Présentation de l'éditeur
Objections to the Introduction of Laboratory Geography I nstruction. In schools where laboratory instruction in geography has never been given, a proposal for its introduction is often met by two pertinent queries, (a) Why? and (b) How? In schools where such instruction is given, there is usually a demand, corresponding in a sense to the why? query, that such instruction be made more effective, more vital to the needs of the pupils and more interesting in the class room. Moreover the question how? is often almost as urgent in such schools as in those where laboratory geography instruction has never been attempted. Lack ofT raining on Part ofT eachers and Defects of Earlier Texts. The reason for this latter difficulty is, in many instances, readily explained. The teacher has had little or no specific training in geography. Therefore, the laboratory texts, heretofore available, dealing largely with problems of technical geography have contained little that is at once interesting, suggestive, and intelligible to the teacher. Consequently, the exercises are taught half heartedly, with no originality and with no definite purpose or clearness. A im of the Tarr and von Engeln Manual. It has been the aim of the authors of theL aboratory Manual, for which these pages are to serve as a teachers guide, to produce a text which would in itself constitute a definite answer to both the why and the how queries. In other words, first, to make the purpose of each exercise so definite, concrete and practical, as to leave no doubt in the mind of either the student or the teacher as to its value from the practical, cultural and pedagogical viewpoints. Second, to provide instruction of such content and manner that its purport and method will be clear to the teacher who has not had previous training in laboratory geography; and to provide this instruction in such a form as will mo
(Typographical errors above are due to OCR software and don't occur in the book.)
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