Human Geography-From Slogan to Actuality

Abstract

IN VIEW of the fact that the instructional materials for most subjects in the elementary-school curriculum are being renovated, is it not time to begin revision of the reading materials used in the field of geography? This need exists whether geography is considered as a separate subject or is treated as a part of an integrated course in social studies. In spite of the improvement recently made in textbooks in geography, these books continue to present generalizations to young, unprepared children before the concrete ideas underlying the generalizations have been made sufficiently clear. Far too often authors present adult conceptions without considering that most children have had little experience which would clarify those concepts. Curriculum-makers, who have aimed at avoiding verbalism in the classroom, should be concerned about the continuance of this weakness in much of the geographical instruction which is given in elementary textbooks. The avoidance of verbalism is not attained merely by controlling the difficulty of the recognition vocabulary. The content of geography ought to be given a social interpretation which will permit realization of its full contribution to the elementary-school curriculum. The concepts and the modes of presentation need to be chosen in terms of the characteristics of children at the particular stage of development. The meanings of the new words used should be clarified by the context. When these requirements are fully satisfied, children will find the subject a dynamic, fascinating study.