Suggestions. — Go out and live with the trappers for a few days. Help 
 them to catch some of the wild animals. Show pictures of two or three of 
 these animals and speak of their habits. 
 
 Children's References: MacDonald, Our Little Canadian Cousin, 
 
 pp. 40-54. 
 Kirby, The World by the Fireside, pp. 77-79. 
 
 2. Down the St. Lawrence past Montreal to the Gulf. (One day.) 
 
 Teacher's References: Carpenter, North America, pp. 316-327. 
 
 King, Book II, pp. 146-158 ; 198-206 ; 177-185. 
 
 Suggestions. — Make this trip on a steamer, take stateroom, explain usages 
 
 on board ship, e. g., what to do and what not to do, and pay strict attention 
 
 to sights along the river. Go out to the Newfoundland Banks and watch 
 
 the fishermen a while. Pictures are valuable in this work. 
 
 Children's Reference: MacDonald, Our Little Canadian Cousin, 
 
 pp. 26-39. 
 
 3. Across Canada in a Pullman. (Three days.) 
 
 Teacher's References: King, Book II, pp. 226-250. 
 
 King, Elementary Geography, pp. 150-151. 
 Coe, Book IV, pp. 13-143. 
 
 Davis, R. H., The West Through a Car Window. 
 Suggestions. — Under this topic the children are to take an imaginary 
 journey in the Pullman where they have the berths made for them, are 
 allowed in the observation car, go to the diner for their meals, use the 
 dressing rooms where they must wait their turns, and in fact get the experi- 
 ence of a real journey. Have them look out of the windows to observe the 
 country through which they are passing. They will see the Great Lakes, 
 broad level plains covered with extensive grain fields, the foothills of the 
 Rocky Mountains, the mountains with their deep gorges through whose 
 depths plunge mighty rivers, canyons filled with ice packs known as 
 glaciers, and rough, rugged peaks piercing the heavens with their sharp 
 pinnacles. 
 
 Children's References: MacDonald, Our Little Canadian Cousin, 
 
 pp. 99-129. 
 King, Book II, pp. 189-221 ; 226-250. 
 
 (19) 
 
III. Mexico. 
 
 1. The people of the land of the noonday nap. (One day.) 
 
 Teacher's References: King, Book II, pp. 263-269. 
 
 Carpenter, North America, pp. 295-297; 336- 
 
 345. 
 By Land and Sea, pp. 102-107 ; 110^112. 
 Coe, Our American Neighbors, pp. 197-215. 
 Rupert, Geographical Reader, pp. 119-120. 
 Strange Lands Near Home, pp. 16-42. 
 Starr, Strange Peoples, pp. 17-25. 
 Suggestions. — Pay attention to the characteristics of the people and their 
 every day life. Such things as the nap taken during the middle of the day, 
 the one-room adobe houses in which they live, their simple foods such as 
 bread, meat and beans, the latter usually well flavored with red pepper, and 
 the pulque and mescal which they drink. They are indolent and will work 
 only when forced to do so through poverty. 
 
 Children's Reference: MacDonald, Our Little Mexican Cousin (parts), 
 
 pp. 1-13 ; 14-22 ; 35-51 ; 70-80. 
 
 IV. West Indies Islands. 
 
 1. Our neighbors of the sugar cane country. (One day.) 
 
 Teacher's References: Carpenter, Australia and Islands, pp. 319-320; 
 
 362-366. 
 Carroll, Book Three, pp. 163-186. 
 Carroll, Book Four, pp. 215-222. 
 Seabury, Porto Rico, pp. 84-98. 
 Suggestion. — Make a brief study of the sugar cane and the people who 
 live in the region where it is grown. Notice that they are composed of 
 various classes and that the lower class is poor and ignorant. "Watch them 
 gather the sugar cane and see how it is harvested and the sugar prepared 
 for shipment. 
 
 Children's References: Fairbanks, Home Geography, pp. 213-217. 
 
 Wade, Our Little Cuban Cousins, pp. 9-36; 
 
 72-80; 97-106. 
 George, Little Journeys to Cuba, pp. 3-77. 
 Feature to be noticed, Havana City. 
 
 (20) 
 
V. The United States. 
 
 1. New England, the home of our Pilgrim Fathers. (One day.) 
 
 Teacher's References: Carpenter, North America, pp. 91-99. 
 King, Book IV, pp. 87-106. 
 Our Country East, pp. 219-224. 
 King, Book III, pp. 40-46. 
 Pratt, Stories of Massachusetts, pp. 201-248. 
 Suggestion. — Here we are to see the homes of our forefathers and the 
 rough rocky coast upon which they landed. In winter the children have 
 much sport on ice and snow. Let them take a few hours to enjoy coasting 
 and skating. 
 
 Children's References: Pratt, Stories of Massachusetts, pp.- 13-68. 
 Carroll, Book Four, pp. 170-197. 
 Features to be noticed, Boston, Cape Cod and Massachusetts Bay. 
 
 2. New York, America's largest city. (Two days.) 
 Teacher's References: King, Book III, pp. 154-169. 
 
 Dodge, A Eeader in Phys. Geog., pp. 23-26. 
 
 Our Country East, pp. 174-192. 
 Suggestion. — Visit the main points of interest such as Central Park, "Wall 
 Street, The Bowery, the Brooklyn Bridge, the underground railways, the 
 tunnels beneath the Hudson, and the monstrous skyscrapers. There may 
 not be time to see all of these, but there will be for the more important. 
 Some time should be taken for a trip to Long Island. 
 
 Children's References: Fairbanks, Home Geography, pp. 209-212. 
 Carroll, Book Four, pp. 4-13. 
 Feature to be noticed, Long Island. 
 
 3. Our Capital on the Potomac River. (One day.) 
 
 Teacher's References: Carpenter, North America, pp. 14-15. 
 King, Book III, pp. 215-232. 
 Our Country East, pp. 131-143. 
 Suggestions. — The White House is of interest to us all. Visit the grounds, 
 the capitol building, see where the lawmakers hold their sessions and call on 
 the President of the United States. He will be glad to see you for a few 
 moments, but you must not tarry long, for he is too busy with the millions 
 of other people in our country. Use pictures where available, especially of 
 the capitol building, and the President. 
 
 Children's Reference: Carroll, Book Four, pp. 47-53. 
 
 (21) 
 
4. New Orleans, the cotton city. (One day.) 
 
 Teacher's References: Carpenter, North America, pp. 138-143. 
 King, Book IV, pp. 17-29. 
 Our Country East, pp. 67-72. 
 Smith, Our Own Country, pp. 145-150. 
 Suggestions. — Walk down along the wharf and see the bales of cotton 
 ready for shipment. If the time permits tell about the country near here 
 where cotton is grown, how it is cared for, picked, the seed taken out, and 
 the soft white cotton pressed into bales to be shipped to the factory as soon 
 as the boats arrive to carry it. 
 
 Children's Reference: Kirby, The World by the Fireside, pp. 80-84. 
 
 5. The Mississippi Valley with its streams and cities. (Three days.) 
 
 Teacher's References: Carpenter, North America, pp. 156-158. 
 
 Rupert, Geographical Reader, pp. 26-29 ; 36-39. 
 King, Book IV, pp. 43-47. 
 
 Smith, Our Own Country, pp. 96-109 ; 155-163. 
 Suggestions — Take berths on a river steamer that will finally land you 
 Chicago and study the following points as they are encountered on the 
 journey: levees, swamps, lakes, flat country, broad sweeping curves, the 
 Mississippi Valley as it appears from the steamer, Ohio River, St. Louis, 
 Missouri River, and finally Chicago where you will land. Pay especial 
 attention to those things of most interest to the class, e. g., life, both human 
 and animal, encountered at different places. 
 
 Children's References: Fairbanks, Home Geography, pp. 189-198. 
 Carroll, Book Four, pp. 76-85. 
 
 6. Erie Canal and Niagara Falls. (One day.) 
 
 Teacher's References: Carpenter, North America, pp. 193-202. 
 Smith, Our Own Country, pp. 83-87. 
 Suggestions. — Go out to the canal and watch the lazy donkeys pulling the 
 queerly built boats along through the big ditch. Follow along or ride along 
 till a hill is reached ftnd have the men show how the boat climbs the hill. 
 Later visit Niagara Falls. Watch the water plunge down over the precipice 
 and churn itself into a spray, then go down and take a ride in the little 
 steamboat that goes up near the Falls. Notice also the whirlpool rapids. 
 Pictures are indispensable here. 
 
 Children's References: Fairbanks, Home Geography, pp. 84-88. 
 Carroll, Book Four, pp. 23-27. 
 Feature to be noticed, Appalachian Mountains. 
 
 (22) 
 
7. The five great ponds. (One day.) 
 
 Teacher's References: King, Book II, pp. 129-139. 
 
 Our Country East, pp. 16-19 ; 31-34. 
 Rupert, Geographical Reader, pp. 29-36. 
 Smith, Our Own Country, pp. 80-96. 
 
 Suggestions. — One of the easiest ways of treating this topic is to take £tn 
 imaginary journey through these lakes. Notice their size, the vessels that 
 sail over them, the waves that dash over them, and the frequent violent 
 storms that occur, especially during the winter time. 
 
 Children's References: Fairbanks, Home Geography, pp. 108-111. 
 Carroll, Book Four, pp. 63-74. 
 
 8. Salt Lake City and Great Salt Lake. (One day.) 
 
 Teacher's References: Carpenter, North America, pp. 259-264. 
 
 Rupert, Geographical Reader, pp. 54-56 ; 70-73. 
 Smith, Our Own Country, pp. 193-194. 
 Our Country, West, pp. 67-121. 
 Suggestions. — Notice the clean, well kept streets with the streams of clear 
 cool water flowing in the gutters. Visit the Mormon Tabernacle and before 
 you leave have a swim in Great Salt Lake where the water is so salty you 
 can not sink if you try. 
 
 Children's Reference: Carroll, Book Four, pp.. 147-149. 
 Features to be noticed, Rocky Mountains and Denver. 
 
 9. A visit to Yellowstone Park. (Three days.) 
 
 Teacher's References: King, Book II, pp. 46-57. 
 
 Carpenter, North America, pp. 284-289. 
 Suggestions. — Take a trip from the railway station, by stage, into the 
 Yellowstone. See Old Faithful and some of the other important geysers, 
 wait till they spout or throw a bar of soap into their mouths to hasten this 
 phenomenon. The guide will tell you how to do it. Make a trip to the 
 Punch Bowl and Cupid's Cave to see the deposits of pure white limestone 
 that have been brought up by the hot water. Go to the Canyon of the 
 Yellowstone and see the beautiful Falls. Make it a point to see the deer 
 and any other animals that may be in the Park. 
 
 Children's Reference : Carroll, Book Four, pp. 144-146. 
 
 10. Puget Sound, the harbor of the Northwest. (One day.) 
 
 Teacher's References: Rupert, Geographical Reader, pp. 79-81. 
 King, Book V, pp. 78-106. 
 Suggestions. — Take a trip on the steamer so that the children may see 
 the beautiful hills and valleys bordering this body of water and at the same 
 
 (23) 
 
time get an idea of its size, the number of cities along its edge and also the 
 ships that come and go or are to be seen rising and falling with the waves. 
 
 Children's Reference: Fairbanks, Home Geography, pp. 43-46. 
 Features to be noticed, Cascade Mountains and Columbia River. 
 
 • 11. The Sierras with the matchless Yosemite Valley. (Two days.) 
 
 Teacher's References: Our Country West, pp. 139-143. 
 
 Herbertson, North America, pp. 193-196. 
 
 Sexton, Stories of California, pp. 199-208. 
 
 Carpenter, North America, pp. 273-274. 
 Suggestions. — Take the stage, at the railway station, which will land you 
 at the picturesque tavern where the night may be spent. Note the river as 
 you come into the valley. Next morning visit the valley and such points as 
 Glacier Point, The Three Brothers, Bridal Veil Falls, Yosemite Falls, 
 El Capitan, and Mirror Lake. Later it may be well to see Hetch-Hetchy 
 Valley and some of the High Sierras. 
 
 Children's References: Fairbanks, Home Geography, pp. 104-107. 
 Carroll, Book Four, pp. 108-112. 
 Features to be noticed, Coast Range Mountains. 
 
 12. The wonderful Colorado River and its Grand Canyon. (One 
 
 day.) 
 
 Teacher's Reference: Our Country "West, pp. 161-167. 
 Suggestions. — It will be of great interest to take a journey on the back 
 of a donkey down into the canyon itself from the Inn on its edge. Here 
 you will notice the many colored rocks, the ruggedness of the canyon and 
 the water flowing many feet below. It is more or less dangerous, as all such 
 climbs are, but one that will be thoroughly enjoyed. 
 
 Children's Reference: Fairbanks, Stories of Mother Earth, pp. 96-102. 
 
 13. A trip through the Big Ditch. (One day.) 
 
 Teacher's References: Carpenter, North America, pp. 351-352. 
 Carpenter, South America, pp. 9-29. 
 Coe, Our American Neighbors, pp. 312-313. 
 Markwick and Smith, South American Repub- 
 lics, pp. 49-50. 
 Suggestions. — Sail through the canal on a large steamer paying special 
 attention to the large restraining dams, the Chagres River, and the immense 
 lake formed by the restraining dam. Notice the strong, massive locks and 
 how easily they can be opened and closed to let the ships pass through. 
 
 Children's Reference: Pike, Our Little Panama Cousin, pp. 81-89; 
 
 102-114. 
 (24) 
 
SOUTH AMERICA. 
 
 1. Rio de Janeiro, the most beautiful harbor in the world. (One 
 
 day.) 
 
 Teacher's References: Carpenter, South America, pp. 267-282. 
 
 Coe, Our American Neighbors, pp. 236-248. % 
 
 Suggestions. — Emphasize the fact that we get much coffee from here. 
 
 Study the production of coffee. Visit the coffee plantations and see the 
 
 coffee berries growing on the bushes. Notice the harbor and discover what 
 
 makes it beautiful. 
 
 See ''Reviews," page 18. 
 
 2. Argentina, where heavy loads are drawn in immense carts. (One 
 
 day.) 
 
 Teacher's Reference: Carpenter, South America, pp. 174-200. 
 
 Suggestions. — Pay especial attention to the large ranches and great bands 
 of sheep and herds of cattle. Visit one of these large ranches and watch 
 the cowboys and herders care for their flocks and herds. It will be inter- 
 esting to note the grassy plains upon which the cattle and sheep feed as 
 well as to watch the cowboys round up the cattle and brand the calves. 
 
 Features to be noticed, Buenos Aires, Strait of Magellan and Cape Horn. 
 
 3. Among the South American Forests and Plains. (One day.) 
 
 Teacher's References: Carpenter, South America, pp. 201-241. 
 
 Coe, Our American Neighbors, pp. 250-257. 
 Suggestions. — Call attention to the new kind of tea which is used so exten- 
 sively in Paraguay and other South American countries. Notice the 
 immense herds of cattle roaming over the grassy plains and plateaus. 
 Notice also the clumsy big-wheeled carts of Uruguay. 
 Features to be noticed, Paraguay and Uruguay. 
 
 4. Bolivia, the former home of the Incas. (One day.) 
 
 Teacher's References: Carpenter, South America, pp. 87-94. 
 
 Hield, Glimpses of South America, pp. 74-88. 
 Suggestions. — Notice that the people wear bright colors in the matter of 
 personal adornment wherever possible to obtain them. Look at the peculiar 
 rush boats that may be seen upon the shores of Lake Titicaca, the most 
 elevated great lake in the world. Show how the Incas were mistreated and 
 slain by the Spanish. 
 
 (25) 
 
5. The Amazon, the greatest of rivers, and Brazil with its forests 
 
 filled with chattering monkeys. (One day.) 
 
 Teacher's References: Carpenter, South America, pp. 243-257; 291- 
 
 312; 320-327. 
 Coe, Our Ameriean Neighbors, pp. 223-230. 
 Stockton, Tales Out of School, pp. 287-297. 
 Suggestions. — Imagine you and the children are calmly floating down the 
 Amazon through the dense forest some twilight evening listening to the 
 chattering monkeys and watching the insects as they fly hither and thither. 
 Pass on down to the mouth of the river and note that it is impossible to see 
 from one bank to the other so large is the stream. Make a brief study of the 
 rubber trees and their location if time permits. 
 
 6. A region of dense forests and grassy plains. (One day.) 
 
 Teacher's References : Carpenter, South America, pp. 327-350. 
 
 Coe, Our American Neighbors, pp. 321-324; 
 308-312. 
 
 Suggestions. — Here we have the homes of a peculiar Indian and it will 
 be of interest to study a few of his habits and peculiarities among which 
 may be noted the ceremony known as the ''whip dance." Venezuela and 
 the Guianas should be definitely located with this topic. 
 
 Feature to be noticed, Caribbean Sea. 
 
 7. Among the wild Andes Mountains. (One day.) 
 
 Teacher's References: Carpenter, South America, pp. 29-50; 67-81; 
 
 95-100; 115-123. 
 Coe, Our American Neighbors, pp. 268-270; 
 
 289-299; 308-312. 
 Kupert, Geographical Eeader, pp. 26-28. 
 Suggestions. — This region is the natural home of the common potato and 
 should be presented as such. This will lend value to the topic. Other 
 things to be noticed will be the high, rugged peaks, the steep mountains and 
 the difficult path by which the region is reached. The llamas will also prove 
 of interest, if time permits their being noticed briefly. "When this topic is 
 studied the location of the features given below should be made definite. 
 Features to be noticed, Peru, Ecuador, and Colombia. 
 
 8. Chile, the narrowest of all countries, or the land of many climates. 
 
 (One day.) 
 
 Teacher's References: Carpenter, South America, pp. 100-144. 
 
 Coe, Our American Neighbors, pp. 274-285. 
 Rupert, Geographical Reader, pp. 188-191. 
 Suggestions. — Pay especial attention to the narrow country. Notice the 
 queer street cars. A short journey will take one from the warm oceanic 
 
 (26) 
 
climate, where the days are moderate, through the various kinds of climate 
 to that where there is snow the year around. 
 Feature to be noticed, Valparaiso. 
 
 AFRICA. 
 
 General Suggestion. — Land at the Barbary States and after considering 
 topic take a caravan trip across the Sahara Desert, follow up the Nile River, 
 noting how it feeds the people. Visit the queer city of Cairo and then 
 journey out to look at the strange monuments of the past, e. g., the Sphinx 
 and the Pyramids. Then down to South Africa, up the west coast past the 
 Island of St. Helena to the Kongo region, then to Europe. 
 
 1. The Barbary States, the old home of the pirates. (One day.) 
 
 Teacher's References: Carpenter, Africa, pp. 14-55; 74-81. 
 Badlam, Views in Africa, pp. 28-34. 
 
 Suggestions. — Explain the change that has taken place in that the sea 
 robbers have been forced to live more like other people and not prey upon 
 the merchantmen of civilized nations. Here one would have to eat his 
 bread without butter because there is none to be had. The water carriers 
 are odd and the Moorish women would attract much attention on our 
 streets. Point out the fact that Tunis, Tripoli, Algeria, and Morocco are 
 considered under this topic. 
 
 See ''Reviews," page 18. 
 
 Feature to be noticed, Atlas Mountains. 
 
 2. Sahara Desert, the greatest of sand piles. (One day.) 
 
 Teacher's Reference: Carpenter, Africa, pp. 55-78. 
 Suggestions.— Hire a band of camels and the native drivers to take you 
 across the desert. Mention the fact that it is dry and water must be taken 
 along by both man and beast. The camel drinks his and carries it inside 
 of him. On the road over note the stubbornness of the camel at times, the 
 trickery of the driver, once in a while a sandstorm and the mirage in the 
 distance. Call attention to the sparse vegetation except on the oases, and 
 also to the sandy character of the surface. It is not all level. 
 
 Children's Reference: Fairbanks, Home Geography, pp. 226-228. 
 
 3. Egypt, the strangest of all countries. (One day.) 
 
 Teacher's Reference: Carpenter, Africa, pp. 81-116; 123-141. 
 Suggestions. — Cattle live with the family at night. What would we think 
 of such a custom ? Take a trip to the pyramids, built thousands of years 
 ago, and to the great stone face known as the Sphinx. This is the home of 
 
 (27) 
 
one of the oldest races on the face of the earth. Land at Cairo and make 
 the trip from there. 
 
 Children's References: Our Little Egyptian Cousin, pp. 27-70; 102- 
 
 131. 
 Carroll, Book Two, pp. 87-140. 
 Features to be noticed, Alexandria, the Nile River, Cairo, and Abyssinia. 
 
 4. Cape Town in Cape Colony, the southernmost country of Africa. 
 
 (One day.) 
 
 Teacher's Reference: Carpenter, Africa, pp. 316-322. 
 
 Suggestions. — Pay a visit to an ostrich farm, paying attention to the size, 
 general appearance and diet of the birds. Follow this by a journey to the 
 diamond mines where they are digging in the bluish volcanic material to 
 hunt out the rough diamonds which are unlike the ones we usually see. 
 Notice how they guard the workmen as they come from their work to pre- 
 vent their stealing the diamonds. 
 
 Feature to be noticed, St. Helena Island, where Napoleon was imprisoned. 
 
 5. Darkest Africa. (Three days.) 
 
 Teacher's References: Carpenter, Africa, pp. 222-252. 
 
 Badlam, Views in Africa, pp. 79ff. 
 Suggestions. — Start up the Kongo River, pointing out the size of the river, 
 something of its navigability, the falls, the jungle where many strange and 
 dangerous animals live (e. g., the lion, rhinoceros), here and there will be 
 villages of savage tribes of black people, some of which are cannibals. Some 
 of these people sleep on a pillow which is a wooden block hollowed out to 
 suit the shape of the head. Numerous lakes with villages around them. 
 Notice the queer houses and the fact that many children are wholly without 
 clothing. 
 
 Children's References: Our Little African Cousin, pp. 53-92. 
 , Muller, The Story of Akimakoo (parts). 
 Features to be noticed, Kongo River, Kongo Free State, and Gulf of 
 Guinea. 
 
 EUROPE. 
 
 1. Gibraltar, the strongest fort in the world. (One day.) 
 
 Teacher's Reference: Carpenter, Europe, p. 444. 
 Suggestions. — Bring out the reason why it is so strong (t. e., it is so high 
 above the water that it is difficult to point the big guns high enough to 
 reach it). Notice how it is made, where the guns are placed, and how the 
 men who use the guns are protected from the enemy by the solid rock. 
 See "Reviews," page 18. 
 Feature to be noticed, Portugal. 
 
 (28) 
 
2. Spain, ivhere things are reversed. (One day.) 
 
 Teacher's References: Carpenter, Europe, pp. 428-445. 
 Under Sunny Skies, pp. 11-18. 
 Suggestions. — Here the people are to be seen carrying on their various 
 amusements, etc., during the night, then sleeping during the day to make 
 up for it. They are fond of rooster fights and bull fights, are a quick- 
 tempered, sentimental people. 
 Feature to be noticed, Madrid. 
 
 3. Ireland, the green island. (One day.) 
 
 Teacher's Reference: Carroll, Book Five, pp. 7-25. 
 Suggestions. — Notice the character of the people, their houses, how they 
 dig their fuel out of the peat bogs and dry it for winter use, that the domes- 
 tic animals are often kept under the same roof as the family, that the potato, 
 of which most of us are so fond, is one of the main foods of the people. Do 
 not forget to notice the beauty of the country as you pass through it. Pic- 
 tures of peasants and their houses will help to show the life, and scenes 
 such as the Lake of Killarney will show the natural beauty of the land. 
 
 Children's Reference: Our Little Irish Cousin, pp. 1-53. 
 
 4. England, where the country is like a garden. (One day.) 
 
 Teacher's References: Pratt, Stories of England, pp. 177-190. 
 
 George, Little Journeys to England and Wales, 
 pp. 3-35 (pt. II). 
 Suggestions. — In teaching this topic it will be well to notice especially the 
 garden-like appearance of the country with its castles situated on the high 
 hills, fine residences, the homes of the land barons, good roads, cattle and 
 sheep on the green hills. The hedges along the highways are beautiful and 
 interesting. 
 
 Children's Reference: Our Little English Cousin, pp. 1-53. 
 
 5. Liverpool, a busy place. (One- day.) 
 
 Teacher's References: Carpenter, Europe, p. 64. 
 
 George, Little Journeys to England and "Wales, 
 pp. 13-18. 
 Suggestions. — Ships of all sizes and descriptions are to be seen in the 
 harbor. Here we could get a steamer for home, if we wished. Go down to 
 the drydocks and see the immense ships that are being built. Look sharp 
 on your way through the city and you may see some of your friends who 
 have come to England for business or pleasure. 
 
 6 — BUL. 5 
 
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6. London, the commercial center of the world. (One day.) 
 
 Teacher's References: Carpenter, Europe, pp. 66-84. 
 
 George, Little Journeys to England and Wales, 
 pp. 18-82. 
 
 Suggestions. — Emphasize the fact that London is the largest city in the 
 world and try by example to indicate what that really means. Illustrate by 
 comparison with your home town or city. Visit the Cathedral and "West- 
 minster Abbey. Windsor Castle, the Tower and London Bridge will also 
 be of interest if there is time to consider them. Pictures will be invaluable 
 here. 
 
 Children's Reference: Our Little English Cousin, pp. 54-88. 
 Feature to be noticed, the Thames River. 
 
 7. Scotland, the home of Robert Bruce. (One day.) 
 
 Teacher's References: Carpenter, Europe, pp. 32-48. 
 
 Mabie, Heroes Every Child Should Know, 
 pp. 250-273. 
 Suggestions. — Tell the story of Bruce as briefly as is best to bring out his 
 character, etc. In doing so point out the beautiful lakes, mountains and 
 castles. There are many beautiful legends connected with this country; 
 tell some of them if there is time. Notice the cattle and sheep feeding on 
 the hillside. The typical highland dress is also interesting. 
 Children's Reference: Carroll, Book Two, pp. 141-182. 
 Feature to be noticed, Edinburgh. 
 
 8. Norway, a country of hospitality. (One day.) 
 
 Teacher's References: Carpenter, Europe, pp. 163-180. 
 Northern Europe, pp. 11-17. 
 Suggestions. — Point out the hospitality of the people as a trait to be com- 
 mended. Some of their curious customs are likewise of interest. One 
 especially noteworthy is that of hanging out an ear of corn for the birds at 
 Christmas time. 
 
 Children's References: Our Little Norwegian Cousin, pp. 21-35; 59- 
 
 65; 72-91. 
 •Carroll, Book Three, pp. 78-128. 
 
 9. Sweden," the Land of the Midnight Sun." (One day.) 
 
 Teacher's Reference: Carpenter, Europe, pp. 163-185. 
 Suggestions. — Dwell upon the fact that it as far north as Alaska and con- 
 sequently is cold in winter. The sun does not rise for months at a time in 
 the northern part, while in summer it shines continuously, even at midnight. 
 
 Children's Reference: Carroll, Book Three, pp. 78-128. 
 
 ♦Formerly called Second Book. 
 
 (30) 
 
10. Russia, the land of oppression and ignorance. (One day.) 
 
 Teacher's References: Carpenter, Europe, pp. 311-361. 
 Northern Europe, pp. 109-122. 
 Suggestions. — In this the teacher has an excellent chance to bring out the 
 fact that oppression and ignorance go hand in hand. Picture the Russian 
 peasant as he is in his meager surroundings, with small income and few 
 comforts. It is no wonder that the father, in parts of Russia, looks forward 
 to the sale of his' daughter to some young man for a wife. 
 
 Children's References: Our Little Russian Cousin. (Parts.) 
 Carroll, Book Two, pp. 7-57. 
 Feature to be noticed, St. Petersburg. 
 
 11. Denmark, the land of small farms. (One day.) 
 
 Teacher's Reference: Carpenter, Europe, pp. 156-163. 
 Suggestions. — Stores are built on a queer plan and the ladies who go 
 shopping must climb stairs to do so. Nearness to the ocean has made them 
 a seafaring nation. Danish sailors are found on many ships, even those of 
 Uncle Sam. 
 
 12. Holland, the country below the sea level. (One day.) 
 
 Teacher's References: Carpenter, Europe, pp. 133-156. 
 Northern Europe, pp. 129-134. 
 
 Suggestions. — Much of the country is so far below the level of the sea that 
 levees or dikes are built to keep out the sea. Tell the story of the little boy 
 who found a leak in the dike and sat all night holding his thumb in the hole 
 to keep out the sea. This is the land of the clumsy wooden shoe. Show 
 pictures of it. 
 
 Children's Reference: Little Jan the Dutch Boy. (Parts.) 
 
 13. The Hague, the Peace City* (One day.) 
 
 Teacher's Reference: Carpenter, Europe, p. 152. 
 Suggestions. — Here is an excellent chance for a lesson on World Peace. 
 Men meet in this city to try to prevent the horrible wars. They want to 
 settle all quarrels by simply talking it over and deciding without having 
 wars and killing people. 
 
 14. Belgium, the home of a busy people. (One day.) 
 
 Teacher's References: Carpenter, Europe, pp. 125-133. 
 Northern Europe, pp. 39^45. 
 Suggestions. — Take a trip through the country noticing the men and 
 women working in the fields where there are no fences. Notice the smoke in 
 
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the cities which tells of busy factories. Call attention to the great amount 
 of lace manufactured here. Note, also, the chimes which are found in the 
 town halls as well as in the churches. The farms are small but productive. 
 Feature to be noticed, Brussels. 
 
 15. France, a land of small farms and good roads. (One day.) 
 
 Teacher's Reference: Carpenter, Europe, pp. 85-124. 
 Suggestions. — Travel along these roads and notice how good they are and 
 at the same time notice these farms and how they differ from ours. Then 
 enter the city and see the people chatting on the streets really having parties 
 out in the public places. The people are very polite wherever you go. Here 
 is, perhaps, a good chance to make a lesson or a portion of one on politeness. 
 This will also help to fix France in the memory. 
 
 "True politeness is to do and say 
 
 The kindest thing in the kindest way." 
 
 Feature to be noticed, Seine River. 
 
 16. Paris) the most beautiful city in the world. (One day.) 
 
 Teacher's Reference: Carpenter, Europe, pp. 106-125. 
 Suggestions. — Notice the wide clean streets, the well kept sidewalks, and 
 the beautiful public parks. The Seine River forms a portion of the streets, 
 but in many places it is covered over. Note any other prominent feature 
 that adds to the beauty of the ' ' Gay Pairee. " 
 
 17. A trip up the Rhine River. (Two days.) 
 
 Teacher's Reference: Carpenter, Europe, pp. 186-248. 
 Suggestions. — Notice the following and call attention to them in the order 
 named: The well cultivated fields, fat cattle, numerous villages along the 
 river, the rafts and their crews, where as many as two or three hundred 
 people live, eat and sleep. Retell the story of the Lorelei. The location of 
 Bin gen is more or less important on account of the poem, "Bingen on the 
 Rhine." Tell it or read it to them, explaining the difficult parts. Call 
 attention to the castles, villages and ruins along the banks. 
 
 Children's Reference: Our Little German Cousin, pp. 23-39; 48-59. 
 Features to be noticed, Germany, Berlin. 
 
 18. Switzerland, the land of the lofty, snowclad Alps Mountains, 
 
 (One day.) 
 
 Teacher's References: Carpenter, Europe, pp. 249-271; 275. 
 Northern Europe, pp. 78-94. 
 Suggestions. — The things to be noted here will be the beautiful scenery 
 consisting of high mountains, peaks and glaciers. The lives of the Swiss 
 people will be of interest as will the work of the magnificent St. Bernard 
 
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dogs used in rescuing people lost in the snow. This will be the most interest- 
 ing part of the lesson. It lends an opportunity for the teacher to give some- 
 what of a lesson on love for animals. 
 
 Children's References: Campbell, Story of Little Konrad. 
 
 Our Little Swiss Cousin, pp.. 27-42; 51-62; 
 
 76-104. 
 Carroll, Book Three, pp. 129-159 (Parts.) 
 
 19. Italy, the land of sunshine. (One day.) 
 
 Teacher's References: Carpenter, Europe, pp. 392-428. 
 Under Sunny Skies, pp. 47-54. 
 Suggestions. — The manufacture of macaroni will interest them, especially 
 if they are led to wonder how the workmen punch the holes in it. If time 
 permits there is much to be said, also, of the beauties of the country. 
 Feature to be noticed, Naples. 
 
 20. Rome, the ancient city. (One day.) 
 
 Teacher's Reference: Carpenter, Europe, pp. 411-417. 
 Suggestions. — Show pictures of the Colosseum, the Appian Way, the 
 Forum, and the various other points of interest. This lesson can well be 
 taught from pictures alone. Show the pictures to the class and explain 
 them as you go. It will be of advantage to have a set of pictures for each 
 child and have each one look at a given picture while it is being explained. 
 Do not make it too complicated. 
 
 21. A visit to Vesuvius, the burning mountain. (One day.) 
 
 Teacher's References: Carpenter, Europe, pp. 421-28. 
 Under Sunny Skies, pp. 30-37. 
 Suggestions. — Give a general description of the mountain, such as the 
 appearance, how it sends out clouds of smoke and steam, occasionally break- 
 ing forth and pouring lava over the surrounding country. Look down into 
 the crater and see the red-hot lava rock. . Notice the strong gases given off 
 and carried to you when the wind is in the right direction to do so. Speak 
 of Pompeii and Herculaneum that were covered up by an eruption of 
 Mount Vesuvius. 
 
 22. Venice, where the streets are canals. (One day.) 
 
 Teacher's References: Carpenter, Europe, pp. 391-401. 
 Under Sunny Skies, pp. 55-66. 
 Suggestions. — Go out riding on the streets in a gondola. See how 
 smoothly the gondolier paddles his boat along and listen to his cheerful 
 song as you glide along past the houses. 
 
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23. Athens, the city of ancient ruins. (One day.) 
 
 Teacher's Reference : Carpenter, Europe, pp. 381-393. 
 Suggestions. — This is the seat of an earlier civilization but the glory of 
 ancient Greece far outshines the present one. Notice the ruins such as the 
 Acropolis, show' pictures to explain these ruins. The men dress in short 
 skirts. 
 
 Children's Reference: Our Little Grecian Cousin, pp. 22-37; 67-83. 
 Feature to be noticed, Greece. 
 
 24. Turkey and Constantinople, where the women hide their faces. 
 
 (One day.) 
 
 Teacher's Reference: Carpenter, Europe, pp. 361-381. 
 Suggestions. — Point out the fact that the women must wear veils when 
 they appear on the street so that their faces may not be seen. Also the Turks 
 are not Christians and that they persecute and massacre the Armenians, a 
 Christian people under their rule. People can not do as we can in many 
 ways. 
 
 Children's Reference: Our Little Turkish Cousin, pp. 12-32; 54-66. 
 Feature to be noticed, Bosporus. 
 
 25. A trip up the Danube River. (One day.) 
 
 Teacher's Reference: Carpenter, Europe, pp. 293; 301-311. 
 Suggestions. — Take a steamer and sail from the Black Sea up the Danube 
 River to Vienna noting the old castle ruins, the number of churches and the 
 sacredness with which the people look upon them ; the floating flour mill in 
 the region where there is much wheat grown, the wheat drawn to the river 
 in oxcarts ; the shepherd dressed in sheep 's clothing, and many other queer 
 sights. 
 
 26. Austria-Hungary , the land of many languages. (One day.) 
 
 Teacher's Reference: Carpenter, Europe, pp. 280-301. 
 
 Suggestions. — Call attention to the great number of languages spoken in 
 the different parts of the country and even in the same town. Notice the 
 gypsies and their mode of life. Visit Vienna the capital. 
 
 Features to be noticed, Roumania, Caspian Sea. 
 
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ASIA. 
 
 1. Siberia, the land of the Russian exile. (One day.) 
 
 Teacher's Reference: Carpenter, Asia, pp. 297-304; "93-101. 
 
 Suggestions. — This region should be taught as a cold, bleak country in 
 winter some parts of which rival the poles themselves. Here the political 
 prisoners from Russia are sent and forced to live and work till they finally 
 contract disease and end their sufferings and torments by death. 
 
 See "Reviews," page 18. 
 
 Feature to be noticed, Vladivostok. 
 
 2. Yokohama, a city where they ride in the jinrikisha. (One day.) 
 
 Teacher's Reference: Carpenter, Asia, pp. 15-33. 
 Suggestions. — Take a ride in a jinrikisha and visit the homes of the 
 thrifty and hospitable people to note the character of their homes, note the 
 fact that they are very artistic, wide-awake people who have made wonder- 
 ful progress in the last half century. 
 
 Children's References: Our Little Japanese Cousin, pp. 50-55; 63-66. 
 
 Campbell, Little Metzu, the Japanese Boy. 
 (Parts.) 
 Features to be noticed, Japan, Tokyo, Korea. 
 
 3. China, the oldest country in the world. (Two days.) 
 
 Teacher's References: Carpenter, Asia, pp. 128-134. 
 Smith, Life in Asia. (Parts.) 
 Suggestions. — There are many points of interest to be brought out here, 
 such as the swarming population, and strange sights and customs. Many 
 families live on boats where the boys are tied to prevent their being drowned 
 but the girls are allowed to go free. The Great Wall will be of particular 
 interest. Show pictures of these features. Speak of the changes that have 
 recently taken place. 
 
 Children's References: Our Little Chinese Cousin, pp. 64-88. 
 Campbell, Wah Sing. (Parts.) 
 Features to be noticed, Peking, Yangtse-kiang, Hoang-ho, Hongkong. 
 
 4. Siam, the land of the white elephant. (One day.) 
 
 Teacher's Reference: Carpenter, Asia, pp. 162-178. 
 Suggestions. — The fact that the white elephant is held sacred by these 
 people is one of the main features to be emphasized. The girls chew betel 
 nut in order that they may have black teeth and tongues. These are consid- 
 ered marks of beauty. 
 
 Children's Reference: Our Little Siamese Cousin, pp. 47-66; 87-97. 
 
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5. India, the land of famine and plague. (One day.) 
 
 Teacher's References: Carpenter, Asia, pp. 202-240. 
 Pratt, India, pp. 168-171. 
 Suggestions. — Famine is quite common among the poor people and has put 
 its stamp upon the whole race by making them lean, lank, bony individuals. 
 Point out the fact that they use iron telegraph poles and why they do so; 
 that the babies are naked and the grown people nearly so. They bathe in 
 the sacred river at Benares as a part of their religious belief. 
 
 Children's Reference: Around the "World, Book II, pp. 58-85. 
 Features to be noticed, Calcutta, Ganges River. 
 
 6. Tibet, the land where foreigners are not wanted. (One day.) 
 
 Teacher's References: Carpenter, Asia, pp. 257-264. 
 
 Starr, Strange Peoples, pp. 81-88. 
 Suggestions. — Point out why foreigners are not wanted, that the people 
 wander from place to place following their flocks among the high mountains 
 and elevated plateaus. Pictures should furnish much of the instruction 
 when they can be obtained. 
 
 7. Himalaya Mountains with the lofty Mount Everest. (One day.) 
 
 Teacher's Reference: Carpenter, Asia, pp. 249-256. 
 
 Suggestions. — These are the most lofty mountains, reaching an elevation 
 of about four miles in many places. Mount Everest is the highest mountain 
 peak in the world. It is so high it can never be climbed. 
 
 Feature to be noticed, Afghanistan. 
 
 8. Persia, the land of the turban. (One day.) 
 
 Teacher's Reference: Carpenter, Asia, pp. 265-273. 
 Suggestions. — Explain the turban or how it looks by showing pictures of 
 it and also of the people wearing them. The houses are queer things, 
 resembling mud boxes. From this country we get some of our nicest rugs. 
 
 9. Arabia, a desolate barren region. (One day.) 
 
 Teacher's Reference: Carpenter, Asia, pp. 273-281. 
 Suggestions. — Emphasize the fact that this region is principally a desert 
 one and the inhabitants live from their flocks and herds. Hence they are a 
 nomadic or wandering people. From here we get some of our finest horses. 
 
 10. Mecca, the Holy City of the Mohammedans. (One day.) 
 
 Teacher's References: Carpenter, Asia, pp. 281. 
 Pratt, India, pp. 41-50. 
 Suggestions. — Show a picture of the famous black stone and explain its 
 use. The people consider it a very great honor to have visited this place 
 and one who has done so is allowed to wear a certain kind of green trimming 
 
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on the dress worn afterward. There are many peculiar beliefs and customs 
 that may be spoken of if time permits. 
 
 11. Jerusalem, the Holy City of the Christians. (One day.) 
 
 Teacher's Reference: Carpenter, Asia, pp. 282-290. 
 Suggestions. — Teach that this place is honored and revered as the early 
 seat of the Christian religion. Many changes have taken place since then. 
 One is able to visit the city with more or less difficulty. The people are very 
 suspicious. They reverence, their landmarks and guard them jealously. 
 
 Children's Reference: Our Little Jewish Cousin, pp. 49-66. 
 Feature to be noticed, Turkey. 
 
 AUSTRALIA AND ISLANDS. 
 
 1. Australia, the land of strange plants and animals. (One day.) 
 
 Teacher's Reference:. Carpenter, Australia, pp. 11-16; 44-52. 
 
 Suggestions. — Of these strange animals, show pictures and notice the 
 habits of the kangaroo and the duck-billed platypus. The natives use the 
 weapon known as the boomerang. They also use spears with which to cap- 
 ture their food. 
 
 See "Reviews," page 18. 
 
 Features to be noticed, Sydney, Melbourne. 
 
 2. New Zealand. (One day.) 
 
 Teacher's Reference: Carpenter, Australia, pp. 73-79. 
 Suggestions. — Numbers of sheep are raised here and they must be pro- 
 tected from the kea parrot. Notice how it attacks and kills the sheep. 
 Features to be noticed, Samoa, Tasmania. 
 
 3. New Guinea, where the people live in queer houses. (One day.) 
 
 Teacher's Reference: Carpenter, Australia, pp. 95-104. 
 Suggestions. — Point out the fact that the island is shaped much like a 
 guinea hen (show picture of one), that the people live in queer tenement 
 houses so that it has much the appearance of people living in stalls. 
 
 4. Java, the home of Java coffee. (One half day.) 
 
 Teacher's Reference: Carpenter, Australia, pp. 233-248. 
 Suggestions. — Make a study of coffee as grown here, go out to the coffee 
 plantation and watch them care for the plant, see how the berries look before 
 they are picked, how they are cared for to prepare them for the market. 
 
 5. Sumatra, the land of black pepper. (One half day.) 
 
 Teacher's Reference: Carpenter, Australia, pp. 249-256. 
 Suggestions. — Study the pepper tree and its berry. Notice how it grows 
 and how it is harvested and prepared for our use. 
 
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6. Borneo, the home of enormous monkeys and huge butterflies. 
 
 (One half day.) 
 
 Teacher's Reference: Carpenter, Australia, pp. 213-221. 
 Suggestions. — Take a trip out into the forest (by means of pictures) and 
 see these interesting animals. Notice especially the orang-outang and learn 
 some of his habits. He is of interest because he more closely resembles man 
 than any other animal. Compare the size of the butterflies with those we 
 have at home. 
 
 Children's Reference: Our Little Brown Cousin. (Part.) 
 
 7. East Indies, the land of spices. (One half day.) 
 
 Teacher's Reference: Carpenter, Australia, pp. 222-233. 
 Suggestions. — Study some of the more common spices such as nutmegs by 
 means of pictures and talks or readings. Notice how they grow, how they 
 look before and after they are harvested. 
 
 8. Philippines, where they cultivate rice with water buffalo. (One 
 
 day.) 
 
 Teacher's References: Carpenter, Australia, pp. 178-192. 
 
 McClintock, The Philippines. (Parts.) 
 Suggestions. — The water buffalo is a queer animal. He does not like a 
 white man but is perfectly harmless to a Filipino. He has queer habits 
 such as wallowing in the mud. He works well in the paddy field till the 
 mud dries, then he must have a bath before he will do more work. The 
 streets in Manila are narrow, more like our alleys. Note the character of the 
 people and the houses. 
 
 Children's References: Our Little Philippine Cousin. 
 
 Carroll, Book Three, pp. 197-207. 
 Carroll, Book Four, pp. 241-268. 
 Feature to be noticed, Manila. 
 
 9. Hawaiian Islands, the country of bananas and pineapples. (One 
 
 day.) 
 
 Teacher's Reference: Carpenter, Australia, pp. 121-148. 
 Suggestions. — Visit a field of pineapples, and explain how they are 
 planted, cared for and prepared for the market, especially the latter. On 
 the way to this field let the children see the bananas growing. Show pictures 
 of pineapples and bananas to explain the various parts of the lesson. 
 
 Children's References: Our Little Hawaiian Cousin, pp. 17-25; 77-84; 
 
 45-51. 
 Carroll, Book Four, pp. 228-240. 
 
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A SCHEME FOR A SYSTEMATIC REVIEW. 
 
 In making any topic or series of topics interesting or understood, it is 
 necessary to give a certain amount of interesting detail connected with them. 
 Since the child is interested, primarily, in the activities of other children, 
 people and animals, these activities should be spoken of whenever advan- 
 tageous. For this reason the topics, already given, contain more than the 
 essential facts to be remembered. A great deal of supplementary material 
 is introduced merely to make clear and realistic what would otherwise be 
 abstract and hard to understand. After this supplementary material has 
 been presented, as already indicated, it has served its purpose and further 
 drill upon it is unnecessary. It is better to spend the time of the review 
 upon those facts that the pupil should retain. 
 
 What follows is a brief summary of the most important points treated 
 under the various topics. These are the things that the child should remem- 
 ber about the places. It is to be understood, however, that he also knows 
 their locations. The two important questions to be asked about each locality 
 are: What is itf and, Where is itf 
 
 The following material should be used in the review as indicated on page 
 18, that is, begin with the first topic and spend a certain amount of time each 
 day on review. The following day begin at the point left off the day before 
 and continue the review. "When the point of the new work is reached, 
 return to the first and repeat as before. The teacher should insist that the 
 children know the points set down in this review. 
 
 The numbers given to the following paragraphs or sentences correspond 
 to the numbers of the original topics. 
 
 NORTH AMERICA. 
 I. Alaska. 
 
 1. Bering Sea, located off the west coast of Alaska, is the home of enor- 
 mous whales. These whales furnish such material as whalebone and whale 
 oil. Many men have been busily engaged during the summer season captur- 
 ing these whales. Bering Sea is connected to the Arctic Ocean by a narrow 
 strip of water known as the Bering Strait. 
 
 2. Hundreds of men have gone to Alaska in search of gold. Many have 
 passed up the Yukon River searching for the precious metal. It is a hard 
 life and scores of men have died from the effects of the hardships. 
 
 3. The natives of Alaska are a hardy race of people who live on what 
 they are able to obtain by hunting and fishing. They have no schools. It 
 takes all of their time to gain a living, consequently as a result of this they 
 have no time for schooling. 
 
 (39) 
 
II. Canada. 
 
 1. No one lives in the cold region around Hudson Bay except men who 
 go there looking for wild animals, which they may kill in order to get their 
 skins. These skins are often very warm and beautiful. 
 
 2. The St. Lawrence is a beautiful, broad river, upon which large 
 steamers can sail out to the ocean. As we pass down it we notice cities, 
 farms, fields of grain and other interesting sights. Finally we pass the 
 Newfoundland Banks where the fishermen are catching cod fish. These are 
 salted and sold in many places. 
 
 3. The trip across Canada not only gives us a chance to learn how to 
 behave in a Pullman car, but it also permits us to see the broad valley and 
 the extensive fields of central Canada and the magnificent Rockies in the 
 western part. 
 
 III. Mexico. 
 
 1. The people of Mexico are not like our people. They like to be idle and 
 have time to watch bull fights and such things. Many of their houses are 
 made of blocks of sod or adobe. They work only when they have to in order 
 that they may not starve. 
 
 IV. West Indies. 
 
 1. The people living in the West Indies are a mixture of Spanish, negro 
 and native blood. Many things are grown here, but sugar cane, which looks 
 like corn stalks, is the chief product. 
 
 V. The United States. 
 
 1. Some of the early settlers of the United States landed in New England 
 and began to build their homes. They had to work hard to make a living 
 from the rough, rocky ground. It is so cold in winter that they have plenty 
 of snow and ice for sleighing and skating. 
 
 2. It would take a person many days to see all of New York City even 
 with a horse and buggy. It is the largest city in North America. Among 
 the well-known sights are Central Park, Brooklyn Bridge, Wall Street, and 
 Chatham Square. In this great city are hundreds of children who seldom 
 have a chance to gather wild flowers or chase butterflies. 
 
 3. The President, who helps to see that we behave, lives in the large 
 building known as the White House. This and the Capitol building are 
 located in Washington City. 
 
 4. On the Mississippi River, near its mouth, is New Orleans. On the 
 banks of the river where it passes through the city are large bales of fleecy 
 white cotton waiting for the ships to take them away. 
 
 5. The Great Valley of the Mississippi River occupies a large part of the 
 central portion of the United States. In it we find many beautiful homes, 
 large cities and valuable farms. 
 
 6. Erie canal is a large ditch through which big boats loaded with freight 
 can pass. It runs east and west through the greater part of New York 
 state. The Niagara River plunging over a large bluff forms the Niagara 
 Falls. They are the largest and most famous falls in the world. 
 
 7. The Great Lakes are immense bodies of water between the United 
 States and Canada. Large vessels carrying people and freight sail on these 
 lakes. 
 
 (40) 
 
8. Salt Lake City, located on Great Salt Lake, is a very clean, beautiful 
 city. It is the home of the Mormons. One of the sights of interest to the 
 tourist is the Mormon Tabernacle. 
 
 9. One of nature's greatest bits of scenery is the Yellowstone Park. 
 Here are many wild animals and also interesting falls and geysers. 
 
 10. Puget Sound, located in the northwest corner of the United States, 
 is one of the few places on the Pacific coast where large ocean steamers may 
 anchor safely. It is surrounded by beautiful tree-covered mountains. 
 
 11! People come from many parts of the earth to visit California's great 
 picture gallery, the Yosemite Valley. It has many interesting features, such 
 as falls, lakes and high cliffs. 
 
 12. The Colorado River has cut one of the most wonderful gorges in the 
 world. It is in hard lava rock. Although a dangerous trip, hundreds of 
 people climb down into the canyon every year. 
 
 13. The United States is digging a big canal across the Isthmus of 
 Panama. Large ships will soon pass through it from one ocean to the other. 
 
 SOUTH AMERICA. 
 
 1. Around the harbor of Rio de Janeiro are large well-kept coffee plan- 
 tations from which we get excellent coffee. Rio de Janeiro is one of the 
 most important cities of South America. 
 
 2. In Argentina, a country of South America, are large ranches some- 
 what like the California grain ranches. On other ranches and on the grassy 
 plains are large bands of sheep and cattle. 
 
 3. Paraguay and Uruguay are countries of South America. They are in 
 a region of forests and grassy plains. Here, too, are large herds of cattle. 
 
 4. The Incas originally owned the region of Bolivia, in South America, 
 and lived there peaceably and happily till the Spaniards entered their 
 country and killed many of them. Here is the beautiful Lake Titicaca, 
 which is far above the sea. 
 
 5. The Amazon is the largest river in the world. The dense forests along 
 the banks make it almost impossible to travel on the land. The trees from 
 which india rubber is obtained grow here. 
 
 6. Venezuela and the Guianas, countries of South America, are in the 
 northern part of the continent. Here and there are dense forests, between 
 which are large grassy plains. The coeoanut tree is found in some of the 
 forests. 
 
 7. The potato such as we eat every day originally came from the high 
 Andes Mountains. Here it grew naturally. Here we see the rough, rugged 
 peaks so common to high mountains. 
 
 8. A narrow strip of land extending over half the length of South 
 America makes up the country of Chile. A journey of a few hours will take 
 a person from a warm climate to a place where snow may be found all the 
 year. 
 
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AFRICA. 
 
 1. The more or less arid region of northwest Africa, known as the Bar- 
 bary States, is the home of the sea robbers of a few years ago. They are a 
 lazy, dark-skinned and treacherous lot of people. Tunis, Tripoli, Algeria 
 and Morocco make up these states. 
 
 2. The camel is about the only animal that is able to withstand the heat 
 and dryness of the sandy Sahara Desert. The rolling hills and level plains 
 are barren of plants or trees. Occasionally there are spots where plants and 
 trees grow. These spots are called oases. 
 
 3. The ancient people who lived in Egypt built the pyramids and the 
 sphinx. Egypt has been inhabited for thousands of years. 
 
 4. Near Cape Town, in southern Africa, are the ostrich farms and the 
 diamond mines. Ostrich feathers and diamonds are valuable products. 
 
 5. The Kongo River comes down to the ocean from the region known as 
 Darkest Africa. This region is the home of black-skinned people and such 
 animals as giraffes, tigers and' lions. It is so warm here that people need 
 little clothing. 
 
 EUROPE. 
 
 1. The fort of Gibraltar, which is built at the entrance to the Mediter- 
 ranean Sea, is so high up in the solid rock that guns on board a ship can not 
 hit it. It can never be destroyed by them. 
 
 2. Spain is the home of a quick-tempered, pleasure-loving people who 
 like to amuse themselves at night and sleep in the daytime. They enjoy such 
 things as bull fights. They are not very progressive. 
 
 3. Ireland is the home of a quick-witted, industrious people who must 
 work hard to make a living. The country is so beautiful and green that it is 
 often called the Green Isle. The potato is the principal food of these people. 
 
 4. England is so beautiful and well kept that it reminds one of a large 
 garden. Many fine houses are to be seen here. 
 
 5. Liverpool, in England, has a fine harbor where one sees ships from all 
 parts of the world. Many large ships are built here. 
 
 6. London is the largest city in the world. It is situated on the Thames 
 River. Westminster Abbey, the Tower and London Bridge have been built 
 for hundreds of years. 
 
 7. Scotland is a region of beautiful lakes and mountains. The large 
 numbers of cattle and sheep seen in the pastures belong to the honest, indus- 
 trious people who live here. 
 
 8 and 9. The countries of Norway and Sweden are noted for the free- 
 hearted way in which strangers are made to feel at home. They reach so 
 far north that portions of them have the sun shining at midnight in the 
 summer time. In winter it does not shine at all. It is cold in winter. 
 
 10. In Russia the common people are kept in ignorance by the govern- 
 ment. The people are quick to learn when given a chance. They have little 
 money and few comforts. 
 
 (42) 
 
11. Because it is almost surrounded by seas, Denmark has many people* 
 who make their living on board of ships. Many Danish sailors are to be 
 found on United States vessels. 
 
 12. The levees and dikes along the sea keep the water from covering a 
 part of the country of Holland. The level of the sea is about as high as the 
 second story of the houses. 
 
 13. People from all parts of the world meet at The Hague, in Holland, 
 and talk of how wars can be prevented. 
 
 14. Men and women work side by side in the fields of Belgium. Here 
 are many busy factories. 
 
 15. France is a country of small farms, good roads and well-kept cities. 
 The people are polite and industrious. 
 
 16. The clean streets and well-kept parks of Paris make it the most beau- 
 tiful city in the world. The Eiffel Tower is one of the points of interest. 
 
 17. Well-cultivated fields line the banks of the Rhine River. Small vil- 
 lages and castles are found here and there beside it. 
 
 18. The lofty, snow-clad Alps of Switzerland are known the world over. 
 The people are happy and free. Many lives are saved each year by the large 
 St. Bernard dogs. 
 
 19. Italy, in southern Europe, is a land of well-cultivated fields. Fields 
 of wheat are seen here and there. Much of it is made into macaroni. 
 
 20. The Colosseum, the Appian "Way and the Forum are among the most 
 noted points of interest about the ancient city of Rome in Italy. 
 
 21. For many centuries Mount Vesuvius has had periods during which 
 it has sent streams of lava over the surrounding country. Pompeii and 
 Herculaneum were two ancient cities buried by such a lava flow. Parts of 
 them have been excavated and the ruins have furnished us many ideas of 
 how the people lived at that time. 
 
 22. The city of Venice is well known to travelers and others. Its streets 
 are canals and people go along them in boats. The Rialto is an important 
 point of interest. 
 
 23. The ruins of the Acropolis, an ancient fort in Athens, tell the story 
 of this city in past ages. 
 
 24. Turkey, with Constantinople for its capital, is best known because 
 the women have few privileges and Christians are often murdered in large 
 numbers. 
 
 25. The Danube River, which flows into the Black Sea, extends through 
 regions of grain fields and pastures. Here are also many churches and 
 castle ruins. 
 
 26. Austria-Hungary is the land of many wandering gypsies. The 
 people of nearby towns often speak different languages. 
 
 . ASIA. 
 
 1. Siberia, in northern Asia, is a cold, cheerless region to which Russia 
 sends its political prisoners. Here they work in the dark, damp coal mines 
 year after year. 
 
 2. One of the first things seen in Yokohama is the light two-wheeled carts, 
 
 (43) 
 
<■■ ■ 
 
 drawn by the Japanese, in which people ride from place to place. These 
 people are very industrious and wide-awake. 
 
 3. China is the oldest country in the world, yet it is quite backward in 
 many things. They have few railroads or telegraph lines. The Great Wall 
 was built ages ago to protect the people from hostile people to the north of 
 them. 
 
 4. Siam is often known as the land of the "White Elephants" because 
 of the reverence they show to these animals. They are considered next to 
 the king in importance. 
 
 5. Many poor people live in India. At times the crops are short and 
 hundreds of natives starve to death. It is so warm that little clothing is 
 needed. 
 
 6. The people of Tibet wander over the plains pasturing their flocks. 
 They object to foreigners visiting their country. 
 
 7. Mount Everest, the highest mountain peak in the world, is in the lofty 
 Himalaya Mountains. 
 
 8. In Persia the people wear a queer sort of turbans on their heads. The 
 houses are built of mud and have nearly flat tops. Many handsome rugs are 
 made in this country. 
 
 9. Although the greater part of Arabia is barren desert, there are places 
 where cattle, sheep and some of the finest horses in the world are raised. 
 
 10. The city of Mecca is sacred to the people who believe in the Moham- 
 medan religion. 
 
 11. Jerusalem is the former home of the Christian religion. 
 
 AUSTRALIA AND THE ISLANDS. 
 
 1. The Continent of Australia is the home of queer animals. The 
 natives are dark-skinned and use the spear and the boomerang with which to 
 capture their food. Many white people like the people of California live 
 here. 
 
 2. New Zealand is an island near Australia where many sheep are 
 raised. One of the worst enemies of the sheep is the kea parrot. 
 
 3. The Island of New Guinea is the home of a queer people who live in 
 strange houses. 
 
 4. Some of the very best coffee grown in the world comes from the island 
 of Java. 
 
 5. The black pepper that most people use comes from the island of 
 Sumatra. 
 
 6. The island of Borneo is the home of the orang-outang, which is a very 
 intelligent animal. 
 
 7. Many spices, such as nutmegs, etc., come from the East Indies islands. 
 
 8. The Philippine islands belong to the United States. The natives, a 
 dark-skinned people, cultivate rice with a crude plow drawn by a water 
 buffalo. Manila, the largest city in the island, has narrow streets and queer 
 houses. 
 
 9. Many bananas and pineapples are grown in the Hawaiian islands. 
 
 (44) 
 
ADVERTISEMENT 
 
 Bulletins and Publications 
 
 OP THE 
 
 STATE NORMAL SCHOOL 
 
 AT CHICO 
 
 Bulletin No. 1. School Gabdens fob Oalxfobnia Schools. 
 
 A manual and teacher's guide in the making of school gardens, 
 especially designed to meet the conditions of California schools. 
 Illustrated, 80 pages, 30 cents postpaid. B. M. Davis, Chico State 
 Normal School. 
 
 Bulletin No. 5. Part I, Map Geography. 
 
 Part II, Journey Geography for Beginners. 
 96 pages, 30 cents postpaid. C. K. Studley, Chico State Normal 
 
 Outline Maps. 
 
 A series of nine maps densigned for use in teaching Map Geog- 
 raphy and to accompany Part I, Bulletin 5. These maps afford 
 the basis for a valuable type of seat work and provide an unusually 
 effective drill in the teaching of Map Geography. Postpaid, per 
 set of nine, 15 cents. C. K. Studley, Chico State Normal School. 
 
 Address all orders and inquiries, and make all payments to the 
 Secretary, State Normal School, Chico, California. 
 
•XIYKRHITY OF CALIFORNIA LIBRAE? 
 
 THIS BOOK IS DUE ON THE LAST DATE 
 STAMPED BELOW 
 
 JAN 26 
 
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 RECTD 
 
 Jan 5 
 
 LD 
 
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