by the sudden shower, may speak to him of the Mississippi, the Amazon,
or the Rhine. Similarly, the idea of sea or ocean may be deduced from
that of pond or lake. Thus, after the pupil has acquired elementary
ideas by actual perception, the imagination can use them in
constructing, on a larger scale, mental pictures of similar objects
outside the bounds of his own experience and observation.

To effect this, the teacher should visit with her class places where the
simpler geographical features in miniature may be observed. If the
school is in the city, pupils may be taken to the parks for this
purpose. If out-of-door study be impossible, they may be induced to
recall objects which they have seen on their way to school or on short
excursions in the neighborhood. In the case of children who have little
opportunity for observing nature, a drawing, a photograph, or a model
will be helpful in giving them a proper idea of the matter. It must not
be forgotten, however, that actual observation by the pupil is necessary
to seeing clearly and intelligently.

Vegetable and animal life are essential features of the geography of the
world, and considerable time should be given to the study of those
within the observation of the pupils. Information concerning plants may
be gained by outdoor study; also by planting seeds in boxes and having
pupils carefully watch their germination and growth.

Pupils should be encouraged to make collections of the minerals and
rocks of their region. These should be classified and arranged for use,
not for show.

The lessons about rain, snow, dew, etc., should be given at appropriate
times. A wet day will suggest a lesson on rain, a snowy day a lesson