e the
simpler geographical features in miniature may be observed. If the
school is in the city, pupils may be taken to the parks for this
purpose. If out-of-door study be impossible, they may be induced to
recall objects which they have seen on their way to school or on short
excursions in the neighborhood. In the case of children who have little
opportunity for observing nature, a drawing, a photograph, or a model
will be helpful in giving them a proper idea of the matter. It must not
be forgotten, however, that actual observation by the pupil is necessary
to seeing clearly and intelligently.

Vegetable and animal life are essential features of the geography of the
world, and considerable time should be given to the study of those
within the observation of the pupils. Information concerning plants may
be gained by outdoor study; also by planting seeds in boxes and having
pupils carefully watch their germination and growth.

Pupils should be encouraged to make collections of the minerals and
rocks of their region. These should be classified and arranged for use,
not for show.

The lessons about rain, snow, dew, etc., should be given at appropriate
times. A wet day will suggest a lesson on rain, a snowy day a lesson
about snow. No attempt should be made at "science" teaching, so-called.
All that should be sought is to get the pupil thoughtfully to observe,
and thus to awaken his interest in the world about him.

Lessons should be conversational in form, which is always a most
pleasing style for children, as it is the most natural. The work of the
teacher is to awaken and stimulate interest, not to impart information.
The attention of the child should be directed to what lies around him.
He must observe, and think, and express his thoughts. Nor should his
observations be confined to the school and school hours. He should be
encouraged to obtain his information by his own searching, without
guidance, and report the results.

The development of clear mental pictures is stimulated by expression.
"Expression is the test of the pupil's knowledge." Hence, the child
should be required to reproduce what he has learned. He may do this by
modeling, drawing, and oral and written description. These are placed in
the order which should be followed in the training of children.

The inclination of nearly every child left to his own mode of
development is to make, in some plastic material, what he has seen.
Trying to fashion the h