F 139 
 .MBl 
 Copy 1 
 
 1 
 
 Primary Geography 
 
 OF THE STATE OF 
 
 ■J ■ 
 
 New Jersey, 
 
 WITH A 
 
 Proposed Course of Study 
 For Primarv and Grammar Schools. 
 
 NEWARK, N. J., 
 
 Advertiser Printing Hc'Use, 
 
 1884. 
 
/ 
 
 li LIBRARY OF CONGRESS. 
 
 Shelf 
 
 i UNITED STATES OF AMERICA. 
 
Primary Geography 
 
 OF THE STATE OF 
 
 NEW Jersey, 
 
 WITH A 
 
 Proposed Course of Study for Primary 
 and Grammar Schools. 
 
 c. e: meleney, a. m., 
 
 ^ . Superintendent of Public Schools, Paterson, N. J.. 
 
 ..-^ AND 
 
 WM. M..GIFFIN, A.M., 
 
 Principal of Lawrence Street Grammar School, Newark, N. J. 
 Author of "How Not to Teach," etc., etc. 
 
 (TEACHEPx'S EDITION.) 
 
 NEWARK, N. J., 
 
 Advertiser Printing House, 
 
 1884. 
 
 1 
 
.M5/ 
 
 Copyrighted according to Law, 
 
 By C. E. MELENEY and WM. M. GIFFIN, 
 
 In the Year 1884. 
 
TO THE TEACHER 
 
 Appreciating the demand for something on the subject of local geograpliy, and the need of 
 suggestions to those who are trying to teach the child how to study the world in which he lives 
 from his own stand-point, the authors have prepared these few pages, in the hope that they may 
 be of some assistance in this direction. 
 
 By tliis method, it is not intended to confine the teacher to certain questions whicli must be 
 answered in a particular way, but to suggest the line in which the subject may be presented to 
 the cliild and the objects of study to which his attention may be called, in order that he may 
 store up in his mind the material upon wliich he is to build in the future study of geography. 
 
 This must not lie used simply as a question book in the hands of the teacher, but must be 
 iaken and comprehended as a whole, that tlie idea or sjnrit of the plan may l)e realized and thus 
 Deeome a thing of growth in the mind of the person using it. 
 
 We assume that each child lives and moves in a little world of his own, which may be 
 ■ircumscribed by a small circle or by a larger one, as circumstances may have favored him, but 
 ffhich is in a degree familiar to him. is within tlie range of his personal observation, is easily 
 comprehended, is capable of greater expansion, and abounds with interest. Although these 
 jcenes may have become well known, the facts and conditions of things have never become 
 conscious to him as objects of study, and the presentation of them to his mind in the i)roper 
 ight will afford new delight and furnish the ideas upon which his mind is to grow. 
 
 Within the range of his little horizon can be found almost all the physical features of the 
 jreat earth that lies beyond his vision, all the forms of water and the natural phenomena that 
 ;ake place, forms of vegetable and animal life — people, business, manner of living, and in short 
 ill the facts that are necessary for him to know in order to comprehend tlie study of all the 
 regions of the earth and the conditions of things as they there exist. 
 
 By leading the child to exercise his observing faculties, his intellect and his reason, in the 
 study of the thiiigs around him, he will come to realize that geography is a study of the earth 
 uid his relations to it, not merely a collection of facts to be committed to memory from a book. 
 
To THE Teacher. 
 
 There is no intention on onr part to imply that a text-book on geography is unnecessary. On 
 the contrary, a good book is higlily essential when the child has learned how to use it. A proper 
 method of teaching will stimulate any child to study all the text-books that can be found on the 
 subject. It is not necessary for children to read descriptions of what they can see with their 
 own eyes, and it is cultivating mental laziness and imbecility to tell children what they can 
 find out by their own activity. Yet, after the mind has learned to acquire information by its 
 own exercise, there will have developed a mental freshness and thirst for knowledge that will 
 lead it to reach out for information in all the fields where it can be obtained. Instead, therefore, 
 of discarding text-books, we recommend that all the good books published be placed within the 
 reach of the pupil as soon as he understands how to use them, that he may cull from their pages 
 the choicest thoughts they contain. 
 
 However, the method which will yield the best results is that which leads the child to 
 discover for himself and learn by observation the facts within his reach. About two years is 
 necessary for this introduction to the study of geography. 
 
 THE ORDER OF SUBJECTS. 
 
 Commencing in the school room, the children first consider the subject of place, and the 
 jiosition of objects absolutely and relatively. The idea of direction is treated of in the same 
 way, leading up to an understanding of the points of the comjjass. The units of measurement 
 and distance are also found in the school room. Map-drawing should here be commenced, 
 allowing the pupils to draw a plan of the room, not from the teacher's copy, but from what they 
 see. The teacher should draw with them, following their suggestions. If a black-hoard on the 
 north side of the room be used by the teacher, the pupils will be better able to draw their maps 
 according to true direction. The application of distance to map-drawing can be made by 
 teaching the children to draw on a certain scale. 
 
 A view from the windows will furnish subjects for lessons ujjon forms of land and water, 
 rain, hail, snow; the atmosphere, sky, clouds, wind, sunshine, heat, cold, etc. — all of which may 
 be more directly brought to the consciousness of the children by transferring the class at times to 
 the school grounds or, if circumstances permit, to neighboring fields. 
 
 Enlarge the area of study by going out into the city or town or village. Here are to be found 
 other objects of interest, particuhu-ly relating to people and their connection with all things 
 around — business and occupation, the manner of living, the comforts of home and the necessities 
 of life. Animal and vegetable life ])resent objects for careful and entertaining study. 
 
To THE Teacher. 
 
 THE WORLD AS A WHOLE. 
 
 Up to this point tlie pupils have gained tlieir information by personal observation. Now 
 their attention is directed to a cousideration of the world as a whole, which they have become 
 able to comprehend in consequence of tlieir study of that section witliin tlieir range of view. 
 By the use of the globe, a correct idea of the form and motion of the earth is impressed, and a 
 general knowledge of the land and water surface, the number, size and relation of the continents 
 and oceans is imparted to the pupil. 
 
 Following out the system of analysis, which corresponds with well-established principles of 
 education, we next consider oxir continent; then our country and our State — preserving the unity 
 of the whole and the connection and dependence of the parts. 
 
 The questions on the State of New Jersey can be answered by reference to a good map, 
 upon which is represented the physical features and the water systems. This study may be 
 supplemented by the description, which may be read but not memorized. 
 
 EXPRESSION OR REPRODUCTION. 
 
 Tlie natural inclination of the child to make something, either in imitation of what he has 
 seen or as a product of his imagination, is too often lost sight of as an educating influence. It 
 is a well-known fact that the development of clear ])erception, the formation of perfect mental 
 pictures, or accurate ideas of things, is stimulated as much by expression as by impression. The 
 (inly test of a clear impression is the expression. The proof of one's knowledge of a form is the 
 reproduction of it. It is not enough for a per.son to look at a house to form a perfect idea of it; 
 he must be able to describe it in every particular or to draw it perfectly. To realize how 
 imperfect our perception often is, it will be interesting to examine a liickory-nut carefully, and 
 then make its form from a piece of clay. We venture the statement that very few persons could 
 exactly reproduce it without comparing the original with the clay more than once. 
 
 The child's inclination is to reproduce with his hands, in material that is plastic and yields 
 easily to the touch; next comes the desire to reiiroduce l>i/ a druicing; but strange as it may 
 seem, in this connection, all the eiiorts of teachers have been directed to make the child describe 
 ('/( langvage, which is the most diificult form of expression, and one which should be developed 
 last of all. 
 
 An interpretation of the well-known motto of Pestalozzi, "Things before words," 
 comprehends not simply the seeiiuf and knowing things before words, but the making of things 
 before the verbal description of them, the reproduction or expression in form by the hand before 
 
6 To THE Teacher. 
 
 the i-ei)roduction in language. Not only is the intellect strengthened by this expression, but the 
 hand also is trained to greater usefulness. The fact should never be lost sight of that the 
 reproduction is not the end but simply the means. The cultivation of the intellect is the prime 
 object, the dexterity of the fingers is secondary. 
 
 With this important principle of education to guide ixs, it becomes necessary to adopt a 
 regnlar system of reproduction of what the child has learned. With tlie aid of the motdding 
 fable, all the physical features can be formed in sand and pottery clay. Every child should have 
 an opportunity of moulding; he will enjoy it, and he needs it as a part of his training. In 
 this introductory work, it is not necessary for the teacher to mould the forms the children have 
 already seen. Their impression of known forms is not made more vivid by seeing them 
 represented, but by doing it themselves. 
 
 Another method of representing forms in nature is to draw them. Map-drawing, which is 
 begun by making simple plans of the room or school, illustrates the certain areas or sections; the 
 vertical sections can be represented by profiles or sketches. 
 
 Finally, the pujjils should be led to describe orally and in written language all that they have 
 seen, and to put into connected comjiosition answers to questions asked by the teacher. 
 
PEIMAET GEOGRAPHY 
 
 T 
 
 THE SCHOOL ROOM. 
 
 Where are we now ? (In our school room.) 
 .Wliere is oiir school room? How many walls 
 has it? Point to the front wall. The back 
 wall. The left. The right. What direction 
 is the teacher's table from where you sit? On 
 which side of the room is the clock? What is 
 above you? beneath? 
 
 Cardinal Points.— Point to the place where 
 the sun rises. What do we call that direction? 
 Point to the East with your right hand. Point 
 in the opjiosite direction with your left hand. 
 What direction is that ? What direction are 
 you facing? What direction is behind you? 
 Name something in the room that is north of 
 you; south, east, west. 
 
 (Teacher surrounds herself with a chair, desk, 
 boy, and girl.) Who is north of me? What 
 is east of me? Who is south? What is west? 
 (Explain to tlie class that they have been bound- 
 ing you: that is, telling by what you arc sur- 
 rounded.) Wiiat is this in my hand? (A slate.) 
 What is in the center of the slate? (A bell.) 
 With what am I surrounding the bell ? (With 
 a knife, pencil, key, and penholder.) You may 
 now bound the bell. (" The bell is bounded on 
 the north by the knife, on the east by the pen- 
 cil, on the south by the key, on the west by the 
 penholder.") What have I done now? (You 
 have turned the slate one-fourth around.) You 
 may bound the bell now. (On the north by 
 penholder, east by the knife, south by the pen- 
 cil, west by the key.) (Turn it one-fourth 
 again, and call on some pupil to bound it; after 
 which ask such questions as the following:) 
 
 Intermediate Points. — Name something 
 in the northern part of the room, in the southern 
 part, in the eastern, in the western; between 
 nortli and east. What do we call that direc- 
 tion ? Name somethilig between north and 
 west? What do we call that direction ? Be- 
 tween south and east? What do we call that 
 direction ? Between south and west ? What 
 do we call that direction? Name something 
 more that is in northeast part of the room, 
 southeast part, northwest part, southwest part. 
 
 Distance. — How- many inches long is your 
 slate? How long is your desk? How many 
 feet long is the room? How wide? How high? 
 How Uu-ge are the windows? How long is the 
 room from east to west? From north to south? 
 
 Drawing^. — The teacher draw on the black- 
 board (using the north side of the room, if 
 possible), and dictate w'hile the children draw 
 on their slates a plan of the room, marking the 
 sides North, South, East and West, 
 
 The Hall. 
 N. 
 
 -w. 
 
 
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 The Boys' Yard. 
 
Primary Geography of New Jersey. 
 
 Boundaries. — WluU is north of your room? 
 (The hall.) Write "The hall" on" the north 
 side of your plan. What is east? (.Miss A\s 
 room.) Write it on tlie east side of your plan. 
 What is south? (The boy.s' yard.) Write it. 
 On which side of the room is the hall? The 
 clothes room ? iliss A's room ? Tlie girls' yard ? 
 Bound your room. In what direction do the 
 desks extend? In wliich direction is the room 
 the longer, north and soutli, or east and west? 
 
 SCHOOL BUILDING. 
 
 In what direction docs the school building 
 face? Which direction is it longest? How long 
 is it? How wide? How high? How many 
 stories liigh is it? How many rooms are there 
 on the first floor? In what part of the build- 
 ing is this room ? 
 
 Note — The teaclier should now draw a plan of the 
 school building on a blacklioard (on the north .side of 
 room if possible), allowini; the cliildren to direct her or 
 dictate what they can of it. 
 
 Tell me what to write here (pointing to the 
 
 north side of plan), here, (so on all sides.) 
 
 Bound the school building? 
 
 SCHOOL GROUNDS. 
 
 What street is near the front of the building? 
 In what direction does the street extend? Which 
 way are the school gnuinds the longest? How 
 long are they from north to south? from east 
 to west? 
 
 Note — Let some boys measure the jri-ouiuls, noting the 
 number of yards and rods: the idea of a lod should be 
 well impressed. Other distances along the street can then 
 be estimated. 
 
 In what i)art of the grounds is the building? 
 In what part is the boys" yard, the girls' yard, 
 the grass plot? How large are each of .these? 
 Draw a map of the school grounds. Name the 
 different i)arts and the property that adjoins. 
 Bound the school ))roperty. Name the streets 
 that surround the block or square upon which 
 the scliool stands. Are tlie grounds level or 
 
 sloping? In what direction do they slope? 
 When it rains, where does the water run? What 
 becomes of the water that falls on the roof? 
 What part of the land docs water always seek? 
 Soil. — What kind of earth is in the street? 
 Why should it be so hard? AVhat kind of 
 earth is in the play grounds? What kind of 
 soil is in the front yard? Why does the grass 
 grow here? Why does it not grow on the street 
 or in the boys' yard? Why do the flowers grow 
 in the front yard? What kind of soil is neces- 
 sary, then, for the growtii of grass and flowers? 
 Would they grow well if the children should 
 play in the front yard? How should we care 
 for flowers? Have you flower gardens at home? 
 Why do we have to water the flowers? What 
 would be necessary for us to do to make the 
 play grounds a flower garden? 
 
 TOWN, VILLAGE OR CITY. 
 
 Name the streets near the school ground. In 
 what direction do the different streets extend? 
 In what direction is your home from school, 
 the church or churches, the post ofiice, the 
 court house, the market, the city hall, the depot? 
 How far is each from the school? How far is 
 one end of the city or town from the other? 
 (East and west, and north and south.) What 
 building or street is one mile from the school? 
 How long would it take you to walk there? 
 How far can you walk in ten minutes? Bound 
 the city (or town). Draw a map of it. Into 
 what is the city divided? How many wards 
 are there in the city? In which do you live? 
 In what part of the city is it? 
 
 Map. — Draw a map of your ward. Bound it. 
 In what part of the ward is your school? Name 
 an im))ortant street in your ward. Name other 
 important streets. Name an important building 
 in the ward. Name other important buildings. 
 Why is each important? 
 
 Surface. — What is this in my hand? (a 
 slate). How am I holding it? (level). What is 
 
Primary Geography of New Jersey. 
 
 in the centre of it? (some water). How is the 
 shite tipi)ing or slojiiiig now? (toward the 
 north). In what direction does the water rnn? 
 (toward the north). How now? (toward tlie 
 sonth). How now? And now? Can water 
 How in any direction? How will it always flow? 
 (In the direction of the slope.) 
 
 As you go from your school is the land level 
 or hilly? In what direction is it uji hill? In 
 what direction is it down hill? In what direc- 
 tion does the land slope? Then, when it rains 
 in what direction will the water run? 
 
 Water. — Is there a pond in the city? Where? 
 A lake? How does the water get out of the 
 lake or pond? Is there a river? What direc- 
 tion is down tlie river? What are the sides of 
 the river? Which is the right liank, the left 
 bank? Into what does the river flow? Where 
 is there a bay, an ocean, an island, a cape, a 
 peninsula? How many have ever seen the 
 ocean? How many have ever been bathing in 
 it? Did you taste the water? How did it taste? 
 What kind of water is in the pond and lake? 
 
 Air and Moisture.— What do we breathe? 
 Wiiat is air called when it is in motion? When 
 it is cold? "When hot? What effect has the 
 sun upon it? W^hat do we see rising from the 
 buildings and fences on a fine day after a rain? 
 What are cloirds? Why does rain fall? Where 
 does the water on the earth go? What is 
 snow, hail? What is a spring, a well, a brook, 
 a river? WJiat is climate? 
 
 Homes and Business.— In what part of 
 the city are the most dwellings? Which are the 
 j)rineipal business streets? What kind of goods 
 are sold in these stores? What is a hat store, 
 a grocery store, a drug store, a dry goods store, 
 etc., etc. Where do the different things sold in 
 these stores come from? Name some made in 
 the city. Name some that were imported or 
 brought from other places. How were they 
 brought here? Name and l;icate some factories. 
 What do thev manufacture there? 
 
 Note. — TIic children should be encouraged to make 
 coUcftidi.s ol' niaiiufiictured goods, which can be iirraiiged 
 in cabinets about the school. 
 
 Where are there railroads, canals, parks, 
 wharves? Do vessels or steamers come to the 
 wharves? Why? What business is carried on 
 by means of them? What do they bring or 
 take away? 
 
 Travel. — How do people travel from here to 
 other jilaces? Where are ferryboats used? How 
 do trains cross rivers? What kind of cars are 
 used in the streets? How are they moved? 
 
 Government. — What is the highest official 
 of a city called? Who is mayor of our city? 
 What are his duties? Who makes him mayor? 
 How? Can you vote? Why? What must a 
 man be to be a voter? How long must he have 
 lived in the city? In the ward? "What is reg- 
 ister day? Why do people have to register: 
 How often does the city have an election? 
 What officers do they elect? 
 
 Common Council. — What are the duties of 
 an alderman? For how long is he elected? 
 How many are elected each year? How many 
 aldermen in the Common Council? What are 
 they sometimes called? (City fathers.) Who 
 was the " father of our country? "' Name some 
 aldermen you know or have heard about? Who 
 are the aldermen of this ward? Who is presi- 
 dent of the Common Council this year? Where 
 does the Council hold its meetings ? What 
 officers does the Council appoint? AVhom does 
 the mayor appoint? Name the officers whose 
 offices are in the City Hall. What is the duty 
 of each? 
 
 Board of Education. — How many members 
 in the Board of Education? When are they 
 elected? How many each year? For how long 
 is each elected? What do they do for the 
 schools? What are they called? Name a com- 
 missioner you know. Who are the commission- 
 ers in this ward? Who is the president of the 
 Board this year? What officers does the Board 
 
10 
 
 Primary Geography of New Jersey. 
 
 elect? 
 year? 
 
 Whicli on 
 
 the 
 
 Who is Superintendent of Schools this 
 Secretary of tlic Board? Wliat is the 
 duty of each? 
 
 Farming-.— In what part of the city or town 
 are the people employed in gardening? Name 
 some of the vegetables raised there? Where are 
 they taken to be sold? In what part of the 
 year are the seeds sown? What care has to be 
 taken to secure a good croj)? How long does it 
 take these vegetables to grow? Name the differ- 
 ent kinds of fruits and berries raised in the 
 city? What fruits are brought from other 
 places? Which grow on trees? 
 bushes? What on vines? 
 
 Vegetation. — Why are there trees in 
 parks, and along the streets? Name some of 
 the different kinds of shade trees? Name some 
 fruit trees that grow in the city? Of what use 
 are the trees that grow in the woods? Wliat 
 trees make good lumber? What trees yield 
 bark for tanning? What trees are only used 
 for fire wood? What kinds of grain are raised 
 in the fields? How is hay made? When is 
 haying time? 
 
 Animals. — What are domestic animals? 
 Name some you have seen that are pets? 
 Name those that are beasts of burden. Those 
 raised for food. Those raised for clothing. 
 Those raised for their eggs. What are wild 
 animals? Name some wild animals that are 
 used for food. Those that are caught for their 
 fur. Those caught for their plumage. Name 
 same destructive beasts. Some birds of jirey. 
 Upon what does each animal you have named 
 feed? AVhcre is the food raised? 
 
 THE COUNTY. 
 In what countv do vou live? What counties 
 
 border on it? Are there any rivers, bays, oceans 
 or mountains to separate it from any other? 
 What is a natural boundary? What is an arti- 
 ficial boundary ? In which direction is the 
 county longest? About how many miles long is 
 it? How wide? Is the county level? Are there 
 any mountains? What direction do the moun- 
 tains extend? Name them. How high are they? 
 Are they in a chain or in separate ])eaks? What 
 direction does the land slope? How do you 
 know? Are there rivers, lakes or other bodies of 
 water in the county? Name and describe them? 
 Are the rivers slow or rapid? Wliy? Of what 
 use are they? Are there mills and factories on 
 them? Do vessels sail on them? Why? In 
 what part of the county are there woodlands or 
 forests? Where quarries or mines? Where the 
 best farms? Where pasture lands ? Are there 
 marshes? What is raised on marsh land? 
 What do people in the country do with the 
 farm products? What do they buy in the 
 stores ? What articles are traded '■' Name all 
 the farm products you know of? What is the 
 county seat ? Name the largest town or city in 
 the county. Name the other large cities or 
 towns. What railroad or canals cross the 
 county? What public institutions in the coun- 
 ty? What important schools ? W^h at rivers in 
 the county? 
 
 State.— What is the name of the jdiice in 
 which you live? In what county is it? In what 
 State? In what country? In what part of the 
 county is it? In what part of the State is the 
 county? In what part of the country is the 
 State? What is the capital or county-seat of 
 our county? Of our State? Of our country? 
 Locate each. 
 
NEW JERSEY 
 
 DESCRIPTIVE. 
 
 You have been studying the geography of 
 your own town or city and the county in which 
 you live. You have taken many a walk out 
 into the green fields, where the farmers woi-k 
 preparing the fertile soil for the seeds, which 
 grow and bear fruit, and which yield other vege- 
 table productions. You have seen, handled and 
 eaten many of these productions. Y^ou have 
 climbed the hills — clambei'ed over the rocks, 
 waded the streams and sailed upon the ponds. 
 Everywhere you have seen the different forms of 
 land and water that the county includes. These 
 you have talked about with your teacher, you 
 have drawn with your pencil — possibly you have 
 moulded in sand — and you have described them 
 in your compositions. 
 
 If you live in the city you have learned the 
 names of the streets, the imjjortant buildings, 
 the railroads and canals. Yoix know the direc- 
 tions and distances in the city. You have 
 learned how to purchase articles at the stores 
 and how peoi)le carry on trade. Many of you 
 have visited factories where men make leather, 
 harness, shoes, trunks, satchels, hats, silk goods, 
 thread, clothing, furniture, carpets, hardware, 
 knives, scissors, machinery, locomotives, bridges, 
 and many other articles of manufacture. Per- 
 haps you have brought to school many samples 
 of manufactured goods or pictures illustrating 
 them. You have seen how they were made and 
 learned their use. In all this you have been 
 leai'ning to see things for yourself, to stow away 
 in your mind useful information which will 
 furnish vou material to think about. 
 
 All that you have seen and much more, may 
 be found in otlier cities and counties. The 
 business that you see so many people engaged 
 in occupies many more people in other cities 
 that you have never visited. There are other 
 places with beautiful fields, pleasant groves, 
 sloping hills, rugged rocks, thick forests, cool 
 springs, quiet ponds, rippling brooks, where it 
 would Ije delightful to make excursions. There 
 are broader plains, higher hills, more rugged 
 and lofty mountains, larger lakes, more pow- 
 erful and decjier rivers, greater bays, channels, 
 islands, peninsulas, and all the forms of land 
 and water, way beyond our county, that we 
 may some time visit but cannot expect to see 
 without traveling some distance. Yet you can 
 imagine what they are like, because you have 
 seen tliose that are near your iiomc. When you 
 learn about new places think of those you 
 already know, and picture to yourself the new 
 scenes by comparing them with those that are 
 familiar. 
 
 Now we are })repared for a broader view; we 
 are ready to journey in our imagination over a 
 wider country and study other scenes. 
 
 The State of New Jersey, in which we live, 
 is only a small ])art of our country, which ex- 
 lends fl-om the great Atlantic ocean on the East 
 to the far Pacific on the West. The United 
 States is the most important part of the conti- 
 nent of North America, which you have already 
 learned is one of the great land masses that help 
 to make up the surface of the earth. 
 
V2 
 
 Primary Geography of New Jerseys 
 
 THE WORLD AS A WHOLE. 
 What is this in my hand? (A globe.) Who 
 can tell me what it represents? Why is it in 
 this shape? Then what is the shape of the 
 eartli? What do these different colors on the 
 globe represent? Of what is the surface of the 
 earth composed? What does this represent? 
 (pointing to land) and this? Which covers most 
 of the surface, land or water? How much more 
 of one than the other? How many divisions 'of 
 land are in this group? How many in this 
 group? What is the name of this division of 
 land? of this? etc. What is the name of this 
 division of water? 
 
 On which division of land do we live? How 
 docs it compare in shape with the continent 
 South of it? How with reference to size? 
 Which has the most regular coast or outline? 
 Which has the most mountains ? Rivers ? 
 Which world is this called? Why is it called 
 the New World? Whicli has the greater num- 
 ber of continents, the New or the Old World? 
 Which continent of the Old World is the largest? 
 Which most nearly resembles in shape the New 
 World continents? Which has the greatest 
 number of islands? Where are the greatest 
 number of islands in the New World ? 
 
 On whicli side of North America is the largest 
 ocean V What ocean is east of North America ? 
 What north? What south of South America? 
 What ocean in the Old World not connected 
 with the New World;' What is the Eastern 
 Hemisjjhere? What couftitutes the Western 
 Heniisi)liere? Wluit is the general shape of the 
 continents ? 
 
 North America. — Which coast of North 
 America is must regular? What causes the ir- 
 regularity of the northern coast ? What causes 
 the irregularity of the eastern coast ? In what 
 part are the most mountains? Where are the 
 low lands? What large river flows through the 
 central plain ? AVhat system has a chain of 
 great lakes ? Is North America longest from 
 
 east to west or from north to south ? At 
 what point is it narrowest? At what point the 
 widest? 
 
 The United States.- Into how many 
 countries is North America divided? Name 
 them. In which do we live ? In what part of 
 our country? What country north of it? 
 What ocean east? What gulf and country 
 south? Of what ocean is this gulf a part? 
 What ocean west? Where are the most moun- 
 tains? What mountains are in the Eastern 
 part? What river flows through the central 
 plain ? How many States in the United States? 
 What name is given to the States along the 
 Atlantic coast ? How many States comprise 
 the North Atlantic States? Why are the States 
 of this group called the Middle Atlantic States? 
 What is the name of the group south of our 
 states ? AVhat is the name of the state in which 
 
 we live ? 
 
 NEW JERSEY. 
 
 In what part of the United States is New 
 Jersey ? What state north of New Jersey, west, 
 southwest? AVhat is east of it? How long is 
 the state from north to south? (16? miles.) 
 AVhat is the average width? (50 miles.) Which 
 pait of the state extends farther to the west? 
 AVhat is the general direction of the coast line ? 
 AA'hat separates New Jersey from Pennsylvania, 
 from Delaware? AVhy are these sides so ir- 
 regular? Are there any other natural bound- 
 aries? Is the northern boundary regular or 
 irregular? AA^hy? (It was made by men.) In 
 what direction does it extend? How many 
 important bends in the Delaware River? Name 
 the different directions in which it flows. Into 
 what does it flow? Of what large body of water 
 is this bay a part? AVhat large bays on the 
 east side of New Jersey? AVhat important 
 island near the coast of New Jersey? AA'hat 
 capes jiroject from the coast. Where is the 
 most important cape? Locate Sandy Hook. 
 What kind of land is Sandy Hook? AVhat 
 
■/;:{y' LoiiiritiicK- Ka^t a fi..ii> Washiii-t. 
 
 vrM & L\... Ci.si . ^. Y, 
 
Primary Geography of New Jersey. 
 
 13 
 
 vind has all (he coast of New Jersey south of 
 ^aiidy Hook ? How does it differ from that 
 lart north of Newark Bay? How are the 
 )aiiks of the Dehiware River like tlie banks of 
 -he Hudson? What kind of land borders the 
 [Delaware River and Bay soutli of Trenton ? 
 
 Surface. — Where are the high lands of New 
 Fersey ? The low lands ? Which covers the 
 iiost surface ? In what direction does the land 
 ilope ? What chain of mountains extends across 
 :,he northern part? Locate the Blue Mountains, 
 ;he First Mountain, Second Mountain. Water 
 j-ap. How high are the mountains at Water 
 Sap? (1,479 feet.) Locate Hamburg Moun- 
 tains, Palisades. For what are the Palisades 
 noted ? 
 
 Drainage. — Into what waters do the rivers 
 md streams of the northeast part of the State 
 How? Those of the northwest? What water- 
 shed separates these two groups of rivers? 
 [n what direction do each of them flow? Why? 
 Which are the most crooked rivers in the north- 
 ern part of the state ? Why are they so wind- 
 ing? Into what do the rivers of the south-, 
 eastern part flow? The southwestern part? 
 [f the ocean were to overflow New Jersey, which 
 part would be covered last ? Why ? How does 
 ;he watershed that separates these two groups 
 lifEer from that of the northern part ? Which 
 fi'Oup is best adapted for turning machinery ? 
 Why? Why are the southern rivers slower 
 ;han the northern rivers ? Locate Greenwood 
 Lake, Lake Hopatcong, Hackensack River, 
 Passaic River, Raritan, Atsion, Great Egg 
 Harbor, Maurice, Raucocus, Musconetcong. 
 Which of these flow into Newark Bay? Dela- 
 ware Bay ? Raritan Bay? Into what waters do 
 ,he others flow ? What two rivers are the most 
 mportant ? 
 
 Counties. — How many counties in the State ? 
 Mame them. Which is the most northern, 
 iiost eastern, southern, western? Which are 
 nland? Wliich border on the Atlantic, on 
 
 Delaware Bay, Delaware River, Hudson River? 
 Which are most mountainous? Through which 
 does the ilorris t'analjiass? Delaware and Rari- 
 tan Canal.' AVhich county is the largest, 
 which the smallest '.' 
 
 Cities and Boroug-lis.— What and where is 
 the capital, the metropolis ? Locate Jersey 
 City, Paterson, Camden, Hoboken, Elizabeth, 
 New Brunswick. Orange. Morristown, Rahway, 
 Phillipsburg, Belvidere, Clinton, Frenchtown, 
 Hackettstown, Hightstown, Irvington, Passaic, 
 Washington, Woodbury. 
 
 Watering Places. — Locate Long Branch, 
 Ocean Grove, Point Pleasant, Tom's River, At- 
 lantic City, Cape May City. 
 
 Government. — Who is the higdiest officer in 
 the state ? \\'ho is Governor now? For how 
 long is" he elected? Where is his office? What 
 is the capital of our state? What do they do 
 there? Who make the laws? How many de- 
 partments are there? How do they make a law? 
 For how long is a Senator elected? For how 
 long is an Assemblyman elected? How many 
 members in the Senate? In the Assembly? 
 Name a Senator you have heaid about. An 
 Assemblyman. 
 
 DESCRIPTIVE. 
 
 Situation. Form and Extent. — New Jer- 
 sey is situated on the shore of the Atlantic 
 Ocean in the northeastern part of the LTnited 
 States — one of the group known as the Middle 
 Atlantic States. There are three groups bor- 
 dering on the Atlantic, distinguished by their 
 situation as the North Atlantic, the Middle 
 Atlantic and the South Atlantic. So you see 
 why the group in which New Jersey is has been 
 so named. This state was many years ago a 
 part of New York State, but at one time the 
 people had a line surveyed from the bend in the 
 Delaware River, where Port Jervis now is, to 
 the Hudson River in a southeasterly direction, 
 thus separating the two states. This line is an 
 
u 
 
 Primary Geography of New Jersey. 
 
 artificial bonndarv; the Delaware Kiver forms a 
 natural iMuiidary between New Jersey and 
 Pennsylvania, and the Delaware Bay divides it 
 from the state of Delaware. You see that our 
 state is very irregular in shape, being 169 miles 
 long from north to south, and about .50 miles 
 wide, tliough at the ^larrowest part it is only 
 about 30 miles wide. 
 
 Surface. — If we shox^ld draw u line aci'oss 
 the narrowest part, we would divide the state 
 into two sections, which are sometimes distin- 
 guished as North Jersey and South Jersey, and 
 which are very unlike in surface. North Jer- 
 sey is crossed by the system of mountains that 
 extends through the eastern part of our country, 
 named the Appalachian system, which makes 
 this portion of the state hilly and mountainous. 
 These ridges of monnlaiiis extend in u nortli- 
 easterly and southwesterly direction, and are 
 separated by licautiful A'alleys. 
 
 Starting at tlie Hudson river we find the 
 Palisades, a high wall of almost perpendicular 
 rock, rising directly from the edge of the river. 
 This ridge, on the west, aliruptly slopes down 
 to the valley through which the Hackensack 
 and the Passaic Rivers flow. Crossing these we 
 come to the First Mountain, then across a nar- 
 row valley to the Second Mountain. We again 
 cross the Passaic River and travel westward 
 througli the red sandstone valley, gradually 
 ascending until we come to the most eastern 
 range of the Appalachian system, the High- 
 land Range, which being broken receives differ- 
 ent names — Bear Foot and Plamburg in the 
 nortli, Schoolcy's and Wallkill in the centre, 
 and Musconetcong Mountains in the south. 
 In the valley between tlicsc ridges lies the 
 Musconetcong River, which rises in that charm- 
 ing sheet of water so much visited in the 
 summer. Lake Hopatcong. West of tlie High- 
 land Range lies the Kittatinny valle}', a beauti- 
 ful country, well watered l)y many streams and 
 broken by rolling hills. 
 
 We now come to the most western, range, 
 called the Blue Ridge, which, like the Palisades 
 on the east, stretches down from New York, 
 forming a wall on the very border of the state. 
 The Delaware River has cut its way directly 
 through this range, leaving high promontories 
 on lioth sides of the river. This wonderful 
 break in the mountains is called Delaware 
 Water Gap, and is a beautiful place to visit in 
 summer. Some of these mountains are 1,200 
 feet high, and the highest point of the Blue 
 Ridge is 1,800 feet high. By examining the 
 map you will see how the ranges of mountains 
 extend in parallel ridges, and how the valleys 
 lie between them. 
 
 South Jersey is very low and level. It is a 
 part of the Atlantic plain. The great waves of 
 the ocean have made a sandy beach all along 
 tlie coast from Sandy Hook to Cape May. These 
 lieaciies are mostly islands of sand, inclosing 
 salt water lakes, or lagoons, as they are called. 
 Examine the map once more and yoit will see 
 how the water of the ocean gets in behind the / 
 islands and iiows iip the slow rivers, making 
 a kind of "tide-water region." This action of 
 the tide has made the salt marshes which border 
 the rivers and the lagoons, and which are cov- 
 ered with a very coarse, tall grass. The land, 
 which is sandy and stony, slopes back toward 
 the centre of the state, and then gradually 
 becomes lower again toward the Delaware. 
 There are no elevations except Navei^ink High- 
 lands, situated near Sandy Hook. 
 
 Rivers and Lakes.— In studying the sur- 
 face you noticed that each part of the state 
 had two slopes. In the North the Highland 
 Range forms a water-shed, so that the most im- 
 portant rivers wind around the mountains and 
 flow i.ito Newark and Raritan Bays, while the 
 streams west of the Highland Range have to find 
 their way to the Delaware between tlie ridges, 
 in a southwesterly direction. In the South it is 
 diffiQixlt to see why the rivers flow in either 
 
Primary Geography of New Jersey. 
 
 15 
 
 direction, or what there is to direct them in 
 their course. Yet you notice tliat some flow 
 east into tlie ocean and others westerly into the 
 Delaware. Tims there are four groups of rivers, 
 two in the ^'orth coining swiftly down from the 
 mountains, furnishing e.xcellent water power; 
 the one group reaching the ocean, including the 
 Ilackensack. Passaic, Railway and Raritan; the 
 other group, tributaries of the Delaware, the 
 Musconetcong and Paulin's Kill; two in the 
 south: the first, including At.sion and Great 
 Egg Harbor, flowing into the ocean, and the 
 second, including Maurice and Rancocus, flow- 
 ing into the Delaware bay or river. 
 
 Lake Hopatcong and Greenwood Lake lie 
 nestled among the mountains and are favorite 
 resorts. 
 
 Mines and Quarries.— In the Highlands 
 of Xew Jersey are very valualile iron and zinc 
 mines. In traveling through tiie mountainous 
 counties, we notice extensive ([uarries of slate, 
 which is used for 'roofing houses; flagging 
 stones, used in our cities for sidewalks; granite, 
 used to pave the streets and for buildings; sand- 
 stone, also for buildings; limestone, which, 
 when burned in kilns, is used to make mortar. 
 In the low counties, near Trenton and Amboy, 
 there are extensive beds of clay, used for making 
 bricks, pottery and earthenware. There are 
 also beds of marl, a kind of clay that is used to 
 make the ground fertile. 
 
 Soil and Cultivation.— While the moun- 
 tain ridges furnisli the building material for our 
 homes, factories and streets, the valleys that lie 
 between them yield us abundant food for our 
 tables. In the northern part, the soil is soft 
 and very fertile, and chiefly cultivated for 
 markec gardening, whei-e are raised all our 
 ciioice fruits and vegtables. In the Sandstone 
 and Kittatiiiny valleys, excellent fruit is raised, 
 and much of tiie rolling land furnishes abun- 
 dant pastures for cattle. In the Delaware 
 vallev the soil is well tilled by using marl, and 
 
 yields rich products. In the southeastern por- 
 tion the soil is not so productive, hut great 
 quantities of cranberries are raised. 
 
 Forests. — In tlie counties of South Jersey 
 and in the .mountainous tracts in the iiortli are 
 extensive forests. 
 
 Climate and Productions.— The climate 
 of New Jersey is temperate and in the south is 
 quite mild. On this account we raise great 
 quantities of early fruits and vegtables, includ- 
 ing all the kinds of berries, melons, pears, ajiples, 
 peaches, plums, gra]jes. tomatoes, potatoes, 
 sweet potatoes and other products, which are 
 readily sold in the large cities of the state and 
 in New York and Philadelphia. 
 
 Occupations. — You see that a great many 
 people are engaged in farming, which is one of 
 the chief occupations. Others are busy in the 
 mines and quarries. Many who live near the 
 coast engage in fishing for shad, blue-fish, 
 oysters, etc. Still more are very busily engaged in 
 manufacturing. Newark employs a great many 
 people making leather, shoes, harness, trunks, 
 hats, clothing, furniture, sewing thread, silk, 
 sewing machines, engines and machinery. 
 Paterson manufactures many kinds of goods, 
 but especially paper, silk goods, machinery and 
 locomotives. Elizabeth is largely engaged in 
 manufacturing, chiefly sewing machines. Tren- 
 ton has iron works, zinc works, potteries and 
 crockery, paper mills, etc. So you see that the 
 people are employed very actively in manufac- 
 turing. , 
 
 Commerce — Is carried on chiefly in Jersey 
 City, where are the eastern depots of several 
 important railroads, the Morris Canal, and the 
 starting point for several European steamship 
 lines. There are not many good harbors on the 
 New Jersey coast, but some commerce is carried 
 on at Newark, Elizabeth, Amboy, Camden, and 
 Trenton. Two important canals cross the 
 state, one, connecting the Delaware with the 
 Hudson, from Phillipsburg to Jersey City, the 
 
16 
 
 Primary Geography of New Jersey. 
 
 other, connecting the Delaware with the Raritan, 
 from Bordeiitown to New Brunswick, which 
 convey freight across the State. There are a 
 great many important railroads crossing New 
 Jersey in all directions, of which we will learn 
 when studying about the counties. 
 
 History. — Per]Ki|)s you would like to know 
 something about the peoj)le who lived here a 
 long time ago. When we look at a relief map, 
 such as ar^,' found in any good geography, wc see 
 the mountains, rivers, lakes and the other fea- 
 tures we have been studying, but we can see no 
 people, nor houses, nor cities, nor steamers, nor 
 railroads, and it looks like a very unpleasant 
 place to live. The mountains and the rivers 
 have always l^een there, but what are now 
 fertile fields and thriving places were once deep, 
 dark forests or uncultivated plains, where no 
 people lived except some Indians, who were not 
 such people as we are. I think perhajjs the 
 country then looked very much like tliese maps. 
 But now everything is changed. Let us see how 
 it all came about. 
 
 The Dutch. — Almost three hundred years ago, 
 Henry Hudson, an English sea cajjtain, who was 
 sailing a vessel owned by some merchants in 
 Holland, sailed into New York Bay and slowly 
 continued up the river. The Indians were much 
 surprised to see his sliip and jjaddled out in 
 their canoes to find out what it was. They had 
 never seen a shij) before, and thought it must be 
 a gi-eat bird with white wings. Hudson found 
 out what a beautiful country he had discovered 
 and that no white iico})lc had ever been there 
 before, so he took possession of the country and 
 sailed back to Holland to tell the merchants 
 what he found. Very soon a great many Dutch 
 people left their homes in Holland and made 
 settlements in the new country, some on the 
 New York side of the river and others on this 
 side. 
 
 The English. — By and by the English came 
 over and settled in New York and also in New 
 
 Jersey. Elizabeth was the first English settle- 
 ment, and two years later some people came 
 from New England and founded Newark. 
 
 Quaker.^. — Some Quakers made homes for 
 themselves in the western part of the state, and 
 the new places grew very fast. The King of 
 England gave all this land to two men, one of 
 whom had been Governor of the Island of Jer- 
 sey, which is situated in the English Channel, 
 who named the country New Jersey. The 
 English quarreled with the Dutch, and after 
 awhile all the land came into the possession of 
 the English. 
 
 Oppression. — About a hundred years later 
 the English Government began to make very 
 hard laws for the people of our country and to 
 tax them very heavily, so that the colonies had 
 to resist and commence war against the English 
 Government. Of course, the people of New 
 Jersey united with the other colonies, and 
 fought very hard to gain their freedom from 
 injustice. During the war, which lasted over 
 six years, many fierce battles were fought in 
 our State. The most important were the bat- 
 tles of Trenton, Princeton and Monmouth, where 
 General George Washington commanded the 
 Americans and defeated the English forces. 
 
 After the Revolution the towns and cities 
 grew very fast. People came from Germany, 
 from England, from Scotland, from Ireland 
 and from many other countries of Euroj)e, so 
 that now about one-fourth of the people are 
 foreigners. 
 
 While the State has been growing, the people 
 have given a great cteal of attention to the edu- 
 cation of the children. Scliools have existed 
 wherever there have been people, and tlie advan- 
 tages were never better than they are now. 
 Besides Primary, Grammar and High Schools, 
 there is a State Normal School at Trenton, and 
 City Normal Schools in Newark, Paterson, and 
 other cities. There are colleges at Princeton, 
 New Brunswick, Orange, Burlington and Bor- 
 
Primary Geography of New JerseIY. 
 
 17 
 
 dentown. Scientific Institutes and Theological 
 Seminaries in Hoboken, Princeton, New Bruns- 
 wick, Madison, Bloonificld, Hackettstown, Pen- 
 nington and Bridgeton, besides many jn-ivate 
 schools and academies throughout the state. 
 
 IMPORTANT CITIES. 
 
 Newark, tlie largest city in the State, is in 
 Essex County, on the Passaic River. Its popu- 
 lation is about 140,000. It is nine miles from 
 New York City, with which it has communica- 
 tion by many railroads and steamboats. More 
 than 130 trains run daily between Newark and 
 New York. In 18.30 the population of the 
 city was 10,950. The rapid growth of New- 
 ark is chiefly owing to its mamifactures, 
 for which it has a national reputation. Some 
 of the manufactures are trunks, machinery, 
 castings, jewelry, leather, boots, shoes, saddles, 
 harness, hats, caps, silk, sewing machines, sew- 
 ing thread and celluloid. The city is regu- 
 larly laid out. with wide, straight streets, in- 
 tersecting one another mostly at right angles. 
 It contains a public library of 23,000 volumes. 
 The schools of Newark are among the first of 
 the country, there being annually appropriated 
 about $270,000 for them. Tliere are between 
 one and two hundred churches in the city. 
 
 Jersey City is in Hudson County, on the 
 right bank of the Hudson River, opposite New 
 York City, with which constant communication 
 is had by five ferries. The population of the 
 city is nearly 120,000. It is the terminus of the 
 Red Star line of steamships to Europe. It is 
 also the terminus of twelve dillei'ent lines of 
 railroad and the Morris Canal. There are many 
 manufacturing establishments in the city, viz.: 
 gla'ss works, crucible works, steel works, foun- 
 dries, machine shops, boiler works, locomotive 
 and railroad supjily manufactories, sugar refin- 
 eries, zinc works, breweries, planing mills, 
 potteries, fire-works, chemical works, lead- 
 pencils, candles, soap, hydrants, rubber goods. 
 
 castor and linseed oil, copperware, oaknm, 
 chains, spikes, etc. The mints of Europe, as 
 well as those of the United States, obtain their 
 crucibles from the works of Jersey City. The 
 schools of the city deserve favorable mention. 
 
 Paterson is in, Passaic County, on the Pas- 
 saic River. It is the third city of the state, 
 having a population of 51,000. The manu- 
 factures of Paterson are very extensive and 
 various. It has cotton mills, iron foundries, 
 machine shops, silk factories, locomotive works, 
 paper mills, linen goods, woolen factories, 
 bleaching and dyeing establishments, manufac- 
 tories of velvet, carpets, jute, engines, boilers, 
 etc. The silk factories alone employ about 
 8,000 persons, being the largest in the United 
 States. The schools of the city are doing 
 excellent work. 
 
 Trenton is in Mercer County, on the Dela- 
 ware River. It is the capital of the state. 
 Trenton is an important center of vast manu- 
 factures, having a number of extensive estab- 
 lishments for iron and steel manufacturing. 
 There are also woolen mills, fire-brick and terra- 
 cotta works, rubl>er works, zinc works, etc. 
 The leading industry, however, is the manu- 
 facture of crockery and pottery. There is more 
 of this ware made here than in all the rest of 
 our country. The population of the city is 
 about 30,000. The State Normal School is 
 located here. 
 
 OTHER PROMINENT CITIES AND TOWNS. 
 
 (Eacli county teaclier choose such as she may tliink im- 
 portant for the pupils of her scliool.) 
 
 Newton, in Sussex County, is noted for its 
 commerce. It also manufactures shoes, and 
 has a foundry and machine shop. Here is the 
 Newton Collegiate Institute. 
 
 Passaic is in Passaic County, on the Passaic 
 River. It has extensive print works, a woolen 
 mill, a bleachery, n shoddy mill, a whip factory 
 and a manufactorv of l)lankets. 
 
18 
 
 Primary Geography of New Jersey. 
 
 Phillipsburg, ill Warren County, has large 
 factories for making boilers, locomotives, mow. 
 ers and reapers. It also lias several iron 
 foundries, machine shops and rolling mills. 
 Iron ore and limestone are abundant in this 
 vicinitj-. 
 
 Belvidere, in AVarren County, is on tlie 
 Delaware River. It lias ilouring mills, cotton 
 mills, carriage factories, and a seminary for 
 girls. The Pequest Creek furnishes abundant 
 water-power. In the vicinity of the city are 
 found iron ore, slate, limestone and manganese. 
 
 Hacketistown is in Warren County, on the 
 JIuseonetcong Eiver. It lias two flouring mills, 
 an iron furnace, a foundry, a carriage factory, 
 and is the seat of Centenary Collegiate Insti- 
 tute (Methodist), for both sexes. 
 
 Washington is in 'Warren County. It has 
 several lumber yards and coal depots, and a 
 manufactory of pianos and organs. 
 
 MoRRiSTOVVN is in Morris County, and manu- 
 factures carnages. It has one paper mill. The 
 Speedwell Iron Works are liere; also a house 
 occupied by General Washington during the 
 Revolutionary War. 
 
 Bloojifield, in Essex County, manufactures 
 organs and woolen goods. The Mcrris Canal 
 passes through the village. 
 
 Orange, situated in Essex County, manu- 
 factures hats, carriages, shoes, etc. Many busi- 
 ness men of New York City have line residences 
 here. 
 
 Bayonne is situated in Hudson County. It 
 is noted for color, paint and chemical works, 
 petroleum refineries, and large shippings of coal 
 to all parts of the country. 
 
 Hoboken, in Hudson County, has extensive 
 trade in coal. It is the starting-point of differ- 
 ent Eurojiean steamships, and has several foun- 
 dries, machine shops, and a- large lead pencil 
 factory. Stevens Institute of Technology is 
 situated here. 
 
 HARRisON,situated in Hudson County, manu- 
 
 factures oil-cloths, trunks, enameled cloths, 
 wire thread, etc. Here is a Catholic Institute. 
 
 Lambertville is situated in Hunterdon 
 County. It has two paper mills, a cotton fac- 
 tory, several flour mills, and rubber works. 
 Also manufactures of rope and twine. 
 
 Clinton is in Hunterdon County, on the 
 South Branch of the Raritan River. Limestone 
 is found here in great quantities. It has two 
 flour mills. 
 
 Frenchiown is in Hunterdon County, on 
 the Delaware River. It has an iron foundry, a 
 flour mill and three spoke factories. 
 
 Somerville, county seat of Somerset County, 
 manufactures bricks, carriages, sash and blinds, 
 soap, shirts and shoes. 
 
 Rahway, in Union County, manufactures 
 carriages, clothing, shoes, printing ])resses, 
 woolen goods, springs, axles and wheels. Many 
 business men of New York reside here. 
 
 Elizabeth, in Union County, manufactures 
 hats, saws, mill machinery, stoves, harness, hard- 
 ware, cordage, edge tools and combs. Here is 
 the Singer Sewing Machine factory, which em- 
 ploys about two thousand men. 
 
 New Brunswick is situated in Middlesex 
 County. Its manufactures are rubl)er goods, 
 carpets, hosiery, shoes, paper hangings, harness, 
 etc. The nibber works employ about two thou- 
 sand o])eratives. Rutgers C!ollege, organized 
 in 1771, is located here. 
 
 Perth Amboy is situated in Middlesex 
 County. Fire and other bricks are made here, 
 white wire, drain jiijics and corks. Here, also, 
 are large deposits of tire clay and kaolin. It 
 has a good harbor accessible to all vessels. 
 
 Keyport, in Monmouth County manufac- 
 tures carriages. There is a large canning fac- 
 tory here, though the oyster business and ship 
 building are more extensively carried on. 
 
 Princeton is situated in Mercer County, and 
 is the seat of the College of New Jersey, founded 
 in 1746, and the Presbvterian Theological Semi- 
 
Primary Geography of New Jersey. 
 
 19 
 
 nary, founded in 1813, It is also the scene of 
 the battle of Princeton, fought in 177 T, between 
 General "Washington and Colonel Mawhocid. 
 
 Bed Bank is in Monmouth County, aud lia.^ 
 an iron foundry, steam s:i\v mills and a lirusli 
 factory. Oysters and tisli avc abuiulant. 
 
 Beverly is situated in Burlington County. 
 It manufactures oil-cloth, woolen goods and 
 ropes. Here is a monument to soldiers who 
 were killed in the Civil War. 
 
 BoRDENTOWN is situated in Burlington 
 County, Here are several iron foundries and 
 machine shops. Also the Bordentown Female 
 College, and the former residence of Joseph 
 Bonaparte, brother of Napolcan I. 
 
 Burlington, in Burlington County, manu- 
 factures shoes. Hero are St, Mary's Hall, a 
 seminary for girls, and the Burlington College, 
 founded in 1816. 
 
 Camden, in Camden County, is the terminus 
 of many railroads. It manufactures large 
 quantities of paints, dyes, fertilizers, machinery, 
 sheet-metal goods, steel pens, stoves and oil- 
 cloths. It has several iron foundries, woolen 
 and cotton mills, ard a nickel refinery, 
 
 Gloucester is situated in Camden County, 
 It has terra-cotta and gas works, and manufac- 
 tures cotton goods, ginghams, print cloths and 
 calicoes, 
 
 Hammonton is sitiiated in Atlantic County, 
 Its manufactures are principally boots and 
 shoes. Much fruit is cultivated here. 
 
 Salem, of Salem County, has manufactories 
 for glassware and oil-cloth, an iron foundry, 
 two large flouring mills, and an establishment 
 for canning fruit. 
 
 Millville, in Cumberland County, has a 
 cotton factory, and also manufactures glass bot- 
 tles and other glassware. 
 
 Bridgeton, situated in Cumberland County, 
 has rolling mills, nail factories, glass works and 
 iron foundries. Also manufactories for woolen 
 goods, leather, machinery and carriages. Here 
 is the South Jersey Institute. 
 
 COUNTIES. 
 
 There are twenty-one counties in the State of 
 NeM' Jersey, 
 
 Sussex County is in the northwest part of 
 the State. It is bounded on the north by New 
 York State, the east by Passaic County, south 
 by Warren aud Morris Counties, west by Penn- 
 sylvania. Area about 600 square miles. The 
 surface is mostly hilly, there being several high 
 ridges, the most important being the Blue 
 Mountains, extending in a northeast and south- 
 west direction through the western part of the 
 county. The soil of the valleys is fertile. The 
 staple products are, butter, hay, Indian corn, 
 oats, rye and pork. In 1870 this county pro- 
 duced over one million pounds of butter. The 
 minerals found in the county are iron ore, zinc, 
 slate and limestone. There is also a large de- 
 posit of frankliuite. 'The Sussex and New 
 Jersey Midland Railroads intersect the county. 
 Population in 1870, 23,168. County seat, New- 
 ton. 
 
 Passaic County is in the northern part of 
 the State. It is bounded on the north by New 
 York State, east by Bergen County, south by 
 Essex and Morris Counties, west by Sussex 
 County, Area about 200 square miles. The 
 surface is partly mountainous. The soil pro- 
 duces hay, Indian corn, potatoes and other 
 vegetables. Iron ore and limestone are among 
 its minerals. The rivers of the county are the 
 Passaic, Ramapo and Pequannock, There are 
 in the county extensive manufactures of ma- 
 chinery, silk goods, iron, etc. In 1S70 there 
 was $3,60.5,784 worth of silk manufactured in 
 the county. It is traversed by the Morris Canal, 
 and the Erie, New Jersey Midland, and Mont- 
 clair and Greenwood Lake Railroads, County 
 seat. Paterson, Population in 1870, 46,416, 
 In 1880, Paterson alone had 51,000, 
 
 Bergen County is in the northeast part of 
 the state. It is l)ounded on the north by New 
 York State, east by Hudson River, south by 
 
20 
 
 Primary Geography of New Jersey. 
 
 Essex and Hudson Counties, west by Passaic 
 County. Area about 300 square miles. The 
 surface is mostly hilly or mountainous. In the 
 eastern jjart of the county are the Palisades, 
 extending along the bank of the Hudson. The 
 soil in some parts is fertile; it })roduces Indian 
 corn, }K)tatoes, hay, butter, etc. The rivers of 
 the county are the Hackensack and Kamapo. 
 The New York and Oswego Midland, Erie, and 
 Northern New Jersey Kailroads intersect the 
 county. Population in 1870, 30,132. County 
 seat, Hackensack. 
 
 Hudson County is in the northeast part of 
 the state, being the smallest county in New 
 Jersey. It is bounded on the north by Bergen 
 County, east by Hudson River and New York 
 Bay, south by Newark Bay, west by Bergen 
 and Essex Counties. The surface is quite hilly. 
 The Pennsylvania, Erie, Morris and Essex, New 
 Jersey Central, and West Shore Railroads 
 traverse the county. The river of the county is 
 the Hackensack. Po])ulation in 1870, 129,067. 
 County seat, Jersey City. 
 
 Warren County is in the northwest part of 
 the State. It is bounded on the north by Sus- 
 sex County, east by Morris County, south by 
 Hunterdon County, west by Pennsylvania. 
 Area about 350 square miles. The surface is 
 made up of fertile valleys and long parallel 
 mountain ridges, called Blue Mountains and 
 Jenny Jump Mountains, which extend north- 
 east and southwest through the county. Here 
 is the celebrated Delaware Water Gap prevdously 
 mentioned. The rivers of the county are the 
 Delaware, Musconetcong, Pohatcong, Pauliu's 
 Kill and Pequest Creek. The products are 
 Indian corn, wheat, oats, hay and butter. 
 Among its mineral resources are limestone, 
 iron ore and roofing slate. The county is inter- 
 sected by the Morris Canal, the Morris and 
 Essex, and the Belvidere Delaware Railroads. 
 Population in 1870. 34,330. County seat, 
 Belvidere. 
 
 Morris County is north of the central part 
 of the state. It is bounded on the north by 
 Sussex and Passaic Counties, east by Essex and 
 Union Counties, south by Hunterdon and Som- 
 erset Counties, west by Warren Clounty. Area 
 about 500 square miles. The surface is hilly. 
 The soil is fertile. The farm products are 
 Indian corn, hay, oats and butter. The hills 
 are covered with large forests of oak, chestnut, 
 hickory, etc. There are many rich iron mines 
 in the county, and extensive manufactures of 
 forged and rolled iron and nails. Limestone 
 and marble are also found. The rivers of the 
 county are the Pequannoek, Passaic, Musconet- 
 cong, Raritan and Rockaway. Lake Hopatcong 
 is in the western part, bordering on Sussex 
 County. The railroads are Morris and Essex 
 and branches. The Morris Canal also intersects 
 the county. Population in 1870, 43,137. 
 County seat, Morristown. 
 
 Essex County is in the northeast part of 
 the State. It is bounded on the north by 
 Passaic County, east by Hudson and Bergen 
 Counties, south by Union County, west by 
 Morris County. Area about 150 square miles. 
 Surface is partly level. First and Second 
 Mountains, two high ridges, extend northeast 
 and southwest through the central part of the 
 county. The soil in some parts is fertile. The 
 productions are hay, Indian corn, and vege- 
 tables of all kinds. The Passaic River, forming 
 the northpast and western boundary line of 
 the county, affords a good water-power. This 
 county is the most populous and most wealthy 
 in the state. Many different kinds of manu- 
 factures are here, as hats, caps, trunks, jewelry, 
 saddlery hardware, celluloid, sewing machines, 
 sewing thread, machinery, etc. The railroads 
 are the Pennsylvania, New Jersey Central, 
 Morris and Essex, Paterson and Newark, Erie 
 and New York and Greenwood Lake. Newark, 
 the largest city of the state, is the county seat. 
 Population of the county in 1870, 143,839. 
 
Primary Geography of New Jersey. 
 
 21 
 
 Hunterdon County is in the western part 
 of the state, a little north of the central |)art. 
 It is bounded on the north hy Warren and 
 Morris Counties, east by Somerset County, 
 south by Mercer County, west by Pennsylva- 
 nia. Area abont .")00 square miles. The sur- 
 face is hilly or mountainous. The soil is mostly 
 fertile. The stajile ]>roducts are Indian corn, 
 oats, wheat, hay. butter and Hax. In 18?0. 
 over a million bushels of corn were r.aised in this 
 county. Quarries of limestone and freestone 
 arc found in different parts of the county. The 
 rivers are the Mnsconetc(mg, Delaware, L:im- 
 ington and the South Branch of the Raritan. 
 It is intersected by the Belvidere Delaware, 
 Lehigh Valley, and New Jersey Central Rail- 
 roads. Population in 1870, 30,063. County 
 seat, Flemington. 
 
 Somerset County is near the central part 
 of the state. It is bounded on the north by 
 Morris County, east by Union and Middlesex 
 Counties, south by Mercer (bounty, west by 
 Hunterdon County. Area about 340 square 
 miles. The surface is partly hilly or mount- 
 ainous and partly undulating. The soil is fer- 
 tile. Oats, Indian corn, wheat, hay and butter 
 are the staple products. Limestone is found in 
 some parts of the county. The rivers are the 
 Raritan, Passaic, Millstone, North and South 
 Branches of the Raritan, Lamington and Bound 
 Brook. The railroads are the New York and 
 Philadeli)hia New Line, the Central of New 
 Jersey, and the Lehigh Valley. The Delaware 
 and Earitan Canal also intersects the county. 
 Population in 1870, 23,510. County seat, Somer- 
 viUe. 
 
 L^NiON County is in the nortiieastern part 
 of the state. It is bounded on the north by 
 Essex County, east by Newark Bay and Staten 
 Island Sound, south by Middlesex County, 
 west by Somerset County. Area about 100 
 square miles. The surface is nearly level, there 
 being some hills in the northwestern p;irt. The 
 
 soil is fertile. The productions are butter, hay, 
 Indian corn and potatoes. The rivers of the 
 county are the Passaic and Rahway. The Cen- 
 tral Railroad of New Jersey, the Pennsylvania 
 Railroad and the Delaware, Lackawanna and 
 Western Railroad intersect the county. Popu- 
 lation in 1870, 41,859. County seat, Eliza- 
 beth. 
 
 Middlesex County is near the central part 
 of the state. It is bounded on the north by 
 Union County, cast by Staten Island Sound, 
 Raritan Bay and Monmouth County, south by 
 Monmouth and Mercer Counties," west by Som- 
 erset County. Area about 340 sc|uare miles. 
 The surface is undulating. It has a sandy soil, 
 most of which is fertile. The staple products 
 are Indian corn, oats, hay, wheat and butter. 
 Sandstone is found in some parts of the county. 
 The rivers are the Raritan, Millstone and South 
 Deep Run. The Cainden and Amboy, the 
 Lehigh Valley and the New York Division of 
 the Pennsylvania Railroad intersect this county. 
 Population in 1870, 45,029. County seat, New 
 Brunswick. 
 
 Mercer County is in the western part of 
 the state. It is bounded on tbe north by Hun- 
 terdon, Somerset and .Middlesex Counties, east 
 by Middlesex and Monmouth Counties, south 
 bv Burlington County, west by Pennsylvania. 
 Area about 300 square miles. The surface is 
 undulating or nearly level. The soil is fertile. 
 Indian corn, oats, wheat, hay, butter and pota- 
 toes are the principal products. There are large 
 forests of oak, hickory and chestnut. Quarries 
 of red sandstone are found in diiferent i)arts of 
 the county; also beds of tire clay, and letters' 
 clay in large quantities. The rivers of the 
 county are the Delaware, Millstone and Assan- 
 pink Creek. The railroads are the Camden and 
 Amboy, the Belvidere Delaware, and the Penn- 
 sylvania. The Delaware and Raritan Canal also 
 intersects. Poiiulation in 1870, 46,386. County 
 seat, Trenton, which is also the state capital. 
 
22 
 
 Primary Geography of New Jersey. 
 
 Monmouth County is in the eastern part 
 of the state. It is bounded on the north by 
 Middlesex County and Raritan and Sandy Hook 
 Bays, east by the Athmtic Ocean, south by 
 Ocean County, west by Mercer and Burlington 
 Counties. Area about 500 square miles. The 
 surface is nearly level. The soil is partly sandy 
 and mostly fertile. Indian corn, potatoes, 
 wheat, oats, hay and butter are the staple pro- 
 ducts. In 1870 over one million bushels of po- 
 tatoes were raised Large beds of marl are found 
 here. In this couuty are many celebrated water- 
 ing-places, the whole eastern coast being one 
 continuous sandy beach. The rivers are the 
 Navesink and Manasquan. The railroads are 
 the Central of New Jersey, the New Jersey 
 Southern, and the Freehold and Jamcsburg. 
 Population in 1870, 40,195. County scat, 
 Freeliold. 
 
 BuKLiNGTON CouNTY is soutli of the central 
 ])art of the state. It is bounded on the north- 
 east by Monmoutli and Ocean Counties, south- 
 west by Atlantic and Camden Counties, north- 
 west by Pennsylvania and Mercer County. 
 Area, about 735 square miles, reaching from 
 the Delaware River to the Atlantic Ocean. The 
 surface is quite level. The soil in the north- 
 west is fertile, the other portions being covered 
 with forests of pine and oak, etc. Marl is 
 found liere in large (|uantities. The products 
 are Indian corn, liay. wheat, potatoes, butter, 
 oats and large quantities of vegetables. The 
 rivers are the Delaware, Little Egg Harbor 
 and Rancocus Creek. The railroads are the 
 New Jersey Southern, the Camden and Amboy, 
 and other short lines. Population in 1870, 
 53,639. County seat, Mount Holly. 
 
 Ocean County is in the soutlieastern jiart 
 of the state. It is bounded on the north by 
 Monmouth County, east and southeast by the 
 Atlantic Ocean, west by Burlington County. 
 Area about G50 square miles. The surface is 
 nearly level, and is covered with forests of pine. 
 
 The soil is sandy and fertile. Productions of 
 the soil are Indian corn, potatoes, lumber and 
 ci-anberries. Along the eastern border is a 
 long lagoon (Barnegat Bay), which is separated 
 from the ocean by a narrow sand-bank. The 
 I'ivers of the county are Tom's and Cedar Creek. 
 The railroads are the New Jersey Southern and 
 the Tuckerton Railroad. Population in 1870, 
 13,ti28. County seat, Tom's River. 
 
 Camden County' is in the southwestern })art 
 of the state. It is 1)oundod on the north by 
 Pennsylvania and Burlington County, east by 
 Burlington County, soutli l)y (iloueestcr 
 County, west by Pennsylvania and Gloucester 
 County. Area, about 250 sijuare miles. The 
 surface is nearly level. The soil is fertile in the 
 northwestern part. Indian corn, potatoes, 
 sweet potatoes, large quantities of vegetables 
 and strawberries are raised. Marl is in this 
 county also. The rivers are Delaware, Great 
 Egg Harbor, Cooper's and Big Timber Creeks. 
 The railroads are the Camden and Atlantic, the 
 Philadelphia and Atlantic, the New Jersey 
 Southern, and the West Jersev. Population in 
 1870, 4(5,193. Couuty seat, Camden. 
 
 Atlantic County is in the southwestern 
 jiart of the state. It is bounded on the north 
 by Burliugt(ui County, east liy Atlantic Ocean, 
 south by Cape May Couuty. west by Cumbei'- 
 laud, Gloucester and Cauiden Counties. Area, 
 about 600 si(uare miles. The surface is level; 
 soil sandy and ratlicr poor. There are in the 
 county extensive forests of small jiine trees. 
 The rivers are the Little Egg Harbor and Great 
 Egg Harbor. It is intersected by the Cam- 
 den and Atlantic Railroad. Po])ulation in 187ii, 
 14,093. County seat. May's Landing. 
 
 Gloucester County is in the southwestern 
 part of the state. It is bounded on the north 
 by Pennsylvania and Camden Couuty, east by 
 Athmtic County, south by Cumberland and 
 Salem Counties, we*t by Pennsylvania and 
 Salem County. Area, about 300 square miles. 
 
Primary Geography of New Jersey. 
 
 2:^ 
 
 The surface is nearly level, and partly covered 
 with pine forests. The soil in the Northwest 
 is very fertile. Indian corn, hay, wheat, sweet 
 and Irish potatoes are the staple products. In 
 1870, over 702,000 bushels of sweet potatoes 
 were raised in this county. Here are found 
 valualile l)eds of marl. The rivers are the Dela- 
 ware, Big Timber Creek and Maurice. The 
 railroads are West Jersey and two of its branches. 
 Population in 1870, 21,502. County seat, 
 Woodbury. 
 
 Salem County is in the southwestern part 
 of the state. It is bounded on the north by 
 Gloucester County, east by Gloucester and 
 Cumberland Counties, south by Cumberland 
 County, west by Delaware. Area about 3'0 
 square miles. The surface is level. The soil is 
 somewhat sandy and mostly fertile. The staple 
 products are Indian corn, wheat, hay, butter, 
 Irish and sweet potatoes and grass seed. There 
 are extensive deposits of marl in the county. 
 The rivers are the Maurice, Delaware and the 
 Muddy. It is also drained by Old Man's and 
 Salem Creeks. Kailroad, the West Jersey. 
 Population in 1870, 23,940. County seat, Salem. 
 
 Cumberland County is in the southern 
 part of the state. It is bounded on the north 
 by Salem, Gloucester and Cape May Counties, 
 south by Delaware Bay, west by Salem County 
 and Delaware Bay. Area about 500 square 
 miles. The surface is mostly level, and is cov- 
 dere with forests of small pine trees. The pro- 
 ducts of the soil, which is mostly sandy, are 
 Indian corn, wheat, oats, hay and sweet pota- 
 toes. The rivers are the Maurice and Cohanscy 
 Creek. Population in 1870, 17,035. County 
 seat, Bridgeton. 
 
 Cape May County is in the extreme south- 
 ern part of the state. It is bounded on the 
 north by Atlantic County, east and south by 
 the Atlantic Ocean, west by Delaware Bay and 
 Cumberland County. Area about 240 square 
 miles. The surface is level. The soil is allu- 
 
 vial and partly sandy. Indian corn, wheat and 
 grass are the staple products. It has valuable 
 deposits of white cedar trees, which have proba- 
 bly been buried for centuries, but are still sound. 
 ('ape May City, at the extreme southern point, 
 is a celebrated watering-place. The county is 
 intersected by the AVest Jersey Railroad. Popu- 
 lation in 1870, 8,349. County seat, Cai>e May 
 Court House. 
 
 COUNTIES AND CITIES. 
 
 County. County Seat. Productions of County. 
 
 Atlantic May's Landing .Soil sandy, rather poor. 
 
 Pine trees. 
 
 Bergen Hackensack Corn, potatoes, hay, but- 
 ter, etc. 
 
 Burlington. -.Mount Holly Marl, vefjefables, hay, 
 
 wheat and butter. 
 
 Camden Camden Marl, istrawberrics, sweet 
 
 potatoes, corn, etc. 
 
 Cape May Cape May C. H..Cetlar, corn, wheat and 
 
 grass. 
 
 Cumberland . .Bridgetan . . .... Pine, sweet potatoes, oats, 
 
 corn, wheat and hay. 
 
 Essex Newark.. Vegetables, corn, hay, etc. 
 
 Gloucester. . .Woodbury. . Sweet and Irisli potatoes, 
 
 corn, etc. 
 
 Hudson Jersey City .Iron ore, limestone and 
 
 copper. 
 
 Hunterdon . . . Fleinington Limestone. freestone,flax : 
 
 Indian corn,othergrain. 
 
 Mercer ..Trenton ..Grain, potatoe.s, butter. 
 
 fire and potter's clay. 
 
 Middlesex.. .New Brunswick. Grain, hay and butter; 
 
 sandstone in some parts. 
 
 Monmouth... Freehold Marl. Irish potatoes, hay, 
 
 grain and butter. 
 
 Morris. Morristown Oak, chestnut and hicko- 
 ry trees, grain and iron. 
 
 Ocean Tom's River Cranberries, grain, pota- 
 toes and lumber. 
 
 Passaic ..Paterson .Iron ore, limestone; corn. 
 
 hay and potatoes. 
 
 Saiein Salem Marl, grain, sweet pota- 
 toes, hay, grass seeds. 
 
 Somerset. ..Somer^-ille Grain, hay and butter; 
 
 limestone, some copper. 
 
 Sussex Newton Butter, grain, pork ; iron, 
 
 zinc, slate, limestone. 
 
 Union .... . . Elizabeth Butter, grain, hay, pota- 
 toes, etc. 
 
 Warren Belvidere Grain, hay and butter; 
 
 limestone, iron ore, slate. 
 
Books of Reference for Teachers. 
 
 A list of good books for a School Library, to be read in connection with the 
 study of Geogi-aphy. 
 
 The Standard Geographies and Geographical Readers. 
 
 Children's Fairy Geography. 
 
 Reading in Nature's Book. 
 
 Seven Little Sisters, Atidrews. 
 
 Each and All, Andrews. 
 
 Little Lucy's Wonderful Globe, Yonge. 
 
 The Children's Book, H. E. Scudder. 
 
 Four-footed Lovers. 
 
 Four Feet, Wings and Fins, Mrs. Maskell. 
 
 Overhead: or What Harry and Nellie Saw in the Heavens. 
 
 Underfoot: or What Harry and Nellie Saw of Earth's Treasures 
 
 The World by the Fireside, Kirby. 
 
 The Bodley Books, 6 Vols., H. E. Scudder. 
 
 The Zigzag Journevs, 4 Vols., Bvtterworth. 
 
 Wonders of the Deep. 
 
 Our Young Folks Abroad, McCabe. 
 
 Life and Her Children, Buckley. 
 
 The Wonderland Library, G Vols. 
 
 The Boy Travelers, 2 Vols. 
 
 Drake's New England Coast. 
 
 Stories of the Sea, Told by Sailors, Hale. 
 
 Stories of Advekture, Told by Adventurers, Hale. 
 
 Family Flights, 3 Vols., Hale. 
 
 The Fairy-Land of Science, Buckley. 
 
 Montieth's Popular Science. 
 
 Primer of Physical Geography, Geikie. 
 
 Primer of Geology. 
 
A Proposed Coursp: of Study 
 
 IN 
 
 GEOGRAPHY 
 
 FOR 
 
 Primary and Grammar Grades. 
 
A Proposed Course of Study in Geography for 
 Primary and Grammar Grades. 
 
 Year 
 
 Year of 
 
 
 
 
 
 _.., 
 
 IK School. 
 
 Geography 
 
 Term. 
 
 Subject. 
 
 Details. 
 
 
 Scooestioks. 
 
 Third. 
 
 First. 
 
 First 5 
 
 I. 
 
 Form, size, parts. 
 
 
 Have pupils observe, and tell in 
 
 
 
 Months. 
 
 School Room 
 
 Position 01 objects. 
 Direction, Distance. 
 Position in liuiklinf;'. 
 Plan of room. 
 
 Points of compass. 
 
 Boundaries of room. 
 
 View from Windows : 
 AND Water, Sunshine 
 MOspnERE, sky, clouds, 
 hail, snow, ico, heat, cold. 
 
 Land 
 
 At- 
 
 rain, 
 
 wind. 
 
 answer to questions. Use ad- 
 verbs of place. 
 
 Measure by inches, feet and yards. 
 
 Teacher tise blackboard: "pupils 
 slates: pupils dictate. 
 
 Start with east, where the sun 
 rises. 
 
 By conversations— questions and 
 answers. Children to observe 
 and not be told. 
 
 
 
 
 11.- 
 
 Form, size, parts, situation, di- 
 
 Teach bv above \>]im. Let pupils 
 
 
 
 
 School 
 
 rections, distance. 
 
 
 go and measure. Adjoining 
 
 
 
 
 Grounds. 
 
 Boundaries, streets. 
 
 Plan. 
 
 Surface : slope, soil, plants 
 
 
 property. 
 Draw plan from observation. 
 Examine the soil. 
 
 Third. ; First. 
 
 Second 5 
 Months. 
 
 IIL 
 City. 
 
 IV. 
 County. 
 
 V. 
 The Would 
 AS a Whole. 
 
 Vicinity of School. I 
 
 Ward or District. j 
 
 Streets, parks, public buildings, , 
 
 dwellings, stores, factones. 
 People, Business. I 
 
 Surface : hills, valleys, plains, 
 
 ponds, lakes, streams. 
 City as a whole: Map; parts. 
 Wards, streets, etc. Bound. 
 All physical features. 
 Surface, soil, jn-oducts. 
 Business, manufactures. 
 
 Government, etc. 
 
 Study the same points in detail as 
 suggested in work on City. 
 
 All geographical forms found in 
 County. 
 
 All occupations, plants, pro- 
 ducts, animals, etc. 
 
 Form, motions, size, surface, 
 hemispheres, continents, isl- 
 ands, oceans, equator, poles. 
 
 Teach all that pupDs can learn 
 
 by observation. 
 Parts of streets — horse cars,shade 
 
 trees, gardens, fnut trees, etc. 
 W!iy people have business — work 
 
 is honoi-able. 
 Use rnoidding table for children 
 to represent geogi'aphical forms 
 Draw j)ictures of same. 
 
 Describe in language. 
 
 Children bring in samples of 
 manufactures. 
 
 Draw maps "' to a scale," as 
 '■ scale of 1 inch to the mile." 
 
 Teach as far as |iossible from ob- 
 sen'ation — supplement by in- 
 formation gathered by diildren. 
 
 Continue moulding, drawing, 
 writing. 
 
 Train the imagination. 
 
 Use the globe — the pupils tell 
 what they see on it — only a 
 general idea is necessary — read 
 interesting stories, as " Seven 
 Little Sisters." 
 
A Proposed Course of Study ix Geography. — Continued. 
 
 27 
 
 Year 
 IN School. 
 
 Yeah op 
 Geography 
 
 Term. 
 
 Subject. 
 
 Details. 
 
 SUGOESTIONS. 
 
 Fourth. 
 
 Second. 
 
 First 5 
 Months. 
 
 VI. 
 Continents. 
 
 VII. 
 North 
 
 America. 
 
 VIII. 
 United 
 
 States. 
 
 Names, po.iition. 
 Form, size (relative). 
 Surface. 
 
 Form, position. 
 
 Outline, proiiiinoiit points, outer 
 waters. 
 
 Surface, two mountain systems, 
 central plain, rivers, lakes. 
 
 Countries 
 
 Form, jKisilinn. 
 
 Outline, prominent points. Divi- 
 sion into States and Territo- 
 ries. 
 
 Groups of States. 
 
 Only a general idea required, no 
 details. 
 
 Make comparisons — read •' Each 
 and All," and other stories. 
 
 Study it as a whole fir.5t. A gen- 
 eral knowledge only. Teacli 
 the names of prominent parts 
 and features. Use moulding 
 table. Draw pictures and map. 
 Describe and write. 
 
 Study it as a whole. Show the 
 connection and relation to the 
 continent and the world. 
 While studying the parts, keep 
 in mind the whole. 
 
 Fourth. 
 
 Second. 
 
 Second 5 
 
 Months. 
 
 IX. 
 New Jersey. 
 
 Position in United States; in 
 Middle Atlantic States. 
 
 Form, extent, outline. 
 
 Coast, projections, outer waters. 
 
 Draw map. 
 
 Boundaries : natural, artificial. 
 
 Surface : mountain.s, plains, val- 
 leys, rivers, lakes; soil, pro- 
 ducts, mines, quarries, forests. 
 
 Climate, vegetation, animals. 
 
 People, Business, Railroads, 
 Canals. 
 
 Cities : capital, metropolis. 
 
 Counties, Government, Educa- 
 tion. 
 
 Study its relation to the other 
 States and the United States. 
 
 Directions, distance^. 
 
 Names of parts. Use wall maps. 
 Make maps of putty, sand, 
 clay. Children ;«o»W in sand: 
 draw maps; make pictures to 
 illustrate. Teach as much as 
 possible from objects. 
 
 Write descriptions. Names of 
 important places. Facilities 
 and advantages for business. 
 Pupils tell how different kinds 
 of business are carried on. 
 Different kinds and uses of 
 rivers. 
 
 Fifth. 
 
 Third. 
 
 First 5 
 Months. 
 
 X. 
 
 Middle 
 
 Atlantic 
 
 States. 
 
 Review North America and 
 United States. 
 
 This group tir»t. 
 
 As a whole, in .all characteristics. 
 
 Boundaries, Map. 
 
 Separate States. New York, 
 New Jersey. Pennsylvania, 
 Delaware, Maryland, Vir- 
 ginia and West Virginia. 
 
 Show connection of par! to whole. 
 
 Follow plan and sulijects as 
 treated above. Draw maps 
 and bound states separately 
 and in groups. Each state in 
 detail, as in New Jersey, but 
 not so minutely. Follow same 
 general plan ; less details. 
 
 N. B. — The chUd should first study his own state, and then the group of states of which it is a part. 
 
 Fifth. 
 
 Third. 
 
 Second 5 
 Months. 
 
 XI. 
 New Eng- 
 land 
 States. 
 
 XII. 
 
 South At- 
 lantic and 
 Gulf States. 
 
 As a group. 
 
 As separate States. Maine, 
 
 New Hami'shire. Vermont, 
 Massachusetts, Rhode Island, 
 Connecticut. 
 
 As a group. 
 
 As separate States. North 
 Carolina, South Carolina, 
 Georgia, Florida, .\labama, 
 Tennessee, Mississippi, Louis- 
 iana, Arkansas. 
 
 Follow pl.an above indicated, not 
 so particidarly as our own 
 states. Use judgment. 
 
 Contrast the sections a« to char- 
 acteristics, products, business, 
 people, etc. Associate life 
 with all subjects. Avoid dry 
 detailed work. 
 
28 
 
 A Proposed Course of Study in Geography. — Continued. 
 
 Year 
 
 Year of 
 
 
 
 
 IN School. 
 
 Geography: Term. 
 
 Subject. 
 
 Details. 
 
 SnoGEsnoNS. 
 
 Sixth. 
 
 Fourth. I First .5 
 
 XIII. 
 
 As a group. 
 
 Never fail to keep in viev,- the 
 
 
 
 Months. 
 
 Central 
 
 As separate States. Ohio, In- 
 
 relation of the groups to the 
 
 
 
 
 States. 
 
 diana, Illinois, Kentucky, 
 Michigan, Wisconsin, JIinne- 
 soTA. Iowa. Missouri. Nebras- 
 ka, Kansas. 
 
 whole. Make comparisons of 
 the groups. Classiiy cities as 
 manufacturing, commercial, 
 railroad centres, mining cen- 
 
 
 
 
 XIV. 
 
 As a group. 
 
 tres. Mark out areas for dif- 
 
 
 
 
 Western 
 
 As separate States. Texas, 
 
 ferent products, as the "cotton 
 
 • 
 
 
 
 States 
 
 Colorado, Nevada, Oregon. 
 
 states." ett. Means and facili- 
 
 
 
 
 AND 
 
 California. 
 
 ties for earning on commerce. 
 
 
 
 
 Territories. 
 
 Dakota. Montana, Idaho. Wash- 
 ington. Wyoming, Utah, Ari- 
 zona, New ".Mexico. Indian Ter- 
 ritory. 
 
 Adaptability of certain sections 
 to business and wants of man. 
 Natural advantages for loca- 
 tion of cities. 
 
 Seventh. 
 
 Fifth. 
 
 FikstS 
 
 XV. 
 
 REVIEW. 
 
 Use large globe. Make maps of 
 
 
 
 Months. 
 
 Continents. 
 
 The world as a whole. Circles, 
 Latitude, Longitude, Zones, 
 Temperature. Hemispheres. 
 Relation of continents and 
 oceans. 
 
 putty, clay, sand. Write de- 
 scriptions." journeys, letters, 
 etc. Draw maps. R'ead travels, 
 Arctic explorations, and other 
 expeditions. History of names. 
 
 
 
 
 XVI. 
 
 Outline, surface, drainage, soil, 
 
 as Hudson Bav. 
 
 
 
 
 North 
 
 mines, forests, products, ani- 
 
 Make comparisons. Note differ- 
 
 
 
 
 America. 
 
 mals, climate. 
 Countries, cities. 
 
 ences. 
 Constant appeal to the reason. 
 
 
 
 
 XVII. 
 
 As a whole. 
 
 judgment and imagination of 
 
 
 
 
 So. America. 
 
 In detail. 
 
 pupils. 
 
 
 
 
 XYIU. 
 
 Same. 
 
 
 
 
 
 Europe. 
 
 
 
 Seventh. 
 
 Seoond 5 
 Months, 
 
 XIX. 
 
 Asia, Africa 
 
 AND 
 
 Australia. 
 
 XX. 
 
 Oceans. 
 
 By same plan. 
 
 Teach any peculiarities. Society, 
 governments, religions. 
 
 As wholes and in parts. 
 
 Compare each continent with 
 every other. Teach points of 
 history incidentally. 
 
 Tributaries, currents, etc. 
 
 T)ighth. 
 
 Sixth, j First o 
 1 Months. 
 
 United 
 States. 
 
 In review. Special reference to 
 the political and commercial 
 geography. Separate countries 
 and cities. 
 
 Show how the physical geography 
 underlies and' determines ail 
 other conditions. 
 
 Eighth. 
 
 Sixth. 
 
 Second 5 
 Months. 
 
 N. A., S. A. 
 
 and 
 
 Europe. 
 
 
 Ninth. 
 
 Seventh. 
 
 First 5 
 Months. 
 
 Asia, Africa. 
 Australia. 
 
 
 Ninth. 
 
 Seventh. 
 
 Second .5 
 Months. 
 
 The World. 
 
 Mathematical geography. 
 
 Motions, circles, zones, climate, 
 seasons, tides. Relation to 
 solar system. Races, gov- 
 ernments, religions. Unity 
 of the whole. 
 
 Problems on globe. Experiments. 
 Observe phenomena of nature. 
 
LIBRARY OF CONGRESS 
 
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