THE writer begs affectionately to inscribe these Books
to Teachers trained at the Otter Memorial College, in
memory of very pleasant hours spent with intelligent
and responsive Classes.
MANNINGHAM, Dec. 1880.
[iii] ENGLISH children should have such a familiar and
intimate knowledge of the geography of their own
country as would make a railway journey a delight; and
this is especially the case in these days when "cheap
trips" afford opportunities "to see for themselves "
to persons whose eyes have been opened by previous
The following chapters are an attempt to make the
landscape, industries, and associations of the severed
counties familiar conceptions to children; as it
appears to the writer that the only way in which
"England" can be practically known is, county by county.
Certainly no other mode of treatment is equally
interesting,—so curiously individual in its aspect,
history, and employments is each of the forty shires.
The geography of England embraces such various
knowledge, that it appears to be a subject better
suited to the intelligence of children of ten and
[iv] eleven, than to that of the younger children in
Standard III. Still, as the language of this book is
easy with a view to promote fluent reading, teachers
who preferred to use it for Standard III. would not
find the reading lessons to present any difficulty.
An effort is made to awaken intelligent interest in the
chief crafts by which English people live.
It is hoped that the notices of great men or of noble
deeds which belong to many of the counties may
stimulate patriotic feeling.
The physical geography of the country is taken up as
"common information," without the "precision of
statement" which belongs to scientific teaching: it is
hoped, however, that the data gathered in this way may
serve as a basis for such teaching. The maps which
illustrate each chapter are on a uniform scale, to
convey a just idea of the relative size of the
It is earnestly recommended that teachers should
require their classes to answer the set of map
questions belonging to each county-map in writing; and,
afterwards, viva voce, from memory. This exercise
should secure an exact as well as intelligent knowledge
of the geography of the several counties, and would
furnish capital home work. The questions
[v] upon the map of the county should be answered before
the lessons upon it are read; the children will thus be
prepared to read with intelligent understanding, and
will perceive that the text covers each county, bit by
bit, in regular topographical order. A wall map of
England should be used when the lessons are read.
The general outlines of the geography of England are,
it is supposed, already known by the class, as this is
a subject better adapted for oral teaching than for a
It is a source of regret that, for want of space, much
matter is left out, fully as interesting and important
as that which appears. Indeed, it has been found
necessary greatly to reduce a larger work which was at
first prepared for a school reading book.
The authorities consulted, and the sources from which
information has been derived, are too numerous for the
writer to do more than make here a general grateful
MANNINGHAM, Dec. 1880.
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