" This reading should
be the basic geographic experience, the fundamental instrument of
the teaching. All else is supplementary. The textbook then becomes
a reference book of maps, charts, summaries, and a treatment for
the sake of perspective. Maps, globes, pictures, stereoscopes,
stereopticon, moving-picture machine, models, diagrams, and museum
materials, are all for the purpose of developing ideas and imagery of
details. The reading should become and remain fundamental and central.
The quantity required is so great as to make it necessary for the city
to furnish the books. While the various other things enumerated are
necessary for complete effectiveness, many of them could well wait
until the reading materials are sufficiently supplied.
In the high schools the clear tendency is to introduce more of the
industrial and commercial geography and to diminish the time given to
the less valuable physiography. The development is not yet vigorous.
The high school geography departments, so far as observed, have not
yet altogether attained the social point of view. But they are moving
in that direction. On the one hand, they now need stimulation; and
on the other, to be supplied with the more advanced kinds of such
material equipment as already suggested for the elementary schools.
DRAWING AND APPLIED ART
The elementary schools are giving the usual proportion of time to
drawing and applied art.
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