Teaching Made Easier For the Teacher Teaching botany, geography, natural history, etc., has Bausch Lomb The Perfect Stereopticon Model C-$25 and up Unusual clearness of image--the absence of all parts likely to get out of order and the fact that it works with gas or acetylene as well as electricity, makes the Balopticon the instrument for classroom use. Use it for serious studies--use it for frivolous entertainments--use it as often as you like-the Balopticon is built to stand hard wear and tear-all you want to give it. Send for our interesting booklet on The Balopticon. Bausch & Lomb Optical @. 555 ST. PAUL STREET ROCHESTER, N.Y When an association was formed of the World's Leaders in every line of trade, the invitation to join this association naturally came to the Remington. When the great Panama-Pacific Exposition came to choose the best typewriter for their work, they of course chose the "Recognized Leader." And when they searched for the best and most efficient medium through which to distribute the illustrated handbook of the Exposition, their choice fell naturally on the Remington Typewriter Company, one of the greatest sales organizations in the world, with its 658 salesrooms extending to every continent and every country. And, by the way, have YOU received one of these beautiful Exposition booklets? Remember, they Remington Typewriter Company (Incorporated) New York and Everywhere Popular Educator IVEN a class of forty to fifty seventh or eighth grade pupils of all nationalities, coming from homes where good books are not owned or appreciated, the problems are as follows: First, to get some pupils to read anything outside of prescribed school work; second, to control and supervise that of the others who frequent our public libraries; third, to create and stimulate an appre- ciation of and love for good reading. Like everything else worth while, it takes time, concen- tration, and I might even say consecration, to effect any results. After a long period of teaching, this past year has brought me more evidences of progress than ever before, so I venture to pass along a few suggestions, as results of systematic planning and execution. At the close of September, the children were asked, with- out previous notice, to write the names and authors of the books read during the month. A notebook with ruled lines had been prepared, giving to each pupil four pages. There were separate books for the girls and boys. At the same time a paper was put before them upon which each was to give a brief summary of these books. Before writing, I read to them a number of such as found in advertisements. The following are copies of one boy's paper, on second trial: "Tales of the Tow Path," by Greene. This book tells of the life of a boy who thinks he is un- Song of the Goldenrod (Music) Grace D. Litchfield The Young Engineers in Arizona. and Chas. E. Boyd The Young Engineers in Mexico. The Young Engineers in Nevada. These four books are in a new series by Patchin. They tell of the adventures of two young engineers in their struggles for fortune and fame. They get many chances. for fortune by dishonesty, but are determined to win Another boy, after naming four Optic books says, "These books are all alike. The hero is very poor, makes friends, and rises in the world.". And of another by another author, "This book wasn't worth writing." Now what has been gained thus far? Simply a knowledge by the teacher of what the pupil is reading and what he is getting out of it. month there appears on the board a list of books recommended for reading. There are two divisions. One is a "popular" list, including Paine, Barbour, Dunn, Henty, Dudley, Pier, Wiggin, Twain, Alcott; the other, of somewhat stronger meat- Cooper, Eggleston, Scott, Dickens, Travels and Autobiography, with one or more poems of value. Reading, with discriminating summaries from the first list, gives credit on literature. One literature period each week is given to creating an appetite for the best reading. This is done in different ways; sometimes by reading an interesting portion, sometimes—as in autobiography -giving a sketch of the writer, or by reading a comprehensive review. Articles in current magazines are mentioned, and often receive attention. Not infrequently, as in the "Introduction to the Scarlet Letter," recommended because we live in Salem, comes this verdict-"I read it, but I didn't find it a bit interesting." Each month the list is marked, those receiving special commendation being red-starred, if the accompanying summary be comprehensive, which means extra credit in literature. A list of these is made, and oral descriptions are given by the readers, after private notice. This frequently awakens interest in the book or poem. And how shall we get lists of virile books that will interest boys and girls? Not infrequently helps are given by the POPULAR EDUCATOR. Library assistants co-operate with eagerness. Our own library lends a book, "Reading for the Young," by John E. Sargent, with the proper number of book and shelf given after the names of those owned by the library. Book-lists of trustworthy publishers must be examined, and when possible the books reviewed. But before putting any list before the boys, other than those known by myself, I take it to a young friend who owns a good library and is a voracious reader, and who bluepencils it ruthlessly. With all of these helps one can avoid the fatal criticism of "No good!" One of my boys said to me, "Don't you think you'd better pass this list on to Miss B.? Her boys are kicking at the kind of books she passes out." After the sentence was reconstructed, the compliment remained a rare thing to win from a boy. The following are the lists of a boy and girl of fourteen years, who get little guidance from home and own few books, but who have an innate and growing appreciation of good literature, I hope. I also append one of the poorest, that none may be discouraged. Boy Officers of 1812. Tomlinson Our Mutual Friend. - Dickens The Search for Andrew. - Field April (Left school.) That these two best lists are far from our ideals all will concede. But to the teacher of the class they show fruits of suggestion. We are fortunate in having a good branch library and conscientious and helpful assistants to whom the children go for infomation. One of the first steps, however, after seeing that every pupil was provided with both "fiction" and "student" cards was to take them in groups to the main library to teach them the use of the card catalogue and introduce them to the students' reading room, and the newspaper racks. It is surprising to find how few, even adults, really know how to use a library. Having done this work, they are repeatedly asked for information that most of them can obtain in no other way than by frequenting the library. "Time!" Yes, it takes much that would otherwise be used, perhaps, in marking papers of less value. But all will concede that to give even a few pupils the knowledge of how to get knowledge and to make friends of books, is to furnish them with their rightful heritage. eptember The Working Definition of Geography Frederick J. Breeze N order to teach geography effectively it is necessary that the teacher possess a working definition of that subject. Only by knowing the content of geography and the purpose in teaching it, can a right selection of topics be made and the proper emphasis given to those of the highest importance. The following definitions from leading geographies are worthy of consideration: Geography is the exact and organized knowledge of the distribution of phenomena on the surface of the earth, culminating in the explanation of the interactions of man with his terrestrial environment. -H. R. Mill Geography unites the study of the natural elements, land and water, climate and productions, with the study of man's present conquest and use of the same. - Wm. T. Harris The practical needs of the present day require geography to depict the earth as the abode of mankind, and the different regions of the globe as the spheres of action of the various people. Geography must furnish us with an explanation of the agricultural, industrial, and commercial circumstances, and of the poverty and wealth of each country, deduced from its situation, its climate, the nature of its surface, its animal, vegetable, and mineral productions, and the character of people. - Wm. Hughes, F. R. G. S. Geography is that part of earth's science which deals with the distribution of features on the face of the earth and with the relations of its inhabitants to their natural environment. - Charles Redway Dryer It is the element of relationship between the physical environment and the environed organism that constitutes the essential principle of geography to-day. - William Morris Davis Geography is the study of the earth as the home of the man. The study of the earth alone, its phenomena and forces, its vegetation and animals, its rocks and atmosphere, is natural science pure and simple. The study of man in his work and progress, in his struggles and representative deeds, is history. The study of the earth as related to man is geography. Charles A. McMurry Although these definitions of geography vary somewhat in character, yet they all emphasize the fact that geography is a study of place relationships. Concerning any feature of the earth or element of human life (such as surface, soils, climate, plants, animals, cities, railroads, and factories) geography answers the following questions: (1) Where is it? (Locality or distribution.) (2) How does it come to be there? (Causes of location.) (3) How does its location determine the location or distribution of other geographic items? (Consequences of location or distribution.) The influence of relief, soil, climate, plants and animals upon human life, and the reaction of man to the elements of physical environment are the two distinctive ideas of geography. In order to understand the inter-relations between man and his physical environment, it is necessary to understand the inter-relations existing among the several elements of the physical environment. The most important of these are the inter-relations between relief and climate. those between plants and animals, and those between relief and climate on the one hand and plants and animals on the other. The interactions among the various elements of natural environment are seen in the increased rainfall upon the windward side of mountains and the comparatively low rainfall on the leeward side, the decrease in temperature, with increase of elevation, the erosion of the land by ice and running water, the removal of sand by wind, the prevention of erosion on steep slopes by forests, the control of soil over plant life, and the soil-making activities of plants. These are but a few examples of the many reactions taking place among the physiographic features of the earth. Not only must the interactions among the elements of natural environment be understood, but there must be a knowledge of the mutual relations of cause and consequence existing among the industries and other activities of man. Agriculture is not only controlled largely by soil and climate, but by transportation facilities and markets. Success in manufacturing depends upon human agencies just as fully as upon physiographic conditions. A change in the distribution of one group of industries may change the distribution of dozens of others. For several years there was too much emphasis placed upon physiography, and too little attention was given to industrial geography. Much time was spent in the study of such problems as the structures of mountain and the origin of drowned valleys, while the influence of mountains upon human life and the commercial importance of drowned valleys were overlooked or inadequately treated. Today we are swinging toward industrial or commercial geography, and there is danger that the physiographic factors that underlie the industries and other conditions of human life may be neglected. Geography in its fullest aspect cannot be either physiography or industrial geography. It must include both physiographic and human factors. Nothing is more deadening to mental activity than a study of location alone. Memorizing lists of capes, bays, and other forms of land and water, without regard to the relations of cause and consequence, is unprofitable. This accumulation of unrelated facts to be held for some future use has little if anything to commend it. In every grade the emphasis should be placed on the geographic facts that function immediately in the life of the child. There is need of helping the pupils to get a definite idea of the location of important places; but this mastery of location cannot be permanently attained by memory work alone. The pupil's knowledge of location should be enriched by a careful study of geographic relations so that the knowledge itself will have greater degree of permanence and usefulness. The belief is too general that little can be done in the primary grades with geographic relations. Many of the best teachers, however, know that even in these primary grades, geographic relations can be profitably studied. Children are keenly interested in working out the simple relations between the physical features and the people of any region. The great value of such books as "Seven |