PREFACE. THE department of Natural or Physical Geography has hitherto received but little attention in our schools. The time of the learner has been chiefly spent upon the accidental or artificial divisions of the earth; in learning estimates of population and extent, which, if true to-day, may be false to-morrow; in committing to memory a dry catalogue of names and definitions without any intelligible ideas associated with them a collection of unmeaning facts, to be forgotten more easily than learned. It is of comparatively little use for a child to be told that "the earth is one of the planets," if he does not know what a planet is; or to learn the location and extent of certain mountains, seas, and rivers, if he does not perceive their influence upon climate, vegetation, and the condition of man. The study of geography should not be limited to a mere description of the earth's surface, and of the organized existences which inhabit it. We should trace the general phenomena of the globe to the causes from which they originate; we should endeavor to perceive that nice adaptation of means to ends in the relative position, proportion, and configuration of the land and water of the globe, which is so obvious in any single specimen of organic life. "In teaching geography," says Dr. Wayland, "I would treat it as I would any other branch of physical knowledge. I would look upon the earth as a grand specimen in physical science, presented for our examination. The knowledge of artificial divisions, of national boundaries, number of inhabitants, revenues, exports and imports, will readily associate itself with the knowledge of natural divisions, and will be remembered more easily by means of a vivid objective representation. It is because the study of geography consists so much of these dry details that it in general awakens no greater interest in the pupil. Pursued as a branch of physical science, we should, in the first place, lay the foundation for wide and valuable generalizations; we should create in the mind a consciousness of the need of geology, history, ethnography, and political economy, and thus accomplish the best purpose of teaching, by rendering every addition to our knowledge an incitement to further acquisition." In commencing this study, a difficulty is immediately presented to the young learner, in the enormous magnitude of the objects he is to contemplate. His mind is unable to grasp such immensities of extent and diversities of form. With no experience as a traveller or voyager, and, in most cases, having never been far beyond the limits of his native town, he can form no appreciable ideas of the subject. He has learned nothing of geography by observation, he has seen comparatively nothing of the world in which he lives; and what can he be presumed to know? Certainly but little, very little. It is evident, therefore, that the learner must commence the study of geography by first learning, the topography of the place where he lives; in other words, he must begin at home. His attention should be first directed to the school room itself—its form, the relative position of the various objects within it. Then let a drawing or map of it be made on the blackboard. Next, by a walk about the grounds of the school house, draw his attention to the prominent objects in its vicinity; determine the position of the edifice by the points of the compass, by which to note the topography of those objects; notice whether the house stands on high or low ground; observe the neighbor ing trees, rocks, and hills; if there be a brook or river near by, observe its course, and what determines that course. Trace effects to their causes wherever practicable. After such explorations, let the learner take his slate, and map out such parts of what he has seen as may be thought necessary. Endeavor to give him right ideas of distance, of height and depth. Before alluding to the earth's rotundity, carefully prepare his mind to assent to this fact, by observing the effect produced on his field of view in looking at the surrounding scenery from different heights. If pos sible, let him get a view from the sea shore, to remark the vessels as they appear in the horizon. Avoid the use of the technicalities of the science and set definitions, until the learner has attained to such a knowledge of facts and principles, by personal observation, as will serve him for a stand-point from which his imagination may venture to look out without fear of confusion. If apparatus be essential in teaching natural philosophy and chemistry, it is certainly no less so in the science of geography. Therefore let the school room be amply furnished with artificial globes, models, maps, and pictures of natural scenery. Relief maps and relief globes, such as are so beautifully and accurately manufactured in Germany, and Professor Guyot's Series of elegantly colored Mural Maps, published in Boston, furnish the best means, of an artificial nature, for imparting right ideas of the earth's surface. These, with any one of the best School Atlases extant, will sufficiently illustrate the following pages. In the orthography and pronunciation of geographical names, we have followed the "Universal Pronouncing Gazetteer" of Baldwin, whenever available, and have used Dr J. E. Worcester's system of notation. In the compilation of the work, materials have been drawn from various sources; but the author is chiefly indebted to the more recent works of Humboldt, Petermann, Milner, Johnston, Guyot, Miss R. M. Zornlin, and Mrs. Somerville. The author would also gratefully acknowledge his special obligations to M. F. Maury, LL. D., Lieut. U. S. N., Superintendent of the National Observatory at Washington, for much valuable information on the subjects of winds, rains, and currents, and for the privilege of taking copies of several plates from the last edition of "Maury's Sailing Directions." As a guide to the teacher in conducting recitations, an analysis of the text of each page is given in the foot margin, either as topics or questions. Besides the numerous questions interspersed throughout the work as map exercises and reviews, various problems are appended to certain chapters, the solution of which will require an understanding of the principles previously developed. BOSTON, August, 1855. |