TRANSACTIONS OF SECTION E. 723 



(3) that the public examinations be based on some generally accepted sequence 

 of exposition, as in the case of languages and mathematics. 



It would probably be hopeless to expect a general fulfilment of the first two con- 

 ditions unless the third be practicable. It is well, therefore, to concentrate 

 attention upon this. 



The phenomena of geography are capable of arrangement upon alternative 

 principles, either according to regions or according to categories. In the one case 

 the chapter-headings of a text-book would be such as * France,' ' India,' &c. ; in 

 the other they would be such as ' volcanoes,' ' climates,' &c. The former is spoken 

 of as regional geography, the latter as general, or commonly, but unfortunately, as 

 physical geography. In the university the general classification may often be 

 advisable, but in the school it is submitted that the regional basis should in the 

 main be adhered to, for distribution is of the essence of geography and imparts to 

 regional geography a unity not possessed by physical geography. Indeed the latter 

 might be described as a series of chapters treating of the geographical aspects of 

 other sciences — astronomy, geology, meteorology, botany, zoology, anthropology, 

 strategy, economics, and history. The separation of school geography into two 

 subjects, topography and physical geography, has probably done more than any- 

 thing else to arrest its development as a discipline. 



It is suggested that it would be quite possible to weave into the regional treat- 

 ment so much as is needed of other sciences by taking these in one at a time in the 

 successive stages of the strictly geographical argument. This idea will be most 

 easily conveyed by sketching a possible course of instruction. Let it be divided 

 into six stages, of which the first will be elementary, the next four secondary, and 

 the last higher. 



Stage 1 (elementary).- — It is agreed on all hands that the teaching of geogr.aphy 

 should commence with the home. This, however, involves among other things the 

 observation of the apparent movements of the sun and stars, and hence their ex- 

 planation by means of the globe. The lie and names of the continents and oceans 

 would also be learnt upon the globe, and some idea of their chief contrasts won 

 from the reading of simple stories of discovery, adventure, and travel, the teacher 

 everywhere asking the pupil to contrast with the home conditions.^ 



Stage 2 (ages thirteen and fourteen). — This, which is usually omitted, should 

 have for subject such a wider ' home area ' as would permit of the study of entire 

 river basins, water partings, coast and hill forms, &c. The real study of the use 

 of maps as opposed to mere plans and sketch maps would commence here, and 

 this would be the approximate stage for the introduction of such ideas as the 

 deposition, folding, faulting, and sculpture of rock strata as explanatory of the 

 surface forms. 



Stage 3 (ages fourteen and fifteen). — Here the ' home country,' the British 

 Isles, would be considered as a whole. The land-forms and essentials of structure 

 would be quickly yet accurately conveyed by the use of the ideas and terms learnt 

 in Stage 2, and time would thus be available for a thorough explanation of the 

 climatic contrasts ; a subject unsuited to Stage 2 by reason of the limitation of the 

 area then studied. Moreover the teaching of elementary physics by the science 

 master would at about this stage render the fundamental ideas involved more 

 easily appreciable. 



Stage 4 (ages fifteen and sixteen). — Here we come to the comparison of the 

 home country with the great civilised countries of Europe. The physical facts, 

 both morphological and climatic, would be conveyed quickly yet accurately by 

 means of the ideas and terms learnt in Stages 2 and 3, and special stress would 

 now be given to the political and economical facts. The pupils would be ready 

 for these by reason both of their progress in history and of their increasing 

 interest in the newspapers. Care would be taken to correlate the political .with 

 the physical. Problems and essays would be set. 



Stage 6 (ages sixteen and seventeen). — This would be devoted to the study 



' In the case of children not proceeding to secondary schools selected portions 

 of Stages 2 and 3 must be taken in the latter part of the el|ifientary training. 



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