What  the  teacher  has  to  do  is  to  make
sure  that  these  pictures  and  descriptions
are  clearly  understood,  and  result  in  men-
tal pictures  ;  that  the  learner  knows  how
I  to  use  them.    Maps  are  of  no  use  here,  for
I  they  help  the  imagination  very  little  in-
deed.    The  time  for  learning  about  them
and  using  them  comes  later.     What  are
needed   are   pictures   (or,    rather,  photo-
graphs) and  rough  models.     The  teacher,
however,  has  one  great  difficulty  to  con-
tend with  at  first  :  viz.  that  children  do
not  care  for  still  life  and  scenery.     It  is
hard  to  get  them  to  observe  still  life  even
when  it  is  present.      They  are  still  less
anxious  to  imagine  it.     What  they  care
for  is  moving  life,  action,  adventure.     A
place  is  interesting  because  of  the  living
acting  men  or  animals  that  have  been  or
I  are  in  it.     Put  a  British  soldier  in  the  Sou-
i  dan  and  every  one  of  us  is  interested  in  the
desert,  and  eagerly  studies  every  picture
and  every  description  of  it.     We  must,
therefore,  make  the  locality  which  we  are
to  mentally  picture,  in  the  first  place,  in-
teresting.    We  can  do  this  by  stories,  ad-
ventures, travels,  historical  events — espe-
cially those  in  which  the  physical  aspect
|  and  conformation  of  the  locality  are  of  real
importance  (as  in  battles,  for  instance).
