Aim of Field Lesson. A direct purpose or aim of the field lesson in teaching geography should be to form a clear idea or mental picture of a river basin as a basis for imaging other river basins, and as a unit for the study of the continent, or of all land surface: and to know the river basin is to know its history; that is, the history of the river itself, its valley, and the story of its building and shaping.
It may not be possible for all students to make a study of the whole of a river or brook basin, yet it may be done by sections—getting a general idea of the slope of the river bed, water-parting, slope and valley. The action of the forces of nature may also be seen in the changes now going on in the different sections—the cutting back of the stream at its source, its eroding power, its carrying power, and its building or leveling power.
If it is not possible to take the children to the field for nature study, they may find fruitful sources of study without.
City Schools. Nearly every school-house has some surroundings that may be studied to advantage, except those in closely built city streets; but even in such cases there is always the work of rain, heat, frost, and wind to study, as well as insect life. The drifting of sand and snow, the frost on the window-panes, the forming of ice around doors and windows and the effect of heat in its melting, rain-drops, clouds, puddles of water in the slight depressions of sills and walks, with tiny streams flowing therefrom, are all to be observed.
Where did the dirt on the windows and sills come from, especially after some snow-storm? Tiny seeds in the corners where the winds have left them; insects in the spring;—where did they come from? Where were they all winter? These and many other hints might be given for such study.
The Cutting Back of a Stream at Its Source.
The country furnishes a rich field for investigation. Around every building and in many localities that can be easily reached, most of the types of the earth’s surface forms may be found. Care must be taken that they are considered as types, or the pupil might answer the question, “How high are mountains?” as the child did who said in reply, “Two inches high.”
In the lower grades of school, much of the geography work should be the direct lesson in the field followed by lessons in school. The higher grades, also, should continue the frequent field excursions which are begun in the lower.