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. [Illustration] 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.