^J 
 
 'C-j 
 
 ^<4m 
 
THE SCnOOL BVLLETm PUBLICATIONS.- 
 
 Helps ill Teaching History. 
 
 1. A Thousand Questions in American History. 16mo, cloth, pp. 317. 
 Price $1.00. ^ y , ^ Hi' 
 
 This work has been prepared by an eminent teacher for use in his own 
 school— one of the largest in the State. It shows rare breadth of -view and 
 discrimination, dealing not merely with events but -svith causes, and with the 
 side-issues that have so much to do with determining the destiny of a nation. 
 
 2. Helps in Fixing the Facts of American History. By Hekry C. Thor- 
 THAM. IGmo, cloth, pp. 298. Price $1.00. 
 
 Here all facts are presented in groups. The L— exington. 
 key-word to the Revolution, for instance, is I— ndependence. 
 ^ LIBERTY, as shown in the accompanying table B— urgoyne's Surrend< 
 
 of Key- Words ; and in like manner the events of E— vacuation. 
 the late civil war are kept chi'onologicaUy dis- R— etribution. 
 tmct by the key-words SLAVES FREED. Chart T— reason. 
 No. 1 indicates by stars the years in each decade Y— orktown. 
 from 1492 to 1789, in which the most remarkable events occured, while the 
 colored chart No. 2 arranges the events in twelve groups. 
 
 S. Topics and References in American History, with numerous Search 
 Questions. By Geo. A. Willl&jis. 16mo, leatherette, pp. 50. 50 cts. 
 
 This is a book of immediate practical value to every teacher. The refer- 
 ences are largely to the lighter and more interesting illustrations of history, 
 of a kind to arouse the thought of pupils by giving vivid conceptions of the 
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 the history recitation may be made the most delightful of the day. 
 
 U. Dime Qitestion Books, No. 5, General History, and No. 6, United States 
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 5. Outlines and Questions in United States History. By C. B. Van Wie. 
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 The outgrowth of four years' practical work in the school-room with 
 map prepared by a pupil as a suggestive model. 
 
 6. Tablet of American History, with Map of the United States on the 
 back. By Rurcs Blanchard. Heavy paper, mounted on rollers, 3)^ by 5 
 feet. Vt\q,q, express paid, %?,.^, 
 
 The demand for a colored chart to hang upon the wall and thus catch 
 
 the often-lifted eye of the pupil, has led to the preparation of this chart by 
 
 an experienced author. The events of the four centuries are grouped in 
 
 parallel belts of different colors, and upon the comers and sides are names 
 
 ^ -.of the States and Territories, vdth their etymology, etc., history of pohtical 
 
 roarties, portraits of all the Presidents, Coats of Arms of all the States, etc. 
 
 ) ^^^'^ iiiap is engraved expressly for this chart by Rand & McNally, is colored 
 
 ^%fhoth by States and by counties, and gives all the latest railroads, the new ap- 
 
 ^^ rangement of time-lines, showing where the hour changes, etc. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y, 
 
OEAL nrSTRUOTIOE" 
 
 ■IN 
 
 PRIMARY fiEO&RAPHY, 
 
 For Teachers' Use. 
 
 BY 
 
 EMMA L. PARDON. 
 
 JCffb f ^ 
 
 SYRACUSE, N. Y. : 
 
 C. W. BAEDEEN, PUBLISHER. 
 
 1888. 
 
 Copyright, 1888, by C. W. Bardeen. 
 
% 
 
 \6 
 
 /a-'^llf^^ 
 
PREFACE. 
 
 TO THE TEACHER. 
 
 This work is intended for the use of pri- 
 mary teachers, whose pupils are too young 
 to use a text-book in geography. It is ob- 
 jective in its teaching, and is suitable for 
 teachers all over the United States. The 
 iinswers to most of the questions are given, 
 so as to save the teacher the trouble of con- 
 sulting other geographies. The writer has 
 taught oral geography considerably, and 
 knows these methods will give good results. 
 They follow correct laws of obtaining knowl- 
 edge, going from the simple to the complex, 
 from the known to the unknown, etc. Feel- 
 ing that there is a lack of hand-books in oral 
 geography, she sincerely hopes this little work 
 may be found useful to many primary teach- 
 ers. Emma L. Pardon. 
 
 Albany, May '18, 1888. 
 
1 
 
ORAL INSTRUCTION IN PRIMARY 
 GEOGRAPHY. 
 
 I. THE POINTS OF THE COMPASS. 
 
 INTRODUCTORY WORK. 
 
 First of all converse easily and readily 
 with pupils on ol^jects familiar to them, ob- 
 jects belonging to the Animal, Vegetable 
 and Mineral Kingdoms. If pupils are very 
 young, these easy talks may be carried to 
 quite an extent. In this way they will be- 
 come interested, and will learn to answer 
 •questions. 
 
 RELATIVE DIRECTIONS. 
 
 Then teach the relative directions Right, 
 Left, Front, and Back, using objects in the 
 :School-room. Make sure that all know their 
 right and left hands. Then test their knowl- 
 edge, as : 
 
 Hold up right hand. 
 
 Hold up left hand. 
 
6 ORAL INSTRUCTION IN 
 
 Have different pupils tell who sit on their 
 right hand, who sit on their left hand, in 
 front of, behind them. 
 
 In what part of the room is the teachers" 
 desk? (Front.) 
 
 In what part of the room is the clock ? 
 
 In what part of the room are the windows ? 
 the black-board? the door? and many other 
 objects in the room that the teacher may use 
 in her questioning. 
 
 After the pupils have a good idea of right, 
 left, front and back, draw^ on the board a 
 diagram of the top of a pupils' desk (gener- 
 ally oblong; if pupils' desks are of a differ- 
 ent shape, make the diagram of a correspond- 
 ing shape). Thus: — 
 Front 
 
 Left 
 
 Right Diagram A. 
 
 Back 
 
 Write the word ^^ fronV^ on the line that 
 represents the front of the child's desk; 
 ^^lacV'^ on the back; '^ right'' on the right- 
 hand side, and '^lefV on the left-hand side. 
 
PRIMARY GEOGRAPHY. 7 
 
 Review all these points frequently, until well- 
 known by all. 
 
 DIAGRAMS. 
 
 Draw next a diagram of the ceiling: this 
 is simple. Then draw a diagram of the floor, 
 locating the teacher's platform, rows of desks, 
 etc. Then diagram the sides of the room, 
 locating the windows, black-boards, or what- 
 ever the sides of the room contain. The 
 front and back of the room may be treated 
 in the same way: the teacher drawing the 
 diagram on the black-board (with full ex- 
 planations as to what every line represents), 
 and the children copying them on their 
 slates, or with paper and pencil, if preferred. 
 
 POINTS OF THE COMPASS. 
 
 When the relative directions, right, left, 
 front, and back have been thoroughly learned, 
 and drilled upon, then substitute the absolute 
 directions (points of the compass), in place 
 of them. 
 
 Ask how many have seen the sun rise? 
 Then teach. East is where the sun rises. 
 
 Ask how many have ever seen the sun set ? 
 
8 ORAL INSTRUCTION IN 
 
 Speak incidentally of the beauty of sun-sets. 
 Teach, West is where the sun sets. 
 
 Have pupils point east, point west; face 
 east, face west; tell who sits east of them, 
 who sits west — being careful to call upon the 
 backward pupils. 
 
 Then ask: If you stand facing the east, 
 what direction is behind you? (West). 
 
 If you stand with your back to the east, 
 what direction will be in front of you? 
 (West.) 
 
 If you stand facing the west, what direc- 
 tion is at your back ? (East.) 
 
 If you stand with your back to the west, 
 what direction is in front of you? (East.) 
 
 The teacher should do this objectively: 
 either face in these different directions her- 
 self, or call a pupil forward, and turn him or 
 her about. Drill on these in as great variety 
 as possible. 
 
 In close connection teach north and south. 
 Say: ** You now know east and west and 
 how to find them. If you were in a strange 
 place, and saw the sun rise, you would know 
 that direction must be east, and the opposite 
 
PEIMAEY GEOGRAPHY. 9 
 
 direction west. We have still to learn about 
 two more directions." 
 
 Then teach, If you stand facing the east, 
 the north is on your left hand. 
 
 A good way to impress this is to write it 
 on the black-board; let different pupils read 
 it. If there is a black-board on the north 
 side of the room, write the word North upon 
 it; or if there is no black-board on that side, 
 tack up a piece of white paper with the word 
 North written largely and plainly upon it. 
 
 Ask: Who sit north of you? What ob- 
 jects are in the north side of the room ? 
 Point to the north. Face the north. Name 
 pupils sitting on the north side of the room, 
 and ask kindred questions. 
 
 Teach, If you stand facing the east, the 
 south is on your right hand. Follow a simi- 
 lar method of drill as in teaching the north. 
 Have children face south, point south, walk 
 south, tell who sits south of them, objects in 
 the south part of the room, etc. 
 
 Draw on the floor two straight lines 
 crossing at right angles, one running north 
 and south, the other east and west. Put on 
 
10 
 
 ORAL INSTRUCTION IN 
 
 the points of the compass in their respective 
 places. Thus: 
 
 W. 
 
 E. Diagram B, 
 
 • S. 
 
 Let a pupil walk north and south; let the 
 teacher walk, and ask in what direction she 
 is walking. These ways of impressing the 
 points of the compass may be extended ac- 
 cording to the ingenuity of the teacher. 
 
 Have pupils draw again a diagram of their 
 desk, using words right, left, front, back; 
 then write besides these words, north, south, 
 east, and west in their places. 
 
 " What direction is in front of you?" It 
 may be south, if so write the word South 
 above the word front. 
 
 " What direction is behind you ? " (North.) 
 Write North below back. 
 
 " What direction is at your right hand ? '* 
 (West.) Write West on the diagram below 
 the word right. 
 
PEXMAEY GEOGRAPHY. 
 
 11 
 
 (C 
 
 What direction is on your left hand ? 
 (East.) Write East below the word left. 
 South 
 Front 
 
 55- 
 
 Left 
 East 
 
 ° Diagram C, 
 
 West 
 
 Back 
 North 
 
 This simple diagram will be found a great 
 help in fixing the directions in the mind of 
 the child. 
 
 QUESTIONS ON THE POINTS OF COMPASS. 
 
 Where is the east ? (Where the sun rises.)^ 
 Point to the east. 
 Who sits east of you? 
 Who east of him or her ? 
 Stand facing the east. 
 Name some object on the east side of the^ 
 room. 
 
 Where is the west ? (Where the sun sets.)^ 
 
 Point to the west. 
 
 Point to the south. 
 
 Face the north. 
 
 Who sits west of you ? 
 
12 ORAL INSTRUCTION IN 
 
 Who sits south of you ? 
 
 Who sits north of you ? 
 
 Name some objects on the north side of 
 the room. 
 
 Name some objects on the west side. 
 
 Name some objects on the south side. 
 
 What street (or lane) is on the east side of 
 the school-house? 
 
 What street (or lane) is on the north side 
 of the school-house ? 
 
 What street (or lane) is on the west side 
 of the school-house? 
 
 What street (or lane) is on the south side 
 of the school-house ? 
 
 If you face east, where is the north ? 
 
 (Teach, North, south, east, and west are 
 called points of the compass.) 
 
 In what direction is the clock from you ? 
 
 In what direction is the teacher's desk 
 from you ? 
 
 On what side of the room are the windows? 
 
 On what side (or sides) are the black- 
 boards ? 
 
 On what street (or streets) is your school 
 located ? 
 
 Name some streets that run east and west. 
 
PRIMARY GEOGRAPHY. 13 
 
 (^Teach a list of six or eight in the neigh- 
 borhood of the school.) 
 
 Name some streets running north and 
 south. 
 
 Name a street parallel to the one on which 
 your school is. 
 
 Note: — At this period use diagram C, and 
 place around it the streets that bound the 
 block your school is in, putting down the 
 street on the south of your school above the 
 word South on the diagram; the street on 
 the west of school-house, below the word 
 West; the street on the north, below the word 
 North ; and the street on the east of the school,, 
 below the word East. Drill thoroughly, till 
 they can readily answer this: Bound the 
 block your school is in. 
 
 LOCAL GEOGRAPHY. 
 
 Then teach points of interest connected 
 with your city or village. Its public build- 
 ings, their uses and location. The geographi- 
 cal surroundings of your city: rivers, canals, 
 woods, rail-roads, what cities are near, etc. 
 Teach the hotels, newspapers, horse-cars, 
 occupations, number of inhabitants, princi- 
 pal streets. 
 
i4 ORAL INSTRUCTION IN 
 
 QUESTIONS ON LOCAL GEOGRAPHY. 
 
 Name the three principal business streets 
 of your place. 
 
 Tell in what direction each runs. 
 
 What is the place you live in called? Then 
 ^raw out the idea of a city, village, etc. 
 
 What is a city? Answer. A city is a large 
 collection of people, living in houses lying 
 <jlosely together. 
 
 What is a village? Answer. A village is 
 -a small collection of people, living in houses 
 lying closely together. 
 
 Name the cities nearest your city. 
 
 Name five streets running north and south. 
 
 Name five streets i-unning east and west. 
 
 Name four public buildings. 
 
 What is meant by a public building? (Not 
 private but for the public good, etc.) 
 
 Locate the City Hall. 
 
 Locate the Post Office. 
 
 Locate the public library. 
 
 Name and locate a park. 
 
 On what river (if any) is your city located? 
 
 Of what use are horse-cars? 
 
 Name some occupations common in your 
 city. 
 
PRIMARY GEOGRAPHY. 15 
 
 Name some mills in or near your city. 
 Name some tools used by a carpenter. 
 Name some tools used by a mason. 
 How many inhabitants has your city or 
 village? 
 
 Locate the public market. 
 
 What are newspapers for? 
 
 Name three leading newspapers. 
 
 Name the three largest hotels in your city. 
 
 Locate them. 
 
 By what streets do you go to school? 
 
 By what streets do you return home? 
 
 In what directions do these streets run? 
 
 TEACH CAREFULLY. 
 
 I live in the city (or village) of . 
 
 I live in the county of . 
 
 I live in the State of . 
 
 I live in a country named the United States. 
 
 DIVISIONS OF LAND AND WATER. 
 
 Begin by having pupils name lakes, islands, 
 rivers, etc., that are in the vicinity, and 
 with which they may be already familiar. 
 Use the molding-table in teaching all the 
 divisions of land and water, so far as prac- 
 ticable; good pictures will also be a help. 
 When the child can make the division under 
 
16 ORAL INSTRUCTION IN 
 
 consideration on the molding-table, teacb 
 him to point it out on the map, then teach 
 the definition. 
 
 ISLAND. 
 
 How many have ever been on an island? 
 Ask those who have been, to tell what island 
 it was, and to tell how the island looked, 
 what grew on it, and what was all around 
 it. Have the class at the molding-table, 
 with the teacher at the head, prepare for 
 work. Let the teacher make an island, and 
 the class form one, copying her model. 
 (Let each child have a tin pan, and keep the 
 table and himself perfectly clean.) If 
 you have no molding-table, a small piece of 
 sod on a piece of looking-glass, will give a 
 very good idea. 
 
 (Note: — Teach that the colored part of 
 the map stands for land, and the blue part 
 for water; that north is at the top of the 
 map; south is at the bottom; east is at the 
 right hand, and west is at the left hand.) 
 
 Then teach them to point out islands on 
 the map; use any map you may have at hand, 
 that contains islands. Have if possible a 
 map of your city, and teach any islands that 
 
PRIMARY GEOGRAPHY. 17 
 
 may be thereon. The teacher may use city 
 map iu connection with local geography, 
 finding public buildings, principal streets, 
 parks, etc., on it. Teach a list of islands 
 that are in your immediate vicinity. Have 
 pupils memorize this definition: An island is a 
 hody of land entirely surrounded hy water, 
 
 PENINSULA. 
 
 Use molding-table, pictures, map. Teach 
 a list of peninsulas, as South America, Africa, 
 Florida. Teach this definition: A peninsula 
 is a hody of land almost surrounded ly water. 
 
 CAPE. 
 
 Make a peninsula or an island on the 
 molding-table; then form a cape on it. Draw 
 an island on the black-board making part of 
 it extend out as a cape. Teach the form- 
 name Cape^ and select capes on the different 
 maps you may have. Give a list of capes, 
 as Cape Cod, Cape Fear, Cape Lookout. 
 Teach the definition: A cape is a point of land 
 extending into the water, 
 
 CONTINENT. 
 
 - Give an idea of great size, and that it con- 
 tains many countries. Teach that there are 
 two continents, the Eastern Continent and 
 
18 ORAL INSTRUCTION IN 
 
 Western Continent; the Eastern Continent 
 contains more land than the Western ; we live 
 on the Western. Teach this definition: A 
 continent is a great hody of land. Point out on 
 map and globe. 
 
 ISTHMUS. 
 
 Give idea that an isthmus joins bodies of 
 land, as the neck joins the head and body. 
 Point out on maps and globe. Teach the 
 definition: An isthmus is a narrow neck of land 
 that joins two larger bodies of land. Examples, 
 Isthmus of Panama and Isthmus of Suez. 
 
 COAST OR SHORE. 
 
 Have pupils trace with a pointer the coasts 
 of countries on maps. Teach the definition: 
 The coast or shore is that part of the land lor dering 
 on the water. 
 
 MOUNTAINS AND HILLS. 
 
 Teacher and pupils at molding-table as 
 before, make a hill of sand. Give a few 
 names of hills in native place. Teach the 
 definition: A hill is a low elevation of land. 
 Teach: A mountain is a high elevation of land. 
 Show how mountains are marked on maps. 
 Have children point to mountains on maps. 
 
PRIMARY GEOGRAPHY. 19 
 
 Names of mountains in vicinity, if any. 
 Teach: The hottom of a mountain is called its 
 base. The top of a mountain is called its summit. 
 Show base and summit on the molding-table. 
 Teach this definition: A volcano is a burning 
 mountain, 
 
 VALLEYS. 
 
 Form one at table. The Hudson River 
 "Valley, the Mississippi Valley, are examples. 
 Teach the definition: A valley is the low-land 
 between hills and mountains, 
 
 PLALC^S. 
 
 A plain is a level tract of land, 
 
 DESERTS. 
 
 Explain, nothing grows on deserts except 
 in certain spots; it is like a sea of sand. 
 Definition : A desert is a dry sandy plain Ex- 
 ample, Arabia. 
 
 DIVISIONS OF WATER. 
 
 RIVERS. 
 
 Almost every child has seen a river. Form 
 at table through the midst of an island or 
 peninsula a winding path through the sand; 
 this may represent a river. Pictures also 
 may be used. Point out rivers on maps. 
 
20 ORAL INSTRUCTION IN 
 
 Give names of familiar rivers, Hudson River, 
 Mobawk river, Ohio River, Mississippi 
 River, Delaware River, etc. Teach this 
 definition: A river is a large stream of water. 
 Teach also : A creek is a small stream of water. 
 Give the names of a few creeks. 
 
 LAKES. 
 
 A lake may be easily formed amidst the 
 sand, leaving a bare place for the lake. Have 
 pupils select lakes from the map. Teach a 
 list of familiar lakes. Lake George, Lake Erie, 
 etc. Teach the definition: A lake is a lady 
 of water surrounded hy land. Say that most 
 lakes have rivers flowing into them or from 
 them; and that the water in lakes and rivers 
 is fresh. Teach also: A pond is a small lake. 
 
 SEA OR OCEAN. 
 
 The sea or ooean is that great lody of salt water 
 which entirely surrounds the continents and islands. 
 Teach there are five divisions. Pacific, At- 
 lantic, Indian, Arctic and Antarctic. 
 
 SEA, GULF, OR BAY. 
 
 Form these at table in a coast. Select 
 them from map. Sea, gulf and bay mean 
 alout the same thing. Caribbean Sea, Gulf 
 of Mexico, Hudson Bay, are examples. Teach 
 
PEIMAEY GEOGEAPHY. 21 
 
 this definition : A sea^ gulf^ or hay is a hody of 
 water nearly surrounded hy land, 
 
 HARBOE. 
 
 A harbor is a bay where ships may safely anchor, 
 Uew York harbor, for example, 
 
 STEAIT. 
 
 A strait or channel \'s a narrow passage of 
 water joining two larger bodies of water. Davis 
 Strait joins Baffin Bay and the Atlantic 
 Ocean. 
 
 SOUND. 
 
 A sound is a passage of water so shallow that its 
 depths can be easily measured. 
 
 (Note: If the teacher thinks any of the 
 definitions of divisions of land and water are 
 too difficult for her pupils, it might be well 
 to omit them. This subject should be re- 
 viewed frequently.) 
 
 Teach: A county is a division of a State. 
 Teach the number and names of the town- 
 ships into which your county is divided; also 
 the number of cities and their names; teach 
 the rivers in your county, also mountains, 
 lakes, ponds, creeks, islands, etc., reviewing 
 
22 OEAL INSTEUCTION IN 
 
 the definitions of island, peninsula, river, etc* 
 Teach the children to bound your county : also- 
 to draw easy out-line map of county. Give 
 any facts of historic interest it may possess. 
 
 STATE. 
 
 Definition : A State is a division of the United 
 States. Teach name of your State; also any 
 special name it may have, as Pennsylvania is 
 called the Keystone State, and New York 
 the Empire State. Teach the number of 
 counties in your State; teach the capital with 
 its location; teach the chief productions; also 
 the principal rivers, cities, mountains, etc. 
 
 (Note: that the higher the child advances^ 
 the less minutia should be taught.) 
 
 COFNTKY. 
 
 Teach that the name of our country is the 
 United States; that it is a union of thirty- 
 eight States; that when first formed it only 
 contained three States, but is now one of 
 the greatest countries in the world. The 
 city of Washington is the capital of the 
 United States. 
 
 THE EARTH. 
 
 Teach the earth as a whole, and that it is 
 round like an orange, only many, many times 
 
PEIMARY GEOGRAPHY. 23 
 
 larger. Its surface or out-side is made up of 
 land and water; that one-fourth of the earth's 
 surface island and three-fourths water; u«e 
 globe and map of the hemispheres; teach the 
 grand divisions of each continent and to 
 point them out on globe and map; teach that 
 the earth contains many differerent countries, 
 which are occupied by different races of 
 men; teach that some countries are very hot, 
 and some very cold, some are neither too hot 
 nor too cold and are called temperate coun- 
 tries: that each countrv has its own inhabi- 
 tants, — they can live best in their own coun- 
 try: for example, a person in a very hot 
 country could not live well in a cold 
 country. 
 
 PRODUCTIONS. 
 
 Teach that scarcely anything grows in 
 very cold countries. In hot countries, 
 oranges, bananas, pine-apples, rice, cotton, 
 sugar cane, etc., grow. In temperate coun- 
 tries, where we live, some of the things that 
 grow are potatoes, grapes, tea, apples, pears, 
 plums, pears, barley, rye, oats, etc. 
 
 ANIMALS. 
 
 Some of the animals living in hot countries, 
 are elephant, camel, lion, tiger, and leopard. 
 
24: 
 
 ORAL INSTRUCTION IN 
 
 Some of the animals found in cold countries, 
 are rein-deer, bears, wolves and foxes. Some 
 of the animals found in temperate countries, 
 are the buffalo, bear, deer, wolf and fox. 
 
 RACES OF MEN. 
 
 Teach there are five different races of 
 men: white race, yellow race, black race, 
 brown race, and red race. All will be ac- 
 quainted with the white race; examples, most 
 of the people of Europe and America. Tel- 
 low race, example, the Chinese. Black race, 
 example, the negroes. Brown race, those 
 living on the islands in the Pacific Ocean. 
 Red race, example, the Indians. 
 
 DRILL QUESTIONS. 
 
 1. In what direction is the clock from you? 
 
 2. In what direction is the teacher's d€sk 
 from you? 
 
 3. In what direction are the windows from 
 you? 
 
 4. Draw a diagram of the floor of the 
 school-room. 
 
 5. Name five streets running east and 
 west. 
 
 6. Name five streets running north and 
 south. 
 
PEIMAKY GEOGEAPHY. 25 
 
 f 
 
 ^. Describe your route to school, streets 
 and directions. 
 
 8. Describe your route home, streets and 
 directions. 
 
 9. In what city do you live? 
 
 10. What is a city? 
 
 11. How many wards in your city? 
 
 12. Name the Mayor of your city. 
 
 13. Name three occupations common in 
 your city. 
 
 14. Name three tools used by a carpenter. 
 
 15. Name three tools used by a mason. 
 
 16. What street is south of your school- 
 house? 
 
 17. What street is east of your school- 
 house? 
 
 18. What street is north of your school- 
 house? 
 
 19. What street is west of your school- 
 house? 
 
 20. Locate the Post Office. 
 
 21. Locate the City Hall. 
 
 22. Locate the Public Library, (if there is 
 one.) 
 
 23. Locate the High School. 
 
 24. Name four streets that run parallel. 
 
 25. Where is the east? 
 
26 ORAL INSTRUCTION IN 
 
 f 
 
 26. Where is the west? 
 
 27. Name three hotels in your city^ 
 
 28. In what ward do you live? 
 
 29. Name the three principal business 
 streets. 
 
 30. In what part of the city is the park? 
 
 31. On what river (if any) is your city?.^ 
 
 32. Name the cities nearest your city. 
 
 33. Name the chief newspapers in your 
 city. 
 
 34. What is done at the Capitol? 
 
 35. What is done at the City Hall? 
 
 36. What is done at the Post Office? 
 
 37. What is a county? 
 
 38. In what county do you live 
 
 39. Bound your county. 
 
 4t. ^ame some mountains in your county. 
 
 41. > at is a mountain? 
 
 42. Name three or four islands in your 
 county. 
 
 43. What is an island? 
 
 44. Name some creeks in your county. 
 
 45. What is a creek? 
 
 46. Name some rivers in your county. 
 
 47. What is a river? 
 
 48. Name some lakes in your county. 
 
 49. What is a lake? 
 
PEIMAEY GEOGEAPHY. 27 
 
 50. What is a pond? 
 
 51. Name all the cities in your county. 
 
 52. In what State do you live? 
 
 53. How many counties in your State? 
 
 54. How many cities in your State. 
 
 55. What city is the capital of your State? 
 
 56. What is a State: 
 
 57. Who is Governor of your State? 
 
 58. Name some rivers in your State. 
 
 59. Name some cities in vour State. 
 
 ./ 
 
 60. How many States in the United States? 
 
 61. What is the highest officer in the 
 country called? 
 
 62. Who is President of the United States? 
 
 63. What city is the capital of the United 
 States? 
 
 64. What is the shape of the earth? 
 
 65. Of what is the earth's surface com- 
 posed? 
 
 66. How much of the earth's surface is 
 land? 
 
 76. How much is water? 
 
 68. Name the grand divisions of land. 
 
 69. How many hemispheres are there? 
 
 70. How many continents are there? 
 
 71. In which continent do we live? 
 
28 
 
 ORAL IXSTRUCnON IN 
 
 72. Name some things that grow in hot 
 countries. 
 
 73. Xame some things that grow in tem- 
 perate countries. 
 
 74. Name some animals of the hot coun- 
 
 tries. 
 75. 
 
 tries. 
 76. 
 
 Name some animals of the cold coun- 
 
 Name some animals of the temperate 
 countries. 
 
 77. How many races of men are there? 
 IS. Give an example of the red race. 
 
 79. Give an example of the yellow race. 
 
 80. Give an example of the black race. 
 
 81. Name three race of men that you have 
 seen. 
 
 82. Where do the white race chiefly live? 
 
 83. Which race is the highest in knowl- 
 edge? 
 
 84. What is the sea or ocean? 
 
 85. What is a harbor? 
 
 86. Name a harbor. 
 
 87. Name a bay. 
 
 88. Name a gulf. 
 
 89. Name some ponds. 
 
 90. Name a desert. 
 
 91. What is a desert? 
 
PEIMAEY GEOGRAPHY. 29 
 
 92. Name two peninsulas. 
 
 93. Where is north on a map? 
 
 94. Where is south on a map? 
 
 95. Where is east on a map? 
 
 96. Where is west on a map? 
 
 97. Draw a diagram of the block your 
 school is in. 
 
 98. Draw an outline map of your city (or 
 village). 
 
 99. Draw an outline map of your county. 
 
 100. Of what use is it to study geography? 
 
THE SCHOOL BULLETm PUBLICATIONS,- 
 
 Eooks for Young Teachers. 
 
 ^ 1. ^ Common School Law for Common ScTwol Teachers. A digest of the 
 provisions of statute and common law as to the relations of the Teacher to 
 the Pupil, the Parent, and the District. With 500 references to le^al decis- 
 ions in 28 different States. 14th edition, wholly re-written, with references 
 to the Code of 1888. By C. W. Basdeen. IGmo, cloth, pp. 120. Price 75 cts. 
 The reason why the teacher should make this his first purchase is that 
 without a knowledge of his duties and his rights under the law he may fail 
 either in securing a school, in managing it, or in drawing the pay for his ser- 
 vices. The statute provisions are remarkably simple and uniform. The de- 
 cisions of the Courts, except upon two points, here fully discussed, follow 
 certain defined precedents. An hour to each of the eleven chapters of this 
 little book will make thfe teacher master of any legal difficulties that may 
 arise, while ignorance of it puts him at the mercy of a rebellious pupil« en 
 exacting parent, or a dishonest trustee. 
 
 fS. Hand-Bookfor Young Teachers, By H. B. Bitckham, late principal of 
 the State Normal Schoql at Buffalo. Cloth, 16mo, pp. 152. Price 75 cts. 
 
 It anticipates all the difaculties likely to be encountered, and gives the 
 beginner the counsel of an older friend. 
 
 S. The School Boom Guide, embodjdng the instruction given by the author 
 at Teachers' Institutes in New York and other States, and especially in- 
 tended to assist Publiq School Teacher^ in the Practical Work of the School- 
 Eoom. ByE. V. DeQrafp. Thirteenth edition^ with many additions and 
 corrections. IGmo, cloth, pp. 398. Price $1.50. 
 
 As distinguished from others of the modem standards, this is a book of 
 Methods instead of theories. It tells the teacher just what to do and how to 
 do it ; and it has proved more practically helpful in the school-room than 
 any other book ever issued. 
 
 A. A Quiz-Bock on the Theory and Practice of Teaching. By A. P. 
 SouTHwicK, author of the "Dime Question Books." 12mo, pp. 220. Price $1.00. 
 
 This is one of the six books recommended by the State Department for 
 study in preparation for State Certificates. The others are Hoose's Methods 
 ($1.00), Hughes's Mistakes (50 cts.). Fitch's Lectures ($1.00), Page's Theory and 
 Practice ($1.25), and Swett's Methods ($1.25). We will send the six post-paid 
 for $5.00. 
 
 5. Mistakes in Reaching. By James L. Hughes. American edition, with 
 contents and index. Cloth, 16mo, pp. 135. Price 50 cts. 
 
 More than 15,000 have been used in the county institutes of Iowa, and 
 elsewhere superintendents often choose this book for their less thoughtful 
 teachers, assured that its pungent style and chatty treatment vnU arrest 
 attention and produce good results. 
 
 6 How to Secure and Eetain Attention. By James L. Hughes. 16mo, 
 cloth, pp. 97. Priqe 50 cts. 
 
 This touches attractively and helpfully upon the first serious difficulty 
 the teacher encounters. No young teacher should neglect these hints. 
 
 7. Primxiry Helps. A Kindergarten Manual for Public School Teachers. 
 By W. N. HAH.MAyy. 8vo, boards, pp. 58, with 15 full-page plates. Price 75 cts. 
 
 In these days, no primary teacher can afford to be ignorant of " The New 
 Education," and this is perhaps the only volume that makes kindergarten 
 principles practically available in public schools. 
 
 8. Dime Question Book, No. 4, Theory and Practice of Teaching, 16mo, 
 paper, pp. 40. Price 10 cts. By A. P. Southwick. 
 
 A capita! preparation for examination. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
S,T °^ CONGRESS 
 
 School Bulletin Tea 
 
 029 iPiR 'j;j:'"'''"" ^ 
 
 The School Agency has become an absi ' ^^ ^^ ^ W 
 
 for the best teachers and the best places, where each can gei luc a..... 
 of place he is best fitted for, and work that is the most congenial. 
 
 The most of our teachers come to us to take advantage of what our sys- 
 tem can do toward introducing DISCRIMINATION in the hiring of teachers. 
 For years we have urged that this was all good teachers needed. Make sure 
 that only well-fitted teachers shall fill a certain place, and salary will take 
 care of itself. Toward this our Agency has already done something, and 
 will do more. The school-board that comes to us can have the teachers of 
 the whole country to choose from, instead of having to select from those 
 that happen to be near by. The teacher may specify the kind of work he 
 wants to do, and if he is well-fitted and will be patient, he can get it. 
 
 "VSTiether this Agency is trust v/orthy may be judged from the fact that 
 it has filled the following one hundred principalships in New York normal, 
 high, and village schools, and academies, besides several times as many sub- 
 ordinate positions. The numbers in parenthesis show how many times we 
 have filled the place. 
 
 Alexander, Amenia Ac.^ Amsterdam Ac.^ Andes, Andover, Angola, Au- 
 burn (S2000), Ausable Forks, Bald^vinsville, Belfast, Brasher Falls, Cam- 
 bridge, Canandaigua ($1500), Canandaigua Ac. ($2000), Canastota, Castile, 
 Cayuga, Champlain, Chittenango (2), Cicero, Cincinnatus Ac, Collins Centre 
 (3), Community Ac, Crown Point, Dresden, Dundee, Dunkirk, East Spring- 
 field Ac (3), East Syracuse, Elmira ($1450), Fairfield /Sem., Friendsliip Ac.^ 
 Geddes, Ghent, Granville (2), Greenville Ac, Heuvelton, Homer, Hudson, 
 Ilion ($1600), Ives Sem. (2), Jasper, Kyserike, Lafayette, Lawrenceville Ac, 
 Lysander (2), Manlius, Mannsville, Middletown, Mohawk, Moravia, Morris- 
 ville, Newark, Northport (2), Ovid, Owego ($1500), Painted Post, Phoenix 
 ($1500), Pompey Ac, Port Jervis (2), Potsdam ($2800), Poughkeepsie (2, $1500 
 and $1800), Rensselaerville Ac (2), Richfield Springs (2), St. Johns^ille (2), 
 Salamanca, Sandy Creek, Saratoga Springs, Savannah, Silver Creek, So. 
 New Berlin, Spencer, Stamford, Syracuse ($1500), Ticonderoga, Trumans- 
 burgh, Unadilla, Warsaw, Washingtonville, Waterford, West Troy, West- 
 bury Station (2), Westport, Whitney's Pomt, Williamstown, Yates Ac 
 
 Among positions in other States may be mentioned : 
 
 For men, Jersey City, $2600 and $2500 ; Leavenworth, Ks., $2000 ; Yank- 
 ton, Dak.. $1500 ; Peru, Neb., $1200 ; Hawley, Pa., $1000 ; East Orangc.'N. J., 
 $1000 ; Ouray, Colo., $1000 ; New Orleans, La., $1000 ; etc. For women, Mar- 
 shalltown, la., $1000 ; St. Joseph, Mo., $850; Napa, Cal., $800; Ishpenning, 
 Mich. , $700 ; So. Norwalk, Ct. , $650. Among places for women in New York, 
 v\^e may mention Buffalo Normal, $1200, Saratoga, $1000, Kmgston, $800, etc. 
 
 If you want a beite?' position, is it not fair to assume that your best method is 
 by application to this Agency f For Announcement for ISSS, Testimonials, 
 A gency Query Box giving answers to the questions most often asked, and 
 Application Blank, send stamp to 
 
 C. W. BARDEEN, Syracuse, N. Y.