Modeling Relief Maps.—Clay and sand modeling, which are employed extensively in some countries in the study of geography, are coming into more general favor in the United States, although, unfortunately, they have not met with very general acceptance. Damp clay and wet sand are admirably suited for the construction of relief maps. Plaster of Paris is sometimes used for this purpose, but without success in many cases, since it becomes hard too quickly. Modeling clay is used on a flat surface, and is modeled into relief illustrative of the various regions studied. The same clay may be used many times by the same pupil. The map is to be compared with an accurate model, and corrected as often as may be necessary. The construction of such a map will effectually fix in the mind the principal slopes, mountain ranges, and river systems. The more important cities may be indicated, thus completing the work. The principal objection to this form of work is that it requires too much time. Many experiments and essays must be made before the pupil acquires sufficient skill to construct such a map with accuracy, even though he have a good idea as to what he is to do. Often it is found best to encourage the pupil to perform such work at home, and out of school hours. Where it is deemed impracticable for the pupils generally to model in clay, it is still desirable that samples of such work be exhibited to them, and nearly always there will be some pupils who are favorably situated for such work, and who will gladly prepare the specimens if encouraged by the teacher to do so. Relief Globes. - Relief globes for school use are of recent manufacture, and are exceedingly desirable for any school. Unfortunately, their cost at the present time renders them unavailable for very general use. Outline Maps. — Outline maps on slate surfaces, to be filled in by the use of crayons, have not become very popular in this country, although they are used extensively in Europe. It is an excellent exercise for the pupil to draw the outline as well as the internal features of a country. But the drawing of coast lines is slow and somewhat laborious, and ought not to be repeated frequently, while various uses might be made of the same outline in the representation of political divisions, relief, and the distribution of coal fields, and of important agricultural products, etc. Outline maps in cheap form (in sheets) can be procured, to be filled in by the pencil, and can be used in various ways. A set of five such maps of the United States may be made to form a series, as follows: The first, showing the different States, their capitals, and two or three other (principal) cities of each State; also the principal mountains, rivers, and railway lines of the country. The second, showing the distribution of the principal mineral resources of the country. The third, showing the distribution of the principal agricultural products, and of the common forest trees. The fourth, showing the distribution of the more important domestic animals, and of some of the wild animals. The fifth, showing the original territory of the United States, and the successive accessions thereto. Each State is to be marked with the date of its admission to the Union, and also (generally) with the date of its earliest settlement. Pale colors may be used advantageously in some of these maps. Map drawing, when neatly performed, may prove a very satisfactory recreation, and specimens of good work in this line are well worth preserving. Modern Text-books of Geography. The study of geography has been practically revolutionized within a recent period. Every possible aid is now given to the study of that subject, and many different methods are employed in its presentation. The modern text-book is in itself a marvel. It not only presents the natural features of the earth's surface, the political divisions, and the location of the various points of geographical interest, but considers also the nature and condition of the soil; the physical, and to some extent the geological, features of the various countries. It treats of their resources-natural and industrial- and to some extent of the character of their civilization. Variety in the Recitation. It would seem that but little can be added to make the study more effective or more attractive. There are some features, however, which it might be well to emphasize. A change in the manner of recitation, from time to time, is an excellent thing. Probably this is more necessary in geography than in any other study, for there has been a strong tendency to routine work in this branch. Among the variations, or recreations, which may be employed is the following, which presupposes on the part of the teacher the ability to draw maps, and to draw them quickly and accurately. After the class has studied a given map, or a set of maps, let the teacher sketch rapidly upon the board a map of some geographical division. As he proceeds, let the pupils give the name of the country. The teacher can then sketch in, as rapidly as possible, the principal rivers, mountains, cities, etc., and, if the map be of an entire country, the various political divisions the pupils naming these as soon as they are drawn. If the naming be done in concert, there will be some in the class who will do all the work, of course. This may be avoided by calling upon different pupils for the names, as the work of sketching proceeds. Observational Geography. The study of the configuration of the earth's surface may well begin with the surrounding locality. Here the teacher in the country has the advantage. In the city — the large city-all is artificial. The streets are made level; the watershed is the gutter, constructed in accordance with surveys; all the surface water is carried to the sewers. On all sides are the results of the labors of men. In the country, however, everything is |