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 The Stockton Schools 
 April, 1904 
 
Outline in Geography 
 
 ■ STOCKTON 
 CALIFORNIA 
 1904 
 
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 STOCKTON MAIL, PRINTERS AND BOOKBINDERS 
 1904 
 
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ITV 
 
 GEOGRAPHY. 
 
 Tlie "sailor geography" of the past, with its burdensome details of 
 isolated l)its of informatiou, has given way to methods that recognize 
 geography as a logical study admirably adapted to train the perceptive 
 ]iowers, the imagination, the reason, as well as the memory of form and 
 fnct. W'liih' not iiecessarily the center from which all teaching should 
 rndiatc. gwourajjhy is easily and naturally correlated with other studies. 
 It cannot be separated from nature study; indeed, in the 
 Correlation ^^^.j^^^^^^ ^^^^^^ -^ -^ j^^^ig g|^^, j^ furnishes a rich field 
 
 for supplementary reading in school and at home. It provides de- 
 scriptive language work of the simplest and most useful kind. In all 
 grades it is closely connected with history. In comparing areas, lengths 
 of rivers, etc., and in teaching drawing to scale, it furnishes many prac- 
 tical applications of number work. In sand-moulding, in map-drawing 
 and in illustrating, it affords a valuable form of manual training and 
 drawing. To all these departments the skillful teacher will make the 
 study of geography contribute. 
 
 In the preparation of this course the observational and representative 
 features of the work have constantly been kej)t in mind. As stated l)y 
 the Committee of Ten, the true order of geographical 
 Observational ^^^^^^^, should be: "First, see; next, reproduce; then study 
 Geography. ^j^^ luoductions of others, and, meanwhile ponder and 
 reason on all."" Through a study of the simple phenomena of nature 
 and tlirough a study of man and his institutions as seen by the pupils in 
 tluMr iiome, school and social life in Stockton, they should he led with 
 these standards of compnriscui to gain a conception of the world as a 
 w hole. In the primary grades the geography and history of Stockton, 
 San Joiuiuin County and California are studied with great care, not alone 
 because of local imporiance, but thai they may become real units of 
 measurement with whieh other cities, counties and countries may he 
 compared. 
 
2 GEOGKAIMIY. 
 
 Home goograpliy should be taught first l)y out-of-door trips to the 
 parks, the channels, the court -liouse, the lactones, etc. As the pupils 
 are made familiar with home geograph3% they should Ije trained to express 
 what they have learned through diagrams, picture^ and oral and written 
 descriptions. 
 
 On the subject of representative geography, the following extract 
 from the report, of the ('ommitt-ee of Ten is worthy of careful study: 
 "Immediately after the making of observations should 
 Representative ^^^^^^ ^^^^.^ reproduction in the form of descriptions. 
 Geography. ^i^^.^^.ijes^ niaps, models, etc. The instruction of the 
 teacher falls far short of its highest efficiency if the early work is merely 
 observational and receptive. The great end of education is to create 
 productive ability. One important form of this is representative produc- 
 tion. Besides having value in itself, the descripton of features that have 
 been seen and their representation by sketches, maps or models react 
 upon the observational work and induce a clearness, sharpness and deti- 
 niteness that it would not otherwise ])e likely to take. Xot only this. 
 Ijut it leads the i)U])ils to realize what maps, descriptions, etc., really 
 mean. By this means, pupils are led up naturally to an ability to read 
 with vividness, ease and full understanding, the maps and descriptions 
 w liich constitute the medium of the larger part of their later studies, and 
 such ability to read is of supreme importance in all subsequent work." 
 
 A\hi]e drawing to scale and interpreting scales on ma]xs sliould be 
 taught, the greater part of the work in map drawing should be confined 
 to maps reproduced from memory. Globes, wall maps and maps in the 
 text-book should be in constant use. Distinguish between the use of 
 political maps and relief majxs. The use of i)ictures is an invaluable aid 
 in understanding the geography of places that cannot be visited. With 
 the wealth of pictures that may bo secured from old mag- 
 
 Plctures. ayjnes^ railroad guides, etc., and with the jtossibility of 
 .securing for a few cents such pictures as those published by the Pen^ 
 Company, each teacher should secure a collection that will fully illustrate 
 her grade work in geography, history and literature. Children should 
 also be encouraged to collect and ])reserve ])ictures of natural scenen- 
 and life in our own and in other countries. Pupils should be led to recite 
 from pictures as well as from the text. They should be encouraged to 
 bring to the class such ]»ictures. sninphs of product i<«ns and items of 
 
INTRODUCTION. 3 
 
 iiitoi-iujitioii M;;ithc'rc(l from ullicr books Uiaii tlio text-books a.s will scrv(! 
 to awaken interest and illustrate the lesson. When completing tlie study 
 of any topic, a loan collection of pictures, productions and other objects, 
 will fuiiiish an abundance of interesting nuiterial for a thorough review. 
 .\ school cahinet should he started in each gi-ade for the collection of soils, 
 iniiiorals, etc. 
 
 A wise use of the excellent facilities all'ordcd by tlu; Free Public 
 Library will confirm and extend the instruction of the school room. 
 
 Every teacher should recommend to pupils suitable library 
 The Library. ^^^^^^^ notably those of travel, to correlate with the work 
 in gcogra])hy. A list of books suitable for geographical reading should be 
 placed on the l)lackboards for ready reference by |)upils. In onh'r to 
 stimulate the love of good reading, teachers should occasioiuilly read ex- 
 tracts from some books selected from the list. 
 
 Too often, teachers fail in teaching geography from lack of 
 prcpai-al.ion. No subject requires more careful daily preparation on the 
 
 part of the teacher than does the geography lesson. On 
 Methods. ^^^.^ subject the Committee of Ten well says: "We urge 
 that at all stages and in all parts of the study of geography the teacher, 
 rather llian the text-books, should lead the class. Every stage of the sub- 
 ject should be naturally introduced and illustrated by the teacher, and 
 the text-book should be kept in its proper ])lace as an aid and not as a 
 master, and m(>re lesson hearing should never be allowed to rei)lace actual 
 teaching." The method pursued in the teaching of geography slnudd 
 follow those general laws of education applied in other subjects. The 
 work should be begun objectively, and pass from the known and visible 
 to the unknown, from the simple to the complex, step by ste|i. The 
 memorizing of definitions or other portious of the text, or of matter 
 lal)oriously co])ied into blank books, like other fonns of mechanical teach- 
 ing, is of little value. What is wanted is an intelligent comprehension of 
 the subject, an understanding of its tenninolog}', and the use and devel- 
 opment of the learner's own powers of language 
 
 Time should not be wasted upon unimpoi-tant details. The teaching 
 is to proceed from tlu> large and comprehensive to the narrower and more 
 limited. The more important features and countries will ]ialurally 
 receive more attention and fuller treatment. Statistics, maftc>rs of an^a, 
 population, latitude and longitude, shoidil not (Munimber the memory 
 
4 GEOGRAPHY. 
 
 or displace a few clear ideas concerning relative size and importance. 
 Causes and relations must be brought out constantly, if the teacliing is 
 to be efficient and the study intelligent. Much of the information ob- 
 tained is soon forgotten, but the power acquired by correct processes of 
 thought and investigation endures. In all grades a portion of one period 
 each week is to be given to the consideration of current events. The 
 method of treatment is left to the teacher. 
 
 In grades four, five and six, pupils arc required to provide themselves 
 with the State Elementary Geography; in grades seven and eight, with 
 the State Advanced Geography. Supplementary texts are used as fol- 
 lows: 
 
 Fifth Year Grade: Ghamherlain's "Ilnw We Are Fed."' 
 
 Sixth Year Grade: Tarr & McMurry's "Second I'.ook. North 
 America." 
 
 Seventh and Eighth Year Grades: Tarr & Mc]Murr}-'s "Third Book. 
 Europe and Other Continents." 
 
 In general, the topical method should be followed. The ])upils sliould 
 be trained to gather information on assigned topics from all availal)le 
 sources. The following method of study is suggested. 
 
 1. Accurate assignment of lessons based on careful preparation l>y the 
 teacher. 
 
 2. Independent study of lesson by ])U])ils. . 
 
 3. Recitation. In the recitation the teacher should ask questions in 
 such a way as to i)revent jnipils forming the habit of memorizing answers. 
 
 4. Teachers should endeavor to connect the activities of the life of 
 our city. State, or countiy, commercially and othenvise, with the story of 
 life of that part of the earth which they are studying. 
 
 T). Tcaclicrs should endeavor to enlarge llie experience of eacli chili! 
 in his knowledge of our own city, geogra])liically, liistorically and com- 
 niercialiv. 
 
 Acknowledgements for helpful suggestions In tlie i)rei)aratiou of this out- 
 line are due Professor E. P. Cubberley of Stanford University, Professor 
 E. C. Moore of the State University, T. L. Heaton. Assistant Superintendent of 
 Sc-hools, San Franoisfo, and Professor D. S. Sneddon of Stanford University. 
 
OUTLINE IN GEOGRAPHY. 
 
 PREPARED BY 
 S. H. COHN AND EDWARD HUGHES. 
 
 FIK'SP A.\l) SECOND YEAii (JRADES. 
 
 T\\v iuir])()S(' of instriiclioii in tliese grades is to lead children to ob- 
 serve (Mi-erully tln'ii- siiironndings and to acquire certain elementary ideair 
 thai will lie ht'l|itiil in their future study. It follows the lines and is 
 very hir-cly a pai-t of tht' work in. nature study. The teaching i-^ to he 
 ol.jeclive and should he kept within the limits of the child's ohservation 
 aiul cxiierienc-e. While the work in these girnles is incidental, it should 
 be given with an understanding of the purposes underlying the course. 
 
 TJie teaching of distance and direction should produce accuracy of 
 speech and statement. It ought to develop as much certainty as a mathe- 
 matical statement. In teaching distance select places 
 
 Distance. ]^,-,y^^.j^ ^o the pupils and which they can definitely 
 measure. Use the Ijlock as the unit of measure. The distance from the 
 home to the school, from the school to the car line, to the railroad, to th(> 
 nearest factory or public building, are among the simpler (pieslions 
 wdiich may be asked. 
 
 Develop the ideas right and left, front and l)ack, above and below, 
 
 etc. Tliis may be done by children showing you the right edge of the 
 
 desk and similar exercises. But it is best done in the 
 
 Location and ,1,..^^^,;^^^. ^^,^^^^^_ jf ^^^ ^^^-^^ ^^^^^.^ ., |^,,,f (,,i,j,,,.( i.^.f^j-c 
 
 liim) witli the stem pointing west when in tlie object it 
 happens to be pointing east, he has not drawn the leaf, but a leaf. Hence 
 pei-lia]is the earliest criticism of his drawing should consider position 
 and direction. Cardinal points should he applied in locating objects out- 
 side the school building, later within the school room. In teaching loca- 
 tion and direction the following and other similar (picstions are sug- 
 gested: Point to the north; walk toward where the sun sets; where it rises; 
 
 toward the court-house. Do you live on E. or W. street, or 
 
 X. or S. street? Show' the direction in which you go to your 
 
 lionie. Do the El Dorado street cars run east and west, or north and 
 south; the Main street cars; the California street cars? Teach tlic <lirec- 
 tion of the sun in the morning and at evening, of shadows at noon (using 
 a shadow stick), of winds (tlie dirrction fi'om which they come), etc. 
 
6 GEOGKAPIIY. 
 
 Simple lessons on occupations. Let the children tell what dilTerent 
 
 peoj)le whom Ihey know are occupied in doing. Let them tell of various 
 
 kinds of buildings the)' have seen in Stockton and their 
 
 °^ **"■ uses — the court-house, the schools, the churches, the 
 (k'i)ots, stores, dwelling-houses, etc.; of ways of traveling — street cars, 
 railroad cars, steamboats, bicycles, carriages, automobiles, etc. 
 
 Stockton is a manufacturing city. Secure from the children a list of 
 the various factories or industries located near the school. What is made 
 at the Woolen Mills? From what are they (the articles named) made? 
 Where do they get the wool? What is made at the Iron Works? These 
 are typical questions. Stockton is a grain and fruit center. Make a list 
 of the fruits and vegetables used at home. Vegetables may be gi-own in 
 boxes on the plant table. Question concerning the growth and market- 
 ing of grains, vegetables and fruits. Tell of the vegetable gardens near 
 the city and of the early morning market on the levee. 
 
 All stories of children of other lands are contributions to the study of 
 
 geography. By reading to the children interesting stories of child life, 
 
 and later by having the children read such stories, they 
 
 o'*'6s ^^^_^^^ ^^^ ^^^^^ ^^ acquire a real interest in the earth as the 
 ' ' *' home of man. Such stories as Mowgli, Hiawatha, William 
 Tell, the Pied Piper and other stories given in history and literature 
 should be utilized in extending the ohild's knowledge of the earth. In 
 the second grade the globe and the wall map of the world should be 
 freely used in connection with the history and literature stories. The 
 route taken by Columbus should be traced on globe and map, the home 
 of Washington should be located, etc. In this way the child will be 
 familiarized with the earth as a whole, and with the shapes of the conti- 
 nents and oceans. Stories should be illustrated by modeling in the sand, 
 by drawings upon the blackboard or paper and by pictures. 
 
 Tlic l)]ackl)(>anl and the sand trough should 1»' freely used in develoji- 
 Constructive ing Hi" work of the grade: (1) As an ai<l in teachiim-, the 
 
 Work. i( ;i(li(i- to draw or model; (2) As a means through whicli 
 
 the child"s tlioiight may l)e expressed, the child to draw or model. 
 Kkpkrexcks: 
 
 McMurry"s Special Method in (ieoi^n'aphy. 
 
 Farnham's Oswego ]\lethods in (ieography. 
 
 King's KU'incntary (ieograi)liy. 
 
THIRD YEAR GRADIO. 7 
 
 THIRD YEAR GRADE. 
 
 Ti'iU'h the mile as a unit, and from this starting point develop an ap- 
 ])ri'ciati(>n of distances. Develop accurate ideas of minute, a ten-minute 
 period, half an hour, hour, as units of thought. Use these 
 units of time as means of developing the larger units of 
 (listaiice — such as ten miles, twenty miles, etc. The principal work of 
 the grade is to give pupils a definite idea of the size and plan of the city; 
 the location of the principal public buildings, their direction and distance 
 fioTu tlie schools, etc. These buildings and the parks and near-by factories 
 and mills should be blocked out with colored crayons or paints on the maps 
 furnished for this purpose. Pupils should be tested on the distance to and 
 direction of buildings or parks near their respective schools — e. g., Sam- 
 son Iron Works, Santa Fe Depot, Mormon Channel, from the Jackson 
 School; Southern Pacific Depot, Moline Plow Works, Imperial Hotel, In- 
 dependence Square, the Jefferson School, Holt's Harvester Works, from 
 the Lincoln School; Weber School, High School, McLeod's Lake, the 
 Tannery, from the El Dorado School. Some of the principal streets and 
 their distance from the school may be taught as an aid in the location of 
 places. Explain the directions on a map, using first a map of the city 
 spread on a table or on the floor, faced properly before being hung. 
 
 Lse the compass and shadows cast by the sun in teaching direction. 
 
 Draw a line on the floor where the sun's rays fall at a 
 
 certain time in the day and have pupils notice changes in 
 
 succeeding days. In all grades lead the children to make 
 
 observations on the position of the North Star and the Big Dipper. 
 
 Develop the idea that Stockton lies in a great plain with changes in 
 level hardly noticeable; that there are no mountains nearer than the 
 Coast Range, visible in the west, and the Sierras, visible in 
 the east; and that north and south the mountains are still 
 farther away. Elicit the name of a near-by river and of three channels 
 crossing the city. There is no surface rock in the vicinity. The well- 
 borers pierce many hundred feet without coming to rock, but finding 
 always loam, sand, gravel and clay. Stockton is two miles square. On 
 maps drawn or modeled, or on the wall map, have the pupils point out and 
 tell the streets, and the direction and distance they would travel in going 
 to familiar places in the citv. 
 
8 GEOGRAPHY. 
 
 Sail Joaquin street extends? (Xorth and South.) South to where? 
 Xoi'th to where? What streams are crossed? Hoav? Main street (sim- 
 ihirly). Pupil lives how many blocks from school? Direction? Streets 
 traversed? Locate Fremont Square. Bound it. Eden Square. Inde- 
 pendence Square. Describe route of El Dorado street car. California 
 street car. Where is the Southern Pacific station? The north-bound 
 train from liere reaches what place? Name some of the places reached by 
 the train south bound from here. Where is the Santa Fe Railroad station? 
 To what points does the road lead? The Copperopolis Railroad? The 
 Alameda ami San Joaquin Railroad? How do you go to San Francisco 
 In- steamer? In what direction is Lodi from Stockton? How far? How 
 reached' Lodi is a town. Stockton is a city. French Cnmp a village. 
 (Treat similarly). Mention Lathro]), Tracy, Woodbridge and Lockeford 
 as near-by villages. The teaeliing is to be by observation supplemented 
 hv pictures, sand modeling, blackboard illustration and verbal description. 
 The work outlined for preceding grades in the treatment of local indus- 
 tries should be continued. 
 
 The most vital interest in the minds of the cliildren can be awak- 
 ened through stories of cliild life. Advantage should be taken of this 
 
 in leading them from the study of their own surround- 
 Stories of .^^^^^ ^^ ^j^^^ ^^ ^^^ j^^^^^ ^.^^ .^ ^^^^^ ^^^^^ rpj^.^ ^^.^^.j. 
 
 Child Life ^^^^y ^^j,^ ^^^^^ ^^^^^. (1) jjgading to the children; (2) Read- 
 ing by the children from desk books and from the sets of supplemental^ 
 books furnished each grade. The following books will furnish good 
 material for this work: "Little Folks of Other Lands," "Little People of 
 Asia," Blaisdell's "Child Life in ]\Iany I^nds." In developing the stories 
 in history and literature and the stories of child life, the globe and the 
 wall maps should be used. In no other way can the child be led to a more 
 interested beginning in ma]) interpretation. Historical geography rap- 
 idly leads the child to an ac(piaintan(H' with tlie world as a whole. 
 
 References: 
 
 ^McMurry's Special Method in Geography. 
 McMurry's A Teacher's Manual of Geography. 
 Famham's Oswego Methods in Geography. 
 King's Elementary Geography. 
 
FOURTH YEAR GRADE. 
 
 FOUETH YEAK (IK ADR.- 
 
 1. Home Geogra])hy (six to seven months). 
 
 State Elementary Geoirra])liy to ])a<>e 110. 
 
 2. Stockton (three to fi\e weeks). 
 
 o. San Joaciuin County (six to seven weeks). 
 
 Develop ideas of mile, fi\e miles, a lumdred miles, and of hour, 
 
 day, week, month, year, as nnits of thought. Lead pupils to make real 
 
 to themselves lono- distances l)v translating them into 
 
 Distance and •. ■■ x- • ' i" j £ ^ ^ 
 
 units 01 time m connection with various modes ot travel. 
 
 Connect this with the numher work. Have pupils locate 
 
 places mentioned in their reading and other lessons. 
 
 From six to seven montlis sliould l)e gi^en to the suhject of Home 
 Geography so tliat amjjle time may he liad not onl\ to cover the work in 
 Home the text, hut to ])rovide for collateral reading and for ex- 
 
 Geography. ])erinients to illustrate some of the phenomena described. 
 Tlu' work on Soil ({iages 1 to 9 of the State Elementary Geography) 
 may occupy from two to four weeks according to the interest displayed. 
 Some sim]ile experiments are found in Laurie's "Food of Plants," Chapter 
 111. Have a ])upil secure water from Mormon Channel after a hearv' 
 rain, or else some of the soil from the bed of tlie channel. Compare the 
 soil secured with the surface soil in the school yard. Dig below the sur- 
 face soil of the school yard, which is not the real soil of this section, and 
 compare. These and other exjtcrimcuts will pave the way for those sug- 
 gested on page 9, which, to be of value, should l)e performed by the pupil 
 at home. The work on Hills (pages 10 to 1(5) may be completed in a week. 
 In carrying out the suggestions on ])age Ki the ciiild can substitute for 
 the rain, which may be lacking, a hose. While much time can profitably 
 he spent on the treatment of Mountains (pages 17 to 27), it will be found 
 that two weeks is all that can be spared for the subject. A simple experi- 
 nient to illustrate lateral pressure (Figure 17) is to place different colored 
 soils with layers of salt or other white substance between them on a large 
 blotting pad, slightly raised in the center. Apply lateral pressure gently 
 until the ui)i)ermost fold breaks. 
 
10 GEOGEArHY. 
 
 The teacher must be guided largely by the elements of interest and 
 gro\rth in determining the time given to the treatment of Valleys (pages- 
 28 to 38). In dealing with drainage, some time should be given to the 
 canals near Stockton. The rainfall sewerage system of the city will give 
 food for thought and discussion. "Would a city in a mountainous sec- 
 tion need it?" "Why do we not let the rain w^ater remain in the streets?'" 
 The work on Elvers (pages 39 to 52) is closely related to the work on 
 valleys and should be treated from that point of view. Several weeks 
 can be devoted with profit to the two related subjects. It should be borne 
 in mind that the interdependence of the subjects should be a reason for 
 constantly reviewing. The sandbars formed in Mormon Channel are 
 good examples of a river's work. Several land and water forms are in- 
 troduced under Ponds and Lakes (pages 53 to 61). Teach the child to 
 draw^ these forms and to distinguish and name them, but let him formu- 
 late his own definitions. In teaching such forms no memor\' work 
 should be required. In the chapter on The Ocean (pages 62 to 70) many 
 places are mentioned. The children should be instructed how and where 
 to find them in Part Two. After finding them in their books, pupils 
 should be permitted to find them on the wall maps and on the globe. 
 The habit of locating a new place is to be classed with looking up a new 
 word. 
 
 The pupil should understand thoroughly the chapter on The Air 
 (pages 71 to 80), as it is tlie foundation for the work on climate in suc- 
 ceeding grades. Besides the experiments suggested, the following will 
 be found instructive: Fill a short section of gas pipe full of water. Screw 
 the caps on securely. Put it in a tin bucket and surround with a mixture 
 of ice and salt. Notice the formation of (1) dew, (2) frost, (3) ice where 
 a drop or two of water has been put on the outside. After a time the 
 gas pipe will burst by the expansion of the water as it is turned to ice. 
 This will illustrate question 6 on page 9. A thermometer placed in the 
 bucket will add interest. The chapter on Industry and Commerce (pages 
 81 to 91) should be taken up in connection with work on Stockton. Tlio 
 work on Government (pages 92 to 101) requires careful handling in order 
 that the children may acquire a clear understanding of the subject. Not 
 more than two weeks should be devoted to it. Most of the terms em- 
 ployed are new to pupils and should be explained and used until under- 
 stood. The chapter on :\raps (pages 102 lo 107) will fmisli llic work in 
 
FOURTH YEAH (iKADi:. 11 
 
 the \v\{. .Maps sliduld be dra.wii not tor the |uii'pose of securing perfect 
 re])roductions in a painstaking way, but for general jiroportion. This can 
 lie secured best by many short exercises, taking not more than from ten 
 to iilteeii minutes for each. Before beginning the year's work the teacher 
 will liiid it advantageous to read "A Teachers Manual of Geography," 
 by Cliarles Mc:\Iiirry (pages 1 to 2S). 
 
 Stockton is a city. Jt lias a ('barter and is governed by a Mayor and 
 a City Council. Compare Stockton with other places in the county of 
 San Joaquin. Tell the class of Stockton's population and 
 rank among California cities, naming those which exceed 
 it in size. IJeview the work as outlined for tlie third grade. Tell chil- 
 dren how far San Francisco is from Stockton; how many times as far as 
 Lodi? How reached? All routes. On what railroad do we travel to 
 Sacramento? To the East? Los Angeles? Fresno? Modesto? Find 
 out what the children know of the Southern Pacific, the Santa Fe, the 
 Coppero])olis, and the Alameda and San Joaquin IJailroads. 
 
 The in<lustrial and commercial life of the city are to be emphasized 
 in this year. The leading articles of exports — flour, combined har\^esters, 
 leather, woolen goods, fruit, etc. — should be made the basis of talks. 
 During the year one or more excursions to local industries should be 
 made by each grade. In all cases the teacher should visit the factory in 
 advance to familiarize herself with the processes of manufacture. Com- 
 mittees of pupils may be detailed to visit the places named and render 
 an account of the visit to the class. 
 
 The ilour mills. 
 The glass works. 
 The woolen mills. 
 The In-iquette factory. 
 Local The canner}'. 
 
 Industries. The harvester M-orks. 
 The iron works 
 The shi]) yards. 
 The ])laning mills. 
 The macaroni factory. 
 
12 GEOGRAPHY. 
 
 Ordek of Study. 
 
 1. Procure any samples. 
 'Z. Location of \vorks 
 
 3. Study of the raw material. 
 
 4. Process of manufacture. 
 
 5. Study of the product. Its use. 
 
 6. Eeview from photoy-raphs. 
 
 7. Written work. 
 
 Develop the idea of a county. Beginning with the suburbs (Fair 
 Oaks, Homestead, North District), and ^dth such portions of the county 
 as any of the pupils may have visited, take up such topics 
 oaquin _^^ ^^^^ following: Surface and drainage, position and boun- 
 daries, industries, products, occupations, lines of trans- 
 portation, rivers, towns. Make a study of the wall map of the county 
 furnished each grade. Practice drawing the map of the county until 
 pupils can draw it from memory readily and quickly. After the outline is 
 firmly fixed in the mind, teach the location of Stockton, Lodi, Tracy, 
 Linden and other points. Stockton is a distributing point for not only 
 this county, but for several surrounding counties as well. Lodi is the 
 center of the rapidly developing grape industry, Tracy is the "West 
 Side" railway center and the place from which most of the grain of that 
 section is shipped. Linden is in the heart of a productive grain and fruit 
 section. 
 
 In preparing for a talk on the products of the county, it will be neces- 
 sary to discuss the variety of soils. Eeview Chapter I of the State Eie- 
 mentar}^ Geography. Treat briefly of the peat land of the islands, of the . 
 adobe land in and around Stockton, of the alluvial ''bottom lands" of the 
 Mokelumne, etc. A colored map on the board, locating tlieso lands, would 
 make the work graphic. Following the study of the lands, or, rather, 
 along with it, should be a consideration of the productions of each kind of 
 soil — potatoes, grain, sugar beets, small fruits and vegetables from the 
 peat lands; alfalfa, ]iotatocs and corn, as well as fruit, from the alluvial 
 soils; grapes and sniiill fi-iiit> from tlic sandy soil mar Lodi. ctr. In dis- 
 
FOURTH YEAK GRADE. 13 
 
 cussing the peat lands and tlicir products, the teacher may tell ol' the 
 work of reclamation and irrigation as carried on near Stockton. 
 
 * Klicit lists of the vegetable and animal jjroducts of the county and 
 
 haw them read an<l compared. WHieat (hay), corn, oats, barley; beans, 
 
 asparagus, peas, onions, potatoes, sweet potatoes, turnips, 
 
 ^°^^' carrots, parsnips, (oiiiatoes, peppers, chicory, sugar beets; 
 
 Produce. cucumbers, muskmelons, watermelons; pears, quinces, 
 
 peaches, plums, apricots, cherries, prunes, berries; horses, cows (milk), 
 
 poultry ie<fi;gi^), sheep (wool), pigs. 
 
 Order or Study. 
 
 1. Procure such specimens as seem desirable. 
 
 2. Where grown? (Life on the ranch.) 
 
 3. How grown? (Samples examined and added to collection.) 
 
 4. How shipped? (Mode of jiacking. Lile on the river. :\rodes of 
 water travel.) 
 
 5. Where sold? (The city merchant and his store.) 
 (i. How used? 
 
 7. AVritten work. 
 
 The dependence of all occupations and industries on the i)roductions 
 and on each other can be easily shown. The various industries growing 
 out of the productions should arouse such questions as: "'Why are there 
 four flouring mills here?" "Wliy was a cannery started only a short time 
 ago?" "Why are there woolen mills but no cotton mills in Stockton?" 
 
 The greater ])art of this work is to l)e drawn from the sets of Andrew's 
 "Seven Little Sisters," with which each fourth grade is supplied. The 
 book should be taken during the period devoted to sup- 
 Child Life in piej^^gntary reading. In the discussion of each "little 
 Other Lands, gjg^g^,.. ^i^^ following topics are suggested: Journey to her 
 homo, personal appearance, food, clothing; ])lant and animal life; mode of 
 life, amusements, occupations. Locate on the globe the world-belt in 
 which the home is located. :\lake a free use of pictures, and of any avail- 
 able ornaments, articles of dress, utensils, ])roductions, etc., illustrat- 
 
 * It is not intended that this list shall be inflexible. It is merely suggestive. 
 
14 GEOGRAPHY. 
 
 ing phases of life in the countries studied. Other books should be sug- 
 gested by tlie teacher for home reading by pupils. 
 
 By comparison, develop ideas of area and scale. Connect this work 
 
 closely with the course in drawing and arithmetic. Draw 
 
 l)y scale plans showing that maps or outlines represent a 
 
 surface as a bird would see it from above. Draw maps of 
 
 the dilferent land and water forms studied. 
 
 Eefeeences: 
 
 McMun-y's A Teachers Manual of Geography. 
 McMurr/s Special Method in Geography. 
 Farnham's Oswego Methods in Geography. 
 King's Elementary Geography. 
 
 FIFTH YEAR GEADE. 
 
 1. The Earth as a Whole. 
 
 State Elementary Geography (pages 110 to 355.) 
 Chamberlain's "How We Are Fed." 
 
 2. Stockton and San Joaquin County (two to three weeks). 
 
 A careful reading of pages 28 to 42 of "A Teacher's Manual of Geog- 
 raph}^" by Charles McMurry, will give the teacher an insight into the 
 plan of the text. From two to three weeks should be de- 
 voted to the mathematical and physical geography as 
 found in the State Elementary Geography (pages 111 to 137). Every 
 device the ingenuity of the teacher can conceive should be used to give 
 the pupil a clear concept of the form, size, daily motion and zones of the 
 earth. 
 
 From i)ages 139 to 14S will require from three to four weeks, allowing 
 time for the collateral reading. The following topics from "How We 
 Are Fed" are to be read and discussed: "The Past and the 
 ^ ■ Present," "Fishing," "^larket Gardening," Maple Sugar," 
 "Cranberries." Much material on the industrial phase of Xew p]ngland 
 has been printed. The children will draw these books from llic library 
 and read them if their attention is called to them. 
 
Fll'T]! YK.M; Gh'ADE. 15 
 
 111 livalin.u- the Middle Atlantic Stato (pa-cs 11!) to M.S), let (■oiiipari- 
 
 pons !)(' made with (Uir own section and with New England. Jlow have 
 
 coal, iron and oil lieiielited tliem? Have we been benefited 
 
 ^'''^'^ liv the ()penin«r of the Tesla coal mines? Compare the 
 Atlantic States. ^- .^^ ^^^ _^^^ .^^ ^j^^_ ^,,^^^ ^^..^^ ^j^^ p^.^^^ j^_^j.^_ ^^^.^^^ ^^^^ 
 
 child to leel that there are reasons for cities being located in certain 
 l)laces and for their growth. In discussing the Erie Canal, lead liim to see 
 that Stockton owes its location and growth to the waterway on which it is 
 located. P^rom three to four weeks are assigned to this section, the sup- 
 jilemcntary reading from '-How We Are Fed" being: ''Dairy Products," 
 "Butter," -'Cheese," "Where Salt Comes From," ''Oysters.'" 
 
 The Southern States (pages 159 to 16G) diifer so from the preceding 
 section that many comparisons can be readily drawn. The agricultural 
 side predominates, offering comparison with our farm and 
 Southern orchard products. Tobacco and cotton grow readily in 
 * ^^' boxes. Later they should l)e transplanted in the yard, 
 where they will mature. Sugar cane is obtainable in Chinatown. Time 
 allotment, from two to three weeks. Supplementary reading from "How 
 We Are Fed," "A Rice Field," "How Sugar Is Made," "A Bag of Pea- 
 nuts." 
 
 The sections already studied are in many ways similar to the Central 
 States (pages IGT to 175). Constant comparisons should be made between 
 those studied and this section; between our own local sec- 
 Central ^j^^^ ^^^^ ^j^^ group of states being studied. These com- 
 })arisons may be made in the form -of letters written by 
 the pupils. One child may be assigned the city of Xew York and given 
 a week for preparation: another, Boston; another. New Orleans; another, 
 Chicago; another, Stocktoii. The teacher should first write and read such 
 a letter to awaken interest. It may be read to the class without giving 
 the name of the place, the class deciding from which section it was re- 
 ■ceived. In "How We Are Fed," read ''The Story of a Loaf of Bread," 
 •"How Our Meat Is Supplied;" "Xutting." Time, three to four weeks. 
 
16 GEOGRAPHY. 
 
 In stuclyiiifr the Western States (pages 176 to 1ST), three ideas stand 
 
 out ])roininently — the mountains and their mineral wealth, the Great 
 
 J)asin and the fruitful valleys of the Pacific slope. The 
 
 difference in climate as shown by the productvS may be 
 
 brought out in comparison with the Xew England and the 
 
 Middle Atlantic States. In ''How We Are Fed," read "A Visit to a 
 
 Vineyard," "Beet Sugar," "The Orange Groves of Southern California," 
 
 "A Walnut Vacation." Time, three to four weeks. 
 
 Two weeks should suffice to cover the work on Alaska, Countries 
 North of the United States and Countries South of the United States 
 (pages 188 to 198). Our own section ^nll furnish the best comparison 
 with these countries. In "How We Are Fed," read "A Cup of Cocoa," "A 
 Bunch of Bananas." 
 
 Tlie work on South America (pages 199 to 206), is not intended to be 
 
 done intensively. Aside from Brazil, it should be treated 
 
 in sections. Remember that this continent holds less of 
 A m6 ri C£L 
 
 interest for us than either Europe or Asia. In "How We 
 
 Are Fed," read "On a Coffee Plantation." 
 
 In the treatment of Europe (pages 207 to 229), the comparison of 
 conditions and productions at home and in the various sections studied 
 niu.<t Ije the child's method of approach. In Holland 
 compare the dykes with our levees; in England, coal and 
 iron, with the Middle Atlantic States. Germany and France may be 
 associated with our grape-growing and sugar-beet sections. Five weeks 
 should prove ample for this continent. In "How We Are Fed," read the 
 chapter on "Chestnuts." • 
 
 In studying Asia (pages 230 to 241), China and Jajian are the two 
 nations to l)e emphasized. Because of the growing commerce of Cali- 
 fornia with China and .Ia]iaii. the greater part of the tliree 
 weeks given to i\\v contiiK'Ht sliould be devoted to them. 
 'JMie silk worms wliicl) the oupils will \)v I'aising ai this time should be 
 associated with the induslrlal life of China and -lainin. The two natiiMis 
 should be comjiarcd. fni'nishing as they do such a marked contrast. K'ead 
 from "How We Arc l-'cd," "I'lic Tea (laidcns of China, " "A Strange Con- 
 vei'sat ion." 
 
FIFTH YEAR GRADE, 17 
 
 A week devoted to Africa (pages 242 to 248) is perha]x< all that the 
 
 pupil can be benefited by, as the continent touches his knowledge and 
 
 interest but slightly. Eead ''How Dates Grow." Aus- 
 Afpica 
 
 tralia and the Islands of the Pacific (pages 249 to 255) are 
 
 of more importance to the child, because of oiu- trade with them. Many 
 
 pupils can relate incidents of life in the Philippines. Two weeks may 
 
 be spent profitably on this work. Eead "The Cocoanut Islands of the 
 
 Pacific." 
 
 Study Stockton as a whole with special reference to its location 
 and its advantages. Why is Stockton a commercial city? Of what ad- 
 vantage is transportation by water? What railroads enter 
 Stockton? In what ways do these benefit the city? Wliy 
 is Stockton a manufacturing city? Of what advantage 
 are manufactures to the city? Give lessons on the sources, use and ad- 
 vantages of the various sources of power available in Stockton for manu- 
 facturing purposes — Tesla coal, natural gas, electricity, petroleum. Why 
 is Stockton the center of the flour industry of the state? Where do the 
 flour and much of the wheat go? Why was the cannery located in 
 Stockton? 01 what advantage will it be to the city and county? Give 
 lessons on other industries — the tannery, the Avoolen mills, the gas works, 
 the harvester works, the foundries, etc. How does the city secure its 
 water supply? How is lighting secured by the city at night? Give les- 
 sons on the drainage of the city. How is the sewage disposed of? 
 
 In this and succeeding grades the natural interdependence of geog- 
 raphy and other subjects (but more particularly history) should be con- 
 stantly borne in mind by the teacher. Pupils should be trained to consult 
 the globe, the at\as, the wall maps, the gazetteer, the encyclopaedia, when 
 any unfamiliar geographical reference is met with in any of their work; 
 they should be thoroughly drilled in the ready use of all labor-saving aids, 
 such as the index or table of contents, the key to pronunciation, etc. Fre- 
 quent short exercises in map drawing should be given. Begin the work 
 by copying either a state or a section. Repeat this until the pupil has 
 gained facility and a recognition of proi)ortion. Draw for general char- 
 acter, not detail. After the pupil is able to copy readily, have memory 
 maps drawn. IMackboard work permits of freedom of movement and in- 
 
18 GEOGEAPHY. 
 
 spection. Lfoeate only such physical features and cities as have some 
 reason for being located. Do not tax the child's mind with the matter 
 because it is on the map in the book. Draw sections rather than states, 
 although for variety a section may bo built up by dra'R'ing the individual 
 states. 
 
 Model Outline for Fifth Grade: 
 
 South America. 
 
 Physiography. 
 
 Mountains. 
 
 Compared with Xnrth America. 
 Andes. 
 
 Plains. 
 Pampas. 
 Llanos. 
 
 Silvas. 
 
 Eivers. 
 Amazon. 
 La Plata. 
 Orinoco. 
 
 Climate. 
 
 Zonal location of South America. 
 
 Eainfall. 
 History and People. 
 
 Settled mainly by Spanish. 
 
 Countries. 
 Brazil. 
 
 Size compared with the United States. 
 Products. 
 Coffee. 
 Hubber. 
 Cities. 
 
 Kio Janeiro. 
 Treat the remainder of tbe continent in sections. 
 
sixth year grade. 10 
 
 Kefkrences: 
 
 McMurr}^s A Teacher's Manual of Geography. 
 McMurry's Special Method in Geography. 
 Farnham's Oswego Methods in Geography. 
 Eedway's The New JJasis of Geograithy. 
 King's Elementary Geograi)hy. 
 
 SIXTH YEAR GRADE. 
 
 1. California (three to five weeks). 
 
 State Elementary Geography, California Supplement. 
 
 2. General Study of North America (seven to nine weeks). 
 
 State Elementary Geography reviewed (pages 111 to 140). 
 Second Book of the Tarr & McMurry Series (pages 1 to 120). 
 
 3. The United States (fourteen to eighteen weeks). 
 
 State Elementary Geography reviewed (pages 1-41 to 187). 
 Second Book of the Tarr & :McMurry Series (pages 121 to 349). 
 
 4. Other Countries of North America (five to seven weeks). 
 
 State Elementary Geography reviewed (pages 188 to 198). 
 Second Book of the Tarr & :McMurry Series (pages 351 
 to end of book) 
 
 The work of this grade is to give the pupil an appreciation of the 
 importance of his country. Beginning at home, he has his State as a 
 unit of comparison. In its diversity, it represents nearly 
 California. ^^^ ^-^^ physical and industrial features of the Union. The 
 California Supplement of the State Elementar}^ Geography contains the 
 meat of what should be taught. Nothing should be omitted; rather use 
 the material as a basis on which to build a thorough knowledge of this 
 great Commonwealth. Frequent exercises in map drawing will prepare 
 the pupil to draw from memory a good map of the State. Have him 
 locate the principal rivers, the mountain ranges, four or five cities and 
 San Joaquin County. Put nothing on a map unless there is a good rea- 
 son for its being placed there. Before leaving the subject, prepare an out- 
 lino and liave tlic pupils talk from it. Encourage pupils to talk rather 
 tlmii to recite. I'his sul)joct may require from three to five weeks. 
 
20 GEOGRAPHY. 
 
 Before commencing the study of North America, the teacher will find 
 it advantageous to read the preface to Book II of Tarr & McMurry and 
 General Study "-^^ Teachers Manual of Geography," by Charles McMur- 
 of ry, commencing with page 42. As the understanding of 
 
 North America, ^vhy certain industries are developed in some localities and 
 not in others depends on an appreciation of physiographic and climatic 
 conditions, it is necessary that the pupil have a clear understanding 
 of the broad principles which underlie existing conditions. From seven 
 to nine weeks should be given to the development of the subjects treated 
 in the review of the State Elementary Geography (pages 111 to 141) and 
 in Tarr & McMurry, Book II, between pages 1 and 121. Whenever a 
 new section of the United States is studied, it would be well to recall the 
 general laws and see how the particular section under discussion is affected 
 by them. Constantly refer to the simpler treatment of these subjects in 
 the Elementary Geography. The chapter on Plants and Animals should 
 provide material for papers or short talks, preferably the latter, on the 
 habits and habitat of individual trees or animals. Before taking up the 
 review of the United States, teachers should read Chapters IV, X and XI 
 of McMurry's "A Special Method in Geography." 
 
 Eeview in the Elementary Geography (pages 142 to 148). Supple- 
 ment the work liy using Tarr & McMurry, Book II (pages 124 to 15T). 
 The points to be impressed are: Forests, building stone, 
 NewEnglan . ggj^-j^g^ manufacturing and early historic importance. 
 Time, from two to three weeks. 
 
 Eeview in the Elementary Geography (pfiges 149 to 158). Supple- 
 ment with work from Tarr & McMurry, Book IT (pages 157 to 199). 
 
 Middle '^^^ important topics are: Agriculture, mining, manufae- 
 
 Atiantic. turing of articles from mineral products, growth of New 
 York. Time, three to four weeks. 
 
 Review in the Elementary Geography (i)a.ges 159 to 160). Select 
 work from Tarr & Mc:\Iurr>% Book II (pages 200 to 233). The salient 
 features of this section are: Industrial awakening, agri- 
 culture, mining, manufacturini:. Xcw Orleans is a typi- 
 cal Southern city. Much interesting material on its sanitary problems, 
 its cosmopolitan population, its streets and other peculiar features can 
 be easily obtained. Give from two to three weeks to this section. 
 
SIXTH YEAR GRADE. 21 
 
 Kcview in tlu> Klcincntary (J.^o.^rapliy (paucs KiT to i:r>). Supple- 
 
 iiuMUary work from Tarr & McxMurry, T.ook li (pages 234 to 280). This 
 
 is the izreat store-house from whicli has come much of 
 
 Central. ^j^^^ wt-alth of the nation. From its farms have gone fortli 
 not only material wealth hut a, richness of mind and hody that have 
 huihled this country. In summarizing the points, the following should 
 l)u |)romincnt: Settlement, Agriculture, mineral products, the lake cities, 
 Chicago (typical of Western energy), the river cities. This work if 
 treated topically may be completed in from four to six weeks. 
 
 Review in the Elementary Geography (pages 176 to 187). Supple- 
 mentary work in TaiT & McMurr}% Book II (pages 281 to 321). IkM'oiv 
 taking up this section read pages 149 to 157 of "A Special 
 Western. ^^fpthod in Geography.'"' The great variance in physiog- 
 rajihv and the climatic conditions in the different parts of this section 
 require, that each part be treated separately. The Great Basin of T'tali 
 and Xevada is quite different in every way from productive Califoniia. 
 The points to be emphasized are: Physiography and climate, agriculture, 
 irrigation, mining, scenery and San Francisco, a typical Pacific Coast 
 city. Time, about two weeks. 
 
 Having completed the study of the sections nearest liim, the pupil 
 
 may spend two weeks profitably on the Territories and Dependencies of 
 
 the United States as treated in Tarr & McMuri-y. Book 
 Territories and ^^ ^^^^^_^^ .^^^ ^^^ .^-^^^^ j^ ^^^^^j,.^ ^^^ ^j^^ ^^pi^g ,^,,.,„ ,,.j,,, 
 
 Dependencies. ^^^^^ valuable to us as our commercial relations with Alaska 
 are important. In Cul)a and Porto Pico sugar and tobacco are the lead- 
 ing topics. The Hawaiian Islands and the Pliilip]iines are important 
 hciause of their trade with our section. After these have been completed, 
 the pupil may devote some time to a review of the work so far e(.mpleted 
 by tri'ating various subjects topically. 
 
 Peview the Elementary Geography (pages PMi to l!i4). Sui-pl-mcnt 
 with Tarr cS: McMurry, Book II (pages 3-51 to 37: ). The populated sec- 
 Countries ^'•^"'^ ^^ Canada are like the adjoining territory in the 
 North. United States. This gives an opportunity for a compara- 
 
 tive study and a review of the physiography, climate, productions and in- 
 dustries of these sections. The points to be established are: Difference in 
 peoi^le and government, lumbering, fishing, rapid development of the 
 Northwest. From two to three weeks should be spent on this section. 
 
22 GEOGRAPHY. 
 
 Keview the Elementary Geography (pages 195 to 198). Sui)|)l<Mnent 
 with Tarr <!v: .AIc]\[urry, Book II (pages 378 to 402). The study of Mexico 
 
 Countries ^^^^ ^^^^ other countries south of us is best made by contrast 
 South. with our own conditions, physical, industrial and social. 
 'Tho intermixing of race> has brought about a deterioration which has 
 affected the industrial and social conditions. Points to be fixed in 
 Mexico are: Ignorance and indolence of the laboring classes causing ad- 
 herence to the crude methods of their ancestors, mineral wealth, coffee. 
 In Central America, the instability of the governments and the growing 
 of coffee are two important topics. A week or two is ample time for the 
 study of this section. 
 
 Throughout the Sixth Grade many maps should be drawn. Progres- 
 sive map work is valuable in fixing outlines and in giving an idea of the 
 pupil's grasp of the subject. The following order is suggested: Outline, 
 physical map, rainfall map (where possible), isothermal map (w^here pos- 
 sible), produce, mining or manufacturing map according to the industrial 
 development of the section, political map which may be colored. 
 
 Model Outline foe Sixth Grade. 
 
 Southern States. 
 Physiography. 
 
 Coastal Plains. 
 
 Level. 
 
 Swampy — Where, 
 -Why. 
 
 Pine Barrens. 
 Fall Line. 
 
 Cause. 
 
 Importance. 
 Piedmont plateau. 
 
 Meaning of name. 
 
 Height — Comparative 
 
 Age. 
 
 Soil. 
 
 Drainage. 
 Appalachian Mountains 
 Western plateau. 
 
 Mississip})i Valley. 
 
SIXTH YEAK GRADE. 33 
 
 Climate. 
 
 Zone location. 
 
 Winds. 
 Western Texas. 
 Horse latitudes. 
 
 Forests. 
 
 Kinds of trees. 
 
 Lumbering — Compared with — East. 
 
 — California. 
 Turpentine. 
 Tannic acid — From what obtained in California? 
 
 Agriculture. 
 
 Tobacco. 
 
 Cotton — Historic importance — Paper on growth of slavery — 
 
 Booker T. Washington. 
 Rice. 
 
 Sugar Cane — Compare with sugar beet in San Joaquin County. 
 Com. 
 
 Grazing. 
 
 Texas — Why so important here. 
 
 Mineral Products. 
 Coal and Iron. 
 Where found. 
 
 Compare with Pennsylvania. 
 Birmingham — Compare with Mobile. 
 
 See Census of 1890-1900. 
 Stone. 
 Phosphates. 
 
24 GEOGKAl'iJY. 
 
 Maiuifactiiring. 
 Birmingham. 
 Rome. 
 A-tlanta. 
 Chattanooga. 
 Knoxville. 
 
 Find the peculiar advantage possessed by each. 
 
 Cities. 
 
 Xew Orleans. 
 Memphis. 
 Atlanta. 
 Galveston. 
 
 Eefeeexces: 
 
 McMurry's A Teacher's Manual of Geography. 
 McMurry's Special Method in Geography. 
 Famham's Oswego Methods in Geography. 
 Redway's A New Basis of Geography. 
 King's Elementary Geography. 
 
 SEVENTH YEAR GRADE. 
 
 1. Physical and General Geography (seven to nine weeks). 
 
 State Advanced Geography (pages 5 to 43). 
 
 Third Book of the Tarr .^^ McMurry Series (pages 1 to 95). 
 
 2. South America (four to five weeks). 
 
 State Advanced Geography (pages 103 to 111). 
 
 Third Book of the Tarr & McMurry Series (pages 96 to 148). 
 
 3. Europe (eight to ten weeks). 
 
 State Advanced Geography (pages 112 to 133). 
 
 Third Book of the Tarr & McMuiTy Series (pages 149 to 352). 
 
 4. Asia (five to six weeks). 
 
 State Advanced Geography (pages 134 to 143). 
 
 Third Book of tlie Tarr c^- :\IcMurry Series (pages 353 to 414). 
 
SEVENTH TEAR GRADE. 25 
 
 5. Africa (two to four weeks). 
 
 State Advanced Geography (pages 144 to 149). 
 
 Third Book of the Tarr & McMurry Series (pages 415 to 460). 
 
 6. Australia and the Pacific Islands (tliree to four w( 
 
 State Advanced Geography (pages IVa and IVb, 150 to 153). 
 Tlvird l^ook of the Tarr & McMurry Series (pages 461 to 485). 
 
 To give i)upils a knowkxlge of geography sufficient for the needs of a 
 lifetime is manifestly impossible and should not be attempted. The work 
 in the seventh grade practically completes the work in the subject as 
 presented in the grades. The aims should be: First, to develop interest in 
 this science which in its entirety includes all the natural sciences; second, 
 to give the pupil a definite plan or method for the acquisition of geograph- 
 ical knowledge and to systematize that which has already been gained; 
 third, to lay foundations by the study of some of the causes which re- 
 sult in the present conditions of the earth and its inhabitants. 
 
 The teacher should be satisfied to impress upon the mind of tha 
 ])upil the larger facts which are strongly characteristic of countries and 
 peoples. The attempt to hold pupils responsible for less important 
 details often renders first causes obscure and colorless. Example: Eng- 
 land mines, manufactures and engages in commerce. Why? She mines 
 because her territory contains coal, iron and other valuable minerals 
 which are always in demand. She manufactures because the intelligence 
 and inventive genius of the people enable her to put her cheap fuel and 
 valual)le mineral resources to the best possible use, and besides her land 
 is not well adapted to agriculture. She engages in commerce because 
 she must import food supplies and raw materials as well as find markets 
 for her manufactures. Such facts in their relations are primary and 
 should stand out. Details should be added for interest and clearer under- 
 standing, but they should never be allowed to befog that which is essen- 
 tial. 
 
 Tlie work of the seventh year includes the study of the earth as a 
 whole, and the completion of the study of Eurasia, South America, Africa, 
 Australia and the islands of the Pacific. Pupils should gain some clear 
 ideas on the relation of the &un to the earth and to other planets. They 
 should distinguish such terms as sun. planet, star and satellite, and be 
 
26 GEOGRAPHY. 
 
 able to demonstrate by diagram and globes the motions of the earth 
 which give us day and night, and the seasons. (Tarr & McMurry, Chap- 
 ters I and II.) They should also clearly understand the interrelations of 
 the earth, the moon and the sun, which produce the phases of the moon. 
 
 Comparison of the sun, moon, earth and other planets are always 
 interesting to pupils if given in such a manner as to be easily under- 
 stood. Such questions as: If the earth is represented by a globe three feet 
 in diameter, what will be the diameter of a proportional globe which 
 would represent the sun; the moon; Jupiter? If the globe representing 
 the earth were placed in a given position, how far away would the differ- 
 ent globes have to be placed to maintain proportions as to distance? If 
 the earth were represented by a globe two blocks in diameter, how high 
 should Mount Shasta be represented on its surface? How high above its 
 surface would clouds float if proportional distances are maintained? 
 These and similar questions which will occur to teachers arouse much in- 
 terest and result in definite concepts. 
 
 The views of modern science regarding the condition of the interior of 
 the earth should be noted and discussed, and the principal physical 
 changes that are ever in progress on the surface of the earth should be 
 considered as fully as time will permit. (State Advanced Geography, 
 pages 9 to 22.) 
 
 Pupils of this grade should be able to comprehend many of the fac- 
 tors which make up climate and determine the distribution of animal 
 and vegetable lif-e. Thermal zones, winds, ocean currents ^nd the causes 
 and distribution of rainfall will all prove profitable subjects in this grade. 
 (State Advanced Geography, pages 23 to 27. Tarr & McMurry, Chap- 
 ters IV and V.) 
 
 In connection with the study of races, some attention should be given 
 to the consideration of the development of industries, religion and gov- 
 ernment, all of which indicate ^he degree of civilization attained. (State 
 Advanced Geography, pages 32 to 43. Tarr & McMurry, pages 78 to 95.) 
 
 The Study of the Continent. 
 
 In beginning the study of the continent, the aim should be to famil- 
 iarize the pupil as quickly as possible with its form — both outline and 
 relief— its drainage and coast line, and the position, size and shape of the 
 countries that compose it. Map-tracing, memory' map-drawing, sand 
 
SEVENTH YEAR (JRADE. 87 
 
 inodeliiiu-, prolik' draw iiijj:, and iiia[) study l)y description and location, 
 are some of the means by which such familiarity may be gained. As 
 far as possible, it is desirable to study climate, grain belts, important 
 mineral deposits, etc., by regions in the general study of the continent, 
 as this will render the descri])tive matter relating to individual countries 
 more intelligible to the pupil. 
 
 Topics fok Continental Study. 
 
 Position. 
 
 Relative. 
 
 Latitude and Longitude. 
 
 Zones. 
 
 Oceans and Seas. 
 Extent by Comparisons. 
 Physiograpliy. 
 
 Highlands. 
 
 Lowdands. 
 
 Drainage. 
 
 Lakes and Rivers. 
 ISTavigability 
 Climate. 
 
 Prevailing winds. 
 
 Temperature. 
 
 Rainfall. 
 
 Modifying influences. 
 Products. 
 
 Important Vegetable. 
 
 Important Animal. 
 
 Important Mineral. 
 Countries. 
 
 People. 
 
 Characteristics. 
 Occupations. 
 Cities. (Chief.) 
 Commercial Routes. 
 
 Water Ways. 
 
 Railroads. 
 
28 geogeaphy 
 
 Topics for Detailed Study of Couxtiues, 
 
 Historical Introduction. 
 
 Position and Boundaries. 
 
 Extent (by comparison). 
 
 Physiography. 
 
 Climate. 
 
 People and Government. 
 
 Industries. 
 
 Agriculture. 
 
 Stock raising. 
 
 Mining. 
 
 Manufacturing. 
 
 Eiumbering. 
 
 Fishing. 
 
 Commerce. 
 Cities. 
 
 Chief Manufacturing. 
 
 Chief Commercial. 
 
 To Americans the geography of Europe is only second in importance 
 to that of the United States. Historically, Europe and the United 
 States are one. In standards and ideals of civilization, 
 urope. ^j^^y ^^^ much alike and together are shaping the affairs 
 of the whole world. Their commercial relations are tremendously, im- 
 portant. It follows from these and other reasons that might be given that 
 our knowledge of the geography of Europe should be exact and extensive. 
 
 Our position on the Pacific Coast and our rapidly increasing com- 
 mercial interest in the countries of the Far East demand 
 Eastern Asia. ^ ^^^^ ^^^^^^ ^^^ ^^^^.^ thorough study of tliat part of 
 
 the world than has heretofore been given. 
 
 The Philippines, Hawaii and Porto Rico are now i)osscssions of the 
 Our New United States and .-^liould receive the attentimi that 
 Possessions, their importanrL' in this relation (Icmaiid.-. (State 
 Advanced Geography, i)ages IV, IVa and ]\'li). 
 
EIGHTH YEAR GRADE, 29 
 
 It is recommended that the work of the year be supplemented l)y a 
 study of the more important travel and trade routes of the world. 
 
 References: 
 
 McMun-y's A Teacher's Manual of Geography. 
 McMurry's Special Method in Geography. 
 Farnham's Oswego Methods in Geography. 
 Bedway's A Xew Basis of Geogra])hy. 
 Chamberlain's IIow We Are Fed. 
 
 EIGHTH YEAR GRADE. 
 
 1. Review of North America (four to six weeks). 
 
 State Advanced Geography (pages III and IV, 45 to 101). 
 Third Book of the Tarr & McMurry Series (pages 487 to 558). 
 
 2. California (two to four weeks). 
 
 State Advanced Geography (California Supplement). 
 
 Tarr & McMurry Series. Fairbanks' California Supplement. 
 
 Knowledge of the geographical features, natural resources and devel- 
 opment of our own country should be definite and l)road. The work 
 as undertaken in this grade should be something more than a mere re- 
 view of the subject as previously taken up. The pupil's knowledge of 
 the country's history, together with his more matured jiowers of obser- 
 vation, should make the work more a study of cause and effect and give 
 results in breadth of understanding, which could not be attained in the 
 lower grade work. This final review of the subject of geography is to be 
 given during the last two or three months of the eighth grade work 
 after the completion of the course in physiology. 
 
 The study of the continent should be introduced by a discussion of 
 the historical events that led to its discovery, settlement, development 
 and division into countries as we now fhid it. Its geography — ])hysica] 
 and political — should be carefully reviewed, placing stress upon features 
 that constitute important causes in its development; such as navigable 
 streams, harbors, mineral deposits, climate, etc. 
 
 In the study of our own country, tht' niaji work, both physical and 
 political, should ])e very tliorongli. The iiupil's knowledge should be 
 
30 GEOGEAPHY. 
 
 exact as to location and boundary of States, location of cities with 
 reference to navigable waters and railroad connections and, later, with 
 reference also to surrounding areas of production. 
 
 Memory map drawing of individual States is one of the l)est means 
 of securing familiarity with location of important cities, rivers, mount- 
 ains and boundaries. Groups of States should be taken up in the same 
 way. The results of this k-ind of work in interest and accurate knowl- 
 edge are surprising to those who try the method for the first time. 
 Sketch maps of the United States showing important mineral regions, 
 forest areas, wheat and corn belts and the regions in which cotton, sugar, 
 rice, tobacco and other important staples are produced, will prepare 
 pupils for the reading and discussion of the texts which follow. 
 
 The United States Census Eeports, McAdie's "Climatology of Cali- 
 fornia" and the many excellent reports issued by the State Board of 
 Trade, the State Mining Bureau, the State Board of Horticulture and by 
 other State institutions should be liberally used. 
 
 Outlines fok Study. 
 North America. 
 Map Work. 
 Physiography. 
 Climate. 
 
 Zones. 
 
 Temperatures. 
 
 Modifying influences-.. 
 
 Cyclonic Storms. 
 
 Rainfall. 
 Countries. 
 People. 
 
 Native. 
 
 Immigrants. 
 
 Colonists and Descendants. 
 Governments. 
 Cities. '' 
 
 Ten largest. 
 
EIGHTH YKAK GRADE. 31 
 
 United States. 
 (U.=e maps of the United States issued by the Departrrwent of the Interior.) 
 
 Map Work. 
 
 a. Of the Whole. 
 
 b. Of single States. 
 
 c. Of groups of States. 
 
 d. Areas of production. 
 
 e. Cities. 
 
 Original territory occupied. 
 
 Acquisitions of territor}'. 
 WTien and liow acquired. 
 
 Physiography. 
 
 Highlands and Lowlands. 
 
 Extent and Importance. 
 Coast Line. 
 Drainage. 
 
 Lakes and Rivers. 
 Importance. 
 
 Industries and products by regions. . ; • ■ 
 
 Commerce. 
 Domestic. 
 
 Travel and Transportation routes. 
 Foreign. 
 Harbors. 
 Ocean routes. 
 People. 
 
 Character. 
 
 Government. 
 
 Cities. 
 
 Ten largest. 
 
32 GEOGRAPHY. 
 
 Other Territories and Dependencies of the United Statt 
 
 Alaska. 
 
 Cuba and Porto Rico. 
 Hawaiian Islands. 
 Philippine Islands. 
 Guam and Samoa. 
 
 California. 
 
 Position and Extent. 
 Physiography. 
 Lowlands. 
 Highlands. 
 
 Climate. 
 
 Climatic influences. 
 Prevailing winds. 
 Pacific Ocean. 
 Highland Region. 
 Cyclonic Storms. 
 
 . Temperature. 
 
 Winter and Summer, 
 
 Moisture. 
 Snowfall. 
 Rainfall. 
 Fogs. 
 Coast. 
 Tule. 
 Sunshine. 
 People (History sketch). 
 
 Irrigation. 
 By Ditches. 
 By Pumps. 
 By Artesian Wells. 
 By Other Moans 
 
EIGHTH YEAR GRADE. 33 
 
 Industries. 
 
 Fruit. Raising. 
 Orchard Fniits. 
 Citrus Fraits. 
 Vineyard Fniits. ' 
 Small Fruits. 
 
 Agriculture, 
 
 Grain and Hay. 
 Truck Fanning. 
 Other Field Crops. 
 
 Sugar Beets. 
 
 Hemp. 
 
 Hops. 
 
 P}Tethrum. 
 
 Chicory. 
 
 Stock Raising. 
 
 Cattle Industry. 
 
 Sheep. 
 
 Horses and Mules. 
 
 Swine. 
 
 Goats. 
 
 Poultry. 
 Dair}'ing. 
 
 Milk. 
 
 Butter. 
 
 Cheese. • 
 
 Manufacturing. 
 Iron and Steel. 
 Canning and Preserving. 
 BreadstufFs. 
 Sugar. 
 \Yinos. 
 
 Malt and Distilled Liquors. 
 Glass. 
 Brick. 
 Leather. 
 
34 GEOGRAPHY. 
 
 Lumbering. 
 
 Lumber Trees. 
 
 Sequoia, two species. 
 
 Sugar Pine. 
 
 Yellow Pine. 
 
 Douglas Spruce. 
 
 Incense Cedar. 
 
 Silver Fir. 
 
 Oaks. 
 Lumber Eegions. 
 Products. 
 
 Fishing. 
 
 Salt Water. 
 Food Fishes. 
 Quantity. 
 Importance. 
 Fresh Water. 
 
 Native Food Fishes, 
 Introduced. 
 
 Commerce. 
 Domestic. 
 
 Interstate. 
 
 State. 
 Foreign. 
 
 Exports. 
 
 Imports. 
 
 Countries. 
 Commercial Eoutes. 
 
 Foreign. 
 
 Coast. 
 
 Railroads. 
 
 ^N'avigable Rivers. 
 
EIGHTH YEAR GRADE. 
 
 35 
 
 References: 
 
 Mc^Iurry's A Teachers ]\Ianual of Geogra])hy. 
 
 MeMurry's Special Method in Geography. 
 
 United States Census Eeports. 
 
 McAdie's Climatology of California. 
 
 Bulletin of the United States Geological Survey, No. 197. 
 
 Reports of the State Board of Trade; of the State Mining Bureau, etc. 
 
 Muir's Mountains of California. 
 
 Muir's Our National Park. 
 
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