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 1) Mee) ee a FOP ihe a tee oe eT 
 
A METHOD OF DIRECTING CHILDREN’S 
 STUDY OF GEOGRAPHY 
 
 BY 
 EDWIN HEWETT REEDER, Pu.D. 
 
 TEACHERS COLLEGE, COLUMBIA UNIVERSITY 
 CONTRIBUTIONS TO Epucation, No. 193 
 
 BUREAU @F PUBLICATIONS 
 Cearhers College, Columbia University 
 NEW YORK CITY 
 1925 
 
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 Lee :> 
 
 ACKNOWLEDGMENTS 
 
 For guidance and encouragement in this study, the writer 
 acknowledges his deep indebtedness to his dissertation com- 
 mittee, Professors Milo B. Hillegas, Frank M. McMurry, Arthur 
 I. Gates and Edward H. Reisner, of Teachers College. 
 
 Grateful appreciation for assistance in the classroom work of 
 the experiments is due the following principals and teachers: 
 
 Miss Harriet E. Porritt and Miss Helen R. Smith, Speyer 
 School, New York City; Mr. Archibald Marcus, Public School 
 43, New York City; Miss Marie Hennes, Miss Elma Lister and 
 Mrs. Catherine Billings, Hackensack, New Jersey; Miss May- 
 belle Steele, Stamford, Connecticut; Mr. Paul: Fleming, Roselle, 
 New Jersey; and Miss 8. Margaret Crisman, Passaic, New Jersey. 
 
 HK. H.R. 
 
 ill 
 

 
CONTENTS 
 
 CHAPTER PAGE 
 I. Previous STUDIES IN THE TEACHING OF GEOGRAPHY 1 
 II. TracH1nc PRoBLEMS PERTINENT TO THIS INVESTI- 
 LATA fe el RTA LAD AB TARE og agree od OR RAR Poet 4 
 II]. CHARACTERISTICS OF THE QUESTIONS USED IN THis 
 PRES GORY MIX PIORTALION DS Vester ee oc ble) oie banat ae 21 
 TV. EXPERIMENTS IN SPEYER SCHOOL .....:........... Pe 
 VO EXPERIMENT AT Pusiic ScHOOL 43 . 0202 ...08000 00. 36 
 VI. SUPPLEMENTARY EXPERIMENTS IN Passaic, ROSELLE 
 IVP eS DAMN toate Nathan ye Ot kitts 2 Nan BF 
 VII. Report or Work aT HACKENSACK ............... 38 
 VIII. Summary or FINDINGS AND THEIR APPLICATION 42 
 APPENDIX 
 I. Stupy QuEstions on Human Geography .......... A7 
 II. Stupy QueEsTions on Advanced Geography ......... 78 
 MEA TET ICA Trl A BLOGS 4 code. siiclic-e soy os acen bcs dca w tbe nec 89 
 PD mn PEP Oa Le ke km Lome day 97 
 
 V 
 

 
A METHOD OF DIRECTING CHILDREN’S 
 STUDY OF GEOGRAPHY 
 
 CHAPTER I 
 
 PREVIOUS STUDIES 
 IN THE TEACHING OF GEOGRAPHY 
 
 Geography in the elementary school, like any other subject in 
 the program of studies, offers to the student of education a twofold 
 opportunity for scientific investigation. On the one hand, there 
 is the question of what should be taught, that is, the curriculum. 
 To a large extent, the content of the elementary school course of 
 study may be determined by discovering what items of geographical 
 information are important to the average adult citizen, and several 
 investigations of this type have been made. On the other hand, 
 there is the question of how to teach this information. This field— 
 the field of method—would seem to be at least as worthy of study 
 as that of the curriculum. Although individual pieces of research 
 must of necessity stress only one phase of the total teaching prob- 
 lem, yet an entire program of scientific inquiry which does not 
 embrace questions concerning both curriculum and method is to 
 that extent incomplete. 
 
 The present situation in the field of elementary geography 
 represents just this one-sided development. Several curricular 
 studies of importance have been published in the last ten years. 
 In 1915 Bagley conducted a pioneer investigation to determine 
 “minimum essentials in geography and history.’”?! Samplings of 
 several magazines over a period of seven years formed the basis 
 for a count of references to different continents, countries and 
 bodies of water. On the basis of this count, the relative importance 
 of the items was determined. A similar study is reported by Char- 
 ters,? the results of which are much like those of Bagley’s inves- 
 tigation. Branom and Reavis? in 1918 used the values of imports 
 and exports as the criterion of importance for countries of the 
 world, and published a list of the different nations in order of 
 their rank. 
 
 1 Fourteenth Yearbook, National Society for the Study of Education, Part 1, pp. 131-39. 
 
 2 Charters, W. W. Curriculum Construction, pp. 270-72. Macmillan, 1923. 
 3 Seventeenth Yearbook, National Society for the Study of Education, Part 1, Chap. 3. 
 
 1 
 
2 A Method of Directing Children’s Study of Geography 
 
 The most ambitious studies of this general type are those of 
 Washburne,‘ and of Rugg and Hockett.> Whereas the former 
 used only the frequency of mention of geographic locations in 
 newspapers and magazines, the latter employed seventeen criteria 
 as follows: 1) Bank clearings; 2) Foreign trade; 3) Population; 
 4) Area; 5) Relative number of magazine articles published from 
 1919 to 1923, dealing with various types of locations; 6) Frequency 
 of use by frontier thinkers in critical treatises; 7) Frequency of 
 use by writers in critical journals; 8) Washburne’s study; 9) 
 Statistics of freight tonnage handled at United States ports; 10) 
 Value of total commerce of world ports; 11) Number of miles of 
 railroad track operated; 12) Total of operating expenses and 
 operating revenue; 13) Percentage of world’s output of important 
 minerals; 14) Amount of traffic carried over ocean lanes of trade; 
 15) Percentage of population engaged in manufacturing; 16) Areas 
 of dense population; 17) Areas of production of agricultural goods. 
 
 There is no question as to the great value of these studies. The 
 substitution of objective criteria for theory and opinion marks an 
 important advance in the teaching of geography. But it should 
 be noted that these are entirely curricular investigations. In no 
 case does the classroom situation enter into them. ‘The teacher 
 knows better than formerly what geographical facts his pupils 
 should learn; but he is still at a loss as to how they shall acquire 
 the knowledge, for the field of method is deplorably barren of 
 scientific work. Rugg has applied present-day knowledge of the 
 learning process to the memorization of map locations, and to 
 that extent has suggested a technique of teaching. He does not, 
 however, report any experiment in which this technique has been 
 put to scientific test. Courtis has made a study® of the effect of 
 supervision on the learning of geographical locations as determined 
 by his geography tests, but he does not discuss the changes in 
 classroom method which supervision effected and which improved 
 the children’s scores. One searches in vain the pages of journals 
 of education for reports of controlled experiments in teaching 
 method in geography. 
 
 Although there has been an advance in general educational 
 method in the last few decades, it does not seem safe to assume 
 
 4 Twenty-Second Yearkoom National Society for the Study of Education, pp. 216-33. 
 
 5 Rugg, Harold and Hockett, John. Objective Studies of Map Locations. The Lincoln School 
 of Teachers College, Columbia University, 1925. 
 
 8 School and Society, November, 1919, 
 
Previous Studies in Teaching Geography 3 
 
 for this reason that correct teaching techniques in geography will 
 take care of themselves when once the content has been established. 
 In other subjects of the elementary school curriculum, method 
 has received much attention. The teaching of arithmetic, of 
 spelling, of penmanship and of reading, for instance, has been 
 subjected to numerous controlled experiments by which classroom 
 procedure has been modified and improved. Moreover, it is well 
 recognized that the average teacher has great difficulty in applying 
 a general principle to a specific situation. That children should 
 take a problem-solving attitude in the study of their geography 
 lessons, for example, is a principle generally accepted by theorists 
 in the field of method; but the average teacher is at a loss when, 
 in assigning a lesson in the geography of a country, she wishes her 
 pupils to apply the principle in action. On the student of edu- 
 cation, therefore, lies the burden of translating a modern 
 philosophy of education into such teaching techniques as will be 
 intelligible and practicable to the average teacher. 
 
CHAPTER II 
 
 TEACHING PROBLEMS PERTINENT 
 a TO THIS INVESTIGATION 
 
 A 
 
 we The object of the present investigation is to search for a technique 
 (¥ which will improve the pupils’ method of studying the geography 
 textbook in the upper grades of the elementary school. While 
 there has recently been a somewhat pronounced movement against 
 a too slavish adherence to textbooks, yet teachers recognize their 
 value if properly used. Under almost any teaching method, the 
 reading of assignments in the basal text plays some part in con- 
 nection with a given unit of subject matter. Any technique, there- 
 fore, which will improve such reading will be of assistance to 
 
 teachers of geography. 
 
 For some time objectively scorable questions have been used 
 to determine the quality of silent reading. Silent reading tests, 
 however, have not been employed, except incidentally, as a means 
 of teaching. It appeared to the writer that the systematic use of 
 
 such questions in connection with the reading of a text might im- 
 1, prove the quality of study in geography, and the present inves- 
 \ tigation was undertaken to determine the truth or falsity of this 
 a eae! 
 
 For the purposes of this investigation, two geography textbooks 
 were used, namely Advanced Geography by McMurry and Parkins, 
 and Human Geography by J. Russell Smith. 
 
 Objectively scorable study questions on portions of these books 
 
 y were made by the experimenter, and in general the experimental 
 procedure was to assign these parts of the texts to two groups of 
 pupils; giving the questions to one group, and simply requiring 
 the other group to study the same subject matter. In both cases 
 
 the same true-false test was used to determine the efficiency of the 
 pupils’ work from the standpoint of what facts were learned. 
 
 The proponent of any new technique in the field of teaching 
 method has a double duty to perform. He must, of course, show 
 by scientific means that his method will work: that it will do 
 what he claims for it. To show this conclusively it is obligatory 
 
 a 
 
Problems Pertinent to This Investigation 5 
 
 that he use the procedure of a controlled experiment and that he 
 test his data by established measures of reliability. 
 
 His second duty, however, cannot be so scientifically discharged. 
 In order to eliminate variables and to reduce a problem to a 
 workable unit, it is necessary that only a small fraction of the 
 total teaching process in any subject be put to the test. That is 
 to say, the complete teaching method in geography is like a com- 
 pleted edifice built up of many individual stones, each stone rep- 
 resenting one unit of the total structure. Ideally, each stone 
 would have been put to scientific test and its worth thus established. 
 In any subject at the present time, however, the teaching edifice 
 represents a mixture composed of some stones which have been 
 objectively determined and others which have been subjectively 
 hewn by the tools of philosophical ideals, professional experience, 
 logic or sound common sense. Of the latter sort are most of the 
 stones in the geography building. 
 
 However much this situation may be deplored, it must be 
 accepted at the present time; and the experimenter must show 
 
 not only that his technique will work, but also that it fits reasonably , _. 
 
 well into the teaching edifice already in use. His only alternative 
 is to tear down the entire building and reconstruct it about his 
 one experimentally determined stone. If he does this, his chances 
 of being right may be greater—possibly—but his new structure 
 is likely to fall into decay unnoticed; for the teaching profession 
 must welcome new ways of work or else those new ways are doomed 
 to oblivion. 
 
 The value of the new technique then, from the standpoint of 
 whether it does what it is expected to do, may be determined 
 objectively; but its worth as a part of the teaching method as a 
 whole is more nearly a question of judgment. Such worth, how- 
 ever, should not for that reason be ignored, and the purpose of 
 the present chapter is to present a statement, based on reason 
 and analogy, of the use of objectively scorable study questions 
 in the teaching of geography. 
 
 The study questions used in this investigation constitute a ‘ 
 
 form of lesson assignment. The writer recognizes fully the fact 
 that the subject of lesson assignments is a moot point among 
 educational theorists. But the question may well be raised as 
 to whether some of this disagreement may not be due to a failure 
 to recognize various types of assignments. No one would think 
 
6 <A Method of Directing Children’s Study of Geography 
 
 of asserting that food builds fat or that food builds bone, without 
 specifying which kind of food is meant. Since the reaction hy- 
 pothesis indicates that the mind is not a unified entity but a 
 complex mass of individually developed bonds, it follows first 
 that different kinds of assignments will produce different varieties 
 of mental growth; and second that the well-rounded student is 
 the one who is trained through several types of assignments to a 
 flexibility of attack on subject matter. 
 
 Whether or not this point of view be recognized in principle, 
 it is in fact in most progressive classrooms. In geography there 
 are assignments which call for map drawing, for study of questions, 
 for reading to report to the class, for reading required for a reci- 
 tation period, for making graphs and charts, for preparing a debate, 
 for giving a stereopticon lesson, and so forth. Each of these 
 requires in its preparation a different emphasis from all of the 
 others. Assignments will vary also according to the kind of 
 method which a teacher is using. An assignment by a teacher 
 who is using the problem method of attack may not be the same 
 as that by a teacher who is using a type-study method. 
 
 At first thought then, a contribution to the problem of lesson 
 assignments in general would appear to be well-nigh impossible. 
 But running through all of these different approaches to subject 
 matter is an element which at one time constituted the only kind 
 of assignment, namely a careful reading of the textbook. Whether 
 it comes at the beginning of the study of a given topic or at the 
 and; whether it precedes or follows the determination and accept- 
 ance of a problem; whether it is a topical or a page-to-page pro- 
 cedure, the careful reading of the text somewhere occurs in the 
 teaching process in a given unit of work. If this be admitted, then 
 it must be self-evident that any means of improving this reading 
 is a contribution to teaching method in geography, whatever that 
 method may be. 
 
 The objective scorability of the study questions under discussion 
 gives rise to another sort of value in connection with the general 
 problem of lesson assignments. This value is based upon the 
 psychological law of effect. As stated by Gates,! this law is as 
 follows: 
 
 “The individual tends to repeat and learn quickly those re- 
 actions which are accompanied or followed by a satisfying state 
 
 1Gates, A. I. Psychology for Students of Education, p. 230. Macmillan, 1923. 
 
Problems Pertinent to This Investigation 7 
 
 of affairs. The individual tends not to repeat or learn quickly 
 those reactions which are accompanied or followed by an annoying 
 state of affairs.”’ 
 
 The purpose of assignments is to produce mental activity which 
 results in learning. An application of the law of effect therefore 
 would demand that a teacher attach satisfaction to those responses 
 in the lesson assignment which are correct or desirable, and 
 annoyance to those which are incorrect or undesirable. Teachers 
 have done this in the past in two ways—through questions in 
 class and through examinations. But these two ways appear 
 inadequate to the writer when compared to the amount of learning 
 which the lesson assignments are expected to produce. 
 
 First, let us examine class questions as a means of exercising 
 the law of effect. For public schools, forty pupils is a representa- 
 tive number for a class, and thirty minutes for a lesson period. 
 If the teacher tries to test each member of the class in this period, 
 in order to attach satisfaction or annoyance to the responses, she 
 may ask each pupil one question and receive his response. In 
 this case, she has asked forty questions, at intervals of forty-five 
 seconds. While forty-five seconds might allow for a reasonably 
 important unit of subject matter for the individual question, yet 
 every child is tested on only one point of the total lesson. If the 
 teacher asks two questions per pupil, she must ask one question 
 every twenty-two and one-half seconds. This means that the 
 questions will have to become more specific, and cover a less 
 important unit of subject matter. Still each pupil is tested on 
 only a small fraction of the lesson; satisfaction or annoyance 
 has been attached to but two responses. If each pupil is asked 
 three questions, the time for each question is diminished to 
 seven and one-half seconds, and four questions brings the length 
 of the individual question and response to five and five-eighths 
 seconds. Only trivial or purely factual material is likely to be 
 covered where so small a unit of time is available for question and 
 answer. And yet even if four questions per pupil are asked, 
 each child would be tested on but a very small part of the total 
 assignment. 
 
 The writer realizes that in imagining the hypothetical recitation 
 periods above, he is creating an entirely artificial situation which 
 would not prevail in any actual classroom. But the calculations 
 do show that the recitation period as a means of testing adequately 
 
8 A Method of Directing Children’s Study of Geography 
 
 the result of an assignment in geography and of providing success- 
 fully for the law of effect is doomed to failure. 
 
 What happens in actual practice is that a few pupils—and they 
 are usually the brighter ones who need it the least—are most 
 lively in class discussion, while some pupils may escape with 
 practically no participation at all. Day after day may go by with 
 little or no application of the law of effect in the study of their 
 geography lessons. 
 
 Another factor is of importance in this connection. For some 
 time educators have been dissatisfied with the whole conception 
 of the recitation as a testing period. In 1909, Professor McMurry 
 urged that the recitation period be made a thinking rather than 
 a testing period.” This ideal has found general acceptance among 
 educational theorists. Not only, then, is the recitation period 
 unsatisfactory as a testing period, but to use it as such is out of 
 harmony with the best educational thought of the day. 
 
 Do examinations supply the necessary satisfaction for well 
 prepared lessons or annoyance for poorly prepared ones? In a 
 measure, they do. But the use of class periods for examination 
 purposes curtails to that degree the time for class discussion and 
 group thinking. If the examinations are held only at long intervals, 
 they are likely to operate unsatisfactorily as motivation for the 
 daily preparation of lessons, for it is a generally accepted principle 
 of psychology that a stimulus, to be effective with children, must 
 be immediate rather than remote. 
 
 Some other means, then, than the recitation period or exami- 
 nations should be found in geography to supply the daily require- 
 ments of the law of effect in the preparation of assignments. In — 
 this respect, geography lags behind several of the other subjects 
 in the elementary school curriculum. Assignments in arithmetic, 
 for example, usually consist of problems which illustrate the prin- 
 ciples discussed in class. Through the activities of the recitation 
 period or through answer books, children ascertain exactly how 
 effectively they executed the assignment, because they know how 
 many problems they solved correctly. Satisfaction is thereby 
 attached to correct methods of work which result in right 
 answers. 
 
 For a long time the law of effect has been operative in the 
 teaching of spelling. Going to the foot of the class on missing a 
 
 2McMurry, F. M. How to Study, p. 81. Houghton, Mifflin, 1909. 
 
Problems Pertinent to This Investigation 9 
 
 word in the days when spelling classes “‘toed the crack”? and 
 spelled orally was a means of attaching annoyance to wrong 
 responses; while the pupil who held the position of head of the 
 spelling class against all the others experienced daily the attach- 
 ment of satisfaction to correct responses. Although the modus 
 operand of the spelling lesson today has changed in many respects, 
 yet frequent if not daily tests, and class and individual scores 
 and graphs of progress still apply the law of effect. 
 
 The penmanship scale has made the same sort of work possible 
 also in the teaching of handwriting. In Detroit, for instance, 
 each child knows exactly what the required norm for his grade is, 
 both in quality and in speed. His daily practice very frequently 
 ends in a test, in which he writes a sample to show his best speed 
 and quality. He then counts the letters himself, enters the number 
 in a record book, grades the quality of his work on the penmanship 
 scale, and enters that also. He then compares these marks with 
 the norms for his grade. Whether he is above or below these 
 norms, the fact of objective scores makes the law of effect operative. 
 How much more likely is this procedure to produce a satisfying 
 or annoying state of affairs than that under which most of us 
 learned to write, when a copy was set before us and we were told 
 to write ‘‘the very best we could”’! 
 
 There is probably another value to the objectively scorable 
 study questions in that they appeal to the universal interest in 
 puzzles. This appeal probably has its roots in what Thorndike 
 calls “the general enjoyment of success rather than failure in an 
 enterprise to which one has set oneself.” In another place he calls 
 it ‘the interest in achievement” and states that it “is stronger 
 in children than is often realized.’”?* They like to overcome 
 difficulties or to solve problems, but in order to appeal to this 
 interest, an exercise should possess certain characteristics. It 
 must not be too hard or else the children will become discouraged 
 and lose interest in an enterprise in which they think failure is 
 certain. On the other hand, it must not be too easy, for then there 
 is no great satisfaction in accomplishment. The problem must 
 not require too long a time for its solution, as children lose interest 
 in issues which are not sharply defined and briefly settled. Prob- 
 ably much of the problem study in geography falls short at this 
 point; the teacher may see clearly the conclusion of the work on a 
 
 *’ Thorndike, E. L. Psychology of Arithmetic, p. 197. Rand, McNally, 1921. 
 
10 A Method of Directing Children’s Study of Geography 
 
 unit of subject matter but children are likely to be lost in the 
 mass of detail necessary to reach it. 
 
 Finally, the fact of success or failure must not be left in doubt 
 or uncertainty; pupils must know whether or not they have 
 satisfactorily accomplished their tasks, or reached their goals in 
 an activity which they have undertaken. 
 
 Such are the characteristics of those activities which enlist the 
 eager attention of children and frequently of adults. The craze in 
 the last few months for the cross-word puzzle is a case in point; 
 while the long-established popularity of puzzle departments in 
 newspapers and periodicals, of guessing games, charades and the 
 like, gives further evidence of the universality of the interest 
 under discussion. 
 
 In the teaching of geography in the past, little appeal has been 
 made to this tendency, except, as stated above, through questions 
 in class and through examinations. The objectively scorable 
 study questions, however, utilize it, not on a small fraction of the 
 assignment as in the case of class questioning, but on all of the 
 major points of the lesson; not at infrequent intervals as in the 
 case of examinations, but in the work of every day when textbook 
 study is part of the assignment. 
 
 In recent years, much enthusiasm has been shown both by 
 teachers and by educational theorists for the approach to geo- 
 graphical material through the problem method. Under this 
 method, the unit of study and teaching, instead of being a topic 
 or a certain number of pages, consists of a problem which appeals 
 to the children’s interests and the solution of which involves the 
 study of a worthwhile unit of subject matter. For example, a 
 class in the Horace Mann School recently approached the topic 
 “Alaska”’ through this problem: ‘‘Did the United States make a 
 wise investment when she purchased Alaska?”’ 
 
 Of the problem method of treatment, Professor McMurry says: 
 
 “The crying need in geography in recent years has been to get away from 
 the encyclopedic presentation of facts, The encyclopedic treatment makes a 
 list of topics, such as location, surface features, climate, products, etc.,—the 
 centers of attention, and offers under each heading whatever facts the specialist 
 in the field thinks valuable. It largely ignores the relative value of facts and 
 their bearing on the child. Its point of view is that of the well informed 
 scientist who imposes upon the learner whatever facts the latter’s distant 
 future good may seem to require. 
 
 “In contrast, modern educational theory makes the learner’s present 
 
Problems Pertinent to This Investigation 11 
 
 interests and needs the starting point in instruction. It demands that, in a 
 field like geography, those problems which have general value and which are 
 so intimately related to the child as to promise to make a strong appeal to 
 him be first sought out. Then the facts necessary for their solution should be 
 offered. 
 
 “Good study, or good thinking requires first that live questions be raised 
 for consideration; then that facts be collected, evaluated and organized until 
 forceful and valuable conclusions be reached. That is what all efficient 
 people in active life do when they ‘think’; and one of the chief duties of the 
 school is to accustom children to that procedure.’ 4 
 
 Some time ago the writer taught a class in fifth grade geography 
 over a period of several weeks in order to ascertain what are the 
 greatest difficulties with the problem method of teaching ge- 
 ography. From this experience he reached the conclusion, since 
 confirmed by many conversations with geography teachers, that 
 two of the most difficult questions to answer in using this method 
 are: (1) By what method and at what time in the teaching process 
 on a given unit of subject matter should a study problem arise?; 
 and (2) How may essential facts be acquired without too much 
 rambling discussion and loss of time? 
 
 The first of these questions is particularly troublesome. ‘The 
 writer does not presume to state that he has found in the objectively 
 scorable study questions the best solution to it; for various sorts 
 of solutions have yet to be put to the test of scientific investigation. 
 But he believes that he has found one solution which is at least 
 worthy of consideration by teachers who are struggling with this 
 difficulty. 
 
 Heretofore many teachers have acted on the theory that since 
 the study problem is the unifying force around which subject 
 matter is organized, therefore the selection of the problem should 
 occur at the beginning of the work on a given topic. For instance, 
 the first assignment on the Argentine Republic in a fifth-grade 
 class was, ‘‘ Look at the maps and pictures and go through Argen- 
 tina in McMurry’s geography and write five questions that are 
 suggested by what you read, by maps and pictures, by what is 
 interesting and what is big. Cross your biggest question and be 
 able to prove that your crossed question is a good question.” ® 
 
 Of late, some objections have been raised to the theory that the 
 problem is the starting point of work on a portion of geography. 
 
 4 McMurry, F. M. and Parkins, A. E. Advanced Geography. Preface. Macmillan, 1921 
 5 Stenographic Reports of Lessons, p. 40. Teachers College Bureau of Publications, 1924 
 
12 A Method of Directing Children’s Study of Geography 
 
 Mr. Stull, associate in geography at Teachers College, Columbia 
 University, has stated in elass that children at the beginning of 
 their study of a country do not have a sufficiently wide factual 
 background to enable them to select problems intelligently. In 
 discussing the same subject recently, both Professors McMurry 
 and Hillegas have made the same sort of statements, giving as 
 their opinion that it is likely that a problem of real value can be 
 discovered and stated only after a careful preliminary study of a 
 subject. If then, line A—B represents the total amount of time 
 
 ACoG D E B 
 
 spent on Argentina, for instance, the problem, instead of being 
 formulated at C might better be formulated at D or E. The 
 whole question is, of course, still in the realm of speculation; the 
 optimum time for the selection of the problem for study presents 
 a fertile field for experimental work. Although the present inquiry 
 cannot hope to answer the question, it can offer help to teachers 
 who agree with the authorities quoted above, by giving them a 
 method of attacking the textbook before the selection of the study 
 problem; a method which is psychologically sound, which appeals 
 to fundamental tendencies and which is effective in producing 
 more accurate and careful silent reading than did the old method 
 of telling children to ‘‘study their books.” 
 
 We come now to the second difficulty in the technique of 
 problem study, namely, that of securing the acquisition of essential 
 facts without too much loss of time and rambling discussion. In 
 order to make this issue perfectly clear, a copy of a stenographic 
 report of a lesson in geography is given for analysis. 
 
 Who ean state clearly to our visitors this morning what we are doing— 
 something about the work we are doing? 
 Well, we are studying the New England States. We were trying 
 to answer the question: Why do they manufacture so many... 
 5 so much material when they haven’t got the material to manu- 
 facture? 
 Yes—and before we could answer that question, what did we feel 
 we had to know? 
 Different ones are making reports from different books on dif- 
 10 ferent things, wool, leather and lumber, and... . 
 In other words, we are trying to get an idea of how great a manufactur- 
 ing center it is; and today, boys and girls have looked up the different 
 kinds of manufacturing that are done in New England and are going 
 to try to get some idea of the amount and different kinds. 
 15 Who is ready to report? All right, James. 
 
20 
 
 25 
 
 30 
 
 35 
 
 40 
 
 45 
 
 50 
 
 55 
 
 60 
 
 Problems Pertinent to This Investigation 13 
 
 Well, my report is on fishing in New England. (Reads from written 
 report) Gloucester is the greatest fishing center in the world. 
 Fishing is a dangerous occupation. . 
 
 Excuse me just a minute for interrupting, James, will you? Please 
 
 open your books to the map so that you can locate these places as he 
 
 mentions them. 
 The fishing in Gloucester is especially dangerous. The men go 
 out to Newfoundland, and the two currents, the Gulf Stream 
 and the Labrador, form a part. The Gulf Stream current is very 
 quiet and warm compared to the Labrador current, which comes 
 from the Arctic Ocean; and these men will go out in boats called 
 “‘dories”’ to take the fish from the trawls. They will be out and 
 pretty soon a fog will form and lots of them godown atsea. Some- 
 times they get found by schooners but lots of times they don’t. In 
 olden days before they did fishing on such a big scale the men went 
 out in their dories and fished by themselves; and now they go out 
 in schooners with nets and lines about a mile long and fish. And the 
 land . . . when a person’s land runs right down to the water, for 
 three miles out it belongs to them and out farther it belongs to the 
 world. And on Decoration Day when they decorate the graves— 
 I mean instead of decorating the graves, they strew flowers all over 
 the water. Lots of times when you go on a visit to Gloucester 
 there will be a crowd gathered, and that means . . . it shows that 
 something unusual has happened. Usually, it is a fishing vessel 
 has come in. And in this crowd you will see lots of women dressed 
 in black, in mourning because their husbands or fathers have gone 
 down, or their older brothers, who are old enough to go out and 
 fish. 
 These banks are very good fishing places because they are really 
 plains. They go under the water for about nine feet; and the 
 little fish come up there, and the cod and mackerel come up and 
 feed on these fish. 
 The way they get the cod—they anchor the schooner and all that 
 are left on the schooner are just the cook and the engineer who 
 trims the sails because they have sails in the newer vessels and little 
 gasoline engines to help them along when there is not much wind. 
 And they’re used too when it is too swift and they want to slow 
 the vessel down. They go out in their boat—a boat that belongs 
 to the schooner and have lines about a mile long and have them 
 all hooked up with corks and lines. They anchor one end of the 
 line to one mast and the other to another. They have several of 
 these lines and they go later to get them. And then there is just 
 a mass of fish; all over the deck is about waist deep in cod. And 
 then they shovel them on to ladders. They cut off their heads and 
 split them from their neck to tail and throw them to a man who 
 puts them in salt water. And not one man can go to bed until all 
 are cleaned and dressed. Then they put salt on the trays and put 
 the fish in the salt and rub them around until they are well salted 
 and dress them and put them in barrels. 
 
14 
 65 
 
 70 
 
 75 
 
 80 
 
 85 
 
 90 
 
 95 
 
 100 
 
 105 
 
 110 
 
 A Method of Directing Children’s Study of Geography 
 
 And with the mackerel they go out in boats with nets about a mile 
 wide—around—they are heavy things. There are nine oarsmen 
 and the pilot and the captain and the man who works the net, and 
 the cook and engineer are left on the vessel or the schooner to trim 
 the sails and the cook to get a hot supper ready and warm beds. 
 And the engineer is supposed to follow about a mile behind because 
 the fishing is a hard job and they get awful nervous. When they 
 are about to catch the fish they go out and find where they think 
 there ought to be a school of mackerel, and when they see a school, 
 they catch as many as they can in the net. 
 
 Any one want to ask James any question? 
 It isn’t a question, but is it in New Bedford after they get the whales, 
 that they blow them out and look like balloons? 
 
 Well, do we have whale fishing on the New England coast? What is 
 
 most of our fishing there? 
 Cod and mackerel. 
 
 Do they go whaling, James, often? 
 They start out from the New England coast. New Bedford is a 
 great whaling port. 
 
 I thought some of you would want to ask James about one or two 
 
 things. 
 I would like to know how many small boats belong to a schooner. 
 Well, I should say they don’t use small boats any more, that is, 
 dories; and in schooners they use larger boats than dories. 
 
 Where did you get all that information? 
 I got it out of here (holding up a book). I could have gotten a 
 lot more. There is so much of it. 
 
 Any one want to ask a question? 
 It isn’t a question, it’s a statement. But for three miles out from 
 the coast of New England all‘of that coast really belongs to the 
 United States and any one can fish along there and beyond that 
 other nations can fish. 
 No, it belongs to the person who owns the land. 
 Well, that is what it said in Allen. 
 
 What is it? 
 I haven’t a question either, but I have that same point that James 
 did only I didn’t have as much. I found that they do use the 
 little boats far out for fishing—they use schooners—but they use 
 quite a lot near the land for other kinds of fisheries. I can’t quite 
 remember what kinds they use, but they are a sort of tug boats. 
 I even saw them in the English Channel when I went over. 
 I had a point about fishing. There is more cod fishing than any 
 other kind, and mackerel, herring and blue fish are also caught 
 along the coast of New England. In Gloucester, they manufac- 
 ture things that the sailors need, such as lines, nets, and other 
 things. Formerly, they used to get a great many fish that weren’t 
 small fish up around Southern Canada, and each man used to use 
 a dory, but now they don’t fish so much there but they do more 
 
115. 
 
 120 
 
 125 
 
 130 
 
 135 
 
 140 
 
 145 
 
 150 
 
 155 
 
 160 
 
 Problems Pertinent to This Investigation 15 
 
 deep sea fishing; and a deep sea fisherman is provided with pro- 
 visions, nets, lines, baits, and other necessities. And many sailors 
 go off to the banks of Newfoundland where the banks are shallow, 
 and shallow water is the home of many small fish; and for this 
 reason the big fisherman goes there. 
 That is very good. Have we something else important? 
 I have some pictures to show. 
 Will you leave those for the present? We are really considering New 
 England as a manufacturing center. Have we a right to take the fish 
 then as one of our topics? 
 Yes. 
 Because they manufacture a lot of things from fish, and they manu- 
 facture different things that come from the fish. There are tons of 
 refuse for fertllizer that they use, ‘there is a lot of fertilizer neces- 
 HOry.) 5. 
 And I have smelled some other kind of factory up there. 
 Glue. 
 And that fish glue doesn’t smell very nice while it is being prepared. 
 Then I suppose we could speak of the canning of fish almost as a manu- 
 factured product. R told us in the first place that we wondered 
 especially about New England being a manufacturing center because 
 they had so few of the raw products for manufacturing. Would you 
 say that held true in the case of fish? 
 But it doesn’t have any coal so that to a certain extent it will hold 
 true in all manufacturing. 
 But with the fish to a less extent than with the other things. Who else 
 is ready to report? 
 I have a different one—wool (Has samples of wool in different 
 stages on small paper charts). Thisis... 
 Wait a minute. I think we should keep in mind that we are trying to 
 find out about the manufacturing of New England. 
 This is one of the manufactures of New England. This wool, 
 comes from the western states—right off the sheep’s back. Then 
 it is washed and scoured, and here it is washed and scoured and 
 ready for combing. Here it is combed, and when you see a lot of 
 it that has been combed it looks like cotton. It is in strands like 
 hairs. And this is ready for spinning. Here it is spun into the 
 regular yarn, and it is ready for dyeing. Here are some dyed 
 pieces of wool and they are ready for weaving. Here’s a piece that 
 shows how it looks as it is woven—the way the strands go this way 
 and that way; and here is a piece of woolen cloth. 
 Piece of what? 
 Woolen cloth, ready to cut and be made into clothes. 
 In the first grade we made some of those, and we learned there 
 are two kinds. The warp and woof they call them. 
 How do you come to know so much about wool and where did you get 
 your samples? 
 My father is in the business. 
 Where is his factory? 
 
16 
 
 165 
 
 170 
 
 175 
 
 180 
 
 185 
 
 190 
 
 195 
 
 200 
 
 205 
 
 A Method of Directing Children’s Study of Geography 
 
 Daddy hasn’t a factory. He just got these for me. 
 
 Oh, he isn’t in the wool business. What do you mean? 
 He sells pieces of goods but he doesn’t manufacture the cloth. He 
 just has big pieces. 
 
 Where does he get his big pieces from then? 
 Well, Daddy gave me these and some men he knows gave him the 
 others. 
 
 But what I would like know is where Daddy gets his woolen cloth from. 
 I will ask him. 
 
 All right. I wish you would—the factory from which he buys most of 
 
 his goods, whether or not it is in New England. 
 
 Is there any one else who has anything to tell us about wool manufac- 
 
 turing of New England? I would criticize E’s report—and not altogether 
 
 favorably, I think. What has she failed to do? 
 She has failed to tell us anything about the wool manufacturing. 
 
 Yes, Jane, what are you to report on? 
 Wool. 
 
 All right, let’s hear you. 
 The wool in the United States isn’t as fine as some wool. Some 
 wool is finer—this wool is coarser than most. I don’t know why 
 it is, unless it is different kinds of sheep, and different kinds of 
 sheep have different kinds of wool. And over in Italy they have 
 lots of it and it’s very fine wool and we import some here to manu- 
 facture it. Some sheep are very good mutton and some are very 
 good wool. It depends, I guess, on what kind of food they are 
 given. Here I have a picture of the sheep as they are on the ranch; 
 the next shows the sheep as they are sheared for their wool; then 
 the wool is shipped to New England and other places on the eastern 
 coast where it is made into cloth. In this way when the wool 
 arrives at the factory, the wool is sorted according to value, because 
 some wool is so much coarser and some wool is much finer, and the 
 value depends on how coarse the wool is, or if it can be made into 
 cloth easily. It also depends on how good the wool is. It is put 
 into different piles, then the dirt is removed. So much dirt is in 
 the wool that it has lost almost half of its weight. After being 
 dried on racks and carded by a machine, which leaves all of the 
 fibers even, and with a number of other processes, it is soon ready 
 for spinning. One of those processes is dyeing. 
 
 Do you know what would make that report far more interesting? 
 If she didn’t read it. 
 
 Yes, who has a report on wool, ready to tell us about it in an interesting 
 
 way? 
 Wyoming is the greatest sheep producing state. If they were 
 passed in front of you, one by one, you could stand and count them, 
 and you wouldn’t finish for four months, so you can see how many 
 sheep there are in Wyoming. More than fifty million sheep are 
 raised in the States, and more than half of the woolen cloth made 
 in the United States is woven in New England. Therefore great 
 
210 
 
 215 
 
 220 
 
 225 
 
 230 
 
 235 
 
 240 
 
 245 
 
 250 
 
 255 
 
 Problems Pertinent to This Investigation 17 
 
 quantities are sent there. Boston and London are the greatest 
 wool markets of the world. Between three and five hundred mil- 
 lions of dollars’ worth of wool are manufactured in New England 
 and yet Great Britain manufactures a still greater quantity. 
 There has been quite a lot of conflict between sheep and cattle 
 owners. The sheep eat grass very close to the ground so that 
 cattle can’t graze there. Also the sheep have a peculiar smell 
 which the cattle don’t like. And therefore there has been a lot of 
 conflict there. 
 Was that report a good one? 
 Yes. 
 What was good about it? 
 I was going to say something else about it. It was so much on the 
 western states and not so much on New England. 
 Well, she has told us considerable about the sheep in the western states, 
 but she did tell us the important facts about New England. Who 
 remembers? 
 The biggest wool manufacturing centers. 
 No, she did not say the greatest wool manufacturing centers were 
 London and Boston. 
 The greatest distributors. 
 The greatest wool markets. They take the raw wool and distribute 
 that, and then they take manufactured goods and distribute them, 
 but they may not be the greatest manufacturing centers. We will 
 carry that out a little later. 
 Is there anything else on the subject of wool? Let’s think again of what 
 J told us. What did she tell you that gives you an idea of the ex- 
 tent of wool manufacturing in New England? 
 That it is the greatest—next to Great Britain. 
 Next to Great Britain, it is the greatest wool manufacturing district of 
 the world. 
 Right there they make about half of all the wool made in the 
 United States. 
 And Brockton makes about half of what is made in New England. 
 I have something about sheep in the beginning. 
 Does it bear directly on the New England situation? 
 It goes on to say that they weren’t any sheep because during the 
 glacier they were killed. 
 I would say that they were killed by the glacier. That is hardly true. 
 But they had to be brought from Asia. 
 J said most of the wool comes from our own western states, Wyoming 
 and Montana. Any of you find out about wool that comes from 
 any other section of the world? Who has? We get a great deal from 
 two other sources. 
 Australia and Argentina. 
 That is right. A great deal comes from those two places, 
 
18 <A Method of Directing Children’s Study of Geography 
 
 This class was attempting to use the problem method. The 
 lesson given was the second on the New England States. In the 
 first, the teacher had asked for suggestions for problems, which 
 elicited about a dozen from the class. The children had voted to 
 accept the one quoted in the first paragraph in the lesson above, 
 namely, ‘‘Why do they manufacture so much material when they 
 haven’t the (raw) material to manufacture?” 
 
 In lines 7 to 15, the teacher stated that before they could answer 
 the main question they had to “get an idea of how great a manufac- 
 turing center it (New England) is” and to look up “the different 
 kinds of manufacturing that are done in New England,” and ‘“‘get 
 some idea of the amount and different kinds.’”’ This, then, is the 
 assignment which preceded the lesson quoted. 
 
 \ No careful study of the basal text had previously taken place. 
 /The class had been practically turned loose to browse anywhere 
 they pleased. They naturally soon lost sight of the assignment 
 ‘in the collection of facts about the industries. For instance, in 
 the discussion of fishing in lines 22 to 74, there are no statements 
 of a quantitative nature to indicate that the pupil had been trying 
 to “get an idea of the amount” of fishing done; nor are there 
 evidences of the problem attitude or of thinking on the question 
 stated in the assignment. The boy had simply read some material 
 “which interested him and was telling about it. There was 
 apparently no weighing of values of the facts presented, either 
 in the lght of the assignment or according to any other 
 criterion. 
 
 In the discussion which follows, lines 75 to 98, no questions 
 are asked by pupils or teacher which bring out the relation of the 
 boy’s recitation to the main problem. 
 
 In the recitation on wool, lines 144 to 170, more material is 
 presented which is quite irrelevant to the main problem; indeed, 
 the pupil did not even ask her father, from whom she received her 
 information, whether the factory with which he was connected 
 was located in New England. This is clear evidence that she had 
 completely lost sight both of the main problem and of the assign- 
 ment. 
 
 The other two recitations on wool, lines 180 to 199 and 204 to 
 218, deal more with the western states than with New England, 
 ) shewing again that the children were largely oblivious of the real 
 points at issue. Moreover, it is indicated that the first child read 
 
Problems Pertinent to This Investigation 19 
 
 her report; one wonders how much of it she or the class will 
 retain. 
 
 The sort of recitations given by the children are worthy of note 
 from another point of view. Long ago we discarded in the ele- 
 mentary school the method of instruction characterized by lectur- 
 ing by the teacher; yet most of this lesson consists of lecturing 
 by the pupils. There is no evidence that this is any more effective 
 than lecturing by the teacher. 
 
 The writer does not mean to imply in all of this criticism that 
 children should never be allowed to browse and then tell the class 
 about what they have read. But is does seem unreasonable to 
 expect children to gain the essential facts about New England 
 through a series of such lessons as the one given. 
 
 The entire lesson is of a diffuse, unanalytical character; the 
 questions asked by the pupils are few in number and are either 
 trivial or off the point. To be sure; some of the most important 
 facts about the New England States are mentioned in the dis- 
 cussion, but they are so embedded in unessential details that they 
 have little chance of being permanently retained. 
 
 Although there are no data to prove it, it stands to reason that 
 if the pupils had had the common body of important and essential 
 information which would have resulted from an early study of 
 the text, they would have had a better basis for evaluating and 
 criticizing the reports that were given than they show evidence of 
 having in the lesson under discussion; and those who reported 
 would have had a better foundation for weighing the worth of the 
 material on which they were preparing to report. 
 
 Reference has already been made to the importance of making 
 the recitation period a thinking rather than a testing exercise. 
 But in practice, teachers sometimes forget that thinking cannot 
 take place in a mental vacuum; that “successful reasoning depends 
 upon an abundance of ideas, particular and general facts and 
 principles. In reasoning, we pick and choose among facts; view 
 this and that together. An eminent thinker once compared the 
 situation during reasoning to two chambers, a main chamber in 
 which manipulation and study were going on or in which the lead- 
 ing ideas were being rehearsed, and an ante-chamber crowded 
 with ideas seeking an entrance to the main room. Unless the 
 ante-chamber were well filled, little could be done. The most 
 hopeful sign of probable success was an ante-room teeming with 
 
20 <A Method of Directing Children’s Study of Geography 
 
 candidates for a ‘trial’. If we are to become competent thinkers 
 in any line, the first and, by all odds, the most important thing is 
 to accumulate experience and master the facts in the field. With- 
 out the facts and experience, the most gifted mind would be 
 helpless. . . . Originality is not opposed to the amassing of facts 
 or the laws of ordinary learning, but dependent upon them.’ ® 
 
 The above statements do not, of course, mean that a student 
 should spend most of his time in the collecting of facts with the 
 vague hope that he may sometime have use for them in reasoning 
 processes. But they do mean that if a teacher expects his pupils 
 to select through intelligent class discussion a study problem about 
 New England, for instance, and to reason about this question 
 during the recitation, then preparation for such a thinking period 
 must involve the acquisition of facts and ideas about New England. 
 
 The assignment of acceptable objectively scorable study 
 questions might be expected to engender such knowledge better 
 than merely instructing children to ‘‘study the book.’’ Moreover, 
 the teacher, knowing definitely the quantity and quality of the 
 study which has taken place before the class meeting, would 
 probably feel less pressure to assure himself that the children 
 know the main facts, and consequently would be freer to lead the 
 thinking of the class. 
 
 6 Gates, A. I. Psychology for Students of Education, pp. 136-37. Macmillan, 1923. 
 
CHAPTER III 
 
 CHARACTERISTICS OF THE QUESTIONS USED 
 IN THIS SERIES OF EXPERIMENTS 
 
 Reference has already been made to the fact that the study 
 questions used in this investigation constitute a type of lesson 
 assignment. In this connection the writer would again emphasize 
 that they are not to be considered as the only type of assignment, 
 applicable to all lessons or to all situations. A good teacher varies 
 the sort of study which he requires of his pupils, depending upon 
 the kind of mental growth which he expects. Whatever conclu- 
 sions are reached, therefore, in this experiment should be consid- 
 ered as applicable to one sort of assignment under certain specified 
 conditions. 
 
 Like the usual questions which are employed in silent reading 
 tests, the study questions closely parallel the text. In order to 
 illustrate this point a portion of Smith’s Human Geography is given 
 below, and after it are placed the study questions which were used 
 in connection with it. 
 
 THE GREEN NORTHLANDS 
 
 Scattered lands of green grass, flocks and fish.—What islands le between 
 Scotland, Norway and Iceland? (Fig. 319.) These islands together with 
 Iceland, west Norway and the southern part of Scotland are covered, where 
 there is any soil, with green grass, bushes, or trees. The summers are so cool 
 and wet that it is almost impossible to plow the ground and grow grain. But 
 all this moisture is good for grass, and there is scarcely another place in the 
 whole world where grass is so very green. Flocks of sheep and herds of shaggy 
 cattle and short-legged, thick-coated ponies are a source of wealth. Animals 
 in this region can run at pasture for more months in the year than is possible 
 in New York State. When snow covers the ground, they are fed on hay that 
 is made with great labor (Fig. 330). 
 
 The inhabitants of the Northlands are brave and hardy sailors whose chief 
 industry is fishing. They catch quantities of cod and herring which they dry 
 or salt for export. 
 
 Most of the people live in stone houses roofed with thatch or sod and heated 
 with peat fires (Fig. 333). 
 
 407. Sailing in northern seas.—Every summer, steamers carrying tourists 
 sail from New York to Iceland. After sailing around that island, the boats 
 
 21 
 
22 <A Method of Directing Children’s Study of Geography 
 
 go on to the northernmost tip of Europe. What cape forms the tip? (Fig. 325.) 
 In the same latitude the seas of North America are so full of floating ice that 
 in three centuries of trying, only one explorer has sailed his boat across from 
 the Bering Strait to Davis Strait, and the voyage took three years of hard 
 work (Sec. 359). 
 
 What makes such a difference? The answer is ocean, and currents. ‘The 
 Gulf Stream is a great current of warm water that flows from the tropical 
 part of the Atlantic Ocean (Fig. 327). The trade winds of the Atlantic blow 
 a current of warm water into the Caribbean Sea. This current forces its way 
 into the Gulf of Mexico and, like a great river within the ocean, flows out 
 between Florida and Cuba as fast as a man can walk, and carries eighteen 
 hundred times as much water as the Mississippi River. This ocean river or 
 stream can be traced as far northward as Newfoundland. The prevailing 
 westerly winds carry some of this warm water on past England, past Norway, 
 and into the Arctic Ocean. Whenit reaches northwest Europe, it is still warm 
 enough to cause the winter temperature to be much less severe. Labrador, 
 in the same latitude, is very, very cold. Why? (Fig. 327, Sec. 251.) 
 
 Examine the winter temperature map (Fig. 329), and then pick out a city 
 in Iceland, three cities in North America, and three in Europe that are near 
 the January isotherm (equal temperature line) of 32°. 
 
 How many degrees of latitude and how many miles lie between the northern- 
 most place and southernmost place having a January temperature of 30°? 
 
 408. A warm north coast.—In winter the bays along the Labrador coast 
 and the harbor of Vladivostok are frozen shut, but the harbors along the entire 
 Norwegian coast are open because the warm water of the eastern Atlantic 
 Ocean keeps them from freezing. During the World War it was found that 
 when Archangel was closed by ice, the little Russian port of Murmansk on 
 Kola Bay in Lapland was open (Fig. 325). A little of the warm Gulf Stream 
 water slips around the North Cape and keeps the ice away. 
 
 409. A cool, damp summer, and a raw, mild winter—Look at Figures 328 
 and 329. You will see that the summer is warmer and the winter is colder 
 in the great forests of the Mackenzie Valley and central Siberia than it is in 
 Iceland, west Norway or the north of Scotland. The long hours of sunshine 
 heat the land surface quickly, but the sea is heated very slowly. There are 
 several reasons for this, one of which is that the stirring of the water by the 
 wind causes the sea to be warmed to a greater depth than the land. Another 
 reason is that more heat is required to raise the temperature of a given amount 
 of water than is needed for the same amount of earth. Water holds its heat 
 longer, and therefore oceans and other large bodies of water are warmer in 
 winter and cooler in summer than is the land. The west wind, warmed by the 
 ocean in winter, gives the green Northland region a winter that is cool but 
 not cold. In summer, this same ocean cools the wind and gives the green 
 Northland a summer that is almost as cold as the winter (Figs. 328, 329), 
 besides having much dampness and rain. Those countries which have a cool 
 summer and a warm winter because they are near the ocean from which the 
 prevailing winds blow are said to have an oceanic climate. What is the differ- 
 ence between the average temperatures in July and January in west Norway? 
 In east coast Siberia? In central Siberia? 
 
Characteristics of Questions Used in Experiments 23 
 The writer’s study questions on this portion of the text follow: 
 
 STUDY QUESTIONS 
 
 Sections 406 to 413, pages 210 to 214, tell about the Green Northlands of 
 Europe. Paragraph 406 tells what the principal industries of this region are. 
 Write them here. 
 
 Why are these the industries of the Green Northlands? Read from section 
 406 through section 413 with that question in mind. Read these sections 
 twice. Then see how many of the questions below you can answer. After 
 you have answered all you can, find the answers to the others in the book. 
 
 1. Write below the names of the islands which lie between Scotland, Norway 
 and Iceland. 
 
 2. Underline the best reason why the land in this section is used chiefly 
 for pasturage. 
 a. There are many cattle and sheep there. 
 b. The islands are covered with snow in winter. 
 c. The islands are too wet to plough in summer time. 
 
 3. Fill in the blank spaces. 
 Partly because of the fact that this region is not suited for agri- 
 
 culture, the chief industry of the people is............ (look at the 
 picture on page 210). .......... hn 9 Ao ee i are salted and 
 dried for export. The people’s houses are made of ............ 
 PAYG, ci ence aise sy roofs. 
 
 4, Underline the best title for section 407. 
 a. Summer tourists in northern waters. 
 b. Why northern waters near Europe are warmer than those near North 
 America. 
 c. The Gulf Stream. 
 d. Ocean currents of the Atlantic Ocean. 
 
 5. Cross out the wrong words. 
 {warmer 
 
 \eolder re 
 
 Ocean currents make the lands we are studying 
 
 they would otherwise be. The Gulf Stream flows from the Car- 
 ibbean Sea and the Gulf of Mexico eas across the ade 
 northwest Pacific 
 (twice 
 Ocean. The current has {ten times as much water as the Missis- 
 [1800 times 
 
 sippi River. 
 6. Put a T before the sentence below if it is true and an F if it is false. 
 
 LS Ee The ports on the eastern coast of Siberia are open 
 longer than those on the western coast of Norway. 
 
24 A Method of Directing Children’s Study of Geography 
 
 7. Fill in the blank spaces below with the words “water” or “earth.” Be 
 sure to put the right word in the right place. 
 ACRES AR ogy heats more slowly than................ 
 NOME Ate oan ae cools more slowly than... 70 as en aeee 
 YOY Am eM 8 2 is warmed to a greater depth than.......... 
 PROS Ws hs att holds its heat a shorter time than 
 
 ©0108 © 6 6160/0 © 
 
 One of the most obvious characteristics which will be noted in 
 the above questions is that they are objectively scorable. The 
 correctness or incorrectness of an answer can be as definitely deter- 
 mined as in the case of an answer to a problem in arithmetic. 
 This means that the judgment of the teacher plays a minor and 
 unimportant rédle in the correction of the papers. As was done 
 in this experiment, a certain score value may be assigned by the 
 instructor to each question, such score being determined by the 
 teacher’s conception of its value; but once this value is deter- 
 mined, the pupils can grade their own papers as satisfactorily as 
 any one else can. Such correction by the children, moreover, 
 has the value of calling the attention of individuals in the class 
 to their mistakes and misconceptions, thereby strengthening right 
 bonds and weakening wrong ones. 
 
 It cannot be too strongly emphasized that the above questions 
 do not constitute an examination; on the contrary, they are 
 intended only as guides to study. In order that this fact may be 
 made perfectly clear, the examination questions on the passage 
 quoted are given here. 
 
 Put a T before each true statement and an F before each false one. 
 
 ... The summers in the Green Northlands are cool and very wet. 
 . The climate in the Northlands is favorable to the growth of grass 
 crops. 
 . Grazing is one of the chief occupations of the Northlands. 
 . The average temperature of any region is determined entirely by 
 its distance from the equator. 
 . The waters of the Gulf Stream temper the climate of North America. 
 . Iceland, which lies near the Arctic Circle, has a climate more severe 
 in winter than Canada or northern New England. 
 . The Gulf Stream is like a river of warm water flowing through the 
 Atlantic Ocean. 
 . It requires less heat to raise the temperature of water than to raise 
 the temperature of an equal amount of earth. 
 .. Few fish are found in the cold waters of the north. — 
 . The direction of the prevailing winds helps to force the Gulf Stream 
 toward the western coast of Europe. 
 
Characteristics of Questions Used in Experiments 25 
 
 A further statement with reference to these tests should be 
 made. If the same person had made both the study questions 
 and the test statements, he would have had a natural tendency 
 to make their subject matter completely coincide. In this case, 
 he might with propriety have been accused of using the study 
 questions as a method of coaching the class for the tests. There- 
 fore the experimenter himself wrote all of the study questions, 
 
 but secured graduate students at Teachers College to make the _ 
 
 tests. He did not see these tests until he had finished the study 
 questions, nor did the graduate students see the study questions 
 until they had made the tests. Thus the pupils who used the 
 control method of study were given as fair a chance in the tests 
 as were those who used the study question method. 
 
 The question naturally arises as to the relationship between the 
 sort of study questions used in this investigation and the type of 
 exercises which are usually found at the end of chapters in geog- 
 raphy texts. For purposes of comparison, the questions in the 
 Human Geography on the subject matter previously quoted are 
 given below. 
 
 1. Why are these scattered lands studied as one group? 
 
 2. Compare the climate of this region with the climate of the west shores 
 of the Atlantic in the same latitude. Why is the pasture season longer 
 here than in the state of New York? What coast in North America has 
 climate similar to west Norway? 
 
 3. What other coast that you have studied is somewhat like the coast of 
 Norway in formation? (Fig. 165.) 
 
 4, Why do the people of Norway have more ships than the same number 
 of people in the United States? 
 
 5. Why are the people of the Northlands fishermen? Of what people in 
 North America do they remind you? Why are they hardy seamen? 
 
 6. If you should go to Iceland to live, in what business would you like to 
 engage? 
 
 7. Read stories of Odin, Thor and others that the old Norsemen have given 
 to us. 
 
 The most apparent difference between these and the study ques- 
 tions used in this experiment is that the latter are objectively 
 scorable. But this is not the most fundamental difference. The 
 two types serve entirely different ends. As already stated, the 
 purpose of the objectively scorable questions is to secure and to 
 
 1 
 
 \ 
 ka 
 i 
 
 : 
 t 
 é 
 
 / 
 
26 <A Method of Directing Children’s Study of Geography 
 
 make more efficient a careful reading of the text. If they help 
 to secure retention of the ideas and facts in the text, they will 
 have served their chief purpose. They are to be assigned at that 
 time in the teaching process when it is necessary that the pupil 
 acquire a control over the facts given in the book. They are not 
 intended to guide classroom discussion nor to direct or suggest 
 collateral reading. 
 
 A glance at questions 2, 4, 6 and 7 above brings out the con- 
 trast we are trying to make clear. Questions 4 and 6 would form 
 excellent bases for class discussion. They would stimulate lively 
 periods of pupil activity in the recitation and would be likely 
 to evoke expressions of varying ideas and points of view. It should 
 also be noted that answers to these questions require the sort of 
 control over the subject matter of the text which might well have 
 been acquired through the kind of reading and study which would 
 result from the use of the objectively scorable study questions. 
 
 Questions 2 and 7, on the other hand, demand collateral reading, 
 and attempt to direct it into profitable channels. They are not 
 intended to guide the first study of the preceding chapter; rather, 
 they are calculated to fix its facts and ideas through their use in 
 thought problems which involve comparison and contrast. 
 
 The objectively scorable questions, then, are not intended to 
 supplant or replace the questions that are now in the texts, in so 
 far as the latter either suggest broad problems for class discussion 
 or help to direct collateral reading. In so far as the existing ques- 
 tions in the geography books refer particularly and solely to the 
 facts as given in an individual chapter, the results of this inves- 
 tigation tend to show that they may well be replaced by objec- 
 tively scorable questions. 
 
 The subject matter in Human Geography which was used in this 
 experiment included pages 203 to 250. One-hundred fifty-eight 
 study questions were made on this portion of the book. The pro- 
 cedure which the experimenter adopted in making the questions 
 was as follows: He read a given section in the geography, keeping 
 these problems in mind, ‘‘How can I make questions on this por- 
 tion of the text which (a) are capable of objectively scorable 
 answers and which (b) involve some important mental reaction to 
 the facts given in the book?” It is natural, therefore, that there 
 should be in the complete list, various kinds of exercises; and 
 since there was at this stage of the work no desire to be hampered 
 
Characteristics of Questions Used in Experiments 27 
 
 by considerations of classifying them into types, the problem of 
 such classification later was rather difficult. In general, however, 
 they may be divided into eight different classes. A description 
 of these classes, with samples and the total number of exercises 
 of each type is given below. 
 
 I. Questions which involved the selection from a number of 
 alternatives of the best reason for a situation or the best title 
 for a paragraph. 
 
 Samples: 
 
 Underline the best reason why there are many nations in Europe. 
 1. Europe has three times as many people as North America. 
 2. European nations have developed a strong national spirit. 
 3. Many parts of Europe are protected from invasion by valleys, bays 
 and peninsulas. 
 Underline the chief point of difference between the European Forest Belt 
 and the American Forest Belt. 
 1. The people do not kill the same animals. 
 2. The people do not eat the same kinds of food. 
 3. In Europe some of the land has been prepared for farming. 
 Total number of such exercises, 50. 
 
 al 
 
 II. Questions involving the matching of items which belong 
 together. 
 
 Samples: 
 
 Below on the left are three problems which the Low Countries have to face. 
 Below these are three ways that the Low Countries use to solve these problems. 
 Select the right solution for each problem and write it in the blank space. 
 
 Problems: 
 
 METRE VGLA TE TI WLUD PECUIIONG. |) Suey Shaler oie ava NTN) bck lose arelenudie geet alate 
 SPRUE ROTIN NUE POUR TEOCLOC LH ie Fe Toil Hh sy kyeh den, cad laneratah auhalpi by yaNat a «fale Buy 
 Skier co DULG Toads In’ damp COUNTIES. bs) 44..4)..6e mae Mine cle lace coe 
 
 Solutions: 
 
 Use canals for roads. 
 Dredge rivers and make dikes. 
 Build greater docks. 
 
 On the left of the page are some facts about England. Below this are the 
 results of these facts. Select the correct result for each fact and write it in 
 the blank space after the fact. 
 
 1. Sea boundary between England and Europe ........... a ie Ante 
 2. Many drowned valleys like Hudson River .................... 
 3. British factories produce excellent goods ...............0ceeeee 
 
28 A Method of Directing Children’s Study of Geography 
 
 Results: 
 
 Great Britain a great importing and exporting center. 
 Great Britain has been able to keep out of many wars. 
 Excellent harbors for shipping and trade. 
 
 Total number of such exercises, 5. 
 
 III. Statements to be marked true or false 
 
 Samoples: 
 Write a T or an F in front of these sentences. 
 
 .. England has a small carrying trade. 
 . The quickest way to go from New York to Russia is through 
 England. 
 . The English are not an energetic people. 
 . Norwegian ships carry only Norwegian products. 
 .. Water power will probably be an important factor in the future 
 industrial development of Norway. 
 
 Total number of such exercises, 6. 
 
 Questions like those described under these first three classifica- 
 tions were intended to help the children to think, reason or sum- 
 marize on the basis of the facts given in the text. By indicating 
 new and different bearings of the facts of the book, it was expected 
 that such questions would strengthen mental connections through 
 enlarging the area of stimulated nerve centers. In terms of the 
 literature of study, this sort of problem assists in an elementary 
 way in the organization of ideas. 
 
 IV. Exercises involving the completion of sentences. 
 
 Samples: 
 Fill in the blank spaces. 
 
 The landscape in Holland and Belgium is like a procession of ...... 
 AS ea ate Iron ore for factories comes from the province of .......... 
 
 in} the country of aru ee ces The greatest iron manufacturing 
 FepiOn Is NEAT. Qe ke eee LG ee cele ake river carries the ore 
 to the; famous ibis es Works, which formerly manufactured 
 
 guns. Now this plant manufactures ............. 
 Complete the following sentences: 
 
 The climate of Ireland is too «........... for wheat. The chief 
 agricultural products are ............ and: Jaina eee Houses 
 are built’ of Vy sie ee ee The people’ burn 171.0) 2204 in their 
 fires. 
 
 Total number of such exercises, 10. 
 
Characteristics of Questions Used in Experiments 29 
 
 V. Exercises demanding the selection from two or more alterna- 
 tives of the correct word or phrase. 
 
 Samples: 
 Cross out the wrong words. 
 
 : . : 3 theast 
 In 1492 the richest men in England lived in | SRE PSOE 
 
 \ southwestern England. 
 
 Their chief industry was aaa 
 farming. 
 
 Cross out the wrong words. 
 . |the greatest EW Oe : 
 The Clyde River is ee Re cileranted shipbuilding center(s) in the 
 mining. 
 
 Sena dine. British coal is used for 
 
 world. Belfast is a center for 
 
 {many 
 
 pane \only iron 
 
 ore(s). 
 
 Total number of such exercises, 22. 
 
 VI. Exercises requiring the selection of the products of a given 
 country, of the industries of a locality, or of similar facts. 
 
 Samples: 
 Underline the products for which the English climate is suited. 
 Corn Rye Potatoes 
 Wheat Small Grains Tobacco 
 Cotton Sugar Garden vegetables 
 
 Underline the three things which offer the greatest promise for the future 
 of England. 
 
 Agriculture 
 
 Grazing 
 
 Cattle Breeding 
 
 Coal Deposits 
 
 Oil Production 
 
 The Climate of the Country 
 
 Total number of such exercises, 14. 
 
 VII. Exercises requiring the children to write the names of 
 cities, industries, bodies of water, products or the like. 
 
 Samples: 
 
 Write below in the first space the name of the most important metal pro- 
 duced in the great forest section of Europe. Write in the next spaces the two 
 countries which chiefly import it. In the next spaces write the names of the 
 two bodies of water over which it is carried in boats. The words “ Winter’ 
 and “Summer” will tell you in which space to write each body of water 
 
30 <A Method of Directing Children’s Study of Geography 
 
 You will need to look at the map on page 204 and find Narvik in Norway to 
 answer the last part of this question. 
 
 se Owe Bae ete Winter... dsc eee 
 
 OREO in Manche eee Summer’ 2...) ape 
 
 Write in the first spaces below the names of three textiles other than cotton 
 
 which are manufactured in the British Isles. Write in the next space one 
 
 city which manufactures that textile. Write in the third space one use to 
 which you have seen this textile put. 
 
 ob @ ee we ete 8 ee 6 Oe, lhl ON wt oe ie eee ee ere 
 C6 © Ces ee eee 0 6 6 ae” | | A Ww te! 6) 6) ie Tee ee eee ee 
 
 © 04 6 mayer oe Be eee 
 
 Total number of such exercises, 41. 
 
 The writer looks upon such exercises as are included under IV 
 through VII as being analogous to note-taking in adult study. If | 
 two cities are important to remember in connection with a certain 
 country, writing their names tends to impress them on the mind. 
 It may readily be conceded that such questions, unaided by recita- 
 tion periods or reviews, may be of little value in securing perma- 
 nent retention of facts. Butit is even more certain that the mere 
 hasty reading of such items will secure retention even less surely. 
 It must stand to reason that such questions, through forcing 
 children to read carefully and understandingly and then to make 
 some immediate use of the subject matter read, are more likely 
 to produce retention than reading without any immediate use. 
 And, indeed, such proved to be the case in the experiments which 
 were conducted. 
 
 VIII. Exercises involving the use of arithmetical calculations. 
 Samples: 
 
 It takes about twenty-four hours to go from New York to Chicago. 
 About what part of this time does it take to go from London to Paris? 
 bites Ela ory Et Would the service by airplane take a longer or shorter 
 THIET se he Re eae ee About how much longer or shorter? ...... 
 
 Notice what the text says about the amount of cotton cloth produced 
 in England during 1919. See if you can figure out the total number of 
 miles this amount represents. Put the number here. ............ 
 
 About how many times to Chicago and back would this reach? 
 
 Total number of such exercises, 6. 
 
 The questions described and illustrated under VIII were 
 
 intended to help the children to ‘‘supplement the thought” of 
 1MeMurry, F. M. How to study, Chap. IV. Houghton, Mifflin, 1909. 
 
Characteristics of Questions Used in Experiments 31 
 
 the lesson. Statements dealing with quantitative relationships 
 lend themselves naturally to comparison and contrast; a principle 
 well understood and frequently applied by skillful public speakers. 
 Such calculations as are required by the exercises above seem to 
 assist in visualizing facts through associating them with mathe- 
 matical relationships already known by the pupils. 
 
 In conclusion, it may be said that all of the various kinds of 
 exercises used in this experiment exist primarily for one purpose— 
 to secure from the children a constaft mental reaction to the 
 printed page. The writer remembers vividly the dull, passive, 
 spiritless manner with which he used to read and reread his 
 geography lessons, hoping enough of the facts would ‘“‘stick”’ to 
 get him safely through the stormy period of the recitation. In 
 the better schools, methods of study have been much improved 
 since that time; greater care in the assigning of lessons and more 
 purpose on the part of the children have done their work in making 
 study a livelier process. Results from the experiments with 
 objectively scorable study questions seem to show that they will 
 be of assistance in this trend toward improvement. 
 
 It is probable that some of the kinds of exercises described in 
 this chapter are more valuable than others. The problem of their 
 evaluation, although beyond the scope of this study, might well 
 be subjected to scientific experimentation. A variety of tests was 
 used in this investigation for two reasons. In the first place, it 
 was assumed that such variety would appeal to children. In 
 the second place, as already stated, the experimenter tried at all 
 times to use the type of exercise which seemed to him to fit best 
 the sort of subject matter involved. 
 
CHAPTER IV 
 EXPERIMENTS IN SPEYER SCHOOL 
 
 The experimenter was able to secure the use of three forty- 
 minute study periods a week with two seyenth-grade classes at 
 the Speyer School, New York City. ~~ Homogeneous grouping on 
 the basis of group intelligence tests is in force at Speyer, and the 
 classes used in the experiment were numbers three and four, two 
 of the lower groups. 
 
 Geography is not studied as a separate subject at this school, 
 but is taken up only in connection with history and civics in the 
 social science course. In this course no recitation periods were 
 concerned with the subject matter used in the experimental work, 
 so class hours did not constitute a variable in the work. Since the 
 object of the experiment was to test the efficacy of two methods 
 of study, the writer made no attempt either to question the class 
 on the assignments or to conduct any form of class discussion on 
 them. Of course these conditions are artificial; but they were 
 necessary to insure completely controlled study conditions. 
 
 Of the three periods a week which were allotted for the work, 
 the first two were used for study of the text; the last was divided 
 into twenty minutes for review and twenty minutes for a true-false 
 test of forty statements, covering the subject matter of the first 
 two periods. The experiment was continued for six weeks. 
 
 The rotation experimental method was used throughout. This. 
 method was used by Pearson and Suzzallo ! in 1912 in experiments 
 to determine teaching technique in spelling; and was also employed 
 by Hosic in a study of children’s reading.? A full exposition of 
 the procedure of rotation experiments, and the computation 
 formule for the interpretation of results are given by McCall.’ 
 
 In the present investigation, methods of study and groups of 
 pupils were rotated_each-week. Thus if Class A constituted the 
 
 1 Pearson, Henry C. and Suzzallo, Henry. ‘‘Comparative Experimental Teaching in Spell- 
 ing,’ ’ Teachers College Record, Vol. 1 13, No. 1. 
 
 2 Hosic, James ve empirical Studies in School Reading. Teachers College Bureau of 
 Publications, INR Yes 
 
 ?McCall, W. A. Woke to Experiment in Education, Chap. VIII, Macmillan, 19238. 
 
 32 
 
vo te 
 
 Experiments Used in Speyer School 33 
 
 experimental group the first week and Class B the control, Class B 
 was the experimental group the second week and Class A the 
 control. In this way each class was the experimental group three 
 weeks of the six and the control group for the other three. Thus 
 the six-week period divides itself naturally into three two-week 
 units, in each of which each class was used both as an experimental 
 group and as a control group. Results were calculated for each 
 two-week unit, and a summary was made for the entire period. 
 
 The only particular in which the writer did not follow McCall’s 
 description of the rotation experimental method consists in the 
 omission of the initial tests. The individual children were assumed 
 to have at the beginning about as much knowledge of the work of 
 one week as of the work of any other week. This assumption was 
 considered to be justified because the experiment extended over 
 several weeks, because a large amount of subject matter was 
 involved and because the true-false statements were very specific, 
 requiring exact knowledge of the text rather than general knowl- 
 edge of geography. 
 
 Of the omission of the initial tests, McCall says,* ““Sometimes 
 it is an advantage to keep pupils ignorant of that upon which 
 they are to be tested until the experimental factor has been 
 applied.” This was precisely the situation in the present inves- 
 tigation. It was desirable to have the study situation of the con- 
 trol group approximate as nearly as possible the actual situation 
 in school practice. If initial tests had been given, the pupils 
 would have had some idea of what to study, and the normal 
 conditions would have been to that extent destroyed. 
 
 The text used in this experiment was Human Geography, by 
 
 J. Russell Smith. The books were distributed at the beginning | 
 
 and collected at the end of each study period in order that there | 
 
 might be no intervening reading of the text to disturb the con- 
 trolled conditions. To the experimental group, study sheets con- 
 taining page assignments as well as study questions were dis- 
 tributed with the books, and the pupils were told to follow the 
 written directions. Copies of all the study sheets are included in 
 the Appendix. With the control group, the books were distributed 
 and the pupils were told to study as well as they knew how the 
 same sections in the book as were covered by ehoreyaay, sheets 
 furnished to the other class. 
 
 (McCall, W. A. How to Experiment in Education, Chap. VIII. 
 
 } 
 
384 <A Method of Directing Children’s Study of Geography 
 
 At the review and test period, the books.and study sheets were 
 again distributed. ‘The control group was told to review the 
 week’s work in preparation for the test. The experimental group 
 was told to review the text and the study sheets. At the end of 
 twenty minutes, the books and study sheets were collected and 
 the test was given. 
 
 In scoring the papers, the procedure of subtracting the number 
 wrong from the number right was followed. McCall’s formula 
 for the rotation experimental method was used for interpreting 
 the data in the case of each of the three two-week units. Table I, 
 Appendix III, shows the results of the experiment according to 
 this formula. 
 
 In each of the two-week units, the average scores of the study 
 question groups were higher than those of the control groups. 
 In order to interpret the significance of this difference, the for- 
 mula which was employed uses the experimental coefficient, or 
 K.C. A positive E.C. indicates a probable superiority of the experi- 
 mental over the control method. An E.C. of +1 or greater 
 indicates “practical certainty’’® that there is a true difference in 
 the values of the two procedures. An H.C. of .5 indicates only 
 half certainty, and so on for other values of the E.C. The E.C. 
 may also be expressed in terms of a statement of chances that 
 there is a real difference between the two groups; for instance 
 an E.C. of .7 means that the chances are 38 to 1 that there is a 
 true superiority of the experimental method.’ 
 
 The experimental coefficients for the three two-week units are: 
 .739, .17 and 1.57. Each of these is positive, but they vary con- 
 siderably in significance. Thus, the coefficient for the second two 
 weeks, expressed in terms of a statement of chances, is only about 
 2.5 to 1, while that for the final period is greater than 65,000 
 to 1. The experimenter, therefore, felt the need of combining the 
 results for the total period of work. For this summary, he used 
 Yule’s formula® for combining distributions, to determine the 
 means and standard deviations, and then used McCall’s formula, 
 previously referred to, to arrive at the final experimental 
 coefficient. 
 
 5 McCall, W. A. How to Experiment in Education, p. 187. 
 6 Tbid., p. 154. 
 
 7 Ibid., p. 155. 
 8 Yule, G. U. An Introduction to the Theory of Statistics, p. 142. Charles Griffin & Co., 
 London, 1912, Ed. 1919. 
 
Experiments Used in Speyer School 35 
 
 Fa 
 #: 
 
 - The summary is given in Table II, Appendix III; an E.C. of }) 
 1.34 was the result. Since an E.C. of 1 is equal to “practical | 
 certainty,’’® 1.34 is clearly significant of a true superiority of the | 
 objectively scorable study question method. | 
 
 The writer was anxious to determine whether the differences 
 between the two groups, which resulted from the study question 
 method, would persist or whether they were largely transitory. 
 In order to determine this, he waited two weeks after the end of 
 the six-week experimental period, and then began to give again 
 the same six tests as had been given the first time, allowing one 
 week between each two tests. Thus there was a period of eight 
 weeks between the time when a test was first given and the time 
 when it was repeated. 
 
 Table III, Appendix III, shows the results of the second tests. 
 The experimental coefficients are .29, —.06 and .77. The second 
 of these is negative, but is so small as to be entirely insignificant. 
 Reference to the results of the original tests, moreover, shows 
 that the first E.C. for this two weeks period was very small, being 
 but .17. The summary of the second testing, given in Table IV, 
 Appendix III, shows that the difference between the groups did 
 persist, a final E.C. of .538 being found. 
 
 The second E.C.’s are all smaller than the first. This fact is 
 explainable when one recalls the typical curves of forgetting.’ 
 The amounts of knowledge of both groups, starting with a con- 
 siderable difference between them, are gradually approaching the 
 same level. Therefore, as the two curves approach each other, 
 the experimental coefficients tend to become smaller. 
 
 McCall, W. A. How to Experiment in Education, p. 154 
 
 10 ‘Thorndike, E.L. Hducational Psychology, Vol. II, pp. 304-306. Teachers College Bureau 
 of Publications, MN; Y., 1913-14. 
 
CHAPTER V 
 
 EXPERIMENT AT PUBLIC SCHOOL 43 
 
 In most respects the experimental work at Public School 48 
 duplicated that at the Speyer School. The same study material 
 was used and the same general procedure was followed. There 
 were, however, some important differences. 
 
 In Public School 43 regular instruction in geography is part of 
 the curriculum. The writer therefore was faced with two alterna- 
 tives; first, he might select some portions of the world which were 
 not being regularly studied in the upper grades and make them 
 the subject matter of his experimental work, or second, he could 
 use for it the same countries as were required by the course of 
 study. The latter plan was decided upon, because it was not 
 considered wise to divide the efforts of the class in geography. 
 
 The principal offered for experimental purposes a sixth-grade 
 class of thirty-six boys. This group had no regular text in ge- 
 ography, the teacher using oral presentation and reference books. 
 In the main he covered during the six-week duration of the 
 experiment much of the material required by the study sheets; 
 but he approached it from an entirely different point of view. 
 
 For the periods of study required by the experimental procedure, 
 the class was divided into two groups. The division was an 
 arbitrary one, based on the seating plan of the room, not on in- 
 teligence or achievement, for the rotation method does not 
 require exact matching of groups or pairs. 
 
 The conduct of the study periods and tests was the same as at 
 Speyer School. Table V, Appendix III, gives the results for the 
 \ six weeks of work. The experimental coefficients are .59, .65 and 
 .19. Again, all of the E.C.’s are positive but they are somewhat 
 lower than those at Speyer School. This might be accounted for 
 by the fact that the regular work in geography duplicated to a 
 considerable degree the work required by the experiment. 
 
 Table IV, Appendix III, gives the summary of the work at 
 Public School 48, calculated according to the formula previously 
 described. The final E.C., .84, is not so large as at Speyer School, 
 but it is clearly significant. EXxpressed in a statement of chances 
 the ratio is about 100 to 1. 
 
 36 
 
CHAPTER VI 
 
 SUPPLEMENTARY EXPERIMENTS AT ROSELLE, 
 PASSAIC AND STAMFORD 
 
 Although the results of the experimental work at both Speyer 
 School and Public School 48 are significant, the writer felt the need 
 of trying similar experiments in other schools. In the first place, 
 this would increase the number of pupil participants, and in the 
 second place it would test the study question method in other 
 localities than New York City. He therefore secured for experi- 
 mental purposes two sixth-grade classes at Passaic, New Jersey, 
 and four seventh-grade classes, two each at Roselle, New 
 Jersey, and Stamford, Connecticut. 
 
 At each of these three places, one two-week unit of the material 
 prepared for Speyer School and Public School 48 was used. The 
 teachers regularly in charge of the classrooms conducted the work, 
 following the same procedure as used in the New York City schools. 
 
 One hundred and sixty children participated in the experiments 
 at Roselle, Passaic, and Stamford. With the numbers at Speyer 
 School and Public School 48 added, this brings the total number 
 of children who were used in this investigation to about two 
 hundred and fifty. 
 
 Table VII, Appendix III, shows the results of the three two- 
 week units at the cities mentioned above. The E.C. at Roselle 
 was .978; at Passaic, .013; and at Stamford, 1.29. The E.C.’s at 
 both Stamford and Roselle are significant; that at Passaic is posi- 
 tive but so small as to indicate but a negligible difference between 
 the two groups. However, the summary, given in Table VIII, 
 Appendix III, is .99, which is equivalent, as previously stated, 
 to “practical certainty.” The results of these three supplemen- 
 tary experiments, therefore, confirm those obtained at Speyer 
 School and Public School 43. 
 
 37 
 
CHAPTER VII 
 REPORT OF WORK AT HACKENSACK 
 
 In laying his plans for the experimental work of this investi- 
 gation, the writer recognized the desirability of two types of 
 studies. It was obvious that carefully controlled experiments were 
 necessary in order to determine objectively the worth of the 
 questions. The preceding chapters have indicated the methods 
 and results of these controlled investigations. 
 
 It also seemed necessary, however, to determine the reception 
 likely to be accorded by teachers to the study questions. As has 
 been previously stated, it is important to show not only that a 
 new technique will do what it is expected to do, but also that it 
 will fit into present teaching practice. This latter question is 
 largely in the field of subjective judgment. Unsupported by 
 results from controlled experiments, such subjective evidence 
 might be of little value; but as one phase of a complete investi- 
 gation it seems to the writer to assume considerable importance. 
 
 To secure such evidence, the writer was able to obtain the 
 cooperation of the principal and two teachers of the sixth grade 
 in Public School 6, Hackensack, New Jersey. The experimenter 
 ascertained what material would be covered in geography for the 
 succeeding eight weeks; he then made study questions on this sub- 
 ject matter and sent them to the school. He had previously 
 discussed the possible value of such exercises with the teachers, 
 \/ but his only instructions were to use the material as they saw 
 fit. The study questions are given in Appendix II. 
 
 No attempt is made to give objective results of this work, 
 because such results were obtained elsewhere, and the purpose of 
 the course of procedure at Hackensack was to secure subjective, 
 not objective, data. The joint report of the two teachers who 
 participated in the study is given below. It is interesting to 
 remember in reading this statement that when the experimenter 
 first discussed the study questions with the teachers, one of them 
 was most doubtful of their value while the other was actively 
 hostile. 
 
 38 
 
Report of Work at Hackensack 39 
 
 “Tt has been our experience in the past that geography assignments to be 
 studied from the text were poorly prepared, the fault seeming to lie with the 
 assignments rather than with the pupils who struggled with them. Although 
 the student did his conscientious best the facts were simply not forthcoming 
 at the recitation period. Upon investigation and careful study of the situation 
 there seemed to be several reasons for this. 
 
 “When an assignment was given which required a study of the text in order 
 to solve a problem, any one or a combination of the following conditions 
 resulted. In the first place it frequently developed that some of the most 
 important facts had been overlooked. Those important facts that were found 
 were not always seen in their proper proportion, the child in his inexperience 
 confusing them with points of lesser value to the solution of the problem*in 
 hand. Sometimes the child’s study yielded data correct enough in their place 
 but bearing absolutely no relationship to the question under discussion. We 
 were expecting from the pupil an almost adult ability at taking and organizing | 
 notes with no previous training. 
 
 “The recitation period was approached with a feeling of uncertainty and 
 often ended in the same way. The tendency was to let the willing horse work, 
 and the lesson advanced through the efforts of a few. There seemed to be no 
 pride in having done a good task well. Those who were not well prepared 
 felt that they had skimmed through neatly; those who had carried the lesson 
 felt indignant at doing all the work. Dissatisfaction arose too from the fact 
 that the child who had really tried to study had brought in irrelevant material 
 which was not usable. He had had no criteria by which to judge his study, 
 and no means of knowing when he had accomplished what was required of 
 him or, indeed, whether he had accomplished it at all. In other subjects his 
 study work had definitely scorable results by which he could tell where he 
 stood; in geography he was helpless. Owing to his dissatisfaction at the turn 
 of events, or because of his lack of proper preparation, his interest lagged, © 
 flickered, and went out. This condition was more or less general. 
 
 “One of the causes of the difficulty found in preparing study assignments 
 from the text was the fact that the organization of the textbook, covering, as 
 it must, large units of work, did not readily lend itself to the smaller units of 
 study demanded by the type of assignment necessary to problem-solving, and 
 there was confusion and loss of time in having to read the entire text. The 
 questions which were found in the textbooks did not parallel the reading 
 matter and were more suitable for review or for guiding supplementary reading 
 than for initial study. Furthermore, the problems around which the author 
 had organized his material frequently were not similar to the problems raised 
 by the children, and information bearing upon the problem being solved by the 
 pupils was difficult to obtain. 
 
 ‘Since there was little interest in the lesson and less satisfaction from the 
 preparation of it, it was only to be expected that the retention of a lesson was 
 a minus quantity resulting in further dissatisfaction. It took tremendous 
 interest and enthusiasm on the part of the teacher to say nothing of a wide 
 knowledge of the subject matter to keep the lesson from becoming the acme 
 of boredom. 
 
 ‘‘A complete review of the curriculum made us conscious that results in 
 
= 
 
 40 A Method of Directing Children’s Study of Geography 
 
 subjects, such as arithmetic, spelling, reading and penmanship, in which defi- 
 nitely scorable results were obtained, were infinitely better than results in 
 geography or history where such questions were not used. Would definitely 
 scorable study questions on the text increase the efficiency of the pupil in 
 learning and retaining the geography lesson? It seemed worth trying. 
 
 “In using the study questions we first tried them, class against class on 
 equally divided sections of the text. Each class was without the questions 
 that the other class had. This was followed by a true-false test on the entire 
 section. The scorable results were not conclusive owing to the recitation factor, 
 
 ~but interest in geography had received a stimulus and the children wanted 
 ' questions for the entire unit studied. 
 
 “Next we tried the study questions in this way. One class was divided 
 into Teams A and B. The equal division was made with the help of geography 
 ratings plus pupils’ intelligence quotients. 
 
 “As a means of collection of facts preparatory to work on the problem on 
 Siberia, assignments to text reading were given. Team A had study questions. 
 Team B did not. There was no discussion of the reading. In a true and false 
 test which followed, Team A reached a very much higher average than Team B. 
 
 ‘What was more significant than the conclusive results of this experiment 
 was the fact that Team B begged that it might be allowed to re-read the text 
 using study questions and then to compete with Team A in a similar test. 
 As an added reason the pupils gave the argument that they would be better 
 prepared to solve the coming problem if they had previously answered the 
 study questions as an aid in remembering the facts. 
 
 “By way of further experiment the class was given the study questions for 
 a new unit, and the first few days given over to the preparation and discussion 
 of answers. Then the problem was set. Owing to some previous knowledge 
 of the subject a better problem was arrived at in shorter time. The pupils 
 were delighted to find how much of the problem they could already answer, 
 and the sections requiring more study or the use of reference material were 
 more quickly recognized and more enthusiastically attacked. 
 
 “After an eight-weeks trial we found that conditions had improved consider- 
 ably, the most striking feature being the interest of the pupils who were de- 
 manding study questions when they were not available. They were more 
 satisfied with their lessons because they could find without undue difficulty 
 all the facts necessary to enable them to participate freely in the lesson. The 
 fact that the preparation could be scored increased their responsibility and 
 appealed to their competitive instinct. 
 
 “At the conclusion of the experiment a class vote for an opinion on the 
 questions resulted in a response of fifty pupils favoring the questions and two 
 against them. Some of the reasons given for liking the questions were: 
 
 vy 1. The questions could all be answered from the text. 
 v 2. The pupils could get better grades. 
 ’ 3. The questions called attention to what was read. 
 “4. The questions made studying more interesting. 
 5. The questions required thought. 
 ‘ 6. The things you needed to know were found more easily. 
 7. The questions were interesting because they were like puzzles. 
 
Report of Work at Hackensack 4] 
 
 8. After answering the questions it was easier to remember them. 
 * 9. The pupils knew they were getting what they wanted. 
 
 “The two who voted against the questions gave as their reason the opinion 
 that the wording of the questions was too difficult. 
 
 “From the teachers’ standpoint the questions proved valuable because 
 they could be fitted to a more limited assignment and could be made to run 
 parallel to the students’ problems. They also put the facts to be learned in 
 the proper proportion. Besides furnishing the facts needed for the solution 
 of the problem, it was also a means of covering all essentials which might 
 not have come under the problem. 
 
 “The chief danger seems to be that the questions and the resulting advan- 
 tages from their use are too good and the temptation is to use them to the 
 exclusion of other teaching methods.” 
 
CHAPTER VIII 
 
 SUMMARY OF FINDINGS AND 
 THEIR APPLICATION 
 
 In order to secure the completely controlled conditions which 
 are necessary in such a series of investigations as has been 
 described, it is almost impossible to avoid creating certain arti- 
 ficial situations which would not obtain in ordinary schoolroom 
 procedure. Although unavoidable in many cases, such conditions 
 may well be recognized by the experimenter, and a statement of 
 them included in the summary of his investigations. 
 
 The writer believes that three such factors have entered into 
 his work. The first is implicit in the rotation experiment procedure, 
 Since Class A, for example, has the study-question method this 
 week and the traditional method next week, may there not be 
 some transfer of method from one week to the next? There was 
 no attempt to secure data on this point, and the evidence from the 
 two schools where the work lasted for six weeks is contradictory. 
 At the Speyer School, the first E.C. was .739, the second, .17 and 
 the third, 1.57. Had there been transfer of method, the two 
 groups would have become closer as the experiment proceeded. 
 On the other hand, at Public School 48, which used the same 
 materials, the E.C.’s were .59, .65, and .19, the final one being the 
 smallest as would have been the case if transfer had taken place. 
 In some of the study periods in which the control method was used, 
 the experimenter noticed that some of the pupils were taking 
 notes, which might be interpreted as some slight evidence of 
 transfer of method. 
 
 The facts probably are, however, that six weeks is far too short 
 a period to produce any change in methods of study which had 
 been built up through several years of school experience. No 
 attempt was made to insure transfer by discussing the values of 
 the two methods. Were the study-question method tried over a 
 period of years, the question of transfer might be readily tested. 
 
 The second factor which makes the experimental conditions 
 artificial consists in the fact that the children knew that the work 
 
 42 
 
Summary of Findings and Their Application 43 
 
 of the investigation was entirely separate from the regular school «_-“* 
 routine, and that the scores they received would have nothing 
 to do with their school marks. In addition, they knew that there 
 were to be no recitations in which the subject matter studied would 
 be discussed. ‘Two normal and potent sources of motivation were 
 therefore lacking. Of course, this situation was true of both 
 groups, experimental and control, and the writer has no evidence 
 that the E.C.’s would have been different if greater motivation 
 had been present. Further experimental work over an extended 
 period of time and under a normal school situation can alone 
 demonstrate the truth of the matter. 
 The third factor in the necessarily artificial situation grows out 
 
 of the second. Since there were to be no recitation periods, there 
 was no strong motivation to study carefully all of the lesson. 
 ‘ That is, unless an individual piece of information was specifically 
 called for by a study question, the tendency was, of course, for the ~~ 
 pupil to neglect it, since he knew he would not be held accountable 
 for it in a class discussion. ‘The experimenter recognized this 
 fact, and felt forced because of it to include as much of the subject 
 matter of the text in his study questions as he could. This fact 
 should be taken into account in judging the worth of the study 
 questions as questions; for in order to insure a careful reading of 
 all of the lesson, the writer had to include some material which 
 did not readily lend itself to the objectively scorable type of 
 questions. However, he did not feel safe in omitting it, since, as 
 previously stated, he did not make the tests and could not know, 
 therefore, what items of information they would call for. 
 
 Before giving the summary of findings, the writer feels that there 
 is some subjective evidence which should be presented in addition 
 to that included in Chapter VII. In the first place, he found 
 considerable trouble in enforcing discipline during the study periods ~ 
 under the control method. The pupils apparently read the assign- 
 ment through once, and from then on did not know what to do 
 with their time. It did not seem to occur to them to go back over 
 the assignment, raise questions about it, or ascertain and master 
 the important parts. On the other hand, disciplinary problems 
 scarcely entered into the situation during the periods when study 
 questions were used. The boys settled down to work and the 
 only difficulty the writer had was at the end of the hour when he 
 read the correct answers and the score values of the questions. 
 
44 A Method of Directing Children’s Study of Geography 
 
 At this time, the satisfaction over the correct answers was likely 
 to become too vociferous. 
 
 All of the teachers who have watched the work of the experiment 
 have spoken favorably of the interest which the study-questions 
 evoke. In one class at the Speyer School at the end of six weeks 
 of work, a vote was taken as to which kind of study the class 
 preferred. The class voted 24 to 6 in favor of the study-question 
 method. At Stamford, the teachers discussed the two methods 
 with the children at the end of the experiment, and noted their 
 comments. Some of these are given here. 
 
 “The reason why I liked the study papers was that we got more out of the 
 lesson.” 
 
 “T like the test papers because they are quicker and more fun.” 
 
 “They help you to follow the lesson.” iss 
 
 “Tt makes it easier to get 100 per cent.” 
 
 “Tt is fun to see how much you know without studying over again.” 
 
 “T like the study papers because they point out the most important things 
 and they are not easy to forget. It tells you something definite to study.” 
 
 “T like the study papers because they give us something definite to go by.” 
 
 For the purpose of summarizing the entire experiment, the 
 writer combined the distributions obtained at all of the schools 
 which participated in the investigation. He again employed the 
 formule of Yule and McCall which have been previously described. 
 Table IX, Appendix III, shows the results. The final experimental 
 coefficient is 1.62. Expressed in terms of a statement of chances, 
 this is greater than 65,000 to 1. 
 
 There remains the necessity of considering the meaning of these 
 results in terms of school practice. The experimental work seems 
 /to show clearly that the use of objectively scorable study questions 
 - on the geography text has definitely measurable results. These 
 results seem to be due to the fact that when such questions are 
 used the children react in an active way to the textbook material. 
 As stated in Chapter III the questions lead them to think, reason 
 or summarize on the basis of facts given in the text, to take notes 
 on the material studied, and to amplify quantitative statements 
 through computations which deal with familiar relationships. To 
 induce such reactions improves in an important way the. quality 
 of study, particularly in any lesson assignment which involves 
 the reading of the text. 
 
 For a long time teachers have been attempting to induce the 
 
Summary of Findings and Their Application 45 
 
 sort of reaction in study which is described above; the appreciation 
 of its necessity has been well recognized. The value of the study 
 questions, therefore, does not lie in uniqueness of purpose, but in 
 efficiency in attaining ends of recognized worth. 
 
 To determine objectively that the quality of study had been | 
 improved, the true-false test was used to ascertain the under- | 
 standing and mastery of subject matter by the children, with the © 
 
 results indicated above. If we define study as ‘‘the work that is 
 necessary in the assimilation of ideas” ! and accept the true-false 
 test as one method of testing this assimilation, then it must follow 
 that the objectively scorable study questions did improve the 
 methods of study of the children. If this be true, the value of 
 the questions will be recognized by many teachers who are 
 
 attempting to lead their pupils into better ways of working. So_ 
 
 much, then, may be considered as objectively established. 
 
 Proceeding now to subjective judgments of the worth of the 
 above facts in elementary school practice, the writer believes that 
 _the satisfaction resulting from the objectively scorable character 
 of the questions brings greater interest and effort instudy. He is 
 also convinced that the greater control over subject matter which 
 this method produces will be of real service to teachers whg are 
 striving to make the recitation period a time for group thinking 
 and problem-solving rather than for testing the knowledge of 
 individuals. 
 
 
 
 Finally, the study question method seems to offer great possi- 7 
 
 bilities of increasing the efficiency of problem study through 
 preparing children to select a problem intelligently and through 
 
 furnishing them a guide in the’mastery of data for its solution,” 
 
 The investigator finds a justification for these conclusions not 
 only in his own judgment but also in the corroborative evidence 
 of the statements of the Hackensack teachers who used the study 
 questions in classroom situations for eight weeks, and also in 
 statements from pupils in other schools where the method has 
 been tried. 
 
 If the statements be accepted as logical, what can be done to 
 put the objectively scorable questions into actual use in the 
 schools? It is admitted by the writer that the making of the 
 questions requires much time and thought, so that the average 
 teacher is likely to be discouraged at the prospect of framing them 
 
 1MecMurry, F. M., How to Study and Teaching How to Study, p. 26. 
 
 ce 
 
46 <A Method of Directing Children’s Study of Geography 
 
 for her own classes. In this situation, there are three possible 
 procedures. 
 
 First, the teacher may make them gradually, having them 
 mimeographed and keeping them from year to year. An attempt 
 has been made in Chapter II to show that the questions are 
 adaptable to different methods of teaching or approaches to subject 
 matter, in which respect they are similar to a good textbook. 
 Keeping them from year to year, therefore, will not have the 
 stultifying effect of keeping lesson plans from year to year. 
 
 Second, a city school system in which the same textbooks are 
 used throughout the schools may have one committee of teachers, 
 under the direction of a supervisor, write the study questions for 
 the entire city. They may then be published in handbook form. 
 
 By far the best method, however, in the opinion of the writer, 
 is to include the questions as part of the textbook. This may be 
 done through the publication of a study exercise book bound 
 separately, or else the questions may be incorporated in the text 
 itself. In the latter case, the children may be instructed not to 
 write the answers in the book, but to write them on separate 
 sheets of paper. 
 
 With regard to this suggestion, reference should again be made 
 to the fact stated in Chapter III that the objectively scorable 
 study questions are not intended to supplant the questions already 
 included in geography texts, in so far as the latter consist of 
 problems for group discussion and thinking, or for the guidance of 
 children in their collateral reading. These should still remain; the 
 objectively scorable questions may be added to help in the mastery 
 of the text. 
 
 Such a plan, to be sure, will increase somewhat the size of the 
 textbooks in geography. But the results of the experimental work 
 of this study tend to show that such increase, since it would be of 
 material benefit to both teachers and pupils, would be worthwhile. 
 
APPENDIX 
 
 I 
 STUDY QUESTIONS BASED ON 
 
 HUMAN GEOGRAPHY BY J. RUSSELL SMITH 
 
 STUDY SHEET I 
 
 Europe is called ‘‘the mother of nations.’’ Paragraphs 399 to 405 on pages 
 203 to 210 in your books tell why, and how the geography of Europe helped 
 it to become the mother of nations. 
 
 Read these paragraphs through twice. Then see how many of the ques- 
 tions below you can answer. After you bave answered all you can without 
 looking at the book, take the book again, check up on the answers you have 
 written and find the answers to the other questions. 
 
 I. Underline the two best reasons why Europe may be called the 
 
 II. 
 
 IIl. 
 
 IV. 
 
 mother of nations. 
 
 1. Europe is the smallest inhabited continent except Australia. 
 
 2. The people of Europe and the people who have recently gone 
 from Europe rule most of the world. 
 
 3. Europe is entirely in the eastern hemisphere. 
 
 4, Europeans have settled North America and South America and 
 Australia. 
 
 Cross out the wrong words. 
 
 best 
 
 continent for making energetic, civilized 
 poorest 
 
 Europe is the 
 
 men. A large part of its land is ey for farming and manufac- 
 turing. 
 
 Complete the following sentences by filling in the names of the cor- 
 rect continents. 
 
 5 | NOU a REE aa has a smaller cold region than .................. 
 BE erate so ai ty OR has a larger dry region than .................... 
 Pears an then ed ws’ has a smaller wheat and potato belt than ........ 
 ee Noy see aes has a larger corn and cotton belt than .......... 
 has a climate which nearly everywhere suits white 
 men. 
 
 SA 8p 656 6 @ 2 6 € 6 a & .@ 
 
 Cross out the wrong words. 
 
 are | 
 
 Europe has a shape and surface that well suited for human 
 are not f 
 
 life. 
 47 
 
48 A Method of Directing Children’s Study of Geography 
 
 plain 
 
 , through the center of Europe where 
 mountain range 
 
 There is a 
 
 farmi : 
 | armng is carried on. 
 mining 
 V. About how much larger is the average American farm than the aver- 
 
 age European farm? ............ Does this mean that North 
 America is more or less densely populated than Europe? .......... 
 
 VI. Underline the best reason why there are many nations in Europe. 
 1. Europe has three times as many people as North America. 
 2. European nations have developed a strong national spirit. 
 3. Many parts of Europe are protected from invasion by valleys, 
 bays, and peninsulas. 
 
 VII. Do you think that it would be correct to say that Europe has been 
 
 the mother of literature, art and music? ............ (Write yes 
 or no.) 
 
 VIII. Underline the two best reasons why Europe became the mother of 
 nations. 
 
 1. Europe is small. 
 
 2. Europe has a dense population. 
 
 3. Europe has a climate and land surface that are favorable to men. 
 4. Many parts of Europe are protected by natural barriers. 
 
 STUDY SHEET II 
 
 Sections 406 to 413, pages 210 to 214 tell about the Green Northlands of 
 Kurope. Paragraph 406 tells you what the principal industries of this section 
 ares). Write them heres i.e! aie bie ae andes... eee 
 
 Why are these the industries of the Green Northlands? Read from section 
 406 through section 413 with that question in mind. Read these sections 
 twice. Then see how many of the questions below you can answer. After 
 you have answered all you can without looking at the book, take the book 
 again and find the answers to the other questions. 
 
 I. Write the names of the islands which lie between Scotland, Norway 
 and Iceland!) 22a iy ve phils lee Mentapaae jy da , and 
 
 ih Oho sel e © fy ele 
 
 II. Underline the best reason why the land in this section is used chiefly 
 for pasturage. 
 1. There are many cattle and sheep there. 
 2. The islands are covered with snow in winter. 
 3. The islands are too wet to plow in the summer time. 
 
 III. Fill in the blank spaces. 
 
 Partly because of the fact that this region is not suited for agri- 
 culture, the chief industry of the people is ............ (look at the 
 picture on page 210) /..,.07) eee and) .40 tee ae are salted or 
 dried and exported. The people’s houses are made of ............ 
 BNC NAVE oeec ry eens roofs. 
 
IV. 
 
 VI. 
 
 VII. 
 
 VIIl. 
 
 IX. 
 
 Appendia | 49 
 
 Underline the best title for section 407. 
 
 1. Summer tourists in northern waters. 
 
 2. Why northern waters near Europe are warmer than those near 
 North America. 
 
 3. The Gulf Stream. — 
 
 4. Ocean currents of the Atlantic Ocean. 
 
 . Cross out the wrong words. 
 
 ee than they 
 warmer 
 would otherwise be. The Gulf Stream flows from the Caribbean Sea 
 
 Ocean currents make the lands we are studying 
 
 ( ° 
 and the Gulf of Mexico ‘ Be across the cttw Ocean. 
 \ northwest Pacific 
 twice 
 This current has 410 times as much water as the Mississippi 
 
 1,800 times 
 River. 
 
 Mark a T before the sentence below if it is true and an F if it is false. 
 .... The ports on the eastern coast of Siberia are open longer 
 than those on the western coast of Norway. 
 
 LP) 
 
 Fill in the space below with the words “‘water”’ or ‘‘earth.’’ Be sure 
 to put the right word in the right space. 
 
 PUA daira ae heats more slowly than ............. 
 
 ETL AN A Pe cools more slowly than ............. 
 
 Mele AMES is warmed to a greater depth than ............. 
 
 iS ah gs baie > Se holds its heat a shorter time than ............. 
 
 Cross out the wrong words. 
 is independent 
 oath hea to esta 
 very intelligent \ 
 
 De ie: We very intelligent 
 
 Would you think of the coast of Norway as a good place to farm? 
 (Write yes or no.) 
 Pe ERAT Ear ot Are Norwegian fjords much like the mouth of the 
 Hudson River? ............ 
 Underline the chief industries of Norway. 
 
 Lumbering 
 
 Cotton growing 
 
 Rice growing 
 
 Fishing 
 
 Mining 
 
 . Write a T before the sentences below if they are true and an F if 
 
 they are false. 
 .... Norwegian ships carry only Norwegian products. 
 .... Water power will probably be an important factor in the 
 future industrial development of Norway and Iceland. 
 
50 <A Method of Directing Children’s Study of Geography 
 
 TEST I 
 
 Put a T before each true statement and an F before each false statement. 
 
 oe er ee eee 
 
 $8 16), ‘Abt Ss 8Le 
 
 ob Fe 9 oes Ss 
 
 eo. \e) @ @ -Le 
 
 & -& @ 16 (oo 6 
 
 &” & je 2) 6) ee) oe 
 
 6) & 0 6.8) 6 oe 
 
 Che 16. 16 10 Fee To 
 
 @ ©) 0 ¢ Jb) 6. 6 ts 
 
 19) 8 We 8B. 16.6 
 
 2.0 6 5 6 pe 
 
 wm Mp) te. le, eas 6 
 
 1 
 2 
 3 
 
 Europe is the smallest of the six continents. 
 North America has a climate more favorable to man than Europe. 
 Europe produces more wheat than North America. 
 
 4 Grain crops can be raised in nearly all of Central Europe. 
 
 5 
 
 Asia is the only continent which has a larger population than 
 Europe. 
 
 6 The population of Europe is five times as great as that of North 
 
 i, 
 8 
 
 9 
 
 America. 
 
 The average size of farms in Europe is about 130 acres. 
 
 The presence of numerous separated, sheltered sections favored 
 the development of many nations in Europe. 
 The development of railroads and transportation made it possible 
 for the United States to become a large, single nation. 
 
 10 England found it difficult to become a nation because its enemies 
 
 17 
 
 18 
 
 found it easy to attack England by water. 
 
 It is best to “See America First’? because Europe has few attrac- 
 tions for the tourist. 
 
 Most of the world’s great art has been produced in Europe. 
 Europe has no buildings which were built before Columbus dis- 
 covered America. 
 
 There are cities in Europe which are two thousand years old. 
 Countries like Spain and Italy were developed as separate nations 
 because the mountains along the north protected them from 
 attack by enemies. 
 
 16 The manufacturing area of Europe is located in the northern and 
 
 eastern sections. 
 Because of the overcrowding of population of Europe, many 
 people have migrated to North and South America. 
 
 The cotton belt in Europe is located in Southern Europe, near 
 the Mediterranean Sea. 
 
 19 India and the Americas export wheat to western Europe. 
 20 The unfavorable climate of western Europe has caused the 
 
 population to be most dense on the eastern plain. 
 
 21 The summers in the Green Northlands are cool and very wet. 
 22 The climate of the Northlands is favorable to the growth of grass 
 
 crops. 
 
 23 Grazing is one of the chief occupations of the Northlands. 
 24 The average temperature of any region is determined entirely 
 
 by its distance from the equator. 
 
 25 The waters of the Gulf Stream temper the climate of North 
 
 America. 
 
Appendix 51 
 
 Soe 26 Iceland, which lies near the Arctic Circle, has a climate more 
 severe in winter than Canada and northern New England. 
 
 Pee ass 27 Agriculture is the chief industry of Norway. 
 
 MS 28 The Icelanders are people of Norwegian descent. 
 
 ena ks 29 Fjords are the rich fertile valleys found in the mountains of 
 Norway. 
 
 ........30 The Gulf Stream is like a river of warm water flowing through the 
 northern Atlantic Ocean. 
 
 int hae 31 It requires more heat to raise the temperature of water than to 
 raise the temperature of an equal amount of earth, and the water 
 holds the heat longer. 
 rs. 6 32 The coastal plain of Norway most resembles our Atlantic coastal 
 plain. 
 ere 33 The direction of the prevailing winds helps to force the Gulf 
 Stream toward the western coast of Europe. 
 Hee <3 34 The lack of modern agricultural tools is the chief cause of the 
 Norwegians turning to the shipping industry. 
 Pigae o'', 35 Few fish are found in the cold waters about Norway. 
 Wer eat 36 Norway has made great strides in developing the water power 
 of her rivers. 
 Miiaas 6. 37 Iceland is lacking in water power to develop. 
 ‘ee 38 The people of Iceland are among the most intelligent and best 
 educated people in the world. 
 39 Norwegian shipping has been developed because of the lack of 
 agricultural resources in the homeland. 
 ake 5. 40 Norwegian shipping is engaged chiefly in the export and import 
 trade for her own country. 
 
 STUDY SHEET III 
 
 Tue Unitep KInGcpom 
 
 vas FS 6 le 6 
 
 At the time that Columbus discovered America, the British Isles were 
 largely engaged in farming. Now they represent the greatest manufacturing 
 center in the world. How did this change come about? Read from section 
 414 through section 423, pages 214 through 218, and find out the answer. 
 Read these sections twice. Then see how many of the questions below you 
 can answer without looking at the book. After you have answered all you can, 
 take your book and find the answers to the others. Read the text through twice 
 before you begin answering the questions. 
 
 I. Write the correct names under 1, 2, and 3. 
 1. England, Scotland, and Wales. 
 
 Wena Se 6 & OOS OS 6 6 es Oe 6 HE OLD 
 Cie a Uma CO 8.8 8 6) es be Pe oa OG, @ 
 
 Bite 656) eo @ #01 oe a 8 fal 6 E46, 6\'2, 8: 
 
52 A Method of Directing Children’s Study of Geography 
 
 i 
 
 LB a 
 
 LY 
 
 Vi 
 
 VII. 
 
 VIII. 
 
 IX. 
 
 AL; 
 
 Underline the effect of the ice sheet (glacier) on the British Isles. 
 1. Made the country cold. 
 
 2. Deposited coal and iron. 
 
 3. Made many lakes. 
 
 Cross out the wrong words. 
 
 The mountains in the British Isles are in 
 1. Southern Scotland. 
 
 2. England. 
 
 3. Wales. 
 
 Underline the reason why Ireland and England were once like each 
 other. 
 
 1. About the same size. 
 
 2. Swampy. 
 
 3. Mountainous. 
 
 . Underline what the surface of Ireland reminds you of. 
 
 1. A plate with a turned-up edge. 
 2. A flat piece of tin. 
 3. A high mountain. 
 
 Underline the correct answer. 
 
 Dr. Huntington says the energy of the British people is due to 
 1. The cold climate. 
 
 2. The Gulf Stream. 
 
 3. Frequent changes in climate. 
 
 Remember your lessons last week about the effect of the Gulf Stream 
 on the western coast of England. Cross out the wrong words below. 
 
 The summers in England are Goal and the winters are warm | f 
 hot J cold f{ 
 
 Underline the products for which the English climate is suited. 
 
 Corn Rye Potatoes 
 
 Wheat Small grains Tobacco 
 
 Cotton Sugar Garden vegetables 
 About how much greater is the British yield per acre of wheat, than 
 that in the United States? .......... Is England growing more 
 or less wheat than she did 100 years ago? .......... Write after 
 this sentence the two industries which have taken the place of wheat 
 growing in Enelands) Ghia kar ee and 2...) soe 
 
 . Fill in the blank spaces. 
 
 The climate of Ireland is too .......... for wheat. The chief 
 agricultural products are .......... ar: its MME eee , and 
 Beth, Pe earl nity. 284 Houses are built of .......... The people 
 Gare hee ce eae in their fires. 
 If you drove through Ireland, what farm animals would you expect 
 
 to see? 
 
aL. 
 
 XIII. 
 
 XIV. 
 
 XV. 
 
 XVI. 
 
 XVII. 
 
 Appendix 53 
 
 Cross out the wrong words. 
 
 In 1492 the richest men in England lived in northeastern | England. 
 southwestern{ 
 Their chief industry was Seaside 
 farming 
 
 Fill in the blank spaces. 
 
 BEFORE THE INVENTION OF THE STEAM ENGINE 
 1. The power for weaving was .............. power. 
 IE CGAOTIN OVALS) INBAIG: 19) hyo srtd savant koae has 
 
 Beech OWI WELG. Aili nts o sve Us in number. 
 
 ao (sPain nelda Nad denser cs oe ele ce ee vada 
 AFTER THE INVENTION OF THE STEAM ENGINE 
 1. The power for weaving was .............. 
 
 ee SE Loti Was TIAdG IN ee. aes hen tl 
 
 BUS LOWNA WErOl coy coche oe ello in number. 
 
 AO UCORL nels Nad. Censer foes eke yc. 
 
 Cross out the wrong words. 
 
 The coal fields in the United States are (. fa th tei ; the sea, while 
 those in England are oe \ the sea. 
 far from | 
 Coal fields are busy centers of leat: 
 agriculture 
 Me ., } easier wis 
 The position of the coal fields made it Holic. for Great Britain to 
 
 raw materials 
 
 raw materials pee iy 
 : finished products | 
 
 finished products 
 countries. 
 
 and to send out 
 
 Underline the two best reasons why Manchester became the greatest 
 manufacturing center in the world. 
 
 1. It is near the sea. 
 
 2. It has a damp climate. 
 
 3. It is in Lancashire. 
 
 4, One can hear spinning machines there. 
 
 The average schoolroom is about thirty feet long. 
 
 The amount of cotton which Great Britain manufactures for every 
 person in the United States would go how many times across such 
 BAPOOTUTIY Gta nie tans haa tae 
 
 Write below the three other textiles which the British Isles manu- 
 facture. Write in the next space one city which manufactures it. 
 Write in the third space one use to which you have seen this textile 
 put. 
 
54 <A Method of Directing Children’s Study of Geography 
 
 STUDY SHEET IV 
 
 Remember our problem for the last lesson, ‘‘How did Great Britain become 
 a great manufacturing center?”’ Now add this problem, ‘‘What is the char- 
 acter of life in Great Britain today?’ Read from section 424 through section 
 439, pages 218 through 224 with these two problems in mind. Read this 
 through twice. Then see how many questions below you can answer without 
 looking at your book. After you have answered all you can, open your book 
 again and find the answers to the others. Do not begin to answer the questions 
 below until you have read the lesson twice. 
 
 I. Write one manufactured product after each city. 
 Lo Birmingham yee oe tes nate te 
 2 DEINOLE # te, Se saree coed hae 
 Bo ANGWCASLICO Aoi coh eae ee ee 
 4 Glaser Wa sitiaas cee Waker at eee 
 
 II. Underline the two best reasons why England is the greatest manu- 
 facturing center in the world, especially for ships. 
 1. England has many good harbors. 
 2. There is plenty of coal there to run the shipyard machinery. 
 3. England leads the world in commerce. 
 4. England has many colonies. 
 III. Cross out the wrong words. 
 
 The Clyde River is oe Spt 
 
 one of the ee shipbuilding center(s) in 
 
 the world. Belfast is a center for {... ~,,.._»* British coal is 
 shipbuilding 
 used for smelting | pace, ores. 
 only iron 
 
 IV. Underline the best title for section 425. 
 1. The many people who live in English cities. 
 2. How Garden Cities in England are making city life pleasanter. 
 3. How cities make men unfit for military service. 
 4. How a stenographer started a garden city. 
 V. Cross out the wrong words. 
 sats, for football. 
 {cool 
 \hot 
 
 VI. On the left of the page are some facts about England. Below this 
 are the results of these facts. Select the correct result for each fact 
 and write it in the blank space after the fact. 
 
 1. Sea boundary between England and Europe ................: 
 2. Many drowned valleys like Hudson River ................. 
 
 3. British factories produce goods for foreign countries ............. 
 Results: 
 
 Great Britain is a great importing and exporting center. 
 
 Great Britain has been able to keep out of wars. 
 
 Excellent harbors for shipping and trade. 
 
 The winters in England are 
 
 Other sports are played in the summers. 
 
VIL 
 
 VIII. 
 IX. 
 
 ‘0b 
 
 XII. 
 
 XIII. 
 
 XIV. 
 
 m © be 
 
 Appendix 55 
 
 Write in the blank spaces ‘“To Eng.” before things that are imported 
 into England and “From Eng.” before things that are sent out of 
 England. 
 
 One A aoe Butter SEN bet Uientic ins CANOORS 
 a ee COtLOn GlOLN enn haut, cue. bese.) RALDDAF 
 neo ace Lumber Dan te hae tare cas ESTOS 
 LAPS Machinery ee aie aod oe, ORE 
 
 (in large amount) 
 Would a British harbor look much like downtown New York?....... 
 
 Write the name of the greatest trade center in the world ........... 
 
 . Underline the best description of an “entrepot.”’ 
 
 1. A place where goods are brought into a country. 
 
 2. A place where goods are imported from one country and exported 
 to another country. 
 
 3. A place from which goods are exported. 
 
 Write a T or an F in front of these sentences. 
 
 .... England has a small carrying trade. 
 
 .... The quickest way to go from New York to Russia is through 
 England. 
 
 .... The English are not an energetic people. 
 
 Underline the best title for section 437. 
 
 1. How England has come to hold large foreign investments. 
 2. English financiers abroad. 
 
 3. Ranches in Australia and diamond mines in Africa. 
 
 4. London as the world’s greatest banking center. 
 
 Write below three ways by which the English have gotten possession 
 of new countries. After the last way, write the name of a man who 
 added to the Empire in that way. 
 
 Underline the three things which give the greatest promise for the 
 future of England. 
 
 Agriculture The climate of the country Oil production 
 Coal deposits Grazing Cattle breeding 
 TEST II 
 
 Put a T before each true statement and an F before each false one. 
 
 . England, Scotland, Wales and Ireland form the British Empire. 
 . Because of her climate, England produces much wool. 
 
 . There are many mountains in southeastern England. 
 
 . Ireland has rough, rugged surface like that of Scotland. 
 
56 A Method of Directing Children’s Study of Geography 
 
 cnr 
 
 ail oP) 
 
 om 0 
 
 . Rapid changes of weather cause people to feel energetic. 
 
 . Many of the cyclonic storms from the United States pass over the 
 
 British Isle. 
 
 . Ireland has a cool, damp climate. 
 
 . Corn is raised in great abundance in Ireland. 
 
 . Ireland is called the Emerald Isle because of the peculiar color of 
 
 the soil. 
 
 . The mild climate of England is determined largely by her nearness 
 
 to the equator. 
 
 . The English produce a greater number of bushels of wheat to the 
 
 acre than we do here in the United States. 
 
 . Much of England is devoted to dairy farming. 
 
 . Farming is the chief industry of Ireland. 
 
 . Before the development of machinery, England was a great man- 
 
 ufacturing center in Europe. 
 
 . The development of power machinery took the weaving of cloth, 
 
 out of the homes where it had been done before. 
 
 . Many of England’s coal mines lie near the sea. 
 
 . Manchester is the chief cotton manufacturing center of the world. 
 
 . Because of the damp climate, great difficulties are encountered in 
 
 weaving cotton and linen in the British Isles. 
 
 . In Ireland most of the weaving is still done in the homes, especially 
 
 around Belfast. 
 
 . The manufacturing centers are located largely along the eastern 
 
 coast of England. 
 
 . Sheffield is the center of the manufacture of cutlery. 
 
 . England is exceeded by the United States in the amount of ship- 
 
 building she does. 
 
 . Great Britain imports coal from the United States and Italy. 
 
 . Most of the people of the British Isles live in cities. 
 
 The climate of England is too severe for out-door sports in the 
 winter. 
 
 . England’s location near the mainland of Europe has helped her to 
 
 neta 
 
 teonteiat 
 
 atthe wash 
 . 00. 
 
 pay 
 
 become a great trading nation. 
 
 Much of the coast of the British Isles is bleak and forbidding like 
 that of northwestern North America. 
 
 British prosperity depends on the trade which her steamship lines 
 and manufacturing make possible. 
 
 England is the greatest trade center of the world. 
 
 American manufacturers go to England to buy raw products pro- 
 duced in many distant countries. 
 
 New York City is a greater trade center than London. 
 England has invested large sums of money in foreign countries. 
 
Appendix 57 
 
 ..33. London is regaining her position as the world’s greatest financial 
 center. 
 
 ..34. The British are a home-loving people who do not like to leave the 
 mother land. 
 
 ..80. England is fast approaching her limit of growth in wealth and 
 population. 
 
 ...386. Agriculture is the chief industry of the British Isles. 
 
 ..d7. The abundance of coal in the British Isles enables the people to 
 engage in manufacturing. 
 
 ..88. The energy of the British people has built up an empire greater than 
 the United States and all her possessions. 
 
 ..39. England produces most of the food needed to support her popula- 
 tion. 
 
 ..40. The British government has extended its boundaries in the interest 
 of trade. 
 
 STUDY SHEET V 
 
 Turn to the regional map on pages 204-205. Find section C of this map. 
 Section C includes parts of Germany and France and all of Belgium and Hol- 
 land. The green parts of this map are very low in altitude. Notice that all 
 of section C is low. 
 
 Because they are low, that is, near sea level, these countries have certain 
 problems which are different from those of England about which you have 
 just been studying. What are these problems and how do the people solve 
 them? Read from section 440 through section 445 and find out. Read these 
 sections through twice. Then see how many of the questions below you can 
 answer without looking at your book. After you have answered all you can, 
 open your books and find the answers to the others. 
 
 I. The Low Countries are the delta of the Rhine River. Underline the 
 best explanation below of how a delta is formed. 
 1. The sea fills in the land. 
 2. The glaciers make it. 
 3. A river carries sediment and deposits it near its mouth. 
 II. The Low Countries are remarkable for two things. Write them 
 below. 
 
 III. The Lowlands have two advantages. Write them below. Then 
 write in the next space the two industries for which these advantages 
 are a help. 
 
 IV. edeitine the phrase which tells what Dutch windmills do. 
 1. Pump water from fields into the sea. 
 2. Run cotton mills. 
 3. Run dredges to deepen the rivers. 
 
58 A Method of Directing Children’s Study of Geography 
 
 V. Underline the best title for section 442. 
 1. Agriculture in the Low Countries. 
 2. How the Low Countries make the most of their land. 
 3. Raising potatoes in the Rhine Valley. 
 
 VI. An acre of wheat in Belgium yields about how many times as many 
 bushels as an acre in the United States? ............ An acre 
 of potatoes in Holland yields about how many times as many bushels 
 as an acre in the United States? ........ 
 
 VII. Underline three other products of the Low Countries. 
 
 Sugar beets Cheese Tobacco Oats 
 Corn Rice Butter Flower bulbs 
 Cotton Forage beets Rye 
 
 VIII. Underline the best reason why the same people in the Low Countries 
 engage in both manufacturing and farming to a greater extent than 
 they do in Great Britain. 
 
 1. There is more farm land in Great Britain. 
 2. There is less coal in the Low Countries than in England. 
 3. Raw products are produced more in the Low Countries. 
 
 IX. What do we call people in this country who work in a city and live 
 in the country, traveling to and from the city by train? 
 
 i i) 
 
 X. Underline the best reason why the Rhine Valley which ends in the 
 Low Countries is like the Hudson River. 
 1. They are both important rivers. 
 2. Both rivers allow shipping to enter easily into the Atlantic Ocean. 
 3. Both rivers form a trade route from important sections within a 
 country to a great ocean. 
 
 XI. Below on the left are three problems which the Low Countries have 
 to face. Below these are three ways that the Low Countries use to 
 solve these problems. Select the right solution for each problem and 
 write it in the blank space. 
 
 Problems. 
 
 1. Rivers fill up with sediment... 2... 5....... 4. +e 
 2. More dock room needed.) | - .... 2... 64.» Se 
 3. Hard to. build roads in damp countries. .|.... 0. .2. eee 
 
 Solutions. 
 
 Use canals for roads. 
 Building greater docks. 
 Dredge rivers and make dikes. 
 
 STUDY SHEET VI 
 
 In our last lesson we learned of some of the problems of the Low Countries 
 of Europe. This lesson tells how a great manufacturing center has been built 
 up there. Read sections 446 through 451 and find out about it. Read these 
 
Appendix 59 
 
 sections through twice. Then see how many of the questions below you can 
 answer without looking at your book. After you have answered all you can, 
 open your book and find the answers to the others. 
 
 I. Underline the best reason why the harbors of the Low Countries are 
 
 SLs 
 
 III. 
 
 Dy 
 
 ‘EL 
 
 VII. 
 
 called’ a Gateway Region. 
 
 1. Antwerp, Rotterdam and Amsterdam are busy places. 
 
 2. Every day ships unload there. 
 
 3. Antwerp is a great entrepot. 
 
 4. Goods enter through these ports and are reshipped to the interior 
 of Europe. 
 
 Underline the kind of products which are traded in most extensively 
 in the Low Country ports. 
 
 Tobacco, cinnamon, grain, cotton, lumber and other raw prod- 
 ducts, ivory. 
 
 Cross out the wrong words. 
 
 ees 
 
 oe region is served through the ports of the Low Countries. 
 
 eae? St . focean vessels Italy 
 Merchandise is shipped in iRhing Gre as far as | NPE Als H 
 
 raw materials 
 
 manufactured goods Habe! Si aped 
 
 They bring back to the ports 
 
 exports 
 
 abroad. Belgium ‘ coal to other lands. 
 imports 
 
 Summarize in two words each of the four advantages of the Low 
 Countries for manufacturing. 
 
 . Underline the best reason why the factories of the Low Countries 
 
 are like those of England. 
 
 1. Both are very important. 
 
 2. Both use raw materials. 
 
 3. Both import their raw materials. 
 
 Fill in the blank spaces. 
 The landscape in Holland and Belgium is like a procession of...... 
 Meee Ss Iron ore for factories comes from the province of ........ 
 
 Beli ial re in the country of ............. The greatest iron manu- 
 facturing region is near ........66...0045 RRA NEN hs oe River 
 carries the ore to the famous ............ Works, which formerly 
 
 manufactured guns. Now this plant manufactures ............... 
 
 Write below the names of four great textile centers. 
 Write after each one the country in which it is located. 
 
60 <A Method of Directing Children’s Study of Geography 
 
 VIII. Write below three manufactured products for which much coal is 
 used in the Low Countries. 
 
 IS eis tasty itty stl VP ieee Vena hic a 3.4 Sad ee ee 
 IX. Write below the names of three great manufacturing cities of Belgium. 
 LOG Ae 2. WAL RA ee eae Sa: ls, Ske SAUL 
 
 X. Write below the names of two important products of the Low Coun- 
 tries which show how intensive manufacturing is carried on. Under- 
 line the one which is manufactured in homes of the people. 
 
 XI. Underline the best reason why Holland imports stone and logs from 
 Norway and Sweden. 
 1. There are great quarries and lumber yards in Scandinavia. 
 2. Stones and logs are used in making dikes. 
 3. Holland does not have enough stone and logs for her needs. 
 XII. Underline the best reason why the people of the Low Countries 
 speak several languages. 
 1. They are well educated. 
 2. Several languages were developed in the region of the Low Coun- 
 tries. 
 3. Four nations which speak different languages live very close to- 
 gether. 
 
 XIII. Cross out the wrong words. 
 : : lazy 
 
 The people of this section are fF ae ni 
 more 
 fewer 
 absolute 
 limited 
 {little mies 
 where the people have ee voice in the government. These two 
 
 colonies. 
 
 Although the region is very small, it has | people than all of 
 
 New England. Holland and Belgium are | monarchies 
 
 few 
 
 XIV. Underline the greatest possibility for future development in the Low 
 Countries. 
 1. Trade and manufacturing. 
 2. Agricultural pursuits. 
 3. Grazing. 
 
 countries have marae 
 
 TEST III 
 
 Put a T before each true statement and an F before each false one. 
 
 Oe oda ic 1. In the Low Countries, the rivers flow through narrow valleys 
 cut deep below the surface of the land. 
 
 SUE! 2. The lower Rhine valley is the greatest manufacturing region of 
 the mainland of Europe. 
 
 Weaisteny 3. The Low Countries have taken much land from the sea by build- 
 ing dikes and pumping out the water. 
 
eoeereeae 6 
 
 eeereeeere 
 
 eeeveevese 
 
 oer e er eee 
 
 COR © 6 9 tw 6 
 
 Sa Cie ep @€ 6 9 
 
 ae 9 ¢ 10 6 die 
 
 seer ee vee 
 
 w ss wee 6 « 
 
 eevee eeve 
 
 oe eee eee 
 
 ers ees ere 
 
 Appendix 61 
 
 . The land won from the sea is not of very high quality. 
 . Windmills are used for pumping out the water in the Lowlands. 
 . Farmers in the United States make more money per acre than 
 
 those in the Lowlands. 
 
 . Much rice is raised in the Lowlands, which are too wet for other 
 
 crops. 
 
 . The Dutch use much Canadian butter and oleomargarine because 
 
 they do not produce enough to supply their own needs. 
 
 . The potato yield per acre in the Lowlands is higher than that in 
 
 America. 
 
 . The Dutch farmers raise tulips and hyacinths because they are 
 
 a flower-loving people. 
 
 . Germany has more experimental stations for agriculture for her 
 
 size than the United States has. 
 
 . Because of the lack of fuel for manufacturing, the Low Coun- 
 
 tries have encouraged farming. 
 
 . Farming is the most important industry in Belgium. 
 . The Rhine River forms a great trade route to the base of the 
 
 Alps. 
 
 . The flat country and many rivers make travel very easy in the 
 
 Low Countries. 
 
 . Little work has been done on the Rhine River to make it navi- 
 
 gable. 
 
 . The canal system of the Low Countries is much less extensive 
 
 than that in New York State. 
 
 . The mouth of the Rhine River opens on one of the great trade 
 
 routes of the world. 
 
 . The Low Countries have spent much money improving their 
 
 harbors. 
 
 . Only horses are used to pull the milk wagons in Holland and 
 
 Belgium. 
 
 . Antwerp has the greatest entrepot trade of any European country. 
 . The great majority of the trade of the Low Country ports is in 
 
 manufactured goods which are being shipped to all ports of the 
 world. 
 
 . Antwerp is the chief ivory market of the world. 
 . The United States ships much food and raw materials to the 
 
 Low Countries. 
 
 . Belgium exports much coal. 
 . The high state of development of agriculture has checked the 
 
 growth of manufacturing in the Low Countries. 
 
 . The climate of the Low Countries is much like that of Eastern 
 
 Canada. 
 
62 A 
 
 there Sretere eS 
 orehe te 2 e ®\0 
 “ee eevee 
 
 eta we ese Ss 
 
 xD Sie wees 
 alin ws wsey «aay & 
 
 oe © © e 6 
 > 4) 6.0) 8, 6 e!'® 
 
 eeresvseee 
 
 Method of Directing Children’s Study of Geography 
 
 28. Belgium is the only country in this region which produces coal. 
 29. The factories of this region import most of their raw materials. 
 30.. Essen is at the center of the iron producing regions. 
 
 31. The Krupp works now produce some of the world’s greatest guns. 
 
 32. The factories of the Low Countries are so busy manufacturing 
 iron goods that they do not have much time for textiles. 
 
 33. Amsterdam is the world’s greatest diamond center. 
 
 34. Holland exports large quantities of stone and logs. 
 
 35. It is necessary for the business people of this region to be able 
 to use many languages. 
 
 36. Holland and Belgium have a population greater than that of New 
 England. 
 
 37. Holland and Belgium together have a larger area than Texas. 
 
 38. The cities of this region are noted for their neatness and industry. 
 
 39. Siberia is the largest colony of Belgium. 
 
 40. The people of the Low Countries are dependent for prosperity 
 and future growth on the foods and raw materials imported 
 from abroad. 
 
 STUDY SHEET VII 
 
 Tue Great ATLANTIC PLAIN OF FRANCE 
 
 Turn to the map on pages 204-205. Look at the great green section of 
 
 France. 
 
 Green on this map means that the country islow. Sections 452-459 
 
 describe this region. Read these through twice. ‘Then see how many of the 
 questions below you can answer without looking at the book. After you have 
 answered all you can, open your book and find the answers to the other 
 questions. 
 
 a7 
 
 Cross out the wrong words. 
 
 The great plain of the French Republic slopes ft and 
 
 nave east | toward the sea. It is a PART el Aa section with 
 northwest agricultural 
 few 
 
 nae cities. The climate is warmer than that of England, though 
 
 much ee it. This section has Ms coal. It supports itself 
 unlike much 
 Faroueh bers: \. 
 manufacturing 
 
 II. 
 
 Cross out all the wrong sentences. 
 
 . The French people rent their farms. 
 
 . The French farmers live in little villages. 
 
 . The French farmers each own a few acres. 
 . The French farmers live on their farms. 
 
 Ee Wh Re 
 
III. 
 
 IV. 
 
 VI. 
 
 VII. 
 
 VIII. 
 
 IX. 
 
 Appendix 63 
 
 Look at the picture on page 235. Underline the best reason for the 
 different colors. 
 
 1. The soil is of different colors. 
 
 2. The crops have different colors. 
 
 Underline the most important kinds of animal breeding in France. 
 Horses Sheep Swine Cows Goats 
 
 . Write below the names of the cities near which the chief wine districts 
 
 are located. 
 
 Write three of its chief products atte Brittany, and one after Nor- 
 mandy. 
 
 RE wn erode ks IMOEITIAICEY bah. Scheie stage) Linea, 
 STE Se NI SOR 
 
 What is the name of the popular song which will help you to remember 
 
 ICE IEL DIOUUNCGC Wh. vapid se eta e eth esc sid picid ies Kate disc ete 
 
 Write an F before the sentences below which are especially true of the 
 
 people of France and an A before those which are true of the people 
 
 of America. 
 
 ....1. Save money and put it in the bank. 
 
 ....2. Make good dishes to eat, out of left-overs. 
 
 ....0. Waste much food. 
 
 ....4. Pack vegetables in wooden crates which are later thrown 
 away. . 
 
 ....5. Use willow baskets for vegetables, which are made by the 
 people themselves. 
 
 ....6. Get two crops, one of vegetables and one of nuts from the 
 same land. 
 
 ....¢. Careless of forest reserves. 
 
 Underline the best reason why pine trees keep the sand from blowing 
 
 inland and burying the forests. 
 
 1. The pine trees produce turpentine. 
 
 2. The trees hold the water in the soil. 
 
 3. The roots of the trees hold the sand from blowing. 
 
 In figures 372 and 374 there are shown three artistic things which are 
 
 mentioned in the first two paragraphs in section 456. Write their 
 
 names below. 
 
 Pew s. SILI BD ARIA RO. HS GE ee. ae Le eee 
 
 Now write below the name of the kind of artistic work which is men- 
 
 tioned in these paragraphs but which is not shown in these pictures. 
 
 . Below are the names of three cities of France. Write after each the 
 
 most important thing for which it is noted. Write two things if you 
 want to. 
 
 ies SEER Som CALS ccrten alate he Ce ved (bs take eben baraiicd wcwtags vate ie 
 
 STE Mickie Maraciry SILA AAEe gh uneiuaod cin kd ndiwe ned aaiess 
 
 OEIC SEE IES? Ban REG RLS EPS oan a a 
 
64 <A Method of Directing Children’s Study of Geography 
 
 XI. Turn to the map on page 204, and find Bordeaux and Havre. Put 
 the name of the body of water on which each is located after their 
 names below. Then write in the next spaces two important products 
 which are handled by Havre and one by Bordeaux. 
 
 Havre). silos ot dates ees Dae e's dew Sie ltlel ae i 
 PAPI MAA A 
 DOPUGAUN ss cy eer ow ne eer | PP 
 What city has direct communication mith Paris?. <a S sacee eae 
 XII. Cross out the wrong words. 
 
 1 Canals 
 
 The Atlantic plain of France is by equipped for trade. Bays 
 poorly Rivers 
 
 connect France with great coal fields. 
 
 XIII. It takes about twenty-four hours to go from New York to Chicago. 
 About how many times as long is this as the time it takes to go from 
 London to’ Parist,).3i ies noe ee eee Would the service by air- 
 plane take longer or shorter? ...............e000- 
 
 XIV. Underline the best definition of a centralized government. 
 1. A government of a republican form. 
 2. A government in which much power is given to one centralized 
 authority. 
 3. A government in which much of the power is in the hands of the 
 separate counties, cities and districts. 
 
 XV. Underline below the sections where France’s chief colonies are. 
 Underline twice the ones where white men can live. 
 1. North Africa 3. South Africa 6. Southwestern Asia 
 2. Central Africa 4. North Asia 7. Southeastern Asia 
 5. Central Asia 
 Underline the activities which promise most for the future of France. 
 
 Agriculture. 
 Manufacturing large iron and steel products. 
 Water power. 
 Manufacturing light, fine articles of iron and steel. 
 Grazing. 
 Commerce. 
 Mining. 
 STUDY SHEET VIII 
 THe GREAT PLAIN OF CENTRAL AND EASTERN EUROPE 
 
 We are now going to study about a continuation of the plain of France. 
 This continuation runs east to the edge of Europe and on into Asia, Turn to 
 the map on page 204. Plains are green on this map. Follow the plain from 
 Amsterdam to Berlin, to Warsaw, to Moscow. 
 
 What kind of people live on this plain, and what do they do for a living? 
 Sections 460 through 466 tell you about some of them. Read these sections 
 through twice, then see how many of the questions below you can answer. 
 Then find in your book the answers to the other questions. 
 
ge 
 
 TIT. 
 
 IV. 
 
 Vi 
 
 VII. 
 
 VIII. 
 
 IX. 
 
 Appendix 65 
 
 . Cross out the wrong words. 
 
 The great central plain of the continent of Europe is fet the 
 
 mountains 
 
 church spires J” Iba Boks 
 
 tallest things on the landscape are 
 
 no a few 
 
 The spaces below are for the five means of transportation on the 
 great plain. One of them is given. 
 1. Arms of the sea. ss PEE a eae eRe Det eae Ula raat 
 
 aa fenced fields. There are i" forests. 
 
 Cross out the wrong words. 
 As one goes from west to east on the great plain, winters become 
 
 ea , the summers become co and the rainfall (7°T*}, 
 warmer cooler less 
 
 . Write after each section of the great plain another section of the 
 
 world which resembles it in climate. 
 
 SUNY GGA SECHION |b Me's Cee cla ee ee ee 
 
 LEP AE HECEION 2 duke el Gy Galant elas wae 
 
 RSPUMBLOETE BOCKION “. Ui's's els ctiad oe i Rthkees 
 
 Underline once the products of this plain. Underline twice the three 
 most important ones. 
 
 Rye Sugar cane Rice Spring wheat 
 Oats Beets Potatoes Barley 
 
 Cotton Tobacco Corn 
 
 der piere ony Staging Ol THIS DIANE W)o 5 ve isl die Biases pene daw 
 VVAIGL OLS na re, Litt Gdn eit oa ics 
 
 Underline the best reason why the central plain is now the home of 
 
 many different peoples. 
 
 1. In ancient times, many men travelled with flocks and herds on 
 
 the plain. 
 
 2. It is a good country for agriculture and grazing. 
 
 3. In ancient times, many different people lived in this region and 
 their descendants live there today. 
 
 Underline three ways in which the Scandinavians resemble each 
 other. 
 
 1. They are tall, blond people. 
 
 2. They live near each other. 
 
 3. They have the same sort of industries. 
 
 4. They speak similar languages. 
 
 5. They are living in the same country. 
 
 Is there a section of the United States near this school which has a 
 BLMAC Li kelt bat, OL wenger fe Pls Sed Wet ebb Where? 
 
 Ow d. 6 e. 8 We UM Sry hee oie 64 Ve 
 
CB i 
 
 XII. 
 
 XIII. 
 
 XIV. 
 
 XY. 
 
 XVI. 
 
 XVII. 
 
 Method of Directing Children’s Study of Geography 
 
 . Underline the chief products of Denmark. 
 Eggs Tobacco Wheat 
 Corn Butter Oats 
 Rice Hogs and pork Barley 
 
 . There is an interesting story about selling bad eggs in section 465. 
 Have you read it carefully? What happens to the man who sells 
 three’ bad: eggs? oo EO 
 Is the codperative organization of the farmers a government in- 
 stitution? aides ys a ORIN tle Care aia wee dela en ne 
 Who -runs) ithe rs AS 
 Look at the statement in the book of the places to which Denmark 
 sends its butter. Then look at the map on page 8. Which country 
 to which the Danes sell butter is the farthest from Denmark?...... 
 Write below in the first six spaces the kinds of feed the Scandinavians 
 use for their cows. Underline the ones they get from other countries. 
 In the last three spaces write the three other agricultural products 
 grown in Scandinavia. Put a question mark after the one grown 
 the least. 
 1 A A OLIMG SUN Aad ECB ee PANG rue koe Piha & Beri. 0. ae 
 AN ASIA ea Nie 20004) 1) ae 2 Deriiies i. Sone US 
 rH a eer ey ha la MONE Se RS Fla ee Be ie Uebel LU Ea 
 Ai. Migntalts in! tiane! ai hieca teleitel he abated 
 Dae ae iis oa us aka, Conte at oie Ue Ge OS 
 ee MAUEAIA ES TARO ER TS SQ TATA 2 
 What part of this country does Scandinavia resemble? ............ 
 Does the same reason account for the resemblance? ............ 
 What was ito haa aes in cle al 
 Write below two manufactured products of Scandinavia. Underline 
 the one which is worth most in proportion to its weight. 
 Lopate eG ad OND St Heed Si PO De ined ce dads Le ae 
 Underline two things below in which Scandinavian capitals are 
 like New York. 
 1. Dirty 
 2. Clean 
 3. Manufacturing done there. 
 4. Very large. 
 What are the governments like the Scandinavian ones called? .... 
 
 TEST IV 
 
 Put a T before each true statement and an F before each false one. 
 
 le} Wi Be) 810: eB: 
 
 sigs Je."s." e410 \e) 8 
 
 CL Ree, BAS ie e's 
 
 1. The French peasants own their farms instead of renting them. 
 2. The farmers live on their farms. 
 
 3. Many different crops are raised. 
 
 4. Little live stock is raised in France. 
 
 5. Much wine is made in France. 
 
eM Slee Ce @ 
 
 Pies Cw) Bs © 
 
 Teas @* fee) Ele, 
 
 Beas OCS Go @ 
 
 see ee ewe 
 
 S640 @ 8 ¢ ms 6 
 
 3 a Se 
 
 ee ee wwe 
 
 eee ee eee 
 
 eer eevee 
 
 et hd eta 0 ons 
 
 eee ee eee 
 
 oeerereee 
 
 see ee eee 
 
 eee ee eo @ 
 
 eee ee eee 
 
 <= 6 8 0.6 6 © 
 
 ere er eee 
 
 eee eee ee 
 
 oer ew wee 
 
 oe O61) € 8 2 
 
 Oe ES Sere, 
 
 ane ire 6) & ce 2 
 
 Se beds ro 8s 
 
 ma (si Sk? so 6 
 
 Appendix 67 
 
 . Large coal fields have made France chiefly a manufacturing 
 
 country. 
 
 . Brittany is much like Wales. 
 . The French people are careless in their use of money. 
 . Much material that is wasted in America is put to practical use 
 
 in France. 
 
 . The French made good use of their land. 
 
 . The French people are very artistic. 
 
 . Beautiful cathedrals are found only in the largest cities. 
 
 . Many of the cathedrals took hundreds of years to complete. 
 
 . Paris is noted for its beauty and its art. 
 
 . Paris is lacking in railroad facilities. 
 
 . Art has not influenced the trade of Paris. 
 
 . France exports chiefly raw materials. 
 
 . The government of France is more highly centralized than ours. 
 . The French colonies are largely peopled by French settlers. 
 
 . France is now making a rapid industrial growth. 
 
 . The Great Central Plain of Europe extends in the same direction 
 
 as that in North America. 
 
 . This plain is frequently broken by small ranges of mountains. 
 
 . This plain is adapted to transportation. 
 
 . Water transportation is available here. 
 
 . The winters on this plain are very mild. 
 
 . Many food crops are raised on the central plain of Europe. 
 
 . In ancient times this section was unknown to man. 
 
 . Many different nationalities live there now. 
 
 . The climate of the Scandinavian countries has tended to make 
 
 the people lazy. 
 
 . Codperative marketing has done much to aid the Danish farmers: 
 . The Scandinavians care little for education. 
 
 . Norway has much rich farm land. 
 
 . Much manufacturing is done in Norway. 
 
 . Sweden manufactures some fine steel products. 
 
 . The Scandinavians keep many cows because they can raise food 
 
 for them so easily. 
 
 . The Norwegians, Swedes and Danes are much alike. 
 
 . Electric power is coming into use in these countries. 
 
 . These countries are republics in their government. 
 
 . The people have much power in the government of these coun- 
 
 tries. 
 
 . Most of the Scandinavian cities are unattractive. 
 
68 <A Method of Directing Children’s Study of Geography 
 
 STUDY SHEET IX 
 
 Last week we studied about four countries on the great plain of Central 
 
 Europe. 
 
 This week we are going to study about six more. One of them is 
 
 very advanced in education and manufacturing; four of them are new coun- 
 tries and one is very backward. Our lesson for today is from section 467, 
 pages 240-244. Read this lesson through twice, and then see how many of 
 the questions below you can answer without looking at your books. After 
 you have answered all you can, open your books and find the answers to the 
 
 others. 
 
 I. 
 
 II. 
 
 III. 
 
 IV. 
 
 VI. 
 
 VII. 
 
 What proportion of the German people live in the central plain of 
 Huropel ieee. sw aes Cross out the words below which are not true 
 of the German people. 
 Lazy. Well educated. Good agriculturists. 
 Ignorant. Good in manufacturing. 
 
 Put a T before the true statements and an F before the false ones. 
 MEALS E The German people eat large amounts of potatoes. 
 
 A oeethns & The German soil has always been very good soil. 
 
 Pay Ss The German soil is not good for wheat. 
 
 Be roca The Germans eat more wheat than rye bread. 
 
 Underline the crops below which are raised in Germany and which 
 are good food for both animals and people. 
 rye potatoes barley oats 
 
 Cross out the wrong words. 
 
 German universities before the war were tise fine : 
 
 chemistry 
 
 history 
 
 geography |” 
 | physics 
 
 history 
 
 chemical dyes | ° 
 
 They were particularly prominent in their teaching of | 
 
 Therefore the Germans became great experts in| 
 
 fair scientific books and also 
 
 Germans have written 
 excellent 
 
 excellent, a 
 fairly good i 
 
 . Coal is found in Germany near what city? .................+.+-- 
 
 What does this lead you to believe is the leading industry of this 
 TEMION sete Vn hinge we pa eh ake Rie hee 
 
 There are four great German cities mentioned below. You should 
 remember them. Write one leading industry after each one. 
 
 1, Laipsig eS. een ae 3. Chemnitz... 2... eee 
 2,) Breslau, Sree eee 4.“Dresden .. 7/3" 3) ee 
 Look at the map on page 242 and find Berlin. What do the black 
 lines leading away from the city represent? .............. Under- 
 
 line below the chief things for which Berlin is noted. 
 
VIII. 
 
 IX. 
 
 2.8 
 
 XII. 
 
 XIII. 
 
 Ly 
 
 XV. 
 
 Appendix 69 
 
 1. Railroad center. 
 
 2. Largest city in all Europe. 
 3. Capital of Germany. 
 
 4. Very little trade. 
 
 Underline the reasons why New York and Berlin are alike. 
 1. Many public playgrounds. 
 
 2. Capitals of their countries. 
 
 3. Many apartment buildings. 
 
 4. Many one-family houses. 
 
 Find the Kiel Canal on page 242. It is northwest of Berlin. Write 
 below the names of the two bodies of water which it connects. 
 
 . Cross out the wrong words. 
 
 Germany before the war had hon foreign trade. 
 much 
 
 imported 
 exported 
 
 imported| 
 
 raw materials and manufac- 
 exported { 
 
 The Germans 
 tured goods. 
 
 The four new countries since the war are described in section 472. 
 Find them on the map on page 242. They border on the Baltic 
 Sea. Write their names in order, putting as number 1 the farthest 
 north, and as number 4 the one that is farthest south. 
 
 SUT oss A sikte db SAPS; sik ae 
 
 Underline what the World War did for Poland. 
 1. Divided it up among Russia, Prussia and Austria. 
 2. Reunited it after 100 years of oppression by foreign rulers. 
 
 Underline the two most important reasons why the countries of the 
 Letts, Lithuanians and Esthonians are alike. 
 
 1. They are not great nations. 
 
 2. They were formerly under the oppressive rule of Russia. 
 
 3. They were given independence by the World War. 
 
 4. They are about the same size. 
 
 Underline the two best reasons why the new Baltic States do not 
 
 grow as good crops as the Germans do. 
 
 1. The land in the Baltic States is poor. 
 
 2. They have not had as much education or help from the gov- 
 ernment as the Germans have. 
 
 3. They are more interested in manufacturing than in agriculture. 
 
 What proportion of the Russian people cannot read or write?....... 
 Underline the best reason for this. 
 1. The people do not want to learn to read and write. 
 
10 A Method of Directing Children’s Study of Geography 
 
 2. The former Czar and his friends wanted the people to remain 
 ignorant. 
 3. The people do not have many schools. 
 
 XVI. Put an R before the statements below which are true of Russia 
 
 and a D before those which are true of Denmark. 
 APL eity ce 1. Villages well governed. 
 
 EM eye? 2. Villages neat and clean. 
 
 WY fren 3. Poor village government. 
 
 mh retin etl 4. Fields yield large crops per acre. 
 darts 5. Villages dirty with muddy roads. 
 
 Bn REE 6. Homes have dirt floors and straw roofs. 
 
 XVII. Underline the statements below which are true of the Russian 
 
 people. 
 
 1. Weak and small. 
 
 . Can do more work than Americans. 
 
 . Very sad and do not enjoy dancing and singing. 
 . Big and strong. 
 
 . Polite and friendly. 
 
 STUDY SHEET X 
 
 Or Hm GW bo 
 
 Today we continue our study of the Great Plain of Europe, particularly 
 the country of Russia. The lesson includes sections 475 through 480, pages 
 244-246. Read these sections through twice and then see how many of the 
 questions below you can answer. After you have answered all you can, open 
 your books and find the answers to the other questions. 
 
 L. 
 
 II. 
 
 TG 
 
 Lic 
 
 Fill in the blank spaces. 
 The Great Plain is nearly ... 2. .0...5 00.06 of Europe. 
 It has about as many people as ........... 
 
 Underline the best reason for the lack of manufacturing on the plain. 
 1. No raw materials. 
 
 2. Backwardness of the people. 
 
 3. Long, cold winters. 
 
 Cross out the wrong words. 
 
 Most of the manufacturing in Russia is done ai saps during 
 in the homes 
 
 the { hilar : Factories have been built only FoCeRey on the 
 \ summer for a long time 
 plain. 
 Most Russian factories before the war were owned by aii 
 Russians 
 
 Write first one important fact about each city, and then two products 
 it manufactures. 
 
 Warsaw CU ee a ee | PR gre yy 
 Ds. oa: sig athe tah discs 
 Moscow atari au eee Le hi cces-s) gn eae eee eae 
 
Lb 
 
 VIL. 
 
 VIII. 
 
 cx: 
 
 XI. 
 
 XII. 
 
 Appendix 71 
 
 . Underline the statements below which describe the Russian people. 
 
 1. Live chiefly through agriculture. 
 
 2. Prosperous. 
 
 3. Educated. 
 
 4, Poor. 
 
 5. Live through manufacturing. 
 
 6. Ignorant. 
 
 Underline the chief articles of food of the Russian people. 
 Wheat bread Cabbage 
 
 Mutton Eggs 
 
 Rye bread Potatoes 
 
 Look at the wheat map on page 206, and notice the great Russian 
 wheat region. To what part of North America is the climate similar? 
 There are two times for planting wheat. Put the right one after the 
 section where it is practised. 
 
 PP OAM LO MEMS ul Prison Marontade anaid elise Wirelos Poca tah « 
 ee aE LOG NEBr athe Rey UN ri ata la es ae ae bk 
 
 Underline the best reason why the Russian yield of wheat is not so 
 great as the German. 
 
 1. The farmers of Russia are too ignorant to cultivate well. 
 
 2. Soil of Russia is not so good as that of Germany. 
 
 3. The peasants live in poor houses. 
 
 Write the material from which the various parts of the Russian 
 
 houses are made. 
 AVY Olas aberbertaeg 0) MEY hy Bye ag AL via) id ae ae a 
 
 . Underline the number of Russians and Poles who used to leave their 
 
 homes to help in harvests elsewhere. 
 1,000 
 100,000 
 1,000,000 
 5,000,000 
 
 Underline the best title for section 478. 
 
 1. Harvesting wheat in Russia. 
 
 2. Why the Poles harvest German wheat. 
 
 3. How the Poles and Russians used to leave their homes to harvest 
 wheat elsewhere. 
 
 There are three chief ways of sending surplus food out of Russia. 
 Write below after each section named the way the food is shipped. 
 Then write after sections 1 and 3 one city that is the center for trade 
 in that section. 
 
 RRM S OR RUOOLEOM aman ien tamer tn by tas ot We ann Sp violcabiis 
 
72 A Method of Directing Children’s Study of Geography 
 
 XIII. Underline the best definition of a central European fair. 
 1. A market at which home-made goods are exchanged for manu- 
 
 XIV. 
 
 XV. 
 
 factured goods. 
 
 2. A public celebration at which all the people put on their best 
 
 clothes and have a good time. 
 
 Underline the best reason why fairs are not so important as formerly. 
 1. The building of railroads. 
 2. The people have become tired of them. 
 
 Underline the best prospects for the future on the great plain. 
 1. More food production in the western part. 
 
 2. More food production in Poland and Russia. 
 
 3. Mining in Russia. 
 
 4. Manufacturing in Russia. 
 
 5. Commerce and trade in Russia and Poland. 
 
 TEST V 
 
 Put a T before each true statement and an F before each false one. 
 
 eeereeeee 
 
 eeeeeceee 
 
 eceoeeeerve 
 
 eeeceeeee 
 
 serecevevee 
 
 see ee d © 5 
 
 eeeoeeveee 
 
 © O06 6° 9 6. 0 
 
 $80 ©. 8 6 2:2 
 
 eeereeeee 
 
 eeoereeeece 
 
 . The Central Plain is an important part of Germany. 
 
 . The soil on the plain was originally very fertile. 
 
 . The treatment of the soil has exhausted it. 
 
 . Germany has encouraged education. 
 
 . The Germans made great progress in science. 
 
 . Germany has had many famous musicians. 
 
 . Lack of coal prevented manufacturing in Germany. 
 
 . Most of the people in Berlin own their homes. 
 
 . The German trade was the result of careful study of other 
 
 countries. 
 
 . Little attention was paid to transportation by water. 
 
 . Poland has always been an independent country. 
 
 . Education is poor in the New Baltic States. 
 
 . The people of Poland are not intelligent. 
 
 . The Russians have had little opportunity for education. 
 
 . Before the World War, few Russians owned their land. 
 
 . The Russian villages are very attractive. 
 
 . The Russians farm very intelligently. 
 
 . After the World War the land was given to the Russian peasants. 
 . The Russians are fond of music. 
 
 . The Danish people have had more opportunities than the 
 
 Russians. 
 
 . There is little factory work in Russia because there are so few 
 
 people. 
 
 . Lack of transportation has hindered Russia’s progress. 
 
eeee ee 
 
 see ee @ 
 
 eee ere 
 
 ore eee 
 
 eee eee 
 
 oe ee ee 
 
 oF 0) o 6 we 
 
 as 86:46 
 
 +] #0 © 6, 6 
 
 8) ee 6 8 
 
 eee epee 
 
 Appendix ) 73 
 
 ..23. There is no coal in Poland. 
 ..24. Most of the Russian factories were run by foreigners before the 
 
 war. 
 
 ..25. The Russians manufacture many articles by hand. 
 
 ..26. Russia has one of the greatest wheat fields of the world. 
 ..27. The wheat fields of Russia have fine rich soil. 
 
 ..28. Much machinery is used in Russian farming. 
 
 ..29. The people of Russia are very poor. 
 
 . .30. Wheat is practically the only crop raised in Russia. 
 
 ..31. Most of the wheat is used by the Russians. 
 
 ..32, Odessa is a great wheat port. 
 
 ..33. Many Poles used to go out of their own country to work. 
 ..04, Many cities in Europe were started by fairs. 
 
 ..35. These fairs were held several times a year. 
 
 . .86. The question of transportation has no effect on these fairs. 
 ..37. This region imports most of its machinery. 
 
 ..38. In the western part of this plain much more food could be raised. 
 ..389. Russia and Poland could raise much more food. 
 
 . .40. Lack of coal and iron prevents manufacturing in Russia. 
 
 STUDY SHEET XI 
 
 GREAT NORTHERN ForeEsts oF EvROPE 
 
 Look at the map of page 204 and find section F in the northern part of 
 
 Europe. 
 fa a Sioa ae Read sections 481 through section 487, pages 247 to 
 
 Testes ign land: OF low JANG). .2 , cso sre aie What grows there 
 
 248 very carefully. Then see how many of the questions below you can answer 
 without looking at the book. After you have answered all you can, find the 
 answers to the others in your book. 
 
 I. 
 
 IT. 
 
 III. 
 
 £y. 
 
 Where is the region in North America which is like the Great Forest 
 Me UERT TSE ULLTOUIC Epes rae ya eels ols alste Miaka eee Wieaoe Ried we ke Bini orale aces 
 
 _ Name the two chief countries south of this region in North America. 
 
 1 AL ge Ne TERRE Oe it Si ea a PINES 9 Hiv ON Ee Aa Saal RMA ERE At ae 
 There are two parts to this belt, a treeless zone of frozen tundra and 
 a belt of trees. Which is farther north?................ What kinds 
 
 Cross out the wrong statement. 
 This belt runs only across Europe. 
 This belt runs across both Europe and Asia. 
 
 Underline the reason for bogs and lakes in this section. 
 1, The great glacier. 
 
 2. The low land. 
 
 3. Frequent rains. 
 
74 A Method of Directing Children’s Study of Geography 
 
 Vie 
 
 VI. 
 
 VII. 
 
 VIII. 
 
 IX. 
 
 mal, 
 
 XII. 
 
 Underline the kinds of animals found in the forests. Underline twice 
 the two which furnish men with something useful. Write what that 
 thing is in space below the names of the animals. 
 
 lions elephants wolves 
 bears wild boars leopards. 
 
 eee eevre5uuesereeece se Ce 800 e 86 08 6 06 6 8 O68 6 OE Oe gs 6 Os 6 8 ee ee SS Se 
 
 Underline the chief point of difference between the European Forest 
 Belt and the American Forest Belt. 
 
 1. The people do not kill the same animals. 
 
 2. The people do not eat the same kinds of food. 
 
 3. In Europe some of the land has been prepared for farming. 
 
 Underline the two chief occupations of the men of the northern forest. 
 Lumbering Hunting Manufacturing 
 Fishing Farming 
 
 Cross out the wrong words. 
 streams \ 
 
 The logs are carried out of the woods by psi hs 
 
 In the ee these logs are shipped all over Europe. 
 summer 
 
 Write below the three ways in which the lumber is used in Europe. 
 
 . Underline the best title for section 484. 
 
 1. Logging by rafts in Europe. 
 2. How lumber is sent down the Volga River. 
 3. Transportation of lumber on the European plain. 
 
 Write below in the first space the name of the most important metal 
 produced in the great forest section of Europe. Write in the next 
 spaces the two countries which chiefly import it. In the next spaces 
 write the names of the two bodies of water over which it is carried 
 in boats. The words “winter” and “summer” will tell you in which 
 space to write each body of water. You will need to look at the map 
 ‘on page 204 and find Narvik in Norway to answer the last part of 
 this question. 
 
 UT Ae PS Winter’) 2) 994 ee 
 
 eoerererer eee eee ere ee 
 
 SSE ee A dn A Summer, Se ee 
 
 Underline the best reason why the port of Narvik is open while the 
 ports of Lake Superior in the United States are closed in the middle 
 of winter. 
 
 1. Narvik is farther north. 
 
 2. Lake Superior is farther north. 
 
 3. Warm ocean currents. 
 
XIII. 
 
 XIV. 
 
 Appendix 75 
 
 Write in the first space below the name of the other mineral product 
 of this region. Write in the next space the proportion of the world’s 
 supply which used to be produced here. Write in the last two spaces 
 the uses to which this product is put. 
 
 SPel eS) 46656) 8 SRS OOS, 1) © O16) os, 6 SSS) © BAe eS 8 OF eC a SC alee SK e ce ce) ere 6,6) so €) 6 @ 6.6 « « 6 
 
 Underline the best hope for the future in this region. 
 1. Farming. 
 
 2. Manufacturing many products. 
 
 3. Forestry. 
 
 STUDY SHEET XII 
 
 Arctic PASTURES 
 
 Look at the map on page 204, and find section G. Itisin the very northern- 
 most part of Europe and is a very interesting region. Read sections 488 
 through 491, page 291-250. Read these through carefully and then see how 
 many of the questions below you can answer. After you have answered all 
 you can, turn to the book and find the answers to the other questions. 
 
 I. 
 
 ya 
 
 Ill. 
 
 IV. 
 
 If you were in the European Tundra Region, how could you tell that 
 you were in Europe and not in North America? ................. 
 
 Write below the parts of the reindeer’s body which are particularly 
 well suited to the climate in which it lives. Write after the first part 
 two ways in which it helps the reindeer. 
 
 | eee ete 4) gi SINEAD AN EN Carl Der iia ee ae in ste @ 
 EI eo dig Sala Gu thatn RO TAS wipe a PAIL AAD IU asl NL OR 
 Below is an outline for the facts about the Laps. Fill in the blank 
 spaces. 
 
 i ACL R EAS Soa CORN Sa cA AM oot ag 
 
 MANY ERTS CEO VECAING SEOUL eva ors shite ais yard als doy, ca: ait ei 
 co MNS Vee SET Bice cagPepet at Ao ho AN ge aU a i ay aR A 
 PEMELET A ELLY ean ih asia ers sie edie ah ele Si tere a aig, oan 
 5. Uses of reindeer. 
 
 I A a, Ye Oe AVG COS MSE ASN ee tec ae a 
 Neg peel ape eal a aa NURI Neale BN Sollee UPI Ee en a a 
 PMP LAY TTS AOU SLENIYS BOI Leva ecee Gh eke bel cars ie; Sak aig ere ta Gels soaks 
 LIE ap VIN HERON YO A le nas ae a UE a 
 = Rig sect ay a Rg vo OS 
 He NY UZ ool a iti oe CH ROO aS Aap ORES Ba 
 
 Underline what will probably happen in this region in the future. 
 1. Become an agricultural country. 
 
 2. Become a manufacturing country. 
 
 3. Little change likely. 
 
 . Turn to the map on pages X and XI in the front of your book and 
 
 find Spitzbergen. Fill in the blank spaces. 
 EM GA DETLOI IA Ts hn sists Maicie ees 9 miles north of Norway and is about 
 
FO. A 
 
 VI. 
 
 VIl. 
 
 VIII. 
 
 Method of Directing Children’s Study of Geography 
 
 the Rize OP Cay re tees Harbors in the southwestern part of 
 this region are open from ................ tO’... oh alee ee 
 which isiaboutstiencas - ccjee ee ie months. 
 
 Before the War this country was visited chiefly by ................ 
 who sometimes stayed to hunt \..55.0525 "4.2/0 
 ACS Reema Pea Teg ey 
 
 Underline the chief use at present for Spitzbergen. 
 1. Summer resort. 
 
 2. Coal field. 
 
 3. Manufacturing center. 
 
 What country now owns the coal mines? ................-0ce- 
 About how many days are there in Spitzbergen which are dark all 
 
 CAV OR ie Hon bol Reh Ne About how many each year when it is 
 lightiall dayaiu nice. pean tee 
 
 Look at question 5 in the second column on page 250. Write three 
 answers to it below. 
 
 oceocesereeeeeeeweee ere eee eee eee ee eee eee ee eee eee ee eee 
 
 TEST VI 
 
 Put a T before each true statement and an F before each false one. 
 
 os te sal ens @ 
 
 eo a'e te ee 8 6 
 
 2/0) Pi 6: of @ i us 
 
 eoereevvee 
 
 ceeoeeorerve 
 
 jo, 0) le 0 (2) 68 16 
 
 eercevreee 
 
 cere vcerste 
 
 eereeere 
 
 ele) £00) 6 6 a." 
 
 Sp te, & Ss of eo is 
 
 eeee ee ee 
 
 S| 9ue) 0, 908 
 
 1. The extreme northern part of Europe is like that of North 
 America. 
 
 2. The belt of evergreen forest reaches only from the Scandinavian 
 Mountains to the Ural Mountains. 
 
 3. All of this northern part is mountainous. 
 4, There are many swamps and lakes in this section. 
 
 5. There are more people in the northern forests of Europe than in 
 those of North America. 
 
 6. There are no animals in these forests. 
 7. The farmers work in summer and rest in winter. 
 8. These men make all of the living by farming. 
 9. The rivers are valuable to the lumbermen. 
 10. They build canals around the waterfalls. 
 11. The lumber is sent to many parts of Europe. 
 12. The ships carry lumber winter and summer. 
 13. The Volga is an important waterway. 
 14. Sweden has great iron mining districts. 
 15. This iron cannot be shipped in winter. 
 
 16. Nine tenths of the world’s platinum has come from the Ural 
 mountains since the World War. 
 
 17. Platinum is heavier and more costly than gold. 
 
vtewe se w-é 
 
 ee ee 
 
 Se @ @le oa 
 
 ee ee eee 
 
 ov eee eve 
 
 ee ee eo we 
 
 o.6 ¢ © @ e706 © 
 
 ee 2 a 6) @ 8 6 
 
 o a 8 Se @ 0 6 
 
 Appendix 77 
 
 . The Finns are intelligent and well educated. 
 . Finland was formerly governed by Russia. 
 . This section seems likely to increase rapidly in wealth and 
 
 population in the future. 
 
 . The treeless tundra is just south of the evergreen forests. 
 
 . This tundra is similar to that in North America. 
 
 . The reindeer’s hoof is suited to the ground here. 
 
 . The reindeer moves south to a warmer climate in the winter. 
 . The people in Lapland are white. 
 
 . The reindeer furnish food and clothing for the Laps. 
 
 . The Laps first lived in Asia. 
 
 . The Laps build attractive houses. 
 
 . The reindeer farmers in Alaska were taught by Laps. 
 
 . The tundra could feed many more reindeer. 
 
 . The finding of minerals in this section might change it con- 
 
 siderably. 
 
 . The warm ocean currents aid transportation to Spitzbergen. 
 . Most of the islands of Spitzbergen are covered with glaciers the 
 
 year round. 
 
 . Fur-bearing animals are found in Spitzbergen. 
 
 . Norway owned the islands until 1919. 
 
 . Large deposits of coal are found in Spitzbergen. 
 
 . The mines in Spitzbergen are worked only in summer. 
 . The mines are lighted by electricity. 
 
 . During the two months in summer there is no sunset. 
 . Coal was only recently discovered on this island. 
 
II 
 
 STUDY QUESTIONS BASED ON ADVANED GEOGRAPHY 
 BY FRANK M. McMURRY AND A. E. PARKINS 
 
 I. 
 
 af 
 
 III. 
 
 IV. 
 
 THE CHINESE REPUBLIC 
 Its Curer Divisions 
 
 The first paragraph states that the four dependencies of China 
 contain two thirds of the area of the entire republic. Write the names 
 of the four dependencies in the spaces on the left below. Write in 
 the next space the population of each. Add the populations. Then 
 see what part of the total population of the Chinese Republic is made 
 up by the four dependencies. 
 
 Ce ey 
 
 ¢ 0 © 0 © 0 & 8 6 5 0 & Oe oS 6 oe 6 86) 8s ce) elm 6 
 
 ce #5 @ © © © en0 © 6 6 0 @ 6 se © 8S Oe Cee ee 
 
 The total population of the four dependencies is about 
 (Underline the correct one) 
 
 one half 
 
 one third 
 
 one sixth 
 
 one twelfth 
 
 Underline the two reasons for the small population of the four de- 
 pendencies of China. 
 
 1. There are few people there. - 
 
 2. Too high and cold. 
 
 3. Too dry. 
 
 4. Not many agricultural crops raised. 
 
 Underline the rivers which rise on the borders of Tibet. 
 
 Ganges Lena Irrawaddy 
 Yangtse Indus Mekong 
 Hwang Tigris Euphrates. 
 
 Write below the name of the kind of animal herded by the nomads 
 of China’s dependencies, which we do not have in the United States. 
 Then underline in the next column the name of the animal which it 
 is most like. 
 Camel 
 as gested CLT APs Cattle 
 Sheep 
 Goats 
 Horses 
 78 
 
V. 
 
 VI. 
 
 VI. 
 
 VII. 
 
 VIII. 
 
 IX. 
 
 Appendix 79 
 
 Underline the reason why Southern Manchuria is unlike the rest of 
 the Chinese dependencies. 
 
 1. It is farther south. 
 
 2. It is good for agriculture. 
 
 3. It is much larger. 
 
 The line numbered 1 below represents the size of China proper. 
 Measure this line and then draw a line at the place marked 2 which 
 will represent the size of the United States. 
 
 ROR ce est 
 
 2. 
 
 The line marked 3 represents the population of China. Measure it 
 and then draw a line at 4 which is the right length to represent the 
 population of the United States. 
 
 “Sie Oy) Da 
 
 4, 
 
 Underline the phrase which best expresses the history of China 
 to date. 
 
 1. Slow, gradual, continuous progress. 
 
 2. Great progress in early history and little in later history. 
 
 3. Very fast progress both in early and late history. 
 
 FAVORABLE CONDITIONS FOR AGRICULTURE 
 
 Below are written the conditions which are unfavorable to agriculture’ 
 Underline either or both, according to whether they can be remedied 
 be man, and write opposite those that you underline how they may 
 be overcome. 
 
 TRINA UIIGRIT | BLODORL 5. sie ci0) gins 2 clea ony aie aneh «Bs 
 
 MPeIIEY. Daria OF COUNLPY «05.6 < 4 bc nig eke nls visio eos 
 
 2 EOE ELDN G Pod SNCS on Ag eae ee ae 
 
 Cross out the wrong words. 
 
 The temperature and rainfall of China are unfavorable to agri- 
 favorable 
 culture. Long droughts like those in India are eee. \ The 
 infrequent 
 
 : . rich 
 soil as a rule is . 
 barren 
 
 FAVORABLE CONDITIONS FOR MANUFACTURING 
 
 Write below the names of the two minerals which we always think 
 of in connection with manufacturing. If they are found in large 
 quantities in China, write “‘Yes’’ in the next space. In the spaces 
 below, write the names of four other minerals found in China. 
 
80 <A Method of Directing Children’s Study of Geography 
 
 REASONS FOR LAcK OF PROGRESS 
 
 On pages 413, 414 and 415 are given the reasons for the backward condition 
 of China. Read this section through carefully, with this question in mind: 
 What changes must take place in China to make her thoroughly progressive? 
 Then answer the questions below. 
 
 at 
 
 II. 
 
 III. 
 
 IV. 
 
 VI. 
 
 VII. 
 
 Below are written the two ways which a country uses to communicate 
 with other countries. After these are blank spaces. In the blank 
 space after each way, write the reason why China has used that way 
 so little. A number of possible reasons are given below. Be sure to 
 select the best one before you write it in the blank space. 
 
 Reasons. 
 
 Pacific Ocean little used until modern times. 
 Lack of sail boats. 
 
 Lack of ocean vessels. 
 
 Long, difficult and dangerous routes. 
 
 People do not like land travel. 
 
 Write on the first space below the amount of mileage of railroad in 
 China. Write in the second space the amount of mileage in the 
 United States. Is there much difference?............... (Write 
 yes or no.) Which has the larger area, the United States or China? 
 
 eee € we 8 © be © 0 ee 08 68 ee he ee ee 8 ee ee 06060606 ee 6 6 it 6 te & & Pe ee we eee eee 
 
 There are two kinds of boats in the picture on page 413. Write their 
 names below. In the third space, write the name of the kind of boats 
 which are used on the Yangtze but which are not shown in the picture. 
 
 Dew pth clig tal ethan AA ods Eetataa tere 
 FO PEALE Ieias§ Arca Gent Ta UC, 2) 
 Does the amount of river traffic in the picture look as though there 
 was little river traffic?................ Is the river traffic compara- 
 
 . If it started at New York and extended west, to what great city 
 
 would the Grand Canal reach? .).). )cne.u, 00. eee 
 
 The pictures in this chapter show two methods of overland trans- 
 portation. Write them here. 1 ..:............s50e ee 
 
 Underline the best reason below why automobiles are not used. 
 
 1. Automobiles are too expensive. 
 
 2. The Chinese do not like new things like automobiles. 
 
 3. The roads are not wide enough or good enough in the country for 
 automobiles. 
 
 Underline the two best reasons why ancestor worship does not make 
 for progress. 
 1. It teaches children to respect their parents. 
 
VIII. 
 
 II. 
 
 a. 
 
 IV. 
 
 Appendix 81 
 
 2. It sets too great value on the past. 
 3. It makes foreigners unwelcome. 
 4. It was taught by Confucius. 
 
 Underline the best reason why the character of China’s government 
 
 hindered the progress of the people. 
 
 1. The tribes of the northwest conquered the peace-loving Chinese. 
 
 2. The conquerors were herdsmen and distrusted European manu- 
 facturing and inventions. 
 
 3. The Great Wall had to be built to keep out invaders. 
 
 REcENT Promising CHANGES 
 
 . Underline the correct answer. 
 
 The old government of China was overthrown and a republic es- 
 tablished. 
 
 1. Five years before the World War. 
 
 2. Two years before the World War. 
 
 3. At the time of the beginning of the World War. 
 
 Underline the best reason for the quarrels between sections of China 
 
 since the establishment of the republic. 
 
 1. There are too many people in China. 
 
 2. The Chinese are largely an agricultural nation. 
 
 3. Most of the people are too ignorant to make intelligent citizens 
 in a democracy. 
 
 Underline the best reason why the location of Pekin is an unfortunate 
 one for the capital of China. 
 
 1. It is too far from the center of the country. 
 
 2. It is near the sea coast. 
 
 3. It was the capital of the old monarchy. 
 
 Underline the two means of transportation which have been most 
 improved in China. 
 1. Railroads 4. Roads 
 2. Canals 5. Aeroplanes 
 3. Rivers 
 . Cross out the wrong words. 
 Many : sah ig: ; : 
 Hit Chinese are now studying in foreign countries. 
 
 Their reason for this is to learn from other countries for the benefit 
 the benefit 
 of these countries| 
 
 of China 
 
 How so GREAT A PopuLuATION Has BEEN ABLE TO SUPPORT 
 
 VI. 
 
 ItsELF BY AGRICULTURE 
 
 How many times as large as the average Chinese farm is the average 
 Meret TGt) |! LOMTA Cuts mM o! velys Aeneas kus wh GK Sue RO Underline the 
 best definition of intensive farming. 
 
82 <A Method of Directing Children’s Study of Geography 
 
 VII. 
 
 Vill. 
 
 XI. 
 
 XII. 
 
 1. A farm where the people work intensely hard. 
 
 2. A small area is made through careful cultivation to yield large 
 crops. 
 
 3. A farm which is large and fertile. 
 
 Cross out the wrong words. 
 
 Te Ching he or three 
 
 crops a year can be raised. 
 four or five tiated 
 
 hand 
 
 Agriculture (except for the slight amount done by the Indians) has 
 been carried on in this country for about four centuries (444 years). 
 In China it has been carried on for over forty centuries (4000 years). 
 How many times as long in China as in America? ................ 
 In which country is the soil as a whole in better condition at the 
 PFOseNG GMS TYG hte bo ater en ame kee Canes 
 
 The work is done by hae SIGE . 
 
 . Underline the best reason why soil at the bottom of rivers and canals 
 
 in China is good soil. 
 
 1. It is moist from the river and canal water. 
 
 2. It has been carried by the water from mountain districts which 
 have never been farmed. 
 
 3. It is soft and not mixed with rocks. 
 
 . Fill in the blank spaces. 
 Three ways of saving rain water. 
 UWE eva Ue ma RUM I catee Ny ait: the fields.3 2.05205... :«.0/4'.+ ae the 
 hillsides. 3. Planting in ridges with ................ between to 
 
 hold the water. 
 
 Underline the best title for the first two paragraphs in the section 416. 
 
 1. How the Chinese use for fertilizer everything that has value for 
 the soil. 
 
 2. How the Chinese make and use compost stacks. 
 
 3. The use of ashes and manure for fertilizer. 
 
 Nitrogen helps in the growth of plants. Put the figure 1 in front of 
 the crops below which take nitrogen from the soil, and the figure 2 
 before those which help to put it back. 
 
 Rice 
 
 Clover 
 
 Soy beans 
 
 Barley 
 Arrange in two columns the crops listed below, putting opposite one 
 crop a crop which puts back into the soil what the first one takes out. 
 
 Mulberry orchards Barley Soy beans Rice Clover 
 
Z. 
 
 II. 
 
 III. 
 
 IV. 
 
 Appendix 83 
 
 Tue GREAT VARIETY OF AGRICULTURAL PRODUCTS 
 
 Arrange in the two columns the food products of China. Be sure to 
 put each food product under its proper heading. 
 
 Vegetable Animal 
 ME 8 one Sector h dow Orie eit Mer tiae 2 hers Ua oN eho co a 
 a ile Se aes Ri YL AA Beat Ee ABER Tere eS al ct y 
 LARA RE Eile sti ge OE} EB Ab er OR geet ae ee ES ae Tk (ee ee 
 RRR Tet ei, Wack Tiegh se ea! ORO ee INR Uw ea Og 
 
 Now underline the two most important vegetable products and the 
 one most important animal product. Write an N before the vege- 
 table products raised in the north and an S before those which are 
 raised farther south. 
 
 The United States is about 150 years old. China has been famous for 
 one product for 2000 years. Write the name of the product here .. 
 Raves ios About how many times as long as the United States has 
 existed has that product been cultivated in China? ................ 
 Another geography gives the following figures for the world’s pro- 
 duction of raw silk. 
 
 PETAL DeV Tae AMEE sia 4's) 4:51 4 oa Died eeeeaeme nas a 48,800,000 pounds 
 UATE! Ue SR Pc eS SL PL 42,800,000 pounds 
 MPR ert IR ehh sis) «why eat ale dela abe naye vies 4,000,000 pounds 
 CALL LRM GS wedge sd Won IEE Sra lute. vigial's ‘> 2,200,000 pounds 
 EATERS Rs Se A Ra ERS 300,000 pounds 
 
 PLURAL RIERA «ots ake tS Ae uate a ges pounds 
 
 Add these figures. Notice the per cent of raw silk which China pro- 
 duces according to your book. Write it here 
 From the table above, does this look correct? 
 
 ig @ Se ays. 8) 16) mee Oe 8) 6s we) ew 
 
 ae, & o's) 's''0) 9) 6.161 6 6. 6, @ 16 @ & ae 6 6) 
 
 Look at the picture on page 417. What are the man’s trousers prob- 
 MIMUMITIAIS HL PU eE Eien cores oe k Was the raw material for them 
 
 Cross out the wrong words. 
 
 China is ae the United States because it is (°"*™} to get from 
 unlike hard 
 
 one part of the country to another. Transportation in China is ! et 
 
 and in the United States it is <“*”}, 
 hard 
 
 comfort| , 
 
 famines 
 
 DANGER THREATENING CHINA FROM OTHER NATIONS 
 
 This leads in China to 
 
 . Judging from page 418, which nation has done China the greatest harm 
 
 ibgmming her JANG’. a... ste ke es Write on the left below the cities in 
 
84 A Method of Directing Children’s Study of Geography 
 
 China which are held in whole or part by other nations and on the 
 right the names of provinces or districts of which the same is true. 
 
 Cities Provinces or Districts. 
 1A oy 5 ON na Ne Cie AN y UAE Fy Aad RAS Li's. ooo late ate cen 
 Beit ae Sd babel WE MA Ee) aes te Oot Slat aera tee 2c, ‘a » 6k pale mete aaa 
 Oe MEU bie ee Ran abie eee ets PERE eet, ay ebe PP eee 
 
 Below are the advantages which other nations hope to get from China 
 and also the advantages which China will receive from other nations. 
 Arrange these in the blank columns under the correct heading. 
 
 1. Great mineral resources. 4. Higher standard of living. 
 
 2. Immense trade. 5. Railroad concessions. 
 
 3. More employment. 6. Cleaner and more sanitary cities. 
 Advantages for China. Advantages for Other Nations. 
 
 p PEAR NIL AA es eh tt Leo. ors nes Alias « beat eae ena 
 
 yar eC AP tn eee pe Ln De alps els chin Alopal w ole cate eae ale ane 
 
 Be Oe atts oe cee nat te ee ae Be. stn 0% ol Bd d wld sai Sigt eRe ee 
 
 SIBERIA 
 
 There are two distinct parts of Siberia. The one consists of the southwestern 
 part and is described on page 398. It is quite different in climate and resources 
 from the great northern part of the country. 
 
 I. The area of the United States is about 3,000,000 sq. miles. About 
 
 II. The climate here is much like that of two other countries nearby. 
 
 eereceevrecesreeceoe ee ee eee eee ee ee 
 
 III. Turn to the map on page 17 and find the amount of annual rainfall 
 in southwestern Siberia. Write it here ................-.-..--- 
 
 IV. Underline the best reason why grazing leads to a nomadic life. 
 1. Animals soon eat up all of the grass and their owners have to 
 move on. 
 2. People whose chief industry is grazing like to move around freely. 
 3. Grazing does not require the erection of permanent buildings as 
 manufacturing does. 
 
 V. Underline the best answer. 
 An oasis is 
 1. A barren spot in the desert. 
 2. A great river. 
 3. A place in the desert where there are springs of water. 
 
 VI. Underline the best reason why rugs are the chief manufactured 
 articles of this region. 
 1. The people have plenty of time to weave the rugs. 
 
Vit 
 
 VUE 
 
 ux. 
 
 Appendix 85 
 
 2. Grazing being the chief industry, there is plenty of wool from the 
 sheep, and rugs are made from wool. 
 
 3. Primitive people like to weave better than they like to do any- 
 thing else. : 
 
 Put the word ‘‘Into”’ before the products below which are probably 
 shipped into Siberia and word “Out” before the products which 
 you think are shipped out of Siberia. 
 
 Seg eaves 1. Rugs We dea ae Wy DeAt 
 4 ey 2. Wool Vien te Ca LA LeS 
 i Eta See 3. Cotton cloth ........6. Metal tools. 
 
 Fill in the blanks below from the tables on page 477. 
 
 Area Population 
 
 SONS EAR 8 gt Peal) MBRET ee tre 2 inet A SMT OA A OS ON PTO a 
 ie MEE. Tlie Soma th niet en RRUNEL AL |. wala Gill's tay kb wae ae 
 POMC Les 6 ty Acta Ch CL NS rer ae ay wo ea Wi Wes 
 Look at these facts and then answer the questions below. 
 1. About how many times as large as the area of the United States 
 are the combined areas of Canada and Siberia? ................ 
 2. About how many times as great as the combined populations of 
 Canada and Siberia is the population of the United States? 
 3. Underline the best reason for (2) above. 
 a. United States has a better climate and better resources than 
 either Canada or Siberia. 
 b. United States is an older country than either of the others. 
 c. United States is more progressive than Canada or Siberia. 
 
 Write an F before the products below which are raised in the Siberian 
 forest and an A before the products which are raised in the agri- 
 cultural plain around Tomsk. 
 
 Wheat Coffee Rice 
 Cotton Furs Tobacco 
 Corn Butter Timber 
 
 . Underline the minerals found in Siberia. Underline twice those two 
 
 that are most important for manufacturing. 
 
 Coal Copper Lead 
 
 Diamonds Tin Silver 
 
 Iron Zinc Graphite 
 . Underline the industries that furnish the best prospects for the future 
 
 of Siberia. 
 
 1. Agriculture. 5. Grazing. 
 
 2. Manufacturing textiles. 6. Manufacturing small articles 
 
 3. Manufacturing iron products. like watches and jewelry. 
 
 4. Commerce and trade. 
 
86 <A Method of Directing Children’s Study of Geography 
 INDIA 
 
 Wuy Inpustries IN InpIA Have Mapr Stow PrRoGREss 
 
 I. Underline the two best reasons why industries in India have made slow 
 
 progress. 
 
 1. India was too prosperous during the Middle Ages. 
 
 2. The religion of India encourages ignorance in the great mass of 
 people. 
 
 3. The people of India are not interested in manufacturing for the 
 people of other countries. 
 
 4. The people of India hoard their money instead of investing it. 
 
 II. Write the word “India” before the statements below which tell what 
 the people in India do with their money; and the words ‘United 
 States’”’ before statements which tell what the people in the United 
 States do with their money. 
 
 Pn tera Tetrte teeth Mees 1. Hoard the money. 
 
 SPN MR AataRE Or aye Seoette 2. Build palaces. 
 
 Sice RPA ons waseielene 3. Melt gold into bars and hide them. 
 Lee) be Ae cone 4. Invest money in mines and factories. 
 i uevcainin dere mite 5. Purchase elephants for mere display. 
 estar te cacthy es Mb waaay 6. Build railroads. 
 
 III. Underline the chief industry of India. 
 Mining Agriculture Fishing 
 Grazing Dairying Lumbering 
 
 How so GREAT A POPULATION ATTEMPTS TO MaKe aA Livina THROUGH 
 AGRICULTURE 
 
 I. Underline the correct statement. 
 1. India covers more degrees of latitude than the United States. 
 2. India covers fewer degrees of latitude than the United States. 
 
 II. Underline the two best reasons why there is a wide variety of climate 
 in India. 
 1. There is a great range of latitude in India. 
 2. Many different agricultural products are produced there. 
 3. The surface of the country varies greatly in altitude. 
 4. India is very densely populated. 
 
 III. Arrange the three altitude levels below in their proper order from 
 North to South. That is, write in space (1) the level farthest north, 
 in space (2) the next south, and in space (3) the level farthest south. 
 
 a. Broad, flat plain. PN iy 
 b. Lofty mountains. De cu lepis ee Sh) Pee ee 
 c. Plateau 2000 feet high. 5 I A 
 
 IV. Below you will find the names of India’s agricultural products on the 
 left side of the paper; and opposite them, certain statements about 
 them. Some of these statements are true and some are not. Cross 
 out the ones which are not true. 
 
Wil. 
 
 VII. 
 
 VIII. 
 
 IX. 
 
 Appendix 87 
 
 Wheat - Raised in northeastern part of country. 
 Raised in northwestern part of country. 
 Not grown extensively. 
 Grown extensively. 
 
 Rice Raised in northwestern part of country. 
 Raised in northeastern part of country. 
 Millet Is an important product. 
 Is not an important product. 
 Sugar Cane Little grown in India. 
 Most extensively grown of any place in the world. 
 Tea Grown in northeastern India. 
 
 Grown in Ceylon. 
 Requires cheap hand labor. 
 
 Cotton Grown in western part of India. 
 Grown in central part of India. 
 Superior to that grown in United States. 
 Exported to Great Britain. 
 Inferior to that grown in United States. 
 
 . Write in the spaces below three other agricultural products of India. 
 
 Da Ee \C a a 
 
 Underline the things about agriculture that the people of India 
 understand well. Cross out the things about which they know little 
 or nothing. 
 
 1. Rotation of crops. 
 
 2. The use of tractors for plowing. 
 
 3. The use of farm machinery. 
 
 4, Adaptation of crops to soil and climate. 
 
 The average farm in America is 130 acres. The average farm in 
 Kurope is 14 acres. Is the average farm in India larger or smaller 
 than that in America? 026... ee Is it larger or smaller than 
 the average in Europe? ................ 
 
 Cross out the wrong words. 
 
 The chief animals used in India for farm work are: 
 
 Donkeys 
 
 Horses 
 
 Cattle 
 
 Water buffaloes 
 
 Write the words “wet” or “dry” after the monsoon to which they 
 
 belong. Then write in the next space the products which are raised 
 when that wind is blowing. 
 
 Summer Monsoon............. Does AR Fi Oi, mete ae 
 Dek tates act Se A oe 
 Weinter Monsoon i) >. fe sen fous Dy Wane Ad ond de anaes Monee ee ite 
 
88 
 
 A Method of Directing Children’s Study of Geography 
 
 X. How many crops a year are raised in India, dependent on the two 
 
 I; 
 
 Il. 
 
 II. 
 
 IV. 
 
 Mi; 
 
 MONSOOHST Cs ee eee eee 
 
 Wuy Inp1aA Has Been a LAND or Many FAMINES 
 
 Underline the best general reason for famines in India. 
 1. Large number of people. 
 
 2. Failure of crops. 
 
 3. Ignorance of people. 
 
 Cross out the wrong words. 
 
 The rainfall in India is prenlae This means that a ae part of 
 irregular} * large 
 
 the water can be used for agriculture. 
 
 The rainfall in New York is about forty inches. About how many 
 times as great is the rainfall in the Himalaya Mountains?............ 
 Underline the name of the monsoon which may fail and bring on crop 
 failure. 
 
 Winter Monsoon. 
 
 Summer Monsoon. 
 
 . Underline the best reason why railroads have helped in times of famine. 
 
 1. The people can get away from famine country. 
 2. The railroads mean great civilization of the people. 
 3. The railroad can bring food to the famine sufferers. 
 
 Write below the two sources of water for irrigation in India. 
 
 © 2 0 8 6-018 © 0 eo) « a é 0 6 6 6 @ 6 0 e 8 6 6 FS © ee 
 
 How THE British CAME INTO POSSESSION OF THE INDIAN EMPIRE 
 
 15 
 
 II. 
 
 ITI. 
 
 IV. 
 
 Underline the sentence which tells best why Great Britain took over 
 
 the control of India. 
 
 1. Great Britain sent out an army and conquered India. 
 
 2. The British did not like to see so many rulers in the country. 
 
 3. British traders induced England to take India to protect their 
 interests and to settle disputes. 
 
 The area of New York State is about 50,000 square miles. Is the area 
 of the largest territory ruled over by one ruler in India larger or smaller 
 than the area of New’ York State? .........0...... oc 
 
 Write below the names of the four chief cities of India. Underline 
 those that you think are probably engaged in shipping Indian products 
 
 to Europe. 
 Lie ists pastel eit ole beac ee ete Ba. eo: ele. veh 9.00 bieiere'e etna taten ann 
 Biss ¥idee'O bier oteta’gd cle leita oe eat Be aie esis wre dleipiase ohe'ats 6 oe 
 
If 
 STATISTICAL TABLES 
 
 HOW TO READ THE TABLES 
 
 In the left hand columns of the tables are given the results of the tests of 
 groups using the study question method; in the right hand columns, the 
 results from the control groups. In all tables except summaries, the number 
 of pupils is given first. Then follows the mean, or arithmetical average, of the 
 group in the true-false test. 
 
 The SDn or standard deviation of the mean is a measure of variability. 
 It is obtained by dividing the standard deviation of the distribution by the 
 square root of the number of cases. 
 
 The SDsg; is the standard deviation of the sum, for the experimental groups. 
 It is obtained by squaring both of their SDn’s and extracting the sauare root 
 of the sum. The SD,» is the same measure for the control groups. 
 
 To find the E.C., or experimental coefficient, the sum of the means of the 
 control groups is subtracted from the sum of the means of the experimental 
 groups. The number thus obtained (D) is divided by 2.78 times the SqDa.! 
 
 The summary tables are to be read in the same way as the above except, 
 that in them the SD or standard deviation is given. This is the square root 
 of the mean squared deviations of the scores from their mean. 
 
 Note. The distribution tables upon which the calculations in the following 
 tables were based may be obtained from the author by any student of educa- 
 tion who desires to check the computations. 
 
 TABLE I 
 
 EXPERIMENTS AT SPEYER SCHOOL 
 First Two WEEKS 
 
 Group Study Question Method Group Control Method 
 Number icc sh ok 23.00 Numberavncio.. 23.00 
 A GRIN. Cee kate 11.34 B Wea aay ioe es 8.13 
 Sig Wh oe ea 1422 Eye vie tenis 1.53 
 PALUMBETS ony sis ee 23.00 Number ie uucor.. 23.00 
 B WISETO ree 12-65 A Mean seers sss 9.00 
 4 8 Tae ese eS 1.73 rod I poll vet k eBUS ana aN 2.09 
 Difference .. 6.86 SDs ..... Ah fy Le 4 Ba Da dee NB Fy ue 2 3.34 
 
 E. C. = 6.86 + 9.28 = .739 
 
 1 McCall, W. A., How to Experiment in Education, Chap. VIII. 
 89 
 
90 A Method of Directing Children’s Study of Geography 
 
 TABLE I (Continued) 
 SEcOND Two WEEKS 
 
 
 
 
 
 Group Study Question Method Group Control Method 
 Number? 3). aun. 27.00 Number .cseueeee 22.00 
 A Meéanvio eae iraae 12.96 B Mean»): .).¢2ee ee 12.45 
 DLJ cde ee Oe 1.41 SD... open 2.06 
 Number) cease 22.00 Number). .cee 27 .00 
 B Mean Vues comes 14.68 A Mean ... ss .aul eee 13.63 
 SD wos acto 1.81 SD. ss dee 1.13 
 Difference .. 1.56 SDg, ..... 2729 -SDaa ew 2,35° BDp eee 3.28 
 E. C. = 1.56 + 9.11 = .17 
 Turrp Two WEEKS 
 Group Study Question Method Group Control Method 
 Number au: ae 25.00 Number ......... 26.00 
 A Nes ety roe 16.72 B Mean ~... ..04'..°ueee 15.30 
 Sacer Ce ee 1.10 SD. es eee 1.44 
 Number). 0 O05 26.00 Numbers.) . hee 25.00 
 B Meandind aut). 3 20.42 A Meéan '.4.50. fae 9.28 
 SD agi oly some tae oe 1.60 SD .. 64 «oe 1.58 
 Difference . 12.56 SDg, ..... 1.94 SDg..... 2.14 :BDyeeee 2.88 
 E. C. = 12.56 + 8 = 1.57 
 TABLE II 
 SUMMARY—SPEYER ScHOOL 
 Study Question Method Control Method 
 Mean ‘Lintner ae 18.72: } Mean-2 2.4.0.4 2 12.09 
 Mean ayer G aden tl ne ee 16.12.) Mean’ ..ii8. 4. eee 10.76 
 SDL A a hoes een 6:53 | SDs)... 4 Ss, 8.50 
 SD, Pek Se eeu ee 8.81.) SD3:...... 0.0. 8.11 
 SD ied tie eee ceed eee 78H SD iliac ce eerste cle eee 1.00 
 SD ead etos free eee 1:04 | SDag i. 2... Ae 93 
 SDar as ale a bie seek hae i tel ee eer Pn ne ke er 1.28 
 S Diag as. besten sone Wepre. Bee Fg eee ae 1.36 
 Difference: 2.54 ei Bree a Se ek aa eee 6.99 
 1D AA EU RAMS Henke myn. Mea ey et ye ho. 1.87 
 
 
 

 
 Appendix 91 
 TABLE III 
 Retests at SPEYER ScHOOL 
 First Two WEEKS 
 Group Study Question Method Group Control Method 
 WUMDOR ye. 3 ele 23.00 Nimbpere st Pie a 23.00 
 A MOON Peery oe os. 10.23 B WME GRD S edie acd ek 8.39 
 ns TBS Lei, Ae an ea 1.36 rd eased a fe later 1.18 
 EN ITIMDE? Ooo Pees 23.00 amie 2.5 ye 23.00 
 B TCR £934,855 7.30 A NEGRI oe ok: 6.82 
 TED PS ES Penny ale 1.56 SED FY ed deat td eck gland 1.56 
 Difference .. 2.82 SDs, ..... Bit olay fs 9d SSD ieee 2.84 
 B. C. = 2.32 + 7.89 = .29 
 Seconp Two WEEKS 
 Group Study Question Method Group Control Method 
 NUMbeMee ck. «5.5. 27.00 INV DGI I). sasdela ots 22.00 
 A ECM a 10.63 B WWAGHEL ft eae a 10.18 
 Lu pete ss eet 1.92 rod Fue enrne US ho Pe 1.60 
 INUINDSFOO Ss 6s 22.00 ISOS gccty ht ome tenn DAN 27.00 
 B IMIGR ties, vats oss 8.45 A INT CAT oie aa a 9.48 
 Opa 1.54 PT) pe seat he aeetcne ot 1.62 
 ererenCe 2 — Os. ia) |... 2/40) Das ...- 1.78 .8Dp ..... 3.35 
 E. C. = —.58 + 9.31 = —.06 
 Tarrp Two WEEKS 
 Group Study Question Method Group Control Method 
 DUT DAR rerio 25.00 Numbers seo. 26.00 
 A VIGAT SClniee cay ais 15.84 B Wieaies See tieee es 12.30 
 SD eRe sae: 1.68 Saree teh erate ete 1.78 
 Number) ie oe. 26.00 Numberveswen to 26.00 
 B Mean So teeeias 8.61 A Meant. vo cuaeeec3 5.40 
 PSD) ar el abe etdeal eee 1.46 RSL Nil hoe hiv ve Sean ce ats War 
 Difference .. 6.80 SDs; ..... BI Lette ee ea ELL 4 oe 3.16 
 
 BK. C. = 6.80 + 8.78 = .77 
 
92 A Method of Directing Children’s Study of Geography 
 
 TABLE IV 
 SUMMARY—RETESTS AT SPEYER SCHOOL 
 
 Study Question Method Control Method 
 Mean Leo Ee ted oie ees 12°25"), Mean 2... .2. 0 ee 10.38 
 Meanie i a a as $)14 | .Mean.3' 2.5.0)... eee 4300 
 SDT (oadints dale Seca ee eee 8.60 } 8De sess fs. ee ee eee 7.64 
 ot DMN PROT ERE LE Ce 8 VW) fey 7.205 PB Dats. oss 0 oa 7.68 
 SID was i aly ete Le ee eee 99 | SDyae 6 sc dels oe vce 90 
 CR TPP Siro aierh ta ile) eisiGe ey J 85 1 SDs... 6 dew els ole a 88 
 
 SST day. io! oie) a kod tee 'arhis sian wel abd ec cr  c en e 1.30 
 
 Sa ohh ie ee ae, (7a oe ee 1.26 
 
 Differences ors is oe ae pee ee Ae A | 
 
 Dy Uslaceer. Ge Se Ge el aed nan 1.81 
 
 Experimental Coefficient .................. 538 
 
 TABLE V 
 
 EXPERIMENTS AT Pusitic ScHoou 43 
 First Two WEEKS 
 
 Group Study Question Method Group Control Method 
 Number te 15.00 Number... 32.288 15.00 
 A Mean hth seen i 14.53 B Mean ;..... Suen 9.6 
 red Dh Feet beach lg Mm 1.93 SD i. eee 2.45 
 Numbers. c2 (ue 15.00 Number. .: 2220368 15.00 
 B Mipaiy ten eae 11.33 A Meéan ..: ) 250 
 Ae eee hrate eee 2.19 Mh bs el eee 1.41 
 Difference .. 6.66 SDg, ..... 2:92: SDasvivass 2.838 SDe see 4.06 
 
 KB. C. = 6.66 + 11.28 = .59 
 
 Seconp Two WEEKS 
 
 Group Study Question Method Group Control Method 
 Number evince 16.00 Number’ )3332 0) 15.00 
 A Maan) erin <i. 18.00 B Mean Jocaiieeeen 11.26 
 POL) ag. cist eee es Deer SD»)... jae 1.82 
 Number (oo ota 15.00 Numbet “ys... een 16.00 
 B Mean STS ass 11.86 A Mean if ebe oa 12.00 
 Oars oe Bee at SDw i Seis 2.02 
 Difference .. 6.60 SDs, ..... 2 2 See bes 2: 723SDp.. 29 3.99 
 
 K. C. = 6.60 + 10.09 = .65 
 
Appendix 93 
 
 TABLE V (Continued) 
 Tuirp Two WEEKS 
 
 
 
 Group Study Question Method Group Control Method 
 PUGET? cece ha. 15.00 INUTADON 63, Clee rhs 15.00 
 A BA CGT hy pci Bex 15.46 B M GAIN Tis Shim oh 13.46 
 DRE sade e VERY Be 1.89 BUese ao ease aaa, 1.44 
 INUMDOE a4 odo 15.00 INUMIDERD. baid ne. k 15.00 
 B LGR econ ary ci. 15.73 A Meat A caatides se L738 
 Sh ede tee welt 1.91 Saris Paiste wea kA 2.26 
 Difference rag A SDs; Tieviaaee 2.68 SDs: a Teveié 2.68 SDp <ieueaye 3.79 
 
 HK. C. = 2.00 + 10.53 = .19 
 
 TABLE VI 
 
 SUMMARY 
 EXPERIMENTS AT PuBLic ScHoou 43 
 
 Study Question Method Control Method 
 SR os 4 Pah is pay Cone ae eae ae 11.44 
 ct eS Dy Re ot PPIS TRE TRON IES Tes poe | Olle ERLE Sean an 12.43 
 Oia 8 fa gr ES URS RAD Sls Cc al Ud isap Res Pd SN 7.19 
 Oo a GE ce RE CTEM yids eat Vio ak 7.60 
 MMM Seo! vo ais alot sss « DET 8 Bare are ee easkth tency me eralele ie oheler ye x 1.07 
 es eo: PARTE D aae ll Cty ee AL hecde did Be ee Coe 1.10 
 
 PLT ote ree me ra cee eee? 12.57 
 
 Po ANOS ak ais ee aise ek ible teuckia eu 1,53 
 
 PTITMTRTLEO Ay Nek t or reer i ree el, oki MY A Li 5.14 
 
 LA Bs A RACE cA hes | NS 2.19 
 
 Experimental Coefficient .................04. .84 
 
 TABLE VII 
 EXPERIMENTS AT ROSELLE, Passaic AND STAMFORD 
 ROSELLE 
 Group Study Question Method Group Control Method 
 Wombergs rat ae 34.00 Numbersies ..o cs) se 16.00 
 A [SE RN i Bis i 19.14 B NEGRI et tea Ae 18.06 
 MU aa thie. tay bY. PS re eet ieee ou 1.19 
 Mnmber >’. 3 Oeste 16.00 Number 3 yeh. 34.00 
 B teary Sees tas 25.31 A Mesn i aes 20.17 
 PREP Sei Gs 1G SD any cia Sa uci ak 1.14 
 Difference ee. as SDs sent aks 1.59 SDsge Peperare 1.64 SDp os ae 2.29 
 
 E. C. = 6.22 + 6.36 = .978 
 
94 A Method of Directing Children’s Study of Geography 
 TABLE VII (Continued) 
 
 
 
 
 
 Passaic 
 Group Study Question Method Group Control Method 
 
 Ntiimber tae ca a 34.00 Number 77.2. ee 28 .00 
 
 A Mean ioe srs ae 19.79 B Mean >, “itisusesm 23°25 
 SD eee he CONE 1.42 SDx). ae 1.45 
 
 Numberi v2. occ 8 ae 28.00 Number’ 7ia7 ee 34.00 
 
 B Meaniisel Sots ae 2707 A Mean /..327 ue 23.52 
 SL irk vote merehre vie 1.01 SDy? ) Pee 1.40 
 Difference.... .09 SDg ..... 7 Ss Dae ee 1°81: Shae yeah! 
 
 EK. C. = .09 + 6.97 = .013 
 
 
 
 STAMFORD 
 Group Study Question Method Group Control Method 
 
 Number oo7. ee 20.00 Number. . .. aoe 28 .00 
 
 A Mesh i8 ane 15.50 B Mean » . ss). 7.46 
 ee SN a 1.97 SD... ee 1.29 
 
 Number aca 28 .00 Number:. ... 2 20.00 
 
 B Mean vine). civcnicen: 15.46 A Mean .....30eeee 11.70 
 
 ted Beane: pew Sakuma nes a 1.18 Sar: «css 3 see 1.97 
 Difference . 11.80 SDs; ..... 2:29: BDes yan 2.35. SDs 3.28 
 
 K. C. = 11.80 + 9.11 = 1.29 
 
 TABLE VIII 
 SUMMARY 
 ROSELLE, PAssAIc AND STAMFORD 
 Study Question Method Control Method 
 
 Mean a Aca et 18.56:]'"Mean)2 . 24:4. 02.40 ee 15.95 
 MGAN.4 sain cnooka mae iue 22.16 1 Mean 3... «+6 s «cle 19.54 
 SD ee ee Ae Ga ee 2a 7.91 | 8D. os eee 9.48 
 Ni BR EOS 1S. RPA BR 7:64.) 8D; )..5. 0D. ee 8.95 
 SD Bae Eh es rere 84°) SDyae oe eee pak 
 SD tat ie ct Pea are ee 90 |) SDais 2.0 ee 95 
 
 Dia abe unc ails Woe leh a ae eee 1°25 
 
 Dag istic Ase ee a a eee 1.28 
 
 BSD) Are ei din cass Gee Co ORIEN ee 1.90 
 
 Difference sic cite Ie As els ea 5.20 
 
 Experimental Coefficient ..........0. 00s cece 99 
 
Appendix 
 
 TABLE IX 
 SumMaryY oF ALL EXPERIMENTS 
 
 Study Question Method 
 
 Pee eer gts conn! Ste 16.22 
 PEN a i iG ok ok oe 17.68 
 ea Rc 7.54 
 eo oe ls Si er hx 9.01 
 1, Sek i SA Sa a 562 
 1 5 ROARS ote een .65 
 
 Peery ete ict a 
 SLA EOI is or al le 
 LGA ead Lowe 
 Difference 
 
 oo ere eee eer eeve 
 
 Control Method 
 
 WA aI ete eRe cle Ae ek 
 IVE eT oF eudl a  eislu cate oleae aw a 
 EL Peer eee aes VUE ha ate 
 AML Oe AE edie BL NN Oe at i 
 PLE Sane eer sa dei icnerunnebe eis wikis 
 LI iMa Lerche te uN eee 
 
 Eee Ay eee aia ha .0832 
 
 al pa DOR he hegre aaa .0898 
 
 ke ig Se Tak pies © aN 1.22 
 
 Ea Mi ec pte ate Nee naa 5.50 
 
 RC, a7 Oe oe 6.8 6 Ox a 9 (es Ge Fs 
 
 95 
 
 
 

 
 
 
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INDEX 
 
 Arithmetic, 8. 
 Assignments, lesson, 5-9, 11, 18, 21, 
 39. 
 
 Bagley, W. C., 1. 
 Branom, M. E., 1. 
 
 Calculations, arithmetical, 30. 
 
 Chances, statement of, 34, 44. 
 
 Charters, W. W., 1. 
 
 Comments of children on study 
 questions, 40, 44. 
 
 Courtis, S. A., 2. 
 
 Criteria, in geography, 1-2. 
 
 Curriculum, studies in, 1-2. 
 
 Detroit, 9. 
 Discussion, class, 8. 
 
 E.C., 34. 
 
 Effect, law of, 6-9, 39-40, 44. 
 
 Evidence, subjective, 38, 43, 45. 
 
 Examinations, 8, 24. 
 
 Experimental Coefficient, 34. 
 
 Experiments, previous in geography, 
 Chap. I. 
 
 Facts, learning of, 18-19, 30, 45; 
 importance of in reasoning, 20. 
 
 Gates, A. I., 6, 19-20. 
 
 Hackensack, Chap. VII. 
 Hillegas, M. B., 12. 
 Hockett, John, 2. 
 Horace Mann School, 10. 
 Hosic, J. F., 32. 
 
 Initial test, omission of, 33. 
 
 Lecture Method, 19. 
 
 97 
 
 McCall, W. A., 32ff., 44. 
 
 McMurry, F. M., 8, 10, 12, 45. 
 
 McMurry and Parkins, Geography, 
 4, App. II. 
 
 Method, experimental, 4, Chaps. IV, 
 V, VI; in geography, 10. 
 
 Motivation, 8, 42. 
 
 Note taking, 30. 
 Number of children in experiment, 37. 
 
 Objectively scorable questions, in 
 silent reading, 4; in this study, 
 Chap. III. 
 
 Organization of ideas, 28. 
 
 Passaic, Chap. VI. 
 
 Pearson, H. C., 32. 
 
 Penmanship, 9. 
 
 Principles, application of in practice, 
 3. 
 
 Problem method, 10-12, 18, 45. 
 
 Public School, 48, Chap. V. 
 
 Puzzles, interest in, 9-10. 
 
 Questions, in class, 7; in texts, 25— 
 26, 46. 
 
 Reaction, to printed page, 31, 45. 
 
 Reading of assignment, 4, 6; as a 
 method of learning, 30. 
 
 Reasoning, 19, 28. 
 
 Reavis, W. C., 1. 
 
 Recitation period, 7-8, 18-19, 39. 
 
 Retention, measurement of, 35. 
 
 Roselle, Chap. VI. 
 
 Rotation experimental method, 32ff. 
 
 Rugg, H. O., 2. 
 
 Satisfaction, see Effect, law of. 
 Scoring of tests, 34. 
 
98 A Method of Directing Children’s Study of Geography 
 
 Smith, J. Russell, Geography, 4, 21ff, 
 33, App. I. 
 
 Speyer School, Chap. IV. 
 
 Stamford, Chap. VI. 
 
 Stenographic reports of lessons, 11, 
 12ff. 
 
 Stull, De Forest, 12. 
 
 Study, improvement of, 4, 20ff, 45; 
 questions, 5; problem, 18. 
 
 Suzzallo, Henry, 32. 
 
 Tables, statistical, App. III. 
 Techniques, in geography, 3-4; in 
 
 other subjects, 3;, experimental, 
 5-6. 
 
 Testing, 7. 
 
 Text, basal, 18. 
 
 Thorndike, E. L., 9. 
 
 Transfer, 42. 
 
 Types of questions in this study, 27ff. 
 Values, weighing of, 18. 
 Washburne, Carleton, 2. 
 
 Yule, G. U., 34, 44. 
 

 
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