all one-hundred-dollar typewriters to take the place
of the penny quill pens, so must education, to be efficient, develop
and employ the elaborate tools needed by new and complex modern
conditions, and set aside the tools that were adequate in a simpler
age. The proper teaching of geography requires an abundance of reading
materials of the type that will permit pupils to enter vividly into
the varied experience of all classes of people in all parts of the
world. In the supplementary books now furnished the schools, only
a beginning has been made. The schools need 10 times as much
geographical reading as that now found in the best equipped school.

It would be well to drop the term "supplementary." This reading should
be the basic geographic experience, the fundamental instrument of
the teaching. All else is supplementary. The textbook then becomes
a reference book of maps, charts, summaries, and a treatment for
the sake of perspective. Maps, globes, pictures, stereoscopes,
stereopticon, moving-picture machine, models, diagrams, and museum
materials, are all for the purpose of developing ideas and imagery of
details. The reading should become and remain fundamental and central.
The quantity required is so great as to make it necessary for the city
to furnish the books. While the various other things enumerated are
necessary for complete effectiveness, many of them could well wait
until the reading materials are sufficiently supplied.

In the high schools the clear tendency is to introduce more of the
industrial and commercial geography and to diminish the time given to
the less valuable physiography. The development is not yet vigorous.
The high school geography departments, so far as observed, have not
yet altogether attained the social point of view. But they are moving
in that direction. On the one hand, they now need stimulation; and
on the other, to be supplied with the more advanced kinds of such
material equipment as already suggested for the elementary schools.

DRAWING AND APPLIED ART

The elementary schools are giving the usual proportion of time to
drawing and applied art. The time is distributed, however, in a
somewhat unusual, but probably justifiable, manner. Whereas the
subject usually receives more time in the primary grades than in the
grammar grades, in Cleveland, in quite the reverse way, the subject
receives its greatest emphasis in the higher grades.

TABLE 10.--TIME GIVEN TO DRAWING