In the long-ago era during which I attended elementary school, the study of geography began in the fourth grade. To this day I recall some of what I learned that year, for the wide, fat textbook that we were given was filled not just with photographs but with stories—stories of the people, mostly family units, each in a different country of the world. The tales described their holidays and customs, the foods they ate and the clothing they wore, how they attended school and worshipped, the strange animals that inhabited their countries and were kept as farm animals or pets, and even a touch of the history of their home territories. I especially recall my awe in learning of those countries where the sun disappeared for months at a time, swathing the land in darkness, and the joy felt by the inhabitants when the light finally returned.
I absolutely loved it. Geography—how marvelous! I had never heard the song “Far Away Places”, but now I thrilled to them: far away places with strange-sounding names. There was even a tactile element to studying geography, I found, for one of the globes that we were shown was three-dimensional, with mountain ranges one could touch, and oceans that were delineated with swells and currents. I was enthralled and fascinated.
When fifth grade began, I couldn’t wait to see what we would learn in Geography class. I remember the anticipation as I opened the book and turned the first few pages of my new geography text.
And then the world, quite literally, crashed down about my ears. I found it hard to believe what I was seeing. Instead of stories, tales of other lands that drew me in and caught my fascinated attention, there was a dry tome filled with information on imports and exports, language spoken, past rulers and present political tensions, oil and mineral reserves and rights….
I had never been so disappointed in my life. From that point on, I had no interest whatever in geography. Oh, I studied it well enough; I was a decent student, and I memorized enough information to pass tests, putting forth the minimum of effort to keep a passing grade. But I never again cared. For me, the heart, the soul, of my geography lessons had been stolen. Everything that made learning about the world fascinating—the people, the animals, the customs and foods and clothing and history—all of that had been taken from me, and with it, my curiosity and interest.
With all that we are now learning about the human brain, about its growth and function and development, I look back on my geography lessons and ponder why it should be that we haven’t yet figured out that all brains aren’t meant to learn the same things in the same way. Children are still taught in the manner of the 15 and 1600’s: sitting in rows, obedient (or not) to an authority figure, memorizing for just long enough to pass a quiz, or a test, or a state-sponsored exam. Wonder, curiosity, creativity are rarely encouraged—are the exception, rather than the norm.
I recall virtually nothing of my geography lessons from the fifth grade onward; become confused, as an adult, as to the placement of countries on a map or a globe. Yet I can still recall the cultural lore of a half-dozen lands that I absorbed in delight at the age of nine. Are there others of my long-ago classmates who learned nothing of the world during that first year of Geography class, but for whom the following lessons remain clearly embedded in their memories? And why can we, progressive and innovative, not learn to teach each child in the manner best suited to her or his abilities?
Now, decades later, even the names of many of the countries I once studied are non-existent. Czechoslovakia, Burma, Siam—gone. Transmuted. Erased from all but history. The Earth turned on its axis, and those countries, those cultures, disappeared.
But not my memories of everything I learned in that first, delightful year of studying Geography.