Maps and a globe should be in constant use. The home should be the
starting point. Railroad circulars, maps, and time-cards for free
distribution will be found valuable. Pupils should be taught _how to
use_ these maps and time cards.
Give pupils a choice as to routes or roads over which they are to
travel. Each pupil, however, should be able to give a reason for his
preference for any particular road, and must know the number of miles
and the time required for the journey. The road or route voted upon by
the majority may then be decided upon, and preparations made for the
trip.
Find out the best time to go to each particular country, and the reason.
What clothes it will be best to wear and to take with one. About how
much money it will be necessary to spend on such a trip, and when and
where this money should be changed into the coin or currency used in the
country we expect to visit.
A _Guide_ may be appointed to obtain time-tables, maps, railroad guides,
the little books of travel, or other descriptions of routes and of the
parts of the country that are to be visited. (Further suggestions in
regard to these "helps" will be found elsewhere in this book.)
The principal features of the country passed through may be described,
if time permits; also the more important cities. Note the population,
occupations, productions, together with anything of special interest or
historical importance associated with the city or locality.
The _Guide_ takes charge of the class in the same way that a tourist
guide would do. He escorts us from the home depot to the city, state, or
country, pointing out the route on a map suspended before the class.
Arriving at the city or country, he takes us to the various points of
interest, telling as much about each as he is able, and answering
questions pupils may wish to ask. If the guide can not answer all
questions, the teacher or some other member of the party may.
When the guide has finished with a topic or section, other members of
the party may give items of interest concerning it.
A different pupil may act as guide to each city or part of the country
visited, and each pupil should come to the class with a list of
questions about the places.
Every pupil in the class may take some part, either as guide, or as the
class artist, musician, librarian, historian, geographer, geologist,
botanist, zoologist, or man of letters.
A _Historian_ may tell us of the history of the country, and answer all
questions of historical interest.
A _Geographer_ may tell of the location on the globe, of the natural
land formations of mountains, canons, prairies, rivers, etc., and of the
climate resulting from these. He should illustrate his remarks.
