Excerpt from The Reproduction of Geographical Forms: I, Sand-and Clay-Modelling With Respect to Geographical Forms, II, Map-Drawing and Map-Projection
IT is hardly an exaggeration to say that the average child learns more of the science of geography in his rambles out of doors, before beginning the study in his school course, than he learns from the text-book after his school work in that study begins. The reason is that, in the one case he reads geography in nature, in the other from the printed page. No matter how well and how faithfully the teaching may be done, the disadvantages arising from the use of words and sentences instead of things in nature, are too great to be easily swept away. Within a few years the importance of this fact has been so widely recognized by primary teachers that, in a majority of schools, text-book work has been largely abandoned in primary grades, and oral lessons, aided by the moulding-board and the study of natural forms, have very properly taken its place.
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