748 REPORT — 1895. 



miglit be on a relatively small scale, but must not be too small for completeness. 

 Tbeory, both on the scientific and historical sides, must be represented, and each of 

 the three geographical arts. As regards observation nothing better could be asked 

 than association with the admirable classes already existing. Cartography would 

 be needed not only to supply the English map trade with an occasional Petermaun, 

 but especially that all serious students of the school might learn the ways of 

 the geographical workshop. Teaching would naturally be associated with the various 

 secondary and elementary training colleges. A certain number of university men 

 might be tempted by the offer of a diploma to interpose a geographical year between 

 the university and the master's desk ; for head masters would probably be only 

 too glad to give the teaching of geography into the hands of specialists, provided 

 these were men of university culture, able to be of general service in school-work, 

 and provided also there was adequate guarantee that they were experts. There 

 would, in addition, be a system of eveuing classes for teachers and clerks, and thus, 

 while the school would render obvious and direct service to six millions of people, 

 the staff would gain strength from the sense of a generally difi'used trust in them. 

 The school would in no way duplicate the Geographical Society, while its staff 

 would contribute an element of tiained experts to the newly established afternoon 

 meetings. 



I launch this scheme, not with any fixed idea on the subject, for I would willingly 

 abandon it in favour of another shown to be better, but because I am convinced 

 that now is a great opportunity, and that a definite plan, even if it should prove 

 unworkable, is more likely to provoke discussion and to produce result than mere 

 negative criticism, which has often been anticipated. As effects of any adequate 

 scheme, I should hope that, in a few years" time, geographical examinations would 

 consistently test not merely' memory for small detail, but clearness of apprehension, 

 breadth of view, and power of statement, whether in word or map; that teachers 

 would have the knowledge needed for Socratic rather than dogmatic teaching, and 

 that students of geography would exercise the powers of analysis and composition, 

 and not merely observe and remember. Geography would then be a subject rather 

 for the higher than the lower parts of schools, and with the aid of a shelf of the 

 classics of travel, sixth-form boys would write geographical essays with rapid but 

 accurate mnp illustration. Then, the Universities would receive freshmen who, 

 whether candidates for historical or scientific honours, could express themselves 

 resourcefully in map and diagram, as well as in language and writing. I speak 

 from experience when I say that not one undergraduate in thirty has the necessary 

 equipment for accurate appreciation of space-relations in history, as well as time- 

 relations. In an age of inevitable but unfortunate specialisation the organising 

 of another correlating study should not be unwelcome. 



Once more, let us emphasise the fact that geography is not the science of all 

 things. It has been the aim of this address to bring out the specific character of 

 geography and of the geographer. Nor is it the only important subject in educa- 

 tion. Its devotees frequently do it harm by excessive claims. Moreover, let us 

 admit that as geography is now too often taught, and even as it is conceived of in 

 some circles wliich pass for geographical, it merits no greater mercy than it re- 

 ceives at the hands of educationalists. Nor let it be denied that some facts that we 

 would see taught as geographical are already dealt with in other, and as we think, 

 less advantageous connections. Lastly, let us beware of extolling the German 

 example, which happens to be good in geography, to the degree of imputing in- 

 feriority to the whole system of English education. Let us do full justice to the 

 position of our opponents, let us humbly benefit by their criticism, and then claim 

 soberly, but with persistence, that a worthy geography is no pariah among intellec- 

 tual disciplines. Amid the changes of organisation which are imminent, let us 

 steadily maintain that the geographical is a distinct standpoint from which to 

 view, to analyse, and to group the facts of existence, and as such entitled to rank 

 with the theological or philosophical, the linguistic, the mathematical, the physical, 

 and the historical standpoints. No intellectual education is complete which does 

 not offer some real insight from each of these positions. 



