PAPERS OX GEOLOGY AXD GEOGRAPHY 363 



the iinfortiinate teacher who happens to be available at 

 the time and place best suited to the daily program. 

 Under such conditions ''The Sick Man of the Curricu- 

 lum" shows no improvement, and we may as well pre- 

 pare ourselves for the worst. 



It is not the purpose in this discussion to defend either 

 the right of Geography to a place in our high schools or 

 the proposition that it should be taught as a science. 

 Both of these things have been assumed. Neither has 

 it been thousrht necessarv to distinguish between Phvsi- 

 ography and Commercial Geography. It is believed that 

 the suggestions submitted may be applied equally weU 

 in either subject. If, then. Geography is to be taught as 

 a Science, what shall be the method of attack? Psy- 

 chologically as well as scientifically the pupil should be 

 introduced to the subject matter of Geography through 

 the study of pertinent problems. 



These problems may be simple and limited in their 

 scope or they may be as broad as the ability of the class 

 and the nature of the subject matter will permit. Their 

 solutions may come through the examination of subject 

 matter, through laboratory work, or through field trips. 

 The essential thing is that the pupil solve the problem 

 for himself under the guidance of the teacher. Facts, 

 details, definitions, and principles are subordinate to the 

 solution of the problem. 



But the lessons will develop certain facts, definitions, 

 and geographical principles which need to become the 

 permanent possession of the pupil in order that they 

 may serve as a part of his working equipment in the 

 solution of further problems. These definitions and 

 principles are a minimum requirement which each pupil 

 should master. 



The more enthusiastic advocates of the problem meth- 

 od would have us believe, that the necessity of memoriz- 

 ing and drill cease with the introduction of this method 

 of teaching. But until the Law of Eecall shall change, 

 the necessity of drill, like the poor, '*ye have always with 

 you." Since these facts, definitions, and principle? are 

 to be a part of the child's working equipment they should 

 be, first, scientifically accurate; and second, within the 



