Part 3

You will find that impressions made upon the mind in this visual manner are lasting, and that you can gather knowledge of geographical locations which hitherto may have been difficult for you to retain.

After you have once impressed these pictures upon your mind, close your eyes again and let your mind's eye see them. The location of cities, mountain ranges, rivers, etc., need simply to be visually impressed in this manner. Draw a line from one principal city to another. Notice the length and direction of the line and the figure made by joining them. Draw the lines with your eyes closed until you have a clear mind's eye impression of the exact locations.

Follow this plan in teaching the child to visualize the map which he is studying. Do it with each state, and each continent, island, or country.

Draw a plain outline map of the continent being studied, let the child draw in the principal rivers and mountain ranges, writing the name of each. Explain how these mountain ranges and large rivers, because of the natural defence offered, have become the natural boundaries between nations. Now have the child draw each country on a blank map, writing the name of each and placing a dot where the capital of the country is located, and naming it.

Of course it is not likely that the child will be able to do all this without reference to the map. The map of the continent should be visualized by a definite effort. Let him go over a section at a time noticing the mountains and rivers, their use as boundaries and the countries which they separate. After this detail study have the child observe the map as a whole, and build its visual picture in his mind. From this visual picture have him draw all the details possible on the blank map. Let him go back to the map of the continent, study the points missed, revisualize the picture, close the book, and add as much as possible to the map he is drawing.

Do the same with the map of the United States. Have the child become familiar with the outline, the rivers, mountains and Great Lakes. Next have him become familiar with the groups of states, as the New England States; the Middle Atlantic States; the Southern States, eastern and western divisions, etc. Each of these divisions can be visualized separately, the outlines of the states and the location of the capital learned, so that an outline map of the group can be drawn as was done in the case of the continent and its countries. If this process is continued a very little study of the United States as a whole will enable the child to draw the entire country and locate all the states and their capitals, a thing which only a very few grown people can do.

Learning the Groups of States

The use of initialing will help in learning the names of the states in their different geographical groups. Use the initial of the states in the group and make a sentence using these initials as the first letter of each succeeding word. Fix the sentence in mind and when you wish to name the states let the initial or name act as a guide and suggest the name of the state. Use the sentences following, or make others of your own.

New England States

May's New Hampshire Views Might Maine New Hampshire Vermont Massachusetts

Connect Rhode Island. Connecticut Rhode Island.

Middle Atlantic States

New York's New Jest Puts Delaware New York New Jersey Pennsylvania Delaware

Many leagues West (of) Virginia. Maryland West Virginia Virginia.

Central States--Eastern

Oh! I K(C)an take Ill With cousin Ohio Indiana Kentucky Illinois Wisconsin

Mich. Michigan.

Central States--Western

Miss I O Minnesota K(C)an Neighbor North Missouri Iowa Minnesota Kansas Nebraska North

and South Dakota. Dakota South Dakota.

Southern States--Eastern

No Southern Car Goes Far North Carolina South Carolina Georgia Florida

All-a-board Miss Tennessee. Alabama Mississippi Tennessee.

Southern States--Western

Ark an Louise Take Okla home. Arkansas Louisiana Texas Oklahoma.

Western States--South

Californians Use Colorado. California Utah Color.

Never A Newly Made. Nevada Arizona New Mexico.

Western States--North

Why! Ida Might Wash Ore. Wyoming Idaho Montana Washington Oregon.

In order that there be no omission of any sentence it is only necessary to note that there are eight groups and four pairs: New England and Middle Atlantic; Central East and West; Southern East and West, and Western North and South. As a further check for accuracy notice the groups as in pairs above; the first pair has 6 and 7 states; the second has the same, 6 and 7; the Southern has 7 and 4, and the Western has 6 and 5. The first two groups have 13 each and the second two groups have 11 each.

Puzzle Maps

The common jig-saw puzzle maps have value if accurately cut. A splendid game for learning the states of the United States, their shape, size and relative position, can be made at home. Lay a map of the United States on a piece of good cardboard, trace the outline of each state and then cut them out on the state lines with a sharp knife. Have the child first learn to name the states by seeing the blank pieces of irregularly shaped cardboard. Then let him learn to put the pieces together, naming the states as he does so. This plan can be followed in studying the counties in your state or the countries in a continent.

The Blank Map

Another helpful method is to draw an outline map of the United States on blank paper, drawing in each state. This can best be done by using impression paper. Now have the child take the map with the outlines of the states and write in the name of each.

The Geography Game

Have cards cut on the lines of the different states of the United States. You can use the ones made for the puzzle map above. On each state card place three spots in the location of the capital and two principal cities. Prepare a series of three cards about 2×3 inches for each of the states, and on each print the name of one of the three cities mentioned so that for each state there is a book of four cards, the plain outline card of the state, a card bearing the name of the capital, and a card for each of the two principal cities. Below the name of the city can be drawn an object, or a word which will indicate the approximate population of the city, by the Number Code. Make a similar set of four cards for each state, the state cards to be cut on the map outline, but not to have the name of the state on them; nothing but three spots in the location of the cities mentioned.

Some states can best be made in a group because of their comparative size. Vermont and New Hampshire can be on one card; Massachusetts, Connecticut and Rhode Island on another, and Maryland and Delaware another. Only three cities should be marked on the cards of these groups, always using the capitals of the states.

The state cards and the city cards should be shuffled separately, the state cards laid to one side as a draw pile, and the city cards divided among the players. The first player draws a state card and lays it on the table and has the first opportunity to play with it any city card he holds. The player to the left has the next turn, and so on, until someone has laid down the last of the three city cards belonging to this state card and takes the book. The one playing the last city card is entitled to the book and has the privilege of drawing the next state card. The one securing the largest number of books wins.

Any player playing a wrong city card on a state card must forfeit the card to the one who started with the state card.

This game requires that the players recognize the state by its outline and know the name of the capital and the two principal cities of the state, and of course, in which state each city card belongs.

The same game can be arranged for the countries of Europe, South America or any other continent. The card can bear the names of the capital, the principal river and mountain range, or the capital and two principal cities.

Following the Travelers

Have the child follow the travelers in the following stories by actually seeing the geographical formations as they are named. Then have him repeat the itinerary by referring to the picture of the geographical formations. You will find that he can visualize the isthmus, plateau, etc., only after having clear knowledge of what each is. This repeated visualization will make a lasting impression upon his mind.

The Story

A man and a boy were out sailing when a strong wind blew them ashore on a POINT, opposite a small ISLAND. They dragged their boat across an ISTHMUS and soon reached the PENINSULA, where they landed in a BAY. They started out in opposite directions looking for drinking water. The boy followed up a RAVINE and found himself on a PLATEAU. He became lost in a SWAMP and came out on a PRAIRIE, and inquired at a village where he found that he could return by following a RIVER through the VALLEY. He made a raft and floated down the river until he was stranded on a DELTA. He waded ashore and was soon back at his boat.

The man climbed a MOUNTAIN and looked out over the DESERT, where he saw an OASIS. Then he climbed over a CLIFF and followed a CANYON back to the BAY.

The Travel Game

Give the child the blank outline of the country in which you are going to tell the story of your travel. Have him locate on the blank map each city you visit and draw a line from one to the other showing the route which was followed.

An example: England. I went to England and landed at Liverpool. I went by rail from there to London, stopping one day at Gloucester. From London I went by water to Portsmouth.

In this story you can ask the child to tell you what kind of houses the inhabitants live in. You can take a ship and be collecting a cargo at the ports. Ask the child what local products are most easily found, and other questions which will show what these people export. Also the customs and commerce of the country in which the story is located can be discussed.

STUDYING HISTORY

The study of history is largely a matter of Remembering What You Read. Children who have difficulty in remembering what they read, as a rule, do not like to study history. The lesson made into a visual picture will fix the points in mind with one reading, but this reading must not be careless or hasty. Help the child to read slowly and to pause long enough to make a mind's eye picture of each circumstance and change. It will be helpful to take a piece of paper and draw the scene of the battle. Mark in roughly the hills, mountains and rivers. Show the positions of the opposing armies, then roughly sketch the changes which take place. This drawing will help you to make a definite picture impression.

Take advantage of the pictures on the page of the book. The child's mind will naturally associate with the picture the many circumstances happening before and after, if he hears or reads them while the picture is visible.

For example, the picture of the landing of the Pilgrims on the shores of Massachusetts will bring to mind the facts which led to their making the journey. It will also suggest circumstances after the landing.

Those stories and facts which the child hears, while looking at the picture, are joined with it in the mind by the law of association, and the operation of the same natural law will tend to recall them whenever the child sees the picture.

A series of large pictures, which all of the class can see while the history lesson is being studied and recited, would help in fixing the facts in the minds of the children. Children who are taught to visualize can form their own pictures and have a wonderful advantage.

Remembering History Dates

This troublesome matter is easily mastered when the child understands the use of the number code as given in the book on Memory. This principle can be applied in every case. As a rule, the century in which the date occurs is not confusing, and the effort can be confined to the particular year. For example, in order to remember the date of the Battle of Bunker Hill, it is only necessary to remember '75, for the year, as every student will know that it was in 1775 and not 1875, or 1675.

A boy twelve years of age learned more history dates in one week after knowing how to use the Number Code than he had learned in weeks before. The knowledge of how to visualize the lesson and how to remember the dates will overcome any prejudice or any difficulty which the child may have with history lessons.

The following are samples of how the Number Code has been applied to remembering history dates:

Landing of the English at Jamestown, 1607. During the first year there was much sickness and the word SICK is '07. The picture of the Jamestown settlers "sick on the beach" will fix the year in mind.

The following dates were in one lesson, and are the word-pictures which a child used in remembering them. Marquette and Joliet explored the Mississippi River in 1673. The word COMB is '73. They were "combing" the river.

LaSalle reached the mouth of the Mississippi River in 1682. He planted the French flag and had a celebration. FUN is '82, they had fun when they planted the flag.

New Orleans was settled by Bienville in 1718. He had a hard time finding a good place for the city, TOUGH (tuf) is '18, they had a tough time.

Washington and the Virginian troops drove the French troops from Fort DuQuesne in 1754. He drove them from their LAIR, '54.

General Braddock was defeated and killed in 1755. He was buried in the woods of Pennsylvania. '55 is LILY, see a lily on his grave.

Some other examples follow: Alaska was purchased in 1867. 18 may be DOVE and '67 CHECK, a picture of a DOVE flying to Russia with the CHECK. Or if you prefer you can use the two words, STOVE-SHACK, or TOUGH-JOKE, it was a tough joke on Russia to sell it for so little.

The Battle of Bunker Hill was June 17th, 1775. This can be remembered by the association SHOOTING KILL. Sh is 6; TING is 17; KILL is '75. 6-17-'75 is the date and it is in the two words SHOOTING KILL, which is easily remembered with Bunker Hill.

The Battle of Bull Run, July 21st, '61. This is 7-21-'61. CAN'T SHOOT (because they ran so fast they couldn't shoot) and the two words CAN'T SHOOT stand for 7-21-'61.

Peary reached the North Pole April 6th, 1909. This can be represented by URGES UP. This is 4-6-'09. He urges his men up to the pole.

Panama Canal was officially opened August 15th, 1914. This is 8-15-'14. VITAL DOOR will represent these numbers. The canal is a VITAL DOOR between the two great oceans.

Examples of the dates of the reigns of the English kings at the end of feudalism. The War of Roses.

Order of Reign. Code Words.

1--Henry IV 1399-1413 Tie--Henry--hear, them pipe--their doom.

2--Henry V 1413-1422 Snow--Henry--lie, to redeem--true nun.

3--Henry VI 1422-1461 Home--Henry--show, true nun to our chateau.

4--Edward IV 1461-1483 Wire--Edward--hear, a deer shout their fame.

5--Edward V 1483 Wheel--Edward--hail, true fame.

6--Richard II 1483-1485 Sash--Richard--no, true fame--dare fail.

Here the Code word TIE stands for I, the first king--Henry hear, for Henry fourth; "them pipe" is 1399; "their doom" is 1413. The whole can easily be visualized into a picture of Henry using the TIE to make an ear trumpet to HEAR THEM PIPE THEIR DOOM. A peculiar idea, perhaps, but it will accomplish the purpose. Use the same plan for other similar lists and make strong picture associations and they will aid you greatly. They can be recalled when the numbers can not.

The following are examples of dates of Greek and Roman History:

Draco codifies Laws of Athens, 621. Joined--He joined the laws.

Peloponnesian War, 431-404. Remote--Razor.

Corinthian War, 395-387. Mabel--Moving.

Alexander King of Macedonia, 336-323. May homage--My name.

Founding of Rome, 753-(?). Column.

Rome supreme in Italy, 264. New Chair.

Sack of Rome by the Gauls, 390. Mobs.

Great Latin War, 340-338. Mars--May move.

Peace between Rome and Carthage, 201. Nice Tie.

Julian Emperors, 27 B. C.-41 A. D. INK Bottle Can--RIDE After Dark.

Claudian and Flavian Emperors, 41-96. Red--Badge.

Good Emperors, 96-180. Push--Thieves.

Invasion of Barbarians, 337-376. May make--My cash.

Charles the Great crowned Emperor of the Romans, 800 Vices.

The History Game

Secure pictures of the principal events in history and paste them on a series of cards. Have nothing on the cards but the picture, no printing, or names. Take three blank cards about 2×3 inches and on the first place the date of the event; on the second the names of the leaders; if a battle, the opposing generals; on the third put the name of the peoples concerned.

For example, first card, a picture of the Battle of Bunker Hill; second card, June 17th, 1775; third card, General Wm. Howe and General Joseph Warren; fourth card, British and American colonists.

A series of such cards should be made covering the events that are being studied at that time. The pictures are shuffled and laid in a draw pile on the table, and the cards are shuffled and dealt to the players. The one to the left of the dealer draws and plays a picture into the middle of the table, and then any cards which he holds which belong with it. The next player has the next opportunity to play, and so on around the group. The player who places the fourth card takes the book and is entitled to draw and play a picture into the center of the table.

Any card which is played in error that does not belong with the event in the picture shall be forfeited to the one who started the play with the picture card. The one getting the most books wins.

The Game of Famous Men

Secure the pictures of a group of 48 or more men of the present and immediate past who are well known in national or international circles. Place the picture on one card, the name on another, on the third, his nationality, and on the fourth, the thing for which he is best known. The last card can contain more than one thing, if you wish.

The game is played like the History Game above, and requires the players to be familiar with the well known men and their deeds, also to be able to call them by name, and to know their nationality.

The same idea can be used by making a game of the famous men of Colonial History; or of the period of the Civil War; or of the great World War just passed. Do you know the face of Gen. Haig, his nationality and principal event of his life? To look up the information for the cards is a good history lesson in itself. Take the ideas of all these games and by using your Productive Imagination make them fit the needs of your study, or the things which you wish most to master.

STUDYING MATHEMATICS

Children learn to count by using objects, in the school room they count the desks, the children, the number of cards, or blocks. The first lessons are object-lessons dealing with objects which can be handled and formed into groups. Digits are symbols which represent objects, 7+3=10, is an abbreviated form for 7 (Apples) and 3 (Apples) are 10 (Apples).

It is easier to teach addition and subtraction by the use of the objects to add and to take away from. The realization of the process comes by seeing the objects and the result of the change. The digits become symbols for the objects that the child has been working with. Counting boards are helpful in teaching children, for they enable you to continue the visual process. All methods of teaching through the visual processes should be continued as long as possible.

The child's interest in the problem will be stimulated if he deals with objects, or things, and not with meaningless groups of figures. The problem 127+323+417= , is a meaningless one and uninteresting, but if you encourage him to think that this is the number of soldiers with which a general is going out to meet an army of two thousand, then he has some interest in finding out how many men the general really has to meet the two thousand with. This makes the problem read thus, in his mind.

127 (soldiers) + 323 (soldiers) + 417 (soldiers) = How large an army?

Figuring a page of problems will be uninteresting, but if you can encourage the child to introduce the imaginary objects, it will increase his interest.

Fractions are usually explained by the division of an apple or some easily divided object. Division, as a process of dividing a group of objects among a smaller group of children, is easily understood and interesting to them. Encourage your child to continue to think of the objects when dealing with fractions.

Visualization Always Aids

All mental processes should take form in pictures. The adding of 4 and 7 should be seen in the mind's eye, if the problem is not written down. A parent tells the story of his difficulty with his son and this simple problem. The child got the idea fixed in his mind that 4 and 7 were 12. The father had told the boy that the answer was 11, and had the child repeat, 4 and 7 are 11, several times. But the original impression was still the stronger, and the next day, when asked by the father, "How many are 4 and 7?" the child's answer was 12. In some way this impression had become a very strong one and was recalled before the weaker one of the correct answer, 11. The idea of visualization was brought to the father's attention during the day by his having attended a lesson in Memory Training given by the author. That evening he called the boy to him and said, "Son, how many are 4 and 7 tonight?" He received the same incorrect answer, 12. Then he took a piece of paper and wrote upon it the figures in exaggerated size, as illustrated on the right. He had the boy look at the problem for a moment and then look away and see it in his mind's eye, then look at the problem again. Thus he placed a visual impression of the correct answer in the child's mind and this became the stronger of the two impressions and was never forgotten. The next morning the father asked the boy the same question, "How many are 4 and 7?" and the answer was promptly given, "Eleven." "Why, I can just see those figures in my mind and I never will forget that."

4 7 -- 11

This experience is the natural result of using the stronger sense of sight in preference to the weaker one of hearing. The conscious use of the mind's eye faculty in his arithmetic lessons brought this boy from the bottom of his class up to a reasonable grade in a very short time. Do not overlook the value of visualization. It can be applied with helpful results in any lesson or problem.

The Mental Blackboard

The child can easily learn to visualize his problems in mental arithmetic if he will begin while young. This is especially true if you have used the exercises for visualization given in the First Book. Those on mind's eye counting and the Number and Letter games are especially helpful. Their importance now becomes apparent, and if you have neglected them it will be well to go back and use them now.

Encourage the child to see the figures in exaggerated size on an imaginary blackboard; see large white figures on the blackboard. As soon as the problem is given, let the ear impression become a mind's eye picture, as illustrated. The use of this visual method is gradually being recognized as being valuable, and will in the future come into general use. Give your children the advantage and have them use it now.

7 5 -- 12 ×2 -- 24

Exercises in Manipulation