the method here recommended. Intending to publish my plan of instruction, I carefully watched its operation on the minds of my pupils; which at the same time, I studied in reference to it, the most approved systems of the philosophy of the mind. My success in teaching from it, far surpassed my own expectations, and I have often said, that if I had acquired any reputation as a teacher, I owed it as much to my method of instruction in geography as to any one circumstance. The system of modern geography here presented to the public contains that method, yet strange as it may appear, Mr. Woodbridge originated and wrote it."

--"Of all the branches of study which my pupils learn, geography taught in this manner is that which they most easily call to recollection; and this is the case, whether the examination takes place after the lapse of a few months, or a few years."

A second edition of this work was required within six weeks after the publication of the first, and no time was allowed for discovering defects, by its use. The unexpected demand for a third edition before the expiration of a year, calls for the gratitude of the author to those who have favoured him with their countenance and remarks. He has endeavoured to make the only return in his power, by correcting the defects discovered by the aid of their experience and observation, and hopes the work will better deserve the approbation it has received. He has been careful, however, to make such alterations only as an experienced teacher believed would produce no serious inconvenience to schools, and to preserve the same paging, except in a few cases where an alteration was indispensible. The whole work is numbered on the plan of Blair, and the more difficult parts are printed in a smaller type. Comparative views of cities have been annexed to each quarter of the world. A new and more full account of climates, animals, and vegetables, is given; and an enlarged table or chart, exhibiting their geographical situation, is affixed to the Atlas. The Isothermal lines, or boundaries of various climates, are marked from a careful examination of the productions of every portion of the world, compared with the mean annual temperature of places, as ascertained by Baron Humboldt. In order to furnish this chart, it was necessary to reduce the size and expense of the former map and chart of the world; but the amount of information they contain is the same as before.

Remarks on the method of using the work.

In the use of this work it is intended that the pupil should derive most of his information from a careful examination of the maps and chart, as the only substantial basis of a knowledge of geography. No pains should be spared to render this part of the subject familiar to his mind. To effect this object, the questions have been made as numerous and particular as the limits of such a work will allow, and it is not designed to give him any information in words, which he can obtain from the maps.

It is particularly important that the pupil should early be made familiar with the points of the compass in the place where he is, and on the map, and with the divisions of a country founded on them, as exhibited in the figure, page 18. This is necessary, that he may be able to describe without hesitation, the source and course of rivers, the situation of places, &c. To aid in this, he should be accustomed to place the upper part of the map towards the North.

At first he should be required to answer the questions concerning boundaries, rivers, &c with the map before him, and to point to the part he is describing, that the instructor may be assured that he understands what he is repeating. But he should be taught, as soon as possible, to fix the image of the map in his mind, and repeat from this entirely. When this is effected, with the maps and chart of the present work, it is evident that the great difficulties of the study will be overcome, and the most important facts of natural and political geography will be impressed on his memory, in such a manner as not to be easily forgotten.

The author knows no method of study so well fitted to accomplish this object, as that of drawing maps by the eye. After the pupil has become familiar with a map, let him draw on a slate the outline of one country at a time, commencing with the lines of latitude and longitude, and using these as guides. He should do this at first perhaps, by some easy mode of measuring, but ultimately, by the eye alone. Let him repeat this until he is able to draw the same outline from memory. Let him proceed by the same steps to draw sketches, including the mountains and rivers, with their names, and those of the countries or seas around, and afterwards to mark the places of the principal cities.

After a class have had some practice in this exercise, their knowledge may be easily tested, and the countries they have gone over reviewed, by an application of the Lancastrian

method of instruction, which the celebrated author of that system does not appear to have made.

Let the pupils be seated at a desk, before the instructor, each with a small slate, and a set of directions like the following be given them.

Draw the outlines of England.-Write the names of the seas and countries around it.-Draw the river Thames-the Severn, &c.--Mark the place of London--of Liverpool, &c.

Let each direction be executed by all at once, in silence, and their slates then exhibited to the instructor for correction. It is believed that no method of examination will be more rapid, or more decisive as to the knowledge of the pupils, and that none will excite more interest in their minds. The same method may be applied to the Chart also.

The work is intended to comprise all that is necessary for those who wish to acquire the rudiments of the science. In the present edition, the more difficult parts are put in a small type, to be reserved for a revisal, or for the use of older pupils, and questions of a similar kind are marked (II.) But so great a variety is found in the capacity of different pupils at the same age, that the judgment of the instructor only can decide in a particular case, what portions should be learned at first. In studying it for the first time it is not necessary, and will not usually be advisable, that the pupil should be required to recollect the classes of cities, rivers, &c. In examining the maps, the numbers which indicate them will scarcely fail to make an impression on his memory, and he will be better prepared to attend to these, and to the "Regueral Views, after he has gained some familiarity with the subject.

The questions are more numerous than in other school geographies, in order to direct the pupil to every thing which is essential for him to learn, (except in some parts to be committed to memory,) and to furnish in this way, not so much a system of geography, as a course of geographical instruction. But it will contribute much to his improvement, if, as he advances, the instructor will vary and multiply his inquiries, particularly with reference to latitudes and longitudes, and the distances and bearings of places and countries from each other. In the present edition, where any perplexity may occur in finding the answer to a question, a reference is made to the map, or the section of the work which contains it.

It is advised by some instructors, that even in commencing this study, the natural geography of all the great por

tions of the world should be learned, before any attention is paid to the description of any particular countries. Where this method is preferred, the necessary questions will be found following the account of each quarter of the world.

It is particularly recommended, that the pupil be early taught the correct pronunciation of names, by reading a portion in the accented tables, at the end of this work, every day

The plan of the present work is to embrace every thing as much as possible in general descriptions, to be applied to particular countries included in them. In order to gain the full advantage of the system, it is important often. to call up the pupil's attention and refresh his memory, by questions referring to these descriptions. The following questions furnish an example of this mode of examination. They may be used for a general review of the book, and made more or less minute, according to the views of the instructor, and the capacity of the pupil.

QUESTIONS FOR REVIEWING. To be answered for each country. In what Zone and in what part of it is ? What is the general climate of that part of the Earth? (See description of Zones and Climates.) What is the state of civilization? (See Chart.) Describe that state. (See article Civilisation.) What is the government? (See Chart.) Describe that government. (See article Government.) What is the religion? (See Chart.) Describe this religion. (See article Religion.)

To which division of † does *belong? What is the general climate of these countries, and of that part of *in the same latitude? What are generally their exports? What is the character of the people? (See description of the country, and of that division of America, Europe, Asia or Africa to which it belongs.) What is the population, and how does it compare with the United States? (See Chart.) In what region as to climate is it situated? (See table of Climates.) What vegetables may you expect in it. (See Table.) What animals? What is the state of its manufactures? (See article Manufactures.) What can you say of its commerce? (See Commerce.) What is the state of literature and education? (See Literature.)

*Here insert the name of the country.

+ Here insert the name of the quarter of the globe to which it belongs.

140

INTRODUCTION.

GEOGRAPHY is a description of the Earth.

1. It has been found by sailing round the Earth, that it is a vast globe or ball.

This is also proved by the circular shadow of the Earth on the Moon in an eclipse, and by the appearance of a ship at sea, where the highest part is always seen first.

2. The Earth is inhabited on all sides, by men and animals, and covered with trees and vegetables, which are kept on it by the attraction of Gravitation.

ASTRONOMY.

3. The Earth is one of the planets, or moving stars, which revolve round the Sun, described in the science of Astronomy.

4. There are seven primary planets in our system, revolving round the Sun in the following order: beginning at the Sun. 1. Mercury; 2. Venus; 3. the Earth 4. Mars; 5. Jupiter; 6. Saturn; 7. Herschel, or the Georgium Sidus. The paths of these planets round the Sun are called their orbits, and are represented in the figure on the following page.

5. There are 18 secondary planets, or moons, revolving round these primaries, of which the Earth has 1, Jupiter 4, Saturn 7, and Herschel 6.

6. Four very small planets, called asteroids-Ceres, Pallas, Juno and Vesta, have been discovered, revolving between the orbits of Mars and Jupiter.

7. Besides these, more than 400 comets, or stars with bright trains, have been seen revolving round the Sun.

8. All these bodies form the Solar System, and receive their light and heat from the Sun in the centre.