17— GEOGRAPHY AS A FACTOR IN HIGHER 



EDUCATION. 



By Frank Flowers, C.E., F.R.A.S., F.R.G.S. 



[abstract.] 



The object of the paper was simply to endeavour to arouse 

 an interest in the claims that Geography has for admission in the 

 curricula of our Colleges and a place in the University Examina- 

 tions; of course, in the sphere of Higher Education. 



Educationalists might be of opinion that the paper embraced 

 extravagant views and claims, but when the well-nigh total neglect that 

 Geography in its pure form in class work has sustained is remembered, 

 the almost hysterical announcements of Geographers are not to be 

 wondered at. To quote from an article in the Star, commenting 

 upon the fact that Geography is only compulsory in the School 

 Elementary Cape University Examinations, that paper observes, 

 " that is to say, the official opinion of the Chief Educational Insti- 

 tution in South Africa is that Geography is a study neither suitable 

 nor necessary for boys above the age of 12." 



The paper under review deals with the difficulties in framing 

 an entirely satisfactory syllabus for Geographical study, owing, of 

 course, to the manifold branches of the subject. It also suggests 

 as a comprehensive definition or central theory for a working hypo- 

 thesis that — Geography is the Science which details the Earth's 

 dictation to Life. 



The author quotes freely from prominent writers, such as Dr. 

 Mill, Dr. Herbertson, Sir Clement R. Markham and others. Three 

 are worthy of repetition. 



Sir Clement points out that Geographical ignorance — speaking 

 of Geography in its broadest sense — " is the cause of loss in com- 

 merce, of disaster in war, and blunders in administration. Until 

 merchants, soldiers, seamen, engineers, lawyers, and above all, 

 statesmen, are also Geographers, these evils will continue." Dr. 

 Herbertson remarks : " Surely it is only common sense to see that 

 it is properly studied by those who will direct great enterprise. 

 When its educational and practical value are both taken into 

 account, only ignorance or inertia or the influence of vested interests 

 can explain its omission from the higher classes of schools, or from 

 the Universities." While Dr. ]\Iill directs attention to the fact 

 that the glory of Geography as a science, its fascination as a study, 

 and value in practical affairs arise from the recognition of the 

 unifying influence of surface reliefs in controlling the incident ol 

 every mobile distribution of the Earth's surface ; and that the grand 

 problem of all must be the demonstration and quantitative proof of 

 the control exercised by the forms of the Earth's crust upon the 



