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Suggestions for Teaching ElementaryGeographyR. H. Whitbeck aa University of Wisconsin , MadisonPublished online: 07 Feb 2008.

To cite this article: R. H. Whitbeck (1917) Suggestions for Teaching Elementary Geography, Journal ofGeography, 16:4, 121-128

To link to this article: http://dx.doi.org/10.1080/00221341708983782

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Volume XVI DECEMBER 19 1 7 Number 4

SUGGESTIONS FOR TEACHING ELEMENTARY GEOGRAPHY

By R. H. WHITBECK University of IYisconsin, Madison

T IS eslreniely doubtful if an agreement could be reached I even among geographers themselves, concerning the kind of geographical knowledge or training that is of most value. But there should be ’no difficulty in determining, in the main, what kind of knowledge is most distinctively geographical, a n d hence is the particular responsibility of geography. There is no doubt about the kind of material that’occupies the middle of the field of geography, but no man liying would attempt to say where the outer limits of this field lie.

KNOWLEDGE OF LOCATION

Knowledge of the location of continents, oceDns, countries. cities, irnportan t rivers, lakes, arms of the ocean, islands, and the various features of &he land, is distinctively the province of geography. Such knowledge is almost wholly obtained by work- ing with maps. Map studies are the most fundaniental and dis- tinctive p- of school geography. Aside froni a limited amount of map knowledge supplied k e m w c f i o n with history, geogra- phy is the one and only study which we can hold strictly re- sponsible for equipping students with map knowledge. Here is one clear and undeniable responsibility of geography, and every geography teacher should say to herself: “I accept this responsi- bility and I will make it my business to meet it.”

Now immediately arises the need of a caution, lest place- geography assume an undue prominence, and we go to extremes as did the majority of teachers a generation ago. The mistake that brought the geography of that period into disrepute was undis- criminating emphasis upon place-geography ; far too many places were located. One of the iniportant steps in the teaching of place- geography is the selection of the list of places and geographical features which are worthy of mention, and the much smaller list of those that deserve emphasis and review. Every teacher shouId have her list of rninirnuni essentials in place geography,- either a list carefully prepared by a committee, or, in the absence of that, one prepared by herself. The new courses of study re-

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cently issued by several cities, (for esaniple Detroit and Minne- apolis) give such lists. One was also published in the Journal of Geography in May, 1917, a copy of which list can be secured for 'a two cent stamp.

Now, since the most distinctive responsibility of school geog- raphy it to equip pupils with a reasonable knowledge of location, through niap studies; and since the achievement of this in a sane and balanced way requires the preparation of an approved list of places ant1 geographical features, it necessarily follows tha t the compiling of such a list for each grsde and each city is one of the first steps toward securing more satisfdctory results in school geography.

ELEMEKTARY (iEOGR4PHICAL IDEAS

Very early in the study of geography pupils begin to need a knowledge of certain words which in an elementary way belong to the vocabulary of geography. Soine o f these are not csclusive- ly geographical, but the teaclicr will (lo well to be sure that they are understootl as fast as a need for them develops. The follow- ing list is offcretl a s a suggestion: each teacher will wish to modify it somewhat. Most of these ternis will be acquired during the first year of actual geography slutly-usually the fourth grade. Formal definitions are not needed : a n understanding of the meaning of the terms, and the ahility to use them correctly are the ends to he sought:

Right, left, up, clo\Yn. north, south, east, west, the senii-car- dinal points, earth, air, SLY, :i tinospliere, soil, wind, land, sea, cloud, dew, fog, a gas, a liquid, a solid, heat, cold, temperature, thermometer, hour, day, week, iiionth. year, decade, century, sun-rise, sun-set, new moon, ful l moon ; village, city. town, town- ship, county, state, nation, creek, river, lake, bay, strait, sea, gulf, occan, harbor, port, hill, valley, slope, mountain peak, iiiountain range, mountain pass, island, peninsula, isthmus, cape, plain, continent, shore, and such local features RS can be shown; axis, poles, equator, parallels, meridians, latitude, longitude, prime meridian.

HOME GEOGRAPHY AND THE GEOGRAPHY OF DISTANT LANDS

' OUT courses of study usually start geography with so-called honie geography. The practice is based upon sound pedagogy in that i t utilizes the gcographical materisls and opportunities at hand, and affords the advantage of studying real things, rather

* Address Journal of Geography, University of Wisconsin, Madison, Wis.

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than studying about them. Yet, if the first year of geography were confined to home geography, it would prove a dull and dis- appointing year. Parallel with it must go quite the opposite kind of geography-a study of remote and strange peoples and their lands. There is scarcely a child interest. that is deeper than this interest in peoples beyond the sea,-people who live in tents and ride on camels; people who \vear wooden shoes, or who drive clog teams, or hunt with bows and arrows. There js a fascination in hearing about the people of China. Japan, India, Arabia, or Mes- ico;-in fact, about any people whose mode of life is strange, and hence quite wonderful.

Nest to children's interest in people across the sea is their inkerest in knowing where things which they eat, use, wear, o r possess come from; how they are obtained or produced, and how they reach us; this applies especially to things which come from fa r-a way lands.

'One of the most effective ways of leading up to the study of any country is through a study of some familiar thing that has conie from that country. The more fully teachers can make. geographical knowledge a means of explaining things that the children have a natural interest in, the Inore eagerly will chil- dren seize that information. The whole geography of the Sahara can be gathered around the story of a box of dates:-the long sea-trip from the Mediterranean, the caravan journey across the desert, the palm groves of the oasis, the dry and thirsty land with its terrible sand storms, the great value of water, the wonderful adaptation of the camel, the robber tribes and their desert code of honor,-all these are inherently interesting.

The story of a banana carries us in a fruit steamer south- ward into the tropics, to a plantation in Jamaica or Costa Rica, or Colombia, to lands where snow never falls, and even a frost is unknown, where the trade winds lilo.cv, where dawn and twilight are very short, and the longest day or night is but little longer than the shortest. C

A lead pencil leads us to the graphite mines and rubber plan- tations of Ceylon; a silk ribbon to the mulberry groves, and the bamboo houses of Japan; a cork to the cork-oak forests of Spain or Morocco; a cube of sugar to the plantations of Cuba; a bar of chocolate to Ecuador, and so on. Every one of these journeys calls the niap into use; ideas of distance are acquired, and cli- ma tic belts assume significance. Most of this geographical knowledge is greeted with a welcome because it explains things in which people are interested. Thus geography takes on a n

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aspect OP usefulness in the child’s world. In the language of the pedagogue, “this sort of knowledge functions in the child’s life.’’

European countries possibly are not quite so interesting as many other foreign countries, largely because the people are more like ourselves, live much as we do and produce the same things that we do. One method of approach to European countries is through finding out the various countries represented by the fam- ilies of the children. It is not unusual in hn American city school to find children representing a dozen foreign countries. Some children can supply information gathered from parents, telling of life in Italy or Hungary or Scotland or Ireland; telling of the journey to America, and other matters, all of which contribute to making geographical studies realistic. The purely bookish quality is removed and maps become useful things.

Such a procedure requires that the teacher have a plan for finally rounding up the knowledge which has been thus gained in a more or less systematic way. In fact, the text book is a ne- cessary supplement to be used parallel with the studies sug- gested above.

While the ultiniate object of geography teaching is to help in producing an enlightened citizenship, the immediate aim is to make people intelligent about the lands and peoples of the earth, and to implant an abiding interest in these lands and peoples- an interest which will reach beyond school days.

ACQUIRING A SENSE OF THE COMMON UNITS OF DISTANCE Ideas of size and o i distance as well as of location are an

essential part of early geographical studies. There is a difference between knowing distance (for example, that Chicago is 1,000 miles from Boston) and sensing distance. The latter can be achieved by children for short distances only, and even this re- stricted sensing of distance must be achieved by gradual steps. This is as much an exercise in arithmetic as in geography, and is usually done in an arithmetic class. 1. Learn (by measuring) the size of the class room-length

and width and height, in feet. 2. Learn the length of the frontage of the school grounds on

the street, in feet. 3. Learn the length of the block in which the school is located

(in feet, yards and fraction of a mile.) 4. Select convenient points one mile from school (with school

as center and with a radius of one mile, draw a circle on a map of the city or village.) Most of the pupils will find it convenient to walk this distance, timing themselves.

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5. Learn the distance between certain selected points in the city or outside; if possible, points with which most of the pupils are familiar. In rural districts, rods and acres will also be employed.

There is an obvious value in knowing certain distances as a means of better appreciating othci distances which are fre- quently mentioned both in and out of the geography class. For instance, a thousand-mile railway journey is mentioned; if the pupil knows that the distance across his state is 200 miles, he can appreciate that a thousand-mile journey is equivalent to crossing five states like his own. The ability to understand distances is helped by having in mind some familiar distance as a measuring stick, such as the width of a state or the distance between two familiar cities. It helps a little to know that Boston is about as far from Washington, or Chicago from Buffalo, as Berlin is from Paris.

6. Know the distance in miles from the home city or village to

7. Knolv the length and breadth of the home state. 8. Know the area of the home state in square miles. 9. Know the speed of an ordinary passenger train (say 30 mi.

an hr.) and of an express train (say 40-50 mi. an hr.) 10. Know the train time required to cross the home state (use

actual time tables.) 11. Know the distance and train time between the home city and

the largest city in the region, say New York, Chicago, or Denver.

12. It is worth knowing that i t is about 1,000 miles by rail- road between Boston and-Chicago ; between Chicago and Denver; and between Denver and San Francisco: (4 or 5 days between Atlantic coast cities and Pacific coast cities.)

13. It is worth knowing that the sailing distance between New York and England is about 3,000 miles (same as railroad distance between New York and San Francisco) and 5 or 6 days by fast steamer; and from San Francisco or Seattle to Japan, about twice the distance.

There are a few other numerical facts that may be known with profit, such as: 14. The number of pupils in the room and in the school; the

population of the home city, state, and the United States (always in round numbers.)

'a few nearby places.

15. The 9iameter and circumference of the earth.

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16. Perhaps the moon’s distance froirl {lie earth (not quite $4 iiiillion miles) and the sun’s distance (nearly 400 times the moon’s distance.)

These are, of course, not all to be learned at once, but the first ten will be learned during the first year of geography (4th grade) and the reniaining ones later.

DOING AS ELL 4s LEARNJNG

A fundamental trait of childhood is the love of iriaking things and doing things, and collecting things. This trait is so deep- seated and so universal, that it would be inexcusable not to make use of it if i t can be turned to advantage, as it can be in geogra- phy. Map drawing and sketching, filling in outline maps, Iocating cities upon the outline maps, ancl coloring maps, may all be profitable activities when purposefully directed by the teacher. They are not mere busy-work; they may be just as productive of educational results as any part of the scliool work. This leads to one of the most distinctive types of work in school geography:

THE USING A K D MAKING OF MAPS

No phase of school geography gives iiiore perinanent results than working with maps. Facts which we work out with effort -even though the effort is slight-are thereby impressed more lastingly. Moreover, by studying niaps, map pictures become impressed upon the mind; ancl they prove to be about the most valuable legacy we get from school geography.

When we read or think of the Suez Canal or of New Zealand, for example, what mental picture, if any, arises? Not a picture of the Suez Canal itself, which we have never seen, but a recalled picture or map of it. When we pause to think of New Zealatid, what do we see? It is a map of New Zealand. Perhaps you live in Massachusetts, or Illinois, or California; yet when you picture your state as a whole, you picture it as the niap shows it. The mind can picture the Palisades, or Niagara, or the capitol at Washington, if you have seen them, but n3 one ever saw a state or country in its entirety, and so he cannot call u p a mental pic- ture of it; but he can call into consciousness a map-picture of it. So must it be with all geographical areas of large size.

MAP SKETCHING Effective geography teaching calls not only for map study,

but also for map sketching and niap drawing. Text books usually provide m a p questions. The teachei may use these or not as she sees fit, but to slight map questions is a mistake. Any pupil

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who has conipleted the study of South America, for example, should be able to sketch quickly the outline of the continent, sketch in the three main river systems, show the relative positions of the different countries, locate about ten of the principal cities, ahcl show the situation of such important regions as the coffee belt of Brazil, and the nitrate lands of Chile. Africa is easy lo outline; its four large rivers should be known; Egypt and the other Mediterranean countries, the piramids, the Assuan dam, Cairo, Alexandria, Cape Town, Victoria Falls, and a few other places and natural features should be placed upon the niap (from memory) with a fair degree of accuracy. Asia is difficult and possibly not entitled to the amount of drill that would be re- quired to enable pupils to sketch it froill meiiiory.

North America and Europe are not easy to sketch, but they are of such importance that the practice necessary to enable pupils to draw recognizable maps of them is warranted. In the case of North America the sketch niap should show the position of the Mexican boundary, the Great Lakes, the St. Lawrence Kiver, and the rest of the Canadian boundary; the Mississippi, Missouri, and Ohio rivers; the Columbia, the Colorado and the Arkansas; the Hudson, Delaware and the James; the position of Alaska, Cuba, Porto Rico, and the Panama Canal. Such a map may not be'accurate enough to locate cities upon; for this purpose i t usually is better to use the printed outline maps if they can be had. On these, pupils ought to be able to locate at least thirty important cities. * In addition, a few locally prominent cities in the home state and in neighboring states may properly be in- clude d.

Europe is the most difficult to draw. Before attempting to sketch it froni memory considerable practice is necessary with the printed map as n guide. On the map thus sketchcd, the pupil should be able to locate approximately the boundaries of the several countries, to name the principal coast waters, and to lo- cate the Thanies, Seine, Rhine. Danube dntl the Volgn. Forsdrill in placing cities the printed outline map is desirable. * *

Map Drawing. There exists some difference of opinion among teachers regarding the value of drawing maps with pains-

* Suggested list. Boston, New York, Philadelphia, Baltimore, Washing- ton, Richmond, New Orleans, Cincinnati, Pittsburg, Cleveland, Buffalo, De- troit, Chicago, Milwaukee, St. Paul, Minneapolis, St. Louis, Kansas City, Denver, Salt Lake City, Seattle, San Francisco, Los Angeles, Toronto, hion- treal, Quebec, Winnepeg, Vancouver, Vera Cruz, Mexico, and Havana.

* * Suggested list of Europeon citim. Liverpool, London, Paris, Mar- seilles, Madrid, Lisbon, Genoa. R o ~ e , Venice, Budapest. Athens, Con-tanti- nople, Vienna, I3erlin, Hamburg, Rotterdam, Antwerp, Petrograd, and 310s- cow. A longer list would not be unreasonable.

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taking care. Some good teachers do not believe in the practice at all; others approve of a small amount of such work, and a few believe in it heartily. As a boy in school I did a great deal of niap- drawing both with and without constructing a net of parallels and meridians. My deliberate opinion is that I profited by the practice; i t was thoroughly enjoyable and I an1 still convinced that i t paid. Undoubtedly the amount of time to be devoted to careful map-dra wing should not be large, but there seems good reason for recornniending that a few maps be drawn to the very best of the pupil’s ability; maps in which he takes a just pride when they are finished. W e niust not lose sight of the fact that pupils find a genuine mental exhilaration in doing a good piece of hand work. It is a form of self-expression which is often a means of malerially strengthening the interest of certain pupils in geographical study.

(Concluded in January.)

PIW SPERO US JAPAN . *

Never in her entire history has Japan been so prosperous as she is today. Never were lier factories busier or the volume of her foreign trade larger. §he has taken advantage of her com- paratively neutral attitude in the world war and her strategical position in Asia, and has not only almost monopolized the niar- liets of the Far East, but h a s exerted all of her energy to build up a foreign commerce with every country on the globe. She is sending trade commissions to every land, establishing new stenrn- ship routes to Russia, to China, to Australia, to South and North .Pmerica, to Africa, to Europe, to India, the South Sea Islands, and all the time lier shipyards are rushing work on new ships to handle the business when it is fully developed. Japan is pro- gressive, full of energy, and thoroughly alive to the importance oE her foreign trade.

J.4PhN’S NEW EXPERIENCES FVITH THE COST O F LIVING The cost of living is constantly rising in Japan while wages

remain practically at the sanie level as four years ago, and the Japanese people are beginning to wonder whether the present period of prosperity is going to be an unmixed blessing after all.

According to the monthly report of the Bank of Japan, just out, the price of commodities witnessed another ,sharp rise during July. The increase over June amounted to 9 per cent mliile the advance over the corresponding nionth last year conies up to 41 per cent. Further, as Fompared to the pre-war period, viz., July, 1914, the net increase in the price of commodities or cost of living comes up to 66 per cent.

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